Language Development Opportunities in Education

1. A Presentation by David Irwin Language Development Opportunities Federal Way School District October 29, 2014

2. I will be able to  learn and be able to train students to use a variety of conversational skills  be able to explore academic topics using a variety of conversational skills.  increase achievement through the use of improved conversational skills.  apply improved conversational skills to writing instruction.  Attain Distinguished level on Component 3c

3. Based on Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings by Jeff Zwiers & Maria Crawford. Stenhouse, 2011.

4. An academic conversation goes beyond casual conversation. The goal is for the participants to reach a new understanding of a school topic through the use of specific conversational skills. Each partner must listen and speak, elaborate, clarify, challenge, paraphrase, and summarize what his/her partner says, and determine the outcome of the conversation.

5.  ELLs benefit from Big 5 reading instruction, more so in word-level skills.  Text level skills –comprehension and writing – are closely aligned with oral language development.  Focus on systematic high quality vocabulary instruction  MAJOR THEME: “The importance of intensive, interactive language development instruction for all English learners. This instruction needs to focus on developing academic language.” August & Shanahan (2006) and Gertsenet al (2007) in Honigsfeld& Dove (2010)

6. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School April 2014  Recommendation 1 Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities.  Recommendation 2 Integrate oral and written English language instruction into content-area teaching.  Recommendation 3 Provide regular, structured opportunities to develop written language skills.  Recommendation 4 Provide small-group instructional intervention to students struggling in areas of literacy and English language development.

7. Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly.

8. Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics andtexts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. 2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

9. Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics andtexts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. 2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Presentation of Knowledge and Ideas 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

10. 1construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3speak and write about grade-appropriate complex literary and informational texts and topics Function 4construct grade-appropriate oral and written claims and support them with reasoning and evidence 5conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8determine the meaning of words and phrases in oral presentations and literary and informational text Form 9 create clear and coherent grade-appropriate speech and text 10make accurate use of standard English to communicate in grade-appropriate speech and writing

11. In your table team:  Choose a grade level  Find the S&L standards for it in the Participant Guide starting on page 13  Highlight the nouns, verbs and adjectives in different colors  Look at the ELP Standards on page 16  Highlight also  What are the comparisons?  How does one support the other?  Which ELP standards support reading? …writing? …speaking? …listening?

12.  On your poster:  Choose one ELP Standard that supports speaking and listening  Make a graphic representation of the connections between that ELP Standard and your grade level’s S&L standards.  Label your poster with ▪ Grade level ▪ ELP standard you chose

13.  All students have common information  Read a text  Heard a read aloud  Practice one skill at a time, build on them  Facilitator  Be as quiet as possible  Avoid “rescuing” – providing a word or idea for a student  Model the skill frames  In early stages, pause for progress checks on the conversation goals – which skills used, etc.  Mini-lessons  Teacher model  Student pairs model with coaching  Make a Conversation Poster  see Teaching ideas, Questions, Answers

15.  Effective conversations  Both partners talk  Critical and creative thinking  Welcome controversy and conflict  Follow norms  Share knowledge and skills  Provide choice and ownership  Planning  Signal timing  Set chunks  Write questions  How will you assess?

16.  We listen to each other  We share our own ideas and explain them  We respect another’s ideas, even if they are different  We let others finish explaining an idea without interrupting  We take turns and share air time Any others?

17.  Think of a content lesson  Think of the content & language objectives  Set chunks in the visual, oral presentation or reading  Write the questions  Decide on a signal and teach it  What assessment?  Walk around checklist  Student self-assessment  Transcript

18.  Journal Jumpstarts  Modeling I do:  Show the norms  Show the skill – what it is, the frames  Frames on posters and desksizeplacemats, color coded – kids make them  Read text, give question  Model with another adult  Other students watch for frames used – signal somehow…

19.  We do:  Review specific frames & behaviors  T chart eye –ear (sound like –look like)  Adult converses with student OR one/two sets of students  Add/edit T chart  Students prompting –“What do you think Jose should say next (from our chart)?  Reteach if necessary  You Do  Generic well-known question, not based on text at first  Time to prepare –develop your position, review frames  Partners  Tell partner what we’re going to do, how we’ll know we did it  Student assessment: “Tell an example of when your partner elaborated or clarified. .. Of when you did. “ ▪ Collect responses, use for practice next time.

20. Questions ask for specific information. Try these:  Can you elaborate on…?  What do you mean by…?  Can you tell me more about…?  What makes you think that?  Can you clarify the part about …?  Can you be more specific?  How so?  How/Why is that important?  I wonder if …?  I’m a little confused about the part…

21. Questions:  Can you elaborate on…?  Can you tell me more about…?  Can you clarify the part about …?  Can you be more specific?

22. Answers :  One example is…  It’s like when…

23. Grade Questions Answers What do you mean by…? Porquepiensaseso? Tell me more about…. Dime mas sobre… I mean… K Yo pienso…. I think that… Yo piensoque…. What do you mean by…? Tell me more about…. Can you elaborate on…? I wonder how/if…. I mean… By that I meant…. I think that… 1 What do you mean by…? Tell me more about…. Can you elaborate on…? I wonder how/if…. What makes you think that? Can you be more specific? I mean… By that I meant…. I think that… It’s similar to when… 2

24. Grade Questions Answers What do you mean by…? Tell me more about…. Can you elaborate on…? I wonder how/if…. What makes you think that? Can you be more specific? How does that connect to…? Why is that important? I mean… By that I meant…. I think that… It’s similar to when… In other words… According to .… It’s important because… I believe that… 3 What do you mean by…? Tell me more about…. Can you elaborate on…? I wonder how/if…. What makes you think that? Can you be more specific? How does that connect to…? Why is that important? I’m confused about the part…. Can you clarify the part about…? I mean… By that I meant…. I think that… It’s similar to when… In other words… According to… It’s important because… I believe that… An analogy for this might be… More specifically, it is…because… 4-5

25.  Find a partner  With The Critical Role of Oral Language, agree on chunks of reading through the whole piece.  Read the first chunk  Partner 1 “say something”, a response or reflection about what you read  Partner 2 ask a question using the frames  Partner 1 Elaborate and Clarify on your answers  Trade roles (share air time)  Repeat until you’ve read all the chunks  Follow the Norms

27. “Leaf” questions are “above ground”, literal comprehension knowledge level  Answer is in the text “Root” questions are “buried”, higher order thinking questions  Information leading to the answer is in the text, but not the exact answer  See p 18-19

29.  Level 3: Apply information  Evaluate, judge, generalize, predict, hypothesize, imagine, speculate, forecast  Level 2: Process information  Compare, contrast, sort, infer, analyze, classify, explain  Level 1: Gather information  Complete, identify, recite, define, list, select, describe, observe See p 21

31. We want then to move beyond leaf/level one. Discuss at your table ways you have done that. Let’s leave here with more tools!

32.  The Hunt for Deep Ideas. What makes you stop & think? Write quotations on cards.  Plan the conversation on an organizer Idea Example The Red Sox are a great team. They won the World Series eight times. (1903, 1912, 1915, 1916, 1918,2004,2007, 2013) They have 74 players in the Hall of Fame.  Evaluate the support (quality) of examples on a continuum: IDEA Weak support Med Support Strong support

33.  Can you give me an example from the text?  Can you show me where it says that?  What is a real-world example?  What is the evidence for that?  Why do you say that?  Such as?  Like what?

34.  Can you give me an example from the text?  Can you show me where it says that?  For example, …  In the text (on page..) it said …  For instance, …  According to…

35. Grade Questions Answers Like what? Como que? Suchas? Why did you say that? The picture showed…. The story said… K-1 Can you show me where it says that? Can you provide text-based evidence? What is a real life example? Inthe text it said that… According to… For instance,… For example,…. 2-3 What is an example from your life? How do you justify that? Why is that a good example? What would illustrate that? Are there any cases of that? On one occasion,… One case showed that… An illustration of this could be… To demonstrate,… An example from my life is… Indeed,… 4-5

36.  Read Asteroids  What are your questions?  Write several questions; use the taxonomies  Ask them to your partner. Take turns.  Support your answers from the text.  Paraphrase your partner’s answers

37. Description •Students write questions related to the content on cards. Must know the answer. •Students mill around the room to music. •When the music stops, they form a pair and ask each other their question. •If the answerer knows the answer, they say it. If not, the questioner explains the answer. •Student trade cards. •Music begins, students mill and find new partners. Teaching Tips for ELL Level 1 students may write questions in L1. Level 1 students partner with students who speak their own language. Level 2 may partner in L1 for their first pairing.

38. /  Make:  The Norms p. 30  Elaborate & Clarify stems  Support Ideas with Examples stems  Adapt for your grade level  Poster or flash cards  Materials in the back  Math Talk Moves: www.melrosemathgradek.wikispaces.com/talk+moves  DOK posters on Pinterest: pinterest.com/pin/272186371204089828

40.  Informal formative. See list on page 17.  Use a rubric  Determine the skills you are looking for from the Standards  Build your own rubric. (Good templates on p 192-193 in AC)  Student Recording  In your team, make a recording of a student conversation of Elaborate & Clarify and/or Support Ideas with Examples. Use your rubric to analyze it. See p 196 in ACfor guidance.  Bring it to the next session, Dec 3.

41. With the story or article you brought:  Connect with your teaching partners  Go back to p 6 for the planning steps  Review the S&L and ELPS work we did this morning  Decide how you will apply one or more of these skills  What content area  What lesson  When  What assessment tool(s)  Prepare to tell! Try one skill at a time. Stick with it for awhile until it feels natural. There is no hurry, there’s just taking the next step.

42. A Presentation by David Irwin Language Development Opportunities Federal Way School District December 3, 2014

43.  Put content to a rhythm or music  Popular & easy:  Cadence with call & response  We Will Rock You  Bugaloo  Addams Family  Are You Sleeping  Row Your Boat  Or any tune at all  Samples: www.psd1.org/page/253 46

44. Water heating, then it’s rising Makes a hill - that’s surprising Makes a mound, flows down Pretty soon it goes around Coriolis and the wind make the water start to spin Big circles ocean sized Go to Florida, that’s nice! We didn't start the gyre It was always spinning Since the world's beginning We didn't start the gyre But if we’re floating in it We’re going with it 47

45. I don’t know but I’ve been told Water sinks when heavy and cold Atlantic water has more salt Gets down low goes toward the south Picks up cold and ice and salt Got no place else to go but north Pacific Ocean has less salt Rises up right on the spot Back round the world, Atlantic bound Keep weather moving all around Sound off -- one two Cold water ---sink down Warm water –rise up Heat and salt -- up and down Thermohaline all around 48

46. Lake Stevens Every word that you will use will always have a vowel Aeiou…. and sometimes Y. --Pam Greear (to Bingo) Oompa loompa doopitydoo we’ve got another formula for you To find the area of a triangle you multiply the base times height divided by two --Jessica Olson (to Oompa Loompas –Charlie & Choc Factory) Analog or digital Both these clocks tell time for you Digital means only numbers Analog face, hands and numbers –ooooh Analog or digital Both these clocks tell time for you --Sharon Sizer (to Twinkle Twinkle) A E I O U Manzanita del Peru Cuantos anostienes tu? Bye bye boring writing goodbye I’m gonna use the six traits or at least I’m gonna try I want to write to make the reader laugh or cry So I’m giving the Six Traits a try --- oh I’m giving the Six Traits at try --Steve Burleigh (to American Pie) Three part plan Three part plan My story needs a three part plan With a beginning middle end and an illustration too Then my story’s good for you -- Pam Greear and Erin Nelson (to This Old Man) We don’t need no robot reading We don’t need to fall asleep Pick up the pace and read in phrases So fluency benefits we will reap. Hey Teacher -- teach me how to read! -- Kate Benson (to Brick in the Wall)

47. Tenino 5/30/13 Favorite snack favorite snack Make a little note Make a choice, raise your hand Now tell me what’s your vote (Jingle Bells --Vickie Bell, Linnie Farbo, Julie Spalding, Lisa Contreras, Shannon Sayers Think think think about Carefully in all its parts Analyzing analyzing analyzing analyzing Helps you understand (Row your boat –Amy Thierry, Jody Ford) Somewhere Over the Boundary Somewhere over the boundary, way up high A compass will guide us here, there’s a place where my legend lies Somewhere over the boundary, at 120º latitude, we’re full of attitude And the state that you dare to be, will be at 47º longitude –(Jared Hadler, Lisa Atchinson, Nancy Kitterman, & Autumn Gunsolley) A sentence starts with a cap-i-tal letter Makes a statement that’s complete Then it ends with an end mark (2x) That’s a sentence! (Are You Sleeping –Jean Simonson)

48. Lakewood/Sultan 1/24/14 We will we will huddle huddle We will we will huddle huddle A huddle is a group in a circle on a field Where the players talk about the next play they’ll deal It’s a close small circle away from everyone To share with your friends what’s about to come We will we will huddle huddle We will we will huddle huddle --Melissa Amundson, AdeliaFranklin

49. I’m Bringing Science Back I’m bringin’ science back –Yeah I’m mixin’ things until they react –Yeah I’m recordin’ data to keep me on track –Yeah Scientific method is where it’s at –yeah Take us to the order Observe the world I’m asking questions about what’s around Researchin’ what’s already been found Now let’s construct our own hypothesis Keep it on the order Come on class Go ahead, experiment Come on class Go ahead, conclude Now share it with your classmates! Emma, Mariah, Kathryn, Taylor, Brie

50. “Solar System” (Tune: “867-5309” by Tommy Tutone) NGSS ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3) Grade Level: 3rd Student, Student: What are the planets? They say there’s nine, but some say there’s Eight. I know it’s confusing but you’ve got to knowwwwwww Count the solar system, ready let’s gooooooo! Listen ive got the number you need to listennnnnn~upppp Scientists please don’t change it Mercury Venus Earth and Marssss Jupiter Saturn Uranus Neptune Mercury Venus Earth and Marssss Jupiter Saturn Uranus Neptune