San Diego Unified School DistrictOffice of Language Acquisition

Instructional Framework for English Learners

What is QTEL?What do you say when someone asks you, What is QTEL?

QTEL is a principled approach that supports English learners access to grade level content and academic language development.

The QTEL approach emphasizes quality interactions in a three part lesson design.

English learners are viewed as capable and legitimate participants in the classroom community.

Principles of Quality Teaching for English Learners

Sustain Academic Rigor in teaching English Learners

Hold High Expectations in teaching English Learners

Engage in Quality Interactions with English Learners

Sustain a Language Focus in teaching English Learners

Develop Quality Curricula for teaching English Learners

Expanded ZPD

Two Elements of a Scaffolding Task:Conventionalized structure that is constant and flexible

Interactional process, jointly constructed moment to moment

Therefore:The structures facilitate the interaction. Its in the interaction where content and language knowledge is developed and expanded.

Exploring the Role of Point of View in Argument: Grade 5PRIORITY STANDARDS: Identified on the Unit 5 pacing guide.

OVERVIEW: Students will learn to identify and compare/contrast different points of view across multiple texts to form and support their own opinions. Students will also be required to write their own opinion piece.

TEXT: Several articles and a video addressing the Toilet to Tap recycling program.

3 Moment Lesson Design

Preparing Learners

Interacting with Texts

Extending Understanding

Scaffolding Tasks:Content and Language Learning

Preparing Learners Goals

Activate prior, relevant knowledge related to key conceptsEstablish an interest in and focus for the lesson

Introduce a few of the most essential words, in context

Promote perspective and community building

Preparing LearnersQuick WriteThere are two sides to every story. Think about a time when something happened and you saw it differently than someone else.

What happened and how did you feel?

Preparing LearnersAnticipatory Guide1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason.

2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided.

StatementOpinionExplain your thinkingAgreeDisagreeI agree/disagree with this statement becauseIf scientists said they could make toilet water potable, that is, safe for human consumption, then I would drink it.2. There is a worldwide water crisis.3. There is usually only one solution to any problem. 4. Understanding different points of view or other perspectives helps me form my own opinions. 5. If a group of scientists claim something is safe, then it must be true.

Interacting with Text Goals

Deconstruct the text, focus on understanding a chunk

Reconnect the analyzed chunk to the whole

Establish connections between ideas within the text

Article

Controversy Swirls around Toilet-to-Tap Projectby Lindsey A. Greene

Adapted from: Environmental Health Perspectives, VOLUME 108, NUMBER 10, October 2000

Vocabulary NotebookPreview key vocabulary in context.Teacher reads key wordStudents repeat the key wordchoral read the source sentence.

Word & TranslationSource SentenceSketchDefinitionSynonym/AntonympropositionCalifornia officials are receiving a tidal wave of reactions to a proposition to reclaim wastewater for drinking purposes. potableSupplementing potable water with reclaimed water is not a new concept for California.

Interacting with Texts:Listening with a FocusSection 1, Paragraphs 1-4 Why are some California cities looking to make reclaimed water potable?

One of the reason for reclaiming wastewater for drinking purposes is ...

The article states ...

Interacting with Texts:Listening with a FocusSection 2, Paragraphs 5-6 What do opponents and supporters claim about the Toilet-to Tap project?

Opponents/Supporters claim ...

Supporters claim On the other hand, opponents claim ...

Those who support/dont support state ...

Interacting with Texts:Listening with a FocusSection 3, Paragraph 7 What does one researcher propose as an alternative to the project?

___ proposes/suggests in order to ....

According to __, are all possible alternatives to

Vocabulary Notebook RevisitedStudents work collaboratively to:Define key vocabulary wordsDetermine a synonym, antonym or amplification of the wordSketch an image.

Word & TranslationSource SentenceSketchDefinitionSynonym/AntonympropositionCalifornia officials are receiving a tidal wave of reactions to a proposition to reclaim wastewater for drinking purposes. potableSupplementing potable water with reclaimed water is not a new concept for California.

Interacting with TextsGraphic OrganizerTeacher models how to gather information for the graphic organizer. Students work collaboratively to complete the graphic organizer for each article.

ArgumentEvidenceSource: Who stated this?SupportersOpponents

Extending Understanding GoalsApply new learning to novel situations

Re-create text in a new genre or create new text to represent new understanding

Take a critical stance, evaluate

Extending Understanding Collaborative PosterReach consensus on an image, a quote, and an original phrase that represents the point of view youve been assigned.Produce a poster that best represents your assigned point of view and includes:An original phrase or sentence A quote from the text, citedOne image or drawing Each participant uses a different color marker and signs the poster for accountability purposes.

Group PresentationsCollaborative Poster PresentationEach member contributes and explains the rationale for their choices. We chose this ___ because

Extending UnderstandingOpinion Piece1. Model Purpose, text structure and language of genre

2. Co-construction of genre.

3. Independent application: Refer to end of unit writing goal, Task 3Collaborative to Independent

ReflectionQTEL is considered a high challenge, high support approach to develop deep content and language learning. Explain the rationale for this.

Include the following in your discussion:3 Moment lesson architectureDeliberate sequencing of tasksScaffolding tasks as structures to facilitate a processExpanded ZPD

Next StepsBring materials to plan a series of lessons using the QTEL approach.

Things to consider:Are you involved with a PLC?Are you currently working with a certain content area or grade level?Is there another ELST you can collaborate with during the planning time?

Our instructional framework for K-5 students includes a specific time of the instructional day devoted to proficiency level based ELD instruction for the purpose of building a strong language foundation. We also use the QTEL approach to develop deep content and language knowledge.

*The research based principles guiding our work include

Youll notice a theme of high challenge with high levels of support. QTEL is not about expecting less for our ELs and assigning simpler assignments.

Its about maintaining grade level expectations and designing lessons with high levels of support that promote quality interactions and opportunities to learn language and content.

Our job is to use the principles as a tool to reflect on and strengthen our own practice

*Vygotsky characterized learning in the ZPD as being co-constructed by the learner and the teacher, a more capable adult or peer. Van Liers esearch about language learning shows that scaffolding occurs in multiple ways.

Explain expanded ZPD. Make the point that the partner and group tasks they will engage in during the institute illustrate how scaffolding occurs in this expanded ZPD

Notes about what I will say:

*The idea here is that the structure supports the process just as building scaffold support activity.

Structure:teachers scaffold as they prepare tasks for their students, know what they are good for, decide when they are appropriate, how they connect to each other

Interactive process: teachers scaffold as they support students interactions*Zooming into a grade 5 unit that was recently developed*Preparing:An invitation into the learning. Make students care. Motivation is critical in building new understandings.

Activate prior knowledge so the students begin to connect their personal experience as well as background knowledge to the central ideas in the text. Focus attention on key concepts/vocabulary to set the context and the purpose for learning.

Students begin to develop a voice in the class

Participants give quick, gut-level reactions to a prompt that reflects the central idea of the text..

The goal is to capture first impressions, memories or feelings.

Linguistic correctness is not important.

Bridging: this task provides a personal connection to the theme.

Contextualization: creates a clear experiential environment that familiarizes new concepts.Purpose:Activate background knowledge and prior learning around key ideas and vocabulary related to the text

Helps learners establish a link between personal experiences and the upcoming content

While students discuss their reasons for agreeing and disagreeing, they make connections and build on their learning

Students analyze text in manageable chunks.

Interact with the text in order to develop conceptual understanding and through quality interactions students appropriate the academic language needed to express their understanding

Reconstruct the text to make meaning across the text as a whole**

Purpose: Focus Questions

signal to students the important information in the text.

provide ELs with a schema, connection of key ideas, for the reading

Helps students tolerate ambiguity

Purpose: Focus Questions

signal to students the important information in the text.

provide ELs with a schema, connection of key ideas, for the reading

Helps students tolerate ambiguity

Purpose: Focus Questions

signal to students the important information in the text.

provide ELs with a schema, connection of key ideas, for the reading

Helps students tolerate ambiguity

*Purpose: Graphic Organizer

signal to students the important information in the text.

provide ELs with a schema, connection of key ideas, for the reading and writing

Helps students tolerate ambiguity

Extending Understanding

Apply learning to novel situations.

Take a critical stance expressing perspective on the new learning

Re-present the text in a new genre

Student reflects and evaluates learning. Extending Understanding

Apply learning to novel situations.

Take a critical stance expressing perspective on the new learning

Re-present the text in a new genre

Student reflects and evaluates learning. *Genre approach to writing. Through this process students are positioned to be able to write an opinion piece of their own. *Preparing:An invitation into the learning. Make students care. Motivation is critical in building new understandings.

Activate prior knowledge so the students begin to connect their personal experience as well as background knowledge to the central ideas in the text. Focus attention on key concepts/vocabulary to set the context and the purpose for learning.

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