north carolina understanding language project
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North Carolina Understanding Language Project. North Carolina Department of Public Instruction Stanford University. Understanding Language and the College & Career Ready Standards : Meeting the Needs of English Language Learners. Lau v. Nichols (1974). - PowerPoint PPT PresentationTRANSCRIPT
North Carolina Understanding Language Project
North Carolina Department of Public Instruction Stanford University
Understanding Language and the College & Career Ready Standards:
Meeting the Needs of English Language Learners
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New Paradigm
DiscourseText (complex text)
ExplanationArgumentation
PurposeTypical structure of text
Sentence structuresΔVocabulary
practices
LanguageContent
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No Child Left Behind:Three important pieces for ELLs
Sec. 1111(a)(3)(ix)(III) the inclusion of limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data…Sec. 1111(a)(3)(xiii) enable results to be
disaggregated within each State, local educational agency, and school by…English proficiency status.Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).
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The New Standards…
•raise the bar for learning;•raise the demand for language;•call for a high level of classroom discourse across all subject areas.
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Students are challenged to…
•engage in productive oral and written group work with peers,
•engage in effective oral and written interactions with teachers,
•explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings, and
•extract meaning from complex written texts.
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Obstacles
• English Language Development (ESL) isolated from content
• Low expectations of our ELLs• Language seen as the exclusive domain
of the ELD teacher or ELD block• Traditional Program model of service for
ELLs
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Goals for the Understanding Language Initiative
Engage in a healthy public dialogue around what the College and Career Readiness Standards (CCRS) imply for English Language Learners (ELLs).
Develop exemplars of what CCRS - aligned instruction looks like, to be used as strategic tools by districts (and others).
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Goals for the Understanding Language Initiative
Develop a vibrant, inquisitive, engaging online community:
Web: http://ell.stanford.edu/Twitter: ELLStanfordFacebook: Understanding LanguageYou Tube: Understanding Language
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Goals for the session
• Examine the critical role language plays in the CCRS standards for English Language Learners (ELLs).
• Identify specific teaching strategies that support ELLs’ access and success with authentic complex texts.
• Unpack the metacognitive processes teachers/educators need to support and reinforce ELL learning.
• Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms
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Cross-Cutting Foundations(ell.stanford.edu)
• Language and the Common Core Standards (L. van Lier and A. Walqui)
• What is the Development of Literacy the Development of? (G. Hull & E. Moje)
• What Does Text Complexity Mean for English Learners and Language Minority Students? (L. Wong Fillmore & C. J. Fillmore)
• Instruction for Diverse Groups of English Language Learners (A. Walqui & M. Heritage)
Piloting the Units Statewide (English Language Arts and Mathematics)
• ELA (Grade 7) – Persuasion across Time and Space: Analyzing and
Producing Complex Texts
• Math (Grade 4 ) – A set of resources that discuss relevant language
and supports the participation of ELLs in Mathematical discussions
NC UL Project Timeline October 3, 2013 Informational Webinar
http://eldnces.ncdpi.wikispaces.net/Materials+%26+Resources
October 2014 Application Process and Pilot Participants Selection
November 3-4, 2014 (East)November 6-7, 2014 (West)
Four (2 x 2) Day Face-to-Face Training (East & West regions)
December, 2014 – June, 2015
NC MOOC modules provided by Stanford University by Dr. Kenji Hakuta
March 16 - 20, 2015 Regional Support and Coaching
Summer 2015 Expansion and Sustainability Planning
Pilot Participants
English Language Arts (Grade 7)4 LEAs/Charters per each region (Grade 7 ELA team + ESL teacher + EC teacher + administrator + academic coach/facilitator)
Math (Elementary grade level TBD)4 LEAs/Charters per each region (Grade level TBD + ESL teacher + EC teacher + administrator + instructional coach/facilitator)
ELA Team
ELA TEAM
1 Academic
Coach/ Facilitator
1 Administrator
*1 EC Teacher
*1 ESL Teacher
*2 Grade 7 ELA
Teachers
Math Team
MATH TEAM
1 Academic
Coach/ Facilitator
1 Administrator
*1 EC Teacher
*1 ESL Teacher
*2 Grade 7
MATH Teachers
Questions and Answers
Contact Charlotte “Nadja” Trez or Christie Lynch Ebert for further questions and/or comments.