Because I ___, I am familiar with Oregon’s ELP standards.

Welcome!1. Please get a dot – and place it on the knowledge of ELP standards continuum2. Have a seat at the appropriate tableGroup 1 group 23. Turn and talk to your neighbor about your familiarity with Oregon’s ELP Standards. Because I _____________, I am __________ familiar with Oregon’s ELP standards.

Nuts and bolts • Bathrooms • New Job Alike Structure

Your suggestions for PD • ° SPELL training (pre-referral) • ° Collaborating with classroom teachers • ° Common Core • °ELP Standards (OCTOBER) • ° Newcomer Supports • ° Progress Monitoring • ° ELPA prep • ° Content-based ELD (ELD aligned to Core) • ° How to challenge level 4 (early advanced) Sometimes It Feels Impossible

Objective: • We will come to a deeper understanding about how to use the Oregon English Language Proficiency Standards to plan instruction so to accelerate Emergent Bilingual students’ success. Think about your student that you are here for this year.

What do you notice? Pair-Write-share: what patterns do we see? What are the implications for our work? Think about your student that you are here for this year.

Strengths Cause and effect Describing actions Explaining

Framing Question discussion • Let’s come to a deeper understanding about how best to move students forward one level or more in a year using the Oregon English Language Proficiency standards.

Framing Question discussion • Form groups of 3-5. Within your small group, number off using your laminated cards. (This will be how you are called on to share.) • Discuss the framing question for about five minutes. • Report out to whole group by number.

Framing Question discussion • Question: How can we use higher level functions to help students use more complex language?

Standards match • Review Language Functions and Examples of Forms, based on the ELP standards. Turn and talk to your neighbor: What do you notice about the complexity of forms for various functions? • Review Oregon ELP Standards. Match each function card with a corresponding standard. 6.29 Cause and effect natural or mechanical processes 6.27 Cause and effect for, feelings, physical conditions 6.28 Cause and effect for, actions Cause and Effect

Standards match • Review Language Functions and Examples of Forms, based on the ELP standards. Turn and talk to your neighbor: What do you notice about the complexity of forms for various functions? • Review Oregon ELP Standards. Match each function card with a corresponding standard. 6.27 Cause and effect for, feelings, physical conditions 6.28 Cause and effect for, actions 6.29 Cause and effect natural or mechanical processes Cause and Effect

Bloom’s Taxonomy: A continuum • Write two functions on two large post-its and place on the Bloom’s taxonomy chart at the appropriate level of complexity. • Discuss at your small group table: • What are the functions that we tend to teach at early intermediate through early advanced level? Where do they fall on Bloom’s Taxonomy? • What are the functions that we teach less of at those levels? Where do they fall on Bloom’s Taxonomy?

Reflect: How might assessment inform your planning? Strengths Think about how you might assess whether your instruction is targeting a function from the standards. Cause and effect Describing actions Explaining

Standards Walk • Look through the ELP Standards. Remember a piece of individual student work or a class assignment you taught recently that targeted one of these standards. What function were you focusing on? • Now think about what assessment data you have about this assignment. How did you know whether the student(s) were successful in mastering this function? Do the ELP Standards drive our assessment?

Possible assessments Learning Log Exit Slip Sketch and Label Observation Checklist

Expert groups • Preparation: • In your small group, select a peer facilitator. • We will go through the process step by step together the first time, and then the peer facilitator will take the lead for the other presenters in your group. • Look at the lesson plan, sample of student work or class assessment you brought with you today, or think about an assignment you recently taught and assessed. What standards and/or functions were you targeting with this assessment?

Expert groups • Presentation process: • The presenter takes ten minutes to present her/his student or class assignment to the other participants. What standards and/or functions were you targeting? What was the context of the assignment? Describe the course, the students, and any other information that will help us understand what we are looking at. Participants listen and take notes, but do not ask questions at this point. • Presenter then sits outside the group in order to observe the discussion, “fishbowl” style. She/he will listen and take notes, but not respond at this time.

Expert groups • Discussion process: • Participants review their notes and reflect on what feedback might be helpful to the presenter. • Participants share “warm” feedback. Looking at the student work presented, what evidence can they see of the standard and/or function targeted? • Participants share “cool” feedback. What did they not see evidence of? How might this assignment better target an ELP standard and/or function? This would be an appropriate time to share constructive suggestions.

Expert groups • Response process: • Presenter takes a few minutes to review their notes on the feedback and to consider her/his response. • Presenter rejoins the small group and responds to any of the questions or comments she/he chooses to. Participants are silent. • REPEAT! Go through the process with the other presenters, this time led by the peer facilitator.

Closure • Think about your student that you are here for this year. How would using ELP standards to increase the rigor of instruction help her/him? • Share out with the whole group: • _________ would be good for __________ because _____________. • Thanks, and have a great rest of your day!

Because I ___, I am familiar with Oregon’s ELP standards.