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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

Sonoma County Education Office • February 6, 2014 English Learner Leadership Conference

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!   Analyze a Smarter Balanced release test item for language and literacy demands.

!   Examine the diversity among secondary English Learners and the implications for designing an appropriate instructional program

!   Learn a process for supporting content instruction using a model for note-taking to facilitate close reading

!   Analyze the connection between language for content learning and dedicated ELD

!   The demands of a CCSS performance task

!  Diversity among English Learners

!  Applying the Blueprint

!   Facilitating a productive struggle

!  Dedicated ELD instruction

Write an argumentative report that recommends the position that your congresswoman should take on the plan to build a nuclear power plant in your state.

����������������Performance Task

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Source information:

Nuclear power - Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Nuclear_power Nuclear power is the use of sustained nuclear fission to generate heat and electricity. Nuclear power plants provide about 6% of the world's energy and 13– 14% …

James Hansen on Nuclear Energy - YouTube www.youtube.com/watch?v=alrxqx_B34s Nov 16, 2010 - 1 min - Uploaded by Newsweek Magazine “NASA’s premier climate change expert believes that next-generation, safe nuclear power is an option which we need to develop. And it is being …”

LETTER TO THE EDITOR: Against plans for nuclear power plant ottumwacourier.com/letters/.../Against-plans-for-nuclear-power-plant Mar 17, 2012 – I would like to comment on Mid-American Energy's intent to build a nuclear power plant in Iowa. We already have one nuclear plant in Palo, …

Look inside Fukushima's meltdown zone a year later - YouTube www.youtube.com/watch?v=-6oQAyunXqk Feb 28, 2012 - 3 min - Uploaded by CNN CNN's Kyung Lah reports from the meltdown zone. ... Look inside Fukushima's meltdown …

The Truth About Nuclear Power - Reason.com reason.com/archives/2011/03/25/the-truth-about-nuclear-power The chart here uses data compiled from various sources to compare the deaths per unit of energy produced. Deaths resulting from the production of nuclear power are over 4000 times less than the rate of death resulting from the production of energy from coal.…

LETTER TO THE EDITOR: Nuclear a cost-effective energy source ... www.washingtontimes.com/.../nuclear-a-cost-effective-energy-source… Jan 3, 2012 – The truly rational view of Mario Salazar on nuclear power should be a lesson on dispassionately ... The Washington Times ... LETTER TO THE EDITOR: Nuclear a cost-effective energy source ... to the real alternatives of burning gas, oil and coal, and much more reliably than alternatives like wind and solar.

What cognitive and linguistic skills and knowledge are needed to successfully complete this task?

Write an argumentative report that recommends the position that your congresswoman should take on the plan to build a nuclear power plant in your state.

Cognitive Skills !   Distinguish between

points of view !   Evaluate validity of

arguments !   Debate merit between

opposing views !   Develop thesis and

support it with textual evidence and explanation

!   Organize ideas

Linguistic Skills !   Develop claim !   Structure argument !   Compare & contrast

language structures !   Proposition & support

language structures !   Punctuation of citation !   Command of

rhetorical devices

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

CCSS Performance Task !   Read !   Talk !   Write

“Reading and writing float on a sea of talk.” James Britton

!   The demands of a CCSS performance task

!  Diversity among English Learners

!  Applying the Blueprint

!   Facilitating a productive struggle

!  Dedicated ELD instruction

Strong L1 literacy

Often new to English

May be literate in L1

Strong English language & literacy, some gaps

Strong English language & literacy, some gaps

Limited L1 literacy

Often new to English

May have limited literacy in L1

Low literacy, seemingly strong oral English, many gaps

Low literacy, seemingly strong oral English, many gaps

Diversity among English Learners

Consider the student population you serve:

■ Which groups are represented?

■ What does achievement data suggest about instructional needs?

An Instructional ���Blueprint for English Learners

October 2013

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!   What does your current EL Program look like?

-  Who does it serve?

!   Are there any populations that could be better served?

Turn and Talk���

What does this mean for us?

!   The demands of a CCSS performance task

!  Diversity among English Learners

!  Applying the Blueprint

!   Facilitating a productive struggle

!  Dedicated ELD instruction

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

October 2013

An instructional ���Blueprint for English Learners

The fact is the only way anyone can learn the language that figures in advanced literacy is through literacy, and only by noticing, grappling with, and thinking about the ways forms and structures relate to meaning in the materials read.

Lily Wong Fillmore, Accountability Institute

Reading Anchor Standard #10

January 14 August 2012

E.L. Achieve’s Approach

Vision of Explicit Language Instruction

Goal: Backwards map from a meaningful cognitive task to identify the language students need to complete it

!  Cognitive functions commonly required in secondary coursework, include: - Cause and effect - Compare and contrast - Elaboration/Description - Proposition and Support (problem/solution) - Sequencing

August 2012

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

!  Chunking !  Annotating !  Responding !  Citing !  Summarizing

Close reading means Interacting with text

!   Chunking !   Annotating !   Responding !   Citing !   Summarizing

Close reading

Chunking text

Chunking – or dividing the text into sections – allows the reader to concentrate on a few paragraphs at a time.

Pursuing the American Dream Secondary Constructing Meaning Units

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Pursuing the American Dream Secondary Constructing Meaning Units

!

!   Chunking !   Annotating !   Responding !   Citing !   Summarizing

Close reading Annotating text

Using three highlighters – one color for each family – students move through the article, chunk-by-chunk, pausing to highlight the family surname with its corresponding color.

Pursuing the American Dream Secondary Constructing Meaning Units

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Pursuing the American Dream Secondary Constructing Meaning Units

!

!   Chunking !   Annotating !   Responding !   Citing !   Summarizing

Close reading Responding & Citing

Analytical response frames direct reading, deepen comprehension, and provide options for crafting language that can be used during discussions or when writing.

Pursuing the American Dream Secondary Constructing Meaning Units

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Pursuing the American Dream Secondary Constructing Meaning Units

!

!   Chunking !   Annotating !   Responding !   Citing !   Summarizin

g

Close reading Summarizing

How are the three families described in the article living the American Dream?

Pursuing the American Dream Secondary Constructing Meaning Units

!

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

Listening and Speaking Anchor Standards #1

Preparing ELs for CCSS Performance Task

!   Talk !   Read !   Talk !   Write !   Talk

6IGSKRM^ing %GXW�SJ ,IVSMWQ Secondary Constructing Meaning Units

!   The demands of a CCSS performance task

!  Diversity among English Learners

!  Applying the Blueprint

!   Facilitating a productive struggle

!  Dedicated ELD instruction

October 2013

An instructional ���Blueprint for English Learners

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

Cognitive Skills !   Distinguish between

points of view !   Evaluate validity of

arguments !   Debate merit between

opposing views !   Develop thesis and

support it with textual evidence and explanation

!   Organize ideas

Linguistic Skills !   Develop claim !   Structure argument !   Compare & contrast

language structures !   Proposition & support

language structures !   Punctuation of citation !   Command of

rhetorical devices

What co-requisite cognitive and linguistic knowledge is needed to successfully

complete this task?

Strong L1 literacy

Often new to English

May be literate in L1

Strong English language & literacy, some gaps

Limited L1 literacy

Often new to English

May have limited literacy in L1

Low literacy, seemingly strong oral English, many gaps

Diversity among English Learners

How might these co-requisite skills differ for distinct populations?

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!  High leverage -  Supports the cognitive functions demanded

by academic content standards -  Useful to engage productively in school

contexts, (request clarification, make a case, justify a point, interact effectively with peers and adults) -  Applicable to other high-value social contexts

!  Portable -  Can be applied in a myriad of academic, real-

life, and school-to-work contexts - Develops meta-linguistic understanding

January 14 August 2012

E.L. Achieve’s Approach

Vision of Explicit Language Instruction

!  Challenges students to: -  Explore how English language

works in compelling and playful ways -  Grow their ability to use English flexibly,

fluently, and accurately !  The ultimate goal is to ensure English

is a bridge, rather than a barrier, to academic success

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Sonoma County Office of Education ���English Learner Leadership Conference

February 6, 2014

For learners, language and thought are intertwined. For teachers, the distinction is the instructional goal.

Instructed (Systematic) ELD -  Language is the driver -  Proficiency level rules -  Foundational language to support academic work

and real world interactions Language Support for Content

-  Content is the driver -  Grade-level content standards rule -  Academic language needed to express understanding

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!  Websites www.elachieve.org

!  Feedback Please share with us your thoughts about the day.

!  Email elizabeth@elachieve.org info@elachieve.org

Thank you!