111

Day 1 ELA II SessionsFocus on Language

Grades P-5

Winter Institute 2018

1

333

Notes on the KeynoteKey!Points!of!

Presentation!

Implications!

for!Planning!

Implications!

for!

Instruction!

Implications!

for!Student!

Engagement!

2

The article “Equity Literacy” by Gorski and Salwell provides five principals to guide you.

Based on what you learned from this preread:

• Jot down concrete examples of what an equitable education environment

would look like, sound like, and feel like to students, families, and staff.

• Share in pairs at your tables, looking for commonalities and new ideas to

expand your thinking.

• Share with the whole group, ideas you heard that will help all of us.

Looks Like Sounds Like Feels Like

Equity Literacy

3

13

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Academic Conversations

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Where were content and language intertwined in these classrooms?

How did these teachers scaffold and support the language demands of the lessons?

Were students given well-structured opportunities to express their knowledge?

What practices observed apply to all classes/students?

How do these practices compare to your school? How am I a gatekeeper of language in my classroom?

Video Observations: Zooming in on Classrooms

12

Attending to conversations during a lesson lets teachers observe the following dimensions of learning and development—and how students are meeting the often over looked listening, speaking and language standards which are essential for developing language for all students, and essential for the English language development of ELs.

Collaborativeconversationskills.Canthestudentworkwithanotherstudenttoexploreideasofvalue?Howwelldoesheorsheclarify,support,negotiate,andevaluateideas?

Contentunderstandingsandthinkingskills.Whatunderstandingsormisunderstandingsofaconceptdostudentshave?Towhatdegreedoesthestudentgraspthecontent?Howwellisthestudentusingthethinkingskillsemphasizedinthislessonorunit?

Orallanguageskills.Howwelldoesthestudentarticulatethoughtsorally?Whatlanguagechoicesdoesthestudentmake?WhatstrengthsandchallengesdoesthestudenthaveinusingoralacademicEnglishtocommunicate?

Listeningskills.Howwelldoesthestudentlistentoothers?Whatdoesheorshedoorsaytoshowlistening?Learningapproachesandengagement:Howdoesthestudentapproachlearninginthisdisciplineandlearning

ingeneral?Howengagedinthetopicisheorshe?

Listening to conversations also gives teachers information that pertains to the learning environment. Teachers might notice fresh perspectives or solutions students bring to the discussion. Teachers might also gain insights into power dynamics (for instance, whether participation of voices is equitable or skewed by patterns that follow race, gender, or language status).

The Standards » Speaking & Listening

Comprehension an Collaboration:CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).CCSS.ELA-LITERACY.SL.2.1.B Build on others' talk in conversations by linking their comments to the remarks of others.CCSS.ELA-LITERACY.SL.2.1.C Ask for clarification and further explanation as needed about the topics and texts under discussion.CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Presentation of Knowledge and Ideas:CCSS.ELA-LITERACY.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.CCSS.ELA-LITERACY.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.CCSS.ELA-LITERACY.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

13

WhatConversationsCanCapture:http://www.ascd.org/publications/educational-leadership/apr16/vol73/num07/What-Conversations-Can-Capture.aspx

Imagecredit:JeffZwiers,WIDAConference2012Handoutshttp://simplebooklet.com/publish.php?wpKey=nQK75BYZB5jxFw8lXVit8m#page=3

Zwiers, J., O'Hara, S., & Pritchard, R. (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy. Portland, ME: Stenhouse.

Singer, T. W. (2015). Opening doors to equity: A practical guide to observation-based professional learning. Thousand Oaks, CA: Corwin.

14

Dimensions, Features, and Skills of Academic Language CCSS Language Standards

Dimensions Features Skills

Message

(Knowledge of Language/Discourse/Linguistic Complexity/Craft & Structure)

● Clarity & coherence● Register for participants &

purposes● Density of ideas and their

relationships● Message organization &

structure (visuals,paragraphs)

● Organization of sentences

● Create a logical flow of andconnections between ideas,knowing how ideas developand need to develop

● Match language with thepurpose of the message (Clear,complete, focused, logical,appropriate to the discipline)

● Create, clarify, fortify, &negotiate ideas

Sentence (Conventions of Standard English)

● Sentence structure(compound/complex) &length

● Transitions & connectives● Complex verb tenses and

passive voice● Pronouns and references

● Craft sentences to be clear● Use of a variety of sentence

types to clarify a message andcondense information

● Combine ideas, phrases, andclauses.

Word/ Phrase

(Vocabulary Acquisition & Usage)

● Cross-disciplinary terms● Figurative expressions &

multiple meanings● Content vocabulary● Affixes, roots, and

transformations

● Choose and use the best wordsand phrases communicate

● Figure out the meaning of newwords and terms

● Use and clarify new words tobuild ideas or create products

© 2017 jeffzwiers.org

From Zwiers, O’Hara, & Pritchard (2014) CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguageanddisciplinary. Stenhouse.

15

444

16

Teacher: What am I looking for when I preview texts before I teach a lesson?

Leader: What am I looking for before I observe a lesson with text?

Teacher: What supports do I provide my students to ensure that they can access grade-level complex text?

Leader: What supports do I hope to see my teachers providing for students to ensure that they can access grade-level complex text?

Teacher: How often do I specifically build supports around language complexities?

Leader: How often do my teachers specifically build supports around language complexities?

Teacher: How often do I provide opportunities in class for all students to orally process texts and tasks?

Leader: How often do I see opportunities provided in classes for all students to orally process texts and tasks?

Reflection on Current Practices

17

Text*Complexity*Rubric:*Literature*Te

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1518

Text*Complexity*Guide*Title,!by!Author!

1. Quantitative*MeasureGo!to!http://www.lexile.com/!and!enter!the!title!of!the!text!in!the!Quick!Book!Search!in!the!upper!right!of!home!page.!Most!texts!will!have!a!Lexile!measure!in!this!database.!!You!can!also!copy!and!paste!a!selection!of!text!using!the!Lexile!analyzer.!

2. Qualitative*FeaturesConsider!the!four!dimensions!of!text!complexity!below.!For!each!dimension*,!note!specific!examples!from!the!text!that!make!it!more!or!less!complex.!!

3. Reader*and*Task*ConsiderationsWhat%will%challenge%students%most%in%this%text?%What%supports%can%be%provided?!

______!

2N3!band! 420!N820L!

4N5!band!740!N1010L!

6N8!band!925!N!1185L!

9!N10!band! 1050!–!1335L!

19

What is the key understanding of this text?

What grade level standards align to the key understanding?

Text Complexity Analysis

Meaning Structure Knowledge Language

Text Analysis

20

Language Complexities and ScaffoldingNasreen's Secret School by Jeanette Winter

21

Structural Complexities and ScaffoldingNasreen's Secret School by Jeanette Winter

22

Page in Text

What will be challenging?

Scaffolds Strategies to ensure verbal participation of all students

Language

Structure

Analyzing and Planning for Language and Structure Complexities

23

Instructional Moves Observation Notes and Evidence

A. The teacher keeps all students persevering with challenging tasks. Students habitually displaypersistence with challenging tasks, particularly when providing textual evidence to support answers andresponses, both orally and in writing.

Provide additional instruction in small groups to practice newly acquired skills, such as using new vocabulary words and summarizing small portions of the text

Provide opportunities to talk about content in pairs or small groups, anchored around topics present in text(s)

Provide a chance to think about content, practice what they have learned, and receive feedback before working and contributing to whole class discussions

Allow ELLs to collaborate in their home languages as they work on tasks to be completed in English

Present directions and tasks orally and visually; repeat often; and ask students to rephrase

B. The teacher expects evidence and precision from students and probes students’ answers accordingly.Students habitually display persistence in providing textual evidence to support answers and responses,both orally and in writing

Rephrase questions to give ELLs access

Include listening comprehension activities designed to help ELLs to arrive at a reasonable interpretation of extended discourse, rather than to process every word literally

Expect precision on content while allowing room for non-native, imperfect or developing English language usage

Conduct frequent checks on ELLs understanding and provide immediate corrective feedback

C. The teacher encourages reasoning and problem solving by posing challenging questions and tasksthat offer opportunity for productive struggle. Students persevere in solving questions and tasks in theface of initial difficulty.

24

Allow ELLs to use native language to process content, language and text before responding in English

Consistently provide ELLs with rehearsal time in linguistically similar small groups or pairs (and in heterogeneous levels of language proficiency if possible) so student get more listening and speaking opportunities and build confidence before participating in whole class discussions

D. The teacher demonstrates awareness and appropriate action regarding the variations present instudent progress toward reading independently.

Strategically use tools--short videos, visuals and graphic organizers--to anchor instruction and help student make sense of content

Use a set of instructional routines that support students as they generate and organize their ideas for writing and research

Provide language based supports such as glossaries, word banks, sentence frames, and graphic organizers to facilitate ELLs’ entry into and development of writing

E. When appropriate, the teacher explicitly attends to strengthening students’ language and readingfoundational skills. Students demonstrate use of language conventions and decoding skills, activatingsuch strategies as needed to read, write, and speak with grade level fluency and skill.

Teach students to turn questions around and use them as their sentence starters.

● Provide text-specific sentence starters forELLs to use, such as, “What this means tome is…,” or “I think this represents…”

25

The Terms: Text Complexity, Scaffolding, Amplification

Defining the Terms: Task Complexity, Scaffoldingand Amplified Language for ELLs'

Task%complexity:%the%demands%of%the%task,%with%regard%to%language,%vocabulary,%structure,%and%student%direc<on.%%A%scaffold%is%a%temporary%instruc<onal%prac<ce%used%to%amplify%content%based%on%need,%as%we%move%students%toward%independence.%%%%To%amplify%in%this%context%is%to%provide%students%with%repeated%opportuni<es%to%encounter%and%prac<ce%(through%reading,%wri<ng,%listening,%and%speaking)%the%language%and%content%from%mul<ple%perspec<ves%and%ac<vi<es%in%order%to%meet%the%conceptual/analy<cal%grade%level%demands.''

26

EngageNY.org

NYS Bilingual Common Core Initiative

Teacher’s Guide to Implement the Bilingual Common Core Progressions

27

EngageNY.org

Introduction to the New York State Bilingual Common Core Initiative

The Bilingual Common Core Initiative is a guide for how Bilingual, English as a Second Language and teachers of Language Other Than English, can provide instruction that makes the Common Core standards accessible to students at various language proficiency and literacy levels. To this end, the initiative has created two sets of resources, the New Language Arts Progressions (formerly known as English as a Second Language Learning Standards) and the Home Language Arts Progressions (formerly known as Native Language Arts Standards).

Understanding the Bilingual Common Core Initiative’s Progressions

New Language Arts Progressions

Home Language Arts Progressions

Target Student Population

Students learning a new language (e.g. students in English as a Second Language or Language Other than English classes)

Students developing a home language (e.g. students in Native Language Arts or language classes for speakers of that language)

CCLS Analysis

Each resource identifies what is called the Main Academic Demand of every Common Core anchor standard as well as the Grade Level Academic Demand of the Common Core grade level standard.

Figure 1 Levels of Proficiency and Literacy

Five Levels of Language Progressions: Entering, Emerging, Transitioning, Expanding, Commanding to target instruction to students based on their level of proficiency in the new language.

Replaces current levels in ESL of Beginner, Intermediate, Advanced and Proficient. Note: NYSESLAT will be revised to align with these five levels.

Figure 2

Five Levels of Literacy Progressions: Entering, Emerging, Transitioning, Expanding, Commanding to target instruction to students based on their level of literacy in the home language.

New levels being introduced for home language.

Figure 2 Performance Indicators

Performance indicators for each modality that demonstrate how students at each of the five levels can meet the Common Core standard for their grade level, using grade level text, with appropriate supports. Performance indicators have embedded teacher scaffolds to demonstrate how students can meet the indicators using grade level content and text. Performance indicators address each of the four modalities of language (L: Listening, R: Reading, S: Speaking, W: Write).

Figure 3

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Linguistic Demand

Each resource identifies what is called the Linguistic Demands of each Common Core standard. The Linguistic Demands identify the words, phrases and forms of language that students will need to understand and use in order to meet the Common Core standard.

Figure 4 Examples to Address the Linguistic Demands

Based on the Linguistic Demands and Grade Level Academic Demand each resource provides examples of such linguistic demands used in a content-specific context, and suggested activities for teachers to target the language development needed. The examples will vary greatly based on language of instruction and the goals of the program or class (e.g. ESL classes may have more content heavy goals than LOTE classes). Thus the scaffolds are suggested resources for teachers to apply in their classrooms where appropriate. In Home Language Arts Progressions, the examples will include representation of the top 5 languages of New York State (Spanish, Chinese, Arabic, Bengali and Haitian Creole).

Figure 5

Example of the New Language Arts Progressions for a Speaking and Listening (SL) Common Core Standard

Key for Abbreviations of CCLS ELA/Literacy StandardsReading Anchor (R) Reading for

Literature (RL) Reading Science & Technical Subjects (RST)

Speaking and Listening (SL)

Writing (W)

Reading for Information (RI)

Reading Foundations (RF)

Reading for History/Social Studies (RH)

Language (L) Writing in History/Social Studies, Science & Technical Subjects (WHST)

CCLS Analysis Figure 1

5 Levels of Progressions Figure 2

Performance Indicators Figure 3

Linguistic Demand Figure 4

Examples to Address the Linguistic Demand Figure 5

Page 1

Page 2

Page 3

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Figure 1: Example of Main Academic Demand and Grade Level Academic Demand in New Language Arts Progressions and Home Language Arts Progressions

Figure 2: Example of Five Levels of Language Proficiency in New Language Arts Progressions and Five Levels of Literacy in Home Language Arts Progressions

Figure 3: Example of Performance Indicators in New Language Arts Progressions and Home Language Arts Progressions

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Figure 4: Example of Linguistic Demands in New Language Arts Progressions and Home Language Arts Progressions

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Figure 5: Examples to Address the Linguistic Demands in New Language Arts Progressions and Home Language Arts Progressions

Applying the Bilingual Common Core Initiative Progressions in Different Classrooms and Programs

The following explains how the Bilingual Common Core Progressions can be used by teachers to: target instruction for specific student populations; design instruction in different classroom settings; and to differentiate instruction for students based on language programs and settings.

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Target Instruction for Students Developing a New Language: New Language Arts Progressions

Teachers working in ESL or bilingual programs as well as teachers of foreign language classes can use these performance indicators and progressions for students who are learning a new language, for example:

x Students who are learning English as a new language (i.e. Spanish, Chinese or Haitian Creole home language speakers learning English as a new language)

x Students who are learning a Language Other than English as a new language (i.e. English speakers learning Spanish or Japanese)

x Students for whom both languages in a dual program are new (i.e. students who speak another home language not represented in the dual or transitional bilingual language program)

Target Instruction for Students Developing a Home Language: Home Language Arts Progressions

Teachers working in dual/bilingual or transitional bilingual programs, as well as foreign language teachers of students who already speak the language, can use the home language performance indicators and progressions for:

x Students who are in dual/bilingual programs (i.e., a Spanish speaker attending a dual bilingual Spanish-English; a Mandarin speaker attending a dual bilingual Chinese-English program)

x Students who are in transitional bilingual programs (i.e., a Spanish speaker participating in a Spanish Language Arts class; an Arabic speaker participating in a Arabic Language Arts class)

The Home Language Arts Progressions can offer teachers useful strategies to design intervention activities and develop literacy skills for students who are:

o new to the US school system in initial grades, and thus lacking literacy inany language;

o newcomer students (beyond 2nd grade) with appropriate literacy in theirhome language;

o newcomer students (beyond 2nd grade) without age-appropriate literacyin their home language (often known as SIFE);

o students who entered US schools as emergent bilinguals, but who havebeen in the US school system for longer than three years, havedeveloped listening and speaking abilities in English, but for a variety ofreasons lack age-appropriate literacy abilities (often known as LTELs);and

o students who are new to the US school system and have Disabilities(students in Special Education).

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Using the Progressions to Design Instruction

The New and Home Language Arts Progressions are designed to help all teachers plan instruction and develop appropriate expectations for students at different levels of language and literacy levels. The development of academic language rests on content area texts. Teachers can target grade appropriate text and develop strategies to provide multiple points of entry for their students. The following are some examples of how teachers can use the progressions to plan and assess language.

x Differentiate linguistic scaffolds that students will require: Entering students for example, will be able to develop their listening, reading, speaking and writing skills by focusing on key words in text, while Emerging students will focus on key phrases and short sentences in the new language. Transitioning students will need less explicit teaching of language and can replicate models, while Expanding students can be supported with tools such as glossaries while Commanding students can be expected to work more independently. All students will be working within the same content area, but the teacher will be able to create different supports for the students to access the content and the academic language that is integral to the content area.

x Determine the specific scaffolds that target the content area demands: Recognizing the precise way in which content should be broken down for students learning a new language or developing their home language is key for selecting scaffolds. Using a cause and effect graphic organizers is essential for understanding historical events. Sequencing becomes essential for understanding how a specific cycle works in science. Rubrics can be useful for assessing the reliability of a source and summarizing is essential for distinguishing the main idea from unimportant details in a text. The Progressions can support teachers in understanding how to create content area scaffolds such as graphic organizers, sentence starters and rubrics that target the content area standard and match the students’ language ability in the new or home language.

x Develop formative assessments according to levels: Knowing what students should be able to do at each level create benchmarks against which to measure progress. If, for example, a student should be able to integrate information from the text into a graphic organizer with the support of only a word bank, a formative assessment can include that scaffold and the teacher can recognize if the student needs more support, or if the student is ready to move to the next level. Similarly, teachers can develop rubrics to assess the ability of students to participate in partnership, small group or whole class discussions and measure progress over time.

x Develop specific language objectives: The linguistic demands within the Progressions will facilitate for planning for integrating language as a teaching goal. Teachers will be able to plan for the specific language that a unit demands. For instance, knowing the words that are necessary for introducing cause and effect (i.e. because of, due to, when) will reinforce and clarify the content area concepts and thus help guide teachers to language development for the content.

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It is important to note that the Progressions can and should be used by teachers working in content area classrooms with students learning English. In such classrooms, teachers can use the new language progressions to develop literacy and language in academic settings within their content area. For example:

x Students who are learning English in English Language Arts, Social Studies/History or Science classrooms: content area teachers can use the performance indicators to determine what scaffolds can be the most appropriate for a particular student based on their level of language progression. Teachers can also use the linguistic demands to understand the words, phrases and forms of language that students learning English will need to know in order to meet the academic demand. Knowing how to scaffold the language and the content for the Common Core standard being targeted will help ensure that all teachers are able to design instruction based on the needs of English Language Learners.

Differentiating Instruction Based on Language Programs and Settings

The Home and New Language Arts Progressions are designed to facilitate the planning and implementation of content and language learning in different educational settings. Examples of how the Home and New Language Arts Progressions can be used jointly or separately for planning and implementing instruction in whole class settings follow:

x Teachers working in transitional bilingual programs can address their students’ needs by using the Home Language Arts Progressions in the beginning stages of the program as they transition to the New Language. Even though the final goal of these programs is often not to develop biliteracy, using the Home Language as a springboard for developing oracy and literacy in the New Language will facilitate language and content development for these students.

x Teachers working in bilingual programs that aim to develop biliteracy can use the New and Home Language simultaneously. The objectives of these programs are to develop oracy and biliteracy, but a student’s development of both languages will rarely follow a parallel path. Teachers working in these bilingual programs can use the progressions to scaffold content and academic language instruction at different levels. A teacher working in the Home Language can be driving their students literacy level at the Expanding and/or Commanding level whereas the same student might be at a Transitioning level in the New Language.

x Teachers working in foreign language classes using content area instruction in full immersion models, can find the supports, scaffolds and linguistic demands useful to integrate content and academic language development. While the goal in these programs may not be biliteracy, the stages of language development can guide instruction based on both the point of entry for students and the language development goals of the foreign language program.

The main characteristic of the Home Language Arts and New Language Arts Progressions are their functionality and flexibility. Their purpose is to help teachers plan, organize, and implement successfully, the ambitious demands described in the NYS Common Core Learning Standards, while taking into account the range of language and literacy skills that characterize these students.

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DAY 1 REFLECTION

•In one section “I often...,” write one strong scaffolding practice you have done whendeveloping or implementing instruction for ELLs or LMs. (English Language Development)

•In “And now I…”, share 2 practices you will now do based on today’s learning.

•In “I’m wondering…”, write down a question that you still have or has cropped up as aresult of today’s training.

I often…

And now I…

I’m wondering…

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