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K-12 English Language Development Foundations Conference

ML / Title lll

August 7, 2024

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Ivanna Mann Thrower Anderson

ML/Title III Consultant - Program Quality West

ivanna.anderson@dpi.nc.gov

Marshall Foster

ML/Title III Consultant - Program Compliance

marshall.foster@dpi.nc.gov

Silvia McDonald

ML/Title III Consultant - Program Quality East

silvia.mcdonald@dpi.nc.gov

Susan Walz

ML/Title III Consultant - Data Management, Reporting, and SIS

susan.walz@dpi.nc.gov

Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

ML / Title lll

@NCDPI_MLs | ESLTitleIII@dpi.nc.gov

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OUR AGENDA

Who are Our MLs?

01

02

The ELD Standards

03

Best Practices

04

Field Experiences

05

Resources and Closure

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Expected Outcomes

—SOMEONE FAMOUS

To know who our Multilingual Learners are
To become acquainted with the purpose, format, content, and location of the ELD Standards Hub
To promote research-based, standards-aligned practices

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What do you hope to get from today’s ELD Standards Presentation?

Share your name, role, and one interesting thing about yourself related to working with MLs.

Who is with us today?

INTRODUCE YOURSELF

YOUR GOALS

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Parking Lot

Please, add your questions to this shared document during the presentation. We will check throughout the session and respond as appropriate. We also encourage you to add comments and ideas that may inform our future PD offerings.

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How confident do you feel about meeting the needs of MLs using the ELD Standards?

How equipped are you to meet the needs of ML using the ELD Standards?

Pulse Check - Fist to Five

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Who are our MLS?

01

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Who are our MLs?

162,778 NC public school students

are identified as English learners

115 LEAs
193 charter schools
six lab schools
four special schools
one regional school

389 languages spoken in NC homes

Chances are you will have an ML student in your school!

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Experienced - Long Term

Dually Identified

SIFE/SLIFE

Newcomer

What is Your ML Background Knowledge?

Acronyms

ELD

ESL

ELP

EL

ML

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Proficiency Levels

Each proficiency level (PL) includes and builds on previous levels (e.g., PL4 = PL1 + PL2 + PL3 + PL4).

Language development is not a straightforward linear process across proficiency levels; it is contingent on a variety of factors. Multilingual learners may take various paths to develop language.

PL6 is open-ended. It indicates that for all of us, language development continues throughout life.

Exit Criteria 4.8 Composite on the Access for ELLs Annual Assessment

continuum of language development

4.8

Proficiency Levels

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ELD Standards

02

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How does WIDA support collaboration to serve multilingual learners?
How does collaboration impact student learning? teacher learning?
How has the way we view MLs changed? Has it really?
What stood out for you?

Resource: COLLABORATION: Working Together to Serve Multilingual Learners

Skim and scan the article to answer the questions.

Be prepared to discuss.

Collaborating to Meet ML Needs

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…using the ELD Standards Framework

What do you already know?

Collaborating to Meet ML Needs…

WIDA

Don’t be afraid to shout it out!

KLUs

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ELD Standards Framework

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Language to convey real or imaginary experiences through stories and histories

Language to give an account for how things work or why things happen

Language to provide factual information

Language to justify claims using evidence and reasoning

Narrate:

Inform:

Explain:

Argue:

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Key Language Uses (KLUs)

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Format of Language Expectations

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bit.ly/ELDStandardsHub

A “One-Stop” Shop

How do we use these materials?

Planning
Instruction
Content Area Alignment
Engagement
Knowledge
Valuable Resources
Professional Development

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Explore the ELD Standards Resource Hub

Take 8 minutes to explore on your own before we take a deeper dive.

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ELD Standards Course of Study

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Contents of the Standard Course of Study

ELD Standards, Key Language Uses

Language Expectations

Proficiency Level Descriptors (PLD) for the each

grade cluster

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Explore the ELD Standards Framework

How do we deconstruct the ELD Standards Framework?

Sample Language Features

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Read through pages 1-4 briefly.
Choose a grade cluster and skim through its standards, key language uses, and language expectations.
Reflect: How would you use the standards?

Let’s Explore

Okay! It’s your turn to explore this resource. We’re going to have the next 10 minutes to

Read through pages 1-4 briefly.
Choose a grade cluster (after page 5) and skim through its standards, key language uses, and language expectations.
While we are doing this, we would like you to think about this question: What plans will your PSU need to put in place to create or increase collaboration among educators for successful implementation of the standards?

We’re going to leave this slide with the instructions and we’ll share the link to access this document.

Take notes as you explore the document and reflect on the question, this information will help you during the afternoon session.

We’ll start the timer. See you back in 5-10 minutes.

Let's just leave 1-2 minutes at the end of this section for participants to share out their answers to these reflection questions before we move on.

chat: ELD Standard Course of Study document https://ncdpi.instructure.com/courses/6424/pages/nc-eld-scos

Read through pages 1-4 briefly.

Choose a grade cluster and skim through its standards, key language uses, and language expectations.

Reflect: Based on the NC ELD SCOS, successful implementation of the standards requires educator collaboration. What plans will your PSU need to put in place so this collaboration can occur?

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Glossary

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Contents of the Glossary

Terms and acronyms related to English language development (ELD) and the English as a

Second Language (ESL)/Title III Program

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Mapping

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Contents of the Mapping Documents

ELD SCOS grade-level clusters (K, 1, 2-3, 4-5, 6-8, 9-12)

Connected content standards

Shading to assist viewers in identifying mapping for each language expectation.

A sample listing of the possible connections

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Choose a Mapping Document related to your content area to explore.

Reflect: How would you use the mapping document to guide your instruction.
With a small group discuss how would you use the document. Be ready to share.

Let’s Explore

Okay! It’s your turn to explore this resource. We’re going to have the next 10 minutes to

Read through pages 1-4 briefly.
Choose a grade cluster (after page 5) and skim through its standards, key language uses, and language expectations.
While we are doing this, we would like you to think about this question: What plans will your PSU need to put in place to create or increase collaboration among educators for successful implementation of the standards?

We’re going to leave this slide with the instructions and we’ll share the link to access this document.

Take notes as you explore the document and reflect on the question, this information will help you during the afternoon session.

We’ll start the timer. See you back in 5-10 minutes.

Let's just leave 1-2 minutes at the end of this section for participants to share out their answers to these reflection questions before we move on.

chat: ELD Standard Course of Study document https://ncdpi.instructure.com/courses/6424/pages/nc-eld-scos

Read through pages 1-4 briefly.

Choose a grade cluster and skim through its standards, key language uses, and language expectations.

Reflect: Based on the NC ELD SCOS, successful implementation of the standards requires educator collaboration. What plans will your PSU need to put in place so this collaboration can occur?

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Unpacking

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Contents of the Unpacking Documents

ELD Standards & Language Expectations

Unpacked language functions

Clarifications

"In the Classroom'' ideas

Sample language objectives

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Anatomy of the Unpacking Document

Language Functions

Classroom Expectations

Language Objectives for the Standard

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Let’s Take a Tour!

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tinyurl.com/unpackingELD

#NCELD22

Laura

Let’s talk about how the unpacking documents are formatted:

-At the top, you will see the ELD Standard (one of five)

-Next, bordered in teal, you’ll see the Language Expectation which may have several bullet points.

-Each one of these, bordered in a lighter teal, is clarified under the heading “skills” to help expound on the meaning of the expectation.

-There’s also the unpacked language functions to show the breakdown of what students need to understand specifically

-To the right, the heading “in the classroom” gives a classroom scenario and sample objective when applying the standard to instruction.

-On the right side, look at the section bordered in gold. This gives a glimpse of how this could be applied in the classroom.

-The sample language objective, bordered in purple, is there to show what you could post as the objective for that lesson.

-Of course, these are just samples. There are endless possibilities of how these standards could be applied.

Dark Teal - Language Expectation, point out inform, interpretive

Lighter teal - Skills - Clarification - Take one bullet from language expectation (above) and break it down into its parts

Gold - Classroom scenario where the standard is being used

Purple - Sample language objective that blends the language expectation (in hot pink) with the language of science for that grade level.

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Let’s Explore

Explore a standard and grade-level cluster related to your content area.
Reflect: How might this support educator with implementation of the standards?

Okay! It’s your turn to explore this resource. We’re going to have the next 10 minutes to

Read through pages 1-4 briefly.
Choose a grade cluster (after page 5) and skim through its standards, key language uses, and language expectations.
While we are doing this, we would like you to think about this question: What plans will your PSU need to put in place to create or increase collaboration among educators for successful implementation of the standards?

We’re going to leave this slide with the instructions and we’ll share the link to access this document.

Take notes as you explore the document and reflect on the question, this information will help you during the afternoon session.

We’ll start the timer. See you back in 5-10 minutes.

Let's just leave 1-2 minutes at the end of this section for participants to share out their answers to these reflection questions before we move on.

chat: ELD Standard Course of Study document https://ncdpi.instructure.com/courses/6424/pages/nc-eld-scos

Read through pages 1-4 briefly.

Choose a grade cluster and skim through its standards, key language uses, and language expectations.

Reflect: Based on the NC ELD SCOS, successful implementation of the standards requires educator collaboration. What plans will your PSU need to put in place so this collaboration can occur?

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Best Practices

03

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Using an Average of 36 weeks based on 1,025 hours per academic year
ESL Teachers spend about 10% of instruction time per school year with ESL students	Content teachers about spend about 90% of instructional time per school year with MLs in their classrooms

Almost 100% of the instructional time of Experienced MLs is spent with content teachers.

Collaboration with the Content and ESL teachers is key!

Training content teachers to incorporate the

ELD standards into their classrooms will impact ML Growth and Proficiency!

All Teachers are Language Teachers

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All Teachers are Language Teachers

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Together, teachers can:

Collaborate consistently to promote academic achievement in all content areas.

Give clear instructions (multimodalities)
Encourage peer collaboration and language practice
Set Goals

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Take 1

Provide Clear Instructions

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Clear Instructions

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Take 2

Provide Clear Instructions

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Put a book in the freezer for 1 hour.
Before you take the book out of the freezer, boil water in a kettle.
Take the book out of the freezer and hold it above the steam. (Be careful)
Water will form on the book.
That is condensation!

Take 3

Provide Clear Instructions

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-Use visual aids to support understanding

-Provide sentence frames and word banks for mathematical discussions and writing

-Encourage collaborative learning through groups

-Draw on students' linguistic and cultural backgrounds to make math content relatable

-Incorporate real-life contexts and examples that are meaningful to multilingual learners

-Use formative assessments to monitor language and content development

-Provide feedback that is specific to both math content and language use

Scaffolding Techniques

Linguistic Supports

Assessment and Feedback

Developing Oral Language through the Standards

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This template has been created by Slidesgo

Provide information about specific math topics (e.g., fractions, geometry).

Content Anchor Charts and Visuals

Present information in both their first language and English.

Dual-Language Anchor Charts

Outline steps for solving problems or completing tasks

Process Anchor Charts and Visuals

Provide support with newly-acquired language structures

Target Language Anchor Charts and Visuals

Standard-Based Supports

Involve Students: Co-create anchor charts with students to increase engagement and ownership.

Keep It Simple: Use clear, concise language and visuals. Avoid overcrowding the chart with too much information.

Use Color and Visuals: Highlight key concepts with colors and simple illustrations to make the charts visually appealing and easy to read.

Accessibility: Place charts in highly visible locations and ensure they are easy to read from a distance.

Digital Copies: Create digital versions of anchor charts for students to access on their devices, ensuring they can refer to them anytime, anywhere.

Interactive Elements: Use sticky notes or other interactive elements to allow students to add their own examples and work.

Regular Updates: Refresh anchor charts regularly to align with current units and learning objectives. Store old charts in a binder or on a rack for easy reference.

Encourage Use: Remind students to refer to anchor charts during independent work and group activities.

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Aligned to expressive ELD Language Expectations
Provide a structure for MLs to organize and express ideas
Use as a temporary scaffold
May be adapted to suit different levels of language proficiency

Standard-Based Sentence Stems

5 mins - give time to explore - Explain the 5 standards How could they use the sentence stems

All Ss but especially MLs can be supported by scaffolding at the sentence level through sentence stems. We have a great new resource. These sentence stems are aligned to the expressive language expectations and serve as scaffolds, offering MLs a solid structure to organize their thoughts and ideas. Sentence stems act as a guiding compass , helping MLs navigate through English structures and grammar. With each sentence stem, they gain a deeper understanding of the use of language structures. It models part of the grammar that sometimes students find it so difficult to master. Once the students become familiar with these structures, the use becomes more organic.

-

As stated on the document, we recommend that all teachers of MLs incorporate these sentence stems. They do more than provide support; they empower MLs to express themselves independently. As students journey toward mastery of English and the ELD Standards, their reliance on sentence stems naturally vanishes.

Please remember, these sentence stems are not a one-size-fits-all solution. Educators can adapt them to cater to the varying levels of language proficiency among MLs. This flexibility ensures that MLs at every stage of their language learning journey can find value in this resource.

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Multimodal

Representation

Select materials that involve problem-solving

Incorporate learning strategies that promote ownership of their mathematical learning journey.
Offer multiple entry points for representing solutions, including multimodal representations such as drawings, symbols, and writing, to accommodate diverse learning styles and preferences.
Facilitate access to students' home languages, enabling them to express their mathematical thinking .
Avoid materials that use unfamiliar language to introduce a topic.

ORAL

A

Symbolic

C

Pictorial

B

Written

D

Ensure the need to make connections among these representations

Support students making transitions from concrete to abstract through language supports

Standard-Based Math Materials

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MLs may be familiar with lectures and rote memorization of concepts but unfamiliar with hands-on, experiential approaches.

Procedures

Students may not be familiar with science labs or equipment.

Materials

Content in class is often covered very quickly.

Pace

Directions are usually multistep and complex.

Complexity

Making predictions and drawing conclusions may not be part of students’ prior science experiences.

Experiences

01.

02.

03.

04.

05.

Standard-Based Science Materials

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Become aware of the level of effort that tasks might require

Craft the directions and build the scaffolds to support MLs

Fluency

Low Difficulty

Low Complexity

Struggle

High Difficulty

High Complexity

Strategic Thinking

Low Difficulty

High Complexity

Stamina

High Difficulty

Low Complexity

More Complex

Less Complex

Easy

Hard

Task Complexity

More Complex

2 mins Low difficulty (effort) and low complexity (thinking)

Emphasize liking student writing.

Role of success criteria referencing in teacher-student conferences and connections to types of feedback.

Complexity and difficulty describe different mental operations, but are often used synonymously. This error, resulting in the two factors being treated as one, limits the use of the taxonomy to enhance the thinking of all students. By recognizing how these concepts are different, the teacher can gain valuable insight into the connection between the taxonomy and student ability. Complexity describes the thought process that the brain uses to deal with information

Difficulty is based upon amount of effort needed to answer a question, solve a problem, or complete a task

Complexity relates to the kind of thinking, action, and knowledge needed in order to answer a question, solve a problem, or complete a task and how many different ways are there to do this.

Difficulty, on the other hand, refers to the amount of effort that the learner must expend within a level of complexity to accomplish a learning objective. It is possible for a learning activity to become increasingly difficult without becoming more complex.

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Promoting Partnerships l Difficulty and complexity

Engage Students with all four quadrants

Struggle

Help students develop automatically in all tasks. Student’s working memory is freed to focus on new tasks.

Stamina

Helps students develop perseverance, determination and grit. Students must remain focused and work to complete this task.

Strategic thinking

�Help students formulate goals and create plans to achieve them. Gather and integrate information make decisions. Reflect and adjust actions.

Fluency

Help students develop automatically in all tasks. Student’s working memory is freed to focus on new tasks.

Task Complexity

Goal of fluency is help students reach automaticity which is the goal in all instruction efforts

Stamina: Students need to have tasks that require stamina. MLs classroom work can become frustrating and exhausting .In addition to stamina MLs need opportunities where they can communicate in their own language . Design tasks that slowly and surely develop stamina.

Strategic Thinking: Students need to slow down and focus. Even do the task is not difficult it is complex ( Refer to Cognitive task analysis) And the effect size is 1.29 which involves successfully analyzing the steps of the process. For example students reading a long piece of text should be able to identify the text is dense and they need to take notes for later. Students should be able to stop and identify if they are on the right path for the task. When students learn to infer, set goals for themselves, plan their studying and monitor their comprehension students are engaged in strategic thinking

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Sentence Stems

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Grouping

Heterogeneous
Homogeneous
Skills Based

Use of L1

Discuss concepts with others who speak the same language
Respond in L1 and work together to translate final product to English

Activities

Think-Pair-Share
Numbered Heads Together
Jigsaw

How do you encourage peer collaboration?

Peer Collaboration

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Sentence Stems

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Help students take ownership of their learning.

Content and Language Objectives

Develop student friendly objectives
Discuss with students
Use I can/We will statements
Review at the end of class to determine if objectives were met

Tools to Support Goal Setting

ELD Standards
Content Standards
Data (ACCESS, EOG, etc)
ExC-ELL, GLAD, LinguaFolio, SIOP, etc.
ML Plan

Standard-Based Goal Settings

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What connections can you make between the standards and the strategies ?

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Field Experiences

04

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WSFCS Combined Unpacking and Mapping

What did you noticed about these documents?

What would you do to make it your own?

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NC ELD Hub

I used to think …

Now I think …

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Closure and Resources

05

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Parent/Caregiver Guide

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Contents of the Parent/Caregiver Guide

Information about the English learner (EL) identification process

Sample of the services that ELs may receive at school.

Description of the standards, language expectations, and skills

Collection of strategies and online free resources

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External Implementation Guide

Ihttps://ncdpi.instructure.com/courses/11379

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NC Multilingual Learner Virtual Repository

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Adding to your Toolbox ELD Resources

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24-25 PD Offerings

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Based on your learning from today, what do you want to keep? What do you want to stop? What do you want to start?

What questions do you have?

Keep	Stop	Start

Let’s Reflect

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Questions?

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Help Us Help You!

We value your feedback. Please complete the session evaluation.

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Ivanna Mann Thrower Anderson

ML/Title III Consultant - Program Quality West

ivanna.anderson@dpi.nc.gov

Marshall Foster

ML/Title III Consultant - Program Compliance

marshall.foster@dpi.nc.gov

Silvia McDonald

ML/Title III Consultant - Program Quality East

silvia.mcdonald@dpi.nc.gov

Susan Walz

ML/Title III Consultant - Data Management, Reporting, and SIS

susan.walz@dpi.nc.gov

Stacy Daniel, Ed.D.

Section Chief for ELA & Languages

stacy.daniel@dpi.nc.gov

ML / Title lll