1. Things to prepare  Highlighters  Summary/Synthesis – chart paper/Post-It chart paper  Mr. Sketch Markers  Curriculum Spiral Map (CCSS) (in color)  Clicker  Speakers  Powerpoint copies  Accountable partner talk (poster)  Classroom rules (samples)  “Collaborative Conversations” Fisher, D. & Frey, N. (2013).  Conversation Roundtable – graphic organizer  Manila folders w/ labels

2. To do list  Video 1 group of students using academic vocab  Take pictures of classroom  Bring social contract poster  4Ls poster  Collaborative conversation posters

3. Structured Learning Groups to Increase Literacy Pre-Good Teaching Conference San Jose, CA January 6, 2013 Presenters: Esther Jang-Tamanaha & Cristina Rojas

4. Contact Info Esther Jang-Tamanaha English Teacher/ EL Coordinator (626) 934-6700 ejang@hlpusd.k12.ca.us Cristina Rojas District Program Specialist/EL Programs (626) 933-4300 crojas@hlpusd.k12.ca.us

5. Objectives 1. Participants will identify the academic needs of English Learners. 2. Participants will deconstruct the Speaking & Listening Standard 1and list the skills to effectively communicate and collaborate. 3. Participants will apply the components of accountable partner task and collaborative groups.

6. Activating Prior Knowledge With a neighbor: Describe how you structure speaking and listening opportunities in your classroom.

7. English Learner – State Goals “2010–11 school year, there were approximately 1.4 million English learners”  Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.  Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade- level academic standards that are expected of all students. California Department of Education (2013)

8. English Learner Characteristics The majority (59%) of secondary school English Learners are “Long Term English Learners”.  L-TELs exhibit oral fluency  L-TELs are yet to fully comprehend academics  L-TELs are mainstreamed without support  L-TELs may struggle in school, be disengaged, exhibit behavioral problems due to the patterns of discouragement and failure Olsen (2010)

9. What do English Learners need?  “Oral language is the foundation for literacy” (Olsen, 2010, p. 16).  Students need:  oral language practice,  instructional conversations,  and multiple opportunities for speaking  Oral language builds writing skills ( Olsen, 2010)

10. What do ALL learners need?  Opportunities to build trust and community (Olsen, 2010)  Consistent academic routines (Olsen, 2010)  Explicit expectations for engagement, participation, and academic discourse (Olsen, 2010)  Structured listening and speaking (Kinsella, 2013)

11. What does the standard say? Speaking & Listening Standard 1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

12. What does the standard say?  Read your grade level speaking & listening standard  Then identify the college and/or career ready skill(s) the Common Core Standard is asking students to have.

13. Accountable Partner Talk  According to the Speaking & Listening Anchor Standard 1, an important skill my students need to have is ___________________________________.  A college / career skill the Common Core State Standard is requiring of students is ________________.

14. Partner Task  Share your response with your partner.  Compare & Contrast each other’s responses.  Expand your thought by building on your partner’s response.

15. Accountable Partner Talk 1. Look 1. Lean 1. Lower 1. Listen  What I heard you say was ______________.  An interesting point you brought up was ____________.  I agree with your point that ____________. (Kinsella, 2013)

16. Whole Group

17. Speaking & Listening Standard 1 Skills Best Practices Stimuli/Tools

18. Video What do you see? What do you hear?

19. Video A college/career skill I saw/heard the class working on was _________. A best practice the teacher using practicing was _______. The students were using ________ as a stimuli/tool for learning.

20. What does the research state? “Collaborative Conversations” Douglas Fisher & Nancy Frey

21. Collaborative Group Work Jigsaw Reading 1) Agree on section to read (A, B, C, or D) 2) Read your section once through 3) Re-read and highlight important words/phrases 4) Use highlighted words to summarize

22. Collaborative Group Work In your groups, complete the graphic organizer: 1) Jot each other’s summary 2) Synthesize the entire article

23. Partner summary Synthesis of everyone’s summary

24. Collaborative Group Conversations Summarize:  According to X, “ ___________.” Basically, X is saying ________________.  When X states, “ __________,” X are raising/indicating ____________________. Synthesize:  The overarching idea of this article is ________.  The main idea of this text is __________.

25. How do we create structured learning groups?  Arrange classroom structure & partners  Establish classroom rules  Build various “partner talk” opportunities  Utilize academically rigorous sentence frames  Create “collaborative group work” expectations  Incorporate appropriate structure into lessons  Teach, model, provide practice-time  Facilitate whole-class discussion

26. Speaking & Listening Standard 1 Skills Best Practices Stimuli/Tools Debrief

27. Closure 1. Participants will identify the academic needs of English Learners. 2. Participants will deconstruct the Speaking & Listening Standard 1and list the skills to effectively communicate and collaborate. 3. Participants will apply the components of accountable partner task and collaborative groups.

28. References California Department of Education. (2013). Facts about English learners in California. CalEdFacts, Retrieved from http://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp. Fisher, D. and Frey, N. (2013). Collaborative Conversations. Instructional Leader, pp. 57-61. Kinsella, K. (2013). Preparing Academic English Learners for the Language Demands of the Common Core State Standards. Academic English Learners Keynote, Rancho Mirage, CA. Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Californians Together, Retrieved from http://www.californianstogether.org.