2. North Carolina Understanding Language Project North Carolina Department of Public Instruction Stanford University

3. Understanding Language and the College & Career Ready Standards: Meeting the Needs of English Language Learners

4. * Lau v. Nichols (1974)

5. * A Nation at Risk (1983)… call for standards.

6. *

7. * The two cyclops problem

8. * Old Paradigm ContentLanguage Mostly vocabulary, Grammar

9. * New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures Δ Vocabulary practices LanguageContent

10. *

11. *

12. * March 12, 2014COSA - Eugene

13. * March 12, 2014COSA - Eugene

14. * ELPD Framework

15. * No Child Left Behind: Three important pieces for ELLs Sec. 1111(a)(3)(ix)(III) the inclusion of limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data… Sec. 1111(a)(3)(xiii) enable results to be disaggregated within each State, local educational agency, and school by…English proficiency status. Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).

16. * The New Standards… raise the bar for learning; raise the demand for language; call for a high level of classroom discourse across all subject areas.

17. * Students are challenged to… engage in productive oral and written group work with peers, engage in effective oral and written interactions with teachers, explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings, and extract meaning from complex written texts.

18. * Obstacles English Language Development (ESL) isolated from content Low expectations of our ELLs Language seen as the exclusive domain of the ELD teacher or ELD block Traditional Program model of service for ELLs

19. * 2 A Pilot ELA Exemplar “Persuasion Across Time and Space: Analyzing and Producing Complex Texts” A Unit Developed for the Understanding Language Initiative by WestEd’s Teacher Professional Development Program Unit Authors: Aida Walqui, Nanette Koelsch, and Mary Schmida In Collaboration with Understanding Language’s English Language Arts Working Group: George C. Bunch (Chair), Martha Inez Castellón, Susan Pimentel, Lydia Stack, and Aida Walqui

20. * Persuasion Unit Illustrates how ELA CCSSs can be used to deepen and accelerate the instruction of ELLs in middle schools. Is based on the notion that ELLs simultaneously develop conceptual and academic understandings as well as the linguistic resources to express them, through participation in rigorous activity that is well scaffolded (Walqui & van Lier, 2010)

21. * UNIT Persuasion Across Time and Space: Analyzing and Producing Persuasive Texts LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts Can you live with dirty water? LESSON 2 Persuasion in Historical Context: The Gettysburg Address Gettysburg Address LESSON 3 Ethos, Logos, & Pathos in Civil Rights Movement Speeches MLK “I have a dream” Robert Kennedy “On the Death of Martin Luther King” George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “ LESSON 4 Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now Barbara Jordan “All Together Now” LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text The Girl who Silenced the World for Five Minutes

22. * Collaborative Poster

23. * Math Resources Exemplars available for elementary, middle, and high school; however only the elementary materials will be piloted. Developed by Understanding Language, under the leadership of Prof. Judit Moschkovich of UC Santa Cruz, and with assistance from a team of math and language experts. Provider of P.D. for these materials: Grace Coates 23

24. * Elementary Sample Annotated Lesson Roger’s Rabbits Grade 4, Operations and Algebraic Thinking Adapted from Roger’s Rabbits Copyright by Mathematics Assessment Resource Service (MARS) 2008.

25. * Goals for the Understanding Language Initiative  Engage in a healthy public dialogue around what the College and Career Readiness Standards (CCRS) imply for English Language Learners (ELLs).  Develop exemplars of what CCRS - aligned instruction looks like, to be used as strategic tools by districts (and others).

26. * Goals for the Understanding Language Initiative  Develop a vibrant, inquisitive, engaging online community: Web: http://ell.stanford.edu/http://ell.stanford.edu/ Twitter: ELLStanford Facebook: Understanding Language You Tube: Understanding Language

27. * Goals for the session Examine the critical role language plays in the CCRS standards for English Language Learners (ELLs). Identify specific teaching strategies that support ELLs’ access and success with authentic complex texts. Unpack the metacognitive processes teachers/educators need to support and reinforce ELL learning. Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms

28. * Cross-Cutting Foundations (ell.stanford.edu) Language and the Common Core Standards (L. van Lier and A. Walqui) What is the Development of Literacy the Development of? (G. Hull & E. Moje) What Does Text Complexity Mean for English Learners and Language Minority Students? (L. Wong Fillmore & C. J. Fillmore) Instruction for Diverse Groups of English Language Learners (A. Walqui & M. Heritage)

29. Piloting the Units Statewide (English Language Arts and Mathematics) ELA (Grade 7) – Persuasion across Time and Space: Analyzing and Producing Complex Texts Math (Grade 4 ) – A set of resources that discuss relevant language and supports the participation of ELLs in Mathematical discussions

30. NC UL Project Timeline October 3, 2013 Informational Webinar http://eldnces.ncdpi.wikispaces.net/Materials+%26+Resources October 2014 Application Process and Pilot Participants Selection November 3-4, 2014 (East) November 6-7, 2014 (West) Four (2 x 2) Day Face-to-Face Trainings (East & West regions) December, 2014 – Spring 2015 NC MOOC modules provided by Stanford University by Dr. Kenji Hakuta March 16 - 20, 2015 Regional Support and Coaching (East & West regions) Spring/Summer 2015Expansion and Sustainability Planning

31. ELA Team ELA TEAM 1 Academic Coach/ Facilitator 1 Administrator *1 EC Teacher *1 ESL Teacher *2 Grade 7 ELA Teachers

32. Math Team MATH TEAM 1 Academic Coach/ Facilitator 1 Administrator *1 EC Teacher *1 ESL Teacher *2 Grade 7 MATH Teachers

33. 32 ELA Teams (6 members per team) 32 Math Teams (6 members per team) 64 Teams 384 Participants

34. How to Apply Application period: 10/01/14 – 10/17/14 (Teams notified 10/20/14 – 10/24/14) LEP Coordinator completes application for each LEA/Charter Team Introductory Webinar, Letter of Invitation, and Link to Application: http://eldnces.ncdpi.wikispaces.net/Understanding+Language

35. Questions and Answers Contact Charlotte “Nadja” Trez or Christie Lynch Ebert for further questions and/or comments. nadja.trez@dpi.nc.gov 919-807-3866 Christie.ebert@dpi.nc.gov 919-807-3856