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Supporting e ls within ccss sep 2013 (2)

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  • 1. ! ! ! Supporting!English!Learners! within!the!Common!Core! State!Standards! Stacey'Larson-Everson' Administrator,'Services'for'English'Learners'&'Specialized'Instruc>on' Orange'County'Department'of'Educa>on' September'24,'2013' Sponsored'by:'
  • 2. In!this!session!we!will!explore:! •  CCSS'implica>ons'specifically'for'English'learners' •  ELD'standards'connec>ons'to'the'CCSS' •  NCLB,'Title'III'and'other'federally'mandated' requirements' •  Key'research'to'support'best'professional'prac>ces' •  Essen>al'program'elements'to'support'implementa>on' of'the'CCSS'in'tandem'with'the'ELD'standards' •  The'need'for'varied'language'supports'aligned'with' concept'development'and'language'development'so'that' students'are'supported'in'comprehension'and' produc>on'of'language'
  • 3. Session!Outcomes! Session'par+cipants'will:' •  Pinpoint'key'performance'outcomes'for'English'learners'which'are' embedded'throughout'the'CCSS'and'recognize'the'need'for'ELD'in' tandem'with'CCSS'instruc>on' ' •  Gain'clear'understanding'about'the'instruc>onal'products'of'both' ELD'and'SDAIE'strategies' •  Relate'current'research'to'instruc>onal'prac>ces'for'English'learners' within'the'CCSS' •  Iden>fy'essen>al'components'of'ac>on'plans'to'address'the' instruc>onal'needs'of'English'learners'
  • 4. De<inition!of!an!English!Learner! An'English'Learner:' ' •  Has'a'primary'language'or'“home'language”'other'than' English' •  Demonstrates'on'state'assessments'that'he'or'she'lacks' the'English'language'skills'required'in'listening' comprehension,'speaking,'reading'and'wri>ng'to'be' successful'within'a'school’s'regular'instruc>onal' programs'
  • 5. Federal!Guidance!for!! English!Learners! No'Child'Le6'Behind:' “'All'limited-English-proficient'students'will'become'proficient'in'English' and'reach'high'academic'standards,'at'a'minimum'a;aining' proficiency'or'be;er'in'reading/language'arts'and'mathema+cs.”' ' Lau'vs.'Nichols,'Supreme'Court'' “'There'is'no'equality'of'treatment'merely'by'providing'students'with'the' same'facili>es,'textbooks,'teachers'and'curriculum…for'students'who' do'not'understand'English'are'effec>vely'foreclosed'from'any' meaningful'educa>on..”' ' ''If'we'give'EL’s'what'we'give'everyone'else,'it'is'insufficient.'' ' '
  • 6. Dual!Obligation! Language' (ELD)' Content' (SDAIE)' Curriculum' Instruc>on' Assessment' Interven>on' “Instruc+on'in'the'key'components'of'reading'is'necessary,'but'not'sufficient'for' teaching'language'minority'students'to'read'and'write'proficiently'in'English.”' Na>onal'Literacy'Panel'
  • 7. Creating!a!Vision!for!CCSS! Instruction! •  As'leaders'we'need'to'understand'the'standards'and'support' our'teachers'in'knowing'and'deeply'understanding'the' standards' •  We'must'allocate'>me'to'learn'and'know'the'key'shi_s'in' both'ELA'and'math' •  Evaluate'which'standards'as'a'school'or'districts'we'are'less' prepared'to'successfully'implement' •  Emphasize'reading'and'math'founda>onal'skills' •  Provide'specific'curriculum'' •  Iden>fy'and'expect'best'instruc>onal'prac>ces' •  Priori>ze'interven>on' •  Plan'for'daily,'separate'ELD'instruc>on'as'part'of'core'content'
  • 8. What!Will!ELs!Need!to!Do?! •  Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers' ' •  Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers' ' •  Explain'and'demonstrate'their'knowledge'using'emerging' complex'language'and'other'communica>ve'strategies'in' different'seangs' ' •  Extract'meaning'from'complex'wri`en'texts' ' ' Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'
  • 9. Habits!of!Mind! •  Bloom’s,'DOK,'…' •  The'message'is'cri$cal'thinking!' '
  • 10. CCSS!&!ELD!Standards:! Paradigm!Shift! Previous'Paradigm–'The'Sage'on'the'Stage' •  Teacher'delivers'knowledge'through'direct' instruc>on' •  Students'work'independently' •  Emphasis'is'placed'in'the'correct'answer' •  Learning'is'measured'mainly'through' mul>ple-choice''standardized'assessments' Next'Genera>on'Paradigm–The'Coach' •  Teacher'facilitates'the'acquisi>on'of'knowledge' and'skills' •  Knowledge'is'socially'constructed' •  Emphasis'is'placed'on'the'process'of'learning' •  Learning'is'measured'through'collabora>ve' processes,'performances,'porfolios,'and'products' (Next'Genera>on'Assessments)''
  • 11. Another'Way'to'Say'it?' Within'the'CCSS,'language'demands'range'from'social' and'general'to'disciplineKspecific'and'academic.' ' English'learner'students'need'to:' •  Obtain'informa>on,'request'clarifica>on' •  Demonstrate'understanding,'confirm'being' understood'' •  Build'on'others’'&'ar>culate'own'ideas' •  Construct'explana>ons,'engage'in'arguments''
  • 12. Research'says……' “English(learners(do(not(reliably(develop(ease(and( accuracy(in(using(language(required(for( academic(tasks(through(passive(listening(or( unstructured(interac9ons”.( From:'Improving(Educa9on(for(ELs:(Research@Based(Approaches((CDE,'2010).'Dutro'and'Kinsella,'page'178.''
  • 13. What!Will!ELs!Need!to!Do?! •  Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers' ' •  Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers' ' •  Explain'and'demonstrate'their'knowledge'using'emerging' complex'language'and'other'communica>ve'strategies'in' different'seangs' ' •  Extract'meaning'from'complex'wri`en'texts' ' ' Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'
  • 14. Key'Ideas'and' Messaging'' The'CA'ELD'Standards'   'Align'with'California’s'Common'Core'State'Standards'for'English' Language'Arts,'Literacy'in'History/Social'Studies,'Science,'and'Technical' Subjects.''   Highlight'and'amplify'the'key'language'knowledge,'skills,'and'abili+es' in'the'CCSS'cri>cal'for'ELs'to'access,'engage'with,'and'achieve'in'gradelevel'academic'content'while'they'are'learning'English.''   Should'be'used'in'tandem'with'the'CCSS'and'not'in'isola+on''
  • 15. Methods'of'Instruc>on' ELD'Focus' •  ' •  ' •  ' •  ' •  Addresses'all'aspects'of'language' Is'based'on'students’'various' proficiency'levels' Lesson'objec>ves'reflect'explicit' language'outcomes' Lesson'objec>ves'are'inten>onally' selected' Assessment–'ELPAC' “The main goal of English Language Development (ELD) is to ensure that students develop the levels of English proficiency required to succeed academically.” Improving Education for English Learners: Research-Based Approaches California Department of Education, 2010 SDAIE'Focus' •  Addresses'the'academic'language' '''''''needed''for'various'content'areas' ' •  Uses'scaffolding'to'provide'access' for'EL'students' ' •  Ac>vi>es'and'instruc>on'are' inten>onally'created'to'match'the' lesson’s'content'and'language' objec>ves' ' •  Assessment–'Smarter'Balanced' Consor>um'Assessments' ' “To make academic content comprehensible for English Learners, SDAIE teachers provide a context for instruction that is rich in opportunities for hands-on learning and student interaction.” A Course for Teaching English Workers Lynne T. Díaz-Rico, 2011
  • 16. Instructional!Strategies!Matter! ' ' No' ma`er' which' instruc>on' seang,' instruc>onal' strategies' ma`er' and' we' know' from' research,' some'are'be`er'than'others.'
  • 17. Schmoker:!! Soundly!Structured!Lessons! •  Objec>ves'which'are'clearly'stated'and'importance'and' relevance'are'provided' •  Ac>ve'modeling'and'demonstra>ng'is'provided' •  Students'have'mul>ple'opportuni>es'to'prac>ce'under'the' guidance'of'the'teacher' •  The'teacher'checks'for'understanding'and'provides'correc>ve' feedback' •  The'teacher'makes'ac>ve'adjustments'to'the'students’' learning'needs' •  h`p://www.edweek.org/tm/ar>cles/2013/06/04/ fp_schmoker_lessons.html'
  • 18. Hattie:!Some!strategies!have!high! positive!effects!on!achievement! •  Know'which'strategies'have'a'high'effect'and'act'to'support' their'implementa>on'with'fidelity' •  Examples:' •  •  •  •  •  Direct'instruc>on' Reciprocal'teaching' Metacogni>ve'strategies' Repeated'Reading' Classroom'discussion'
  • 19. Methods'of'Instruc>on' ELD'Focus' •  ' •  ' •  ' •  ' •  Covers'all'aspects'of'language' Is'based'on'students’'various' proficiency'levels' Lesson'objec>ves'reflect'explicit' language'outcomes' Lesson'objec>ves'are'inten>onally' selected' Assessment–'ELPAC' “The main goal of English Language Development (ELD) is to ensure that students develop the levels of English proficiency required to succeed academically.” Improving Education for English Learners: Research-Based Approaches California Department of Education, 2010 SDAIE'Focus' •  Covers'the'academic'language' '''''''needed''for'various'content'areas' ' •  Uses'scaffolding'to'provide'access' for'EL'students' ' •  Ac>vi>es'and'instruc>on'are' inten>onally'created'to'match'the' lesson’s'content'and'language' objec>ves' ' •  Assessment–'Smarter'Balanced' Consor>um'Assessments' ' “To make academic content comprehensible for English Learners, SDAIE teachers provide a context for instruction that is rich in opportunities for hands-on learning and student interaction.” A Course for Teaching English Workers Lynne T. Díaz-Rico, 2011
  • 20. Honing!in!on!ELD! What'are'the'components'of'the' 2012'ELD'Standards?'
  • 21. Components! '''''YOU'bring'it'all'''''' together!' Appendices'B,C' Part'I' Part'II' Part'III' '(Part'III'is'Appendix'A)' Proficiency'Levels' Common'Core'State' Standards'
  • 22. What!Will!ELs!Need!to!Do?! •  Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers' ' •  Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers' ' •  Explain'and'demonstrate'their'knowledge'using'emerging' complex'language'and'other'communica>ve'strategies'in' different'seangs' ' •  Extract'meaning'from'complex'wri`en'texts' ' ' Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'
  • 23. Three'Opportuni>es'of'Language'Instruc>on' Language'Instruc+on' CCSS'Language(Anchor' Standards:' ' 'Instruc>onal'focus-Correct' Academic'Language:( ( ( grammar'and'usage' Instruc9onal(focus@More(than( vocabulary@(the(language( students(need(to(fully(express( academic(concepts( ELA,'ELD'' Content'areas,'ELD' English'Language( Development:'' ' Instruc9onal(focus@( Highlight(and(amplify(the(cri9cal( language,(knowledge(about( language(and(skills(using( language(in(the(CCSS(for(English( learners(to(be(successful(in( school( ELD'
  • 24. Points!to!Consider! What'tasks'do'I'want'my'students'to'be'able'to'complete' independently?' 1.  Determine'the'central'ideas'from'various'texts'and' summarize'accurately'(7th'Grade'History'Literacy'2.0)' 2.  Explain'ideas'based'on'close'readings'of'gradeKlevel' texts'(7th'Grade'ELD–'Wri+ng'6KA)'' What'do'I'need'to'consider'to'get'them'to'that'point?' 1.  The'academic'language'they'need'to'be'successful' 2.  Their'language'needs'according'to'their'PLD' (emerging,'expanding,'bridging)' 3.  How'to'make'our'+me'together'relevant,'challenging,' and'engaging' What'tools'do'I'have'to'put'all'of'this'together'for'my' students?' 1.  Scaffolding' 2.  Differen+a+on' 3.  Integrated'instruc+on' AhKha!'If'I'integrate'the'academic'content'and'ELD' standards,'my'students'will'develop'both'the'academic' and'English'fluency.'I'am'the'best'teacher'ever!'
  • 25. Optimizing!ELD! •  Dedicate'separate'>me,'daily'for'ELD'instruc>on' ''''(Thomas'and'Collier'(2002),'Tong'et'al.'2008,'' ''''Genesee'et'al.'2006,'Keck'et'al.'2006…….)' •  Clearly'and'loudly'iden>fy'ELD'as'an'instruc>onal'priority' •  ELD'should'aim'to'move'students'forward'in'their'level' ''''of'language'proficiency'' •  'ELD'instruc>on''should'include'interac>ve'ac>vi>es'which'are' well'planned'and'correc>ve'feedback' •  ELD'should'address'language:'forms,'func>ons,'fluency,' academic'language' '
  • 26. Geang'from'Point'A'to'Point'B' How'will'English'learners'get'the'robust'instruc$on'they'need?' ' •  Inten>onal'scheduling'to'accommodate'development'of'both'academic'and' language'proficiency' •  Explicit'instruc+on'focus'on'both'content'and'language'development' •  Teacher'planning'>me'set'aside'to'collaborate,'integrate'and'differen>ate' •  Teacher'>me'to'access'professional'development,'materials,'and'resources' aimed'at'CCSS'and'ELD'“in'tandem”' •  Purposeful''and'calculated'expenditure'of'funds'to'support'these'specific' ac>vi>es'aimed'at'English'learner'achievement' '
  • 27. Priorities!and!$$$$! How'do'we'move'these'from'agenda'items'to'ac+on?' ' -Make'strong'connec>ons'between'state'and'federal'academic' performance'outcomes'and'local'priori>es' ' -Connect'dollars,'with'specific'ac>vi>es'and'outcomes' ' -Analyze'local'strengths'and'weakness'in'curriculum,'PD,'and''''''''''' assessment'
  • 28. Select!PD….! •  To'build'capacity'and'foster'collec>ve'responsibility'for'each' and'every'student' ' •  Which'is'selec>ve'to'your'needs'and'iden>fied'key'ini>a>ves' •  Which'is'job'embedded,'on-going'and'frequent' ' •  Includes'lesson'study'and'is'focused'on'instruc>on' ' •  Connects'with'standards,'materials,'research'and'data' analysis'
  • 29. Resources! LCAP:'' h`p://www.ocde.us/LegalServices/Documents/Local%20Control %20Accountability%20Plans%20-%20FINAL.pdf' ' Understanding'Language/Stanford'Papers:' h`p://ell.stanford.edu/' ' Improving'Educa>on'for'English'Learners:'Research-Based'Approaches' h`p://www.cal.org/resources/pubs/improving-educa>on-for-englishlearners.html' ' Unlocking'the'Research'on'English'Learners' h`ps://www.a_.org/newspubs/periodicals/ae/summer2013/ index.cfm' ' ' '
  • 30. Q'&'A' To'ask'a'ques>on,'hover'your'mouse'over'the'green'bar'at'the'top' of'your'screen'and'click'“Chat”.'Chat'your'ques>on'to'the'Host.'
  • 31. Thank!you!! Stacey'Larson-Everson' Orange'County'Department'of'Educa>on' Slarson-Everson@ocde.us' 714-966-4338' Sponsored'by:'