1 Academic Language: Equity for ELs NCSU Annual ESL Symposium May 19, 2017 Glenda Harrell, ESL Director Amanda Miller, ESL Coordinating Teacher Includes information from Title III/ESL Update to WCPSS Board Members (Student Achievement Committee) on May 9, 2016
2 Why is the district plan for ELs important? Language Assistance Programs for ELs must: 1. Be based on a sound educational theory, 2. Be implemented effectively with sufficient resources and [appropriately trained] personnel, and 3. Be evaluated annually to determine whether they are effective in helping students overcome language barriers (and achieve academic success). Castañeda v. Pickard, 648 F.2d 989 (5th Cir. 1981); U.S. Department of Education, Office for Civil Rights. (2014, October). Dear colleague letter: Resource compatibility; U.S. Department of Education, Office for Civil Rights, & U.S. Department of Justice. (2015, January). Dear colleague letter: English learner students and limited English proficient parents.
3 Annual October 1 Headcount of ELs in WCPSS Submitted to North Carolina General Assembly in November
4 # Former ELs Increasing
5 # ELs & Former ELs
6 WCPSS Language Assistance Program for ELs August 2012; October 2014; August 2015
7 Comprehensive Moderate Transitional Clarify Use of Criteria to Determine Student s Level of Language Support Clearly communicate how to determine levels of language support. Clarify factors that directly impact an EL s capacities to participate in learning experiences using English. Guide and inform how levels of service change as ELs develop academic English. Recognize how language and content are taught and assessed differently. Clarify the Role of ESL Teachers in Program for ELs Specify which ESL approaches/methodologies are provided in WCPSS. Implement ESL instruction with fidelity (based on sound educational theory). Convey critical importance of collaboration between teachers of ELs. Clarify Language Supports Needed Schoolwide Demonstrate the types of language assistance needed at each level of service for ELs to be able to participate meaningfully. Describe how language scaffolds support ELs and allow access to learning. Facilitate collaboration and sharing of expertise between teachers of ELs. Establish an expectation that teachers develop their capacity to scaffold learning for ELs.
8 Schedule Review Summary Types of ESL Services in Reported by WCPSS ESL Teachers N=177 Elementary N=121 Scheduled ESL Middle School N= Scheduled ESL In-Class ESL Co-Teaching Planning/Teaching/ Collaborating (Before/After School) High School N=29 27 Scheduled ESL Advanced Language Support 13 Advanced Language Support 7 11 Co-Teaching 3 Co-Teaching 7 74 Extra Support Before/After School, During Lunch 21 Extra Support Before/After School, During Lunch 27
9 Fidelity Check: Academic Language is Essential Language IS the means of instruction. Students demonstrate conceptual understandings through language. Students of other languages and non-standard English bring knowledge and experiences that are valuable. They are bright and capable. Decisions about students abilities are based upon their use of standard academic language. Teachers modeling of academic language is critical. Oral language is a bridge to literacy. Vocabulary is one aspect of academic language. Words are useful only when put together to convey meaning. BOE Update December 8, Improving the WCPSS Language Instruction Educational Program (LIEP) for English Language Learners.
10 WCPSS ESL Instructional Mission & Goals July, 2014 Ensure effective language instruction and services for ELs occur within specialized ESL and during the rest of the school day. ESL Teachers: Understand and prepare ELs to use complexity of language needed for success in core instruction Learn to recognize, formatively assess and document progression of language development Understand how to connect data to language development when interpreting results of benchmark and summative assessments; interpret the data from annual ACCESS results to inform instruction BOE Update December 8, Improving the WCPSS Language Instruction Educational Program (LIEP) for English Language Learners.
11 Collaboration Across Areas Title I Academic Partners Office of Student Assignment Counseling and Student Services Student Information Systems Special Education Services Office of Early Learning Intervention Services Human Resources
12 WCPSS District Efforts (December, 2014) Focus on Literacy Disciplinary Literacy, K-12 Writing Rubrics, SWRL Cultivating Successful Core for ELLs: Research & Practice Series central office and school partners Collaboration with Academics Partners Scaffolding Social Studies for ELLs, Co-Teaching Collaborative, Academic Language focus ESL Program Evaluation ESL schedule review; Instructional Audit, ESL courses, Lit review Next Steps in Spring 2015 Help teachers facilitate meaningful interaction for frequent language practice that reveals the thinking behind learning. Cultivate expertise across central office teams to facilitate use of academic language for learning. BOE Update December 8, Improving the WCPSS Language Instruction Educational Program (LIEP) for ELLs
14 Professional Learning Series Teaching and Assessing Academic Language Development December 1 or 2, 2015 and May 3 or 4, 2016 Elementary ESL Teachers & Academic Language Coaches Secondary ESL Teachers & Academic Partners Special Education & Intervention Specialists
15 ESL Pedagogy: An Emerging Area of Study Research Focus 1970s-1990s Bilingual Education v English-Only Language of Instruction 1978 Higher Order Thinking for Learning18 Language is a tool to mediate understanding Natural Approach, BICS & CALP5,9,17 ESL theory emerges (cognitive and sociocultural) National Reading Panel Identify best ways to teach reading (English-only) 2000 SIOP Framework as Schoolwide Approach6 Practices for teaching content and language simultaneously 2002 National Study of Long-Term Academic Achievement14 What impacts long-term academic success for ELs? 2003 Academic Language for English Learners12 Focused on international university students 2005 National Review of Research7 What evidences for EL students exists? 2006 National Literacy Panel on Language Minority Student and Youth1 Response to lack of evidences for ELs in the National Reading Panel report Guide to Literacy Research8 Review of two nationwide syntheses of research7, Research Specifically for ELLs2,3,4,10 How do ELs attain academic proficiency in English? 2015 Changing ESL Pedagogy 13,16 Measures of language development and impact on academic achievement, essential teacher knowledge 2014 Construct of Academic Language15 How do we operationalize and teach it?
16 Selected References 1. August, D, & Shanahan, T. (eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Mahwah, NJ: Lawrence Erlbaum. 2. Bravo MA, Cervetti GN. (2014). Attending to the language and literacy needs of English learners in science. Equity & Excellence in Education. 3. Burr, E., Haas, E., & Ferriere, K. (2015). Identifying and supporting English learner students with learning disabilities: Key issues in the literature and state practice (REL ). Wash-ington, DC: U.S. Department of Education, Institute of Education Sciences. 4. Carlo MS, August D, Mclaughlin B, Snow, C.E., Dressler, C., Lippman, D.N (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Journal of Education. 5. Cummins, J. (1999). BICS and CALP: Clarifying the distinction. ERIC document ED Echevarria, Short, & Powers,. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4), Genesee, F. Lindholm-Leary, K., Saunders,, & Christian,. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), (CREDE) 8. Goldenburg, C., Coleman, R. (2010). Promoting academic achievement among English learners A guide to the research. Corwin. 9. Krashen, S. D. (1996). The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Prentice Hall 10. Montero MK, Newmaster S, Ledger S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE. Journal of Adolescent & Adult Literacy. 58(1): National Academy of Sciences, Engineering and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures: Washington, D.C Scarcella, R. (2003). Academic English: A conceptual framework. University of California Linguistic Minority Research Institute 13. Téllez, K. & Mosqueda, E. (2015). Developing teachers knowledge and skills at the intersection of English language learners and language assessment. Review of Research in Education Thomas, W. P., Collier, V. P., & Center for Research on Education, Diversity,and Excellence. (2002). A national study of school effectiveness for language minority students' long-term academic achievement (CREDE) Uccelli P., Barr, C., Dobbs, C., Phillips Galloway, E., Meneses, A., & Sanchez, E. (2014). Core academic language skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre-adolescent and adolescent learners. Applied Psycholinguistics. Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Alexandria, VA: TESOL International Association Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. New York: Longman Vygotsky, L. (1978). Mind in society: the development of higher psychological processes.cambridge MA: Harvard University Press.
17 Why Academic Language? It s equity It s a shift in the standards It s essential to college and career readiness It s access to content It s imperative for student success It s about all students It s the responsibility of all teachers
18 All students are Academic Language Learners
19 Developing Academic Language Discourse Level Sentence Level Word/Phrase Level
20 Gottlieb & Ernst-Slavit
21 Gottlieb, M., & Ernst-Slavit, G. (Eds.). (2014). Academic Language in Diverse Classrooms. Thousand Oaks, California: Corwin.
22 Where do you see evidence of the academic language shifts within these standards?
23 Let s Look at the Language in the Standards What is the purpose of the academic language in the standard, and how will it be utilized to access the learning of the concept knowledge?
24 What is the content of this ELA standard? RL Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
25 RL Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask questions to demonstrate understanding of a text. Answer questions to demonstrate understanding of a text. Ask and answer questions to demonstrate understanding of a text. Refer explicitly to the text as the basis for the answers.
26 Vertical alignment RL K.1 - With prompting and support, ask and answer questions about key details in a text. RL Ask and answer questions about key details in a text. RL Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
27 Focus on Academic Discourse Structured Questions Sentence Starters Opportunity for Collaborative Conversation
28 How might we intentionally plan opportunities for the language of the standard to be embedded within the lesson? How do we ensure students not only understand but are also able to express their understanding of the concepts?
30 Standards What do we want students to know? Common Core English Language Arts Standards Grade 6 Reading for Literature CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
31 Here is our standard Now, what is the content? CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
32 Concept skills and language skills cannot be separated; one cannot fully comprehend concepts without understanding the language surrounding those concepts.
33 Content of the Standard = Language Skills and Concept Skills CCSS.ELA-LITERACY.RL.6.1 Concept Skills Language Skills Textual Evidence Cite Support analysis of what the text explicitly says Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Support analysis of inferences drawn from text textual evidence support analysis explicitly Inferences drawn
34 Purpose Determine/define what proficiency will look like or how it will be demonstrated based on what the student should know and do. What is the language necessary to access and express understanding of the content (both concept knowledge & language skills)? g ua e a c A n O g n a L demic
35 Purpose Language of Cite Student uses language to identify, report, or describe information Possible words that cue the What does cite sound like? idea of citing: What does cite look like? Recount information presented by inform, The textrecount, states ; therefore someone or from text. provide, restate, give examples of, in short, in author s reasons strongly suggest that The Retell a text in oral or written form summary, to sum up, inargue that. One could conclusion, represent,. Summarize information found depict within text or from discussion
36 Infer analysis Support Student Uses inferences, predict implications, and/or Student useslanguage languagetotomake separate whole into parts/ Identify relationships hypothesize and patterns Looks Like: Possible Cue Words: defend, show, argue, justify, claim, due Describe process of to, because furthermore reasoning (inductive or Possible Cue of, Words: predict, represent, deductive) Looks Like: Generate hypotheses to Describe parts, causes or features, or main deduce Possible language of supporting (sound like):suggest outcomes idea of information I/She/He believe/believes this because. Describe in text observations or using multiple information Possible language of inference (sounds like): Looks Like: senses Describe parts, The primary reason for is. presented conclude, draw conclusions, speculate, Based on, I infer that. features, or main idea of information My Theconclusion most convincing reason My for inference is. is based in texton or from discussion. is. It is possible to speculate thatthat basedwhich on The text strongly suggests can. further show/depict. The text makes me think.
37 "What do my students need to be able to say about, and how might they say it?"
38 By unlocking the power of language in a standard, * language becomes a vehicle, rather than a barrier, to learning. (*K. Kinsella)
39 Contact Information Glenda Harrell, Title III/ESL Director Amanda Miller, Title III/ESL
Developing Teacher Expertise to Teach English Language Learners and Other Students Common Core Standards Curricula Aída Walqui, Ph. D. Director, Teacher Professional Development Program WestEd email@example.com
English Language Learner (ELL) Instructional Framework The Harrisburg School District English Language Learner (ELL) Framework is based on research about effective instructional practices for English language
Differentiating Instruction: Building Mathematical Academic Language Skills for Culturally and Linguistically Diverse Students Granite School District Charlene Lui Launa Harvey Sara Moore 1 Granite School
Graduate School of Education University of Massachusetts Lowell Methods of Sheltered English (Content) Instruction (06.607) 3 graduate credits Fall 2010 Monday 4:00-6:30 and web enhanced Course Instructor:
Literacy Development for English Language Learners: Classroom Challenges in the NCLB Age A Title I Communiqué Special Report August 2004 Linda W. Thompson, Ph.D. National Assessment Consultant CTB/McGraw
Teacher Skills to Support English Language Learners Deborah Short and Jana Echevarria Content-area teachers can provide rich, meaningful lessons that strengthen background information and promote the literacy
DUAL-LANGUAGE PROGRAMS IN US SCHOOLS AN ALTERNATIVE TO MONOCULTURAL, MONOLINGUAL EDUCATION Eugene E Garcia And Bryant Jensen Arizona State University (Draft 1/17/06) Educating in Multiple Languages: Myths
English Learner Toolkit Chapter 3 TOOLS AND RESOURCES FOR STAFFING AND SUPPORTING AN ENGLISH LANGUAGE LEARNER PROGRAM What is this? In January 2015, the U.S. Dept of Education office for Civil Rights and
Contents Series Preface... v 1 Introduction... 1 2 Attending to Language, Engaging in Practice: Scaffolding English Language Learners Apprenticeship Into the Common Core ELA Standards... 5 George C. Bunch,
The development of teacher expertise to work with English Language Learners in an era of new standards Confederation of Oregon School Administrators ELL Conference March 15, 2013 Aída Walqui, Ph.D. Director,
Specialized Literacy Strategies for English Learners WABE Annual Conference / Yakima / April 21, 2017 ANDREA QUIGLEY, ELL SPECIALIST, BELLINGHAM PUBLIC SCHOOLS PATTY FINNEGAN, BILINGUAL EDUCATION SPECIAL
Adapted from: Dr. Mary Carol Combs, Dr. Kip Tellez, and Dr. Sylvia Celedón-Pattichis The differences between social and academic language (sometimes known as BICS & CALP) BICS: Basic Interpersonal Communication
Engaging Immigrant Students in Secondary Schools Resources Online Resources: Digests June 2000 EDO-FL-00-03 Strategies for Success: Engaging Immigrant Students in Secondary Schools Aída Walqui, West Ed,
The Region IX Equity Assistance Center at WestEd serves Arizona, California, and Nevada. It is one of 10 Equity Assistance Centers funded by the U.S. Department of Education to provide technical assistance
ESOL Applied Linguistics Syllabus Course Description Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants
Overview English Language Learner (ELL) Instructional Framework The West Chester Area School District (WCASD) English Language Learner (ELL) Framework is based on research about effective instructional
Differentiating for English Learners with the WIDA Standards Mill Creek Elementary (01-13-17) Michelle Love-Day (firstname.lastname@example.org) Nathan Moore (email@example.com) Department of Educational
Content-Based Instruction, Cooperative Learning, and CALP Instruction: Addressing the Whole Education of 7-12 ESL Students Nicole Troncale 1 Teachers College, Columbia University ABSTRACT Much more than
Correlation Map of LEARNING-FOCUSED to North Carolina s Evaluation Model Page 2 of 28 Correlation Map of LEARNING-FOCUSED to North Carolina s Evaluation Model LEARNING-FOCUSED provides schools and districts
How to Design, Structure, and Implement SIOP Model Programs: Focus on Current Research Thomas A. Bauder, Research Associate firstname.lastname@example.org Center for Applied Linguistics, Washington, DC www.cal.org OELA
English Language Learners and Academic Language Mid-Continent Comprehensive Center (MC3) Regional ELL/CCSS Task Force Rosie García-Belina, Ed.D. 1 Language Variations The language the student brings to
Essential and Recommended Reading Reading Pack (prepared for participants). This contains the following readings and will be used during the course. PART 1. General readings on theory and practice of second
Pilot Version DRAFT Developing and Refining Lessons: Planning Learning and Formative Assessment for College and Career Ready Standards Authors: Glory Tobiason, Margaret Heritage, Sandy Chang, and Barbara
Distributed Teacher and Leader Education TESOL Teacher Candidate Work Sample for Student Learning (TCWSSL) Introduction The Teacher Candidate Work Sample for Student Learning (TCWSSL) is an extended assignment
Myths and Realities As Samway and McKeon (2007) have noted, a body of myths or urban legends have been associated with ELLs and their education. They have identified fifty-eight myths about ELLs that fall
Building Capacity through Job Embedded PD: A SIOP Success Story TESOL 2013 Wezi Thindwa Jen Himmel Loudoun County Public Schools, VA Center for Applied Linguistics DC Overview of SIOP The Sheltered Instruction
Domain 5: Assessment Syllabus Course Description The purpose of this course is to enable teachers to implement culturally responsive assessment practices suitable for use with students who are classified
Common Core State Standards Grade 4 Heather Miller Norwood House Press Correlated to the Common Core State Standards for English Language Arts For the purposes of this correlation, the following abbreviations
Name of innovative course(s): Foundations of Intensive Language Acquisition and Support (FILAS) (Only if this is an application for multiple levels of the same course may multiple course names be listed
PAVING THE WAY FOR LEP STUDENT SUCCESS THROUGH DIFFERENTIATION World View March 25, 2014 Can t read it! Can t understand it! Can t speak it! Can t write it! OBJECTIVES FOR TODAY: Identify the nature of
English Language Proficiency (ELP) Standards with Correspondences to K 12 English Language Arts (ELA), Mathematics, and Science Practices, K 12 ELA Standards, and 6-12 Literacy Standards April 2014 English
Andrea Honigsfeld and Maria G. Dove Collaborative Practices to Support All Students Collaborative, inclusive, and integrated service-delivery practices are the best way to serve students who are English
1 Running Head: TWO-WAY IMMERSION BILINGUAL PROGRAMS Two-way Immersion Bilingual Programs in Texas Martha Galloway, Ph.D. Clinical Assistant Professor and Coordinator, Title III Grants Department of Educational
WHITE PAPER Supporting Struggling Readers in Mathematics Education with Apex Learning Digital Curriculum Dana Franz, Ph.D. Mississippi State University 2015 Table of Contents 03 What unique literacy challenges
Science for English Language Learners (Member Draft: October 6, 2009) Introduction The National Science Teachers Association (NSTA) believes all students, including English Language Learners (ELL), can
Shifting from a Developmental Retelling Framework to Independent Reading and Retelling: Case Study Inger Evette McGee, University of Arizona South, USA Abstract: While practices such as think alouds, questioning,
EDUCATING ENGLISH LANGUAGE LEARNERS F. Genesee, K. Lindholm-Leary, W. Saunders, & D. Christian email@example.com firstname.lastname@example.org email@example.com firstname.lastname@example.org This work was supported
English Language Learners and the Common Core State Standards in English Language Arts and Disciplinary Literacy: An Instructional Exemplar George C. Bunch, University of California, Santa Cruz (email@example.com)
Appendix I Champion of IDEAS and Scientifically Based Research Most teachers want to use materials that are effective in helping their English learners develop language skills and master educational standards.
GRADE: Seventh Grade NAME OF ASSESSMENT: Reading Informational Texts and Argument Writing Performance Assessment STANDARDS ASSESSED: Students will cite several pieces of textual evidence to support analysis
Research summary The potentials of K 12 literacy development in the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP) Summary developed by the IB Research department
Common Core State Standards Grade 4 Bonnie Juettner Fernandes Norwood House Press Correlated to the Common Core State Standards for English Language Arts For the purposes of this correlation, the following
St. Cloud Area School District 742 Learning for a lifetime. It's our promise to you. Dr. Patty Popp Executive Director Student Services/Special Education Natalie Prasch Supervisor English Learner Programs
Common Core English Language Arts Curriculum Reading: Informational Text KINDERGARTEN CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.2:
STANDARD 1: FOUNDATIONAL KNOWLEDGE knowledge of major historical, and evidencebased foundations of literacy and language, the ways in which they interrelate, and the role of the reading/literacy specialist
Marquette University e-publications@marquette Education Faculty Research and Publications Education, College of 1-1-2007 An Asset-Based Approach to Linguistic Diversity Martin Scanlan Marquette University,
This document is provided by National Geographic Learning / Cengage NGL.Cengage.com/School 888-915-3276 Best Practices in Secondary Education Why Vocabulary Instruction Matters by Dr. David W. Moore Lessons
A Guide to Supporting English Language Learners Table of Contents I. INTRODUCTION...3 The Purpose of This Guide...3 What This Guide Will and Will Not Provide...3 A Guide for All Teachers of ELLs...4 English
Palmer High School / North Middle School IB Assessment Policy Section 1: Definitions and Philosophy Assessment Assessment is the measurement of what students know and can do. How and when we evaluate students
Differentiating Instruction and Assessment for ELLs Rebecca Freeman Field (firstname.lastname@example.org) Session Description This session is for mainstream and ESL teachers who have ELLs in their classes, and
ELA/Literacy Grade-Level Instructional Materials Evaluation Tool Quality Review GRADES 11-12 Textbooks and their digital counterparts are not only vital classroom tools but also a major expense, and it
Making the ELPS-TELPAS Connection Grades K 12 Overview 2017-2018 Texas Education Agency Student Assessment Division. Disclaimer These slides have been prepared by the Student Assessment Division of the
Next Generation Science Standards and English Language Learners Project CORE October 26, 2012 Tina Cheuk, Stanford University Agenda 1. Brief background on the development of Next Generation Science Standards
Effective Practices for English Language Learners: Infusing Culturally Responsive Teaching into the SIOP Model Dr. Rebecca L. Canges Dr. Lorretta Chávez Metropolitan State College of Denver Research Definition
English Language Learners: The Impact of Language and Socio-Cultural Factors on Learning Our daily educational experiences can be enriched by learning in culturally and linguistically diverse classrooms
Massachusetts Sheltered English Instruction Teacher Endorsement Course Long Bridge Syllabus Version 1.0 Syllabus Introduction The purpose of this course is to prepare the Commonwealth s teachers with the
Realizing Opportunities for English Learners in the Common Core English Language Arts and Disciplinary Literacy Standards California Department of Education Accountability Institute Santa Clara December
Massachusetts Tests for Educator Licensure (MTEL ) FIELD 56: SHELTERED ENGLISH IMMERSION TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. The World of English Language
Serving Private and Religious Schools for over 40 Years Your Partner in Utilizing ESSA Funding Comprehensive Solutions for ESSA-Funded Programs youressapartner.com Your ESSA Partner Title I The Every Student
WORKING WITH BILINGUAL STUDENTS JM Gerardo Vis-a-Vis Workshop 01.29.15 INTRODUCTION Please share briefly your previous experience Content areas you want to help with What questions, concerns, suggestions
EQuIP Review Feedback Lesson/Unit Name: Be Aware! Be Prepared! Content Area: English language arts Grade Level: 4 Dimension I Alignment to the Depth of the CCSS Overall Rating: E Exemplar The lesson/unit
COMMON CORE STATE STANDARDS Cliffside Park School District June 5, 2012 Donna Calabrese Dana Martinotti HISTORY Initiative is a state-led effort coordinated by: National Governors Association Center for
BUILDING LINGUISTICALLY RESPONSIVE CLASSROOMS AND SCHOOLS (DAY 1) 1 North Shore School District 112 Chicagoland Partners for English Language Learners (CPELL) June 13, 2013 INSTITUTE GOALS Through participation
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
Page 1 Highly DOMAIN 1: PLANNING AND PREPARATION NMTEACH 1A: Demonstrating Knowledge of Content To what level is content communicated in the lesson plan and resulting lesson? Note: Any reference to all
Mapping for Common Core Standards Animal Tales Vocabulary Builder Four Volumes each: Featuring nine different animals & their environments Combining poetry & natural science facts Fact pages: Feature word
Examples Of Instructional Strategies Used In A Sheltered Instruction Setting What is Sheltered Instruction Observation Protocol? It is a strategy for teachers to use to help make subject matter concepts
Essential Features of Structured, Inclusive Academic Discussions 1. An Appropriate Question/Task a clearly worded task, with any embedded vocabulary clarified through pre-teaching an open-ended task that
Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes Linda Taylor, CASAS email@example.com Susana van Bezooijen, CASAS firstname.lastname@example.org CASAS and
Differentiating the Common Core State Standards for Gifted Students CALIFORNIA ASSOCIATION FOR THE GIFTED 2013 Committee Martha Flournoy, Legislation Deborah Hazelton, Past President Sandra Kaplan, Education
Literacy Journeys with English Language Learners Stella Villalba Whitehall City Schools 2010 English Language Learners in the USA Between 1996 and 2006, the numbers of ELLs in K-12 schools grew over 57%
ESL through Content Area Instruction. This "Digest" is based on the ERIC/CLL "Language in Education" series monograph entitled, "ESL Through Content Area Instruction: Mathematics, Science, Social Studies,"
Pearson TELL (Test of English Language Learning): New Technologies for Assessing Language Learners By Paula Hidalgo, Ph.D.; Edynn Sato, Ph.D.; and Masanori Suzuki Introduction More than 10 percent of students
English Language Proficiency (ELP) Standards with Correspondences to 4-5 English Language Arts (ELA), Mathematics, and Science Practices, 4-5 ELA Standards April 2014 English Language Proficiency (ELP)
Washington Colony School District Master Plan for English Learners Introduction Washington Colony School District is a one school district located in a rural region southeast of Fresno in the community
English Language Proficiency (ELP) Standards with Correspondences to Grade 2-3 English Language Arts (ELA), Mathematics, and Science Practices, Grade 2-3 ELA Standards April 2014 English Language Proficiency
Oregon 2014 English-Language Arts Adoption SpringBoard Category 3 (Grades 9-12) Quality Criteria Documentation Criteria I: Alignment to the Rigor of the CCSS SpringBoard is organized into grade level materials
Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards
English as an Additional Language or Dialect: Teacher Resource Introduction Overview: EAL/D students and their learning needs References Acknowledgements Version 1.2 August 2011 www.acara.edu.au This is
Programs for English Language Learners Resource Materials for Planning and Self-Assessments U.S. Department of Education Office for Civil Rights "There is no equality of treatment merely by providing students
Dominican University of California Dominican Scholar Master's Theses and Capstone Projects Theses and Capstone Projects 5-2015 Effective Practices for Developing Academic Language and Writing Skills in
The Marzano Focused Non-Classroom Instructional Support Personnel Evaluation Model Validation and Assurances Prepared for the State of Michigan Table of Contents TABLE OF CONTENTS 2 INTRODUCTION 3 ABOUT
A Success Framework for ELLs ELPS Academy Resource Supplement Copyright Notice The materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may not be reproduced
Science Instructional Materials Review Scale Development Final Version April 17, 2009 Prepared by Updated 4/17/2009 1 Table of Contents 1 Overview... 2 1.1 Review Framework... 2 2 Content Instrument...
Dominican University Alternative Licensure Middle Level English/Language Arts Course Sequence Summer 1 Course number and name EDUA 503: Introduction to Teaching EDUA 577: Literacy Methods for Middle Level
Career and College Ready English Learners Using Common Core State Standards and WIDA English Language Proficiency Standards to Support Success Webinar May 2013 Goal This workshop will provide an overview
State of Connecticut English Language Proficiency (CELP) Standards with Correspondences to K 12 English Language Arts (ELA), Mathematics, Connecticut C3 Social Studies, and Science Connecticut Core Practices,