New English Language Development and Common Core State Standards Institute

1. New English Language Development and Common Core State Standards Institute Preventing the Creation of Long Term English Learners by Setting a Powerful Early Foundation of Language and Literacy June 28, 2013

2. Introductions Laurie Olsen, Ph.D. Director of the Sobrato Early Academic Language (SEAL) initiative

3. Things we need to avoid creating • High functioning socially but weak language • English dominant – think they are fluent – with weak home language • Discouraged and struggling in classes • Don’t ask for help, don’t complete homework, don’t know how to approach assignments • Are not readers • Stay under the radar, invisible and silent • Non-engaged and non-participants in class

4. Need to monitor movement along the continuum towards English proficiency 1 – 3 years 5 - 7 years LTELs STUCK HERE _______________________________________________________________________ No English Oral, social English CST Basic CELDT Proficient Proficient for Academic work I II III IV V

5. Review: Contributing conditions • Weaker forms of English Learner programs • No ELD • Just ELD (separate and decontextualized) and no other special instruction or services • Mainstream placement • Reliance on core E.L.A. program for language development • Supposed to be “SDAIE” but doesn’t really happen • Inconsistent program placements • Inconsistent program implementation • Narrowed curriculum • Use of interventions that aren’t designed for ELs

6. Review: Need to ensure…. • Clearly defined EL program models (ELD plus access), consistently implemented • Consistency in placement and EL language approach (no ping-pong) • Full academic curriculum • Strategies that promote student engagement as active learners • Scaffolding instruction • Interventions designed for ELLs

7. From the research….. • Begin with preschool programs • Active outreach/recruitment to English Learner communities • Attention to supporting the transition from preschool into kindergarten • Articulation, alignment between the two systems (preschool and K-12)

8. From the research….. • Multiple and frequent structured opportunities for students to be engaged in producing oral language • Emphasize complex vocabulary development • Model rich, expressive, amplified oral language • Identify key academic vocabulary and discourse patterns – and explicitly teach them • Monitor the rigor and complexity of the language used in text and instruction • Set a high bar for sophisticated, complex, precise language in both social and academic domains

9. From the research…… • Intentional language development across the curriculum • Full curriculum • Language objectives for content lessons based on analyzing the linguistic demands • Identify key academic vocabulary and discourse patterns and explicitly teach them • Home language support • Home language instruction when possible

10. These things echo the Common Core • More focus on structured, rich oral language • More focus on writing • More emphasis on language in and through social studies and science – a full academic curriculum • More focus on interaction, collaboration, discussion, team tasks and projects • More focus on academic vocabulary and discourse • More engagement with complex, rigorous text

11. And the new ELD standards call for…. • Language development in and across curriculum; and content-based ELD – both focused on language demands of academic work • Emphasis on scaffolding (from heavy to light)

12. The SEAL ModelSobrato Early Academic LanguagePreK-3

13. The Sobrato Early Academic Language (SEAL) model is…… • A PreK-3 model – piloted for Spanish-speaking English Learner children • Research-based • Age-appropriate, coherent and articulated preschool through third grade approach that prepares children for academic success in elementary school and beyond. • The vision is children with high level cognitive, language and literacy skills – and who are confident, motivated, engaged

14. FOUR PILLARS Focus on Academic Language & Discourse • Oral language • Biliteracy • Language development through enriched thematic curriculum • Text Engagement Alignment of PreK and K-3 systems Parents and Teachers Working Together: Parent Engagement Affirming Environment

15. FIRST PILLAR • Summer Bridge programs • Joint professional development • Articulation of instructional strategies • Observation and classroom visits • Transition activities for students and families • Outreach from elementary campus to preschool families • Pre LAS/LAS assessments Alignment of PreK and K-3 systems

16. SECOND PILLAR • Development of rich and complex oral language • Simultaneous development of English and home language whenever possible • Text-rich curriculum and environments • Academic language developed through an enriched and full thematic curriculum Focus on academic language and discourse

17. Language development throughout an integrated curriculum  Thematic Connection  Core ELA Math ELD Sci & SS Arts High leverage strategies      Academic vocabulary  

18. High Leverage Instructional Strategies • Complex, precise, academic vocabulary • Structured oral interactions • Interactive read-alouds, Narrative/Story Retell • Children as Readers • Checks for Comprehension – Adapting Instruction • Graphic Organizers and visuals • Dramatic Play and Socio-emotional development • Children as Writers/Authors • Collaborative practice/ skills of teamwork • Language through Arts Infusion • Support for Bi-literacy

19. Thematic planning • Begin with core program themes IF still tied to pacing guide • Sort the grade level Science, English Language Arts and Social Studies standards • Develop a yearly thematic plan

20. Each theme • Across the curriculum, across the day (including ELD) • Includes key vocabulary, interactive dialogic read-aloud/narratives, all high leverage strategies, home-school connection activities, resource centers and projects, dramatic play area (PreK, K) and rich environments (all grades)

21. Professional development • CC and ELD Standards • Standards based planning • Language assessment (PreLAS/LAS) • Six 2-day modules of professional development, with coaching and collaborative planning to support implementation – with 10-day summer bridge for co-teaching and professional development

22. THIRD PILLAR • Environment bridges home and school • Home-school connection in the curriculum • Family Science and Literacy Nights • Parent education • Book bag/book loan program • Cadre of parent volunteers focused on language and literacy Parents and Teachers working together

23. SEAL has had a significant impact on parents and on literacy activities in the home • Majority of SEAL parents participate in literacy-related activities at least a couple of times a week –read books with their child on a daily basis. • SEAL parents as or more likely to engage in literacy-related activities than a national study of parents • SEAL parents were more likely than Non-PreK (“Partial”) SEAL parents to participate frequently in parent-teacher conferences • SEAL parent involvement was highly correlated with various measures of children’s language development.

24. STUDENT IMPACTS • Statistically significant achievement gains in all academic, cognitive and social areas • High gains in language and literacy • Significant rate of progress towards English proficiency (34% moved two levels; 79% one) • Significantly greater growth than comparison groups of demographically similar in district and state • Close gap (equal or higher) achievement outcomes • One year of SEAL provides benefits; benefits are cumulative

25. English CELDTfirst grade entry Transfer from L1 to English, and benefit of strong foundation of home language shows by end of kindergarten year

26. Spanish PreLAS First Grade Entry L1 language loss/gap significant by end of K

27. English (CELDT) correlated to proficiency in Spanish

28. The Common Core and SEAL – the match • Language addressed across the curriculum • Emphasis on building rigorous, complex academic language • Oral language skills are important • Active engagement in discourse, and collaborative/team academic tasks • Career ready emphasis • Standards based planning

29. Infrastructure of support is essential • Professional development • Planning and collaboration time • Materials to supplement (e.g., informational, hands-on, enrichment, bilingual)

30. Steps • Put definitions, expectations, data and identification system in place • Program definition and coherence • Select a few high-leverage strategies to go school-wide • Support professional development and data-based collaborative planning • Build by grade-level • Link CCS and EL work

31. Implementation – getting started • Basic speaking/listening strategies in context of a thematic mini-unit • Think-Pair Share • Dialogic Read Alouds • Chants • Vocabulary through pictorials • Dictation and drawing as responses to learning (PreK) and reflective writers notebooks (K) SEAL High Leverage Strategies #1 and #5

32. Whateveryou do….. • Frontload rich oral language development and high level academic language • Scaffold and emphasize collaborative practice – uses of language to negotiate and make meaning of academic concepts • Support/encourage home language development and engagement of parents in fostering L1 • Foster a love of language – rich, expressive, wonderful language!

33. Monitor for development of LTELs • Shadowing • Oral language and depth of engagement observations • Identify “peripheral kids” • Keep rosters of CELDT growth (ELLs stuck for two or more years or losing ground) • Structure small group support/intervention

34. Lennox School DistrictELD Intervention • After school ELD intervention • Project based journalism series for “emerging LTELs”(English Learners in grades 3 – 7, been in district at least four years, at CELDT Levels I, II or III)

35. Project-based, student centered curriculum focusing on speaking/listening, collaborative practices and authentic writing – integrating language learning with content learning • Journalism: focused writing and technology – and genre specific syntax • Community partnerships: real word application/fieldwork • Active engagement • Strong language models • Authentic opportunities to connect language with students communities and social realities

36. Eleven week cycle • Two days a week for two hours each day • Small groups (4-7 students per teacher) • Community business/location for fieldwork • Culminating project: publication of Lennox Voices newspaper

37. Professional development • ELD Standards • Vocabulary development, oral language development in context of journalism (questioning, interviewing, paraphrasing, synthesizing information, collaborative planning), lesson planning, journalism as a genre • Selecting expository reading materials to support research and inquiry • Differentiating ELD instruction • Use of varied grouping strategies

38. For more information, to visit SEAL sites or inquire about replication support:www.sobrato.orglolsen@sobrato.org