CA 2012 ELD Standards Appendix B

1. CA 2012 ELD Standards Appendix B ESC North 11/19/14 Learning About How English Works Session 4

2. ELD Transition Sessions Session 1: ELD Standards Introduction Shifts, Layout, & Development Session 2: Proficiency Levels Session 3: Appendix C Theory that Informs Layout Session 4: Appendix B Learning About How English Works

3. Phase-In Plan for 2012 ELD Standards

4. Objective Develop an understanding of Appendix B: CA ELD Standards Part II: Learning About How English Works

5. District Instructional Priorities Common Core (The What) Master Plan (The Who) TGDCTeaching & Learning Framework (The How)

7. Guiding Principles English Learners (ELs) are held to the same high expectations of learning established for all students. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing. ELs are taught challenging academic content that enables them to meet performance standards in all content areas. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students. The academic success of ELs is a responsibility shared by all educators, the family and the community. English Learner Master Plan, 2012 Pages 2-3

8. What must students be able to do with language? CA ELD Standards AMPLIFYthe CCSS for ELA/Literacy

9. 2012 CA ELD Standards Part II: Learning About How English Works Part I: Interacting in Meaningful Ways Part III: Foundational Skills

10. The Autobiography of Malcolm X “I became increasingly frustrated at not being able to express what I wanted to convey in letters that I wrote,... In the street, I had been the most articulate hustler out there - I commanded attention when I said something. But now, trying to write simple English, I not only wasn’t articulate, I wasn't even functional…”

12. What are the language skills students need in order to be fluent in Academic English?

13. Academic Language and its Connection to Catalyzing Comprehension Through Discussion and Debate SERP: Strategic Education Research Partnership

14. What are the language skills students need in order to be fluent in Academic English?

15. Whole Text Sentence Level (Clauses, phrases, nominalization)

16. Appendix BLearning About How English Works • Read page 1, first 2 paragraphs • What connections did you make to Paola’s explanation of academic English? • Share Out Interpretive Mode

17. Appendix BLearning About How English Works Number off from 1 – 4 • Read your assigned section • Highlight key phrases and or statements

18. Reading Sections • Text Level Understanding • Pages 6 – 9 • Skim p. 8 • Sentence and Clause Level Understanding • Page 9 – 12 • Phrase Level Understandings • Page 13 – 14 • Word Level Understandings • Pages 14 -15

19. Appendix BLearning About How English Works • Read your assigned section • Highlight key phrases and or statements Interpretive Mode

20. Group Work • Form Experts Groups • 1s, 2s, 3s, 4s • Analyze phrases/statements Collaborative and Interpretive Modes

21. Summary • Create a Summary • What are the salient points of your reading • Share Out Productive Collaborative

22. Whole Text Sentence Level (Clauses, phrases, nominalization)

23. AcademicEnglish

24. Academic WritingPage 8

25. Reflection • How will I begin to plan lessons that develop the understanding of academic English for my ELs?

26. TEACHER RESPONSIBILITY “I do it” Focus Lesson “We do it” Guided Instruction “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works Doug Fisher

27. “As students learn more about the patterns of English grammar in different communicative contexts…, they can develop more complex understandings of English grammar and usage. Students can use this understanding to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their reading and listening.” Appendix B, page 4