New English Language Development
and Common Core State Standards
Institute
Creating Common Core ELD for Long Term English
Learners in the Secondary School Grades:
Course Design & Instruction and Collaboration
Across Disciplines
June 28, 2013
Introductions
Laurie Olsen, Ph.D.
Director of the Sobrato Early Academic
Language (SEAL) initiative
English Learner Typologies
• Newly arrived with adequate schooling
(including literacy in L1)
• Newly arrived with interrupted formal
schooling - “Underschooled” - “SIFE”
• English Learners developing normatively (1-5
years)
• Long Term English Learner
Review: Key elements
• Urgency, acceleration and focus on distinct needs
• Language development is more than literacy
development – LTELs need both
• Language development + Academic gaps
• Crucial role of home language
• Rigor, relevance, relationships
• Active engagement
• Oral language and Academic language
• Writing
• Integration
Reparable Harm Recommendations
• Specialized ELD or LTEL language class (aligned to
new ELD standards)
• Clustered in heterogeneous classes mainstream
academic classes with differentiated SDAIE
strategies used
• Explicit language/literacy development across the
curriculum
• Emphasis on engagement, oral language and
academic language, study skills, rigor
• Native speakers classes (through AP)
The Specialized LTEL Class
The “LTEL” Course
• 52 districts have created/adopted some
kind course for LTELs in middle school and/or
high school
• Variety of “buckets” and intentions: ELD for
LTELs; English support classes; academic
language; academic intervention/support;
SDAIE English for LTELs
• Range of materials, programs, approaches
drawn upon – and diverse combinations of
components
Four case studies
• Tracy Unified School District: “ALAS” class
paired with regular English class
• Arroyo Valley High School (San Bernardino):
schoolwide approach
• Anaheim Union High School District: High
school special ELD IV class; middle school
support class
• Ventura Unified School District: Multiple
placement options
Essential components
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Oral language
Student Engagement
Academic Language
Expository text (reading and writing) plus other
genres
Consistent routines
Goal Setting
Empowering pedagogy
Rigor
Community and Relationships
Study Skills
Materials/Curriculum
• Major challenge
• Drawn from existing materials, added supplementary
and created additional materials
• Needs to be relevant, high interest, age appropriate
• Needs to incorporate whole books
• Curriculum explicitly provides opportunities for active
engagement
• Curriculum should touch on all essential components
• Materials should align and connect to core academic
courses
Structural Considerations
Smaller class size
More fluid pacing guide
Dedicated LTEL class just for LTELs
Attention to maximizing graduation credits
and fulfillment of the A-G
• Same teacher for dedicated LTEL class as for
core English class (?)
• Careful teacher selection/assignment
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Language
development
across the
curriculum
Language development across the
curriculum
• Attention to the language demands of
academic subjects
• Use of language objectives to focus
instruction for ELs
• Use of “scaffolds” to bolster comprehension
and access to content (e.g., visuals, primary
language resources, graphic organizers)
• SIOP, Constructing Meaning, GLAD, ELLA,
SDAIE strategies
Native
speakers
classes
Does introducing native language instruction in
secondary schools have benefit?
The case for Native Language
classes
• Activates the language system facilitating
meta-linguistic benefits
• Bolsters English
• Can increase college preparation and
college-going rates
• Develops skill with personal, family, labor
market and societal benefits
• Addresses identity and culture
ELD
Interventions
Lennox School District
• After school ELD intervention
• Project based journalism series for
“emerging LTELs” (English Learners in grades 3
– 7, been in district at least four years, at
CELDT Levels I, II or III)
• Project-based, student centered curriculum
focusing on speaking/listening, collaborative
practices and authentic writing – integrating
language learning with content learning
• Journalism: focused writing and technology
– and genre specific syntax
• Community partnerships: real word
application/fieldwork
• Active engagement
• Strong language models
• Authentic opportunities to connect
language with students communities and
social realities
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Eleven week cycle
Two days a week for two hours each day
Small groups (4-7 students per teacher)
Community business/location for fieldwork
Culminating project: publication of Lennox
Voices newspaper
Professional development
• ELD Standards
• Vocabulary development, oral language
development in context of journalism (questioning,
interviewing, paraphrasing, synthesizing information,
collaborative planning), lesson planning, journalism
as a genre
• Selecting expository reading materials to support
research and inquiry
• Differentiating ELD instruction
• Use of varied grouping strategies
Looking closer at what ELD for
LTELs in the Common Core era
looks like
Dedicated ELD + ELD across all
academic areas
MATH
SCIENCE
ELD*
LANGUAGE
ARTS
SOCIAL
STUDIES
CALIFORNIA NEXT GENERATION ELD STANDARDS
aligned to the Common Core ELA
LANGUAGE MODES
Interacting in Meaningful Ways
LANGUAGE PROCESSES
Learning How English Works
Collaborative
Structuring
Cohesive Texts
Productive
Emerging
Connecting
and
Condensing
Ideas
Interpretive
Expanding
Using Foundational Literacy Skills
Expanding
and
Enriching
Ideas
Bridging
“SCAFFOLD”
• Frayer Vocabulary Model
• Begin with Examples (quadrant 1)
• Brainstorm related non-examples (quadrant
2)
• Essential characteristics (quadrant 3)
• Construct a definition (quadrant 4)
• Discuss “scaffolds” for English Learners
THE ELD STANDARDS….
• Guide for all teachers to support access to
academic content and participation in
academic classes for diverse ELL students
along continuum towards proficiency
• Guide for all teachers to focus on academic
and discipline specific English – what it is,
how it works
• Guide for dedicated ELD instruction
• Guide for collaboration between ELD and
content teachers
TRANSITIONING TO NEW ELD
Dedicated ELD class
Other academic courses
Transition Level 1
Continue using current program –
try to infuse engagement, oral
language; Learn about new
standards
Teachers use SDAIE
strategies to promote access;
teach academic vocabulary;
learn new ELD standards
Transition level 2
Can use existing scope and
sequence, ELD routines, but begin
to build in academic content from
another subject; more focus on
key new ELD standards
Begin to plan small group
scaffolds in assignments,
preview/review appropriate
to level; Deepen learning
about scaffolding
Transition level 3
ELD that is connected to and
responsive to academic demands
and materials – allowing for
deeper linguistic focus, practice
ELD differentiation is regular
feature of classes; focus on
academic language
development
COLLABORATION BETWEEN ELD AND OTHER TEACHERS
APPLICATION
• Identify language features English Learners
need to understand that they encounter in
academic text
• Construct the LANGUAGE lesson that
scaffolds their understanding of that
language feature using the ELD standards as
guidance
Connection/Collaboration
• During ELD time, work on the linguistic features ELLs
need in order to access academic content –
informed by and sometimes using material from the
rest of the day
• During the rest of the curriculum, teacher
awareness of ELD standards and linguistic demands
of the content guides the kind of graphic
organizers, vocabulary focus, scaffolding,
differentiated prompts and activities needed to
support ELL access
ELA Example:
Frederick Douglas excerpt
• CCS Grade 7 3.0 Literary Response and
Analysis: Students read historically
significant works of literature that reflect and
enhance their studies of history. They clarify
the ideas….. 3.3. Analyze characterization
through a character’s actions, the narrators
description….
• ELD Standard Part II.A.b. “Cohesion” Apply
basic understanding of how ideas, events or
reasons are linked throughout a text using
everyday connecting words or phrases.
Heavy scaffold
At first, Mistress Hughes was a kind,
pious, warm and tender-hearted
woman. Later, she treated me as
though I were a brute. Her lamblike
disposition gave way to one of tigerlike fierceness.
Medium scaffold
More variety of connecting words and
phrases
In the beginning, at first, initially…..
However, due to… as a result of… as a
consequence of…. because of…..
In the end, later, over time……
Light scaffold
My mistress, who had kindly
commenced to instruct me, had, in
compliance with the advice and
directions of her husband, not only
ceased to instruct but had set her
face against my being instructed by
anyone else.