2. In pairs discuss the questions that follow. Excerpt from Valdés, Kibler, & Walqui: Recent Examples of Possible Roles for ESL Professionals

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1 Reframing Collaboration Between ESL and Content Teachers In the PA Core Standards Framework Activity One Directions: 1. Read the excerpt from 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. Retrieved from source/papers- and- briefs/professional- paper- 26- march pdf?sfvrsn=2 2. In pairs discuss the questions that follow. Excerpt from Valdés, Kibler, & Walqui: Recent Examples of Possible Roles for ESL Professionals There are many important unknowns facing ESL professionals in this era of new Standards, and there is a clear need for the examination of promising approaches and implementations that can guide them in taking on the roles of experts, advocates, and consultants (TESOL, April 2013). For example, Maxwell (2013) emphasizes the importance of the issue and points out that the nation s roughly 45,000 ESL teachers many of whom split their time among schools with little chance to co- teach or plan with content teachers have expertise and strategies that experts say all teachers will need to ensure that English- learners are not shut out of the rigorous, grade- level content that the Common Core envisions will prepare all students for college and careers. (para. 9) She contends, moreover, that it is not clear what role teachers of ELLs will play in what she terms a ground breaking shift to the Common Core (para. 10). Possibilities (according to the practitioners and administrators that she interviewed) include models that many teachers and schools already use to some degree, although they will need to be made more intentional and systematic: coteaching or closer collaboration between content teachers and ESL teachers, expecting content teachers to be both teachers of content and teachers of language, designing push- in models in which ESL teachers are in classrooms with content teachers, providing professional development for content teachers in the theories of second language acquisition and best practices for supporting ELLs and enhancing the status of ESL instruction and ESL teachers (Maxwell, 2013). Maxwell (2013) offers a number of examples of changes currently taking place in U.S. schools in anticipation of CCSS implementation. Example 1: at the 600- student Meadow Park Middle School in Beaverton, Oregon, a collaboration between a veteran ESL teacher and 8th grade science and math teachers has been established that involves all three educators in simplifying the language and developing strategies that all of them can use to support English- learners in both content and ESL classes (para. 5; emphasis added). Such cross disciplinary collaboration is key to this endeavor.

2 Example 2: configurations of possible roles and responsibilities of teachers is taking place in the 16 high schools that are part of the International Network for Public Schools. In these schools ELLs are described as engaged with rigorous content all day long (para. 21) because every single teacher is a teacher of language and content (para. 22). Students at various levels of proficiency are mixed in different grade levels and classrooms, and teams of teachers (one of whom is an ESL expert) share responsibility for a cohort of students. Claire Sylvan, the executive director of the network, is quoted as saying, All the units our teachers have developed are designed to have students using the language in group projects, talking with each other, and actively engaged in discourse, no matter how imperfect it may be (para. 25; emphasis added). Example 3: involves teachers at John J. Pershing Middle School in New York, New York, where six ESL teachers are working together with content teachers to develop CCSS aligned lessons that have explicit scaffolds and supports for ELLs. Mr. Artigliere, who is also an instructional coach at the school, comments that the goal is that you have the ESL professional right in the room to model for content teachers how you scaffold the content for English- learners (para. 29). How ESL teachers can model for content- area teachers the new demands and practices they may not have engaged in before also presents challenges, as we will discuss. ESL Teachers as Leaders 1. What resonated for you from this reading excerpt? Why? 2. How can you reframe your role within the model you are currently working in?

3 Developing Talking Points Below is a tool that can be used by ESL teachers and content teachers to help them think about strategies that they use or could use to support ELs in instruction. First, read through the table, and prioritize two planning elements that you think would most benefit the students you teach and content teachers you might work with. Planning for the Instruction of ELs: How Often Do You EL Lesson Planning Element 1. Articulate the WIDA and PA Core Standards that drive the lesson/unit? 2. Write language and content objectives for your lessons using the WIDA and PA Core Standards? 3. Determine the appropriate amount of background knowledge ELs need and teach it concisely? 4. Use supplementary materials that support the content objectives and contextualize learning for ELs (e.g., pictures, visuals, video clips, translated texts, adapted texts, etc.)? 5. Emphasize academic English vocabulary by combining the teaching of academic vocabulary and the teaching of content? 6. Adapt content, including texts, assignments, and assessments that are appropriate for the students English proficiency levels? 7. Regularly incorporate classroom activities that support student engagement and participation so students can practice and apply new language and content knowledge? 8. Use text- dependent questions scaffolded for ELs that facilitate the close reading of text? 9. Include all four domains (reading, writing, speaking & listening) in simultaneous instruction of language and content? 10. Incorporate formative assessments that assess academic language and content defined by WIDA and PA Core Standards? Often Sometimes Rarely

4 Planning elements I chose: Think about how you could initiate a conversation with a teacher grounded in talking points around each of the three strategies you have chosen. How would you articulate the need for the strategy? How would you explain or model the strategy? What would you do next so that the teacher uses the strategy?

5 Developing Talking Points How would you articulate the need for the strategy? How would you explain or model the strategy? What would you do next so that the teacher uses the strategy? 1 st Lesson Planning Element: Talking Points: This strategy is important because To use this strategy, you could How can I support you in? Let s to help you use this strategy with your ELs. 2 nd Lesson Planning Element: Talking Points: This strategy is important because To use this strategy, you could How can I support you in? Let s to help you use this strategy with your ELs.

6 CCSS Curriculum Rubric Meeting the Needs of English Language Learners (ELLs) Developed by Dr. Diane Staehr Fenner and Dr. Sydney Snyder The following rubric is a tool to determine the extent to which lesson plans based on the Common Core State Standards (CCSS) meet the educational needs of ELLs of varying proficiency levels. Note: This rubric originally appeared on Colorín Colorado s Common Core and ELLs blog on February 27, Lesson Criteria and Look- Fors Lesson does not meet the needs of ELLs Lesson partially meets the needs of ELLs Lesson meets the needs of ELLs Alignment between lessons, tasks, CCSS, and ELD standards The lesson plan does not contain ELD standards or the tasks in the lesson do not align with the CCSS and ELD standards described. The lesson contains both CCSS and ELD standards. However, the lesson tasks are not fully aligned with the standards. The lesson may or may not contain student- friendly objectives, or student- friendly objectives are not well developed. The lesson documents clear alignment between the lessons, tasks, CCSS & ELD standards. The CCSS and ELD standards and objectives are integrated into instruction. The lesson includes student- friendly objectives (e.g., Can Do descriptors) Regular practice with complex text and its academic language There is limited opportunity for students to learn and practice academic language. There are few strategies to support ELL engagement and participation. The lesson contains some opportunities for ELLs to practice academic language. There are some strategies to support ELL participation and engagement. However, not all activities contain such strategies, or the strategies do not appropriately account for ELLs of varying proficiency levels. Academic language instruction is woven throughout the lessons. Each lesson activity provides scaffolding for ELLs of varying proficiency levels. Lesson includes strategies to support ELL engagement and participation (e.g., providing/accessing background knowledge, flexible grouping, sentence stems or sentence frames, visuals).

7 Reading, writing and speaking grounded in evidence from text, both literary and informational The lesson does not contain questions that require close reading and analysis of the text for a response, or the questions are not appropriately scaffolded for ELLs. The lesson does not offer opportunities for students to practice the four language domains (speaking, listening, reading & writing). The lesson contains questions that require close reading and analysis of the text, but the questions are not appropriately scaffolded for all levels of ELLs. The lesson offers opportunities for students to practice some of the language domains. The lesson contains text- dependent questions scaffolded for ELLs (e.g., use of sentence stems and/or sentence frames, unfamiliar vocabulary defined within the question). Students have opportunities to practice all four language domains throughout the course of the lesson. Building knowledge through content- rich nonfiction Background knowledge is not provided for ELLs. The lesson does not include a variety of strategies to support the development of ELLs content knowledge such as modified texts or native language support. Background knowledge is provided for ELLs but it may be too much, too little, or not concisely taught. The lesson includes some vocabulary instruction. Some modified texts or native language support may be provided. Strategies are not differentiated by proficiency level. An appropriate amount of background knowledge is concisely taught to ELLs. The lesson includes an appropriate amount of targeted vocabulary instruction. Modified texts and native language support are provided as needed. These strategies meet the needs of students at varied proficiency levels. Assessment The lesson does not include formative or summative assessments of both content and language development. The lesson includes formative and/or summative assessments to assess students academic language and content development. However, these assessments do not take into account students varying proficiency levels. The lesson includes formative and/or summative assessments to effectively assess ELLs at different proficiency levels academic language and content development. Performance- based rubric(s) are provided.

8 Analysis of Heatter s The Long Night of The Little Boats (Grade 8) for ELs Read the text and lesson. Then, using the CCSS for ELLs Rubric, determine the level of appropriateness of this lesson for ELLs. Finally, suggest scaffolds that could be used to make the lesson more appropriate for ELs. Learning Objective: To give students practice in reading and writing habits that they have been working with throughout the curriculum, particularly using literary nonfiction text. Common Core State Standards Covered: RI.8.1, RI.8.2, RI.8.4, RI.8.6; RH.6-8.1, RH.6-8.2, RH.6-8.6, RH.6-8.7, RH ; W.8.1a, W.8.1b, W.8.1c, W.8.1d. W.8.1e, W.8.4, W.8.5; SL.8.1; L.8.4 It was a miracle 1. Those who were there consider it so, and those who have studied it since are even more convinced. It was a miraculous combination of courage, effort, and good weather. The British army lay besieged at Dunkirk in 1940, in desperate trouble. Europe had been overrun by the German armored divisions, and the British had retreated into a tiny pocket on the French coast. Their backs were to the sea. They could go no further. England and safety lay just across the Channel, but might as well have been half a world away. Troops of soldiers in tanks Hour by hour the German armored ring closed tighter. The troops were compressed into an ever narrowing area. At last they were on the open beach hundreds of thousands of them waiting for the end. Overhead, the dive- - - bombers wheeled. Behind them, the tanks and artillery roared. They turned to fight for the last time, and that was when the miracle began. 1. Introduce the text and students read independently. 2. Work closely with the word miracle. 3. Students will read paragraphs 1-3 of text aloud in pairs. 4. Compare the first three paragraphs with the student atlas, map of Dunkirk/English Channel. Draw the scene in text margins. 5. Discuss the actual scene and have students answer the questions: - What is going on in the first three paragraphs? - How does the author establish a sense of how desperate the situation is? - Look at the phrase at the end of paragraph 3, and that was when the miracle began. Why do you think the author chose the word miracle to describe the events that night? Application of CCSS Review Rubric 1 High value academic ( Tier Two ) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is to students academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence

9 What rating would you give this lesson in each area of the rubric? What modifications would you make to the lesson based on your review? What would your talking points be in working with a content teacher on making the lesson more accessible for ELs? What would your next steps be with the content teacher? Source: school- exemplar- long- night- of- little- boats.pdf

10 Developing an Elevator Speech Adapted from: Staehr Fenner, D. (2014). What s your elevator speech about your expertise with the Common Core for ELLs? (blog post). Retrieved from your- elevator- speech- about- your- expertise- with- the- common- core- for- ells/ 1. Consider the ways in which you collaborate, serve as a leader, and support ELL instruction in your school. How can that work be tied to the goal of helping ELLs meet the PA Core? What are you already doing that relates to that goal? 2. Turn your stream of consciousness into a few talking points that highlight the expertise you bring to educating ELLs. These talking points are succinct statements designed to persuade or inform others. 3. Take your talking points and hone them into a 30- second elevator speech. This elevator speech should outline how you see your role shifting and the skills you leverage in supporting ELLs access to the PA Core. 4. Practice your elevator speech with a trusted colleague to get feedback on how it sounds. Rehearse it for when it may come in handy, such as during an informal conversation with an administrator or in planning instruction with a colleague. 5. Reflect upon your elevator speech and revise it as necessary. You may wish to think about which points are likely to resonate with different audiences and tailor the speech when needed. Notes:

11 Goal Setting Drawing from today s discussion, think of one or two strategies you would like to use to increase collaboration in your setting. Which strategy will you use? What steps do you need to use the strategy? Which allies do you need? What types of support would helpful to you? How will your ELs benefit?