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North Carolina Understanding Language Project

North Carolina Understanding Language Project. North Carolina Department of Public Instruction Stanford University. Understanding Language and the College & Career Ready Standards : Meeting the Needs of English Language Learners. Lau v. Nichols (1974).

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North Carolina Understanding Language Project

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  1. North Carolina Understanding Language Project North Carolina Department of Public Instruction Stanford University

  2. Understanding Language and the College & Career Ready Standards: Meeting the Needs of English Language Learners

  3. Lau v. Nichols (1974)

  4. A Nation at Risk (1983)… call for standards.

  5. The two cyclops problem

  6. Old Paradigm Content Language Mostly vocabulary, Grammar

  7. New Paradigm Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures ΔVocabulary practices Content Language

  8. Content

  9. COSA - Eugene

  10. COSA - Eugene

  11. ELPD Framework

  12. No Child Left Behind:Three important pieces for ELLs Sec. 1111(a)(3)(ix)(III) the inclusionof limited English proficient students, who shall be assessed in a valid and reliable manner and provided reasonable accommodations on assessments administered … including, to the extent practicable, assessments in the language and form most likely to yield accurate data… Sec. 1111(a)(3)(xiii) enable results to be disaggregatedwithin each State, local educational agency, and school by…English proficiency status. Sec 3113(b)(2) standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).

  13. The New Standards… • raise the bar for learning; • raise the demand for language; • call for a high level of classroom discourse across all subject areas.

  14. Students are challenged to… • engage in productive oral and written group work with peers, • engage in effective oral and written interactions with teachers, • explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings, and • extract meaning from complex written texts.

  15. Obstacles English Language Development (ESL) isolated from content Low expectations of our ELLs Language seen as the exclusive domain of the ELD teacher or ELD block Traditional Program model of service for ELLs

  16. Goals for the Understanding Language Initiative • Engage in a healthy public dialogue around what the College and Career Readiness Standards (CCRS) imply for English Language Learners (ELLs). • Develop exemplars of what CCRS - aligned instruction looks like, to be used as strategic tools by districts (and others).

  17. Goals for the Understanding Language Initiative • Develop a vibrant, inquisitive, engaging online community: Web: http://ell.stanford.edu/ Twitter: ELLStanford Facebook: Understanding Language You Tube: Understanding Language

  18. Goals for the session • Examine the critical role language plays in the CCRS standards for English Language Learners (ELLs). • Identify specific teaching strategies that support ELLs’ access and success with authentic complex texts. • Unpack the metacognitive processes teachers/educators need to support and reinforce ELL learning. • Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms

  19. Cross-Cutting Foundations (ell.stanford.edu) • Language and the Common Core Standards (L. van Lier and A. Walqui) • What is the Development of Literacy the Development of? (G. Hull & E. Moje) • What Does Text Complexity Mean for English Learners and Language Minority Students? (L. Wong Fillmore & C. J. Fillmore) • Instruction for Diverse Groups of English Language Learners (A. Walqui & M. Heritage)

  20. Piloting the Units Statewide (English Language Arts and Mathematics) • ELA (Grade 7) • Persuasion across Time and Space: Analyzing and Producing Complex Texts • Math (Grade 4 ) • A set of resources that discuss relevant language and supports the participation of ELLs in Mathematical discussions

  21. NC UL Project Timeline

  22. Pilot Participants English Language Arts (Grade 7) 4 LEAs/Charters per each region (Grade 7 ELA team + ESL teacher + EC teacher + administrator + academic coach/facilitator) Math (Elementary grade level TBD) 4 LEAs/Charters per each region (Grade level TBD + ESL teacher + EC teacher + administrator + instructional coach/facilitator)

  23. ELA Team

  24. Math Team

  25. Questions and Answers Contact Charlotte “Nadja” Trez or Christie Lynch Ebert for further questions and/or comments. nadja.trez@dpi.nc.gov 919-807-3866 Christie.ebert@dpi.nc.gov 919-807-3856

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