1. English Language Development Day 2 Summer Institute 2012

2. Can We Agree? A ppreciation for one another E xchange ideas freely I nfluence what we can O pportunity to reflect U nite in purpose

3. Icons Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Slide Included in Pocket Guide TIPS Model Reference NCEES Connection and Reflection http://penzu.com

4. Day 1 Process Check Review What worked well? What could be done differently?

5. Meeting the Needs of All Learners What are the implications for meeting the needs of all learners? RTI Problem- Solving Model AIGELLUDL

6. Goals of ELD Summer Institute Practice strategies that integrate a variety of curricular resources for lesson preparation. Make connections between instructional practices and the teacher evaluation. Explore data literacy to inform practices for ELLs. Consider formative assessment that engages all students, including ELLs. Expand understanding and use of cognitively demanding language functions for instruction.

7. Guiding Questions for PLCs What do they need to know? How do we know that they have learned it? What do you do if they have not learned it? What do we do when they already know it? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

8. What do you do if they have not learned it?

9. In order to close academic English language and content gaps, ELLs must learn at a faster rate. ELLs may not have sufficient opportunities to practice the level of rigor necessary for success. Include more cognitively demanding language functions when planning language objectives for instruction. Also use the ELA Common Core Standards to inform learning expectations. Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

10. WIDA Consortium Connection Common Core Reading Standards for Literacy in History/Social Studies: Integration of Knowledge and Ideas #7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital text. Example Topic Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching READING Agriculture Identify agricultural icons using visual or graphic support (e.g., on maps or graphs) Locate resources or agricultural products using visual or graphic support Distinguish among resources or agricultural products using visual or graphic support Find patterns associated with resources or agricultural products using visual or graphic support Draw conclusions about resources or agricultural products on maps or graphs from grade-level text Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade- level words and expressions, such as: agricultural product, natural resource Cognitive Function : Students at all levels of English language proficiency ANALYZE the importance of agricultural resources to regional economies. Example Context for Language Use : Students read informational texts and related websites about crops or agricultural products to use maps or create charts. Grade: 7 ELD Standard 5: The Language of Social Studies Standards Connection Topical Vocabulary Cognitive Function Example Context for Language Use New Elements in 2012

11. ELA CCSS Progressions –Language StandardsLanguage Standards –Listening & SpeakingListening & Speaking –Reading (Informational Text, Literature, Foundational Skills (K-5 only))Informational TextLiterature –WritingWriting

12. Rigorous Language Objectives Language Function ELA Language Standard 5 Support Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

13. Integrating Curriculum Resources CC ELA Language Standard Vocabulary Acquisition and Use Grade 4 (Anchor) Demonstrate understanding of word relationships and nuances in word meanings. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.  Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

14. Rigorous Language Objectives Language Function ELA Language Standard 5 Support Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Academic Vocabulary Example

15. What do we do if they have not learned it? Use the green highlighter. Mark 3 or more places that address differentiation. Circle in pen an area where you excel. Put a square around one of your personal goals. Sample: Standard IV, Element B “[Teachers] understand that instructional plans must be consistently monitored and modified to enhance learning.”

16. What this means for me… Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Use the Commitment Card provided or reflect using your Penzu account. (http://penzu.com)

17. What do we do when they have already learned it?

18. ELLs may not be provided with opportunities for a rigorous and challenging academic program Cognitive ability must be viewed independent of language proficiency. Address various levels of cognitive functions for each English language proficiency level. Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

19. Cognitive Function

20. Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

21. Collaborative Culture Focus on student learning. Establish times and structures for PLCs. Foster shared power for decision-making. Include processes for reflection. Support relationship building. Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

22. Collaborative Culture How do you boost the collaborative culture in your district/charter? Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions

23. What do we do when they already know it? Use the yellow highlighter. Mark 3 or more places that address the unique needs of gifted learners. Put a square around an area where you wish to improve in your services to gifted students. Sample: Standard IV, Element A “[Teachers] adapt resources to address the strengths and weaknesses of their students.”

24. What this means for me… Problem Solving Meeting Foundations Collect & Use Data Develop Hypothesis Identify Problems (Define & Clarify) Evaluate & Revise Action Plan Develop & Implement Action Plan Discuss & Select Solutions Use the Commitment Card provided or reflect using your Penzu account. (http://penzu.com)

25. Serving All is a Process

26. 1.How does this content area prepare students to be future ready? 2.How does this area connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to this content area?

27. Goals of ELD Summer Institute Practice strategies that integrate a variety of curricular resources for lesson preparation. Make connections between instructional practices and the teacher evaluation. Explore data literacy to inform practices for ELLs. Consider formative assessment that engages all students, including ELLs. Expand understanding and use of cognitively demanding language functions for instruction.

28. Process Check What worked well? What could be done differently!

29. Carolina TESOL Compassionate And Realistic Expectations for ESOL Students Do you like free things? Join us as mainstream and ESOL teachers collaborate to use proven strategies to increase academic proficiency during this one day conference. Sessions are designed to energize you with new ideas and hands-on strategies that you can put to work for your program and students. Sessions promise to be interactive and are sure to help expand your knowledge on a variety of topics related to content literacy, family involvement and an adult education strand. All teachers like free.....SEND 3 teachers and the 4 th comes for free. Breakfast is free, lunch is free, and there are free afternoon snacks. Lots and lots of free door prizes. UPSTATE, SC Laurens - June 26, 2012 CARE EASTERN, NC Thomasville - July 31,2012 CARE WESTERN, NC Asheville - September 8th CARE WESTERN, NC Charlotte - September 15th

30. Jan King Region 8 Professional Development Lead NC Department of Public Instruction jan.king@dpi.nc.gov Beth Edwards Region 1 Professional Development Lead NC Department of Public Instruction elizabeth.edwards@dpi.nc.gov Julian Wilson Region 4 Instructional Technology Consultant NC Department of Public Instruction julian.wilson@dpi.nc.gov Glenda Harrell ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 glenda.harrell@dpi.nc.gov Ivanna Mann Thrower ESL/Title III Consultant NC Department of Public Instruction 919-807-3860 ivanna.thrower@dpi.nc.gov Charlotte “Nadja” Trez ESL/Title III Consultant NC Department of Public Instruction 919-807-3861 nadja.trez@dpi.nc.govdpi.nc.gov ESL Website http://esl.ncwiseowl.org/