Google Science Fair Award Recipient
Speed Dating
• Have you ever heard of speed dating? Let’s try
it!
– We will rotate chairs and converse with a partner
for 30 seconds and then move on
– Introduce yourself and what LEA you are from
NC DPI ELD Wikispace
http://eldnces.ncdpi.
wikispaces.net/Hom
e+%28ELD%29
LEP Students in NC
120000
100000
80000
60000
LEP
40000
2014-2015
2012-13
2010-11
2008-09
2006-07
2004-05
0
2002-03
20000
NC DPI CCSA 2015
NC English Learners
January 2014
60000
50000
40000
Born in US
30000
1st Generation
20000
10000
0
Gr K-5
Gr 6-8
Gr 9-12
78.6% of elementary LEPs and 54.7% of secondary LEPs are born in the U.S.
NC DPI CCSA 2015
Our Vision
• “To build capacity at the local school system
level and sustain statewide implementation of
research-based strategies to meet the needs
of our English learners.”
• Thank you for being part of this journey and
helping make the vision a reality!
…it takes a village
1. Well-prepared & qualified school/district personnel
2. Explicit instruction to develop academic language
3. Coursework that prepares ELLs for postsecondary education or the
workplace
4. Ample opportunities for interaction
5. Constructive feedback
6. Native English speakers as models and support
7. Teacher PD – coaching - PLCs
8. Parent & family support
Whole – school approach
Supplement vs. Supplant
Inspiration
Title I, Part A & Title III, Part A
Title I
Funds must
supplement, and not
supplant State and
local funds
(Section 1120A of
ESEA)
Title III
Funds must
supplement, and not
supplant other
Federal, State, and
local funds.
(Section 3115 of
ESEA)
Title III “A Supplemental Program
to Serve English Learners”
• Cake – state and local funds used to provide
the Core EL program
• Icing/Frosting – Other federal funds
• Sprinkles – Title III funds
– High Quality Language Instruction Educational
Program (LIEP)
– High Quality Professional Development
Developing My LEA’s Supplemental
Title III Program
Do all of the items on my local plan and budget
narrative meet the following criteria?
Are they allowable?
Are they allocable?
Are they reasonable and necessary to carry out grant
function?
Determine whether they should be included in the
2% limit as administrative costs?
Questions to Ask When Considering Whether Title III
Funds Can be Used Without Violating the Supplement,
not Supplant Requirement
1. What is the instructional program/service
provided to all students?
2. What does the LEA do to meet Lau
requirements?
3. What service is the LEA required by other
Federal, State, and local laws or regulations to
provide?
4. Was the program/service previously provided
with State, local, and Federal funds?
Intersection of Title I and Title III
Title I and Title III are linked in the following
significant way:
• Strategies used to improve achievement
under both Title I and Title III need to be
comprehensive and coordinated in order to
ensure that they address the needs of EL
students.
Appropriate use of Title I Funds for ELLS
Examples of acceptable programs in Title III and Title I
• Programs that increase the English proficiency levels and
result in increased English language proficiency (ELP) and
student academic achievement in the core academic subjects
• Provide high-quality professional development to classroom
teachers that is designed to improve the instruction and
assessment of EL students, enhance the ability of teacher to
understand the use of curricula, assessment, measure, and
instructional strategies
• Upgrading program objectives and effective instructional
strategies
• Improving the instruction materials, education software, and
assessment procedures.
Appropriate use of Title I funds for ELLs
• Providing tutorials and academic or vocational education for EL
students and intensified instruction
• Developing and implementing elementary or secondary school
instructional educational programs that are coordinated with other
relevant programs and services
• Improving the ELP and academic achievement of EL students
• Providing community participation programs, family literacy
services, and parent outreach and training activities to EL students
and their families
• Improving the instruction of EL students by providing for the
acquisition or development of educational technology or
instructional materials, and/or access to and participation in
electronic networks for materials, training, and communication, and
/or incorporation of resources into curricular and programs.
Reference: National Council of State Title III Directors
Focus on ELLs’ Abilities
• Curricula and instruction must be
– Cognitively challenging
– Relevant
– Engaging
• Set high expectations
• Address socio-cultural factors
• Scaffold according to students’ English language proficiency levels
WIDA Standards
• Expand to Content Teachers
• Need to build greater capacity
– Tie into existing initiatives
– Use what is available
NC DPI CCSA 2015
WIDA’s ELD Standards
Social &
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social Studies
Academic Language
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Variations of Language
Adapted from Zwiers (2008)
WIDA Consortium
WIDA Online Training Modules
“Our hope is that all teachers, not just ESL
teachers, will embed explicit language
instruction in their teaching.
The WIDA standards and the processes
described in this training are designed to
provide teachers with specific strategies to
support instruction and to introduce
resources that support student acquisition of
academic language.”
NCDPI Training Module Course Manual
WIDA’s Features of Academic
Language
• Word level
• Sentence level
• Discourse level
“Academic discourse not only
describes knowledge, it
sustains the creation of it.”
• Who are the English Learners in my class?
• What is the English language proficiency level of
those students?
• How can I use the language data to guide
instruction?
Making Content Accessible
for English Learners through
Differentiation
Are Not
Are
Changing final grade
Individualized
Watering down content, rigor, or changing
standards
Using language support strategies for teaching
Common Core and Essential Standards
Talking louder
Modifying content, process, product, and
learning environment
Giving alternative busy work or an alternate
assignment
Using a variety of supports for same content
and tasks
Teaching all students the same way
Multiple opportunities for engagement
Modifications for ELLs
CAN DO Descriptors
Sensory Supports
• Real-life objects
(realia)
• Manipulatives
• Pictures &
photography
• Illustrations, diagrams
& drawings
• Magazines &
newspaper
• Physical activities
• Videos & films
• Broadcasts
• Models & figures
Interactive
Supports
Graphic Supports
•
•
•
•
•
•
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
• In pairs or partners
• In triads or small
groups
• In a whole group
• Using cooperative
group structures
• With the Internet (Web
sites) or software
programs
• In the native language
(L1)
• With mentors
Examples of Supports
Proficiency Levels
Use words or phrases related to weather
from pictures or photographs
Proficiency Levels
Make statements about weather from
pictures or photographs
Proficiency Levels
Ask questions about weather from
pictures or photographs
Proficiency Levels
Forecast weather and provide reasons
from pictures or photographs
Proficiency Levels
Evaluate and weigh options related to
weather forecasting
Web Resources
NC DPI Title III/ELD WIKI
http://eldnces.ncdpi.wikispaces.net/ELD+Home
WIDA
http://www.wida.us/
Activity: Types of Language
1) Turn to a partner.
2) Decide who will be A and who will be B.
3) A discuss your favorite fruit and why you like it.
4) B write key words used in your discussion.
5) Switch
Standard 1:
Social and Instructional Language
Activity: The Language of an Apple
Standard 2: The language of Language Arts
• A describes the apple from a poet’s perspective.
• B writes key words and phrases.
Standards 5 & 3: The language of Social Studies
& Mathematics
• B discusses the apple from an economist’s
perspective.
• A writes key words and phrases.
Activity: The Language of an Apple
Standard 4: The language of Science
• A describes the apple from a biologist’s
perspective.
• B writes key words and phrases.
Standard 5: The language of Social Studies
• B discusses the apple from a historian’s
perspective.
• A writes key words and phrases.
Activity: The Language of an Apple
Cultural and Social factors
• A and B write any emotional associations
you have with “apple”.
Activity: The Language of an Apple
• Now, two pairs create a group of four.
• Discuss your observations:
How does the language used to discuss the apple
change depending on the focus?
• Share out.
Academic language varies by…
• Purpose
• Type
New Performance Definitions
Receptive
Productive
Vocabulary Usage
(Specificity of word or phrase choice)
•
•
•
•
•
General, specific, and technical language
Multiple meanings of words and phrases
Formulaic and idiomatic expressions
Nuances and shades of meaning
Collocations
Standards and ELLs/Struggling Readers
• CCSS adopted by many states
• Addresses the “dumbing down” of curricula
• Prepares students to be “college and career
ready”
• After many years of scripted curricula, how to
change teaching?
• What about ELL students? What about
struggling readers? Can they participate?
How?
What have been the teaching practices for
ELLs?
• Simplification of the L2 learning process
– Comprehension is all that matters
– Students should feel no anxiety in learning
– Scaffolding means “front-loading” all information
– Use of simplified texts which were created for
struggling readers, not ELLs.
– Students have had no exposure to other, more
formal registers of language (oral and written)
The result for ELLs
• To many years in segregated ESL classes
register (Valdes, 2001)
• ESL classes focused on the newly arrived
• No real curriculum for ELLS (scope &
sequence)
• Little progress is made in the register needed
for school
• Long term ELLs!!
Based on the work of Lily Wong Fillmore and
Charles Fillmore
Let’s look at an example of a simplified
text
Abraham Lincoln’s childhood
Abe had to work and did not get to go to school
very often. But he loved to read books and
would read whenever he got the chance.
Math was also a favorite subject for Abe.
From: Score.rims.k12.ca.us/activity/presidentsday/pages/linc6.htm
Briefly, why aim for talk and discussion?
•Talk reveals understanding and
misunderstanding.
• Talk supports academic language development.
• Talk supports deeper reasoning.
• Talk supports social development and
perspective taking.
Talk moves is about talk by teachers and
students about academically important
content:
• Talk that supports development of student
reasoning
• Talk that supports improvement in students' ability
to communicate their reasoning
So why do you think Abraham Lincoln
would walk for miles to borrow a book?
What if the response is this:
24 blank faces. 1 or 2 hands up.
You think:
They need time to think!
(and maybe time to
practice what they want to
say!)
9 Talk Moves—
Choices, Choices, Choices
1. Turn and Talk
2. Say More
3. So Are You Saying?
4. Who can rephrase…?
5. Why do you think that?
6. Can you think of an opposite answer?
7. What do others think?
8. Who can add more to what ____ just said?
9. Who can explain why ____ said that answer?
Academic Language
Literacy and Content
All Great Ideas Begin
by Talking Out Loud:
Redesigning Classroom
Conversations
Journey to Student Driven
Academic Conversation
4
Leadership
1
Participation
2
Cooperation
Become aware
of problems like
factions and
Learn to speak to each
dominance.
other with minimal
Work together
mediation by
to enable all
facilitator.
members to
Learn discussion skills
speak.
Invest in process
through sharing
experience.
3
Listening
Work together to
listen to each other
and the text.
Examine their
assumptions and
perspectives and how
they differ from those
of the text and one
another.
Begin to change their
opinions because of
what others say.
Learn how to
share
leadership
with the
teacher.
Learn how to
lead the
group.
Stand Up, Hand Up, Pair Up
1) What is the purpose of
using academic
conversations?
2) Describe how you could
support moving from talk
to discourse in your
building.
Conversation starters:
I would ____ in order to ______.
If ___, I would use _____.

Conversation
prompts:
 Can you elaborate
on that?
 Please give an
example.
 I was wondering
what you meant by…
 To build on what you
said…
Scaffolding Academic Controversy
It was the __________’s
opinion that barbed wire led to
_______.
While ________ felt that
barbed wire was
_________, ________ felt
that it ___________..
According to ______ barbed
wire is _______
because____________.
Academic Conversation Skills Placemat
x
© Jeff Zwiers
A Myriad of
Cooperative Learning Strategies
Characteristics of ______
Three-step Interview
Group Investigation
Concentric Circles
Random Numbers
In-house Jigsaw
Find your Match
Clock Buddies
Expert Jigsaw
Tear Ups
Line Ups
Partners
Corners
Exit Pass
Margarita Calderón & Associates,
Inc.
What next?
Leading the Way
How might I apply
What resources and
What professional
this information in my support might I need? development might
school?
my teachers need?
Who at my school can
help lead the way?
Contact Information:
Lindsey Fults
ESL/ Title III Consultant
NC DPI
919-807-3844
Lindsey.Fults@dpi.nc.gov
Ivanna (Mann Thrower) Anderson
ESL/Title III Consultant
NC DPI
919-807-3860
ivanna.thrower@dpi.nc.gov
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC DPI
919-807-3866
nadja.trez@dpi.nc.gov