San Mateo County Office of Education
January 11, 2013
Welcome
and
Overview of Agenda
Liz Wolfe, Administrator
Educational Support Services
AGENDA
8:30
Welcome and Overview of Agenda
8:40
Introduction to New ELD Standards
9:15
Rigorous and Well-Scaffolded Instruction for
English Learners in the New Common Standards
Era
10:00 BREAK
10:15 Rigorous and Well-Scaffolded Instruction for
English Learners in the New Common Standards
Era, Continued
…
11:00 Announcements
11: 05 FAME (Faculty Academy For Mathematics
Excellence)
California English Language
Development Standards
Overview
Denise Giacomini, Coordinator
English Learner Programs
Presentation Objectives
• Provide update on CA English Language
Development (ELD) standards revision process
• Describe key shifts in the CA ELD standards
made to ensure full alignment to Common Core
State Standards
• Explain Proficiency Level Descriptors (PLDs)
• Describe structure of ELD standards
• Highlight implementation plan timeline
ELD Standards Development
Timeline
6
Key Shifts in the 2012 CA ELD
Standards
FROM A
CONCEPTUALIZATION
OF…
TO UNDERSTANDING…
Language acquisition as  Language acquisition as a non-linear,
an individual and lockspiraling, dynamic, and complex
step linear process
social process
Language development
focused on accuracy
and grammatical
correctness
 Language development focused on
collaboration, comprehension, and
communication with strategic
scaffolding to guide appropriate
linguistic choices
Use of simplified texts
and activities, often
separate from content
knowledge
 Use of complex texts and
intellectually challenging activities
with content integral to language
learning
Key Shifts (continued)
FROM A
CONCEPTUALIZATION
OF…
English as a set of rules
TO UNDERSTANDING…
 English as a meaning-making
resource with different language
choices based on audience, task,
and purpose
A traditional notion of
 An expanded notion of grammar
grammar with syntax
with discourse, text structure,
and discrete skills at the
syntax, and vocabulary addressed
center
within meaningful contexts
Literacy foundational
skills as one-size-fits-all,
neglecting linguistic
resources
 Literacy foundational skills
targeting varying profiles of ELs,
tapping linguistic resources and
responding to specific needs
Proficiency Level
Descriptors
Proficiency Level Descriptors
(PLDs)
Provide three proficiency levels:
Emerging, Expanding, and Bridging – at early and
exit stages
Present a general descriptor of ELs’ abilities at entry
to, progress through, and exit from the level
States the extent of linguistic support needed per the
linguistic and cognitive demands of tasks, at early
stages and as ELs develop
11
12
Proficiency Level Descriptors
(PLDs) cont’d.
Include:
Descriptors for early stages of and exit from each
proficiency level, using ELD standard structure:
• Three Modes of Communication:
– Collaborative (engagement in dialogue with others)
– Interpretive (comprehension and analysis of written and
spoken texts)
– Productive (creation of oral presentations and written texts)
• Two dimensions of Knowledge of Language:
– Meta-linguistic Awareness (language awareness & selfmonitoring)
– Accuracy of Production (acknowledging variation)
14
15
16
17
2012 ELD Standards’ Structure and
Components: Grade 7 Example
18
The 2012 ELD Standards’
Structure and Components
Include:
• 2-page “At a Glance”
• Part I: Interacting in
Meaningful Ways
• Part II: Learning about
How English Works
• Part III: Using
Foundational Literacy
Skills
19
“At a glance”
20
“At a glance”
21
“At a glance”
22
“At a glance”
23
“At a glance”
24
“At a glance”
25
Appendices
• Appendix A: Foundational Literacy Skills for
English Learners
• Appendix B: California English Language
Development Standards Part II: Learning About
How English Works
• Appendix C: Theoretical Foundations and Research
Base for California’s English Language
Development Standards
• Appendix D: Context, Development, and Validation
of the California English Language Development
Standards
26
Timeline for CA in Larger Context
of CCSS Implementation
• ELD standards revised & approved (2012)
• ELD implementation plan approved (2013)
• ELD professional development materials produced
(2013-14)
• ELA/ELD Curriculum Framework developed by
Instructional Quality Commission (2014-15)
• SBAC assessment developed (2014-15)
• Next-generation ELD assessment developed (201516)
• ELA/ELD Adoption of K-8 Instructional Materials
(2016)
27
Questions??
Thank you!
Denise Giacomini
dsgiacomini@smcoe.k12.ca.us
28
Rigorous and Well-Scaffolded Instruction
for English Learners in the New Common
Standards Era
George C. Bunch, PhD
gbunch@ucsc.edu
Associate Professor
University of California, Santa Cruz
Chair, English Language Arts Workgroup, Understanding Language
San Mateo County Office of Education
Council for Instructional Improvement
January 11, 2012
Redwood City, CA
Goals of the Understanding
Language Initiative
(supported by the Carnegie and Gates Foundations)
1. Engage in a healthy public dialogue around what
the CCSS and NGSS imply for English Language
Learners (ELLs).
2. Develop exemplars of what CCSS and NGSSaligned instruction looks like, to be used as
strategic tools by districts (and others).
3. Develop a vibrant, inquisitive, engaging online
community:




Web: ell.stanford.edu
Twitter: ELLStanford
Facebook: Understanding Language
You Tube: Understanding Language
2
Plan for this afternoon

Recognize opportunities for ELs in the new
common standards: Common Core State Standards
(CCSS) in Mathematics and ELA/disciplinary literacy; Next
Generation Science Standards (NGSS)

An “exemplar” ELA unit demonstrating shifts in
approaching language, language learning, and
instruction for ELs (developed for Understanding
Language by Aida Walqui and WestEd in collaboration with
the UL ELA team)

Discussion:
◦ What shifts did you see most evident in the unit?
◦ How can teachers, schools, and districts move in
this direction?
3
Cross-Cutting Foundations
(ell.stanford.edu)
Language and the Common Core
Standards (L. van Lier and A. Walqui)
 What is the Development of Literacy the
Development of? (G. Hull & E. Moje)
 What Does Text Complexity Mean for
English Learners and Language Minority
Students? (L. Wong Fillmore & C. J. Fillmore)
 Instruction for Diverse Groups of English
Language Learners (A. Walqui & M. Heritage)

3
Content-Area Foundations
(ell.stanford.edu)
 Realizing Opportunities for English
Learners in the Common Core English
Language Arts and Disciplinary Literacy
Standards (G. Bunch, A. Kibler, and S. Pimentel)
 Mathematics, the Common Core, and
Language: Recommendations for
Mathematics Instruction for ELLs (J.
Moschkovich)
 Language Demands and Opportunities in
Relation to Next Generation Science
Standards for ELLs (H. Quinn, O. Lee, and G. Valdés)
2
Realizing Opportunities for ELs:
English Language Arts (Bunch, Kibler, Pimentel)




ELs should not be removed from the challenges
set out in the standards, but rather supported in
meeting them.
ELs can meaningfully participate in instruction
through “imperfect” language.
Instruction must build on -- and build – students’
existing resources (L1, background knowledge,
interests and motivations), precisely in order to
expand them.
Instruction must immerse students in meaningmaking language and literacy activities with both
micro- and macro- scaffolding (Schleppegrell & O’Hallaron,
2011).
1. READING: Engaging with
Complex Texts to Build Knowledge
Requires ELs to read and comprehend literature and
informational texts of increasing complexity
 Challenges ELs to process “intricate, complicated,
and, often, obscure linguistic and cultural features
accurately while trying to comprehend content and
while remaining distant from it in order to assess the
content’s value and accuracy” (Bernhardt, 2011)
 How opportunities for language/literacy
development can be realized:
◦ Leverage background knowledge, build strategic
competence, and provide supports to allow access to
texts rather than simplifying or “pre-empting” the text

2. WRITING: Using Evidence to
Inform, Argue, and Analyze
Requires ELs to write different text types for varied
audiences/purposes and present knowledge gained
through research
 Challenges ELs to use language skillfully to employ
and evaluate evidence when writing arguments and
informational reports
 How opportunities for language/literacy
development can be realized:
◦ Draw upon background strengths to develop content
for writing and scaffold writing itself
◦ Provide ELs with meaningful engagement with
mentor texts, including opportunities to focus on
language and text structure
◦ Ensure that writing is meaningful communication

3. SPEAKING & LISTENING: Working
Collaboratively, Understanding Multiple
Perspectives, and Presenting Ideas
Requires ELs to articulate their own & build upon other’s
ideas, demonstrate understanding in informal interactions
and formal presentations
 Challenges ELs to employ a range of listening
comprehension and speech production strategies in the
context of multiple and complex speech events
 How opportunities for language/literacy development
can be realized:
◦ Provide opportunities for extended discourse &
engagement with academic registers
◦ Develop meaningful collaborative tasks that allow
students to use their full linguistic/cultural resources
◦ Teach ELs strategies to engage in varied
communicative modes

4. LANGUAGE: Using and
Developing Linguistic Resources



Requires students to choose language and
conventions to achieve particular functions &
rhetorical effects
Challenges students to develop and use
grammatical structures, vocabulary, and written/oral
conventions as meaning-making resources
How opportunities for language/literacy
development can be realized:
◦ Recognize limitations of teaching discrete
language features in isolation
◦ Recognize that functions and rhetorical effects can
be achieved with “imperfect,” non-native
developing language
Mathematics:
Common Core Emphases
(Moschkovich)
1. Balance conceptual understanding & procedural
fluency
Balance student activities addressing conceptual
understanding and
procedural fluency, connect two types of knowledge
2. Maintain high cognitive demand
Use and maintain high cognitive demand of math
tasks in lessons and units
3. Develop beliefs
Support students in developing beliefs that math is
sensible, worthwhile, and doable
4. Engage students in mathematical practices
2
MATHEMATICAL DISCOURSE
PRACTICES
1)
2)
3)
4)
5)
6)
7)
8)
Make sense of problems and persevere in
solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the
reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated
reasoning
TWO WORDS OF CAUTION!!!
Instruction must include MULTIPLE
REPRESENTATIONS
Not only talk and text, but also representations such as
objects, manipulatives, drawings, symbols, equations,
tables, graphs, etc.
2. What is “mathematical precision”?
Issue is not using the precise word, but making a
precise claim that applies only under particular
constraints or conditions.
1.
SUMMARY: Recommendations for
Connecting Math Content to Language
#1. Focus on students’ mathematical reasoning,
not “accuracy” in using language
#2. Focus on mathematical discourse practices,
not language as single words, vocabulary, or
grammar
#3. Recognize the complexity of language in math
classrooms, support students to engage with this
complexity
#4. Treat everyday language as a resource, not an
obstacle
#5. Uncover the mathematics in what students say & do
The Next Generation SCIENCE Framework
1. Scientific and Engineering
Practices
1.Asking questions (for science) and defining
problems (for engineering)
2.Developing and using models
3.Planning and carrying out investigations
4.Analyzing and interpreting data
5.Using mathematics and computational thinking
6.Constructing explanations (for science) and
designing solutions (for engineering)
7.Engaging in argument from evidence
8.Obtaining, evaluating, and communicating
information
2. Crosscutting Concepts
1.Patterns, similarity, and diversity
2.Cause and effect: Mechanism and explanation
3.Scale, proportion, and quantity
4.Systems and system models
5.Energy and matter: Flows, cycles, and
conservation
6.Structure and function
7.Stability and change
3. Disciplinary Core Ideas
Physical Sciences
PS 1: Matter and its interactions
PS 2: Motion and stability: Forces and interactions
PS 3: Energy
PS 4: Waves and their applications in technologies
for information transfer
Life Sciences
LS 1: From molecules to organisms: Structures and
processes
LS 2: Ecosystems: Interactions, energy, and
dynamics
LS 3: Heredity: Inheritance and variation of traits
LS 4: Biological Evolution: unity and diversity
Earth and Space Sciences
ESS 1: Earth’s place in the universe
ESS 2: Earth’s systems
ESS 3: Earth and human activity
Engineering, Technology, and the Applications of
Science
ETS 1: Engineering design
ETS 2: Links among engineering, technology,
science, and society
Literacy Strategies for All Students
(Lee, Quinn, & Valdés)
Incorporate reading and writing strategies
 Activate prior knowledge
 Promote comprehension of expository science
texts
 Promote scientific genres of writing
 Connect science process skills (e.g., describe,
explain predict, conclude, report) to language
functions (e.g., explain, compare, contrast)
 Use graphic organizers (e.g., concept map,
word wall, Venn diagram, KWL)
Language Strategies for ELLs
Use language support strategies
 Promote hands-on inquiry
 Use realia (real objects or events)
 Encourage multiple modes of
representations (gestural, oral, pictorial,
graphic, textual)
 Use graphic devices (graphs, charts, tables,
drawings, pictures)
 Use a small number of key terms in multiple
contexts
Discourse Strategies for ELLs
Attend to language load while maintaining
the rigor of science content and process

Recognize ELLs’ varying levels of developing
language proficiency and adjust norms of
interaction with a student accordingly

Build students’ understanding and discourse
skills (e.g., from “it is foggy” to “water vapor
condenses into little water drops”)

Encourage students to share ideas, even as
the process reveals flaws in a model or
explanation, or flawed use of language
(“flawed English”)
Home Language Support
Use home language support
 Present science terms in multiple languages in
the beginning of each lesson
 Use cognates (and highlight false cognates) in
home language
 Allow code-switching
 Allow ELLs to discuss the lesson in class using
their home language
 Encourage bilingual students to assist less
English proficient students in their home
language
 Allow ELLs to write about activities in home
language
Home Culture Connections
Incorporate the ways students’ cultural
experiences influence science instruction

Build on students’ lived experiences at home
and in the community (i.e., funds of knowledge)

Explore culturally-based ways students
communicate and interact in their home and
community (i.e., cultural congruence)

Use students’ cultural artifacts, culturally
relevant examples, and community resources

Use texts with content that is familiar to ELLs
A Pilot ELA Exemplar
“Persuasion Across Time and Space:
Analyzing and Producing Complex
Texts”
A Unit Developed for the Understanding Language
Initiative by WestEd’s Teacher Professional
Development Program
 Unit Authors: Aida Walqui, Nanette Koelsch, and
Mary Schmida
 In Collaboration with Understanding Language’s
English Language Arts Working Group: George C.
Bunch (Chair), Martha Inez Castellón, Susan
Pimentel, Lydia Stack, and Aida Walqui
2
Persuasion Unit



Illustrates how ELA CCSSs can be used to deepen
and accelerate the instruction of ELLs in middle
schools.
Is based on the notion that ELLs develop
conceptual and academic understandings as well
as the linguistic resources to express them
simultaneously, through participation in rigorous
activity that is well scaffolded (Walqui & van Lier,
2010)
Invites students to participate in processes of
apprenticeship that lead them from being novices to
developing increasing levels of expertise while they
build their agency and autonomy.
Theoretical and Pedagogical Shifts in the
Design and Enactment of Learning (Walqui)
FROM A CONCEPTUALIZATION
OF
 TO UNDERSTANDING
Language acquisition as an
individual process
 language acquisition as apprenticeship
in social contexts
Language as structures or functions
 Language as action, subsuming
structure and function (Ellis & Larsen
Freeman, 2010; van Lier & Walqui,2012)
L2 acquisition as a linear and
progressive process aimed at
accuracy, fluency, and complexity
 Non linear and complex developmental
process aimed at comprehension and
communication
Individual (isolated) ideas or texts as
the center of instruction
 Attention to ideas and texts in their
interconnectedness
Shifts (continued)
Use of simplified texts
 Use of complex texts
Use of activities that pre-teach the
content or simply “help students get
through texts”
 Activities that scaffold students’
development and autonomy
Identifying discrete structural
features of language
 Exploration of how language is
purposeful and patterned to do its
particular rhetorical work
Traditional grammar as a starting
point
 Multimodal grammar to support
students’ understandings of texts’
visual, spatial, gestural, audio, and
linguistic meanings
Objectives stated as dichotomies
(e.g. “content” and “language”
 Objectives that highlight the role of
language in engaging with central
LESSON 2
Persuasion in Historical Context:
The Gettysburg Address
•Gettysburg Address
LESSON 1
Advertising in the Contemporary World:
An Introduction to Persuasive Texts
•Can you live with dirty water?
UNIT
Persuasion Across Time
and Space:
Analyzing and Producing
Persuasive Texts
LESSON 5
Putting it Together: Analyzing and
Producing Persuasive Text
•The Girl who Silenced the World for Five
Minutes
LESSON 3
Ethos, Logos, & Pathos in Civil
Rights Movement Speeches
•MLK “I have a dream”
•Robert Kennedy “On the Death of Martin
Luther King”
•George Wallace “The Civil Rights
Movement: Fraud, Sham, and Hoax “
LESSON 4
Persuasion as Text: Organizational,
Grammatical, and Lexical Moves in
Barbara Jordan’s All Together Now
•Barbara Jordan “All Together Now”
Some Key Standards Developed in the Unit

Reading Informational Text
◦ 7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
◦ 7.2 Determine two or more central ideas in a text and
analyze their development over the course of the text;
provide an objective summary of the text.
◦ 7.3 Analyze interactions between individuals, events, and
ideas in a text.
◦ 7.4. Determine the meaning of words and phrases as they
are used in the texts, including figurative, connotative, &
technical meanings; analyze the impact of specific word
choice on meaning & tone.
◦ 7.5 Analyze the structure an author uses to organize a text,
including how the major sections contribute to the whole and
to the development of ideas.
5
Lesson 1: Advertising in the
Contemporary World

Purpose: Allow students to analyze how
advertisements use persuasive techniques in the
familiar genre of narrative to first inform, engage,
and interest readers emotionally to then persuade
them to take some form of action.

Texts: more familiar to less familiar advertisements

Focus: use of modality in persuasion.
Lesson 2: Persuasion in Historical
Context: The Gettysburg Address

Demonstrates the tripartite nature of lessons: Preparing
Learners, Interacting with Texts, Extending
Understanding.

Build schema about the time, place, and the political
context of Lincoln’s famous speech through the reading
of informational text.

Discover how cohesive and coherence ties work
together to create meaning.

Example: In Our Own Words: the Gettysburg Address is
recreated by individual, groups, and the whole class to
make a cohesive and coherent contemporary text.
Preparing Learners
◦ Era Envelope (Background readings and photos)
 Three options for levels of scaffolding
◦ Clarifying Bookmark (to support students in
reading the background material and to develop
metacognitive skills for reading)
◦ Jigsaw and “focus chart” for building essential
background knowledge (“sourcing”)
◦ Wordle with roundtable discussion on images that
the words provoke
6
Jigsaw Project: Sourcing
BASE GROUP
Heterogeneous groups
work together preparing
for specialized work
1
2
3
1
2
3
1
2
3
EXPERT GROUP
Handout 1
Handout 2
Handout 3
BASE GROUP
1
2
3
1
2
3
1
2
3
1
2
3
Participants share
content of their
readings and get
ready to put it all
together in
preparation for
joint reading
Clarifying Bookmark
Interacting with the Text


Close Reading (with option for teacher to read the
text aloud)
Guiding Questions (examples)
◦ Para. 1: Lincoln refers to “our fathers” creating a new nation.
Who is he referring to here?
◦ Para. 2: When Lincoln refers to a “nation so conceived and
dedicated,” to which phrase in Paragraph One is he
referring? How do you know?
◦ Para. 3: What does Lincoln mean when he states that the
living must “be dedicated to the unfinished work” of the dead
soldiers? Which lines in the speech tell the living what their
“unfinished work” is?
6
Interacting with the Text (cont.)
Reading in Four Voices
 Literary Device Matrix (in dyads)
 Wordle, revisited (What images do you associate
with the words now? Look for variations of similar
words (e.g. dedicate and dedicates—together the
most frequent word “family” in the speech
 Dedicate matrix

6
Extending Understanding


Vocabulary review jigsaw
“In Our Own Words”
◦ each student pair “translates” one or two lines of
the Gettysburg Address into modern-day,
colloquial English
◦ sentences are displayed on large strips of paper
and connected to constitute the entire address
6
Lesson 3: Ethos, Logos, & Pathos
in Civil Rights Movement Speeches

Students further their understanding and analysis of
persuasive techniques as they engage in close
reading

Learn about Aristotle’s Three Appeals, and analyze
how the these rhetorical devices are used to
persuade a reader or audience to take action or
identify with a particular cause.

Analyze three speeches, King’s I Have a Dream,
Robert Kennedy’s On the Assassination of Martin
Luther King, and George Wallace’s The Civil Rights
Movement: Fraud, Sham, and Hoax using the three
appeals.
Lesson 4: Organizational,
Grammatical, and Lexical Moves in
Barbara Jordan’s All Together Now

Examines how writers construct persuasive texts at
the macro and micro levels.

Analyzes the structural, organizational,
grammatical, and lexical choices made in one
speech, Barbara Jordan’s All Together Now.

Culminates with students comparing and
contrasting two speeches they have read.
Lesson 5: Putting it Together:
Analyzing and Producing
Persuasive Text

Students appropriate what they have learned to
independently analyze a persuasive speech and
write their own persuasive text.

Text: 12-year old Severn Cullis-Suzuki’s 1992
speech to the United Nations Earth Summit in Brazil
(The Girl Who Silenced the World for Five Minutes).

Culminating activity: students write their own
persuasive essay, self-assess it, and assess a
partner’s essay.
Discussion

Please go back to p. 12 of the Handout
(“Theoretical and Pedagogical Shifts”—Slides 23 &
24) and choose a couple of shifts that you see
evident in the Unit.

Discussion:
◦ What shifts did you see most evident in the unit?
◦ How can teachers, schools, and districts move in
this direction?
Guidelines for ELA Materials Development
(http://ell.stanford.edu/teaching_resources/ela)







Begin with a potent set of a few key Standards,
engaging with these standards in integrated and
recursive ways.
Create multiple pathways that promote high levels of
access to, engagement with, and achievement of the
Standards.
Select texts that provide various kinds of text complexity,
and prioritize which aspects to focus on.
Activate and build on students’ background knowledge—
without foreclosing opportunities to engage with texts.
Provide opportunities for students to write for different
audiences and purposes.
Utilize different participation structures.
Focus on language as a resource for making meaning.
References
Ellis, N. & Larsen-Freeman, D. (Eds.) (2009). Language as a
complex adaptive system. Language Learning, 59,
Supplement 1.
van Lier, L., & Walqui, A. (2012, January). How teachers and
educators can most usefully and deliberately consider
language. Paper presented at the Understanding Language
Conference, Stanford, CA.
Walqui, A. & van Lier, L. (2010). Scaffolding the academic
success of adolescent English Learners. A pedagogy of
promise. San Francisco: WestEd.
Walqui, A., & Heritage, M. (2012, January). Instruction for
diverse groups of English language learners. Paper
presented at the Understanding Language Conference,
Stanford, CA.
Announcements
Brian Simmons
FAME
(Faculty Academy for Mathematics
Excellence)
Gay Krause
Next CII Meeting
February 8, 2013