Secondary CLR Fellows
Fall Semester
Day 1 Agenda
8:00-8:15
Welcome and Opening
8:15-10:30
An Overview of Culturally and Linguistically Responsive Teaching
and Learning (CLR)
10:30-12:00
An Overview of Standard English Learner Languages and a Focus
on Linguistically Responsive Teaching
12:00-1:00
Lunch
1:00-2:00
An Overview of the Secondary CLR Fellows Project
2:00-2:30
Materials Distribution and Overview
2:30-3:00
Homework Review, Reflection, Evaluation, and Dismissal
Interactivity: Lotería
How to Steps:
• -Find a person who can answer the question in the lotería
(bingo) square.
1. -Each participant must culturally appropriate
(verbally/physically greet one another from a cultural
perspective) one another prior to speaking to one another.
2. -When you are finished filling out your lotería card—yell
LOTERIA and take your seat.
3. -When the song ends, please take your seat promptly
4. -We will debrief afterwards
“California is committed to equity
and access for all learners.”
Continuum of English
Proficiency
Who do we serve?
Over ½ of all of California’s
students are in the process of
mastering Standard English
English
Learner:
EL
Long
Term
English
Learner:
LTEL
Standard
English
Learner: IFEP
& EO
All of California’s students are in
the process of mastering Academic
English
Mastery of
Standard
English:
EO IFEP,
RFEP
Mastery of
Academic
English &
Gateway
to Higher
Education
We’re on the Radar!!
Bulletin 5951
Instructional Minutes
ELA / ELD Framework
Chapters 2 and 9
Culturally and Linguistically
Responsive Pedagogy
Chapter 4 LAUSD Master Plan p. 83
Guiding Principles for the Instruction of SELs
 SELs possess a variety of linguistic and cultural
abilities that are viewed as assets.
 Focused instruction for these students builds on their
cultural and linguistic strengths, and provides
meaningful access to a curriculum that is standardsbased, cognitively complex, rigorous and coherent.
 All teachers are teachers of both language and
content
LAUSD
Students
English
Learners
157,000
Long Term
English
Learners
38,000
LAUSD
Classrooms
Dual Language
and Bilingual
Programs
79 programs
Standard
English
Learners
157,000
Reclassified
English
Learners
138,000
Meaning
Making
Language
Development
Content
Knowledge
Effective
Expression
Foundational
Skills
Culturally and Linguistically
Responsive Pedagogy Defined
• “The use of cultural knowledge, prior
experiences, frames of reference, and
performance styles of ethnically diverse
students to make learning encounters more
relevant to, and effective for, them. The
pedagogy teaches to and through the
strengths of these students.”
Dr. Geneva Gay
Rings of Culture
Age
Directions:
Identify a
potential
behavior that
is associated
with each one
of these rings
of culture.
-Whip Around
Gender
Religion
Class
Nationality
Ethnic
Culturally and Linguistically Responsive
Pedagogy (CLR)
CLR Informs
the
Instructional
Context for
Learning within
the ELA/ELD
Framework
Five CLR Pedagogical Areas
When looking at instruction from the what and the how perspective there are five general areas that we have identified
where CLR can have immediate impact by increasing student motivation and engagement.
Increasing Student
Engagement and
Decreasing Classroom
Management Challenges
(Responsive
Management)
Expanding Academic
Vocabulary
(Responsive
Vocabulary)
Using all types of Texts
Culturally and
Linguistically
(Responsive Literacy)
CLR
Infusing Situational
Appropriateness with
Language and
Behavior
(Responsive
Language)
Creating an
Inviting Learning
Environment for
Student Success
(Responsive
Environment)
Four Areas for Infusing CLR Pedagogy
• Responsive Classroom
Management
•
•
•
Use of attention signals strategically:
Use of movement activities
strategically:
Collaborative opportunities (extended
beyond protocols)
• Responsive Academic Literacy
•
•
•
•
Use of CR text and media
Connected to the standards and unit
theme
Use of engaging read-alouds
Use of effective literacy strategies
• Responsive Academic
Vocabulary
•
•
•
Evidence of leveling vocabulary words
(tier 2 and tier 3)
Evidence of reinforcement/practice
activities
Use of vocabulary acquisition strategies
(word structure, apposition, context
clues, synonym replacement)
• Responsive Academic Language
• Code-switching opportunities
• Sentence lifting/Retellings/Role
playing/Teachable moments
• Revising (phonetics, markers,
syntax, and vocabulary
CLR Instructional Areas
Responsive
Vocabulary
Responsive
Management
Responsive
Literacy
Responsive
Language
Responsive
Environment
CLR, What It Looks Like!
5 Instructional Areas of CLR
Novice
Expert
Self Assessment: Decide where you’d place yourself in a line from novice to expert.
Cooking
Dancing
Responsive Vocabulary
Responsive Management
Responsive Academic
Literacy
Responsive
Academic Language
Responsive
Classroom Environment
Reflective Writing on the 5
CLR Pedagogical Areas
CLR Classroom
Resources
Personal Thesaurus
Protocol Posters
MELD
Mainstream English Language
Development
New Ways of Talking About Language
Language Diversity Language Deficit
Language Focus & Collaborative
Learning Across the Curriculum
• The Common Core State Standards (CCSS)
call upon all academic content teachers to
focus on academic vocabulary, oral language,
and discourse patterns that are essential for
participation in academic work within their
disciplines.
• The CCSS recognize that students need to
develop skills to collaborate in academic work –
skills for teamwork, active and skillful
participation in discussions, and inquiry-based
collaboration.
CA ELA/ELD Framework Chapter 9
ELA/ELD Framework
Access and Equity
California’s Diversity
-Standard English Learners (pp. 4-13)
http://bit.ly/Access_Equity
Planning for and Supporting the Range of Learners
-Culturally and Linguistically Responsive Teaching (pp. 49-53)
Instructional Practices for Supporting Students Experiencing
Difficulty Reading
Who are Standard English Language Learners?
Standard English Learners (SELs) are those students for whom Standard
English is not native, and whose home languages differ in structure and
form from the language of school.
These students are generally classified as EO or IFEP but do not speak
Standard English. In LAUSD, Standard English Learners include students
from the following groups:
African American speakers of African American English (AAL)
Mexican American speakers of Chicano English (MxAL)
Hawaiian American speakers of Hawaiian Pidgin (HAL)
American Indian speakers of Rez English (NAL)
“Identification” of SELs
• Identification of SELs does not take place in the same
manner as the identification of ELs. The
identification of SELs is done for the purposes of
intervention and enrichment, not for purposes of
program placement. SELs participate in the
Mainstream English Program or other parent choice
• To identify a probable SEL, educators must engage in
two types of screenings.
– Linguistic Screening
– Academic Screening
Linguistic & Academic Screening
Teachers identify the
use of home language
features in student
speech with the
Linguistic Screener
and or other language
assessment tools.
Teachers identify academic areas of
performance that are below proficient
for each Probable SEL
Probable SEL
New Ways of Talking About Language
Language Difference
=
Language Deficiency
Student writing samples that exhibit AAL or MxAL are examples produced by students who are following the grammatical patterns of their
home language which are different from Standard English.
Standard English
They are going to Disneyland.
Miles swims everyday.
It’s cold.
He doesn’t have any friends.
Possible AAL Responses
Linguistic Features
(Explicit)
They is going to Disneyland
Linking Variable Is/are
swim
Present Tense Singular Verb
(col)
Consonant cluster and “L” Sound
don’t , no
Multiple Negation
Writing Sample #1 was written by an African-American SEL,
and Writing Sample #2 was written by a Mexican-American SEL.
1) Highlight examples of language difference present in each of the writing samples.
2) Use the snapshots of the Language Screeners provided to identify ( ) the language patterns being followed in each writing sample.
Standard English
He doesn’t have any friends.
Possible MxAL Responses
Linguistic Features
(Explicit)
don’t , no
Multiple Negation
What would we do without electricity?
In 2009, Kamkwamba shared his moving
story of perseverance, curiosity, and
ingenuity in the memoir The Boy Who
Harnessed the Wind.
Let’s talk about the Patterns we see
Multiple Negation
Concepts of Is / Are
(Linking Variables
Consonant Cluster
ld
moad = mold
Multiple Negation
Writing Resources
Language Resources
Professional Reading List
•
Culturally and Linguistically Responsive Teaching and Learning, Sharroky Hollie, Publisher:
Shell Education.
•
Notice and Note: Strategies for Close Reading, Kylene Beers and Robert Probst, Publisher:
Heinemann
•
Notice and Note Literature Log
•
Building Academic Language: Meeting Common Core Standards Across Disciplines, 2nd
Edition, Jeff Zwiers, Publisher Jossey Bass
•
Reading for Their Lives, Alfred Tatum, Publisher: Heinemann
SEL Languages
African American English (AAL)
Chicano English (MxAL)
Hawaiian Pidgin English (HAL)
Native American English (NAL)
EL’s and SEL’s
EL
•Limited to no
comprehension
of English
vocabulary
•L1 is Spanish
•Categorical
funding and
systematic
approach
available
• 2nd
Lang.
Learners
•Live on
same
street
•Suffer
cultural
invasion
SEL
•Comprehends
English vocabulary
•L1 is AAL, MxAL,
HAL, NAL)
•No categorical
funding or
systematic
approach available
to meet needs
AAL Phonology
• Consonant Clusters
tes (test), ask (ax), cold (col)
• Vowel Sounds
tin (ten) pin (pen)
• Th Digraph
dis (this) dat (that) mout (mouth)
• Reflexive R
caw (call) Ca’ol (Carol)
MxAL Phonology
• Clusters
lef (left), ris (risk), cris (crisp), slep (slept)
• Cluster Variation
harware (hardware), mesum (met some)
• V & Z Sounds
fuss (fuzz), race (raise), lifes (lives), safe
(save)
MxAL Phonology
• Vowel Pairs /I/ /i/
pin (pen), din (den), tin (ten)
• Syllable Stress
tooday (today), deecide (decide), reefuse
(refuse)
• Circumflex Intonation
Doont be baaad (Don’t be bad)
AAL Grammar
• Past Tense Marker (ed)
She visit us.
• Possessive Marker
That my sister car
• Plural Marker (s)
It only cost 99 cent
AAL Grammar
• Present Tense Copula Verb
She pretty. Who dat?
• Multiple Negation
He don’t have none.
• Habitual/Durative Be
They be buggin. She be at church.
MxAL Grammar
• Prepositional Variation
He was sitting in the couch. (He was
sitting on the couch)
• Indefinite Article (Regularization)
She has a umbrella (She has an
umbrella)
MxAL Grammar
• Serial Negation
I don’t know no stories (I don’t know any
stories)
• Intensifiers (all & barely)
She’s all mad (She’s very angry) I barely
got $5 (I only have $5)
Interactivity: Linguistic Case Scenario
• Pick an elbow partner
• Please read the case scenario silently and
discuss (5 minutes). After you have discussed
the case scenario have one partner record the
evidence (5 minutes).
• We will debrief whole group
Discourse Patterns
English
AAL
MxAL
Secondary CLR Fellows
Project Overview