Makeup Session

1. Makeup Session *** Notice to Saturday Pipeline participants*** If you are attending the New Teacher Conference to makeup one missed session from Saturday Pipeline Training, please write “Makeup for Saturday Pipeline Training” at the top of your stamp card. Thank you!

2. Exploring the California ELA/ ELD Framework for secondary teachers in all content areas. Anne Ybarra

3. Stop Light Method • https://www.teachingchannel.org/videos/daily-lesson-assessment

4. Session Objective By the end of this session, participantswill understand the purpose of the California ELA/ELD Framework, will be able to use SIOP strategies in their classrooms, will be able to plan literacy activities which are engaging and challenging but give access to the core curriculum to all their students, including their Long Term English Learner students.

5. Revised 2009 California Standards for the Teaching Profession 4.Using a variety of instructional strategies, resources, and technologies to meet students’ diverse needs. 6. Addressing the needs of English Learners and students with special needs to provide equitable access to the content. 4.Planning instruction that incorporates appropriate strategies to meet the learning needs of all students. 5.Adapting instructional plans and curriculum materials to meet the assessed learning needs of all students. 4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.

6. Stand up if…..

7. What is an English Learner? • During enrollment, parents indicated another language was spoken at home on the Home Language Survey • Initial California English Language Development Test (CELDT) testing indicated the child was not proficient in English • CELDT tests occur once a year until the child is considered Fluent English Proficient (FEP)

8. FUSD English Learners Facts • 17, 589 English Learners (24% of our student population) • 12,724 FEP students (17% of our student population)

9. What is a “Long-Term” English Learner • A students who has been taking the CELDT test for five years or longer and has not met the criteria for redesignation.

10. State StandardsELA: The Big Picture K-12Mathematics Mathematical Practices Portrait of a C&CR Student English Language Arts K-5 English Language Arts K-12ELA/Literacy Anchor Standards 6-12 Literacy in History/Social Studies/Science & Technical Subjects

11. Appendix A, Pages 4-8“The Standards’ Approach to Text Complexity” “A Three-Part Model for Measuring Text Complexity.” • “Qualitative Measures of Text Complexity” (p. 5-6) • “Quantitative Measures of Text Complexity” (p. 7) • “Reader and Task Considerations” –(Bottom of page 7-top of page 8)

12. How is Difficult different from Complex? What do you think? Talk with an elbow partner.

17. Revisiting The California ELA/ELD Framework

18. Clarifications • Frameworks are not standards documents. Instead they provide a means to implement and assess standards (context, vision, principles, pedagogy, exemplars, grade-level/span guidance, professional learning focus, publishers’ criteria, etc.) • It’s not only for ELs, but it does “marry” the CCSS for ELA/Literacy in the Content Areas to the ELD Standards to ensure access for California’s diverse learners in all content areas.

19. www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp

20. California ELA/ ELD Framework • For all teachers • Provide support for teachers on integrating ELD standards in their classes • CCSS Literacy Standards in all classes AND • Integrated ELD in all classes with EL students (Long term and Newcomers)

21. Essential Strategies found in ELA/ELD Framework • Three examples: • Text deconstruction • Text retell • Text Reconstruction

22. 1. Sentence deconstruction: modeling our “good reader” thinking An idea for every teacher every day. • Daily five • Warmup • Starter • …

23. What are the red words referring to? Clutching the coin, Maria ran to the candy shop. She went straight to the counter and used it to buy some chocolate. The 8-mile walk passes through pasture, parkland and woodland. It takes you alongside many points of interest including a disused airfield.  It is better for a leader to be loved than feared. This is main point that the author is trying to argue. It is better for a leader to be loved than feared.

24. One Example of planning Sentence Deconstruction: Excerpt from Machiavelli’s The Prince“Concerning Cruelty and Clemency, and Whether It Is Better To Be Loved Than Feared” • Have a discussion around the questions. “Is it better for a leader to be loved or feared by his/her people? What do you think? What leaders have we studied that have been loved by their people? What leaders do we know about in history that have been feared?” • Introduce any difficult vocabulary that cannot be understood from context, e.g., “clemency.” • Work through the first two sentences of the passage using Think-Aloud strategy to model how readers interpret pronouns.

25. Now Your Turn! • Look closely at this sentence: Because this is to be asserted in general of men, that they are ungrateful, fickle, false, cowardly, covetous, and as long as you succeed they are yours entirely; they will offer you their blood, property, life and children, as is said above, when the need is far distant; but when it approaches they turn against you. • What is the greatest difficulty your students will encounter with this sentence? What are some ways you could help them?

26. When planning a lesson . . . • Think about the complex text that you have chosen. • What difficulties would the selection present to your EL students? What are some ways you could help your students read it?

27. 2. Text Retell: Key Vocabulary and Summary • With apartner, review features of the text. (Definition and Findings portions of the In The Starlight article. • Identify key words as you move through the text • Write the identified terms in the left column of the organizer • After identifying the terms, put the original text away and practice summarizing the original text using only the key terms as clues. • Write the summary on the lines provided once you have orally summarized the original text

28. 3. Text Reconstuction • Using an Excerpt from ELA/ ELD Framework, Chapter 2 • Draw a “T” on a page of paper • Add two headings: My Notes on the left, My Partner’s Notes on the right. • Listen to the teacher as he/she reads the text. (Teacher will read three times) Take notes in the left column during each reading. • Compare notes with partner, add notes captured by partner to the column on the right. • Reconstruct the text. Word for word. Partners have to reach consensus and end with identical texts.

29. Practice Text reconstruction using Exploring Meaning and Language in Complex Text by Mary Schleppegrell Quotes from Pamela Spycher, Senior Research Associate at WestEd, worked in partnership with the California Department of Education as a lead writer of the 2014 English Language Arts/EnglishLanguageDevelopment (ELA/ELD) Framework and the 2012 CA ELD Standards: • “One reason I model text reconstruction (and make people engage in the task as learners and then process what they did and the purpose of the task) is that it's hard for people to understand what it is if they don't actually do it. I also make sure to contextualize it in the teaching and learning cycle so that folks can see where it "fits" in the grand scheme of things and don't think that it's just a "strategy" that can be implemented whenever. “

30. More from Pam • Text reconstruction is done after students have already built up some content knowledge of the topic (lots of reading and writing and discussing and learning vocabulary is happening before doing it, ideally). • When students do the text reconstruction task, they are • reinforcing their content knowledge (because they have to discuss the content knowledge as they decide how to use their notes to reconstruct the text). • "learning by doing" about the structure of the language used to convey the content knowledge (because they have to think about that and discuss how they will reconstruct the passage using their notes in a coherent way that makes sense). They have to select particular vocabulary, decide how they will put their ideas together in sentences, and determine the order in which they present their ideas in the whole passage. • doing lots of other things, too, of course, including listening carefully, note-taking, collaborating, etc.

31. What does the implementation of CCSS ELA and ELD look like in various content areas? • INTEGRATED ELD SNAPSHOTS AND VIGNETTES • Content Areas • Social Studies • Science • English • Art

32. Take Notes for Discussion • What was the content area and topic of the lesson? • In 2-3 sentences, what is the lesson plan or main objective? • Who are the students? • How is the content scaffolded for EL students? • How is language and grammar supported?

33. Stand Up – Hand Up – Pair Up! • Find a partner that was not in your group • Discuss the information your group found in your lesson • Evaluate the strategies used • What would you have added or revised? • Repeat 1 more time!!

34. Stop Light Method • https://www.teachingchannel.org/videos/daily-lesson-assessment

35. Closure • Did we meet our objective? • By the end of this session, participants will understand the purpose of • the California ELA/ELD Framework, • will be able to use SIOP strategies in their classrooms, • will be able to plan literacy activities • which are engaging and challenging but give access • to the core curriculum to all their students, including • their Long Term English Learner students.