LANGUAGE
LITERACY
LEARNING
October 2014 Title III Coach Meeting
Secondary Instruction
MULTILINGUAL & MULTICULTURAL EDUCATION DEPARTMENT
Guiding Principles
1. English Learners (ELs) are held to the same high expectations of learning
established for all students.
2. ELs develop full receptive and productive proficiencies in English in the domains of
listening, speaking, reading & writing.
3. ELs are taught challenging academic content that enables them to meet
performance standards in all content areas.
4. ELs receive instruction that builds on their previous education and cognitive
abilities and that reflects their language proficiency levels.
5. ELs are evaluated with appropriate and valid assessments that are aligned to
state and local standards and that take into account the language development
stages & cultural backgrounds of the students.
6. The academic success of ELs is a responsibility shared by all educators, the
family and the community.
English Learner Master Plan, 2012,
Pages 2-3
District Instructional Priorities
Master Plan
(The Who)
TGDC
Teaching &
Learning
Framework
(The How)
Common Core
(The What)
CCTP
Common Core
Technology Project
(The How)
What's worse than finding a maggot in an apple?
Finding half a maggot!
Finding a Positive In Everything
Agenda
• Pre-reading activity—Visual Literacy—Non-print text—Thinking
Journals
• Pre-reading activity—Vocabulary activity—Password—Word
association
• Technology—Using technology to meet the CCSS Writing
Standard
• Data Analysis—LAUSD—Real-life examples and discussion
• Reciprocal reading activity—Practice Text—Modeling the process
• Reciprocal reading activity—Release of responsibility—Complex
Text (informational)
• Thematic Approach—A teacher needs support—Putting all the
pieces together
• Debrief: Key elements—How do you put all the pieces together?
Before We Move On…
• Let’s start by doing a quick write using our Thinking
Journals
• Locate your Thinking Journals
• If you don’t have one, please use the back of your
agenda or any available blank paper to write your
thoughts
Thinking
Journals
Thinking Journals
What thoughts come to mind when…?
What thoughts come to mind when you see grapes?
Write your
thoughts
Total time:
3 minutes
Thinking
Journals
Why Thinking Journals?
What may be some reasons we use Thinking Journals?
Why are Thinking Journals useful in a class with ELs?
Thinking
Journals
Thinking Journals
• Metacognition Tool
• Thinking Journals used to collect and organize a thoughts
• Allows students to think and process information to clarify
their own thinking before using the information in a more
challenging cognitive task
Thinking
Journals
Quick timed
activity
Thinking Journals
What thoughts come to mind when…?
What thoughts come to mind when you see grapes?
Visual
Information
Visual
Literacy
Write your
thoughts
Total time: 3
minutes
Thinking
Journals
Input
Output
Thinking Journals
• CELDS
• B. Interpretive 6. Reading/viewing closely a) Explain
ideas, phenomena, processes, and text relationships
(e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade-level texts
and viewing of multimedia with light support.
Interpre
t
Thinking
Journals
Thinking Journals/ US History
Thinking Journals/ Math
Thinking Journals/ Chemistry
Thinking Journals/ English
Before We Move On…
●Let’s talk about vocabulary development.
●Why do we need to talk about Vocabulary
Development?
●What is Academic Vocabulary Development?
●What about Complex Academic Language?
●Is there a difference?
Vocabulary Development
●The next activity is only one example of a possible
engagement exercise in our plan to motivate students
to be actively engaged.
●Today, we will use this activity as a lesson opener.
●What we know: English Learners need to learn gradelevel complex academic language and vocabulary
●The plan is to accelerate the ELD level for each
individual English Learner.
Vocabulary Development
●We will play a game of Password.
●Password was a very popular word-association game
show.
●First, a word was only shown to one of the two
participants and remained hidden to his/her partner.
●Then, the contestant would orally give
his/her partner a one-word clue in an
attempt to have his/her partner guess
the given “password”
Vocabulary Development
●Volunteers from the audience will be facing forward while
“the password” is shown to the audience.
●The audience will help the participant by giving him/her a
one-word clue.
●Let’s see how many words are needed to have him/her
guess correctly!
●Audience will make a list of associated words.
●Audience will guess how many words does it take to get
the participants to guess the password.
PASSWORD
PASSWORD
The password is…
JUSTICE
PASSWORD
The password is…
LIBERTY
PASSWORD
The password is…
RIGHTS
Vocabulary Development
●PASSWORD CHALLENGE: Describe the visual
password
●For this part, we need a RISK-TAKER SCRIBE to
volunteer.
●Think of the word that will help the participants guess
the visual password.
●If the participant can’t guess with one word, then try
giving him/her a noun phrase
●If the participants can’t guess with a noun phrase, then
try with a verb phrase.
VISUAL PASSWORD
The visual password is…
Cesar Chavez Boycotting Grapes
Before We Move On…
• Let’s talk about technology (21th Century Skills)
• College and Career Readiness Anchor Standards
• 6. Use technology, including the Internet, to produce and
publish writing and to interact and collaborate with others.
• Grade 7.6—Use technology, including the Internet, to
produce and publish writing and link to and cite sources
as well as to interact and collaborate with others,
including linking to and citing sources.
• CELDS
• Part 1-Collaborative Grade 7 Bridging Standard
• 2. Interacting via written English—Engage in extended
written exchanges with peers and collaborate on complex
written texts on a variety of topics, using technology when
appropriate.
What do you think?
www.todaysmeet.com/T3Coaches
Visual Interpretation
Before We Move On…
• Let’s talk about English Language Development (ELD)
• Let us use some visuals to demonstrate the
communication process
LTEL FRAMEWORK
Handout #1
Ar
ts
Career
and
Techni
cal
Educati
on
Language
(information)
Collabor
ate
Interpret
Produce
Language
(product)
LTEL courses are ELD
Mastery of CCSS
ELA Standard
classes for secondary LTEL
students, and focus on the
California ELD standards.
Language needed to access CCSS
Emerging
Expanding
ELA
Bridging
ELD
The goal for every student is to master the grade-level CCSS standards.
ELs have specific language needs that need to be met before they
access the CCSS Standards. It is important to be aware of the grade-
level CCSS standards so we can better support ELs student
success. Teachers use a rigorous curriculum to accelerate ELD and
quickly get ELs to meet the CCSS standards.
Before We Move On…
●Let’s talk about informational text…
ELA/Literacy Common Core State Standards Key Shifts
Building knowledge through content-rich nonfiction and
informational texts
Students must be immersed in information about the world
around them if they are to develop the strong general
knowledge and vocabulary they need to become successful
readers and be prepared for college, career, and life.
Informational texts play an important part in building students’
content knowledge. Further, it is vital for students to have
extensive opportunities to build knowledge through texts so
they can learn independently.
DATA
Handout #2
Processing Informational
Text
Informational Text
Handout #3
Processing Informational
Text
Objectives (differences between
common core and ELD standards)
1. Understand Reciprocal Teaching- Guiding Principle 1
College and Career Readiness Anchor Standards
C
C
S
S
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.
7th Grade
E
L
D
1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
California English Language Development Standards
Part 1-Mode: Interpretative, 7th Grade Bridging Standard
Reading Strategy:
Chunking the Text
Discussion and Reading Comprehension Protocol:
Reciprocal Teaching
Collaborate
Interpret
Produc
e
Learning Communities
• Form
Learning
Communities
of four
SCRIBES
2
3
1
• Number
yourself from
1-4
4
Review Today’s Protocol: Reciprocal
Teaching
1. Every SCRIBE reads the text.
2. All SCRIBEs write in their Thinking Journal.
3. Every SCRIBE orally states their role as facilitator
before reading.
4. In order, every SCRIBE will lead one academic
discussion.
5. SCRIBEs listen actively for the facilitator’s
instructions.
6. Every SCRIBE has an opportunity to speak.
Reciprocal Teaching Strategies
1.
Predicting
2.
Clarifying
3.
Questioning
4.
Summarizing
Consider:
1.
The reader and their reading level of understanding
1.
Model first with a shorter and not cognitive-demanding text
before releasing responsibility to accomplish a task using a
more complex text
1.
Recommendation: If teaching the skill first, focus on the skill and
then focus on the content
Every SCRIBE has the role during
Academic Discourse
2
1
1
Predict
or
Facilita
tor
4
3
● #1 Predictor
● #2 Clarifier
● #3 Questioner
● #4 Summarizer
Before We Move On…
• Locate the text and material to be used for modeling
purposes
• You will need the sheet protector, the text, and a dryerase marker
Handout
#5
TEXT
Sheet Protector
TEXT (Model)
1. Every SCRIBE reads the text (in chunks).
John Brown’s Final Address to the Court
Reading Strategy: Chunking the Text
John Brown’s Final Address to
the Court
Handout
#5
TEXT (Model)
John Brown’s Final Address to
the Court
1. Every SCRIBE reads the text (in chunks).
John Brown’s Final Address to the Court
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Handout
#5
TEXT (Model)
John Brown’s Final Address to
the Court
1. Every SCRIBE reads the text (in chunks).
John Brown’s Final Address to the Court
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Language Function: Predicting
Handout #5
TEXT (Model)
John Brown’s Final Address to
the Court
1. Every SCRIBE reads the text (in chunks).
John Brown’s Final Address to the Court
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Language Function: Predicting
Handout #5
TEXT (Model)
John Brown’s Final Address to
the Court
1. Every SCRIBE reads the text (in chunks).
John Brown’s Final Address to the Court
Handout #5
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Language Function: Predicting
RTI: Gradual Release of Responsibility
Teacher models how to be a facilitator
• Strategy “Think Aloud”
• Show the students “what you are thinking”
• Use the LCD projector and camera reader to
demonstrate what you are doing and have students
follow
• Every round will be modeled
• Every round will have a similar process
Annotating
●Strategy: Think Aloud
●Strategy: Use dry erase markers to annotate the text
for different purposes
●Modeling the role of predictor as facilitator
●Language Function: Predicting
●Forms: I predict that… because…
●Circle vocabulary words or phrases that support my
prediction
Every SCRIBE has an opportunity to
facilitate 1st Round
2
1
1
Predictor
Facilitator
4
3
● #1 Predictor
● #2 Clarifier
● #3 Questioner
● #4 Summarizer
Predictor as a facilitator
Teacher will demonstrate how to be a predictor
Whole-group task: every member of the group is to scan the text or
read for the gist
1st Read Focus: What will happen next?
Whole-group task: every member is expected to mark every word or
phrase that may help predict what may happen next. Teacher gives
enough time to annotate the text
• Look for predicting words or phrases
• Underline, circle, highlight (annotate the text)
Predictor: Facilitates Academic
Discourse
The predictor will facilitate the discussion by starting first. Start by
showing which words or phrases were marked and why? (Teacher
models)
Teacher may ask himself or herself: what evidence in the reading lead
me to believe this?
Expectation for other members: listen actively and be ready to predict
using textual evidence during their turn
• Look for evidence
• Provide paragraph number, sentence, etc.
• Show others where they can locate the
word or phrase
Predictor
Next, teacher will facilitate how to engage others in academic
discourse.
After the teacher tells the group which words he/she highlighted, the
teacher asks the next group member what words were highlighted and
why
Teacher may ask: why did you choose those words or phrases?
Teacher asks: based on your evidence, what is your prediction?
• My prediction is…
• My evidence is…
• Ask group members if they agree or
disagree and to give their evidence.
Every SCRIBE has an opportunity to
facilitate
2nd Round (erase your previous marks)
2
1
2
Clarifier
Facilitator
4
3
● #1 Predictor
● #2 Clarifier
● #3 Questioner
● #4 Summarizer
Annotating
●Strategy: Think Aloud
●Strategy: Using dry erase markers to
annotate the text for different purposes
●Modeling the role of predictor as facilitator
●Language Function: Clarifying
●Forms: I need clarification on… because…
●Circle vocabulary words or phrases that
need clarification
Clarifier
• Ask the group to help you clarify and words or
ideas that you did not understand.
• Next, ask if anyone in the group needs any
words or ideas clarified. Work with the group to
determine meanings of unknown words or
unclear ideas.
• I need to clarify ____________.
• Does someone need a word or an idea
clarified?
• Make sure the group feels comfortable
asking for clarification.
Every SCRIBE has an opportunity to
facilitate
3rd Round (erase your previous marks)
2
1
3
Questio
ner
Facilitat
or
4
3
● #1 Predictor
● #2 Clarifier
● #3 Questioner
● #4 Summarizer
Annotating
●Strategy: Think Aloud
●Strategy: Using dry erase markers to
annotate the text for different purposes
●Modeling the role of predictor as facilitator
●Language Function: Ask Questions
●Forms: What is…? Why would…? I
wonder…?
●Circle vocabulary words or phrases that you
questioned as you read
Questioner
Ask the following kinds of questions:
• On-the-surface
• Under-the surface
Ask your group members to share any
questions they may have.
•
•
•
•
•
•
“My on-the-surface questions is…”
Who? What? Where? When?
“My under-the-surface question is…”
Why? How? Could? Should? Would?
To ask questions that are in my mind I ask:
Why? I wonder… I am curious about…
Every SCRIBE has an opportunity to
facilitate
Last Round (erase your previous marks)
2
1
4
Summar
izer
Facilitat
or
4
3
● #1 Predictor
● #2 Clarifier
● #3 Questioner
● #4 Summarizer
Annotating
●Strategy: Think Aloud
●Strategy: Using dry erase markers to
annotate the text for different purposes
●Modeling the role of predictor as facilitator
●Language Function: Summarizing
●Forms: Sequencing (First, then, next, finally)
●Circle vocabulary words or phrases that can
help you summarize the text (look for the
Five W’s)
Summarizer
Your job is to share with the group
what the text was about by explaining
the text in one or two sentences.
Think like the author and try to figure
out what they were trying to tell you.
• In my words, this is about…
• The most important information that I
just read was…
• Ask group members for additional input.
Reciprocal Teaching Practice: Time to
Practice the Skills
Form Groups of Four
1.
Summarizing
2.
Clarifying
3.
Questioning
4.
Predicting
You are responsible for fulfilling your role and
making sure to ask your group members for
additional input.
Predict
Clarify
Question
Summari
Gradual Release of Responsibility
Applications
Racism’s Secret Bonding
1. Every SCRIBE reads the text (in chunks).
Racism’s Secret Bonding by Derrick Bell
Reading Strategy: Chunking the Text
Handout #6
Applications
Racism’s Secret Bonding
1. Every SCRIBE reads the text (in chunks).
Racism’s Secret Bonding by Derrick Bell
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Handout
#6
Applications
Racism’s Secret Bonding
1. Every SCRIBE reads the text (in chunks).
Racism’s Secret Bonding by Derrick Bell
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Language Function: Predicting
Handout
#6
Applications
Racism’s Secret Bonding
1. Every SCRIBE reads the text (in chunks).
Racism’s Secret Bonding by Derrick Bell
Handout #6
Reading Strategy: Chunking the Text
Reading Comprehension Strategy: Reciprocal Teaching
Language Function: Predicting
RTI: Gradual Release of Responsibility
You have 20 minutes for all four rounds
Before We Move On…
• Let’s reflect on this strategy
• You had time to practice, now think about your English
learners
• Choose one person from your team to be a recorder
• Make a list of possible scaffolds that English learners
will need based on their language needs
• After 10 minutes, the recorder will write the list on
poster-paper
Before We Move On…
• Let’s review the list!
• Facilitator will review each list and pick a couple of
things from the list to review.
• Facilitator will choose a couple of items from each list,
attempts to summarize what the group wrote, question
the group on specific items if clarification is needed and
attempts to make a prediction about teacher next
moves.
The
LANGUAGE
What language does a SCRIBE need to perform
each task?
Reciprocal Teaching
Summarizing
(The Language Factor)
What language does a SCRIBE need to be able to perform this
language function?
The text is about… (identifying topic sentences, main ideas,
important details…)
This passage starts with… Next,… Then,… Finally… (using
sequential words)
Using the Five “W’s to summarize
Reciprocal Teaching
Questioner
(The Language Factor)
What language does a SCRIBE need to be able to perform this
language function?
Write your answer in your Thinking Journal
Reciprocal Teaching
Clarifier
(The Language Factor)
What language does a SCRIBE need to be able to perform this
language function?
Write your answer in your Thinking Journal
Reciprocal Teaching
Predictor
(The Language Factor)
What language does a SCRIBE need to be able to perform this
language function?
Write your answer in your Thinking Journal
Backwards Planning
Understanding By Design
(UBD)
Professional Learning
Communities (PLDs)
Now is your turn…
•
You are teachers at X school
•
You are teaching an LTEL
Course
•
Handout #7
•
Handout #8
•
You have several texts
•
Handout #9
•
•
Handout #10
You want to continue working
with the social justice thematic
unit
•
Handout #11
•
•
Handout #13
You have seen a possible
assessment
•
How would you continue
working with your unit? Do you
need additional resources?
•
How would you build enough
skills for students to
comprehend the assessment?
Breakout by Support Provider
Ivette
Room 121
Michael
Room 232
Sandra
Room 130
Maria
Room 226
Bernie
MPR
Agenda
1. Participate in a Professional Reading- ESC Alike Groups
2. Data Talk- ESC Alike Groups
3. Designated ELD- High Point
4. LTEL Courses
○ Revisiting LTEL Framework
○ Revisiting LTEL Course Description and Thematic units
Lunch
1. Growth and Conflict: Social Justice
2. Coach Support Provider Groups
LAS Links & SRI
Think, Ink, Pair, Share
What questions might you have regarding the
new LAS Links and SRI assessments?
Use the Fact Sheet to formulate two questions
a teacher, administrator, or parent may have.
Role play by sharing your question with your
partner. Your partner will attempt to respond.
LAS Links Update
● Only about half of our secondary schools
have technology
● Only those coaches will attend the PD next
week.
Google Drive
● Please do not create your own document and upload
to share--we cannot interact with that document.
Refer to the powerpoint that was shared last month.
● Coaches may access the Google Drive through a
Gmail account if @lausd.net account will not work. We
ask that you merge your Gmail and LAUSD accounts.
Work Logs
● Check off or Highlight boxes
● Report Work Logs should reflect only the
current month
● Do your log entries reflect your Title III
Coach Essential Responsibilities?
Title III Audit
● We were asked to provide copies of assurance
letters for all coaches and work logs for
approximately 30 randomly selected coaches for
the 2013-14 school year.
● Some coaches will be selected for interviews.
● Auditors may conduct school visits.
● Be sure all activities can be aligned to Essential
Responsibilities.
Assurance Letters
● Assurance Letters are forthcoming
● MMED Staff will be requesting appointments
with coach and principal to review the
assurance letters and obtain signatures.
● Letter must be signed by the principal (not
designee).
My PLN
● Coaches need to log in using Single Sign On
and watch videos to learn how to use this
system. http://lausd.csod.com
● Each month they will be able to see
information and materials for the meeting.
Click on “communities” and see folders for
each month.
CELDS Book
● Books will be sent to schools for all teachers to have a
copy.
● If a school is planning to do CELDS PD in the next few
weeks and needs the books immediately, coach
should notify support provider, we will notify Valerie’s
team to schedule early delivery
● Books contain a study guide (developed by some of
our secondary coaches!), followed by the overview and
PLDs, then the grade level standards, then the
appendices.
Agenda
1. Participate in a Professional Reading- ESC Alike Groups
2. Data Talk- ESC Alike Groups
3. Designated ELD- High Point
4. LTEL Courses
○ Revisiting LTEL Framework
○ Revisiting LTEL Course Description and Thematic units
Lunch
1. Growth and Conflict: Social Justice
2. Coach Support Provider Groups
Evaluations
Please fill out the evaluation online.
You may use your smart phones, too.
Helen: http://bit.ly/octHELEN
Tara: http://bit.ly/octTARA
Lester: http://bit.ly/octLESTER
Hassan: http://bit.ly/octHASSAN
Alicia: http://bit.ly/octALICIA