[music playing] >> Good morning, Visalia It’s like every day we’re trying to figure out where we are, which group of friends, very exciting All you’re going to need today is your handy-dandy PowerPoint, perhaps some writing utensil unless you brought your invisible ink today, and then a friend Today is really about co-constructing information together all day long >> So, if you’re at home listening or at work, just go ahead and get a mirror out and talk to yourself or someone next door to you Hello to those to those not who can be with us today >> Do you– >> But you are here >> Do you think you’re in the ELPAC in the classroom, implications for instruction? Because that’s our plan for today Right? It’s all not just about the test, so, we’ve referred over here, it says technical questions, that’s where your technical test questions can go to that email address Wi-Fi password just got up so you can all be connected if you wish Today is really about the robust instruction to meet or exceed task types on the ELPAC So, we are Karen, Annie, and Karen, two Karens, sorry about that, it was quite the name of the ’60s, apparently Practitioners from the San Joaquin County Office of Education, we are highly, highly enthusiastic about the ELD Standards, yes See the enthusiasm? Yes Anyone else in this room sleep with the copy of the standards by their bedside? >> Did you? >> Good. Yes >> Anyone? Bring up– >> Maraca >> Kindred spirits And the reason we’re so enthusiastic about those standards and especially unpacking what those ELD’s Part II Standards mean with real life kids in real classrooms is because we see movement happening right currently that we haven’t seen in decades Want to get your kids up and moving fast, really paying a lot of attention to those ELD Standards in Integrated and Designated ELD Yay So, here are some pictures of real life kiddos we’ve worked with and just kind of talk you through some of the activities we’ve been engaging with in…within the students This top picture up here, these two lovely ladies, I’m thinking they’re 4th graders, they’re co-constructing complex sentences It’s called text puzzles and these are complex sentences they worked with and now they we’ve cut them up into meaningful chunks and they’re organizing them together, putting it back to back in order These lovely young men are studying the unit on feminism High school LTELs, they’re unpacking complex sections of a text and working in expert groups and explaining to everyone else what their section meant Down here, 6 Grade boys, look how enthusiastic they look It’s like don’t you the smiles What are they doing? They’re doing an activity called vanishing text We’ve got a complex sentence on the board and you erase up to about six words So, you erase one word and then they have to read it again And erase the second word and they have to read it again So, by the time they’ve read six times you can erase the whole thing, they’ve memorized it and now that’s just the start, of course, so fun, engaging, and now we’ve got a complex sentence to unpack, super fun And then our last group of 1st graders, two 1st graders, they’re participating in a writing activity, summarize the narrative It’s a culminating activity after a week of interactive read-alouds They’ve engaged with this text multiple, multiple, multiple times, they’ve done a queued retell strip which is pictures, highlights from the text they’re orally summarizing, that’s a scaffold Then they’re writing together, jointly the summary and then here is at the individual level Teachers can’t believe how much kids can write when they have that knowledge because we deeply, deeply worked with this text over the course of the week So, what do these four pictures have in common? They’re rocking the ELD Standards, they’re collaborating like nobody’s business, no one’s working alone Just like you’re going to be doing all day today And really learning more deeply about how language works, that Part II of the ELD Standards We’re going to have fun today So, what’s our plan? We’ve got five little sections First, quick introductions, then an overview of ELPAC
getting into, you know, how the standards align, multiple standards are aligning to the ELPAC We are going to do a little data dip using the new SSR, the summative score report And then, really, the bulk of the day is this part, Task Types and Instructional Sequences So, we have enough time to break apart two task types, we’re going to look at a speaking and a writing task type Go through our…we’re going to share our protocol of what we do with them and then, really importantly, what does an instructional sequence look like that meets or exceeds that task type And then finally, the end of the day, wind up with a little looking at some resources that are out there and wrapping up More engaged students Yay. Working on models, too Learning Goals So, what’s our big plan? You’re going to work all day, who’s supposed to be tired at the end of the day? Not us, y’all Just like in our classrooms, right? You’re going to work with your partners to co-construct knowledge all day long and this really models what we believe should be happening in all classrooms with our students, right? And we want to give you some better understanding of different aspects of the ELPAC and more ideas of how to unpack the other task types, I said we’ll do two, but you can take the protocol in all night long tonight or, you know, first thing tomorrow to really link it to the classroom instruction because classroom instruction is what it’s all about, that’s what makes our kids move Oh. And there you go, I just said all that Success Criteria, you again we’re going to analyze, you’re going to reflect on student progress and where your kids are and what to do and again, most importantly, matching the instruction to, accordingly So, what I would say is kids are there, leaving us breadcrumbs all the time with everything that they say and everything that they write and we need to be better receivers of those breadcrumbs What are they telling us? What is it that they need and really filling those gaps? So, we’re already done with our introduction, section one We’re going to you’re going to find out a little bit about us, the three of us We want to see who’s in the room and we’re going to look at the EL Roadmap We’ll look-see at the EL roadmap, which sets policy for English learners in California So, what’s our Fib? You’re going to try to decide which of these statements is not true And they’re all about us, Karin, Annie, Karin Two of us were conceived in Vietnam Two of us have children who started as English learners Two of us have our doctorates Anyone wearing glasses? No Two of us have family in Spain Think which one you think is not true and you’re going to vote with your fingers >> No middle finger >> Count of three >> Your middle [inaudible] >> [inaudible] One, two, get ready to vote >> Three >> Wow, three one >> We got three, we got– >> I got any two’s– >> We got one >> I got a four >> I got a two anywhere? >> Really, that was really nice >> Three…oh, there’s a two >> There’s a two >> There’s a two, just wondering if anyone had a two So, you don’t know us at all, clearly >> Actually [inaudible] >> Okay. Ladies, raise your hand if you were conceived in Vietnam Raise your hand if your children started school as English learners Raise your hand if you have a doctorate [inaudible] So, now you know the smart one of the group >> Yeah. Right >> Just go to school more often just go to school, that’s all >> Listen carefully to her And who has family in Spain? We do, all right So, that’s doing what’s my fib on a social level, right, fun Getting to know each other and you can also do it with all sorts of exciting information But let’s try it again with the topic at hand Which is not true? ELPAC Practice Tests will have a fillable option online for students >> True, false >> There will be two Summarize an Academic Presentation test items for students to complete All students will take a usability text to determine whether or not they can take the assessment digitally The new student name on the summative student report sheet is Indianapolis Indiana >> Great name for an EL student >> Write About An Experience will be given in Grades 1 through 12 Think, think, think, think, think
Get ready to vote One, two, three >> See, we got two, threes, fours, which one, fives you get lunch even if you don’t vote correctly >> It’s all right >> Hey, you don’t have to know >> Find someone that’s not voting to make them vote >> That’s okay >> Oh, you won’t be graded It’s all right >> I know but we’re teachers, we like to be right >> Let’s vote three. Okay >> Don’t we? >> Go >> You as a group don’t know this. Yay That’s what makes it work >> Maybe we should do a drum roll >> ELPAC practice test will have a fillable option online for students You can practice taking them online, the practice test There will be two Summarize An Academic Presentations, the most difficult speaking item, right, for students to complete Formerly one, now going to two, they will both be science-based Three, all students will not have to take the usability test Some, you know, all those adjectives of quantity Some students if you think, if you need to know whether or not they can they can work online, right? So, some students Yes, Indianapolis Indiana is a great name for an English learner Woo-hoo And Write About An Experience is going down to Grade 1 through 12 1 through 12, exciting Aren’t you glad you’re here now? It’s like your day’s been made, right? All this new information You’ve already learned one thing Yay Who is in the room today? Do we have any friends from other county offices from…besides ours? >> Oh, yay– >> County Office friends, a few in the room. Yes >> Just so you know, this is not a training of trainers Yay. Okay Site administrators or district folks? >> Yay >> Okay. Good, leading the way And now, our classroom teachers Coaches, coaches and classroom teachers Okay This day was really designed with you in mind >> Parents? Karen >> Any parents? Okay >> Because sometimes we have parents and we love parents Yeah. We’ve had one >> This day was really designed with teachers and coaches in mind, that practical application Anyone who didn’t we didn’t acknowledge? If you work at Red Dog Industries, raise your hand >> Yay >> If you’re watching this at home, raise your hand >> Yes >> Yeah >> Okay. Yay >> Feel like fast-forwarding Yeah. Yeah >> Familiarity with the EL Roadmap, heard of it? Okay >> Work with– >> Have read it? Could stand up here and talk about it? Oh, good. Jump up It’s your turn >> Yay >> Yay So, this was unanimously approved by the State Board of Education back in July 2017, so we’ve had it for a couple of years and it’s slowly, slowly, slowly being shared It’s designed to strengthen policy programs and practices for English learners in the state So we have a little video clip that talks about, really, the four principles by the guru Laurie Olsen She gives an excellent overview of these principles that are found in the EL Roadmap So take it away It’s about four and a half minutes >> The California English Learner Roadmap is the new policy for English learners in the State of California It supersedes the old Proposition 227 policy and puts in place instead a common mission and vision for all of our schools and a roadmap for how to get there That roadmap consists of four research-based principles which really speak to the different aspects of what we have to put in place and the connections between the two And those principles are, number one, asset-based education that values and builds on the languages and cultures students bring and that provides them with truly affirming and safe, welcoming schools This is an era that is about embracing the languages and the cultures children bring and providing all of our students to the extent we can with opportunities to develop proficiency in two or more languages The second principle really speaks to the quality of the intellectual work that our children are exposed to in their classrooms, of the quality of teaching and learning, high level standards with meaningful access provided by teachers who know how to scaffold participation and support our students in really participating in class and mastering everything they need to, overcoming language barriers, learning the English they need, and it also speaks to the importance of us assuring access to all of those college preparatory classes
that every child needs in order to leave our high schools college and career-ready Principle number three is about investing in a system with the resources, the assessments, with the professional development, the leadership development that we need in order to carry off the kind of teaching and learning that our students require Systems includes everything from do we have assessments that really tell us whether our children are learning and what’s happening to them in both of their languages and in ways that are really reliable information for teachers and for accountability Systems includes having the teaching staff with the skills needed to meet the needs of their English learners and the processes of professional development and professional support for them so they can continue to learn the skills they need Systems is about having leadership that understand English learner needs and are prepared with the skills and the approaches to really act upon that knowledge and to hold their schools accountable for moving along a path of continuous improvement toward the goals of the kind of schools we need If we don’t make those investments, it ends up just being pretty words on a page And that’s where it really falls to everybody at the local level, to see to it that this roadmap guides our financial planning, our local control accountability planning, and our own school site planning And the fourth principle is about an articulated system, a connected system from pre-school all the way through to high school graduation all moving in the same direction to ensure that our students get the education they need Alignment and articulation all the way from pre-school through graduation from high school Coherence across the systems So what happens in one school is connected to what happens in another school And so as children move from grade to grade to grade, they’re receiving a pathway of education that is connected, aligned, and coordinated What we know now is that early education is a crucial part of our system, that we have to start early, when those brains are just wired for language and cognitive development, those crucial years that build a foundation for later success, that we need a system that invests in early childhood education and connects it all the way up in a pathway through to high school graduation What the roadmap tries to do is to lay out a comprehensive view of all the things that would be happening to really support English learners, everything from ensuring access to ensuring the quality of education to seeing to it that teachers have the skills they need to pull that off, to see to it that there’s assessment that is reliable and valid for them, by painting that comprehensive picture of what needs to be in place and by saying, as a state, we’re reaching toward this vision of education that prepares our kids with 21st century skills, with proficiency in multiple languages We are all moving together on a road toward the same goal >> Thank you, Laurie >> Go, Laurie >> Please take a second to, you know, talk to an elbow partner, an eyeball partner, whichever you prefer at this point in the morning Look across What does this have to do with you? What does the EL Roadmap have to do with you? >> You all look great >> Chat >> You all look great >> That’s very nice >> Next, we have our friend Annie taking over >> Go, Annie >> Okay So we are now moving to we are now moving to oh, wait We now move into section 2, the ELPAC Overview & Alignment to the ELD standards, to the framework, and everything else So one of the things that our team was very, very fortunate is that we were able to work with ETS, and by the way, we have an ETS representative in here It’s Amanda Go ahead. Yay She followed us from Sacramento all the way here So, we were very fortunate to be able to work with ETS in since the, you know, inception of the ELPAC So December, I remember December 2015 when the items were written and given to children both EL and EO We were there watching the kids doing it and, well, one of the big things that we were trying to do is we tried to make sure that ELD Standards Part II are represented are presented in the exam And we did see it And because of that, one of the things that we can either get a little bit overexcited when people tell us, “This is a difficult task Give it to EO They cannot do it.” And we’re like, “No.”
We do see EO English only, we’re doing the performing the task type and you can clearly see the difference between EL Performing it and EO performing the task The one thing is that with EO, they know what to do They may not have the content knowledge but they know how to perform the task type, the questions, whereas EL, a lot of times we don’t even understand what is asked of us And so we can’t do it And that’s one of the big thing is that as we are working with teachers, if we can just recognize the linguistic needs of our students, the language And if you really think about it, anytime you walk into the classroom, if you see the teachers scaffolding as we said, we scaffold for content We hardly scaffold for language Think about it Yes. Okay So what we are going to do is we are going to think about, okay, we got the ELPAC There’s a lot of work that goes into growing the ELPAC So, I’d like for you to just think quickly, what are some ideas that you have? What are some actions behind the scene that we got to have the ELPAC as we have today Just think about it really quickly What are some things that happened? What are some activities that go into building the ELPAC? >> [inaudible] on ELPAC committees >> She’s the face you’re going to see really often Okay. Any idea? Just yell it out What do you think? >> Did you guys field test? >> Just yell it out. It’s okay You need more coffee? We still have coffee and tea and [inaudible] everything I know it’s early in the morning >> ELPAC? >> Some ideas >> Annie, I think they need some– >> What are some activities– >> So did you participate in the ELPAC committees or go to Sacramento for range finding? They want some clarification on >> Questions? So, things of some activities like item writing How do we get the item? It’s not just [inaudible] of it So we got to have some item writing And in order for us to write items, we got to have training And we got training to administer the test So things like that So let me…let me do this Maybe you can start yelling things out So, we got focus group It’s not just like because we want to make sure We want to make sure that we have a test that meet the needs of all our students So we have focus group that meets together We got…because we have great level and great span, so we have groups that meet together and make sure, if this test is for kinder, is it appropriate? Okay. What else? We got bias and sensitivity review We got groups in every of these activities Sacramento County [inaudible] in conjunction with CDE sent out invitation to educators in the…across California So they got educators to come and look at these items and see, is it appropriate for children from different parts of the world Okay. TOMS How many of you have heard of TOMS? It’s training, right? If you went to ELPAC training, the first thing I remember is like years ago like several years ago, the TAM is in the TOM I was like wait, what is TAM and what is TOMS? Now I know Okay. Content review CCSS We got to make sure that it’s aligned, right? Any other thought? Any other thought? Item writing like I said Blueprint CALPADS Pilot. We have to test it out And then it has to go through State Board of Education, others, range finding That’s what Carol and I and my team, we are participating And so what we do usually in those range finding is that Sacramento County Office of that would go out and test these items, and then they videotape and they bring them back and then we will sit and think And then we would watch like hundreds of kids, each one, one by one, we watch them how they performs and then we score them and then we select them for training The trainings that you attend and the kids who are you listen to, you view them, they are the one and those are is happened in the range finding And then of course we got ELD standards
and the framework and then we got training and then Moodle How many of you go into Moodle when you go to training? Standard setting Trainers of trainers Public comment, performance level So, all of these are the activities Like I said earlier, it’s not just, okay, somebody dream up the test and this and that The thing about it is even we can never find a perfect test but so far, this test is one of the best that we have so far to test our EL, find out where they are Okay And then, with that, we’re going to move on to how are they related So we talk about ELD standards and all that So we know Common Core State Standard came to us which year? Anyone remember? 2000 the CCSS is 2010 So first, we got CCSS that came to us came to us in 2010 And then because of that, we’re changing pretty much all the standards, so then we get our ELD Standards in 2012, November 2012 And then we always joke around and say, “They got married.” And so we got the ELA/ELD Framework And again, we are the first in the nation that have both of them together It’s not like, “Oh, wait Oh, yeah, we have to take care of ELD Oh, we got to remember the EL.” We are…they’re altogether And then of course we have the ELPAC Okay? So they’re all related And I for one can attest to it because I work with different program at our county And then some district they want to look at these so that they can develop some benchmarks to assess students And when we look back from the ELDs from the ELPAC item to the ELD Standards to the Common Core they’re all related and then the language that we use and how we develop the ELD Standards So they’re all there Okay So, with the framework, we got the notion of integrated and designated ELD So, on your table you got some yellow envelopes So we like for you to take, maybe in pairs or group of three, take one of those envelopes and once you take it empty it out You should have nine colored strips and then you should have three categories in white So the three categories are Integrated ELD, Designated ELD, and Both So, we are inviting you to sort these strips out into three categories Integrated, Designated, and Both And just a hint, they are divisible by three All these strips are divisible by three So go ahead, take a moment to work on them >> Remember, these are divisible by three so that mean you have to have three in each column You got to have three in each column All right So, like I said, I gave you a hint They are divisible by three, the nine strips, so that we means we got three strips in each of the categories So let’s go to Designated ELD All right. Designated ELD I guess I have to do this again You are excited That’s good All right. So designated let’s go with Integrated ELD So, what go to integrated ELD? >> All day >> All day, yes, all day outside of the designated ELD, right? So integrated ELD is all day outside of designated ELD What else? What’s the second strip? >> [inaudible] >> Okay So what Standard are we using? So content standards are the focus and ELD Standards have been used in tandem What about the third one? What is it? What is the goal? What do we want to do there? Literacy Literacy instruction is integrated because we are teaching the integrated ELD So we are helping the kids to understand what they read, what they write So, literacy instruction’s integrated to our content So, If I am teaching math, I still need to focus on the language of math
so that my student can understand the math And usually people especially math, people say, “Oh, it’s about number, universal.” Well, not anymore If you look at the math curriculum we are using now, it’s all language If you…and then even that, when you think of the language of the math sometimes you have it’s not reading from left to right If you do read from left to right it’s wrong, right? When you say three less than a number, and I do say three less than a number is wrong, right? It’s M minus three It’s not three minus M If you read left to right Okay? I happened to be a math teacher in my past life, so I’m excited about it Okay? So, those are the three belong to Integrated ELD What about Designated ELD? >> [inaudible] >> Protect the time And the reason we didn’t say 30 minutes, 40 minutes, it’s protect the time A lot of time it’s like, “Oh, that’s a fire drill, no ELD today.” Okay? We want ELD and that is why, because we don’t have it every day We are not doing it meaningfully That’s why we got a lot of long-term English learners And many times when I go out to coach the teachers and they say, “Oh, Annie is coming today, no ELD.” I say, “Well, then I’m not coming.” Because you got to do ELD, that’s defeat the purpose why I come and you take away ELD, I’m not coming. Okay? So it’s daily protect the time What else? Which one…what are the Standard…what’s what are those standards we’re using? ELD Standards are the focus to be used in tandem with content Standards What else? What is it? What is that that we are doing? >> [inaudible] >> Targeted language instruction that builds into and from content instruction So when you really think about it, it’s like what we used to do It’s like, “Okay I am an EL I have just a hard time reading what you’re trying to help me You pull me out for these 30 minutes and then you give me another text to read and I’m doing something else How does that help? How does it help? Nowaday, what we are doing is that, okay, if I am reading the Titanic or whatever, then do in Designated ELD I can use the same text and then the teacher can go slower, can develop more language So I…when I go back to the text the next day, I know what to do That is the support Otherwise, it’s like double whammy I don’t get it and then you pull me out, you do something else, like, “Okay.” So at the same time, my brain has to deal with two different things Okay? So it’s built in to and from content instruction And so we got those three What about both? Everything else, right? So, Integrated and Designated, all for our EL students What else? It’s because the law require or what is our goal? To help them acquire advanced English, right? Academic language, academic English And the last one is all the strategies, strategies to activate prior knowledge, strategies to contextualize into action, so you can list all the strategies in the neighborhood there Okay? So those are the three So what you can do is once you verify and you can take a picture and once you finish taking the picture, mix them up so my next group will have to work a little Make sure you don’t just put them in there Mix them up, put them in the envelope, and we’ll go around and take them All right Thank you Moving on So, now we’re going to look at the ELDs there Thank you, shake it so it’s all messed up All right All right So ELD Standard Part I So this is just a little review of the ELD Standards You got the PowerPoint This is a close with a Z No taken strategy that you are all familiar with And the one thing with this one is not copying It’s interactive So, it’s a good way to scaffold for your EL student So we look at Part I There are 12 standards in here, and Part I is about interacting in a meaningful way So we got three modes here So A, what do we have? Who remember? Those of us who sleep with the ELD Standard booklet Okay, so, what is A? The one with the four standard in purple What’s A? It starts with C, collaborative, there’s four of them where you exchange information You…does
something about opinion, sharing opinion, modify language choice And then what about B? So after you interact, then how do you what do you get? When I’m interacting then I am understanding, right? So we go to interpret it This is where we try to comprehend because we’re working and we view our comprehension There are four standards In building our comprehension, we have to listen attentively and all those And then the last one So now, I interact, I got it What’s next? >> Productive >> Productive So there are four standards to create oral presentations and written tests So those are the 12 We used to nickname them the cool color standards, there’s 12 of them You look at the color purple and color I think green, teal So that’s 12 of them So now we move into part II So there’s our seven standards in Part II And it’s about learning about how English works I joke around I say, “This is…all your grammar lessons go in here.” Right? If you really think about it So what is A? And these are the processes, so we got A There’s only two Standards Who remember? Structuring…oh, you got an A Where’s the maraca? You got a maraca Okay, so structuring she’s just like Structuring Cohesive Text There are two of them You know, we’re looking at the text and then we’re looking at cohesion How are the text how are text hanging together? And when we look at cohesion, things like we use the text connectors, like earlier when I go over all the how the different documents connected I say like first, we got the CCSS, next, and then, then, so we got all of those What about B? There’s only three standards in here, but they are the bulk of everything When I learn how to speak English, those are what I have to learn And I learn forever I’ve been here for a while and I’m still learning it, as you can see All right So what do we have, what do we call it? Expanding and Enriching Ideas There’s three of them, we use noun and noun phrases, we use verb and verb phrases And you expand ideas where you use prepositional phrases and adverbs and adjectives and all that What about C? The last two? This is where we connect and condense ideas So we go through Connecting and Condensing Ideas And it seems simple, but we can teach kids, especially second language learners, it’s going to take forever Connecting is quite simple, whether just like I go to school and I see my teacher and I play with my friend, that’s simple But when you go to condensing the idea, that’s much more higher level And in order to do that, we really have to understand the we have to understand that in order for us to condense And it’s a much higher skills that we need to get the kids Got to move them there Okay? So the two parts of the ELD Standards, nineteen of them and they are not you know, like I said, a lot of times when we work with teachers we kind of remember them And they say, “How do you remember them?” Well, I never said how to study But that’s only 19 Easy If you work with them every night every day, not every night All right, so we want to share with you a little bit about notations because that’s just notations If you go to the Framework and the ELD Standard Booklet, there’s a different type of notation If you go to the ELPAC, that’s different it’s slightly different And they are different for specific purposes So we thought we’d point it out So the very first thing you see is the P So PI or PII is Part I or Part II And both the booklet, the Standard, the Framework, and the ELPAC has that Next we look at the grade level Because ELPAC is when we are looking at ELPAC, they are by grade level So that is why when you look at the ELPAC Standard Notation, there’s no grade level in there However, when you look at the Framework and the Standard Booklet, you will see the grade level So that’s the next number, okay? And then the next one that we see is the Standard itself So the next number is the Standard itself So if you say Part II, Standard 4, I can say that’s using noun and noun phrases, okay? So that’s the Standard itself
And then we go to the other one When you see all those, like, Em, Ex, or Br so Em for emerging Remember the three ELD Standards Ex is expanding and then Br is the bridging I, for one…it’s just like the ELD Standards were out in when? November 2012 And by summer of 2013, I had to stand in front of, like, 80 people and teach it And I was like, “I can’t remember these.” So that’s why I came up with emerging and then expanding and bridging, because the only thing I can think of is when you think about with it, our EL students, we the EL status is supposed to be temporary And we want them to cross that bridge to go over to the other side to become proficient, so they get to be reclassified So that’s why I’m thinking bridging They cross the bridge, okay? And then the one thing that you will find, the language processes, like the, A, structuring cohesive text and, B, is expanding and reaching ideas, you will find them in the ELPAC because we want to make sure, like, which one we are using We make sure we address them, where…oops Whereas you do not see them in the ELD, ELA, the Framework, okay? So those are just the little differences that we want to share with you So we are moving on Any questions so far? Good? Easy, huh? Just a little review All right We’re moving on to the ELPAC, the Initial and the Summative ELPAC You can tell right there the little alpaca, okay, for Summative? So that’s…I mean, for the Initial, because the initial ELPAC is just a screener It’s a smaller test It’s less item It’s a smaller test We just want to know whether students are also E in term of proficiency And then usually because it is the initial, we have to give it, whenever students come in, right? So we got new student come in from another country or even from another state, we still have to give them the Initial ELPAC And then it’s the ELPAC is locally scored And this one of things that I always tell examiners, “You got to be careful because when you do the Initial ELPAC, whatever happened between you and the [inaudible] that’s it.” And so if we if we tend to be too easy, we tend to be too difficult, especially when you are too easy, then they got IFEP and they don’t get services, that’s not a good thing So be careful with that, okay? And then how many days do we have to give the Initial ELPAC? >> Thirty >> Thirty days, we got that Thirty days that we got to do All right, so we move to Summative So the Summative ELPAC, of course, is going to happen pretty soon [inaudible] one for us February 1st to May 31st, that’s the window And then as we have to give it to all EL Once they are identified then they received the Summative And then the other one is scored by ETS Of course, the part…like, the listening, speaking…no The listening, the reading, and the writing The speaking is through one-on-one, and we score it at you know, at the moment, okay? So this is just a little compare and contrast So you just got to remember So you got the bigger alpaca and the smaller alpaca and all that Any questions? We good, right? All right So we’re going to I talked at you, so now it’s your turn to talk So I like for you to, again, identify a partner next to you, across from you Just identify a partner Okay? Just look at them Smile to them >> [laughter] >> Like, “You are my partner I got you.” Okay So now so between the two of you, determine who let’s see How do I say this? So the longest distance from your house to here The person who’s driving that you have like you have to drive farther The longest distance from your house to this place, you are Partner 2 The one with the shorter distance, you are Partner 1 So go ahead if you are one or two The one with a shorter distance If you’re Partner 1…okay Here we go You are excited to figure it out So now, once you figure it out, if you are Partner 1, you get to explain how the ELD Standards, the Framework, and the ELPAC, how are they related, okay? You don’t just get to listen You got to do something All right Partner 2
If you are Partner 2, then you get to explain the difference between the Initial ELPAC and the Summative ELPAC So go Take two minutes >> [indistinct chatter] >> I hope you had enough time Yes? I have a question I have a question from one of our colleagues here It’s about part three of the ELD Standards “Why is that we never address the part three? And it’s my fault that I forgot to address it It’s that…so when usually when we are writing lesson plan, we look at the part one and two because they’re the standards And then part three, they are resources For us, it’s about foundational literacy skills And that part three of the ELD Standards is it has been addressed in chapter six where they had tables So they have tables from kindergarten to fifth grade individually And then for sixth, twelfth, they got to share one, because when you think about foundational literacy, that’s why for sixth through twelfth at the secondary level and they’re very good resources for teachers because when you look in there, we look at [inaudible] language, literacies, and the sounds And some of the languages transfers, some don’t, and depending on the children where they’re coming from So that is why it is it is…it is a big part, but it is the resources to help us out as we work with kids And so thank you for bringing it up So we are going to Karen >> Thank you >> I’m going to hand this to Karen >> Thank you, Annie All right, everyone, if you wouldn’t mind just taking a stretch a stretch Making sure if you need to stand up because you know how it is We’re up…we are walking around all the time, and it’s so hard to sit, isn’t it, when we’re instructors? At home, if you’re at home or viewing this at the office, just go ahead and give yourself a little…a little a little boogie, a little move there you go Give yourself a stretch Okay All right, I’m going to give you about 10 seconds, and then ask that we go back into our folder which is this beautiful blue folder, when you’re ready >> [chatter] >> So when you’re ready, you’re going I’m going to refer you in to this folder >> [chatter] >> Okay So my favorite one of my favorite sections for today Section 3 All right, when we’re ready to give it a little stretch, now we need you can, of course, stay standing if you need But you will not want to miss this info So how many of you as a teacher used to get the SiLT test in January way after school started? Raise your hand How many of you never got the SiLT results but you still had your kids doing ELD because they you didn’t…you’re maybe you didn’t ever find the results or no one ever gave you the results? Did that only happen to me? Really? No one else? So, with Section 3, the thing I love most about ELPAC is that a lot of the districts and I’m going to give a shout-out to the school, North Elementary Tracy Their district ran all of the student score reports for their school sites, so that teachers could actually have a minute to look at the score reports and kind of delve deeper into, “How do I group kids into my Designated ELD? What do they need? What does this test tell me?” Because half the time, we don’t have a minute to do that So I wanted to share with you the process that we’ve been doing at North and how it’s been working for us just for a few ideas And, of course, I’m in a roomful of valuable experience and I know that all of you also have additional ideas to add, so I’m always open to more ideas as we, you know, explore things and trying to get better and better at things We have to come together to share So our Section 3 has to do with the scores What do we do with the scores? So I want to tell you, first of all remember back to the guess my fib, the math teacher and the doctorate was not me Did you notice that?
So I don’t know any of the special algorithms that go into the ELPAC or why things are weighed because my teacher friends, of course, ask me these questions But I…whenever someone starts talking to me about algorithms or this was weighed this way, to be honest, I kind of tune out It makes no sense to me So the technical questions that you may have about, “Well, why did CDE or ETS what…you know, how did it come up with this overall score, especially when overall the student had a four but in Oral and Written Language they had a two?” Anyone come up that question before? I am going to tell you that I…what was that? >> I just…I’m kind of new to the process again >> Yes >> And I just kind of assumed I’m like, “Oh, somebody messed up.” >> Well…and I will tell you that, you know, the thing about this process that Annie went through, the growth, Sacramento County and all of the administrators, teachers, retired teachers, people throughout the state, for the last three years, have come together to talk about and discuss And I can tell you that every single detail I used to think that the state just did things to us Hello out there, CDE, right? They just did stuff to us, right? They just like gave us tests Well, I found out that I was wrong That this process is actually very intensive and very well-thought out And so…but I will tell you that the weighing with that is something that I couldn’t explain to you, not being a mathematician or statistician So technical questions go here to ELPAC at CDE, California So I would like to refer you first to the Initial ELPAC Score Report And that’s this paper right here in your…in your folder How many of you have already seen this before? So great So just to take a peek at them, for those who haven’t had a minute to look at it So this is the Initial This is the little alpaca This is when they come in, right? This is when they come in, and we have 30 days It’s our screener Interestingly enough, that overall score and performance level tells us whether or not a student is a novice which would be level one, number two, intermediate, which would be a level two, or level three which is IFEP, which means that they don’t need language development Some of you may be thinking right now, “Who came up with those names on this test?” Anyone? What’s so cool about our friends at Sac County and our partners with ETS and CDE is that they invited parents to come in and be a part of the process And actually parents voted on these names for it How does this score come about you may ask The overall score is compromised of the Oral Language Proficiency Level and a Written Language Performance Level, and then there are four domains that make up that score So the first one…what are the two in Oral Language? >> Listening and speaking >> Listening and speaking And what are the two in Written Language? >> Reading and writing >> And they and they call those domains, so…interestingly enough So on our score report here for anyone…first name, anymore demo How did this child score? >> [indistinct chatter] >> Sorry? >> IFEP >> IFEP And that means that they have well-developed oral and writing communicating Is this student required to be in ELD? >> No >> Designated ELD is what mean? No. Okay So that’s kind of how this little initial test is formed there And it’s used for placement purposes only So that’s how that looks And again the three levels, Novice, Intermediate, and Initial Fluent which basically means that that student does not need Designated ELD Might that student still need Integrated ELD? >> Yes >> Probably Like most So then we roll to the Summative ELPAC, and this is where the magic happens, people >> [indistinct chatter] >> If I could please ask you to take a peek at this overall student’s score report And if I unintentionally call it a card, I mean this report
So your districts have received a student score reports which look like this on the Summative And they come in PDF so that you can potentially run off the scores or upload them into your Ares, Lumin, or whichever thing you may have For me, what I’m finding in my districts is that what they’re doing is they’re just giving teachers the overall score because they’re really not sure what this means either They’re just trying to figure it out as well So someone is doing that in their district So at North Elementary, for example, I wanted to share with you some of the process where we took this in grade levels and helped teachers, really help teachers with what it means really intensely So the four…the overall score here is compromised of the Oral Language Skill score and the Written Language Skill score And, of course, there are four domains just like in the Initial So you’ll see that those are sort of the same Now, let’s…let me make this connection for you In the ELD Standards and in the Framework, there are three proficiency levels Which is the first one? Emerging Second is? >> Expanding >> Expanding And third is? >> Expanding >> Bridging >> Bridging >> Right? So those are called those ELD Proficiency Levels With the ELPAC Summative Performance Levels, they have done further differentiation for us We know in the field that a student who is at a lower expanding level and a higher expanding level has very different language needs And so instead of three levels, the ELPAC Committee, CDE, Sacramento County, and ETS, every it was a huge discussion Decided that if you just make those levels into three that that’s too broad in level two So there are four levels where the student can score Personally, I find that to be a huge, huge plus because that gives me way more information than if there were three levels and the expanding was this Because you see how a student starting in expanding can be a Level 2, and then how it goes all the way into a Level 3? That’s because the language is, you know, they’re little more developed It’s telling us something So we’re not sticking all those expanding kids just into one level It gives us an opportunity to differentiate And these become then, for us in the field and on our score report, they’re telling us in those domains what where the student is Like in reading Are they at the beginning stage? Are they somewhat moderately developed? Or are they well-developed? So you might look at this and think “Well, that’s kind of I’m not I’m not really sure about this yet.” So just…we’re going to have a little chance today to walk through it and chew on it And hopefully you can go back to your sites and use this So taking a peek at our friendly friend, Indianapolis, Indiana I had to live in Indiana for 18 months It was a very long time And I was so happy I left Oh, my goodness Why? Oh, it was cold, like, 17 out of the 18 months I was there Okay So taking a peek at our students, Indianapolis, Indiana, where what is the overall performance level where they scored? There’s a three What is the scale score? >> [inaudible] >> Okay, nice work So then we go to the box with the Oral Language Performance Level What is the score there? >> Fifteen, ten >> Fifteen, ten What is the level? Do you notice that the rainbow arc where the scores are, do you notice that it gives us a little odometer? Okay, that’s kind of cool Just a shout-out to those who thought about it And then let’s take a peek at the listening domain level Where did the student score?
>> [inaudible] >> [inaudible] >> Nice work What about speaking? >> [inaudible] >> [inaudible] >> Somewhat, which, again, you’re like thinking to yourself, “All right, somewhat Hmm.” Written language performance level, where did they score? >> [inaudible] >> Okay Reading domain >> Moderately >> Moderately And writing? >> Moderately >> Moderately So, as a teacher, what does this tell me about Indianapolis, Indiana? Hmm, I have to take a peek at the overall scale scores So what grade is Indianapolis, Indiana in? >> 5 >> Sorry? >> 5th >> 5th grade. He’s a he or she is at they is a 1st grade a 5th-grader So we have the year 2018-19 So what I’ve done with teachers I have been working with is at grade levels, we’re taking these score sheets, and we’re trying to find out the stories of our kids And the story of the school at each grade level tells a different story of what the kids need And that makes sense to us all, right? But if we’re just looking at the overall score, we’re just saying “Okay. This child is a one You’re a two You’re a three. You’re a four,” and I’m going to group my kids that way, are we…are we doing the best that we can to differentiate? No. Right? Because we’ve been given additional information So, for instance, it was interesting, at the 5th grade level, they found out that there’s kids who were doing, like, threes they had a lot of twos, a lot of threes And they thought it was because and all of their kids had, like, beginning reading And so they said to me, “Karin, I know it’s because they don’t have phonics.” And I say, “Are you sure? What measure do you have that tells us that?” So we went in and we…I said, “Let’s do a San Diego quick assessment, and then use all of the other assessments to give us more information.” We found out that 5th grade team found out that, no, actually, they didn’t need foundational skills and that they were actually reading that the comprehension was where we needed some help But actually it was because we’re they weren’t giving instruction at a rigorous level at that grade level, and all the teachers are like, “Uh-oh We thought it was they didn’t have phonics.” Kids were decoding amazingly well They could decode themselves silly But when you ask them, “Do you understand what that meant?” And the answer was, [makes sound] “Nope.” So, again, this tells us then what do our interventions need to look like, because this is not something I’m going to take I mean, do I need to take care of that language in ELD or do I need to provide different reading instruction? So that’s how far down we got into our grade levels into figuring out what our kids needed and how to group them And so part of the story is this ELPAC score So I’m going to roll back Do you guys have that up on your screen? Screen or in your pack? Okay So keep ahold of that, because I have to go back to this thingamabob Okay So for Indianapolis, Indiana, for my…for our for my teachers, I wrote in the overall scale level for one So where does Level 1 start for Indiana? What was the score? >> [inaudible] >> Eleven fifty >> Okay. Eleven, fifty-two >> Fourteen, sixty-six >> Fourteen, sixty-six When I started at Level 2 what is the number? Fourteen, sixty-seven. Two Okay. Level 3? >> [inaudible] >> [inaudible] >> Huh? Two Okay. And then last but not least, Level 4 >> [inaudible] 68 >> Uh-huh So what does that overall scale score tell us even more so? >> That he’s in the low end of three >> Yes That he’s…I’m sorry Would you say it louder for me? >> The student is at the low end of three >> That the student is at the lower end of three What language and content do I need to provide in Integrated and Designated ELD to really make that child move? And what kinds of things do I need to hone in on in their domain level? So what we did as teachers is we found out at the grade levels that the domains kind of had a pattern to it >> Can Integrated, Designated ELD really make that child move? >> Oh, no It’s okay. No So we found out with the domains,
the teachers started sorting by the domains Like figuring out which kids needed listening, which kids needed speaking And isn’t it interesting that in the upper grades, they were higher in reading, writing, and they were beginning somewhat moderately in listening and speaking? Surprise to people? No? Although in junior highs and high schools are becoming more collaborate at least where I am, but hopefully where you are too So why…what so what did they need to do with their instruction? Collaborative conversations, more oracy, that kind of thing >> Can I interrupt really quickly? >> Only if it’s a question I like >> Well, I’ll ask it and then you can tell me >> Yeah Because I want…were >> We’re rooting for you this time >> Okay. We’re ready >> Oh, Lord I have…I have a teacher voice I don’t think I need this >> I better turn on the fan >> Lord >> They wanted to get it on there >> Hang on. Let me >> There’s 200 people [inaudible] >> Wow. I thought I was asking a small question Okay There was a statement that and we’re…our district is the total opposite, so we wanted to consider possibly how many high school? >> Okay >> Okay We see the total opposite We see…let me see if I can get this right We see the high listening and speaking >> Yay >> …compared to the reading and writing being low >> Excellent >> But you had said often it’s the other way around So we’re just wondering…we can’t believe our district’s >> Well, give yourself a pat on the back. That’s fantastic >> Well, it’s unfortunate actually >> It’s not good or bad It’s just where the kids are >> Yeah >> Right >> Okay >> So our question is then how are the other high schools >> Are we the only district that >> Oh. Oh, no, no I was just giving >> That’s [inaudible] right? >> I was just giving an example >> [inaudible] okay. So we’re struggling with the same thing >> No. No >> Okay. We thought maybe >> No >> You’re special >> No >> We thought you were special >> Sorry You’re not but you are >> We want to be different >> No >> But you still get lunch >> Oh, good >> Yeah >> Okay >> Right? >> I survived the microphone Yes >> So that was like an example of that school I was at, but not a statewide example So if I said that I’m probably getting tons of questions online about that I didn’t mean it like that Just one little where my schools are, they’re that’s what was happening at their 6th, 8th >> Thank you >> But you wouldn’t know that, right, unless you delve deeper into this domain So, again, just looking and thinking about that overall score, how little it real…I mean, it tells us a lot but it doesn’t tell us what instruction the child might need Are we good? Raise your hand if you’re good and feeling different How about the fan? Anybody need a fan? >> Yes >> I know So here we have the overall scale scores for Case 6 And the next page is 7 through 12 It still is Yeah So with sites, what I’m doing then after we sort kids and think about ELD I want to tell you a little secret about the ELPAC As Annie mentioned, these task types match with the ELD Standards Part 2, but…and they’re also language practices Many of them that help us acquire language So with that team, when they said to me, “Karin, what in the world can I do at 6th to 8th to improve my speaking?” Well, we can look at some of the task types here that are recorded So if you have an old version, this is the hot-off-the-press new one >> Oh >> So…yeah This is hot off the press So you’ll notice, and maybe you already know this, but the letter in front of every domain tells you what kind of type it is So, for instance, if we’re talking about a speaking item, what is the first letter in all of the speaking items >> S >> S What about W? >> Writing >> Yeah That was a trick question Good job. Okay. What about R? >> Reading >> What about L? >> Listening >> Listening So they made it so they’re by domain, and of course a lot of them are integrated You have to listen to be able to speak You have to be able to comprehend I mean, of course that makes sense But they’re broken up into theses task types And when I started to work with people about what this might mean in adding to the regular classroom instruction, it becomes pretty easy that these things we can add in and understand, like, “Oh, that’s…okay
So what I need to do instead of making them fill out this, what I can have them do is have a conversation where they justify an opinion, give me two reasons, they conclude,” because it’s acquiring language This test is about acquiring language It’s not about taking the test So this piece, if you’re instructing all year and you’re acquiring and giving the good instruction all year rather than trying to do a packet of these things, you’ll find that on your team, if you all work together on these task types and putting them into the content, that it’s ease they’re easy to do because they are acquiring language type of tasks How many folks have had a minute to look at the ELPAC test, practice test online or administer it? Yeah Okay. So, as you know, that…those are all things that we that we need to acquire language Is everyone okay? Oh, good Okay [inaudible] tight So the process of course as teachers, we always need more and more time to talk about our students and figure out what their story is All of the assessments you already give you already give, I’m sure, some common assessments at your site, maybe with the adoptions Maybe you already give your writing assessments through your school Whatever it is, the CAASPP or [inaudible] score, performance scores for K2, maybe you do foundational score, whatever it is, letting us teachers have a chance at our grade levels to figure out, with the score report, what additional things a student needs So now that we have this information in how to connect and analyze it, what is important to understand? I’m going to a sec to actually, more than a second I’m going to give you a lot of minutes to chat about it And what do you need to share with your colleagues? So when you’re taking your friend out for an IPA because you want them to get on the same team with you, or a milkshake or whatever you do, what can you share with them? And this would be a good time to get loud and proud Go ahead and give it a chat Something happens over here in Hanford >> All right, friends Continuing, and now looking to add on the layer of standards So how about a little history lesson on standards? So I could just talk at you for a while, or we could just have a little visual This is kind of how we visualize our last set of standards They were designed so we could isolate and focus on a particular standard such as speak in a complete sentence Who remembered and loved that standard? Right? A lot of administrators, you know, I can see that they’re doing it Yay. Check It’s checklist-worthy So that really…you know, the one, the bull’s-eye, yay But we’re in a different era, my friends We have this idea with our CCSS ELA, and our ELD Standards, and other content standards are all designed to be used simultaneously So that idea of multiple standards at once, it’s reflected in the ELPAC Primary and Secondary Alignments So the Primary Alignments are the standards are closer to the bull’s-eye Secondary Alignments, related but not the focus So this is to just kind of help you visualize this idea of many-to-many relationships between the standards and the task types So looks a little busy but let’s just break this down So we’ve got our two just two domains and just one set of standards So our listening task types and our speaking task types, and then just the part one standards So this is just a few but you can see how they’re connected So many standards can be addressed in one task type, and, conversely, many task types can be used to measure a single standard Woo-hoo We ask…this is…now, they’re like as Karin
was saying before, fresh off the press We’re like, “Oh, we also want to see what that could look like with some of the the two other domains reading and writing.” And let’s look and see what that looks like with Part II Standards So you can see that that’s very busy as well There’s a few standards that they’re not the aligned to the Part II standards It’s because they’re aligned to Part I And the top ones of the reading ones are also aligned to Part III standards, okay? Now I’m going to have you take out what’s called the Crosswalk Handout It looks like this The next So what you’re going to do is just take a minute to chat with your elbow partner about this idea of these many-to-many relationships between the standards and the task types, and take a minute to kind of skim through this document, and then we will slowly unpack it, because, at a glance, it’s exciting Lot of information Have a little chitchat >> Did anyone get dizzy? Just a little? Okay You will…it will be so clear in a minute if there was any dizziness occurring So first two important things to understand when we’re walking through the page is this idea of Primary Alignment, the standards that are in the bull’s-eye, right? And the Secondary Alignment, the standards that are around the bull’s-eye So the Primary Alignment ones are…have…that’s boxed but they’re colored It’s colored in The Secondary Alignment it’s just boxed, right? So when we go I’ll be asking questions about that so we refer to this All right So look at the part one, that’s the front side And just as you glance at the whole page, thinking about those colored inboxes and just the box, are there more Primary or Secondary Alignment Standards? >> Primary >> Primary All right Now, the back side of the page we’re doing a glance Primary or Secondary? >> [inaudible] >> Right So…ooh Why? What does that mean? Part I Standards are the Primary Alignments Part II Standards are the Secondary Alignments >> [inaudible] >> I hear a little mumbling here and there You can’t get to Part II without Part I, right? It works in service of, paying particular attention to part two though is where we’re seeing our kids move more quickly So really be thinking about that All right So now we’re going to unpack some particular standards So we’re on the backside now, part two Part two standards we’re going to go down to standard six, Connecting ideas So, how many primary and secondary how many task types align to that one standard? There are three, four, five, six, seven Okay Did you count the primary? Thinking you just counted the secondary, count again One, two, three, four, five, six, seven, eight, nine Did you get nine? Someone got nine, yay I saw your head No? Yeah Which are the primary alignments? >> [inaudible] >> The shaded ones? >> The…so it’s the solid one The blocked one? >> RSP >> RSP, just in Grade 6 to 12 How many secondary, hold on, writing alignments? >> Four >> Four >> Four, there you go See how it’s easy to read once you’ve had a little practice? Okay. Now we’re still on the backside part two Looking at standard one, understanding text structure there at the top, are you ready? How many task types align total, primary and secondary? >> Standard one, thank you
>> [inaudible] >> [inaudible] >> I’m hearing 10, right? Because it’s both It’s all of them I mean isn’t that kind of amazing, you have 10 opportunities to look at understanding text structure To test the kids on that Which of the domains has the most alignment? >> Reading >> Reading >> Reading One, two, three, four How many primary alignments are there? >> Seven [inaudible] >> Primary is the boxed in one, right? Seven? Okay One more standard, flip your paper back over to the front side, we’re at standard one We’re standard…excuse me, part one, standard 12, there at…skim down to the bottom Selecting and applying varied and precise vocabulary and language structures What do you notice about that? >> No primary >> No primary >> No primary alignment, all secondary alignment Mostly which domain? >> Writing >> Writing >> Writing Very well See, unpacking the crosswalk is very helpful to do it slowly and together This is not a page I would just hand to someone just for fun, right? You got to do something with it Also on the back, you see that same you have a slide of it, and here, here is the all the task types, and it includes all the new ones So you know several of them are expanded >> I appreciate it’s all in one page. Well [inaudible] >> Well, we can thank >> Thank you >> …Skoey, did a fantastic job And I’m sure CDE, everyone, yes Our friends helping us So kind of to wind up this section, we’re going to do a Hand-Up Stand-Up Pair Up So, would you jump up? We’re going to model Oh Did you see the glee and the joy in our faces? >> Yeah >> And then we’re going to say, hi, what’s your name? >> Hi. I’m Laura What is your name? >> Laura. Lovely Lovely Laura. Karin. And this is what you’re going to do after you meet your friend Okay She’s got…her hand is so warm We’re going to, like, check out and see who has the most jewelry Laura wins So she’s going to go first with the prompts So I’m going to let you do a Stand-Up Hand-Up, someone at a different table, you need to make new friends, right? Find someone at a different table, get ready for a chit chat, see who’s wearing the jewelry All right Ready for the prompts, you found a friend Here you go Something new that you’ve learned about the ELPAC, and a key point you would share with your colleagues about the crosswalk The jewel the bejeweled person goes first You can thank your friend and mosey on back to your table The next section, Annie’s going to start out >> Okay A little break, now you can get back to your seat again All right So, we are now moving to section four, so this is…this is the place where we get very excited This is, like, our everything So, we are connecting, so you…you just did a little deep examine of the data So now we move into connecting the data to the classroom instruction So…but first we got to look at the EL Roadmap So we know what the EL Roadmap, there are four principles Principle two is the one that’s closely connected to our instruction in the classroom So, in your folder, on the right hand side where you pull out all the report, if you go a little bit later or deeper or pull them out, you will find a two page side [inaudible] that look like this Okay? So this is a self-assessment of your classroom instruction So take about a minute, couple of minutes Take a couple of minutes to review this, and you can mentally mark
where your classroom instruction where your instruction is in this continuum Once you’ve…once you’ve finished looking at it and kind of mentally see where you are, you can have a little chat with your table groups, member of the your table groups, and see, like, okay, which one that you are doing well, and where’s the opportunity for improvement? And again, this is just a self-evaluation I think we are the best critique of our own self We don’t need anyone to tell us if we’re doing this or that The opportunity for improvement Okay I hope you had enough time, any questions, any comment about this self-evaluation tool? This is only for principle two They are available for principle one, three, and four And we have the link for it at the end in the resource pages at the end So we’ll make sure we point it out But I am…I am quite excited because I heard I kind of overheard a lot of pretty good conversations about ownership and, you know, we got leadership that is really, really supporting because one person alone, it’s just like principle four We got system we have to have a system One person cannot make change in everything that we do So we have to have the entire team onboard to do what we have to do So I’m hoping, like I said, usually if we had people to tell, and that’s why I heard so many were talking about ownership And we got somebody to come in and tell us, like, you can’t do this or you have to do this and that, then we have we take no ownership of it But from us, we look at this and say, “Oh, wait, oops, I’m over here, how do I get to the next part?” That is even more it’s much more a meaningful for us So that we can we can help our kids So with that, you can put it in a safe place and then we move along Okay. So before we move on to our [inaudible] we look at the ELPAC Practice Test So when…when you really how many of you got to use this at some point? Okay. So, you know with the the practice test is there available for us And it does have some items to describe a picture, that item is the same item it’s the same item from, I think 1st grade to 12th grade And so, when you really think about it, if we are taking this practice test, and we copy it, and we roll it out, and we have the kids doing it seriously, they would have 10 opportunities to do this same item And so, in our mind, we think that with 10 years of practicing, they should be able to do it They should be able to be redesignated, but the reality is no. No That’s why we are here because…and seriously, we do have…I have known people who took this test, and then, copy it, and have the kids do it, but then, okay What if when the content changed? Okay? So, we have a better ways to go at it instead of making copy of the practice test and have student practice It is not a good practice It’s there so we know we can work with it, and which is what we going to do So in this session, what we are going to do is we are going to take the practice test item, not to give it to the kids to do at 10 years, no What we do is we are going to deconstruct the skills needed for the student to be able to successfully complete the item, and then, we connect it to the ELD Standards And then, we think of, okay So, these are the skills, then what do I do as a classroom teacher so that I can train, I can provide a tool for my students to be able to do this And then, we go to differentiated instruction, okay If I got this activity for upper grade, what about younger kids, what about all the kids? All that happening, and of course, we look in at resources I always think of this as when…when you think about it, in term of instruction All right Like I said earlier, EL is supposed to be a temporary status Eventually, they got…no longer EL, and they got to move on, they got to be redesignated and things like that And like I also said, the scaffolding Scaffolding is only again temporary
If you read the ELD Standards chapter four, I think is, like, temporary, and so, when you look at scaffolding, eventually we have to wean the kids out of it We can’t just, like, sit there and do, like, acting now, and I joke around all the time I said nobody…if you go to if they go out there, applying for a job, go to a job interview, no interview panel will repeat the question five times, or act the question out for them >> [inaudible] >> Okay? They have to listen, they got to be able to understand, they got to be able to answer it, and they got to be able to do it So, how are we going to help them with that? So with that, and then we going to have to think up some we develop some assessment like ELPAC type, assessment or activities, so that the kids so we can train the kids to do it And then, so think about it, I think on Thursday when we first did it in Sacramento, we have a participant Our college from [inaudible] she said this, and I thought it’s a good thing, our team So when you think about it, the ELD standards part two, you need part two, so part two is service to part one >> Okay >> If you think about it, in order for me to interact, in order for me to talk, to share ideas, to produce, I need to have part one so that you can understand me Because if I construct a sentence, and I don’t use enough information, there’s no way you can understand what I try to say, and the, like, subject-verb agreements, and past tense, the present tense, and all kinds of things So, we’re going to look at language, and then, collaboration, so that we can help our EL moving forward So, we selected one of the most difficult items in the speaking portion of the ELPAC, summarize an academic presentation Okay? So, when you think of this one, how many of you have given the SAP last year? Okay, Carol, yes. Okay So with the SAP, so what the student has to do is that…and this is this item is given K-12. Okay? And the content is most in right now, it’s still science content I think in the future, we might have social study content as well, but right now, it’s science content And so, what the children the student has to do is they all going to listen to the presentation streaming audio from Tom, and then, they just have to listen to the audio, Grade Three, Twelve And then, after they finish, then they have to provide a summary. Okay? With K2, we’re still reading it to them, but Three, Twelve, that’s what they have to do And then look at this one, I like for you to just take a moment to look at the main points So these main points belong to the picture I just showed you As you are revealing these main points, think about the rigor, the language rigor What the student has to have in order for them to get all these? What do you think? Look at all these main points When the student can get a four on the SAP, if they do all these, so they said a full response, which give them a four, which is a maximum score Include all of the following steps, so there are three steps in the demonstration, and at least one detail from each one of these And I think I remember, Carol, we were the ones who worked on the SAP two years ago, right? So we came up with the main points and the details >> [inaudible] >> Huh? Yeah Like two years ago, I think when we first look at this, and we just like it’s just wide open And I think it’s more like for examiners rather than the student, but examiner, how are we going to score this? And that’s why we came up with these >> Now we know who did it >> Now we know who did it >> Oh, oops. Okay It wasn’t me, it’s Carol Oops Something good, I’ll take it, something bad, I’ll send it to Carol She can take it We are partner in crimes, right? >> [inaudible] >> Right. Yeah So, if science standards, it based on our NGSS, and usually it’s one it’s a great level below So when you look at it when you look at it, so, this is this is the upper graders, it’s a six to twelve So we got evaporation and condensation
In grade three to five, we got conductivity And in grade two is the phases of the moon Grade one, we got forces of motion, and kindergarten, they got rainforest So when you think about it, that’s another plot for content instructions that the kids need to have One of the things we hear many times, when we look at the academic language, teacher always say, “Well, that’s too much, and this or that.” However, the kids are able to listen to it And with the pictures, if it’s a difficult content, sometimes they do have to keep vocabulary on there for the students And another thing is when we score, the students don’t have to say exactly that, if they can explain the process, it’s okay Okay? All right So what do you think of the rigor of the language here? Okay? Talk to me, it’s okay It’s okay Even though we are on video, it’s okay What do you think? >> It is rigorous >> It’s rigorous, right? >> They would get accustomed to all of those different components, so container to gas condensation, they have to be have connection to that Like [inaudible] >> Right >> It speaks to the importance of teaching science every day, definitely, it’s [inaudible] >> Right. Right So, here we go So this is…this is the time, we are going to do So, what we like for you to do is a we like for you to think about the SAP, summarize an academic presentation And think of other skills, think of other skills that our student needs in order for them to successfully complete this And as you share out, Karen’s going to chart it, okay? So, you’re talking about could you say it one more time? Yeah >> So they have to have the science vocabulary, and be accustomed to what each of those things are >> So content specific, vocabulary, that’s what they need? >> And they have to also be able to compare and contrast, but also deduce what’s going to happen after that >> Deduce, compare and contrast [inaudible] they have to be able to inform We can pass the mic to our friend right there You have something to say? Okay >> I’ll just repeat it away >> All right. Great. Okay Next. We got our friend there We’re going to share the mic >> The first thing that the students need to be able to do is actually listen attentively to the information that’s being presented >> Standard number five, part one, listen attentively Of course, because they really have to listen in order for them to get it >> Sorry >> Not only listening, Karen >> I thought I was– >> You chose the road not taken over here >> Get my step [inaudible] in >> Oh >> Oh, I think– >> Oh, shh. Save it, save it It’s over here >> We need to be able to take notes very well >> Take notes very well >> And quickly >> Okay Over there, she has her hand up >> And the ability to be able to summarize the sequence and steps >> Summarize sequencing, okay Over here, Karen [inaudible] in usually >> Understand what is being asked >> Okay Understand what being asked We still miss she’s right here I don’t– >> Distinguish between main points and details, supporting details >> Distinguish between main points and details >> Was it back down here? >> Yes, right there She’s been very patient >> [inaudible] at this >> Okay Which one should I go with? >> [inaudible] >> They need to be able to provide an informational narrative >> Informational narrative, okay What else? So you think about it all Anything else? Anything else? Carol? >> So I think it’s more than note taking I think they’ve got to be able to identify key words because it’s spoken at such a native speaker rate that kids can’t keep up, than kids who try and write absolutely everything, don’t keep up, so they need they need to not only to be able to write key words, but then use those key words to reconstruct that activity as well as use what’s written for them in those three bulleted points >> Okay All right Anything else? >> So just to add on what she said is they need to be able to use language cohesively and they need to be able to condense their language >> So we go to part two >> It sounds like ELD standards >> Yes >> [inaudible] over here >> Friend over here
Very good >> This probably isn’t an ELD standard, but they need to be able to see all the details of the picture, which in color, is a lot more easy than in black and white >> That’s the one good thing with our with our computer-based because all the pictures going to be colored So it’s an added an added support for our children All right All right. Yes >> Wait. Another one in >> Another one? >> Another one >> With the computer-base, it is in color, but it’s still too small They still have to zoom in to see all the parts of it >> So that is yes And we heard that before, we say, “Okay, yeah, we can zoom it in.” Okay So, when you look at anyone else? Any other think of all the skills that go into this activity right there And then, now we’re going to look at it, but before we go on, we’re going to look at the alignment, like Carol let you to the alignment, primary alignment, and then, the secondary alignment Because this is a speaking item, so the primary alignment is the path that the student has to do is to present So they have to present the information, and then, all of these are secondary alignments because of course, they have to listen attentively and they understand cohesions, and everything that you’ve talked about And again, with this with this one other thing is that, a lot of time our children, like you share, even English-only students, they speak English, and they still don’t know what is the main ideas and the key details And I used to think I used to think when I when I trained writing, I used to think summary is an easy one But to me, as I think about it, as I go on, I…like, to me, that’s the second most difficult after response of literature, because in order for one to provide a summary, you got to understand the whole thing before you can provide a summary And then and then, on top of that, you need to identify the main ideas, supporting details How many of you, when you walk with kids, when you ask them to write a summary, that they give you everything in the neighborhood They kind of retell the whole thing And so, that’s the that’s the easiest skills that we have to really teach And again, coupled with all of these for our EL students, and also anything that work for EL will help our EL as well So with that, I’m turning it to Karen >> So, what do we need to do with instruction? Thank you, Annie What do we need to do with instruction that helps get our students to be able to do this? Because again, as I mentioned before, ELPAC is a test that measures the language proficiency And the creators of the test were really wanted students to acquire language, and be tested on language practices so that it’s not a tricky test It’s not…it’s a test where if we instruct them, and if the field catches up to what we need to do, which we usually we can do this, we can do this Then our students will be able to So, first of all, probably starting off with just summarizing it, and having them read a cold paragraph and saying it would probably be my least favorite idea in the world, because we know that we don’t have time in our day to do what it is that we need to work on and do with just our curriculum and things that we have So, a practice that we can use that’s a language practice, that helps develop language and content, is called text reconstruction Anyone hear this before? Yay. Good, good So, we’re in the last five, six years, it’s been new for me, and I’ve been out in the field, like all three of us, using it, and in a variety of different ways So today, we’re just going to kind of take you through two ways, but the variety, and the things that you can do with this is so great, and great for kids And I actually like it, it integrated ELD because then in designated, I can do a whole lot more with it So, text reconstruction is featured in the ELA, ELD Framework in grade five of the vignette Just because it’s in grade five does not mean it’s not good for all grades Remember, that document is like 1400 pages And I know the writer of the one of the writers, Dr. Pam Spycher, she thinks I mean, you couldn’t you can’t put everything in every vignette in every grade that goes So what they did with those vignettes is they created lots of different
instructional practices that we can use and modify for different grades So, for text reconstruction, we start off with taking a passage that we’re using, that we want the kids to be able to read and write extremely well Informational text works the best Explanatory text works the best Narrative and literary text, while featured in one of our adoptions, is not like what the research says should probably be used This strategy is about 30 years old It’s called Dictogloss So, as an old eighth grade teacher, it’s probably not something that I would share with my students, given that name But text reconstruction is pretty safe By the way, I forgot to mention If you’re listening at home on our webcast, please make sure to we have the questioning available through our site here We’d love to have any questions Not too hard, please Not too hard But anyway, go ahead and we’re glad you’re with us So, the basic instructional sequence of text reconstruction is that the teacher picks a passage, informational, explanatory text, from a unit that they’re doing So, if you’re doing American Revolution, and you want to talk about gangrene and soldiers Oh, my gosh, what a cold paragraph that would be Or maybe you and because you want them to write a historical text, or maybe you want them to write in a science informational report, and you’re working on some kind of osmosis, that’d be cool So basically, you’re going to pick a passage from what you’re working in Then you’re going to pick two words A tier-two word and a tier-three word that’s from the passage Tier-two word is an academic word that most people would use like the word “evaluate” or “evaluation.” So, a tier-two word is a word throughout all content And then tier three is a word that is academic as pertains to the subject So, if I was doing a text reconstruction on gangrene, I might want to pick the word gangrene, and then show an awesome picture of gangrene on someone’s leg, or something like that because that would a catch their attention for sure Kids teacher reads the paragraph while kids just listen The second time remember, this is to prepare this is to prepare for their language in the reading and writing And this will aid them then in summarizing academic presentation So, kids first listen to the text Next, teachers read says the text while students take notes The person…the students share notes with a partner, adding in any details that they forgot Again, we’re training them in all of these things because first of all, they’re the ELD standards And they’re acquiring English And second of all, it’s going to be…do they’re going to do great on the test with it Last but not least, my favorite part of it is, I have partners…partner up with the other two partners And they have to write the exact same thing, reconstructing the text For instance, if this was a group here, they would decide, “Well, how did that passage start?” And she might say, “Well, it started blah, blah, blah.” And then she might say, “Oh, no That’s not the way it started It started like this Do you agree?” “Yeah. Okay. I agree.” Then all four people would write the same thing Turn it in, I give them effort points, so that not one person is responsible for that score And also, because think of the domains, listening, speaking, reading, and writing So, if only one person is doing the writing, who’s doing the thinking, right? That smarty [inaudible] that always volunteers and wonderful person that we want to rely on in our group, but we want everyone to be responsible and accountable So, for today, I’m going to…I took a passage from Benchmark So, Benchmark is heavily used in our surrounding counties, a couple in our county Anyone adopt Benchmark? Okay So, this is from the grade six And they’re working on digestion So, again, this is part of a teacher’s bigger unit of processes of the body So, on their sheet of paper, I might have on the left side, I decided to use the phrase chemical composition of food And I might just say briefly to the children Say it with me Chemical >> Chemical >> Composition >> Composition >> Of food >> Of food >> Okay. This means this means that there are different substances within food So, there are different substances or chemicals
within food that make up that food type The second word is digestion Say it with me >> Digestion >> Digestion is the process of breaking down food into substances that can be used by the body What is the word? >> Digestion >> Okay. Excellent So, on your note page, do you see in your on your in your text there, you have a note page With kids, sometimes you can just have them fold a paper with line paper Or you can actually put these two pictures on a page with this with two rectangles like this However way you want to do it, I find with kids that are perfectionists, they need the boxes But I don’t make the kids write in the boxes Like, I’m not walking around, checking to make sure they’re writing in the boxes That’s not the important thing But for the kids who need structure, those are the ones that I do it for Does that make sense? So the first time, I’m just going to read the passage The second time, you’re going to write notes in the My notes section Any questions? All right, here it goes Now remember, you’re not writing this time, you’re just listening The moment food enters the mouth, the body begins to digest it Chewing begins the mechanical digestion, which is a physical change The saliva in the mouth begins the chemical digestion This is a chemical change The saliva begins to break down the chemical composition of food It changes the food from one type of matter to another This chemical digestion continues in other digestive organs Okay. So now, taking your pen, please go ahead and refer to what I’m saying and write down the notes as you hear them or key words as you hear them The moment food enters the mouth, the body begins to digest it Chewing begins the mechanical digestion, which is a physical change The saliva in the mouth begins the chemical digestion This is a chemical change The saliva begins to break down the chemical composition of food It changes the food from one type of matter to another This chemical digestion continues in other digestive organs When you’re finished writing, partner up with a partner, share notes Usually with kids, I’ll have one partner “B” partner “A.” One…”B” partner “B.” Partner “A” reads Partner “B” fills in the notes they didn’t hear >> Sure >> And then partner “B” to partner “A.” And then, I challenge you guys to do it as a foursome where you’re reconstructing the text Almost word for word Not summarizing it, but reconstructing it I’m going to read it one more time So, here’s your challenge Your challenge is to put back what you’ve heard back into with the foursome, each person agreeing to what you’re all going to write So, yours would be the same as hers, which would be the same as hers, which would be the same as hers With kids, I don’t read it more than three times ever So, again, when you think about the ELPAC, how many times do they get to listen to it? >> Once >> Once But with three times, it seems to be the about what I what I like to do And I can share with you in a moment why The moment food enters the mouth, the body begins to digest it Chewing begins the mechanical digestion, which is a physical change The saliva in the mouth begins the chemical digestion This is a chemical change The saliva begins to break down the chemical composition of food It changes the food from one type of matter to another This chemical digestion continues in other digestive organs So, I appreciate those folks that have already gotten into their groups, and are already like writing it out and working together because then you know what it feels like as a kid, like, okay There’s a place there’s a place on the next slide to write it as a group With kids, I try to have the their notes and their group notes side by side And it looks like this Okay. How many folks still need more time?
Okay So, we had some great conversations about how would I practically use this and what it’s for Did you have to listen in this text reconstruction? Were you listening? >> Yes >> Speaking? >> Yes >> Reading? >> Yes >> Writing? >> Yes >> Yes. It’s when you think about all the ELD standards, do you think with this small little instructional practice, how many do you suppose it covers? Many Not all, but many, but nearly all Here’s the paragraph And again, I think it works best And our team, we use it But we don’t use it, like, prescription-wise, where it’s like, “Okay Every Thursday, I’m going to do a text reconstruction.” I might do a text reconstruction once a unit And I’m going to pick a paragraph that I know students are going to need to know how to write from and read from >> It breaks [inaudible] >> I’ll tell you a secret about kids I think in about fourth through twelfth grade The first time you do text reconstruction, depending upon your kids because again, I don’t want to make a generalized statement about older kids or younger kids But my experience has been that even if I explain the process, the kids sit there and look at me And they want to say you have to reconstruct it, they’ll say, “You didn’t tell me how to do that.” You get a little feedback on that And then, you say, “Well, you’re going to have to you’re going to have to come up with something because I’m only reading it three times.” Because generally kids are used to us telling them over and over and over, right? So with the three, I’m happy with their effort of getting what the group comes up with Much of it, most of it, a lot of it And the second time you do it, then they’re ready to go Maybe some groups third time But…so, it’s not something where it’s, like, you might find it like, “Oh, I’m just going to get right on that recounting,” right? At the upper grades some upper grades Well, the upper grades, some of them that I have encountered Now of course for K-1, 2, we have a variation to this that we that we’ve discovered that works wonderfully And of course, the field hasn’t caught up with this yet, you know? So, when you’re thinking about doing this, as Annie said, you can’t do this by yourself So, you have, you know, a grade level teams deciding in their unit Okay What’s our text reconstruction? I saw seventh grade at North, shout out They…actually, in their seventh grade, they work together and create their text reconstructions for Integrated ELD, and then that becomes their Designated ELD along with their Study Sync So, they work together, you know? You can’t do it by yourself, for heaven’s sake So, let’s talk a little bit about what was going on during text reconstruction So, I think we have to run the mic around What was going on? More steps What was going on? Were you fighting with each other? Was anyone rolling eyes at each other? Were there any control freaks? >> Yeah >> Yes. Because we’re all hello, we’re teachers Tell me, what was going on? >> I think us negotiating >> Oh, thank you Would you mind? >> I think we were all just trying to figure out what we heard and making sense of it and then repeating it We were able to then condense what we were trying to say >> Exactly. Perfect >> And some had con, other parts and other [inaudible] >> Right Working together as a group, right? Thank you What was the content of your discussion? So, some people love to give those the twenty-five words of vocabulary where you write the word, then you do the definition, then you draw the picture, then you use it as a sentence which there’s twenty-five words and maybe five content teachers a week, right? That are giving kids, like, 25 words each Maybe not most places, but some places How often do they use those words? >> Never >> Never? How that was from the group Okay. And how often did you use the vocabulary here?
More? >> Yes >> A lot more or just a few bit more? >> Yeah >> You had to Can you expand on that for me? >> Since we were reconstructing the text, we had to use the vocabulary from the text which made us use the vocabulary more and hopefully sticks more >> Yeah, excellent And, yeah, you want it to stick We want the we want it to stick Thank you [inaudible] Okay, anyone else? Oh, snaps Okay. We’ve got the snapping over there Anyone else? Yes >> You went through so, you basically went through blooms, you, like, recalled and then you got to a point where you were recreating what you were hearing >> It was kind of a bloom, it was a higher order, lower order >> Go up >> Yes Oh, oh Anyone else? Sorry, Karen Did you oh, oh, good, thank you Okay. I didn’t see you >> It’s okay >> So, how were you interacting with your partners? Positively? Negatively? >> Respectfully >> Respectfully >> Elaboratively >> Elaboratively? >> And you were collaborating, you were using the language, you know, oral discourse >> Yay. We’re all discourse >> Maybe arm wrestling going on >> True or false, you have students in your class who are not who are not going to be perfect when you’re interacting? >> True. Just you >> So, it got us thinking too, all those likes in our classroom >> Uh-hmm >> And any kind of talking academically is not happening So, both of us teach at two different high schools in Madera, but we’re getting the same results from the kids So anytime you ask them so our speaking activities aren’t really speaking activities and then you’re going to kind of punish and say, “Well, we’re going to have to write because you’re not talking.” >> Right, right, right So how do you think this will work? >> Hopefully better than where we’re at >> Hopefully better I think that >> We have high hopes >> Good. High hopes >> What’s that song, Karen? >> It tricks them into it >> Okay. High hopes >> It tricks them into it >> Yeah, it tricks them into, it does, right? Because you don’t want to do it by yourself And then if you know you’re just getting effort points, that helps too It’s like, “Look, I’m grading you on effort I’m grading you on being here in the moment.” All right. Next thought >> And I could see how this could lower the affect filter for EL scholars, especially doing it together So that was really great strategy >> I love that, doing it together Let’s not punish by just saying, “Okay. You get to do it by yourself.” How would that have felt? Ah. Ah >> I was thinking as far as, like, classroom management, how it’s…it has account student accountability They’re working with each other, there’s a common goal, the students are more focused and I think that’s great Yeah >> Yeah, I…the I love that question because for my experience with it has been that they want to work they’re working together and I rarely have any hiccups to that I mean, of course, you have every now and then the few, you know, the few >> Yeah, they’re yeah, they’re engaged >> They’re more engaged. Yeah Any others? Oh, good We have one right here >> So, I just wanted to I’m with a very smart team here, but they were talking about yeah, hoo, hoo >> Smart’s good. Smart’s good >> So, they They were talking about how and this is not an isolated practice >> Right >> …to just an ELD class And how they would use it in their regular content class because all students need to be able to access rigorous text And so, I think that the more that we can integrate these practices and not segregate our elite scholars, English scholars, and the better we would be off >> The Integrated ELD That’s a great practice for that Thank you for reminding us Okay And we were supported by the group work, I think that was already mentioned And so now you probably are wondering, “What can I do with it next?” We’re going to deconstruct next with Karen >> Oh, so many things we could do now So, we love this practice because it sets us up for this deeper work that we want to engage in So, you…text reconstruction should never stand by itself alone, it should always be done in conjunction with the deconstructed portion So, text reconstruction is that opportunity for teachers to really unpack how English works, how language works, and using language to make meaning because it’s all about meaning making first, right? So, the first thing we’re going to do is understand what the text has It is also opportunities to talk about text types,
and purposes, and how it’s the organization, et cetera So, let’s look at some thoughts When we’re trying to focus on meaning, we could certainly, we want to look at the vocabulary That first example shows, you know, how does digest work in different word forms, as a verb, as a noun, as an adjective Looking at words like mechanical and physical, what do those mean? Then going into unpacking sentence So, unpacking sentences is where you first look at what the sentence actually means and then you also want to look at a particular language that might be in there For example, this one that we picked starts with a special word What kind of word is that? >> A pronoun >> A pronoun Isn’t it mean to start with a pronoun, right? Because you a kid can look at that and what does it represent? What is that they’re already lost, okay? So we’re going to hold on to that sentence because we are going to unpack it And then once we once we understand the paragraph, what it means, we can start unpacking the language features So these were these were a few that we pulled out with this text So, the beautiful thing is every text, every paragraph, every sentence is going to provide something different for you to look at and focus on So, there’s a this is what we uncovered here This idea of noun phrases So, you can understand the term mechanical and you can understand the term digestion, but when you marry them, you put them together, it has a different meaning So, clearly, all of those noun phrases need to be unpacked We already touched on our favorites, pronouns We’re very big on playful pronoun practice because it’s pronouns, you know, they’re hard, they’re hard for English learners and they’re hard for a lot of our English only kids, they get lost really fast So, when how often do you use pronouns, you know, noun replacement? You know, lots of things you can do with that And then this idea of some abstract language What trips us up? Which? How do you explain the word “which”? Teacher, what does this mean? Last week, someone said, “Bruja,” oh, so funny Yes Another, another is a little easier to explain All right So, sentence unpacking I think of sentence unpacking as juicing a sentence for all that’s inside of it So if we have to explain this sentence, it’s deceivingly simple but it has some big ideas in it, right? Chewing begins the mechanical digestion which is a physical change So chewing Is there another way? Do you think everyone knows chewing? Would you have to explain that word? Could we just do it? >> Yeah >> Chewing begins, you could use starts Mechanical digestion What is that? How would you explain that? >> [inaudible] >> I don’t know why I’m using the mic I forgot I have a mic I was just…yeah >> Starting off by pairing it with images perhaps? >> Some images >> Anyone else? >> What is the word what is the word “which” doing here? What is “which” referring to? It’s referring back to mechanical digestion Mechanical digestion Karen explained it as, you know, the process of starting to break down our foods So, if we were to come up with some ideas in here, maybe we’d say, “Chewing starts the process of breaking down foods Chewing is a physical change.” So, seeing all the different ideas that we can pull out from that sentence, so one of the things we always say in our office is, “Friends don’t let friends unpack sentences alone.” This is not the kind of activity that you can just stand up in front of the kids and just have a sense on how to unpack it We always say, you know, this is a great activity out of PLC, everyone pull out, you know, a sentence, paragraph, unpack it together, and really think and talk about how you would explain it to your students and have it prepped and ready It’s also something that you’d get a lot better with over time and practice So let’s have a little practice right now It changes the food from one type of matter to another
So with your table group partners, how would you…what would you do with that sentence? How would you start to unpack it? You can see where it’s contextualized within your paragraph What would you do? Hmm. Parched Still parched Between your friends, I’m hoping you came up with a lot of ideas I think a funny thing is I’ve unpacked a sentence one day and then forgot that I already unpacked that sentence and gone back a week or two later and re-unpacked it, and guess what? My ideas are different because it kind of depends on your mood Did you sleep last night? Did you unpack sentences at the bar? What went down, right? So it’s not an exact science, but kids really love it when they understand the text they’re reading I had the first time I tried this, it was seventh grade class, it was the topic was childhood slavery because we want to give our kids the juicy stuff, sad but juicy stuff, right? And a seventh grade boy came to me and said, “Why didn’t you ever do this with us before because now I understood what I read,” and I’m like, “I’m sorry Like Oprah says when we know better, we do better.” It was a new thing that I just learned about six years ago And he was like, “Yeah, lady, keep doing this, you know?” I wish…I wish, last year, but, you know, hey, we can only move forward So sentence unpacking So let’s look at the kindergarten, summarize and what does this look like in kindergarten? So what I want you to do is just look, skim through and see, what do you notice about the language that’s in this simple, easy text? Okay. Let’s just look at the first sentence for starters This is a rainforest Simple, easy-peasy, right? No, what’s tricky? >> No, it’s combined with rainforest together >> Exactly. The idea Kids could know rain, they could know forest, but rainforest together and I’m sorry, I don’t see any rain Okay. What else? What’s that first word? >> “This.” >> “This.” All right Any other things you see? Hmm, did you look at some prepositions? >> Uh-hmm >> This has quite a little variety of prepositions, the in, the on, the above, the through In and on can be very tricky, especially with our students who speak Spanish as a primary language In, on, and at can all be represented by one word in Spanish, “en” So no wonder Did anyone see a double prepositional phrase? >> Yes >> Oh, my gosh And where is it situated? At the beginning of the sentence When we first learned prepositional phrases, don’t we usually learn they’re at the end of the sentences, right? “On the floor of the rainforest.” Okay That would get a shout out Once you start showing kids how exciting double prepositional phrases are, they’re going to come up with them for you, right? Okay Any vocabulary? >> Damp? >> Damp This is…yeah >> Uh-huh >> There’s also a lot of abstract language >> Yeah >> Many, some, those adjectives of quantity, may also be Almost never That’s kind of even mean, right? Almost never? What does that mean? And then they use very Very wet >> Uh-hmm >> Very little >> It’s very wet >> Yeah So I know…often when people look at this, “Oh, it’s like…it looks like a nice, simple paragraph,” but when you really start analyzing the language, but again, this is the most difficult, speaking task type, right? So they’re going to listen to it and come back with something So collaborative sentence reconstruction
Karen said something about us coming up with a little protocol to get kids ready for text deconstruction if they’re lower proficient low at the lower proficiency levels or at the younger level So we’ve used this a lot, K-2 and with older students that are not bridging yet, right? Or even expanding So I’m going to talk you through it First thing, it starts out just like text reconstruction so we’ve selected one to two words from the sentence that students are already familiar with So this is not a time to teach vocabulary, it’s review vocabulary They already knew these terms And…but, you know, when they take their notes, they don’t have to write them down And the next piece is getting together some group notes So first thing, this is just a sentence I’m going to read and students are just going to listen So I’m going to read the sentence for you so the rest of the notes make sense And this was third grade this summer, all English learners “When plastics are recycled, they’re usually downcycled or used to make a lower form of plastic.” One complex sentence, you listen, then you follow just like text reconstruction, listen again, students are taking notes, I often like to use white board You’re this is not a dictation, so it’s at a good pace The point is for them to listen and everyone get down, you know, the first time through, couple idea couple words, couple key ideas Then they’re going to share, so we got our white boards going, we’re sharing with a partner just like you did before Now, she’s got two words, she’s got two words, and together, they’ll have three words because one of the words was the same, right? But you’re building up, so Then we’re going to add them to a we’re going to create a class list So now you’re going to nominate your word that’s going to go up We’re going to read it Lower K-2 students, you could insert some foundational skills right now What does it start with? What does it end with? Depending on where you are and what they need, read, read, read, the cumulative read And so now we’ve got look at this long list we generated from everyone’s few words Guess what? They’ve got about all the words that are in the actual sentence now So we’re orally rereading and now you’re going to orally try to reconstruct the sentence orally with a friend and then we’re going to try it together So I will scribe as it’s like, “What was the first word?” What was the first word? When Everyone always gets the first word And so I’m scribing what they remember and they’ll get a couple words and then we’ll reread, and it’s like, “Okay What’s the next word?” They’ll debate Kind of like what you did in the in your smaller groups, but now it’s whole group And then this is the sentence they came up with So I’ve scribed that I am purposely not trying to make them to lead them here, I am just scribing and facilitating, but not trying to get them to get it exactly the same because that’s where the beauty of the paying attention in the conversation comes in So now we’ve got the whole sentence written out So they came up, “When plastics are recycled, they’re usually downcycled or made to a form of lower quality.” So you can hear a little awkwardness in there, right? So this is this is my favorite part Like a pin could drop when you’re doing this You write right underneath their sentence the actual sentence and they are, you know, big eyes Yeah, they want to see if they got it right, if they’re winning, right? So you’ll…you’ve…like, they got exactly the first four words and they’re like, “Yay,” and then when I put the comma, they’re like, “Oh They didn’t tell me to put a comma in,” right? So we write it and then we have a conversation What was the same? Talk to your partner, everyone’s having a conversation What’s the same, and then what’s different and then recording it So this is a great sentence Look at that, they missed the they missed the commas What will happen the next time we do a sentence? If they miss commas this time, what will happen? >> You’ll have eight >> I’ll have eight commas in that one sentence, exactly, because this is what we do when we’re learning We get an idea in our mind and then we overgeneralize, right? And then the next time, they’ll go back two steps, right? But I used squiggly lines
when they got the gist and then a circle just to signify that that was it was different or something So great conversations We’ve done this with little, little ones and older ones, too So here’s some here is all of the instructions on one page to see it all together And then some examples of different classrooms that we’ve used this in and you’ll love these sentences So, yeah, you heard we’ve done feminism, we’ve done childhood slavery Oh, yes, and genocide Because, again, we want to give students juicy topics because they love juicy topics So this was a tenth great ELD class that was studying genocide and they read the Nuremberg Race Laws of 1935 deprived the German Jews of the rights of citizenship, giving them the status of subjects in Hitler’s rike Nice sentence The middle one was newcomers in it was a summer school class of newcomers and I had them they had their white boards and they were right up with the chart paper, right up in front of me Their sentence was, “Honeybees are considered keystone species due to the critical role they play in plant pollination.” So again, sophisticated language because we know that’s the kind of language, the enrichment is what moves our kids, not the easy, watered down stuff that are a lot of our older students find insulting The last one was from a first grade class that we came up with this protocol together, Priscilla’s class So first grade, this is I’m thinking this is later in the fall First graders, English learners “At night, when bats drink nectar from flowers, they transfer the pollen that sticks to their body from flower to flower.” And if you look at this, they missed two commas and two words, the “the” and the “to.” That’s because this classroom is doing collaborative sentence reconstruction and then following up with sentence unpacking about every day So those little first graders have gotten so good at this strategy, Priscilla has left it for a substitute to do with them You’re supposed to go, “Ooh, ah.” >> Ooh >> Ooh, ah >> Okay The substitute was her husband, but okay Right? Still impressive So collaborative sentence reconstruction, text reconstruction, it’s setting up the stage for the deconstruction, and the unpacking, and the deeper juicing of the sentence So never just occurs in isolation alone, always with the follow-up So these are this is some work that Annie did Take it away, Annie With kindergartens, just to talk about how kindergartners can take notes >> What do you think about kindergartners taking notes? >> [inaudible] >> They can do it, right? A lot…we train them Yes So I was much meaner than my friends here, so I walk into her Annette’s classroom three years ago, and so I did the full text reconstruction that we should [inaudible] with you I took the kindergarten text, read a paragraph about three, four sentences with them, make the kids take notes, and this is in April Make the kids take notes and they reconstruct and she was just like, “Wow.” But then…so what she did is she works backward So this was 2018, so last year in November So these are the steps that she took in order for them to take notes So I’m going to advise you to watch her first, and then I’ll ask you for questions, and then we can talk about what she did there, okay? So we’re going to start with this one over here, she’s training the kids how to take notes >> That’s okay That’s okay You highlight the things that you want to highlight, and I will highlight them on the screen, and you will be able to highlight them So if I say I’m on number one that means I will be on this top part up here If I say I’m on number two, I will be in this text right in here and you can see we’re going to find some high frequency words Number three, I’ll be right in here, number four, five, and six, okay? Can we do this? >> Yes, we can >> We can do this Okay >> So she just went over the instructions Now let’s see how she conducted with the kids >> Get ready with your highlighter Open your highlighter
Now, let’s get ready to take notes with the highlighter, okay? Here we go, “Reindeer are,” ooh, there’s “are,” I’m going to circle “are.” “Reindeer are…” >> “Reindeer are…” >> “Part of the deer family >> “Part of the…” >> I’m going to highlight “deer family.” If you’re following along then you’ll be able to highlight with me Okay? Here’s more information, “They like to live in the cold places on Earth.” Okay. That’s good I don’t know if I need anything there But if you feel it’s interesting, you can highlight, okay? Here, I’m going to highlight, “Wild reindeer are called,” there’s the word “are” again What are they called? Caribou I thought that that was really interesting and that was a new word for me, so I’m definitely going to highlight “Caribou.” So right there, look to see, right by number one, “Caribou,” starts with a C ooh, I heard somebody go [makes sound] that’s good >> Caribou >> Caribou [inaudible] >> Okay, here we go “They live in large groups called herds,” well, I thought that was interesting because remember we talked about bats were in roosts, but reindeer live in herds? So I’m going to highlight “herds.” That’s the last word in this sentence So maybe you can use that when you write about reindeers >> I think you got the ideas You got the ideas One of the thing is if you notice on this side, she has like a red chart, and that chart is the can, have, are chart And so, the informations that the students took note, then from after they finished going through all those and highlighting, then they transfer she guide them again to transfer those that they highlighted into the can, have, are chart And then from there, they use that chart to create sentences, and that’s when she put them in center and then the kids come to her so that they can use the information to write sentences from there So one of the thing is, this text right here, of course, if you open kindergartener text, usually you got picture with like a little caption here So what she did is she took the text out the bottom and she retype them So it looked a little more like an older grade text that she trained the kids because a lot of times they are used to reading text with pictures And so when we make it like this, it looked like a lot of text and many time with kids, and I have to say, I am included is that when I select text to read when I say, “It’s your text after text and after text,” I put it aside I usually choose text that has more, like, conversation, like, dialogue because they are easier for me to read and I talk to many kids, like, that’s how they choose the book, when they open the there’s so much information [inaudible] line after line, they won’t select them And so here we are training them early on And think about it, this is November So by the time they get to January, then you can just start reading, and they can start taking notes like Karen said, on the on the white board, and they can start doing the text reconstruction Any questions, comment? Yes >> Can, have, are charts? >> Right So Karen Google about it, so it’s a chart that say “can, have, are,” usually, we think it’s kinder, but no, you can use it into the upper grade and Karen will show and this is just one thing, again, we talk about culture When I started working with the teacher, and I see the can it’s can, have, are chart, guess what I did? I changed it, because to me, I say “are” is better because like, “When these are,” “When they are,” so “are” first, and then “what they have,” and “what they can do.” So I changed the chart with the teacher and Karen said, “Annie, that’s not how it works This is the way the chart go,” but I don’t know >> That was like, are, have, can charts, right? >> Yes, but…so with that >> Thank you What makes sense and what doesn’t make sense in one’s mind >> That’s okay >> Oops >> That’s okay You highlight >> There, did that work? All right So what we did, the three of us is we combed the ELA/ELD published materials that are most used in our county and it’s Wonders, Benchmark, and Study Synch So we wanted to see, “Hmm, did any of those published materials come up with text reconstruction?” And the answer is yes, one did
And it’s good to know so you can think about where it where you can what text you’re going to use, where you can insert this So in Wonders, it actually is part of their Designated ELD every Tuesday, like clockwork, day two, right? If that occurs on a Tuesday, but it…and it uses narrative or realistic fiction So we say, “Yay, they have it?” But then we talk about what kind of text may it be used with that’s better, and we would say informational explanatory You’re not going to have dialogue you know, you don’t want dialogue in your text reconstruction likely And then Designated ELD, Karen talked earlier about how it’s actually more effective in Integrated ELD with everyone because of all the language models, right? So good that it’s there, but think being really thoughtful about when, and where, and why Benchmark does not have it but they’ve got lots of really complex text, like the text that Karen selected for this So that’s really you got to have some complex text, right? Because that would be the point, there won’t be anything to juice if it’s too simple And then Study Sync, mostly literary text, so you really again, you might want to go out to another content area, history, social science, science is great to find that complex text >> I’ve been using Blast since Study Sync, some I’ve been using the Blast a lot with Study Sync If you use the Blast do you guys know what I’m talking about? Do you use Study Sync? >> Yes >> Yeah, yeah, okay, good >> The Blasts? >> The Blast >> Okay. Very good So you’re going to have a minute oops, went the wrong way Oh, first, we’re going to hear one minute, after we hear from our friend, Lindsey, she is an instructional coach in Stockton that three years ago didn’t know about text reconstruction, didn’t know about collaborative sentence reconstruction, didn’t know about sentence unpacking, and now she is leading this professional learning all across her district So little teacher testimony about what she’s learned and discovered in the last three years Take it away >> Collaborative text reconstruction’s a wonderful opportunity for the students to use all the different domains, so they’re listening, speaking, reading, and writing It gives them an opportunity to actually talk about the text, the grammatical features in the text that they find after they reconstruct it It also gives them an opportunity to listen actively which is definitely a task type on the ELPAC that they made to be able to perform to It also gives them the opportunity to take notes which we found a lot of our students don’t know how to take notes and then use those notes in order to recreate something that they’ve tried to memorize with their partners So they’re actually working together in order to recreate the text which you don’t find in a lot of different activities that are provided in the school system >> Go, Lindsey And now you’re going to have an… oops, this you’re going to have an opportunity to apply this So collaboratively plan a SAP, summarize an academic presentation task What one minute complex text or nice complex sentence could you use? And any extensions you can plan for it? So about five minutes applying what we’ve been talking about and then I’ll check back in with you Maybe that was five minutes, maybe it wasn’t, but someone must be getting hungry We’ve got lunch set up for you in the other room where you had your breakfast We’re going to break until 12:30, you can sit in there, there’s lots of lots of seating, and we will continue with our second task type after lunch Enjoy