1. Frame of Practice and Lessons: A Closer Look at Complex Text
Multilingual and Multicultural Education Department
Elementary
Designated ELD
Frame of Practice and Lessons:
A Closer Look at Complex Text
1 minutes on this slide
Welcome participants and introduce the presenters.

2. Learning Outcomes
Understand the essential elements of a Designated ELD Lesson
Understand how to develop a Designated ELD Lesson
Identify linguistic features of complex text and align to CA ELD Standard(s)
1 minute
Have participants read each bullet.

3. English Learner Master Plan pg. 51
Instructional Guiding Principles
ELs and SELs possess a variety of linguistic and cultural abilities viewed as assets.
Focused instruction for these students builds on cultural and linguistic strengths and provides meaningful access to a curriculum that is standards-based, cognitively complex, rigorous and coherent.
All teachers of ELs and SELs are teachers of both language and content.
2 min.
Tell participants that when working with ELs and SELs our instructional guiding principles are found in the EL Master Plan.
All students come to us with assets and instruction for ELs and SELs should build on the students strengths.
English Learner Master Plan pg. 51

4. UNDERSTAND THE ESSENTIAL ELEMENTS OF A DESIGNATED ELD LESSON
10 seconds on this slide
Next we will build our understanding of the essential elements of a Designated ELD Lesson.

5. We started this practice during Start Smart
10 minutes on this slide
This is the new Designated ELD Frame of Practice for daily instruction, which is comprised of three high impact essential practices:
Click animation 1: Fostering Academic Interactions
Ask participants to share with a partner, “Share your experience with implementing Start Smart at your site?”
Click animation 2: Using Complex Text
Click animation 3: Fortifying Complex Output
Highlight the key components for each high impact essential practice:
Click animation 4:
We will begin by focusing in on Constructive Conversation Skills.
Model a constructive conversation skill using language models. Students learn constructive conversation skills
Click animation 5:
Provides opportunities for students to engage in extended discourse using target academic language
Click animation 6
Delivers lessons based on part II ELD standards –linguistic feature, mentor text
Click animation 7:
supports small group differentiation to fortify complex output
Click last animation:
Wrap up & next steps
Students self assess
Teacher closes lesson
Handout
© Zwiers, O’Hara, & Pritchard (2014)

6. Build “Into” and “From” Content Instruction
Designated ELD
FROM
INTO
ELA & Content Areas

7. Build “Into” and “From” Content Instruction
The language demands identified during content instruction inform what needs to happen during Designated ELD. The language “From” content is lifted to be explicitly taught during Designated ELD.
During Designated ELD we use the CA ELD Standards for instruction. The new language learning is taken “Into” ELA and other content areas to support successful participation in academic tasks.
2 minutes on this slide
Read bullet point 1. You might want to use the “circular into and from poster” to make a clearer connection.
Click on animation (second bullet):
Read bullet point 2.
Handout #6

8. 1st. Grade ELA Designated ELD
i.e. Story elements, character traits, etc.
ELD Standards Part II-Understanding Cohesion (connecting words and phrases)
i.e. linguistic features of text
5 minutes on this slide
During English Language Arts, teachers will teach the story and all that comes with it such as: vocabulary, comprehension, story elements (such as sequence, plot, themes), character traits, etc.
Click on animation (“Designated ELD”):
During Designated ELD, teachers will lift a portion of the reading FROM the content (from ELA in this example) and take it INTO Designated ELD as a mentor text to examine language more closely. Things such as predictable language patterns or the language used to combine clauses are examples of what might be taught during this time.
Click animation (red underlines):
In order to teach Part II of the CA ELD Standards-Understanding Cohesion, we will highlight the language that shows sequencing and order (i.e. second try, third try, one more try).
Click animation (red box 1):
In order to teach PART II of the CA ELD Standards –Connecting Ideas, we will highlight how a simple sentence, “Wave the kite over your head.”
Click animation (red box 2):
expands into a compound sentence by combining clauses to make connections and join ideas, “Wave the kite over your head and jump up and down.”
Click animation (red box 3):
and finally “Wave the kite over your head. Jump up and down and shout UP KITE UP!”
Ask participants to share their response with an elbow partner: How does this example support your understanding of “Into” and “From”?
ELD Standards Part II-7
Connecting Ideas-Combined clauses to make connections and join ideas..

9. Understanding Complex Text
B. The cry of the people
-outcry, a collective cry, protest, revolution, determination, frustration
A. The people cried.
-Tears
-Sadness
Click animation 1: “The people cried”
Ask participants, “What do you imagine or visualize when you read this sentence?”
Click animation 2 and 3: “tears, sadness”
These might be some examples of what you would visualize.
Click animation 4: “The cry of the people.”
Click animation 5 and 6: “outcry, protest, etc.”
These might be some examples of what you would visualize. But the text only has five words in it, how did you come up with so many other words?
Sentence A is very literal.
Sentence B, seems like a simple sentence, but it is complex because it contains subtext and layered messaging. As Dr. Wong Fillmore states, it’s informationally dense.
Our ELs may interpret sentence B as they would sentence A, in a very literal way. We are wanting to give our ELs access to more complex text, but we have to teach them how the changing “cry” from a verb to a noun changes the function in a sentence thus giving it a different meaning.

10. Understanding Mentor Text
A mentor text is from the selection that has been used during ELA and other content areas, after being read for students to get basic comprehension of the selection.
A mentor text can contain several connected sentences (6-8) in which each sentence can lend itself to teaching the ELD Standards that have been selected to teach.
The sentences should be complex and rich enough to have discussions about the structure, meaning, word choice, etc.
Share with participants these essential characteristics of a Mentor Text:
Mentor text in the context of Designated ELD refers to the fragment or portion that is lifted from a selection used in ELA.
The selection should be read during ELA enough times for students to get basic comprehension.
It should be a paragraph or passage taken straight from the selection. Depending on the grade level it may be comprised of 6 to 8 sentences.
All sentences in the mentor text should illustrate unquestionably the selected ELD Standard from Part II : Learning about How English Works.

11. Let’s Apply the Standards to a Mentor Text
CA ELD Standard for Grade 4
Part II: Learning About How English Works
B: Expanding and Enriching Ideas
4. Using nouns and noun phrases (Expanding) Expand noun phrases in a variety of ways (e.g. adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.)
Step 1: Turn the standard into a “focus question,”
e.g.: How Do Noun Phrases Add Detail to a Text?
HOW: Consider the CA ELD standards for your particular grade level and the proficiency levels of your students. Once a particular standard from Part II Learning about How English Work, turn the standard into a focus question. This focus question will guide the mentor text analysis.

12. Share with participants that we always select the mentor text based on Part II of the ELD standards.
Click:
red box will help to focus on the strand

13. Structure/What? Purpose/Why? 2 minutes
Purpose: focus on the Standard and the language of the standard at the expanding level
Click
Box will show the standard
Read the standard
There are 3 proficiency levels in the new CA ELD Standards.
Analyze the grade specific standards for the structure (what) and purpose (why)
For this activity you will focus at the expanding level only
The essence of the standard is underlined

14. Structure/What? Purpose/Why? 2 minutes
Purpose: focus on the Standard and the language of the standard at the expanding level
Click
The structure (what) and purpose (why) of the standard is underlined

15. Let’s Check Our Focus Question for the What and the Why
CA ELD Standard for Grade 4
Part II: Learning About How English Works
B: Expanding and Enriching Ideas
4. Using nouns and noun phrases (Expanding) Expand noun phrases in a variety of ways (e.g. adding adjectives to noun phrases or simple clause embedding) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.)
Step 1: Turn the standard into a “focus question,”
e.g.: How Do Noun Phrases Add Detail to a Text?
Both the structure and the purpose for each standard should be clearly stated in the focus question and be considered when analyzing a mentor text.
Structure/What?
Purpose/Why?

16. A Drop of Water
There are few objects you can make that have both the dazzling beauty and delicate precision of a soap bubble. Shown here at actual size, this bubble is a nearly perfect sphere. Its shimmering liquid skin is five hundred times thinner than a human hair.
Bubbles made of plain water break almost as quickly as they form. That’s because surface tension is so strong the bubbles collapse. Adding soap to water weakens water’s surface tension. This allows a film of soapy water to stretch and stretch without breaking.
Share with Participants the Lexile level: 950, recommended for gr.4-5
This passage is used to illustrate how to support ELs in understanding the process of how to Expand and Enrich Ideas by Using Nouns and Noun Phrases.
Reinforce that it is lifted from ELA CURRICULUM

17. A Drop of Water
There are few objects you can make that have both the dazzling beauty and delicate precision of a soap bubble. Shown here at actual size, this bubble is a nearly perfect sphere. Its shimmering liquid skin is five hundred times thinner than a human hair.
Bubbles made of plain water break almost as quickly as they form. That’s because surface tension is so strong the bubbles collapse. Adding soap to water weakens water’s surface tension. This allows a film of soapy water to stretch and stretch without breaking.
This passage is used to illustrate how to support ELLs in understanding the process of how to Expand and Enrich Ideas by Using Nouns and Noun Phrases.
Identify all noun phrases in passage. Teachers will use this initial analysis during Direct Instruction of Linguistic Features, on Day 1 of a Designated ELD lesson.

18. Questioning Protocol for Day 2: Step 2
Create text analysis guiding questions:
Guiding Question #1: Read sentence #1. Look at the noun phrases in bold.
What words were added to the nouns?
What details do they add to the nouns?
Guiding Question #2: Read sentence #2. Look at the noun phrases in bold.
What words were added to those nouns?
Guiding Question #3:Read sentence #3. Look at the noun phrases in bold.
What were words added to those nouns?
Guiding Question #4:Read sentence #4. Look at the noun phrases in bold.
What details do they add to the nouns?
Ask participants to analyze the purpose (why) and the structure (what) of the ELD standards-Part II
The guiding questions should be methodically tight to the ELD Standard addressing both the grammatical structure (what) and the purpose for using that specific linguistic feature(why).
The guiding questions should be systematic and address all sentences in the selected mentor text.

19. Questioning Protocol: Step 2
Guiding Question# 5: Read sentence #5. Look at the noun phrases in bold.
What words were added to those nouns?
What details do they add to the nouns?
Guiding Question# 6 Read sentence #6. Look the noun phrases in bold.
Guiding Question# 7 Read the last sentence. Look the noun phrases in bold.
What words were added to the nouns?
Wrap Up Guiding Question: How do all the noun phrases enrich our understanding of the text?
Participants will craft a final guiding question that wraps-up the mentor text analysis and reconnects with the focus question. This wrap-up question at the whole text meaning level.

20. Using Complex Text Direct Instruction of Linguistic Features
Mentor
Text
2 minutes on this slide
Click animation (arrow):
After the Academic Language Development, the teacher will deliver the Direct Instruction of Linguistic Features (i.e. Text Time) portion of the lesson sequence. This section is lead by the CA ELD Standards Part II: Learning About How English Works. The direct instruction is where students will learn about linguistic features from complex text (from content). Students will practice the conversation skill they learned during the Academic Language Development portion, in context.
Connection with approach to CCS ELA

21. Planning: Using Complex Text
CA ELD Standards at a glance & How English
Works
Matrices
Read the mentor text
Identify a grade level ELD Standard from Part II that is exemplified in this mentor text
Turn the standard into a focus question
Identify examples of the linguistic feature in each sentence
Create text analysis guiding questions considering the ELD Standard-Part II
Group Share
40 minutes to plan
10 minutes for groups to share out and consider feedback from peers

22. Check-In On which step in lesson development is your team?
Share your work with the group and provide feedback
Ask participants to provide working groups with feedback.
Click on next slide to consider what next steps are necessary to plan a Designated ELD lesson

23. © Zwiers, O’Hara, & Pritchard (2014)
10 minutes on this slide
This is the new Designated ELD Frame of Practice for daily instruction, which is comprised of three high impact essential practices:
Click animation 1: Fostering Academic Interactions
Click animation 2: Using Complex Text
Click animation 3: Fortifying Complex Output
Highlight the key components for each high impact essential practice:
Click animation 4:
We will begin by focusing in on Constructive Conversation Skills.
Model a constructive conversation skill using language models. Students learn constructive conversation skills
Click animation 5:
Provides opportunities for students to engage in extended discourse using target academic language
Click animation 6
Delivers lessons based on part II ELD standards –linguistic feature, mentor text
Click animation 7:
supports small group differentiation to fortify complex output
Click last animation:
Wrap up & next steps
Students self assess
Teacher closes lesson
© Zwiers, O’Hara, & Pritchard (2014)

24. Most Important Point What? Read: Designated ELD Lesson How?
Form a Triad
Identify Partner A, Partner B, and Partner C
Partner A will read Fostering Academic Interaction
Partner B will read Using Complex Text
Partner C will read Fortifying Complex Output
Annotate your text and highlight Most Important Points
Share with your Triad the Most Important Point from your reading
As a Triad, identify the most important concepts in each section
Be prepared to share
30 minutes total
Purpose: participants will have time to explore and discover the content of the Designated ELD lesson
10 mins. To read & annotate text
5 mins to share each (15mins total for triad)
5 group to identify most important concepts
How:
Participants will engage in Most Important Point Protocol to have an initial exploration and discovery of the document
Participants will share MPI from their triads

25. Fostering Academic Interactions Academic Language Development
Constructive Conversation
1 minute on this slide
Let participants know that after the Start Smart lessons, teachers will have the Designated ELD lessons available to start teaching. The structure of the lessons include:
Click animation (arrow):
Academic Language Development (i.e. Talk Time) where students will learn and practice a conversation skill based on a visual text, written text, and/or prompt.

26. Using Complex Text Direct Instruction of Linguistic Features
Mentor Text
2 minutes on this slide
Click animation (arrow):
After the Academic Language Development, the teacher will deliver the Direct Instruction of Linguistic Features (i.e. Text Time) portion of the lesson sequence. This section is lead by the CA ELD Standards Part II: Learning About How English Works. The direct instruction is where students will learn about linguistic features from complex text (from content). Students will practice the conversation skill they learned during the Academic Language Development portion, in context.

27. Fortifying Complex Output Differentiated Instruction
Small group instruction
2 minutes on this slide
Click animation (arrow):
After the Direction Instruction portion, teachers will support individual student language needs during Differentiated Instruction (i.e. Table Time). The teacher will work with a small group strategically in order to meet their individual linguistic needs based on data collected during the lesson. Students might work in small groups in different areas such as, specific conversation skills, writing, comprehension, etc. Other students might be working independently reinforcing skills previously taught or skills they need to help meet reclassification criteria.
The current ELD curriculum, CA Treasures ELD can continue to be used as a resource, however, the shift we are making with the new framework, that Designated ELD builds “into” and “from” content, supports the need to use resources that provide rich complex text that can be pulled from content areas.

28. Planning a Designated ELD Lesson
Read the Using Complex Text section of the ELD Frame of Practice
Develop your lesson based on Using Complex Text section
Select a Part II: Learning How English Works standard
Select a mentor text that exemplifies the linguistic feature of the selected Part II standard
Turn the standard into a focus question
Identify examples of the linguistic feature in each sentence
Create guiding questions for each example
Write an ELD Objective (will be added to next pd)
Remember to include a Constructive Conversation Skill to open the lesson (Fostering Academic Interactions)
Remember that your mentor text will be used over at least two days to learn about a linguistic feature (Using Complex Text)
Remember to include the Differentiated Instruction and Wrap Up in your lesson (Fortifying Complex Output)
Create a Flow Map of your lesson highlighting the essential components from the Frame of Practice
1.Ask participants to consider the text that they will be using. Share with them that we already modeled how to plan many of the pieces together (Notice the items that are checked off). However, there are other points in the Using Complex Text Section of the Designated ELD Frame of Practice that they have to consider.
2.When planning a Designated ELD Lesson, the mentor text is used at least for two days:
On Day 1 the linguistic feature is identified;
On Day 2 and onward the students dig into the grammatical structure being used and its purpose in accordance to the selected ELD Standard.
During mentor text analysis, teacher guides students to practice using the language form the text and Constructive Conversation Skills while analyzing complex text.

29. Gallery Walk
Participants will share in a gallery walk fashion their work with whole group.

30. Extended Learning Opportunity
By our next Designated ELD professional development which will be on ___________, either alone or with grade level colleagues, please:
Select a grade level ELD Standard from Part II
Identify a mentor text based on the ELA content you will be using soon (or have used already)
Turn the standard into a focus question
Identify examples of the linguistic feature in each sentence
Create 2 guiding questions based the ELD Standard-Part II
Bring mentor text and guiding questions to the next P.D.