Transcript Saturday, March 12, 2016

Local District Northwest
Vivian Ekchian, Local District Superintendent
Understanding Designated ELD:
Learning by Doing
March 12, 2016
Terri Bourg
Coordinator, Secondary ELD Instruction
“Building Academic Excellence Through Coherence,
Collaboration, High Expectations and Accountability”
Meeting Norms
• Presume positive intentions
• Respect what others are saying
• Be fully present
• Be mindful of airtime
• Keep the focus on students
Our Northwest Vision
Recognizing the diversity of learners whom we
serve and the need to graduate students who
possess the literacy, critical thinking, and
technological skills necessary to be competitive
in a 21st century global market, Local District
Northwest has created a system-wide PreK-12
instructional plan to enable all students to meet
or exceed A-G requirements and graduate
college and career ready.
Objectives
1. Understand the intent of Designated ELD as
described in the CA ELA/ELD Framework
2. Experience a demonstration of Designated
ELD aligned to CA ELD Standards and
using appropriate strategies
3. Analyze content for Designated ELD
instructional opportunities
4. Recognize the language demands of text
Guiding Question
How does Designated ELD use the CA
ELD Standards as the focal standards
in ways that build into and from content
instruction?
Comprehensive ELD
Source: ELA/ELD Framework Chapter 2 Key Considerations in
ELA/Literacy and ELD Curriculum, Instruction, and Assessment
Read the text
silently to yourself.
This is an
introduction to
Designated ELD.
Most Important
Words
• Skim through the text
a second time.
• Highlight or underline
the words or phrases
that you believe most
explicitly define
Designated ELD
• Share with a partner
…teachers use the CA ELD
Standards as the focal
standards in ways that build into
and from content instruction in
order to develop critical English
language skills, knowledge, and
abilities…
…actively engaged in
collaborative discussions where
they build up their awareness
about language and develop
their skills and abilities to use
language.
…focus on the language of the
content areas…
• Today this text
is your “content”
for learning.
• What would it
look/sound/feel
like if we used
this text for
Designated
ELD?
Key Vocabulary Terms
discourse practices
(paragraph 1)
foundational skills
(paragraph 2)
bilingual program
(paragraph 2)
What other synonyms (or
near synonyms) can you
find in paragraph 1?
Discourse practices
What other synonyms (or near synonyms) can you find in
paragraph 1?
Key Vocabulary Terms
discourse practices
(paragraph 1)
What other synonyms (or
near synonyms) can you
find in paragraph 1?
foundational skills
(paragraph 2)
How many times does this
term appear in paragraph
2?What are some examples
of these skills?
bilingual program
(paragraph 2)
Why would foundational
skills be a special
consideration in a bilingual
program?
From Paragraph 2
Depending on their development of foundational skills in the
primary language and on how the instructional program for
newcomers is designed at particular schools, some newcomer
ELs may also need explicit instruction in foundational skills
during designated ELD. However, generally speaking,
foundational skills should be addressed during ELA and not
during designated ELD.
Can you find another example of “however”
used this way in the text?
How might you explain the relationship between
the two ideas that are linked by the word
“however”?
Writing Sentences with
“however”
Option 1
Many people like soccer. However, I am not a fan.
Option 2
Many people like soccer; however, I am not a fan.
Non-model
Many people like soccer, however, I am not a fan.
Now you practice…
• Select a sentence frame from the options below
and complete the sentence with your own ideas.
• Share your sentence with a partner.
• After each partner has shared, repeat with a
different frame or create an original “however”
sentence.
I wanted to spend Spring Break in Hawaii. However, ….
My favorite sport is football; however, ….
Technology can make big tasks easier. However, ….
Water is essential for life; however….
Everyone makes mistakes. However, …
CA ELD Standards
Grade 6
Part II
Standard 2b (Understanding cohesion)-Bridging
Apply increasing understanding of how
ideas, events, or reasons are linked
throughout a text using an increasing variety
of academic connecting and transitional
words or phrases (e.g., consequently,
specifically, however, moreover) to
comprehending texts and writing cohesive
texts.
Introductory Words and
Phrases
What would happen if the
introductory words or phrases
were omitted from these
sentences? Would the sentences
still make sense? Would they
have the same meaning?
What do you notice about the location in the sentence?
About the punctuation? About the meaning?
Can you find some more?
Non-models:
• According to the website.
• Because I had read the book, I was eager to
see the movie.
Now you practice…
• Select an introductory word or phrase from the
options below and complete the sentence with
your own ideas. Do three like this.
• Write your sentences and remember to include
the comma.
• Be prepared to share your best sentence.
After saving up enough money, …
Normally, …
After high school graduation, …
Over the weekend, …
In general, …
CA ELD Standards
Grade 6
Part II
Standard 2b (Understanding cohesion)-Bridging
Apply increasing understanding of how
ideas, events, or reasons are linked
throughout a text using an increasing variety
of academic connecting and transitional
words or phrases (e.g., consequently,
specifically, however, moreover) to
comprehending texts and writing cohesive
texts.
CA ELD Standards
Grade 8
Part II
Standard 6 (Connecting Ideas)-Bridging
Combine clauses in a wide variety of ways (e.g.,
creating compound and complex sentences, and
compound-complex sentences) to make
connections between and join ideas, for example,
to show the relationship between multiple events
or ideas (e.g., After eating lunch, the students
worked in groups while their teacher walked
around the room) or to evaluate an argument (e.g.,
The author claims X, although there is a lack of
evidence to support this claim).
Citing examples
Continue reading to the end of the
paragraph. How many examples are
provided in all?
Citing Examples (#2)
Latin exempli gratia, “for the sake of example”
What are the examples of bilingual programs?
Which ones are offered in LAUSD?
Non-model
I am bilingual (e.g., my friend also speaks Spanish).
Now you practice…
Use the topic below (or invent one of your own)
and write a paragraph citing examples following the
structure of the model.
People who want to improve their health and physical
fitness might _______. They might ________ . They
might ________ . They might ________ .
Use the topic below (or invent one of your own)
and write a sentence citing examples following the
structure of the model.
Fuel-efficient vehicles (e.g., _______, _____________,
____________, and _____________) are now widely
available in hybrid, traditional, and even electric models.
CA ELD Standards
Grade 4
Part II
Standard 1 (Understanding Text Structure)Bridging
Apply understanding of how different text
types are organized to express ideas (e.g.,
how a narrative is organized sequentially with
predictable stages versus how
opinions/arguments are structured logically,
grouping related ideas) to comprehending
texts and writing cohesive texts.
Using Adverbials
not ____ but rather _____
Let’s create one
However, generally speaking, foundational skills should not
be addressed ________________________ but rather
__________________ .
Non-model
Running a marathon is a challenge, but rather, it is
not easy.
Your turn…
1. What is it NOT?
2. What is it?
3. How can we combine the two ideas?
CA ELD Standards
Grade 8
Part II
Standard 5 (Modifying to Add Details)-Bridging
Expand sentences with increasingly complex
adverbials (e.g., adverbs, adverb phrases
and clauses, prepositional phrases) to
provide details (e.g., time, manner, place,
cause) about a variety of familiar and new
activities and processes.
What does a
purposefully
highlighted/annot
ated text look
like?
Read it one last
time. How did
your level of
comprehension
and engagement
with the text
change?
Planning for Designated ELD
What ELD would you teach?
Constructive Conversations
• Use the four steps of the Constructive
Conversations Protocol.
• Determine some key vocabulary terms that
readers of this text should know about.
• Select at least two aspects of this text that
could be addressed in Designated ELD.
Remember to focus on language, not
content.
• If you have extra time, identify the ELD
standard(s) you would address.
Vocabulary:
• Maintain
• Organism
(not the
same as
organized!)
• Grow/growth
• Life-livelives-living
Text
Structure
• One
sentence
summarizes
this entire
text.
• That
sentence
creates the
organization
for the
paragraphs
that follow.
Comparative
Language
• Like/Much
like
• Also are
• Similar to
• Just as
• The same is
true for
Prefixes
• Non• Re• Multi• Extra• Pre-
• Homeo-
Compound
Words
• Lifetime
• Freshwater
Nonexamples
 Butterfly
 Offspring
 Circuitbreaker
 Diseasecausing
Use of 2nd
Person
• Most
informational
text is
written in 3rd
person and
uses
passive
voice.
• This text
addresses
the reader
directly in
order to
create
meaning.
7th grade CA ELD Standards
Part I
6. Reading/viewing closely
a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/ contrast, cause/effect,
problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with
light support.
c. Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and
visual cues to determine the meaning, including figurative and connotative meanings, of unknown and
multiple-meaning words on a variety of new topics.
8. Analyzing language choices
Explain how phrasing, different words with similar meaning (e.g., refined-respectful- polite-diplomatic), or
figurative language (e.g., The wind whispered through the night) produce shades of meaning, nuances, and
different effects on the audience.
Part II
1. Understanding text structure
Apply understanding of the organizational structure of different text types (e.g.,how narratives are organized
by an event sequence that unfolds naturally versus how arguments are organized around reasons and
evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts
and narratives.
2. Understanding cohesion
b. Apply increasing understanding of how ideas, events, or reasons are linked throughout a text using an
increasing variety of academic connecting and transitional words or phrases (e.g., for instance, in addition,
consequently) to comprehending texts and writing texts with increasing cohesion.
3. Using verbs and verb phrases
Use a variety of verbs in different tenses (e.g., present, past, future, simple, progressive, perfect) appropriate
to the task, text type, and discipline (e.g., the present perfect to describe previously made claims or
conclusions) on a variety of topics.
Planning for Designated ELD
Quick Write:
“Academic Language”
When you hear the term, “academic language,”
what comes to mind?
Features of Academic Language
 Text Structure
 Patterns of Organization
message
 Voice and register
 Density of ideas
 Clarity and Coherence
 Complex verb tenses
 Pronouns and references
sentence
 Transitions/Connectives (however, because,
therefore, yet, as, despite)
 Sentence Structure (compound, complex) and length
 Content terms
 Affixes and roots
word
 Figurative expressions and multiple meaning terms
 General academic terms (aspects, consider, as long
as, perhaps)
O’Hara and Pritchard, 2016
Word Level
Content Vocabulary
Figurative Language
Hypotenuse
Quantitative
Congruent
Dimension
Scale
Similes and metaphors
Idioms (“best of both worlds”,
“silver lining”, “on the fence”)
Word Analysis
Nominalization
Photosynthesis
Theocracy
Trinomial
Modifications
Construction
Evaluation
Resistance
Development
O’Hara and Pritchard, 2016
Sentence Level
Passive Voice
Compound/Complex
Irrigations systems were built to link fields
of crops to nearby streams or bodies of
water.
When unstable atoms undergo
radioactive decay, they also happen to
produce heat.
Dinosaur fossils were found in rock that is Because religious leaders often
about 65-200 million years old.
interpreted the will of the gods, priests
became powerful figures in many early
civilizations.
Pronouns
Verb Tenses
Before they domesticated plants,
prehistoric people had already
domesticated animals.
Since the plant structures don’t
completely decay, carbon that would
have been released into the atmosphere
as carbon dioxide stays in the ground.
Another quality of a hypothesis is that it
must be testable.
O’Hara and Pritchard, 2016
Message Level
Identify Causes & Effects
Compare/Contrast
Cool temperatures at the top of the mountain cause
the mass to decrease in size so that water vapor
becomes first a cloud and then rain droplets.
Interpret
O’Hara and Pritchard, 2016
Solve Problems
Guiding Question
How does Designated ELD use the CA
ELD Standards as the focal standards
in ways that build into and from content
instruction?
Closing
Questions and Answers