Integrated and Designated English Language Development Tiffany Walker

Integrated and Designated English Language Development Tiffany Walker twalker@rcoe. us, x 6534

Connect Addand up your Divide the green paper into four quadrants number of years complete the following in each box: Site and Program Degrees and credentials total in the If you were a dessert group. and why. Draw a picture. # of years teaching Why do you like teaching? What’s your teacher challenge?

Traditional Route •

“Teachers who participate in collaborative, reflective practices see themselves as contributing to the development of knowledge about teaching as well as to their own professional development. ” The Teaching Gap by Stigler and Hiebert

RCOE Cohort Collaboration Time to: Share successes and challenges Co-plan Observe and debrief with colleagues

RCOE Cohort Collaboration Cycle ELD Training and choose cohort focus Reflect & Share at PLC Observation & Debrief with cohort Cohorts 1 -3 Thurs 10/12 Cohorts 4 -6 Thurs 10/26 CBK Cohorts Friday 10/20 Co-Plan Lessons and Targets Experiment & Adapt in your classroom

1. Let everyone be heard. 2. Assume positive intentions. 3. Be present and prepared. 4. What else?

EL Reclassification Rates 2016 -2017 – 3% 2015 -2016 – 1% 2014 -2015 – 1%

2017 -18 LCAP

ELD Levels of Proficiency

Comprehensive ELD Read pages 4 -6 of the ELA/ELD Framework Executive Summary about Integrated and Designated ELD. Then, talk with table group about what you noticed. • One key idea about (Integrated or Designated) ELD is ______. This is important because ____. • The framework says _____ about (Integrated or Designated) ELD which means teachers must _______. • Integrated ELD differs from Designed ELD by/because _____ which means teachers must ______.

ELA/ELD Framework Executive Summary p. 6

Designated ELD prepares students for what they are going to be studying in their content class. Designated ELD provides more meaning to the content. Visuals, word bank, in context.

Integrated vs. Designated Observe students to determine how they are using the targeted language. Examine more closely the language used in a text they have already read in one of Routinely examine the texts and their content areas. tasks used for instruction to identify language that may be challenging for ELs. Instruction explicitly focuses on learning about how English works, including discourse routine, text organization, Adjust wholestructure, group instruction grammatical and Focus strategically on or work with small groups to vocabulary. sentence structure, support. by provide adequate deconstructing challenging sentences to help students understand texts’ meanings and read them more closely.

ELD Implementation Rubric Use the rubric to score your implementation of ELD Practices. Discuss an area of challenge and an area of strength with the colleagues at your table.

Why is the word "through" important? What would happen if we took the word out?

Which word’s meaning is more similar in this context? "through" the woods or to "through" the years?

He sat through the long lecture. This image represents the word "through" because… I agree with ____ and would like to add ____. “put a call through”

Evaluating Vignettes As a cohort, choose one grade level in the vignettes. Independently, read both the integrated and designated vignette for that grade level. Take notes on note-taking guide. Discuss vignettes and notes with your group.

Integrated and Designated ELD Double Bubble Map

https: //www. teachingchannel. org/videos/improve-conversation-skills-ells-ousd

Learning Skill/Content WHAT skill do we want students to learn or to be able to do? Learning & Language Target Check for Understanding HOW will they show they can do it? Language WHAT language do they need to learn and apply?

Learning Target The observable content, knowledge, or skill and formative check for understanding. 1. Backwards plan from the subject standards to determine the non-negotiable skill/s for the subject area for a one week lesson. 2. Determine a creative, observable check for understanding that addresses learning styles at the highest depth of knowledge for the week. 3. Use student-friendly wording that will inspire confidence.

Most rigorous for the week Students will learn… Use the Standards. Make sure it is observable student learning. Choose the level appropriate for the week’s lesson. Differentiate content by need. February 2017 Learning & Language Targets 25

Formative Product And show it, by… Writing Summary Poem Invent a quiz Opinion Chart So What? Journal Mind Map Advertisement 5 Words Collage Letter Speaking OR Knowledge & Skills Get creative! Differentiate by learning style or interest! Illustration Sticky notes Outline Simile Minute Paper Comic Strip Poster Twitter post Top Ten List 53 Ways to Check for Understanding by Edutopia

Language Target The skill within the English language that students will need to use and apply in the lesson’s learning target. 1. Determine what would challenge for an English Learner? Think about how English conversation and writing works. 2. Isolate a skill that would require explicit teaching. 3. Keep the terms student-friendly. Instead of “adverbs of time” use “transition and connecting words. ”

They are Both Skill-Driven Targets Learning Language • Factual knowledge & information about a topic • Simple or complex concepts • Concrete or abstract concepts • Processes, dynamics & systems • Critical thinking about content • • Key vocabulary Language functions Language skills Grammar or language structures • Lesson tasks • Language learning strategies • Academic language

Examples Skill/Content Formative Product Language WHAT students should know and be able to do HOW students show they know and can do it WHAT students need to use and apply I can create equations (A. CED. 1) and can show it by translating sentences into equations using comparisons (such as is, is as much as, is the same as, is identical to) and variables (such as x and y). I can determine how the Greeks spread their culture and political ideas throughout the Mediterranean (WS 10. 1) and show it by drawing a map labeling the Greek colonies and their trade routes using latin prefixes and roots (such as a-, col-, -poli-). I can make inferences about Julius Caesar’s character traits from implicit evidence (R 1) and show it by creating an “Open Mind” Using connotative adjectives (such as aggressive, powerful, stubborn).

Read the following statements and determine if it is a Learning and Language Target. How would you revise the statement to target learning? 1. Today we will learn the parts of a plant cell. 2. Today, we will describe the function of plant cell parts and show we can by making a multiple choice quiz for our partner using verbs in present tense.

https: //www. aitsl. edu. au/tools-resources/resource/instructional-rounds

Best Practices With your cohort, read and discuss the various approaches to teaching a learning recommended in the ELA/ELD Framework in Chapter 2 pages 91 -102. What are you interested in learning more about and adapting in your classroom that your cohort could support each other in?

Alt. Ed. Haiku

Co-Planning with the Strategy Your Task: Discuss next week’s lesson with your cohort and determine how everyone can experiment with the strategy. Write a fully developed response to each of the questions below and post to the RCOE Alt. Ed. Cohort Collaboration. 1. How will each member of the cohort implement the strategy in all of their classes? 2. What is the plan for experimentation and reflection?