1. Sam Nofziger Founder www.theenglishlearnergroup.com The Language of Collaboration Burton Schools Porterville, CA January 12, 2015

2.  Grade level Sheet  Review and make a list of all the skills of Collaborative Language elements in:  The California English Language Development Standards for your grade level  The Common Core English Language Arts Speaking and Listening for your grade level ©The English Learner Group, 20142 California English Language Development Standards: Collaborative Language

3. CA English Language Development Standards CCSS English Language Arts Standards: Speaking and Listening ©The English Learner Group, 20143 Note Taking… Review YOUR grade level ELD and ELA Speaking and Listening Standards and make come notes around the Collaborative language skills.

4.  In groups of 2-3 participants, share your notes, and discuss what you read.  On the back of the page, write some similarities that you saw in both lists of standards.  Share your thoughts with your group of participants. ©The English Learner Group, 20144 Share your notes

5.  Instructional Strategies (List of 25)  Scaffolds that we discussed last January. ©The English Learner Group, 20145 How do we develop Collaborative Language?

6.  Your classroom has effective and consistent structures for learning.  You implement instructional strategies effectively, and meaningfully.  Nearly ALL your students are attaining the standard.  A few are not yet able to do it.  What’s next? ©The English Learner Group, 2014 Scaffolds 6

7.  What does your grade level CCSS ELA Standard 1 say?  What does every student need to be able to produce to meet the standard?  The right word?  The right sentence?  The right paragraph?  The right composition?  What specific academic elements are necessary to meet the standard? ©The English Learner Group, 2014 Scaffolds 7

8.  Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals (Sawyer, 2006).  These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge ©The English Learner Group, 2014 Scaffolds 8

9.  Frames  Sentence Frames – Shared, Teacher Made in Planning, Teacher Made Inside the Lesson, Student Made and Shared  Paragraph Frames- Shared, Teacher Made in Planning, Teacher Made Inside the Lesson, Student Made and Shared  Composition Frames- Shared, Teacher Made in Planning, Teacher Made Inside the Lesson, Student Made and Shared ©The English Learner Group, 2014 Scaffolds 9

10. ©The English Learner Group, 2014 Frames 10

11.  Graphic Organizers  Thinking Maps  Brainstorming Tools  Note Taking Tools  Sorting Tools ©The English Learner Group, 2014 Scaffolds 11

12. ©The English Learner Group, 2014 Graphic Organizers 12

13.  Word Banks  Lists  Posted Reference Materials  Personal Reference Materials  Technology Resources  Other Reference Materials ©The English Learner Group, 2014 Scaffolds 13

14. ©The English Learner Group, 2014 Scaffold An academic word list, as we used in the Model Lesson… 14

15.  Partner and Group Supports  Peer support  Peer editing  Group processing  Discussion groups and partners ©The English Learner Group, 2014 Scaffolds 15

16. ©The English Learner Group, 2014 Peer Support 16

17.  On the remaining square on the back of your handout, write your current thoughts about how to develop Collaborative language in your classroom.  In groups of four, we will do a Timed Round Robin (Kagan, 2014). Each person will have 1 minute to share their thoughts about developing Collaborative language in his/her class. ©The English Learner Group, 201417 What’s next?

18. Sam Nofziger, MA, Ed. Founder The English Learner Group sam@theenglishlearnergroup.com 559-250-6846 mobile ©The English Learner Group, 201418