Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards

1. Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards February 2014

2. Features which Strategically Prepare ELLs for Increased Language Demands • Lessons/Activities . . . • Emphasize use of language in context • Connect with central concepts of content • Connect with standards for practice • Emphasize ELL interaction with other students • Provide avenues for broader modes of communication • Include educative/formative assessment

3. CONTEXT-ORIENTED LANGUAGE1. Lessons and activities emphasize use of language forms and functions in context

4. Language Proficiency Had Been Configured as a Bridge to First Cross Before Approaching Content NowFramed as a ParallelRelationship PreviouslyFramed as a Sequential Relationship Content Content ELP ELP ELP standards and instruction reflect the language expectations contained in content standards ELP standards and instruction provided a foundation from which to approach content standards 4

5. ELL need more support than decontextualized vocabulary and grammar

6. Unpack Content Area Language Demands Using Text Analysis Approaches – Learn the Language of SchoolingMary Schleppegrell, Univ. of Michigan Increase student reading comprehension, content-area understanding, and expository writing ability by examining . . . • What a text is about • How a text is organized • How the author’s perspectiveis built into text 6

7. Schleppegrell Example: Analyze how definitionsand explanations are constructed Cells divide in two steps. First, the nucleus of the cell divides, and then the cytoplasm divides. Mitosisisthe process in which the nucleus divides to form two identical nuclei. Each new nucleus is also identical to the original nucleus. Mitosis is described as a series of phases or steps. The steps are named prophase, metaphase, anaphase, and telophase. …

8. Enlightenment Ideas Influence American Colonists Although a war had begun, the American colonists still debated their attachment to Great Britain. A growing number, however, favored independence. They heard the persuasive arguments of colonial leaders such as Patrick Henry, John Adams, and Benjamin Franklin. These leaders used Enlightenment ideas to justify independence. The colonists had asked for the same political rights as people in Britain, they said, but the king had stubbornly refused. Therefore, the colonists were justified in rebelling against a tyrant who had broken the social contract. Schleppegrell Example: Focus on “Connectors” in Language

9. Schleppegrell Example: Unpack Multiple Modalities in Mathematics Math symbols : a2 + (a + 2)2 = 340 Spoken language : “…and then you’ve got to add on the ‘a’ squareds because of the brackets and the squareds, add up the ‘a’ squareds so you get two ‘a’ squareds plus your four ‘a’” Written language : The sum of the squares of two consecutive positive even integers is 340 (O’Halloran, 2000:384; 2003:196)

10. Use the Core Six Strategies to Unpack Text • The Core Six include: • Reading for Meaning • Compare & Contrast • Inductive Learning • Circle of Knowledge • Write to Learn • Vocabulary's CODE The Core Six: Essential Strategies for Achieving Excellence with the Common Core. (2012). By Harvey F. Silver, R. Thomas Dewing, & Matthew J. Perini

11. Top Hat Organizers – The Core Six Similarities Differences Differences

12. CENTRALIZED2. Lessons and activities connect with core ideas and concepts in curriculum

13. Dramatically Higher Expectations *Example based Smarter Balanced Specifications/Elementary Grades Courtesy: Herman (2013)

14. Increased Rigor Is Due to Added Cognitive and Academic Language Complexity Academic Language Complexity DOK and Cognitive Complexity Curriculum

15. Simple Language Demands atDOK1 Math – Recall, Draw, Define, List, Label . . . Courtesy: Herman (2013)

16. Language Demands Increase Slightly at DOK2 Math – Simple Application Courtesy: Herman (2013)

17. At DOK3, ELL Need to Use Language to Draw Conclusions, Cite Evidence, Explain, Revise . . . Look at the drawing. The numbers alongside each column and row are the total of the values of the symbols within each column and row. What number should replace the question mark? (Webb et al., 2005) Courtesy: Herman (2013)

18. Much More Complex Language Demands at DOK4 Your class and your teacher are going on a field trip. There are three possible choices for the field trip: an aquarium, a science museum, or a zoo. Your teacher asked students to write down their first and second choices. In this task, you will determine where the class should go on the field trip based on the survey results and the cost per student. • This is a map of your school and the three different field trip locations. • Here’s how students voted, first and second choice • Here are costs --in time, fees, transportation costs Analyze, recommend, justify Courtesy: Herman (2013)

19. “Water up” the Curriculum (Edwin Ellis) Focus instruction on • Core Ideas • Critical details • [vs. Clarifying details] Similar to Backwards Design, first stage: What is essential to know and be able to do? What is important to know and do? What is nice to know?  What is worth being familiar with?

20. Content Preview (August, 2011) Focus students on important ideas in upcoming text by asking guiding questions • specific to the text or use imagination and think beyond the text. Build background knowledge related to the text • short video clips, visuals, readings in English or in L1 and questions that draw on students’ background and/or connect to related texts/topics. Pre-teach content obligatory vocabulary • Tier II (general academic terms) or Tier III (high frequency domain-specific terms) 4. Create oral summary of text , then create written summary

21. Schleppegrell Example: Examining the Language of the Content Area

22. rewrite • What CCSS allow us to do is to use language to explore and deepen understanding about the content. • We need to bring greater dimensionality to our instruction rather than simplifying it. • We need to engage students in how language works in real complex texts.

23. Lily Wong-Fillmore: Analyze “Juicy” Sentences Found in Complex Text A different way to think about text complexity… • Each day select text to amplify as part of instructional conversations. • Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information. Secondary teacher example of juicy sentence type of lesson http://indulgy.com/post/cW48ibBa1/good-lesson-for-making-juicy-sentences Butterfly unit classroom (7 minutes) Example: http://vimeo.com/47315992

24. Understanding Language Instructional Units https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/ : Interacting with Complex Texts: Scaffolding Reading Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.2 ELA.RI.7.4 ELA.RI.8.

25. Understanding Language Instructional Units https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/ Extending Understanding: Vocabulary Development Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.6 ELA.RI.8.6

26. DEPTH3. Lessons and activities are designed in relation to the Standards for Practice

27. Tool Created to Unpack the Language Practices Found in the CCSS and NGSS Google ELPD Framework to download this document.

28. Strategy: Tie Instruction Related to Student Language Access to Use of the Practices “By explicitly calling attention to these practices, [analyses of the language demands of college and career-ready standards can be used to] cultivate higher order thinking skills in ELLs and target their ability to comprehend and communicate about complex text.” (CCSSO, ELPD Framework, 2012, p. 16).

29. The ELPD Framework provides us with a strategic choice about creating correspondences between ELP standards and CCR standards: Focus on Standards for Practice

33. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • EP2, EP5, MP3, EP4, SP7: Develop a strong base of evidence to support arguments, claims, or statements.

34. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • SP2, MP4, SP5: Develop and use models with mathematical, scientific, and/or computational thinking

35. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • SP8, EP2: Take information, evaluate it, and be able to clearly and effectively communicate an appropriate response.

36. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • EP7, MP5: Appropriately and strategically use technology and visual media.

37. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • MP1, MP2, MP6, MP7, MP8: Use problem solving strategies involving problem definition, modeling, precision, and regularity of reasoning.

38. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • SP1, SP3, SP4, SP6: After defining a problem and completing investigations, analyze data, construct explanations, and design solutions.

39. Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices • EP4, EP5, EP6: Participate in classroom discourse around a wide range of topics and texts (including complex texts), coming to understand other perspectives and cultures.

40. Language Access Demands of the Common Core (Bunch, Kibler, & Pimentel, 2013) • Engage with complex texts to build knowledge across the curriculum • Use evidence to inform, argue, and analyze • Work collaboratively, understanding multiple perspectives, and presenting ideas • Use and develop linguistic resources to do all of the above (e.g., vocabulary, grammatical structures, and coherent and connected discourse)

41. The New ELP Standards Emphasize Embedded Use Key Functions Found in the Common Core/NGSS

42. Connect to Rubrics Rating the Quality of the Content Area Lessons: EQuiP Rubrics EQUiP Rubric

43. http://aldnetwork.org/page/exemplar-units-lesson-plans-and-toolshttp://aldnetwork.org/page/exemplar-units-lesson-plans-and-tools

44. Academic Language Development Network Lesson Plan Toolkit See Zwiers, O’Hara, & Pritchard (in press) CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguageanddisciplinaryliteracy. Stenhouse Publishers.

45. INTERACTIVE4. Lessons and activities which require ELL to interact and collaborate with others

46. Emphasis on Interaction and Collaboration • Two-way interactive communication involving negotiation of meaning and developing proficiency in socio-cultural aspects of English • Successful instructed language learning also requires opportunities for output (Ellis, 2008)

47. Anita Archer’s Graphic Organizers Strategies for improving comprehension before, during, and after reading. • http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierISupports/ArcherHandouts.aspx • Active Participation Instruction, Modeling and guided practice are used to teach students class participation strategies and behaviors. • http://www.iu17.org/best-practices/best-practices-videos/anita-archer-strategies-engagement-videos/ • http://www.scoe.org/pub/htdocs/archer-videos.html

48. North Carolina DPI ENGLISH LANGUAGE ARTS AND MATH GRAPHIC ORGANIZERS http://www.ncpublicschools.org/acre/standards/common-core-tools/#gomath English Language Arts Graphic Organizers Argument Compare and Contrast Dialectic Response Inquiry Synthesizing Vocabulary • Math Graphic Organizers • Number Lines in the Common Core

49. http://aldnetwork.org/page/exemplar-units-lesson-plans-and-toolshttp://aldnetwork.org/page/exemplar-units-lesson-plans-and-tools

50. Academic Language Development Network Lesson Plan Toolkit - 7th Grade Math Toolkit