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ELD instruction across the content areas: a professional development program for teachers
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Content
!
Running!head:!ELD INSTRUCTION ACROSS THE CONTENT AREAS
!
ELD INSTRUCTION ACROSS THE CONTENT AREAS: A PROFESSIONAL
DEVELOPMENT PROGRAM FOR TEACHERS
by
Sarai Padilla
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 15, 2018
Copyright 2018 Sarai Padilla
INTEGRATING ELD ACROSS THE CONTENT AREAS
1
Acknowledgements
I dedicate my work to my daughter. Since the first time I heard Yara’s heartbeat inside of
me I knew that God had bestowed upon me a responsibility that I must meet with fervor,
dedication and tenacity. We have come a long way literally and figuratively. Our journey before
and during the writing of this document, Yara has been my source of inspiration and motivation.
May God continue to keep us and bless us.
I am deeply grateful for my family. My mom, dad, and four sisters who understood and
supported me when my time and energy was limited during holidays, birthdays, and life events.
The help I received from you with Yara will never be forgotten and I am eternally grateful. To
my burras, I am always grateful for your loyalty, support, and knowing in a heartbeat you are
always near, no matter how much time passes between visits. To Mami Licha and Papi Luis, I
know you would've been proud of me. I miss you and love you very much. Mr. Gonzalez and
Mr. Mascorro…Querer es poder!
I am grateful to all the professors who helped shape my experience at USC. The profound
dedication everyone at Rossier has shown me, as an educator and a Trojan, has inspired me to
become a better version of myself. Dr. Ken Yates and Dr. Rebecca Lundeen, thank you, thank
you, thank you for your patience and tireless support. For being personable, approachable, and
understanding of all the life challenges that came my way this year. Dr. Kimberly Hirabayashi,
you have shown excellence in your leadership and your knowledge in pedagogy that I feel very
privileged to have had the opportunity to learn and grow through your guidance.
INTEGRATING ELD ACROSS THE CONTENT AREAS
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Table of Contents
Abstract 5
Chapter One: Statement of the Problem 6
Organizational Context and Mission 6
Organizational Goals 6
Organizational Problem of Practice 7
Evidence for the Problem of Practice 8
Importance of Solving the Problem of Practice 9
Instructional Needs Assessment 10
Nature of the Change 11
Determine the Learning Goals that Accompany this Innovation 11
Resources Available to Support 12
Curriculum Description and Purpose 12
Curriculum Goal, Outcomes, and Capstone Assessment 12
Definitions 13
Potential Designer Biases 16
Organization of the Design Blueprint 17
Chapter Two: Review of the Literature 18
General Theoretical Approaches 18
Content Area Instruction 26
Content Specific Applications 27
Prior Attempts 30
INTEGRATING ELD ACROSS THE CONTENT AREAS
3
Approaches to the Curriculum Design 31
Chapter Three: The Learners and the Learners Context 33
Ability 33
Self-Efficacy 34
Description of the Learning Environment 36
Existing Curricula 36
Venue, Available Equipment, and Technology 36
Classroom Facilities and Learning Climate 37
Chapter Four: The Curriculum Goal, Outcomes, and Assessment 38
Curriculum Goal 38
Curriculum Outcomes 38
Summative Assessment 38
Cognitive Task Analysis 39
General Instructional Methods Approach 42
Description of Learning Activities 43
Workshops 47
Scope and Sequence 52
Delivery Media Section 53
Chapter Five: Implementation and Evaluation 57
Implementation of the Course 57
Evaluation of the Course 58
Conclusion 67
INTEGRATING ELD ACROSS THE CONTENT AREAS
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References 68
Appendix A: Kirkpatrick’s Level 1 and 2 Survey 72
Appendix B: Kirkpatrick’s Level 1 Through 4 Survey 73
Appendix C: Scope and Sequence 74
Appendix D: Unit Lesson Plans and Instructor’s Guide 75
Appendix E: Lesson Materials 110
INTEGRATING ELD ACROSS THE CONTENT AREAS
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ABSTRACT
The growing diversity in the United States is something that cannot go unnoticed. It is important
to think about the consequences this fact imposes on our schools. English Language learners
make up the fabric of our society and must be prepared for tomorrow’s jobs and the expanding
literary demands. It is the moral imperative of the school system to educate all those who walk
through schoolhouse doors. The purpose of this curriculum is to train teachers with the critical
skills they need to provide English learners with the language supports needed to become
successful and productive participants in school and career regardless of their English
proficiency level when they enter the school system. This curriculum is grounded in research
and emphasizes the importance of building reading, writing, listening and speaking skills in
existing curricula across all content areas. The sequential and purposeful design of this five day
workshop will encompass language demands, language functions, language objectives, academic
language in terms of lexical and syntactical forms, discourse to apply and solidify content
knowledge and metacognition to perpetuate the cycle of learning. Through practical applications,
participants of this program will be able to apply research based strategies using their current
curriculum to complete a culminating collection binder of artifacts to keep as a resource for
future use. By completing these workshops teachers embrace the promise of providing a rigorous
and high quality education with equal access to all students as we prepare them to be tomorrow’s
leaders. In order to mitigate issues of motivation and value one is asked to facilitate with
authenticity such that this curriculum will utilize lesson plans that are currently in place.
INTEGRATING ELD ACROSS THE CONTENT AREAS
6
CHAPTER ONE: STATEMENT OF THE PROBLEM
Organizational Context and Mission
Chino Valley Unified School District (CVUSD) is 48 miles east of downtown Los
Angeles. The district comprises 31,999 students, and of those students 9,161 are designated
English learner students. The mission of CVUSD delineates the following:
Our students possess the personal and academic skills to be successful, responsible and
productive, they are motivated, self-confident, and life-long learners. They exhibit
integrity and contribute to the wellbeing of their communities. They successfully solve
problems using their intellectual capacity and appropriate technology tools. They respect
the ideas of other people, while holding true to their own convictions. Students recognize
that academic achievement is essential to competing in the global economic setting. They
face the future knowing their goals are within their reach, by continuing their education
and through their individual commitment and hard work. CVUSD promises to provide
ALL students a rigorous and relevant education in a safe learning environment.
Organizational Goals
The organizational goals are that each student will gain at least one proficiency level each
year as the result of highly skilled instruction; thus, all students must receive skilled instruction
based on the Common Core State Standards, which will lead to graduation and success in college
and career.
High school students will have the opportunity to participate in one of two well
developed pathways: college and/or career pathways. Each high school in the district has
academies that facilitate progress toward varying career fields as well as support in going to
INTEGRATING ELD ACROSS THE CONTENT AREAS
7
college. The career fields range from engineering to many fields within the health profession.
CVUSD pays for all its high school students who are interested to take the SAT test along with
offerings of support for the test beforehand. CVUSD also offers programs in which students can
take classes that would enable them to apply for entry level positions from mechanic to nursing.
Moreover, all students and staff will possess the 21st century skills required to access and
use appropriate technology to increase student academic achievement. A push towards a more
technologically literate community has garnered the students access to varying technology
throughout the district. Students are given support from the district to participate in national
technological venues such as the Science Technology Engineering and Math Symposium and the
National CUE conference. CVUSD has purchased many electronic programs to support a push
towards technological advancement: Little Bits, Lego Mindstorms, Ozobot, Hyperduino, Office
365, Parrot Jumping, and Steampunk Mobile lab.
Lastly, technology offerings manifest itself in many ways for the students, parents, staff
and the community. The district technology office hosts monthly technology workshops for the
community with the help of many of the staff members throughout the district.
Organizational Problem of Practice
CVUSD has embarked on a strategic move towards integrating English language
learners’ levels 4 and 5 into mainstream classes within the district, while giving appropriate and
mandated English language support in these classes. The shift in the district is called the
Integrated English Language Development shift referred to as the IELD shift.
The administration has begun to use a push-in model to support students designated as
an English learner in the elementary schools, which will follow an impending shift into the
INTEGRATING ELD ACROSS THE CONTENT AREAS
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secondary schools in the next academic year. A push-in model consists of an English language
learner to be included within mainstream classes without the support of a designated English
language learner class. The shift includes addressing the language needs of the ELD population
in strategic ways that promote simultaneous development of content knowledge and advanced
levels of language, which, with the new shift, now becomes the responsibility of the content area
teachers.
Many teachers are not able to readily address the language function components for ELD
in their content areas including and most importantly making academic language accessible to
the ELD population. When a teacher is confronted with an ELD student who needs support,
often the material would either: lose rigor or the student would fail due to lack of appropriate
support (Callahan, 2005).
A strategic team called the Integrated ELD team has been assembled
to help mediate the academic disconnection for the ELD population.
Evidence for the Problem of Practice
The Director of Access and Equity at CVUSD, Mary Salcido, has communicated that
various teachers throughout the district are having problems with ELD student levels 4 and 5
(Emerging and Expanding in the ELD Continuum) transitioning into the mainstream classroom.
These students are not able to acquire academic language and consequently are not accessing
content. The failure rate of the ELD students is much higher than those who are not designated.
Ms. Salcido has asked for the development and implementation of a systematic approach for
teachers to use in all content areas with a focus on the ELD demographic. An integrated English
Language Development (IELD) systematic approach system that may be applied to all content
areas; thereby, equipping instructional coaches and teachers with the wherewithal to support
INTEGRATING ELD ACROSS THE CONTENT AREAS
9
classroom instruction with the influx of ELD students within the classroom at the site level. This
is a strategic initiative that will be spread throughout the entire district in the upcoming academic
year.
Importance of Solving the Problem of Practice
The need for integrated ELD support is imperative for the success of the teachers and
ultimately the students. The primary audience for this curriculum design project are the
instructional coaches and the content area teachers throughout CVUSD.
The California Department of Education and the State Board of Education has recognized
that IELD is an integral part of a comprehensive program in order for every English learner to
meet linguistic and academic goals at every grade level (California Department of Education,
2015). The California Department of Education distinguishes two settings that the English
learners must be placed in while in school. The first is the designated ELD setting and the
second is the integrated ELD setting. The designated ELD setting is a class that consists of only
English language learners who receive support towards English proficiency. The second class is
the integrated ELD setting which is a push in model where the students do not receive a separate
support class and must receive the support from the content area teachers.
All teachers, across all content areas, will need to address the new ELD framework and
must embed a pedagogical shift within their content area. The task will be to look closely at the
class objectives: daily objectives, essential questions, language demands and tasks related to
acquiring the content. A very deliberate systematic approach must be followed by teachers in
order to successfully meet the needs of the ELD population within all core classes. Upon
learning this systematic approach, teachers will be able to successfully employ strategies that
INTEGRATING ELD ACROSS THE CONTENT AREAS
10
foster academic improvement in ELD students.
Benefits and risks. It is the responsibility of the school system to ready the ELD student
population as they are of a significant sized group in present day society. Every three out of four
schools in California have a population of ELDs (DOJ, 2015). The implication of not thoroughly
addressing the needs of ELD students will lead to an impending illiterate population who will not
acquire the skills necessary in the 21st century; thus, creating an unemployable group of people
in society who will not be able to contribute productively. Consequently, an unproductive
population in society poses many threats.
The ramifications of a largely illiterate population are so large that the Civil Rights
division of the Department of Justice have coupled with the U.S. Department of Education to
issue joint guidance to remind state education agencies of their legal obligation to ensure that
ELD students can participate meaningfully and equally in education programs (DOJ, 2015).
Instructional Needs Assessment
The innovation model is determined to be used in order to make a needs assessment
(Smith & Ragan, 2005). CVUSD has decided to implement a push in model for the ELD
demographics such that the California Department of Education (CDE) has released a new
English Language Arts (ELA) and ELD framework that champions the vision of an integrated
ELD academic setting.
The director of Access and Equity has shared that there is a problem within the district
where many teachers at CVUSD are having trouble with the integrated ELD model at the
elementary level and she wishes to add support for the secondary teachers as a precursor to
CVUSD’s implementation of a more integrated ELD model in the secondary. The director of
INTEGRATING ELD ACROSS THE CONTENT AREAS
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Access and Equity has championed it a goal for each site in the district to have a prescriptive
ELD support system which will be brought to the site by way of a site based workshop where all
secondary teachers must participate. The district wide systematic approach to looking at all
secondary curriculums will garner content area teachers the support that is needed to
accommodate an influx of ELD students who will not a be in a designated ELD support class to
aid in content area access across all curriculums.
Nature of the Change
A change in the composition of the learner population has shifted such that the district is
removing the designated ELD class support from the ELD students’ levels 4 and 5 (bridging).
CVUSD is creating a new classroom demographic in the mainstream classes such that the
content area teachers must accommodate the new influx of ELD students. A new dynamic within
the classroom will constitute a new approach to curriculum delivery and pedagogy. A new
responsibility will fall on the content area teachers as it will require them to still uphold all of the
rigor, academic content, and responsibility for state readiness tests despite English level
proficiency. California state law explicitly stipulates that although ELD students are exited out of
the designated ELD classroom, the content area teachers are still responsible for creating support
systems for ELD students for up to four years (Department of Justice, 2015).
Determine the Learning Goals that Accompany this Innovation
The goal of this course will be to instill within the teachers an ELD systematic approach
to add to their toolkit of best practices, which will in turn instill an ELD sensitivity lens by which
to ready their lessons. The teachers will be taught how to purposefully use a systematic
approach to lesson design so that they may choose appropriate scaffolds that will enable the
INTEGRATING ELD ACROSS THE CONTENT AREAS
12
teacher to better serve the ELD population. Teachers will learn to use language functions across
content areas in order for ELD students to access academic language. Teachers will be able to
teach their content to students who have low English proficiency and do not have any exposure
to academic content language outside of the classroom.
Teachers will learn to be culturally mindful and purposeful in their lesson planning such
that they are being considerate of a large number of ELD students in their classes. This change in
classroom make-up will significantly change the pace of the classroom and the types of support
given to the students in the class.
Resources Available to Support
Teachers are assigned two hours per month to satisfy a professional learning community
district requirement. Each school site is assigned an ELD coach where they are able to offer help
on a daily basis. The district has a team of ELD specialists who will come to the school site if the
site principal sets up an appointment through the department of Access and Equity. The site
coach and the ELD specialists work together to present the integrated ELD systematic approach
for all curriculums to all the content area teachers.
Curriculum Description and Purpose
The purpose of this curriculum is to support content area teachers with best practices that
will make their content area accessible to ELD students levels 3, 4 and 5. This curriculum will
provide a systematic approach to deliver academic language to a less than proficient student
demographic without losing rigor or higher order thinking processing.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this curriculum is to equip all content area teachers with best practice
INTEGRATING ELD ACROSS THE CONTENT AREAS
13
strategies to address language proficiency deficits within their curriculum. Upon completion of
this course the teachers will have the wherewithal and confidence to adhere to the impending
demographic shift.
Learners will be able to go back into their classrooms with a tool kit designed to be used
in conjunction with their content area curriculum. The summative assessment will be an
evaluation of the binder they assemble as a result of this workshop.
Definitions
Certain terms as they relate to the field of English language learners are used throughout
this document.
Academic language. Academic language broadly refers to the language used in school to
help students develop content knowledge and to convey their understandings of this knowledge.
(CDE, 2014)
Cognitive Task Analysis. Knowledge elicitation techniques for extracting implicit and
explicit knowledge from multiple experts for use in instruction and instruction design. (Clark, et
al, 2008)
Designated English language development instruction. A protected time during the
regular school day where teachers use English language development standards as the focal
standards in ways that build into and from content instruction in order to develop critical English
language skills, knowledge, and abilities needed for content learning in English. (CDE, 2014)
English Language Learner (ELL). English learner means a child who does not speak
English or whose native language is not English and who is not currently able to perform
ordinary classroom work in English, also known as Limited English Proficiency or LEP child
INTEGRATING ELD ACROSS THE CONTENT AREAS
14
(CDE, 2014).
English Language Development level 1 or Beginning or Emerging. Students
performing at this level of English-language proficiency may demonstrate little or no receptive
or productive English skills. They are beginning to understand a few concrete details during
unmodified instruction. They may be able to respond to some communication and learning
demands, but with many errors. Oral and written production is usually limited to disconnected
words and memorized statements and questions. Frequent errors make communication difficult
(CELDT, 2016).
English Language Development level 2 or Early Intermediate or Expanding.
Students performing at this level of English-language proficiency continue to develop receptive
and productive English skills. They are able to identify and understand more concrete details
during unmodified instruction. They may be able to respond with increasing ease to more varied
communication and learning demands with a reduced number of errors. Oral and written
production is usually limited to phrases and memorized statements and questions. Frequent
errors still reduce communication (CELDT, 2016).
English language development level 3 or Intermediate or Expanding. Students
performing at this level of English-language proficiency begin to tailor their English-language
skills to meet communication and learning demands with increasing accuracy. They are able to
identify and understand more concrete details and some major abstract concepts during
unmodified instruction. They are able to respond with increasing ease to more varied
communication and learning demands with a reduced number of errors. Oral and written
production has usually expanded to sentences, paragraphs, and original statements and questions.
INTEGRATING ELD ACROSS THE CONTENT AREAS
15
Errors still complicate communication (CELDT, 2016).
English language development level 4 or Early Advanced or Bridging. Students
performing at this level of English-language proficiency begin to combine the elements of the
English language in complex, cognitively demanding situations and are able to use English as a
means for learning in content areas. They are able to identify and summarize most concrete
details and abstract concepts during unmodified instruction in most content areas. Oral and
written production is characterized by more elaborate discourse and fully-developed paragraphs
and compositions. Errors are less frequent and rarely complicate communication (CELDT,
2016).
English language development level 5 or Advanced or Bridging. Students performing
at this level of English-language proficiency communicate effectively with various audiences on
a wide range of familiar and new topics to meet social and learning demands. In order for
students at this level to attain the English-proficiency level of their native English-speaking
peers, further linguistic enhancement and refinement are still necessary. Students at this level are
able to identify and summarize concrete details and abstract concepts during unmodified
instruction in all content areas. Oral and written production reflects discourse appropriate for
content areas. Errors are infrequent and do not reduce communication (CELDT, 2016).
Integrated English language development instruction. English language development
instruction provided throughout the day and across disciplines. Teachers with English learners
use the English language development standards in addition to their focal content standards to
support the linguistic and academic progress of English learners (CDE, 2014).
Language Demand. Includes words and phrases that are used within the disciplines
INTEGRATING ELD ACROSS THE CONTENT AREAS
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including: (1) words and phrases with subject specific meanings that differ from meanings used
in everyday life (2) general academic vocabulary used across disciplines and (3) subject-specific
words defined for use in the discipline.” (edTPA, 2015)
Language Function. The content and language focus of the learning task represented by
the active verbs within the learning outcomes. Shared language functions include identifying,
describing, interpreting, analyzing, arguing a position or point of view; predicting; evaluating
and comparing. (EdTPA, 2015)
Limited English proficient, LEP. An individual who is aged 3 through 21 who is
enrolled or preparing to enroll in an elementary or secondary school who was not born in the
United States or whose language is a language other than English who is a Native American or
Alaska native or a native resident of the outlying areas and who comes from an environment
where a language other than English has had a significant impact on the individual's level of
English language proficiency or who is migratory, whose native language other than English is
dominant and whose difficulties in speaking, reading, writing, or understanding the English
language may be sufficient to deny the individual the ability to meet the State's proficient level
of achievement on State assessments. (CDE, 2014)
English Language Proficiency Assessments for California (ELPAC). The ELPAC
will be the successor to the California English Language Development Test (CELDT). The
CELDT is the current required state test for English language proficiency that must be given to
students whose primary language is other than English. (CDE, 2017)
Potential Designer Biases
The lens by which this dissertation was written is one of 11 years of experience working
INTEGRATING ELD ACROSS THE CONTENT AREAS
17
with all grade levels from 6th through 12th grades in content areas of English Language Arts
and English Language Development. The academic settings were both in the United States and
in Saudi Arabia. The socioeconomic spectrum ranged from very poor to the very affluent. The
academic English proficiency of the students lie from honors to the very first experience of
academic English both spoken and written. In an effort to minimize assumptions and
motivations based on an experiential lens; research and theories will be used as a springboard in
creating this curriculum.
The designer of this curriculum has endured the hardships that the ELD population
continues to succumb to as former ELD student herself. It is through this experience that drives
her passion and drive to bring about equity to a very disadvantaged population by way of this
curriculum design project.
Organization of the Design Blueprint
Chapter One will consist of the following components: problem of the practice,
organizational goals, needs assessment, definition of terms, description of the curriculum, and
biases. Chapter Two will consist of a literature review that will present a historical overview of
ELD students in the United States, challenges that face ELD students, ELD motivation and
engagements, ELD values and culture, an ELD toolkit to apply to all content levels, followed by
content specific strategies to provide specific and appropriate support for teachers. Chapter Three
will discuss the learners and the context of learning. Chapter Four will consist of the lessons.
Chapter Five will include implications and future research of the curriculum design.
INTEGRATING ELD ACROSS THE CONTENT AREAS
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CHAPTER TWO: REVIEW OF THE LITERATURE
The literature review is in three parts. The first part delineates the theoretical framework
that encapsulates the underpinnings needed to understand the “why” of this curriculum design
project. The second part of the curriculum will introduce an overview of the content including
the systematic approach that will be used to scaffold language learners across all content areas.
The third part will clarify the logistical measures that must take place in language learning and
teaching.
General Theoretical Approaches
Who are English Language Learners. A plethora of definitions exist to define English
language learners (ELLs). At times students who speak a language other than English at home
are called English Learners, English Second Language students, English Language Development
(ELD) students, and other identifiers. The NCLB labels ELLs using the term Limited English
Proficient (LEP). Within each label, there are categories. The categories are important in order to
place a student in a language proficiency level, which is equally important so that the descriptors
can help quantify growth.
The practice of identification at most school sites in the United States begins with a
Home Language Survey (Bailey, A., & Kelly, K., 2013). Upon enrollment at a public school
within California, each student must fill out a Home Language Survey. The purpose behind the
Home Language Survey is to identify another language that may be spoken at home. When
another language is noted on the survey then the student must take an English language
proficiency test. This test will place the student in the ELD continuum. It is imperative that
teachers be aware of the ELD students that are present in their classrooms such that a proficiency
INTEGRATING ELD ACROSS THE CONTENT AREAS
19
level descriptor will be assigned to each student and this descriptor will serve as a way to gauge
the student’s capabilities; furthermore, this can also serve as a best practice guide to inform the
teacher of scaffolds that may be needed to make content accessible. The access to the descriptor
data is very important such that the teacher will have a readily accessible resource to address the
growing number of ELD students rather quickly, which is important in an environment where
there is a large number of ELD students in one class.
ELL Growth. The National Clearinghouse for English Language Acquisition (NCELA)
reports in 2015 that the last two decades have brought about a rising number of ELL in the
United States. The majority of English Language Learner students living in California are at 1.8
million and 23% of the total student population. As a nation, the ELL population have grown by
169% when the general student population has only grown 12%. Considering the growth of
ELLs in the United States, it is important that teachers are prepared to effectively address the
larger number of ELLs in their classrooms. The issues with having access to content area
instruction is impacted greatly considering the teacher must account for how to structure
collaboration and group work. The complication does not lie solely on the number of ELLs that
are present in the public school system. As an educator, one must not mistake ELLs as one large
homogeneous group of students such that the academic remedy is not a one size fits all. One
must be cognizant that the diversity within the demographic varies greatly as well.
ELL Diversity. English language learners as a whole vary greatly. The diversity factor
spans from country of origin to home language academic proficiency to socio economic status to
the levels of academic English proficiency. ELL students bring to the classroom these
backgrounds coupled with social emotional needs that must be met in order to bring about
INTEGRATING ELD ACROSS THE CONTENT AREAS
20
academic success (McKinney & Norton, 2008). Further, the classroom dynamics in the United
States may be different from the classroom that they are accustomed to. For example, McKinney
and Norton express the idea that students who are asked to generate their own authentic ideas
may be challenging for students who have been academically accustomed to only passively
receiving direct instruction. The sensory overload may become extraneous in basic routines thus
impeding language a hindrance to comprehensible input within content knowledge. As a teacher
readies the curriculum, one must be cognizant of the diverse needs of ELL student. Similarly, to
diversity, home culture plays many roles in a student’s education.
Cultural Difficulties. Many English learners are the first in their family to become
educated; thus, the home culture is not conducive to an environment for academic growth. It is
then the responsibility of the English learner to learn not only the culture of their new country
but also the culture of the classroom. In order for one to thrive, the English learner must succumb
to dominant ways of doing things in the new culture. Many students may receive support from
their family, but others may receive opposition from family. The home life of the English
language learners are very often affected by the assimilation of a secondary culture. Portes and
Rumbaut (2006) state, “students who assimilate too quickly often have academic, home life
conflicts and social difficulties.” Students may not be aware of societal appropriateness within
situations or not understand how to compartmentalize certain behaviors to certain environments.
What a student may have found appropriate in a certain situation may be offensive in a different
environment. Some of these mannerisms may be found to trickle into different arenas in their
life; thus, creating strife either at home or at school. Some of the consequences may lead to the
student feeling ostracized. Adapting to different environments and knowing appropriateness of
INTEGRATING ELD ACROSS THE CONTENT AREAS
21
behavior must be learned before a student can store content knowledge thus making it important
for the teacher to be sensitive to the students’ cultural acclimation levels in class. Cultural
acclimation may be critical in cognitive load and learning; however, one must understand the
data on ELL achievement rates in order to close gaps in academic achievement.
English learner educational achievement trends. Studies show English learners are not
meeting learning targets throughout the United States. The American Institute for Research
(AIR, 2012) find that only 10 states have reached their NCLB goals of attaining passing rates for
state reading and math tests. The data expounds that the systems currently in place are not
functioning, and further, as time passes within the ELL program the proficiency of the ELL
student decreases. In 4th grade 70% of students score at a below basic, then when in 8th grade
71% score below basic (AIR, 2012). It is important to understand where the gaps lie within
English Learner academic experience so one can close the achievement gaps. The ELL
achievement trends make it painstakingly obvious that more must be done to close the
achievement gaps; thus, creating a multicultural education experience is very important in trying
to understand how to reach the ELD learners in the classroom.
Classroom Implications: Multicultural Experience. There are many ways one can add
multiculturalism into an educational experience across all content levels. James Banks (2016)
explains that there are five parts in creating a multicultural education. The first part is content
integration. One can add characters or authors of different ethnic backgrounds. A teacher can add
a bulletin board in their class of famous minority physicists and mathematicians so the students
can feel a sense of connection to the content. Considering the access one has through the
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22
internet and through various sources at schools one can easily find and incorporate various
minority connections across content areas.
The second part is knowledge construction. This part will incorporate a frame of
reference to associate the content using the student’s fund of knowledge. Banks explains that
there are underlying values and assumptions that a teacher can use to give context to the content
knowledge that may need elaboration. For instance, “the westward movement” means something
different to the Sioux Indians than it would mean to Mexicans as their movement was north. For
the Japanese, the movement was East and for some Anglos the movement was toward the Pacific
Ocean. Knowledge construction helps students compare their reality with the content in
textbooks. When words and phrases may be loaded, then it is of value to help students have a
frame of reference from their own backgrounds.
The third part is the equity pedagogy. Banks illustrates his point by indicating that
teachers need to adjust their teaching methods in order to capacitate students from diverse
backgrounds. One needs to consider how a particular group engages the content best. For
instance, if a minority student is more culturally constructed to work better in groups than one
must facilitate groups. If a minority student is unable to work in groups of the opposite sex, then
one must consider that in the best practice of group construction. Banks does add that one must
not pigeonhole students in their learning paradigm by culture, but it is more so an element of
being open and flexible to try different methods.
The fourth part is called prejudice reduction. Banks emphasizes the importance of
creating an environment that is free from racial incongruities. The importance of realizing that
teachers serve the public and our students run the gamut of upbringings that may be inherently
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23
inundated with prejudice. Teachers must be sensitive to the onset of prejudices and do what one
can to preserve a sense of safety in the classroom.
The fifth part is empowering school culture. Schools must create a culture that is
inclusive. Many times, division is created and limitations are imposed onto people which doesn’t
allow for edification. Banks illustrates his point by speaking of Rodney King who was almost
beaten to death through racially charged motives and in his recovery, says, “Why can’t we just
get along.” This is indicative of the racial divides we have in society. Students are not able to be
active participants, in an equitable way, unless they have the skills and attitudes one needs to
participate effectively. The problem with creating an edifying and empowering school culture is
that we cannot change what we don't know. At times, we perpetuate negative socially
constructed ideas and thoughts because that is all we know. We subconsciously pigeon hole
each other and through these labels divide ourselves and others around us. The consequences of
not being able to participate in a manner that empowers and edifies leads to further polarization
of racial divides. Not only must we consider the classroom dynamics and intricacies that James
Banks speaks about, but also consider the academic aspects of what an English language learner
needs.
Language Needs. Considering the demographic of focus, we must be clear that the
deficiency lies in the ability to access language for communicative purposes. An emphasis in the
curriculum must be made on how to make language accessible to the language deficit student.
Considering that all subjects share the responsibility of reading and writing through
informational texts across the content and grade levels (ELD Framework, 2014), then it is
important that all subject area teachers receive professional development in ways that will
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develop, solidify, and deepen strategies that close achievement gaps in English language learners
despite where or how far behind a student may seem to be with respect to language proficiency.
The California Department of Education has created an ELD framework that addresses the needs
of ELD students across all content areas. The approximate one thousand page framework
addresses many things from proficiency language descriptors to academic standards in terms of
grade levels. The framework explicitly depicts what each student should know and be able to do
at each grade level and at each English proficiency level. Teachers may use this framework as a
roadmap for their curriculum and instruction. California is a very diverse state with many
cultural and linguistic resources yet it is unfortunate that the achievement rate trends do not
reflect utilization of these resources. One crucial component to the success of the framework is
the ability to build academic language.
Building Academic Language. Academic language is used in the classroom to learn
content and to make meaning (Zweiers, 2008). Zweiers explains that it is important to focus on
deeper levels of talk in the classroom in order to build academic language such that these
interactions help students develop academic literacy. A teacher must focus not only on creating
collaboration experiences but also to focus on “deeper levels of talk” so that the quality of talk
can foster an increase in academic language and learning of content knowledge. Zweiers explains
further that the process of acquiring academic language is done by not only speaking of what
classroom discussion should sound like, but also of consistently modeling academic
conversations that include supported facts and opinions, planned directions, evidence,
explanations, interpretation and synthesis of ideas. Teachers must plan these experiences
explicitly beforehand through discourse lessons that uphold the rigor of the California Common
INTEGRATING ELD ACROSS THE CONTENT AREAS
25
Core Standards (Zweiers, O’hara, & Pritchard, 2014). The planning must consist of creating
language demands and functions in order to have a language target by which the English learner
must move towards in each lesson (Zweiers, 2008). However, students are not able to use
academic language in conversations unless they have been given instruction on how to access the
lexical and grammatical aspect of the language.
Students must know the content area vocabulary and how to use that vocabulary
grammatically in order to participate in deeper levels of discourse. Carol Olson, Robin Scarcella,
and Tina Matuchniak, (2015) write that students must learn, connect with, and use the
vocabulary in context in order to use the language authentically. Teachers must allow ELL
students in their class time to understand, practice, and use the content knowledge vocabulary in
their classroom. One must create lessons in which we consider those who have language deficits
in order to scaffold the students and create a more equitable experience which involves
vocabulary and how to correctly use that vocabulary. The importance of vocabulary and how to
use the vocabulary is extremely important for ELLs to access content knowledge thus teachers
need to create language objectives in order to make sure that the vocabulary is explicitly
scaffolded.
Language objectives are different than content objectives such that language objectives
represents what a student must learn with respect to academic language in order to express
content area mastery. Janna Echevarria and Deborah Short (2008) explain that language
objectives are what students need to know so they can, “learn, express, practice and apply new
content knowledge, to demonstrate knowledge, and to perform academic tasks.” It is important
that the teacher know these language objectives in order to understand what the student’s
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language needs are in order for them to accomplish what the teacher set out for them to
accomplish. The teacher would need to be cognizant of what is needed for the students to
advance from where they are to where they need to be in terms of lesson goals. There are many
strategies that teachers can incorporate into their lessons to help ELL students succeed; however,
the ability for the student to learn and transfer the knowledge is a matter of the student’s ability
to use their metacognition.
Metacognition. Metacognition is an important skill that is needed by every learner,
especially ELL. Donna Wilson and Marcus Conyers (2016) explain that metacognitive strategies
help students navigate their own thinking process and become self-directed learners.
Metacognitive strategies may be taught and can be used across all subject areas and in life.
Improving student learning is at the center of creating an environment where the teacher is
reflecting on his/her teaching approach and consistently surveys the outcomes of her practice.
Wilson and Conyers feel that being purposeful in using metacognition strategies will allow for
amazing potential in human brain function, “through new understandings about neural
plasticity—in particular, experience-dependent synaptogenesis and dynamic, malleable
intelligence.” The end result is having a student who is self-regulated, independent, and self-
directed through their ability to metacognate. All of these skills are needed by ELLs.
Content Area Instruction
Systematic approach to mainstream content in an ELD inclusion effort. The
systematic approach to mainstream curriculum is designed to be inclusive of the ELD
demographic in the curriculum design process across all content areas. This approach may be
used by content areas including but not limited to English, Math, Science, and Social Studies.
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This approach has a series of steps that are to be completed in a particular order as each step
derives the next.
The first step in the systematic approach is to look at the standard that is being taught.
The standard then lends itself to a class objective. The objective then leads to a performance task
that must be accessible to all students. The tasks created by the teacher are then mindfully and
purposefully broken down into a language demand and a language function. Jeff Zwiers (2008)
has set out to define and explain academic language through the use of language demands and
language functions in order to improve instruction for students. The language demand is the
manner by which the student is being asked to express the regurgitation of the curricular content.
The language function is the verb in the language demand directive. Once the teacher considers
the language functions of the task, then the teacher can determine the supports required to learn
the content and make meaning of the content through the lens of all students including the ELD
student demographic.
Content Specific Applications
The systematic approach to mainstream curriculum can be applied using the Common
Core State standards, the Next Generation Science Standards, the English Language Arts State
Standards, the History-Social Science Framework, and the ELD Standards and Framework.
Moreover, the California ELD Standards and Framework (2014) was written in a way that it may
be used in conjunction with all content area standards and frameworks. Below you will find
curricular samples of how the ELD standards can be combined with the standards of other
content areas including: Math, Science, Social Studies, and English (Wested, 2015) to create an
inclusive academic environment.
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Math Application. The table below delineates content area curriculum that aligns with
the ELD framework (Wested, 2015).
Standard for
Mathematical Practice
MP.2 Reason abstractly and quantitatively.
Applying ELD
standards to
Mathematics
a. Students write detailed informational text when they model
relationships and solve problems in context, justifying steps in the
process and verifying conclusions.
b. Students summarize and write concisely in a variety of
mathematical contexts, with particular attention to modeling. Students
analyze relationships and represent them symbolically, using
appropriate quantities.
Integration of Math
and ELD standards in
the classroom
6.NS.7b: Write, interpret, and explain statements of order for rational
numbers in real-world contexts. For example, write –3° C > –7° C to
express the fact that –3° C is warmer than –7° C.
Collaboratively and independently, students examine and describe
real-world contexts involving comparisons. Students are asked to
write a statement of order (MP.2) that describes how 3 feet above sea
level compares to 5 feet below sea level. Students share their
expressions with one another, and explain how they determined that
their expression correctly compares the two real-world values.
Students then write about their reasoning and summarize the
reasoning expressed by other students. Students may also draw
number lines to support what they write.
The teacher provides sentence starters as options for students as they
write their explanations. For example, a student might use the
sentence starters "First I noticed ___. Then ___." and "I know that
___" to explain, "First I noticed the 3 is above sea level. Then I
noticed the 5 is below sea level. I know that above sea level is positive
and below sea level is negative. So, I need to compare 3 and –5."
Science Application. The table below delineates content area curriculum that aligns with
the ELD framework.
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Standard for Science
Practice
4. Analyzing and interpreting data (MS-PS1-5)
Applying ELD
standards to Science
a. Students write a variety of science texts, such as explanatory
reports or descriptions of procedures, data, and observations, and
create charts, tables, diagrams, and graphics, as relevant to the task.
b. Students write summaries of experiences with the natural world
and phenomena; research from various sources (e.g., interviews,
science book/magazine articles, news, digital media); and lab-report
narratives on an inquiry, steps, analyses, and investigation results.
Integration of Science
and ELD standards in
the classroom
Students conduct investigations to measure the masses of substances
before and after the substances undergo a chemical reaction. The
students weigh ice packs and light sticks before and after they crack
or twist them to unleash the chemical reaction in each pack, and
compare the weights. Then, students develop and use a model to
describe how the total number of atoms does not change in a chemical
reaction and, thus, mass is conserved (MS-PS1-5). To emphasize the
conservation of matter, students construct mental models that they
revise as they investigate physical models (e.g., the mixture of
vinegar or milk and baking soda) and digital representations, as well
as gathering information from texts. Students write claim and
evidence statements to summarize what they understand from their
investigations and reading. They apply their model to photosynthesis
as part of the integrated learning in middle school.
English Language Arts. The table below delineates content area curriculum that aligns
with the ELD framework.
Standard for English
Practice
RI.4.2: Determine the main idea of a text and explain how it is
supported by key details; summarize the text
Applying ELD
standards to English
Understanding text structure. Apply basic understanding of how
different text types are organized to express ideas (e.g., how a story is
organized sequentially with predictable stages versus how opinions/
arguments are organized around ideas) to comprehending texts and
writing basic texts.
Integration of English
and ELD standards in
Teacher will communicate with students that they will now craft a
summary of this section of the book using their paraphrased details.
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30
the classroom Post and review the definition and characteristics of an effective
summary:
-A summary condenses a larger text into shorter text by pulling out
important details and determining the main ideas.
-A well‐written summary captures the key ideas of the author; it
does not include opinions.
For further support, model an example with familiar content. ex.
“Look at this summary. It has a main idea and a few details. Let’s
read it and examine it parts. You will notice that it has no opinion
about what we think about the author or about the facts.”
History-Social Science. The table below delineates content area curriculum that aligns
with the ELD framework.
Standard for Social
Science Practice
Identify the major individuals and groups responsible for the
founding of the various colonies and the reasons for their founding
(e.g., John Smith, Virginia; Roger Williams, Rhode Island; William
Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford,
Plymouth; John Winthrop, Massachusetts).
Applying ELD
standards to Social
Science
Offering and justifying opinions, negotiating with and persuading
others in communicative exchanges
Integration of Social
Science and ELD
standards in the
classroom
In a unit on colonial Jamestown (HSS 5.4.2), the teacher prepares a
focus question for historical inquiry and to direct the students’
standards-based reading: Why did the English settle in Jamestown
and what happened as a result of the settlement?
Prior Attempts
All students complete a home language survey upon registering for a public K-12 school.
If a student indicates in their home language survey that they speak another language other than
English at home, then they are tested for English proficiency. The data from the test indicates
best placement for students. ELD students were placed in a designated English language class.
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While in designated ELD classes, students were taught language in isolation of mainstream
classes. The curriculum varied from teacher to teacher and from school site to school site. Most
school sites had a curriculum where English class consisted of 2 blocks of instruction where one
was called intervention and the other was the mainstream English class. In most cases the
intervention classes consisted of some type of functional English program (English 3D,
Highpoints, or READ 180). The response to intervention falls short of expectations.
Approaches to the Curriculum Design
Cognitive Task Analysis. The approach to the curriculum design of this professional
development program is to use Cognitive Task Analysis (CTA) (Clark et al, 2008). CTA allows
a curriculum designer to: systematically define the steps needed to accomplish a task and to
understand the psychological processes that undergo a subject matter expert (ELD specialists) in
delivering content to ELD students. The details of the CTA are explained below.
Program format. The professional development program will take place at a school site.
One school site at a time will allow for relevant conversations to take place thus adding to
teacher buy in. Each part of the content is delineated below:
1. Get to know the ELD students in your class. (CTA)
2. Analyze the tasks used to demonstrate learned behavior in the lesson by looking deeper
into the content objective and deriving the language function and language demand of
your lesson. (Lit Rev)
3. Select appropriate ELD scaffolding techniques for the language function component of
the task. (CTA)
4. Develop language objectives based on the language demands. (Lit Rev)
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5. Identify academic language features (lexical, syntactic, and discourse) in content specific
curricular materials. (Lit Rev)
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CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Analysis of the curriculum design project has rendered it necessary to include three
primary factors within its design as one accounts for the learner and the learner context: ability,
self-efficacy, and prior knowledge.
Ability
Cognitive characteristics. The instructional coaches and teachers will be the learners
within this curriculum. It is important to note that their cognitive characteristics will vary. When
creating a curriculum, it is important to consider the learning styles of adults. Independent and
dependent learner characteristics must be addressed in terms of how each set of learners best
deals with cognition such that the curriculum designer applies the appropriate andragogy to
address those cognitive styles (Smith & Ragan, 2005). An independent learner is inclined to
learn more abstractly whereas a dependent learner learns best with more concrete, teacher led,
and group interaction.
The writers of curriculum must consider many variables within the dependent learner
perspective. Dependent learners learn material with social context best. They attend to material
that is relevant to their own experience. One must supply the dependent learner defined goals and
reinforcements. The organization must be enforced such that they use observational approaches
for concept attainment and learn best from examples. Teaching styles that the dependent learner
learns best are when:
● interaction and discussion based learning environment.
● questions are posed to check on student learned content following instruction.
● teacher uses student centered activities.
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● teacher uses positive feedback.
● teacher uses a warm and personal learning environment.
The writers of curriculum must not negate the opposite end of the spectrum, the
independent learners. The ability to perceive content analytically is an innate reaction with
independent learners. It is important that the information conveyed by the teacher does not
overlap and proper distinctions between topics are made. The independent learner may be
inclined to react impersonal and they may need explicit norms and procedures put in place in
order to work in groups. Teaching styles that the dependent learner works best are when:
● teacher establish routines in order to work through ideas.
● teacher uses inquiry based teaching.
● they are encouraged to apply learned principles.
● error analysis is used to provide feedback.
Cognitive characteristics are crucial in building a strong curriculum; however, one must not
negate the concept of self-efficacy in order to successfully implement this curriculum.
Self-Efficacy
Self-efficacy is an important component of motivation and behavior such that these
things influence the actions one takes in one’s life. Social Cognitive theory emphasized self-
efficacy as a very important aspect such that “beliefs in one’s capabilities to organize and
execute the course of action required to produce given attainments” (Bandura, 1986). Students
belief in oneself increases their performance in tasks; thus, implying that those with higher self-
efficacy will have higher scores than those with higher ability and lower self-efficacy. As a
whole, academic performance, motivation, and essentially learning has much to do with the role
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of self-efficacy (Pajares & Urdan, 2006). In this curriculum design project one must account for
self-efficacy in terms of affective and social characteristics.
Affective characteristics. The learners in this context have varying degrees of
motivation to learn. The range of experience runs from first time teacher to thirty or more years
of experience; thus, attitude towards subject matter is contingent upon how their past experiences
have shaped their intrinsic motivation towards learning something new. How one feels about
something determines their motivation to learn (Pekrun, 2011). Positive feelings help develop
motivation whereas negative feelings deflate motivation. Many learners have negative feelings as
they have stated that new strategies are just recycled old strategies with new names. In other
words, they believe that they already know what there is to learn in their discipline.
Social characteristics. Each school in the district has varying levels of socio-dynamics
which are dependent upon on the grouping of professionals. Within each school, you will have
learners who are very cohesive and other schools you will see very reactive learners. Thus,
depending on the environment, there will be various levels of engagement; however, professional
development is mandated by the district. The expertise of the presenter and the utility of the
content will be the responsibility that is bore upon the presenter.
Prior Knowledge The learners in this curriculum design project need to know their
curriculum content in order to apply this framework within their own classes. The end of this
course will elicit learner outcomes through an application of the skill set within their own content
areas.
General world knowledge. The teachers at Chino Valley Unified School district come
from various experiences in the world with respect to: their own cultural backgrounds and biases,
INTEGRATING ELD ACROSS THE CONTENT AREAS
36
levels of expertise teaching their content, and the willingness to change their task specific
pedagogy with respect to the ELD populations in their classes.
Specific prior knowledge. The learners will need to know what content area they are
teaching. The teacher will need to assemble a binder where they will apply and display the
learned content within their own content curriculum. A reflective journal will help the teachers
digest materials and make the content in this curriculum relevant to themselves. The prior
knowledge needed to achieve those tasks will include the ability to compose and collect data to
display in a binder.
Description of the Learning Environment
Characteristics of the learners. The target audience are both the teacher trainers and the
content area teachers at Chino Valley Unified School District. The teacher trainers in Chino
Valley Unified School District are called Instructional Coaches. The coach's role in the classroom
comes from several co-facilitating and workshop capacities with the content area teachers. This
curriculum will follow a workshop professional development method with some lesson modeling
and follow up activities. The coaches in the district are considered expert teachers and are eager
facilitators of new and innovative ideas that are good for kids.
Existing Curricula
The resources for the teachers are very limited at this point. Teachers have not had
explicit training in linguistic pedagogy. The focus and emphasis on content knowledge occurs
yearly with the after thought of having some English Learner adaptations.
Venue, Available Equipment, and Technology
The workshops take place in a place called the Professional Development Center (PDC)
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located in the city of Chino. The ability to have a designated place where the workshop occurs
regularly alleviates issues with securing a venue. The PDC is equipped with internet access for
laptops, many outlets to plug in electronic devices, a large main meeting room, smaller breakout
rooms, many large tables for collaborative experiences, and a projector in all rooms.
Classroom Facilities and Learning Climate
The Chino Professional Development Center’s facilities lends itself to both small group
and whole group learning which will be the format of this course. The professional development
department puts out a survey each end of year. The data for the upcoming year champions a
more district led approach to the professional development for next year.
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CHAPTER FOUR: THE CURRICULUM GOAL, OUTCOMES, AND ASSESSMENT
Curriculum Goal
The curriculum goal for this curriculum is for teachers to be able to adapt their
curriculum to the needs of ELD students in their classrooms. This program is to support teachers
as they transition into a changing demographic within their classrooms. The increasing number
of ELD students within the mainstream classrooms will require a support system that can aid in
the impending transition. This curriculum aims at helping teachers feel efficacious in supporting
ELD students in their classroom without the support of a designated English class.
Curriculum Outcomes
The curriculum outcomes are formulated using the curricular goals as classified in the
revised Bloom’s Taxonomy Table’ Cognitive Process Dimension (Anderson & Krathwol, 2001).
● The teacher will apply a systematic approach to their current curriculum by unpacking
curricular objectives relevant to ELD pedagogy.
● The teacher will create a curriculum that is inclusive of ELD students in their classroom.
● The teacher will create curriculum tasks that will scaffold Common Core Curriculum in
their content areas with respect to the ELD demographic.
Summative Assessment
The summative assessment will consist of a portfolio of evidence which demonstrates
teacher application of the systematic approach to curriculum delivery with ELD sensitivity. The
binder will include two current units by which the teacher has applied the systematic approach to
curriculum design with ELD sensitivity. The first unit will undergo the systematic approach
with the help of the curriculum facilitator, then the second unit will consist of implementing the
INTEGRATING ELD ACROSS THE CONTENT AREAS
39
systematic approach solely by the teacher.
Cognitive Task Analysis
The major tasks in this professional development program will be derived using cognitive
task analysis. My plan of conducting a cognitive task analysis (CTA) consists of a five step
process that is dominant in most CTA processes. The process is performed in the following
steps:
1. Collect preliminary knowledge.
2. Identify knowledge representations.
3. Apply focused knowledge elicitation methods.
4. Analyze and verify data acquired.
5. Formal results for the intended application.
In the initial stage of collecting preliminary knowledge for this curriculum design project
it is imperative to first identify the key cognitive tasks that need to be studied that are important
for task achievement (Clark et al., 2008). The tasks that will be included will be important,
frequent, and highly critical cognitive tasks that will bring the learner success with the job task.
In this curriculum design project, I have identified two experts from which to elicit knowledge
from. The two subject matter experts (SMEs) were interviewed separately. The knowledge
obtained from these two interviews will garner results such that one will be able to identify the
knowledge types and structures involved in the impending curriculum.
The second step in the CTA process was to identify knowledge representations (Clark et
al, 2008). Data collected in step one will be used to decipher the tasks and subtasks needed to
perform well in this curriculum. The SME will be asked to sequence the steps needed to
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40
complete the tasks, then they will be asked to articulate any alternative approaches to the task.
Moreover, any equipment necessary will be noted, as well as all sensory experiences that are
observed by the SME. The task will include the performance standards required, such as speed,
accuracy, or quality indicators. Both SMEs will be given the same interview and additional
questions may be rendered and asked later.
The third step in the CTA process is to apply focused knowledge elicitation methods.
Upon conducting an informal interview, the SME was asked:
1. to detail the steps involved in accomplishing the tasks,
2. to articulate the key decision points and when they appear
3. the process that expert undergoes when alternative paths must be pursued
4. the type of conceptual knowledge needed to undergo the subtasks
5. the ways the expert decides that the conditions are set for beginning the process
for task completion.
The fourth step in the CTA process is analyze and verify data acquired. One may
conduct a multi-step process which consists of transcribing, coding, and SME clarifications.
Upon reviewing the responses from SME 1 and SME 2 an aggregation of interview data sufficed
for this curriculum design project.
Upon rendering results from the SMEs, the fifth step of the CTA process is to format the
results for the intended application. The creation of a single model task analysis was created to
showcase all the skills, knowledge, and strategies necessary to complete the task. One may use
this data as a point of comparison with other assessment data to inform one’s instructional
methods.
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SME Interview 1:
● Objective: What is the goal of the task? Get to know your ELD student.
● Cue: How do you know when to start it? Every beginning of school year.
● Condition: What is the context in which the task is performed? The task must be
performed prior to any course work that requires a performance grade.
● Standards: How fast must they do it? How accurately measured? Students should
feel that they are doing their best work in a non-threatening environment. Use formative
assessment measures.
● Equipment: What supplies and materials does the task require? SDAIE strategies
and access to CUM folders. We need to see how we can create scaffolds derived from the
content area curriculum to make this accessible for the ELD demographic.
SME Interview 2:
● Objective: What is the goal of the task? Guided or modeling instruction.
● Cue: How do you know when to start it? In the beginning of every lesson that deals
with learning new content.
● Condition: What is the context in which the task is performed? In my class, it’s
usually before each writing unit.
● Standards: How fast do they have to do it? How accurately measured? This part
usually takes the longest in the lesson since the students are acquiring brand new skill
sets.
● Equipment: What supplies and materials does the task require? We need to know
what level of ELD is the student. We need to understand what is needed at the end of the
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unit. We need to see how we can scaffold the pieces to get to the summative assessment.
We need several examples of the piece of writing at hand. We need lots of time set aside
for this part of the lesson. We need lots of scaffolding techniques.
The two SMEs who were chosen to be interviewed are the ELD specialists at Woodcrest
Junior High in Ontario, California. The SMEs were chosen due to their excellent rapport with
ELD students and for their roles as ELD teachers.
The steps of the curriculum are:
1. Get to know the ELD students in your class. (CTA)
2. Become an expert of your content and identify content objectives (Lit Rev)
3. Analyze tasks to deliver lessons to ELD students. (Lit Rev)
4. Derive the language demand and function (verb) for each task in your curriculum.
(Lit Rev)
5. Select appropriate ELD scaffolding techniques for the language function
component of the task. Include Comprehensible input strategies. (CTA)
6. Develop language objectives based on the language demands of the lesson. (Lit
Rev)
7. Identify academic language features (lexical, syntactic, and discourse) in content
specific curricular materials. (Lit Rev)
General Instructional Methods Approach
A technique used to create this curriculum project involves following a sequence of
steps. Smith and Ragan (2011) argue that although one would suspect that it’s best to empower
learners to initiate and regulate their own autonomous processing, any and all instruction
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43
facilitation fosters an extent of learner processing through learning tasks. Moreover, instructional
designers who support learner processing by creating learning tasks, including a procedural
sequencing of steps, most certainly facilitates learning and garners much success in student
achievement.
A general strategy used to create this curriculum design project incorporate a more
supplantive strategy perspective in the generative vs supplantive continuum. Generative
strategies in learning allows for students to generate their own processing of data in the learning
environment by providing their own events of instruction with low levels of facilitation (Smith &
Ragan, 2011). Supplantive instruction is highly scaffolded and brings about less cognitive load
on behalf of the learner. Both perspectives have pros and cons; therefore, the instructional
designer must use their professional judgement of when to exercise each strategy. Considering a
demographic of adult learners who have limited resources, then a more supplantive approach is
highly more likely to garner better learner outcomes.
Description of Specific Learning Activities
Smith and Ragan (2011) proposed that the organization of a lesson should follow the
following pattern:
1. Introduction: Gain attention to learning activity. Inform learner of purpose. Stimulate
motivation.
2. Body: Stimulate recall of prior knowledge. Present info and examples. Use of learning
strategies. Guided practice. Immediate feedback.
3. Conclusion: Provide summary and review. Enhance transfer. Provide re-motivation
through relevancy and closure.
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4. Assessment: Conduct assessment (formative/summative). Provide feedback and
remediation.
Within the first three aforementioned components in Smith and Ragan’s organization of a
lesson plan one would need to include the following nine events of instruction (Gagne, 1992):
1. Gain attention of the students. Ensure the learners are ready to learn and participate in
activities by presenting a stimulus to gain their attention. Methods for gaining learners’
attention include: — Stimulate students with novelty, uncertainty and surprise — Pose
thought-provoking questions to the students — Have students pose questions to be
answered by other students.
2. Inform students of the objectives. Help them understand what they are to learn during the
course. Provide objectives before instruction begins. Methods for stating the outcomes
include: — Describe required performance — Describe criteria for standard performance
— Learner establishes criteria for standard performance.
3. Stimulate recall of prior learning. Help students make sense of new information by
relating it to something they already know or something they have already experienced.
Methods for stimulating recall include: — Ask questions about previous experiences —
Ask students about their understanding of previous concepts
4. Present the content. Use strategies to present and cue lesson content to provide more
effective, efficient instruction. Organize and chunk content in a meaningful way. Provide
explanations after demonstrations. Ways to present and cue lesson content include: —
Present vocabulary — Provide examples — Present multiple versions of the same
content, e.g., video, demonstration, lecture, podcast, group work — Use a variety of
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media to address different learning preferences.
5. Provide learning guidance. Advise students of strategies to aid them in learning content
and of resources available. Methods to provide learning guidance include: — Provide
instructional support as needed – as scaffolds (cues, hints, prompts) which can be
removed after the student learns the task or content — Model varied learning strategies
– mnemonics, concept mapping, role playing, visualizing — Use examples and non-
examples – in addition to providing examples, use non-examples to help students see
what not to do or the opposite of examples — Provide case studies, analogies, visual
images and metaphors – case studies for real world application, analogies for
knowledge construction, visual images to make visual associations, metaphors to support
learning.
6. Elicit performance (practice). Activate student processing to help them internalize new
skills and knowledge and to confirm correct understanding of these concepts. Ways to
activate learner processing include: — Elicit student activities – ask deep-learning
questions, make reference to what students already know or have students collaborate
with their peers — Elicit recall strategies – ask students to recite, revisit, or reiterate
information they have learned — Facilitate student elaborations – ask students to
elaborate or explain details and provide more complexity to their responses — Help
students integrate new knowledge – provide content in a context-rich way (use real-
world examples).
7. Provide feedback. Provide immediate feedback of students’ performance to assess and
facilitate learning. Types of feedback include: — Confirmatory feedback – Informs the
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student they did what he or she were supposed to do — Corrective and remedial
feedback – informs the student the accuracy of their performance or response —
Remedial feedback – Directs students in the right direction to find the correct answer but
does not provide the correct answer — Informative feedback – Provides information
(new, different, additions, suggestions) to a student and confirms that you have been
actively listening – this information allows sharing between two people — Analytical
feedback – Provides the student with suggestions, recommendations, and information for
them to correct their performance.
8. Assess performance. In order to evaluate the effectiveness of the instructional events, you
must test to see if the expected learning outcomes have been achieved. Performance
should be based on previously stated objectives. Methods for testing learning include: —
Pretest for mastery of prerequisites — Use a pretest for endpoint knowledge or skills —
Conduct a post-test to check for mastery of content or skills — Embed questions
throughout instruction through oral questioning and/or quizzes — Include objective or
criterion-referenced performances which measure how well a student has learned a topic
— Identify normative-referenced performances which compares one student to another
student.
9. Enhance retention and transfer to the job. To help learners develop expertise, they must
internalize new knowledge. Methods for helping learners internalize new knowledge
include: — Paraphrase content — Use metaphors — Generating examples — Create
concept maps or outlines — Create job-aids, references, templates, or wizards
The events aforementioned will be spread out in a multi-series professional development
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program. The culminating activity will consist of the creation of a binder. This binder will be
used by the learner to collect work that showcases the learner’s individual application of the
systematic approach to the learner’s own curriculum in an attempt to mainstream ELD students.
We will end the program with the opportunity to digest the process, ask questions, or assist with
making connections to the learners own lesson plans.
Workshops
Workshop Overview Alignment
1 Get to know the ELD students in your class CTA
1 Analyze the tasks used to demonstrate learned
behavior in the lesson by looking deeper into the
content objective and deriving the language function
and language demand of your lesson.
Lit. Rev.
1 Select appropriate ELD scaffolding techniques for the
language function component of the task.
CTA
2 Develop language objectives based on content
objectives.
Lit. Rev.
3 Identify academic language features: Lexical and
Syntax in content specific curricular materials.
Lit. Rev.
4 Identify academic language features: Discourse in
content specific curricular materials and Phonics
Lit. Rev.
5 Metacognition Lit. Rev
Workshop 1: Learners will know who the ELD students are in their classes as well as their
language proficiency using a student language proficiency profile. (CTA)
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Given the lesson objectives, the learner will understand how to derive explicit tasks. This is
called the language demand. (Lit. Rev.)
From the language demand, the learner will derive the language function for each task.
Learner will be able to select appropriate scaffolds to meet the needs of the ELD student. (CTA)
Terminal learning objective. Learner will identify the ELD students and their
proficiency levels, find the language demand, language function, and scaffolds necessary.
Prerequisite analysis (enabling objectives).
● Find the ELD Specialist on your campus
● Know how to identify the language demands within your content area.
challenging aspects within your content area. strengths and weaknesses what the
language proficiency strengths and weaknesses in the content area means
● Familiarity with ELD proficiency level descriptors.
● Know how to read through and understand ELD standards.
● Know how to extrapolate the language function from the language demands.
● Can analyze the student’s strengths and weaknesses as to their language
proficiency in one’s own content area.
Learning activities.
● Teach any prerequisite knowledge. by providing a procedure for obtaining a list
of ELD students in the class.
● Provide opportunities for learners to secure their own lists of students
● Model the procedure using a job aid
● Teach any necessary prerequisite knowledge by providing a definition and
examples and non-examples of language demands and functions.
● Model the procedure for using a graphic organizer.
● Provide opportunities to transfer knowledge in using a graphic organizer.
● Be able to appropriate a variety of scaffolds.
● Provide practice and feedback for creating language demands and functions.
● Re-teach any gaps in learning.
● Provide opportunities for transfer of knowledge in creating language demands and
functions in one’s own content area using a job aid.
Assessment.
● Learners create a graphic organizer showing each ELD student, their proficiency
level, and a space for entering notes and strategies.
● Learners fill out a graphic organizer showcasing their knowledge of language
demand and function.
Workshop 2: Develop language objectives based on content objectives. (Lit Rev)
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Terminal Learning Objective. (TLO) Learners will use content objectives to create
language objectives that are tied directly to tasks assigned by the teacher.
Prerequisite Analysis (Enabling Learning Objectives)
● Know what an effective language objective looks like.
● Know what standard you are working toward through the objective.
● Understand that well written language objectives are clear and measurable.
● Be able to attain materials and methods that support ELDs in acquiring grade-
level knowledge and skills.
● Be able to learn strategies that may be used in a variety of learning environments.
Learning Activities
● Assess prior knowledge of content objectives vs language objectives.
● Provide examples and non-examples of language objectives.
● Model the procedural strategies for creating language objectives repeatedly.
● Provide opportunities to transfer knowledge.
● Provide practice of writing content area specific language objectives.
● Provide practice of dissecting non-examples.
● Provide practice and feedback for creating language objectives.
● Re-teach any gaps in learning.
● Provide opportunities for transfer of knowledge in creating language objectives in
one’s own content area using a job aid.
Assessment.
· Learners showcase their learning of creating language objectives by using a handout
provided.
Workshop 3: Identify academic language feature: Lexical and Syntax (Lit. Rev.)
Terminal learning objective. Learners will understand and apply a systematic approach
to vocabulary instruction and the semantics of using that language through grammar and syntax
instruction.
Prerequisite Analysis (Enabling Learning Objectives)
● Know how to pick critical words in the lesson.
● Have an idea of what is Academic language.
● Understand not to over-kill the students with vocabulary.
● Know how to follow a 6-step process of learning vocabulary.
● Collaborate with colleagues
● Be able to attain materials and methods that support ELDs in acquiring grade-
level knowledge and skills.
● Be able to learn strategies that may be used in a variety of learning environments.
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Learning Activities
● Assess prior knowledge of academic language
● Teach any prerequisite knowledge by providing a definition of academic
language.
● Direct instruction of Marzano’s 6 Step Process of Vocabulary Instruction.
● Model the procedural strategies for applying the 6 step process by using examples
for each step.
● Provide opportunities to transfer knowledge and create a plan for implementation.
Assessment. Learners will use a job aid to create a vocabulary list for their next unit
whereby they will plan two weeks of vocabulary instruction.
Workshop 4: Identify academic language feature: Discourse and Phonics (Lit. Rev.)
Terminal Learning Objective. (TLO) Learners will examine the use of discourse in
their classes and create ways in which they can create more opportunities for discourse. Learners
will identify ways to capitalize on similarities and differences in English and Spanish phonics.
Prerequisite Analysis (Enabling Learning Objectives)
● Know what discourse is.
● Understand the importance of discourse opportunities for ELs.
● Be able to create discourse tasks that are clear.
● Know if the task is a reasonable task to give a student.
● Be able to gauge if the task is not burdensome for the student.
Learning Activities
● Assess prior knowledge of discourse.
● Teach any prerequisite knowledge by providing a definition of discourse.
● Provide examples and non-examples of discourse in a video.
● Model the procedural strategies for creating discourse opportunities.
● Provide opportunities to transfer knowledge by embedding at least one discourse
strategy in their next unit.
● Provide practice of writing content area specific discourse activities with other
teachers.
● Identify the similarities and differences of Spanish and English phonics.
Assessment. Learners will fill out a job aid which will help learner incorporate a
discourse strategy in their next unit.
Workshop 5: Metacognition (Lit. Rev.)
Terminal Learning Objective. (TLO) Learners will identify different ways to
incorporate metacognitive strategies within one’s content area to address deficit in English
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Learners.
Prerequisite Analysis (Enabling Learning Objectives)
● Know what metacognition is.
● Be able to incorporate metacognitive strategies to enable ELDs to reach academic
proficiency.
● Be able to decipher which strategies will be most beneficial.
● Be able to identify the skills that are needed to be showcased by the student: ex.
receptive skills (new concepts, academic language, or organize new ideas) and
productive skills (communicate thinking, seeking to clarify, inquisition).
Learning Activities
● Assess prior knowledge of metacognition
● Teach any prerequisite knowledge by providing a definition of metacognition.
● Provide examples of metacognition using a video.
● Model procedural strategies for creating opportunities to incorporate
metacognitive skills in the classroom.
● Provide opportunities to transfer knowledge individually and in groups.
● Provide practice of writing content area specific language objectives.
Learning assessment. Posters of their designated metacognitive strategy and a
processing job aid.
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Scope and Sequence
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Delivery Media Selection
In considering the vehicle by which to change behavior in learners one must contemplate
the optimal choice in delivery; whereby, the choice of media must be considered in order to
bring about this change. Although instructional strategies or the methods one uses, not the
delivery itself, is paramount in increasing cognition (Clark, Yates, Early, & Moulton, 2009),
media selection must be recognized. Further, Clark, Bewley, & O’Neil (2006) have presented
three considerations in selecting the media of choice: 1. Conceptual authenticity 2. Immediate
feedback 3. Special sensory requirements. Once the instructional framework has been developed
then one must consider the limitations one may have in each of the three media considerations.
Authenticity. Authenticity involves the ability for the learner to apply the learned
content to the “real world” and showcase their knowledge and skills (Clark et al., 2009). For this
curriculum design project an in-person course of delivery would deliver authenticity such that
the application of the fundamental basic methods framework consists of describe, demonstrate,
and practice thus allowing for the instructor to present the content, observe the effects of the
presented content on the learner, then analyze the impact on the learner. The most authentic
process by which the aforementioned can exist is in real time- in person delivery.
Immediate Feedback. Immediate feedback involves several elements of observations.
Clark et al. (2009) indicated that if “complex knowledge” is involved in the training, then
immediate feedback through “real time” is essential. Considering the complexities and diversity
of the tasks one must consider delivering most of this curriculum in “real time” so that
immediate feedback is incorporated.
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Sensory Requirements. The sensory requirements illustrated in Clark et al. (2009)
includes the requirements to touch, taste, and smell as a requirement to demonstrate learned
behavior. It is apparent that there is no sensory requirement needed to complete the tasks in this
curriculum.
Instructional Delivery Options. Upon contemplation of all media selection options it is
possible to have multiple delivery media options to complete this curriculum. One possibility is
to use live instruction for the entire curriculum, which yields the possibility of immediate
authentic feedback. One can deliver this curriculum in an asynchronous, then meet live format by
which teachers would watch a video, apply, then convene for purposes of receiving delayed
feedback from the instructor. Delivery of the curriculum may be all online where the instructor
would use a feature to create groups for collaboration and the instructor is able to observe and
analyze the learner’s cognitive progression towards skill mastery.
Instructional Media Options Table
Synchronous
(Live)
Instructor
onsite
Synchronous (Live)
Instructor on
Online Platform
Mix of Synchronous
Instructor with
Asynchronous
Computer-based
Tutorial
Asynchronous
Computer-based
Tutorial on
Online Platform
Authenticity:
Yes Yes Yes Yes
Immediate
feedback:
Yes Yes, if the platform
allows for observe
and analyze learned
behavior
Yes, if the platform
allows for observe
and analyze learned
behavior
No
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Special
sensory
requirements:
N/A N/A N/A N/A
Considering the ease of accessibility, convenience, authenticity and immediate feedback
the Synchronous Instructor Onsite seems like the most effective medium by which to deliver the
content so far; however, one must consider the feasibility of cost in order to select a media that is
not only effective but also efficient.
Delivery Costs. Costs that are incurred with this curriculum vary based on site and
district directives. Some costs yield a value added element if that delivery option is the preferred
option at that site (Clark et al., 2009). The Synchronous Instructor onsite delivery method would
yield costs of travel, travel accommodations, printing and copying needs, and compensation.
Whereas the online delivery options yield the cost of the online platform; however, many times
this is not the preferred option on site.
Delivery Costs of Media Options
Live Instructor
onsite
Synchronous (Live)
Instructor on
Online Platform
Mix of Live
Instructor with
Computer-based
Tutorial on Online
Platform
Asynchronous
Computer-based
Tutorial on
Online Platform
Costs Travel,
accommodation
s, and
compensation.
$$
Cost per learner on
Adobe connect and
compensation.
$$$
Travel,
accommodations,
compensation, and
cost per learner on
Adobe connect.
$$$$
Compensation to
the curriculum
designer.
$$
Stakeholder High Low-Medium Medium Low
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Desirability
Cost per
Learner
Varies by travel Varies by number
in attendance
Varies by travel
plus the number in
attendance
Cost of access to
videos by the
designer
Based on the cost analysis, the most efficient option is the asynchronous computer based
tutorial online platform; however, the stakeholder desirability is low. The learners will not be
able to validate their learning or receive any feedback appropriate for cognitive processing. Thus,
making the Live Instructor Onsite the second best cost efficient and the most desirability as the
most ideal way to deliver this content.
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CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
The goal for this curriculum is to increase the capacity and self-efficacy of teachers who
teach English learners in their classroom by creating a system complete with a tool kit to
equitably address the needs of English Learners across all content areas. The live workshop will
span a five day period which will conclude with a binder filled with artifacts from each
workshop. A follow up with teachers will be necessitated to ensure that transfer into the
classroom was implemented with fidelity. Satisfaction surveys will be completed after each
workshop.
The implementation of the workshop follows Smith and Ragan’s (2005) stages of
adoption process. The stages are as follows:
Stage 1: Awareness. The awareness was articulated by the director of Access and Equity.
She has concluded through her findings that a strategic initiative must be put in place to support
teachers in addressing the needs of English Learners in all content areas.
Stage 2: Interest. The director has a genuine vested interest to address the needs of the
teachers of English Learners. The new funding formula in California addresses the upward
trajectory of academic performance among English Learners as a condition of continued funding.
Stage 3: Evaluation. Considering certain monetary limitations and feasibility of time
allotted for professional development, all possible interventions are considered before one is
chosen for implementation.
Stage 4: Trial. The trial performed will only be implemented at one school to see if the
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outcomes of the intervention garner success. The professional development at this site will easily
be provided with the opportunity to offer further support and encouragement.
Stage 5: Adoption. Considering the positive results of the professional development, then
adoption at other sites will follow.
Stage 6: Integration. After all workshops have concluded it will be the expectation for the
teacher to use the English Learner strategies that were outlined. A follow up conversation will be
had in order to check for fidelity of implementation by creating an appointment with the teacher
at a later date. The feedback given from the teacher will inform the facilitator of the revisions
that must be made or content that must be added to achieve the intended results of creating an
upward trajectory of academic success in English Learners.
Evaluation of the Course
Curriculum Purpose, Need and Expectations. The purpose of this curriculum is to
increase the capacity and self-efficacy of teachers across all content levels that are responsible
for the academic progress of English learners. This curriculum was designed using Cognitive
Task Analysis in order to derive steps needed to service the needs of English language learners.
The curriculum addresses the organizational concern of declining academic performance of
English learners. The desired outcome is to create a comprehensive series of workshops that aim
to increase academic performance by exposure of effective English Learner strategies whereby
creating a trajectory of overall improvement and instilling self-efficacy in teachers.
Evaluation Framework. The model used to formulate an evaluation plan was modeled
after Kirkpatrick and Kirkpatrick’s (2015) “New World Kirkpatrick Model”. This is a four level
process: Reaction, Learning, Behavior, and Results. There is value in starting with level four
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whereby one must first identify what the intended outcome must be and what we must do to
arrive there. Within these results there would be internal and external indicators. Both the
measures and the metrics will create a plan for the curriculum. Level three includes the behaviors
of the stakeholders. The question answered in level three would be: “How will the whole team
address the issues of English Learner academic achievement?” The two components in level
three are: first to identify the behaviors that will help influence the implementation of the
strategies within the classroom and the second component identifies the drivers that will help
with the implementation of the strategies such like a benefit and reward system and a method by
which to monitor the effectiveness of the rewards system. Level two includes the learning aspect.
One must take inventory of the knowledge, skills, and attitudes that stakeholders need in order to
perform critical behaviors. Level one includes the emotions that are evoked through the
completion of this program. It is important that the emotions are positive once completed.
Level 4: Results and Leading Indicators. The results in level four are exposed by the
leading indicators. The outcomes, metrics and methods are used to measure the success of the
workshops. Once the internal outcomes yield successes then it can almost be asserted that the
external outcomes will likely yield positive results. The table below proposes the level four
results within this curriculum.
Table 5.1
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
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Participation Informal evaluation Whole group and small group
discussions
Satisfaction Survey Results Number of satisfactory marks Facilitator created survey
Recognition from parents Number of conversations that show
parental support.
Emails, calls, and in person
conversation.
State tests results The scores ELPAC and SBACC
Increase of Language
Proficiency Levels
Increase of proficiency level ELD framework and Proficiency level
descriptors.
Internal Outcomes
Teacher engagement Informal gauging of the temperature. Whole group and small group
discussions
Teacher Satisfaction Number of satisfactory marks Facilitator created survey
Teacher raising self-efficacy Number of conversations that show
self-efficacy.
Emails, calls, and in person
conversation.
Job Aide Completion Number of items completed Quality work on assignment
Level 3: Critical Behaviors. The key behaviors that the organization must exhibit must
start with the principal. S/He will begin the workshop by describing the organizational goal of
increasing English Learner academic achievement across all content levels. S/He will also
explain the ramifications of funding if academic goals are not met. The last item will be for the
principal to make clear the responsibility of all teachers to address the academic performance of
English learners. The office staff will help by gathering English language learner data for each
teacher. The teacher will be given the opportunity to implement the English learner strategies in
their classrooms. All of the aforementioned will occur in the way in which it was presented. The
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table below will delineate the critical behaviors, metrics, methods and timing by which the
behaviors must be performed.
Table 5.2
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1.The principal will
address the organizational
goal of increasing English
learner academic
achievement.
Principal signs the sign in
sheet.
Oral conversation that occurs
with the staff in order to
create a team effort in the
organizational goal of
increasing the academic
performance of ELs.
Before workshop 1
begins.
2.Teacher will request
English learner student
information including the
Language Proficiency
scores.
The English learner
student list
The teachers generates her
own anecdotal evidence.
Before the workshop
3.Office staff will generate
a list of English learners
for all teachers including
student’s proficiency
levels.
The English learner
student list
The teachers compares her
own teacher notes with the
list generated by the office
staff.
Before the workshop
4. Teachers will attend the
five workshops.
Teacher sign in sheet. Facilitator will review
attendance for fidelity of
implementation.
During the workshop
4.Teacher will implement
English learner strategies
in the classroom learned
from the workshop.
Job aides Teacher will fill out job aides
during the workshops
During the workshop
5. Teacher will meet with
facilitator to check for
fidelity in implementing
strategies.
Observational handout Facilitator will have a
conversation that will check
for understanding
After the workshop
6. ELPAC and SBAC
scores will be reviewed as
baseline, then reviewed
again for growth in order
to inform practice.
Online database Students will be re-grouped
to allow for growth and/or
redesignation.
After the workshop
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Required drivers. The teachers require the support of the school’s administration and
the organization as a whole to be able to implement the program such that they will need to
support the teacher by collecting data of the English learners, encourage them to review and
apply the strategies covered in the workshops. Rewards should be established for attempting
implementation of the English learner strategies. The drivers used to support the critical
behaviors are listed in the table below.
Table 5.3
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
Reinforcing
Follow-up on implementation After workshop 5, 6
Job aid distributed to solidify
content knowledge and for
transfer
During workshop 4
Modeling During workshop 4
Communities of Practice During workshop 2, 4
Checklist After workshop 5
Encouraging
Coaching The entire experience 1, 2, 3
Mentoring The entire experience 1,4
Rewarding
Recognition At the end of the workshop 5, 6
Monitoring
Interviews At the end of the workshop 5
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Observation After the workshop 4, 5, 6
Organizational support. Kirkpatrick & Kirkpatrick (2015) explain the importance of
holding the whole organization accountable for providing support for the teachers to meet
organizational goals. The facilitator can create a system consisting of the request, processing and
monitor of teacher request of English learner student achievement on a monthly basis, while the
principal and his team will track the English learner in all subject areas. The strategies that can
be used to ensure the required driver occur: 1. Principal can create opportunities to share success
stories at an all school meeting. 2. the principal can ask the teacher to report their experience in
finding success and share their self-efficacy. 3. Frequent informal quick checks can help the
organization monitor their progress and make adjustment when needed.
Level 2: Learning Goals. The overall goal of applying research based strategies that
support academic achievement of language deficient students will be supported through learning
goals throughout this curriculum. Once the workshops are completed, the teacher will need
collect student data. Then, the teachers will understand the proficiency level descriptors of each
student. After understanding the importance of applying language rich strategies, teachers will
activate the language rich techniques in their lesson plans. The value of incorporating language
objectives will be reiterated during the implementation in the lesson. The success and failures
will be attributed to one’s own fidelity of creating and implementing language objectives; thus,
creating a cycle of progress throughout each and every attempt. The progress will create a sense
of self confidence in using the English learner systems learned from the workshop. In time, one
will create English learner sensitive lessons effortlessly.
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Components of learning evaluation. Before applying learned behavior one must
demonstrate declarative knowledge. Moreover, the evaluation of learning for both declarative
knowledge and procedural knowledge is important to pinpoint and understand. Energy, time, and
effort will not be allotted to any tasks unless the value of the content is made clear and
internalized by the constituents. The tasks at hand must seem to have some sense of attainability
such that the participants must feel that they are able to complete a task before they will commit
themselves to the task. Below you will find a table that lists the evaluation activities and timing
of each component of this curriculum project.
Table 5.4
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Explain the importance of applying language
rich strategies
During the workshop
Knowledge check through discussions and pair
shares.
During the workshop
Background knowledge discussions During the workshop
Procedural Skills “I can do it right now.”
Apply steps to collect student ELD levels data In the beginning of the workshop
Look up the proficiency level of the student In the beginning of the workshop
Demonstration in groups and individually of
using the job aids to perform skills learned.
During the workshop
Feedback from peers in collaborative
conversations.
During the workshop
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Attitude “I believe this is worthwhile.”
Facilitator’s observation of the participants
trying to activate the language rich tools in
lesson planning.
During the workshop
Discussions of the value of completing a lesson
with language rich objectives.
During the workshop
Confidence “I think I can do it on the job.”
Participants efforts in meeting each learning
objective will showcase one’s success and
failure.
During the workshop
Survey items After each workshop
Commitment “I will do it on the job.”
Discussions following implementation After all the workshops
Confidence exudes after multiple opportunities
of creating ELD sensitive lesson plans in your
classroom.
Lasting effects after the workshops
Level 1: Reaction. The table below lists the methods to use to determine how the
participants react to the learning events. The importance of the participant’s reaction is indicative
of the success of the workshops. The components by which to measure these reactions are
Engagement, Relevance and Customer Satisfaction.
Table 5.5
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Observation of the facilitator During the workshop
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66
Attendance During the workshop
Workshop survey At the end of each workshop, then again after
implementation is tried.
Relevance
Temperature gauge during the lesson using
formative/informal measures
During the workshop
Workshop survey At the end of each workshop, then again after
implementation is tried.
Customer Satisfaction
Temperature gauge during the lesson using
formative/informal measures
During the workshop
Course evaluation At the end of each workshop, then again after
implementation is tried.
Evaluation Tools. The facilitator will administer surveys after each workshop (See
Appendix A) requesting information that indicates the authenticity, relevance, satisfaction and
self-efficacy in implementation of the strategies and with the workshop experience overall. The
participants will select their experience using a scaled response system.
A lengthier delayed survey will be administered at the conclusion of all five workshops
(See Appendix B). The survey will ask for data that includes teacher gauging of their morale,
self-efficacy, productivity, utility, and success at implementation.
Delayed for a period after the program implementation. Approximately four weeks
after the series of workshops and then again every month the leadership and facilitator will
deliver a survey that will scale items to measure the teachers perspective, satisfaction, and
relevance of the content delivered in the training (level 1), the confidence and value of applying
INTEGRATING ELD ACROSS THE CONTENT AREAS
67
the training (level 2), application of the English learner strategies to their own content areas as
well as the support they are receiving to implement the system as a whole (level 3), and the
extent by which the English learner system for achieving academic proficiency across all content
areas is accurate and timely (level 4).
Conclusion
The intent of this curriculum is to reach the organization’s goal for each English Learner
such that each student will gain at least one proficiency level each year as the result of highly
skilled instruction; thus, all students must receive research based pedagogy that is centered on
Common Core State Standards. Moreover, all staff across all content areas will possess the skills
needed to address the learning needs of all students, including English Learners, despite English
language proficiency in hopes of creating a community of learners who are college and career
ready.
INTEGRATING ELD ACROSS THE CONTENT AREAS
68
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INTEGRATING ELD ACROSS THE CONTENT AREAS
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Appendix A
Kirkpatrick’s level 1 and 2 Reaction Survey: Immediate
Directions: Use the scale to select the best answer for each question provided.
Please circle: SA for Strongly Agree
A for Agree
N for Neutral
D for Disagree
SD for Strongly Disagree
Question Scaled Answer
I found today’s workshop materials
interesting and easy to follow. (L1)
The facilitator's presentation style
enhanced my learning experience. (L1)
The facilitator answered my questions
satisfactorily. (L1)
I found this session's duration right. (L1)
I understood the objectives that were
outlined during the course. (L2)
I am competent enough to apply the skills
learned. (L2)
I can teach the skills learned to a
colleague who did not attend the
workshop. (L2)
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Appendix B: Kirkpatrick’s Level 1-4 Survey
Kirkpatrick’s level 1 through 4 Reaction Survey: Delayed
Directions: Use the scale to select the best answer for each question provided.
Please circle: SA for Strongly Agree. A for Agree. N for Neutral. D for Disagree
SD for Strongly Disagree
Question Scaled Answer
I found today’s workshop materials
interesting and easy to follow. (L1)
The facilitator's presentation style
enhanced my learning experience. (L1)
The facilitator answered my questions
satisfactorily. (L1)
I understood the objectives that were
outlined during the workshop today. (L2)
I am clear about what is expected of me
as a result of going through this training.
(L3)
I will be able to apply on the job what I
learned during this session. (L3)
I do not anticipate any barriers to applying
what I learned. (L3)
I anticipate that I will eventually see
positive results as a result of my efforts.
(L4)
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Appendix C: Scope and Sequence Chart
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Appendix D: Unit Lesson Plans and Instructor’s Guide
Course Overview
Workshop 1: Get to Know Your ELD Students & Language Demand and Function
Workshop 2: Language Objectives
Workshop 3: Academic Language Feature: Lexical & Syntax
Workshop 4: Academic Language Feature: Discourse and Phonics
Workshop 5: Metacognition
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Lesson Plan and Instructor’s Guide
Course Overview:
Duration: 40 mins
Lesson Materials
Presentation tools: ppt, handouts, table groups.
Learner Characteristic Accommodations
Learners are any and all staff that come in contact with English Language Learners. Many of
whom are not feeling efficacious in reaching the English Language Learner population.
Considering the recent changes in State mandates and testing, many mainstream content area
teachers feel they are not able to meet the rigor of the California State Standards and the needs of
the English Language Learners in their classrooms. Moreover, some the learners will need to
refresh their skills in dealing with the demographic as well as districts are mandated to offer
professional development in the area of ELD.
Facilitator’s Notes
To informally assess the learner’s prior knowledge, you may ask the learners to share their
feeling of competency with the new English Language Proficiency Assessments (ELPAC), CA
State ELD Standards and ELD Framework. Each of the five units will help teachers and teacher
support staff to better meet the needs of the ELD students and facilitate a smoother transition into
new ELD standards and proficiencies.
Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Introduction 10 Introduce the paradigm shift
in state ELD proficiencies
and goals.
CDE has many
postings that show the
changing taking place.
Learners will read
through some of the
excerpts. Learners will
be asked what they feel
is the biggest learning
block that impedes
meeting state mandated
Learners will
write down
the 3 biggest
issues with
meeting the
learning
needs of the
students.
INTEGRATING ELD ACROSS THE CONTENT AREAS
77
goals.
Course
Goal
5 The goal for this curriculum
is for the learners to be able
to adapt their curriculum to
the meet the needs of ELD
students in their classrooms.
Learners will
understand how to
create curriculum that
is inclusive of ELD
students, apply a
systematic approach to
their own curriculum,
create curriculum tasks
that will scaffold
Common Core
Curriculum.
Learners will
connect and
match the
outcomes to
how they are
able to meet
the needs of
the ELD
students in
their own
classrooms .
Purpose for
the Course
10 The overall purpose of the
course is to provide ways to
unpack grade level standards
to meet the needs of English
deficient students. The use of
language objectives will aid
in closing the language
deficit, while keeping the
rigor of learning grade-level
academic language.
These series of workshops
will help develop ELD
sensitive lessons from
inception to delivery without
sacrificing rigor or
compromising other students
in the class.
Ask the learners to
answer questions
such as: “What is the
value connecting
ELD pedagogy
through language
demand, functions,
objectives in their
classrooms? What is
the utility of using
rigorous academic
language with ELD
students? and “What
will I need to meet
the goals?”
Learners
write down
their answers
and connect
their personal
goals with
the course
goals.
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Course
Overview
15 Workshops 1-5 will
encompass different facets of
creating an inclusive
curriculum. Each workshop
will build on the next one.
Each lesson will ask learners
to participate in group work
and some reflection on their
own current curriculum.
Learners will read
through the visual
model of the scope and
sequence. I will briefly
show how each lesson
relates to the next
section.
Learners
follow the
model and
take notes of
how each
section
applies to
them.
Total Time 40
Lesson Plan and Instructor’s Guide
Workshop 1:
Know Your ELD Students & Language Demand and Language Function
Unit Duration: 100 mins
Introduction: This is the first part of a 5 workshop series. The first workshop is designed to
assist the learner in identifying ELD students in their classrooms, dissect lesson objectives in
order to examine the language functions and demands in the lesson, which will be used to
appropriate scaffolds for the ELD students.
Learning Objective(s)
Terminal Objectives:
Learners will know who the ELD students are in their classes as well as their language
proficiency using a student language proficiency profile.
Given the lesson objectives, the learner will understand how to derive explicit tasks. This is
called the language demand.
From the language demand, the learner will derive the language function for each task.
INTEGRATING ELD ACROSS THE CONTENT AREAS
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Learner will be able to select appropriate scaffolds in order to meet the needs of the ELD
student.
Enabling Objective(s):
Know where to find the ELD specialist on your campus.
Know the ELD students in your class.
Learn the proficiency level of each of your ELD students and understand how this may reflect
in your content area.
Know how to read through and understand ELD standards.
Know how to extrapolate the language function from the language demands.
Be able to appropriate a variety of scaffolds.
Lesson Materials
PowerPoint Presentation
Projector
Projector screen
Handouts
Sorting Manipulatives
Units of Study from teacher’s content area
Learner Characteristic Accommodations
Learners will meet at the Professional Development Center where the table setup will be
conducive to collaborative group work.
Facilitator’s Notes
There will be a lot of interaction among the learners. One may maximize the learning if learners
sit in groups by content area.
Instructional Activities
INTEGRATING ELD ACROSS THE CONTENT AREAS
80
Instructional
Sequence
Tim
e
mins
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 Flag Quiz: The
learners will take a
short quiz that test
their knowledge of the
ELD demographic. I
will show a series of
flags on 4 different
slides. The learners
must guess what
language is spoken in
all of the countries
portrayed by the flags
by putting up one
finger if they believe
that it belongs to the
country numbered
one, then two fingers
if they believe it’s the
country labeled 2, and
so on... The languages
the learners had to
choose from were the
top five languages
spoken at Chino
Valley USD.
A very light hearted
low stakes quiz taken as
a whole class will
create motivation and
will activate thinking
which relates to ELD
students as a whole by
focusing on the
magnitude of the task at
hand. Facilitator selects
images of flags from
around the world that
speak the same
language. The
languages will be the
that of the five most
spoken languages in the
district. Learners can
engage with the content
without anxiety.
Learner sees flags
from different
countries on the
slide. They attempt
to identify one flag
of the many that are
shown on the slide.
Once one flag is
identified then they
must recall the
language spoken in
that country. They
connect the
language with the
corresponding
number on the slide,
then raise the
number of fingers
up. If they are not
sure they can guess
or look at
neighbor’s hand to
see how many
fingers they have
up. The intent is not
to put pressure on
the learner.
Learning
Objectives
5 Learners will know
who the ELD students
are in their classes as
well as their language
proficiency.
Facilitator will:
- identify the ways in
which a learner may
access the student's
ELD proficiency levels.
Learners will:
-locate ways of
accessing student
information systems
-create a profile for
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81
Learners will unpack
lesson objectives.
Given the lesson
objectives, the learner
will derive the
language demand.
The learner will define
the language function
for each task in the
objective.
Learner will
appropriate support for
the language demand.
-define the 3 ELD
proficiency levels
-define language
demand and function
-apply the definitions in
practical terms.
-model and practice
language demand and
functions
-select appropriate
scaffolds for examples.
EL learners in one’s
class.
-apply knowledge
learned from
language demand
and language
function
-Language Demand
and function
handout
-work
collaboratively to
process information.
-re/introduce
common ELD
scaffolds
Reasons for
Learning
- Benefits
- Risks
5 Benefits: be able to
systematically derive
and implement a
linguistically
appropriate lesson for
all students including
English Learners.
-Risks Avoided:
misinterpreting the
ELD standards,
neglecting the
language demands and
functions of one’s
lesson and using
inappropriate
scaffolds.
Facilitator states the
reasons for learning the
material and the risks
avoided. Key points
will be portrayed using
a flow map in the ppt.
Learners will read
the visual created
and understand the
bigger picture in
order to create
motivation and
instill self
confidence in
achieving the task at
hand.
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Overview
- Prior
Knowledge
- New Knowledge
- Learning
Strategies
(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Learners must know
their units of study or
have knowledge on
where to find them.
Learners must know
where to access ELD
resources and data.
The delivered content
knowledge helps the
learner identify the
hurdles ELD students
will need to overcome
in order to have access
to the content. The
learners will use
collaborative learning
circles to apply lesson
content and fill out
handouts.
Facilitator describes
how to create an
inclusive ELD
environment through
using a systematic
approach to lesson
design and follow
through. The facilitator
will introduce new
content and apply the
content in practical
situations. The
facilitator will allow
time for the learner to
digest information
through collaborative
conversations and then
apply the information in
the learner’s
classrooms.
Learner listens,
takes notes, and
processes
information being
presented. The
learner will need to
identify and review
information from
handouts.
Prerequisite
Knowledge
5 -Brief overview of the
diversity of ELL
demographic in the
learner’s district (pre-
req. knowledge in
order to primer new
content)
-Discussion of
available resources
and data systems at
their school
-Units of Study for
learner’s content area
Facilitator uses a pot to
present information
regarding the
demographics of the
district
(this is what we need to
know now. Using old
knowledge to connect
with new knowledge )
The learner
processes the
information so they
understand who the
English learners are
in their district.
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83
Learning
Guidance
- Lecture
- Demo.
20 This lesson will use a
pot to deliver the
information being
presented. The lesson
contains handouts and
manipulatives that will
be used to practice and
use the content
information.
Collaborative
conversations will
offer the facilitator
formative assessment
data and help solidify
content learned.
The facilitator will:
1.Show ways how to
access data systems and
site-level resources.
2. Deliver content
needed to understand
ELD students’ needs
according to the ELD
Framework by learning
about the newer
framework and how it
is organized.
3. Show the steps
needed in creating an
ELD inclusive
curriculum
The learner will
reveal the
proficiency level of
their students. The
learner will read
and understand the
CA ELD
framework. The
learner will learn
how to use a
graphic organizer
that allows the
learner to undergo
a systematic
approach to lesson
development.
Practice and
Feedback
20 Practice occurs at
every section of the
lesson. The learners
will need to
understand and digest
information through
the use of handouts
and collaborative
conversations.
Formative assessment
data will be derived
from these pieces of
evidence by the
facilitator.
Facilitator will ask
learners to take notes
while content is being
given to them.
Facilitator will give
handouts that will allow
for processing of pieces
of information at a time
as a gradual release of
responsibility
Facilitator will ask the
learners to sort and
categorize slips of
paper in a way that
reinforces content
learned.
Learners will write
on handouts
generated by the
Facilitator.
Learners will pair
share their ideas
with each other.
Learners will
organize content
information while
in a group.
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84
Authentic
Assessment
5 Learners will be
asked to use the
content information on
their own units of
study.
Facilitator created
generic job aids that
includes the content
standard, ELD standard,
language functions,
language demands, and
scaffolds.
The learner will
read through their
own lesson plans
and integrated ELD
strategies by using
the job aid
provided.
Retention and
Transfer
5 Performance will be
observed through the
handouts and the
workarounds. Learners
will be asked to keep
the handouts in their
binder for evaluation
of transfer.
Facilitator will engage
in conversations with
table groups on
how/why they applied
the content in the
manner they have in the
job aid.
The learner will
discuss with their
content area groups
and the facilitator
the appropriate
language needed to
complete the job
aid.
Big Ideas
5 Review the ELD
framework in order to
give context to
standards based
lessons. Connect the
importance of the
systematic approach of
making content
accessible to ELDs
and how these things
are aligned to the
goals of the workshop.
Learners will do a
closing activity where
they differentiate
between equality and
equity.
A reflection will be
completed at the end
of the presentation.
Facilitator will show a
slide with 3 pictures.
Each picture depicts
three levels of equity.
The facilitator will ask
the learner to express
their ideas of where
their school lies in the
equity continuum.
-Facilitator will use
each of the activities to
compartmentalize each
skill, then practice the
skill, then apply the
skill. Each skill will
build on the next skill.
The learner
demonstrate their
learning throughout
the workshop. The
learner will practice
and collaborate with
content area
teachers and assess
each other’s ability
to apply the lesson.
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85
Advance
Organizer for
the Next Unit
5 The next lesson will
be connected briefly
by showcasing the big
ideas for workshop 2:
content objectives and
language objectives.
The facilitator will
review what we
covered for the day and
give a short description
of the following day:
Language objectives.
The learner will
write on a post-it
their 3 main
takeaways from
today.
Total Time 100
Lesson Plan and Instructor’s Guide
Workshop 2: Language Objectives
Unit Duration: 100 mins
Introduction: This is the second part of a 5 workshop series. The first workshop is designed to
help the learner identify the ELD students, create lesson objectives that align with the language
functions and demands in the lesson, which will set us up for success in creating language
objectives. Language Objectives will help the learner become cognizant of the rigor needed to
scaffold the content for the English learner.
Learning Objective(s)
Terminal Objectives:
Learners will use content objectives to create language objectives that are tied directly
to tasks assigned by the teacher.
Enabling Objective(s):
● Know what an effective language objective looks like.
● Know what standard you are working toward through the objective.
● Understand that well written language objectives are clear and measurable.
● Be able to attain materials and methods that support ELDs in acquiring grade-
level knowledge and skills.
● Be able to learn strategies that may be used in a variety of learning
environments.
Lesson Materials
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86
PowerPoint Presentation
Projector
Projector screen
Handouts
Learner Characteristic Accommodations
Learners will need to work collaboratively with content area colleagues.
Facilitator’s Notes
Learner’s will need to bring at least one lesson from their content area. Preferable from their
next unit or lesson.
Instructional Activities
Instructional
Sequence
Tim
e
mins
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 String Me Along:
The learner will
create a 5 pointed
star of David and a
3-D pyramid shape
using yarn as a
group without using
words. Each learner
must keep at least
one hand on the yarn
at all times.
Facilitator will
-help activate learners
ability to empathize
with English Learners
inability to use
language, but still
have a sense of
gratification in
completing a task.
This low stake group
activity will serve as
leveling among
learners in order to
instill a sense of
cohesion.
Learners will:
-be asked to create two
shapes: 1. a five point
star of David and a 3-D
pyramid using a
circular piece of yarn.
All learners must have
at least one hand
holding the yarn at all
times. The learners
must create this shape
without speaking. The
anticipated connection
will be the inability to
use language does not
impede the completion
INTEGRATING ELD ACROSS THE CONTENT AREAS
87
of tasks.
Learning
Objectives
5 Use content
objectives in order to
create language
objectives
Facilitator will:
-create authentic
opportunities to access
prior knowledge by
connecting content
objectives.
-create scaffolds to
support intended
outcome of creating
language objectives
-use graphic
organization
techniques to help
make connections.
Learner’s will:
-use their content
objectives as ways to
create language
objectives.
-use sentence frames to
help facilitate the use
of language objectives.
-use a flow chart to
help process the steps
needed to create
language objectives.
Reasons for
Learning
5 Benefits: Language
objectives will help
scaffold the
language deficit in
any content area for
the benefit English
learners.
Risks Avoided: One
who uses language
objectives does not
neglect the language
deficit of the English
learners while still
keeping the rigor
that all students
receive.
Facilitator will
articulate the
importance of using
language objectives in
order to explicitly
address language
demands in a lesson.
Learners will, after the
activities, feel a sense
of efficacy in
addressing the growing
number of English
learners in their
classrooms.
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88
Overview
- Prior
Knowledge
- New Knowledge
- Learning
Strategies
(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Learners must know
what a content
objective is.
Learners must
understand how to
derive language
objectives in order
for English learners
to access content and
complete learning
tasks. The learners
will use
collaborative
learning strategies,
visual
representations of
tasks, use sentence
frames, and use the
content knowledge
in authentic tasks.
Facilitator:
-defines what a
language objective is.
-uses sentence frames
to create language
objectives
-uses exemplar
language objectives
-will use collaborative
learning circles to
mitigate learned
content.
Learner:
-take notes
-create authentic
connections between
learned content and
content area.
-work collaboratively
-apply learned content
and gauge the learning
of oneself and of
colleagues.
Prerequisite
Knowledge
5 -lesson objectives
-active verbs
-content standards
Facilitator will review
prerequisite
knowledge in the form
of a chart and use CA
Content Standards to
show the systematic
approach creating
language objectives.
Learners will process
information using
Venn diagrams, charts
and flow maps.
Learning
Guidance
- Lecture
- Demo.
20 This lesson will use
collaborative
learning groups, a
pot, and graphic
organizers, a flow
map, and a video to
reach terminal
The facilitator will:
-use inquiry based
learning strategies
-use exemplars
-use visuals
-give instruction in
parts
The learner will:
-follow a sequence of
steps in order to derive
a language objective.
-create language
objectives using their
own lesson activities.
INTEGRATING ELD ACROSS THE CONTENT AREAS
89
objectives. -use sentence frames.
-use a video
-graphic organizers
-sequence the steps
needed to meet
learning goal.
Practice and
Feedback
20 Practice occurs at
intervals throughout
the lesson. Learners
will demonstrate
understanding of the
content using
handouts and
formative
assessment
measures.
Facilitator will
distribute handouts
and create
opportunities to
demonstrate
understanding of
creating language
objectives. .
Learners will practice
the art of creating
language objectives in
parts at first, then,
demonstrate mastery
using their content
objectives.
Authentic
Assessment
5 Learners will be
using their own
content objectives to
create language
objectives they can
use in their own
classrooms.
Opportunity for table
talks are made with
content area teachers
which will help the
learner make learning
relevant. Facilitator
uses visual cues to
make sense of the
content so the learner
is able to make
connections to their
own content at the end
of the lesson.
The learner will use
their content area
lesson objectives to
make content relevant.
Retention and
Transfer
5 Evaluation of
retention and
transfer will be
assessed through the
handouts and
through formative
Facilitator will
engage in
conversations with
table groups on
how/why they applied
the content in the
The learner will
discuss with their
content area groups
and the facilitator any
gaps in their learning
and the application of
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90
assessments. manner they have. the learned content.
Big Ideas
5 -Leveling of learners
-Understand the
purpose of language
objectives
-introduce a
systematic approach
to creating language
objectives
-create authentic
language objectives
-apply language
objectives
Facilitator will
-use a warm up
activity to make
learning relevant to
English Learners.
-review previous
lesson of creating
language demands and
functions.
-define language
objectives
-deliver in a step-by-
step process
-apply the content CA
Content Standards to
create language
objectives
The learner
demonstrate their
learning throughout the
workshop using
formative assessment
practices. The learner
will practice and
collaborate with
content area teachers
and assess each
other’s ability to apply
the lesson.
Advance
Organizer for
the Next Unit
5 The next lesson will
be connected briefly
by showcasing the
big ideas for
workshop 3:
academic language
and vocabulary
development
The facilitator will
review what we
covered for the day:
creating language
objectives using
content standards and
give a short
description of the
following day:
Academic Language
and vocabulary
development.
The learner will write
on a post-it their 3
main takeaways from
today and fill out a
survey.
Total Time 100
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91
Lesson Plan and Instructor’s Guide
Workshop 3: Academic Language Feature Lexical, Grammar, and Syntax
Unit Duration: 100 mins
Introduction: This is the third part of a 5 workshop series. The first workshop is designed to
help the learner identify the ELD students and help the teacher be cognizant of the language
demands and functions imposed on English learners. The second workshop used the language
demands and functions to generate language objectives aligned to content objectives. The third
workshop will build on the last two workshops as it will focus building academic vocabulary in
order for the English Language learner to meet grade level expectations.
Learning Objective(s)
Terminal Objectives:
Learners will understand and apply a systematic approach to vocabulary instruction and the
semantics of using that language through grammar and syntax instruction.
Enabling Objective(s):
● Know how to pick critical words in the lesson.
● Have an idea of what is Academic language.
● Understand not to over-kill the students with vocabulary.
● Know how to follow a 6-step process of learning vocabulary.
● Collaborate with colleagues
● Be able to attain materials and methods that support ELDs in acquiring grade-
level knowledge and skills.
● Be able to learn strategies that may be used in a variety of learning
environments.
Lesson Materials
PowerPoint Presentation
Projector
Projector screen
Handouts
Learner Characteristic Accommodations
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92
Learners will need to work collaboratively with content area colleagues.
Facilitator’s Notes
Teachers must bring a unit from their content area.
Instructional Activities
Instructional
Sequence
Time
mins
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 Penny for your
thoughts:
The learner will select
a penny from the
center of the table.
The learner will share
what they were doing
the year the penny was
minted.
Facilitator will
-engage learners in
a leveling activity to
set the stage for
group work to be
done that day.
-This is a low stakes
activity that will get
the audience
interacting.
Learner’s will
-be asked to select a
coin and share their
experiences of that
year with a colleague.
In the event, they are
not able to share, then
they can choose
another penny from the
pile.
Learning
Objectives
5 Use a 5 step process
for vocabulary
instruction.
Facilitator will :
-make the learning
objectives be known
by creating a slide in
the beginning of the
presentation.
-read the agenda
while the learners
read along.
Learners will:
-read the slide and
understand the
direction and scope of
the lesson.
-make connections
between agenda items
and their own content
areas.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: New
teachers are able to
add to their toolkit of
pedagogy a system of
Facilitator will
articulate the:
-importance of
vocabulary
Learners will learn the
importance of
vocabulary instruction
for ELL and feel a
INTEGRATING ELD ACROSS THE CONTENT AREAS
93
vocabulary instruction
that is grounded in
theory. Veteran
teachers may refresh
their skill sets.
Risks avoided:
Vocabulary
instruction that is not
conducive to cognitive
gains.
instruction that is in
context for English
learners.
-importance of
hearing and using
the vocabulary in
multiple formats.
-importance of peer
collaborative circles
to rehearse and
gauge one’s
understanding of
academic vocabulary
sense of efficacy in
using vocabulary
instruction strategies.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies
(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Learners must -
express their idea of
what academic
language is
-learn the distinct
features of academic
language
-learn the systematic
approach of academic
vocabulary
instruction.
Using direct
instruction first, then
apply the learned
content using
authentic examples.
Facilitator will:
-define academic
language
-share the
importance of
vocabulary in
context
-provide examples
of each phase of
authentic vocabulary
instruction.
-provide a checklist
to include previous
workshop content.
Learners will:
-take notes
-apply content
-make connections to
their lesson plans
-work with partners
-gauge their learning
and ask question is
there is a
disconnection.
Prerequisite
Knowledge
5 -lesson plans from
their own content area
-vocabulary from their
next lesson plan.
-apply learned content
to their own learning.
-Facilitator will use
learners funds of
knowledge to apply
learned content on
completing a series
of steps for
Learners will connect
prior knowledge when
prompted then share
out with their content
area colleagues.
INTEGRATING ELD ACROSS THE CONTENT AREAS
94
vocabulary
instruction.
Learning
Guidance
- Lecture
- Demo.
20 This lesson will -
present a step by step
process to facilitate
the learning process.
-have opportunities to
review and regurgitate
learned content.
-exemplars will be
shown.
-opportunities to apply
the new knowledge in
collaborative learning
circles.
Facilitator will
-establish proximity
and interject when
necessary.
-re-route off track
conversations.
-clarify and gauge
learning
Learners will
-follow a step by step
process
-review understanding
of vocabulary
instruction
-apply the vocabulary
instruction procedures
on their content areas
Practice and
Feedback
20 -Table talk
-Collaborative
learning circles
-Articulate learning in
whole group
discussions
Facilitator will:
-pass out job aids
that must be
completed by the
learner
-gauge learning of
vocabulary
instruction.
-allow opportunities
to ask questions and
enrich learning of
strategies of
vocabulary
instruction.
Learner will
understand a method
for incorporating
vocabulary instruction,
then demonstrate
mastery when applying
the approach to their
own content areas.
Authentic
Assessment
5 Learners will use a
job aid to create a
vocabulary list for
their next unit
whereby they will
Collaborative
groups based on
content area will
help the learners
make content area
Learners will use
vocabulary from their
own lesson plans in
order to make the
implementation and
INTEGRATING ELD ACROSS THE CONTENT AREAS
95
plan two weeks of
vocabulary
instruction.
connections and
facilitate
conversations that
will make learning
relevant and
authentic.
follow through begin
during the workshop.
Retention and
Transfer
5 Evaluation of
retention will be
assessed through the
handouts and through
formative assessments
during the training.
The transfer of
information to the
content area will be
assessed informally
and collected in a
binder for review.
Facilitator will
engage in
conversations with
table groups on
how/why they
applied the
vocabulary
instruction in the
manner they have.
The learner will
discuss with their
content area groups the
various vocabulary
instruction techniques
they have used and the
manner in which they
can apply new
knowledge. The
facilitator will address
any gaps in their
learning and the
application of the
learned content.
Big Ideas
5 -leveling of learners
using a warm up
-review the big ideas
of the last workshop.
-Understand the
definition of academic
language
-introduce effective
vocabulary instruction
process
-create authentic
vocabulary word lists
from teacher’s unit
lesson plans.
-review grammar and
Facilitator will
-use a warm up
activity to create a
sense of cohesion.
-review previous
lesson of creating
language objectives.
-define academic
language
-deliver content in a
step-by-step process
-apply the content
using word list from
content area.
The learner
demonstrates their
learning throughout the
workshop using
formative assessment
practices. The learner
will practice and
collaborate with
content area teachers
and assess each
other’s ability to apply
the lesson.
INTEGRATING ELD ACROSS THE CONTENT AREAS
96
syntax.
Advance
Organizer for
the Next Unit
5 The next lesson will
be connected briefly
by showcasing the big
ideas for workshop 4:
discourse using
academic language
and using the
similarities and
differences in L1 and
L2 to champion
phonetic capacity in
the learner.
The facilitator will
review what we
covered for the day:
defined academic
language, learned
methods for
vocabulary
instruction and
phonemic awareness
to be able to use the
new vocabulary. A
short description of
the following day of
using discourse to
embed learned skills
of workshop 3.
The learner will write
on a post-it their 3
main takeaways from
today and fill out a
survey.
Total Time 100
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97
Lesson Plan and Instructor’s Guide
Workshop 4: Academic Language Feature: Discourse and Capitalizing on Similarities and
Differences between English and Spanish
Unit Duration: 100 minutes
Introduction: The skill sets in workshops 1-3 have built on each other. Workshop three sets the
foundation for workshop four as well such that vocabulary instruction (workshop 3) will help the
English learner in deriving academic language to use in classroom discourse (workshop 4).
Learning Objective(s)
Learners will examine the use of discourse in their classes and create ways in which
they can create more opportunities for discourse. Learners will identify ways to capitalize on
similarities and differences in English and Spanish phonics.
Enabling Objective(s):
● Know what discourse is.
● Understand the importance of discourse opportunities for ELs.
● Be able to create discourse tasks that are clear.
● Know if the task is a reasonable task to give a student.
● Be able to gauge if the task is not burdensome for the student.
Lesson Materials
PowerPoint Presentation
Projector
Projector screen
Speakers
Handouts
Learner Characteristic Accommodations
Learners will need to work collaboratively with content area colleagues.
Facilitator’s Notes
Learner’s will need to bring at least one lesson from their content area. Preferable from their
INTEGRATING ELD ACROSS THE CONTENT AREAS
98
next unit or lesson.
Instructional Activities
Instructional
Sequence
Time
mins
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 Watch a video on
students who are
engaging in
academic discourse
Facilitator will:
-show an exemplar
of academic
discourse by
students in a
classroom setting
-help the learners
visualize the
learning goals of the
workshop.
Learners will
-observe and take notes
-gauge the
effectiveness of
academic discourse
among English learners
Learning
Objectives
5 Exposure of
techniques of
discourse to use with
ELL
Dispel myths that
ELL can’t engage in
discourse.
Facilitator will:
-show a video
showing ELL
engaging in
academic discourse.
-expose learners to
various discourse
techniques.
-create opportunities
to apply the learned
knowledge
Learners will
-watch the videos and
understand their role in
supporting the English
language learner
through discourse.
-learn various
techniques in discourse
appropriate for English
learners.
-apply the techniques
with their own content.
Reasons for
Learning
- Benefits
5 Benefits: English
learners will hear and
use vocabulary
Facilitator will:
-present information
that convincingly
Learners will, after
learning activities,
understand the benefits
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99
- Risks instruction
appropriately by
practice and peer
conversations. The
learners will be
exposed to academic
language and learn
by observing and
using language
Risks avoided:
unsupported
discourse
opportunities or
neglection of
discourse all
together.
shows the
importance of
discourse in English
Language learners in
modeling and the
cognitive process in
using academic
language.
of using discourse
opportunities in the
classroom.
Overview
- Prior
Knowledge
- New Knowledge
- Learning
Strategies
(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Discourse is defined
Discourse strategies
are introduced
Examples of
Discourse strategies
are used.
Discourse strategies
are applied to
curriculums
Phonetic differences
and similarities
introduced.
Closing activity.
Facilitator will:
-define discourse
-show relevance
across content areas.
-create opportunities
to process
information
-allow for
application of
strategies
-make connections
to authentic
discourse
opportunities
Learners will
collaborate with their
colleagues
Prerequisite
Knowledge
5 -experiences in
using discourse in
the classroom
-content from
-Facilitator will use
learners funds of
knowledge to apply
discourse strategies.
Learners will connect
prior knowledge when
prompted then share
out with their content
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100
previous lesson on
vocabulary.
area colleagues their
experiences in using
discourse in the
classroom.
Learning
Guidance
- Lecture
- Demo.
20 -Assess prior
knowledge of
discourse.
-providing a
definition of
discourse.
-Provide examples
and non-examples of
discourse in a video.
-Model the
procedural strategies
for creating discourse
opportunities.
-transfer knowledge
by embedding at
least one discourse
strategy in their next
unit.
-Provide practice of
writing content area
specific discourse
activities with other
teachers.
-Identify the
similarities and
differences of
Spanish and English
phonics to help with
discourse activities in
class.
Facilitator will:
-show a video of
discourse in the
classroom
-give direct
instruction on
different ways to use
discourse.
-provide
opportunities for
discourse
connections to
content area.
Learner will:
-see how discourse can
be used with success
-learn different
discourse techniques.
-apply discourse
strategies to their own
content areas.
Practice and
Feedback
20 -Table talk
-Processing activities
-Collaborative
learning circles
-Articulate learning
Facilitator will:
-pass out job aids
that must be
completed by the
learner
Learner will:
understand techniques
for vocabulary
instruction, then
demonstrate mastery
INTEGRATING ELD ACROSS THE CONTENT AREAS
101
in whole group
discussions
-gauge learning of
discourse techniques
-allow opportunities
to ask questions and
enrich learning of
discourse
instruction.
when applying the
approach to their own
content areas.
Authentic
Assessment
5 Learners will use a
job aid to apply a
discourse technique
to their next unit
whereby they will
plan for discourse in
their next lesson.
Collaborative
groups based on
content area will
help the learners
make content area
connections and
facilitate
conversations that
will make learning
relevant and
authentic.
Learners will use their
own lesson plans in
order to make the
implementation and
follow through begin
during the workshop.
Retention and
Transfer
5 Evaluation of
retention will be
assessed through the
handouts and through
formative
assessments during
the training. The
transfer of
information to the
content area will be
assessed informally
and collected in a
binder for review.
Facilitator will
engage in
conversations with
table groups on
how/why they
applied the discourse
instruction in the
manner they have.
The learner will
discuss with their
content area groups the
various discourse
instruction techniques
they have used and the
manner in which they
can apply new
knowledge. The
facilitator will address
any gaps in their
learning and the
application of the
learned content.
Big Ideas
5 -A video was used to
show an exemplary
portrayal of
Facilitator will
-use a video in order
to give learners a
The learner
demonstrate their
learning throughout the
INTEGRATING ELD ACROSS THE CONTENT AREAS
102
classroom discourse.
-Understand the
purpose of discourse
in the cognitive
development in
English language
learners
-introduce a variety
of discourse
strategies for
authentic
implementation.
-create authentic
opportunities for
English learners to
use vocabulary.
-Use of phonics to
facilitate discourse
sense of what
discourse should
look like in the
classroom.
-review previous
lesson of vocabulary
instruction with
grammar and syntax.
-define discourse
and use exemplars
-deliver strategies to
add to teacher
toolkit.
-apply the content to
lesson plans by
looking for
opportunities for
discourse.
workshop using
formative assessment
practices. The learner
will practice and
collaborate with
content area teachers
and assess each
other’s ability to apply
the lesson content.
Advance
Organizer for
the Next Unit
5 The next lesson will
be connected briefly
by showcasing the
big ideas for
workshop 5:
strategies for
metacognition.
The facilitator will
review what we
covered for the day:
several strategies for
discourse and the
importance of
discourse in English
learners. Short
description of the
following day: We
will look at
Executive Function,
Critical thinking,
Self-regulation, and
Inquiry based
learning.
The learner will write
on a post-it their 3
main takeaways from
today and fill out a
survey.
Total Time 100
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103
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104
Lesson Plan and Instructor’s Guide
Workshop 5: Metacognition
Unit Duration: 100 minutes
Introduction: Workshops 1-4 would only yield success in English language learners if the
delivery allowed for Metacognition. Workshop five introduces Metacognitive strategies that will
facilitate content knowledge delivery among English language learners among all content areas.
Learning Objective(s)
Learners will identify different ways to incorporate metacognitive strategies within one’s
content area to address deficit in English Learners.
Enabling Objective(s):
● Know what metacognition is.
● Be able to incorporate metacognitive strategies to enable ELDs to reach
academic proficiency.
● Be able to decipher which strategies will be most beneficial.
● Be able to identify the skills that are needed to be showcased by the student: ex.
receptive skills (new concepts, academic language, or organize new ideas) and
productive skills (communicate thinking, seeking to clarify, inquisition) through
the implementation of metacognitive strategies.
Lesson Materials
PowerPoint Presentation
Projector
Projector screen
Speakers
laptop
Handouts
Learner Characteristic Accommodations
Learners will need to work collaboratively with content area colleagues.
Facilitator’s Notes
INTEGRATING ELD ACROSS THE CONTENT AREAS
105
Teachers must bring a unit from their content area.
Instructional Activities
Instructional
Sequence
Time
mins
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 10 Learners will select a
movie that best
describes how they
are feeling in their
teaching of ELD
students.
Facilitator will:
Ask that the learners
chose a movie and
move to one corner
of the room and
discuss with their
group how they
connect to the
movie.
Learners will:
Select a movie that
they can connect with
in their ELD teaching
experience.
They will discuss with
their colleagues the
connection to the
movie title or plot.
Learning
Objectives
5 Understand and
incorporate
metacognitive
strategies within the
learner’s classroom.
Facilitator will :
-make the learning
objectives be known
by creating a slide in
the beginning of the
presentation.
-read the agenda
while the learners
read along.
Learners will:
-read the slide and
understand the
direction and scope of
the lesson.
-make connections
between agenda items
and their own content
areas.
Reasons for
Learning
- Benefits
- Risks
5 Benefits: English
learners are given the
opportunity to have
skill sets that will
make them lifelong
learners
Risks avoided: Focus
Facilitator will
articulate the:
-importance of
metacognitive
instruction that is in
context for English
learners.
Learners will learn the
importance of
metacognition
instruction for ELL and
feel a sense of efficacy
in using these
strategies in their
INTEGRATING ELD ACROSS THE CONTENT AREAS
106
on language is the
tendency for EL
instruction but
metacognition also
incorporates skills
that are sometimes
neglected.
-importance of
developing college
ready skills .
-importance of peer
collaborative circles
to rehearse and
gauge one’s
understanding of
metacognitive
strategies
content areas.
Overview
- Prior
Knowledge
- New Knowledge
- Learning
Strategies
(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Learners must -
express their idea of
what is
metacognition
-learn various
metacognitive
strategies
-learn the importance
of metacognition in
EL.
Using direct
instruction first, then
apply the learned
content using
authentic examples.
Facilitator will:
-define
metacognition
-share the
importance of
metacognition in
context
-provide examples
metacognitive
opportunities
Learners will:
-take notes
-apply content
-make connections to
their lesson plans
-work with partners
-gauge their learning
and ask question is
there is a
disconnection.
Prerequisite
Knowledge
5 -lesson plans from
their own content
area
-metacognitive
strategies that can be
used in their next
lesson plan.
-Facilitator will use
learners funds of
knowledge to apply
learned content on
metacognitive
strategies.
Learners will connect
prior knowledge when
prompted then share
out with their content
area colleagues.
INTEGRATING ELD ACROSS THE CONTENT AREAS
107
Learning
Guidance
- Lecture
- Demo.
20 -Assess prior
knowledge of
metacognition
-Teach any
prerequisite
knowledge by
providing a definition
of metacognition.
-Provide examples of
metacognition using
a video.
-Model procedural
strategies for creating
opportunities to
incorporate
metacognitive skills
in the classroom.
-Provide
opportunities to
transfer knowledge
metacognition in
one’s classroom
using subject specific
content.
-Provide practice of
metacognitive
strategies.
Facilitator will
-establish proximity
and interject when
necessary.
-re-route off track
conversations.
-clarify and gauge
learning
Learners will
-take notes on
strategies
-review understanding
of each strategy
-apply the
metacognitive
procedures on their
content areas
Practice and
Feedback
20 -Table talk
-Collaborative
learning circles
-Articulate learning
in whole group
discussions
Facilitator will:
-pass out job aids
that must be
completed by the
learner
-gauge learning of
metacognitive
strategy.
-allow opportunities
to ask questions and
enrich learning of
strategies of
Learner will share out
their understand of a
metacognitive strategy,
then demonstrate
mastery when applying
the approach to their
own content areas.
INTEGRATING ELD ACROSS THE CONTENT AREAS
108
metacognition.
Authentic
Assessment
5 Posters of their
designated
metacognitive
strategy and a
processing job aid.
Collaborative
groups based on
content area will
help the learners
make content area
connections and
facilitate
conversations that
will make learning
relevant and
authentic.
Learners will use
activities from their
own lesson plans in
order to make the
implementation and
follow through begin
during the workshop.
Retention and
Transfer
5 Evaluation of
retention will be
assessed through the
handouts and through
formative
assessments during
the training. The
transfer of
information to the
content area will be
assessed informally
and collected in a
binder for review.
Facilitator will
engage in
conversations with
table groups on
how/why they
applied the
metacognition
technique in the
manner they have.
The learner will
discuss with their
content area groups the
various metacognition
techniques they have
used and the manner in
which they can apply
new knowledge. The
facilitator will address
any gaps in their
learning and the
application of the
metacognition
strategies.
Big Ideas
5 -Leveling of learners
by using a warm up
that creates cohesion.
-Understand the
importance of
metacognition in
English learners.
Facilitator will
-use a warm up
activity to create
cohesion among
colleagues.
-review previous
lesson of creating
The learner
demonstrate their
learning throughout the
workshop using
formative assessment
practices. The learner
will practice and
INTEGRATING ELD ACROSS THE CONTENT AREAS
109
-introduce the four
top metacognitive
strategies.
-create authentic
metacognitive
connections with
subject matter
content
-apply metacognitive
strategies
opportunities for
discourse.
-define
metacognition.
-deliver information
through group work
and presentations.
-apply the content
using a job aid and
collaboration
collaborate with
content area teachers
and assess each
other’s ability to apply
the lesson.
Advance
Organizer for
the Next Unit
5 N/A N/A The learner will write
on a post-it their 3
main takeaways from
today and fill out a
survey.
Total Time 100
INTEGRATING ELD ACROSS THE CONTENT AREAS
110
Appendix E: Lesson Materials
ELD INSTRUCTION: A WORKSHOP
FOR TEACHERS
Analyze the key
content objective.
Examine the language
demand (task) needed
to demonstrate
understanding and
meaning of content.
Consider the
language functions
of the learning task.
Teacher determines the
supports students
require to learn content
and make meaning.
Course Overview
Discourse
Lexical
Syntax
-Jeff Zwiers
Determine Language
Objectives
Learn who your ELD students are
and their proficiency levels.
Identify the ELD standards that correspond to
your content standard and objective.
Ways to access data to identify your
ELD students:
◦Student Data system: Aeries
◦Ask your EL-Facilitator/Coordinator
◦Ask your principal
◦Run a query through the dept of Student Information
Systems
ELD Inclusive Lesson Preparation
Puzzle Piece:
Language Demand & Language Function
Language Demand (task) - evidence
that demonstrates and expresses
understanding and meaning of
content
Language Function (verb) – content
and language focus of the learning task
within the objective, represented by
the active verb.
analyze
hypothesize
synthesize
-Jeff Zwiers
Identify the Language Demand and Function
Objective
Students will design a model to describe the atomic composition of simple
molecules.
Language Demand - (task)
-Design a model. (draw and construct)
-Describe the atomic compositionin a written paragraph.
Language Function
Design, Describe
ao cco p
n paragraph ragra ragra
w and construct)
omposition a writte en
tru
on in a h. ph
Identify the Language Demand and Function
Objective
Students will compare and contrast Abraham Lincoln and Jefferson Davis
as war time presidents and justify who was a better leader.
Language Demand - (task)
-Compare and contrast both leaders by completing a Venn diagram.
-Justify the better leader in an oral presentation.
Language Function
compare, contrast, justify
p
Identify the Language Demand and Function
Objective
Students will explain how to convert the rational exponent into a radical
by sequencing the process.
Language Demand – (task)
Explain a conversion process using a
sequencing chart.
Language Function
Explain
a
Next Puzzle Piece:
ELD Framework and Standards
ELA / ELD
Framework
What are the distinctive features of
the ELA/ELD Framework?
New Features of ELA/ELD Framework
Guiding Principles
The following
principles and
beliefs guide the
development of
the framework.
Guiding Principle #1
Schooling should help all students
achieve their highest potential.
Guiding Principle #2
The responsibility for learners’ literacy and
language development is shared.
Guiding Principle #3
ELA/Literacy and ELD curricula should be
well designed, comprehensive and
integrated.
Guiding Principle #4
Effective teaching is essential
to student success.
Guiding Principle #5
Motivation and engagement play crucial
roles in learning.
ELD Standards
ELD Standards “at a glance”
ELD Standards
Part I
Interacting in
Meaningful Ways
Corresponding
ELA Standards
Standards by Proficiency Levels
ELD.PI.3.5.Ex
Processing Activity
Academic Language
Lesson 1
Lesson 3
Lesson 2
Objective
Objective
Objective
Language
Demand
Language
Demand
Language
Demand
Language
Function
Language
Function
Language
Function
ELD supporting
standards
ELD supporting
standards
ELD supporting
standards
In Tandem or “Layers”
Content Standard and
Content Objective
Strategies
Language Demand
Language Function
ELD Standards
Next Puzzle Piece:
Toolkit and Strategies
Common ELD strategies:
● Link Prior knowledge and past knowledge
● Teacher Modeling
● Language Models
● Collaborative Academic Discussions
● Information systems (Graphic Organizers or
Multi media)
● Asking Questions and Checking for
Understanding
● SDAIE
Integrate Strategies Into Content Areas
SDAIE: Specially Designed Academic
Instruction in English
SDAIE is a methodology (a set of
specific strategies) designed to make
instruction comprehensible and to
make grade level academic content
accessible for English Learners.
SDAIE Strategies
(Specially Designed Academic Instruction in English)
In Tandem or “Layers”
Grade 8 U.S. History: History-Social Sciences
8.10 Students analyze the multiple causes,
key events, and complex consequences of
the Civil War.
Content Objective: SWBAT
Compare & Contrast Abraham Lincoln and Jefferson Davis as
wartime presidents and decide who was a better leader and why.
SDAIE (Comprehensible Input):
Visuals, graphic organizers (like Venn Diagram), word banks,
sentence frames, meta cognitive markers…
Teacher
ELD Standard
ELD PI.8.11a.Ex: Justifying/arguing: Justify opinions or persuade others by
providing relevant textual evidence or relevant background knowledge with
moderate support
Language Demands
1) Compare and contrast both leaders on a Venn diagram
2) Orally justify, using sentence frames and responses from a
graphic organizer, who was a better leader
Language Function – compare, contrast, justify
Language Support– Example sentence frames
Abraham Lincoln __________ and ____________, whereas Jefferson
Davis __________. Therefore, ___________ was a superior leader.
In Tandem or “Layers”
Algebra: The Real Number System
CCSS Algebra1/HSN.RN.A.1
SDAIE (Comprehensible Input) Cooperative grouping
Focus on content vocabulary (extend, cube, equivalent,
etc.) Visuals/Graphic Organizers (flow chart),
Whiteboards, Sentence frames
Language Support – Example sentence frames
Is ______ radical equivalent to _____ rational exponent?
Yes/No because ________.
How do we convert the rational exponent into a
radical? First, next, then_______.
Teacher
Content Objective: SWBAT
Explain converting the rational exponent into a
radical by using sequencing words.
Language demands –-Explain a conversion process using
a sequence chart.
Language Function – explain
ELD Standard ELD PII.8.12
Selecting and applying varied and precise vocabulary
and other language resources to effectively convey ideas
Reflect on the title
“Equality vs Equity”
Read the descriptions
under each photo
Which picture do you believe
best represents the level of
understanding at your site
regarding support for English
Learners? Discuss with your peers.
Frame:
I believe the _______ picture best represents
the level of understanding at our school site
because ___________________________.
In my opinion, the _______ picture best
represents the level of understanding at our
school site for the following reasons
__________.
Next Steps
I will…
How will your teaching be impacted by your
next steps?
How will it support ELs academic and linguistic
success?
THANK YOU
Please keep your handouts in your binders.
Language Function:
ELD Standards:
Language Support:
Planning Tool for Integrating ELD within All Content Areas
Content Standards:
Language Demand:
Strategies for Comprehensible Input:
Objective: j
Language Support: Language Support:
*Is _____ radical equivalent to ____ exponent? Yes/No because_____ _____ r qu ____ p ? / b u ____
*How do we convert the rational exponent to a radical? First you
must
______. Next, you must___________. Then, you_____________ _
Strategies for Comprehensible Input:
Ex1Planning Tool for Integrating ELD within All Content Areas
Objective: j
Explain converting the rational exponent prgr p pp
into a radical by using sequencing words.
For ex. We define to be the cube
root of 2x because we want
Language Function: gg
Explain
Content Standards:
Explain how the definition of the pf f p
meaning of a rational exponent gf p p
follows from extending the ffr g
properties of integer exponents to p p fg p pp p
those values allowing for notation u g f r
for radicals in terms of rational frr
exponents ts ts.
ELD Standards:
ELD.P1.8.A.4
Adapting language choices to various contexts (based on task, purpose,
audience, and text type) aud
Language Demand: g g
Explain using sequencing words
Language Function:
ELD Standards:
Language Support:
Ex2 Planning Tool for Integrating ELD within All Content Areas
Content Standards: Content Standards:
Analyze and interpret Aye erpre yp
data on the properties of pr p r pp
substances before and subs es bef re
after the substances fer e subs es
interact to determine if rr
a chemical reaction ere
occurred.
Language Demand:
Strategies for Comprehensible Input:
Objective: Objective:
Complete the graphic Cpee egrp
organizer and make rg er e
inferences of what fr f
occurred with the two urre e
chemicals based on your b
data collection.
Language Function:
ELD Standards:
Language Support:
Ex2 Planning Tool for Integrating ELD within All Content Areas
ELD.PI.9.C9
Expressing information and ideas in formal oral presentations on academic topics
Infer; Complete
Because________, we can infer that ______.
The _____________, so________________.
The _______________ resulted in ____________.
Content Standards: Content Standards:
Analyze and interpret Aye erpre yp
data on the properties of pr p r pp
substances before and subs es bef re
after the substances fer e subs es
interact to determine if rr
a chemical reaction ere
occurred.
Language Demand: Language Demand:
Complete the graphic organizer. Infer using a graphic organizer.
Strategies for Comprehensible Input:
Objective: Objective:
Complete the graphic Cpee egrp
organizer and make rg er e
inferences of what fr f
occurred with the two urre e
chemicals based on your b
data collection.
Language Function:
ELD Standards:
Language Support:
Ex3 Planning Tool for Integrating ELD within All Content Areas
Content Standards:
Language Demand:
Strategies for Comprehensible Input:
Objective: j
Language Function:
ELD Standards:
Language Support:
Ex3b Planning Tool for Integrating ELD within All Content Areas
Content Standards:
Language Demand:
Strategies for Comprehensible Input:
Objective: j
Language Demand Processing Cards
Supporting English Learners in
content in areas.
M Metacognitive Development: Providing students with skills and
vocabulary to talk about their learning (Examples: self assessments, note
taking and studying techniques, and vocabulary assignments).
B Bridging: Building on previous knowledge and establishing a link
between the students and the material (Examples: think pair share,
quick writes, and anticipatory charts).
S Schema B Building: Helping students see the relationships between
various concepts (Examples: compare and contrast, jigsaw learning,
peer teaching, and projects).
Contextualization: Familiarizes unknown concepts through direct
experience (Examples: demonstrations, media, manipulatives, repetition,
and local opportunities).
Text Representation: Inviting students to extend their understandings of
text and apply them in a new way (Examples: student created drawings,
posters, videos, and games).
Modeling: Speaking slowly and clearly, modeling the language you want
students to use, and providing samples of student work.
Question Scaled Answer
Connect to ELD Instruction
◦ How difficult was this to do when we didn’t have language?
What are the implications to our ELD students?
◦ How much did we accomplish without language?
◦ How much more did we accomplish with everyone's help?
◦ What strategies worked?
◦ What strategies didn't work?
LANGUAGE
OBJECTIVES
Review Workshop 1
General Overview
1. Define language objective.
2. Steps teachers can take to create
language objectives.
3. See language objectives being
implemented in a classroom.
4. How to implement language
objectives in your own classroom.
What do you know about…
◦ Content Objective vs Language Objective?
What do you know about…
◦ Content Objective vs Language Objective?
What is a language objective?
◦The academic language functions
and skills that students need to use to
fully participate in the lesson and
meet the grade-level content
standards. (Echevarria, Short, &
Vogt, 2008)
From Content to Language Objectives
Step 1: Identify what you will be teaching using
the C.C. State Standards.
From Content to Language Objectives
Step 2: Derive the function from step one.
From Content to Language Objectives
Step 2: Content examples of Function
Summarize the important points of the story.
Investigate the behavior of magnetism.
Explain the perspective of the wolf.
Justify the use of point slope formula.
From Content to Language Objectives
Step 3: Identify the Form.
What type of language must the student use to
academically convey mastery of the content.
(conjunctions, modals, complete sentences )
From Content to Language Objectives
Examples of Language Forms and Functions
From Content to Language Objectives
Lets practice identifying Functions and Forms.
Highlight the the language function and
underline the language form:
1. Orally express an opinion using persuasive
language in complete sentences.
2. Use compound sentences to compare and
contrast A and B.
3. Predict the next three items in the pattern
using future tense verbs.
4. Write a description of the physical
characteristics using sensory adjectives.
5. Develop a hypothesis
From Content to Language Objectives
Lets practice identifying Functions and Forms. Put
a star by the the language function and
underline the language form:
1. Orally express an opinion using persuasive language
in complete sentences.
2. Use compound sentences to compare and contrast
A and B.
3. Predict the next three items in the pattern using future
tense verbs.
4. Write a description of the physical characteristics
using sensory adjectives.
5. Develop a hypothesis using conditional tenses.
Table Talk
Function and Form
Sentence Frames
Students will ________________________________________
(function/active verb phrase)
using __________________________________ .
form/language target)
Students will compare and contrast President Abraham
Lincoln and Jefferson Davis using adjectives.
Students will retell a story using past tense verbs.
Students will summarize a text using citation verbs.
Students will share their perspective using present tense
verbs.
Scaffolds: Writing Language Objectives (H.O. 5&6)
Language Objective Frames:
Students will _(function: active verb phrase) using (form/language target).
Students will use (form/language target) to(function: active verb phrase).
Active Verb Bank:
Language Objective with verb phrases:
Students will point out similarities between…
Students will articulate events in a sequence…
Sample Noun Phrases Specifying Language Targets
academic vocab. complete sentences past tense verbs personal prono
precise adjectives prepositional phrase gerunds (verb-ing) citation verbs
Writing Language Objectives
Writing Language Objectives: We Do
Writing Language Objectives: We Do
Writing Language Objectives: We Do!
Writing Language Objectives: We Do!
Writing Language Objectives: You Do!
Writing Language Objectives: You Do!
From Content to Language Objectives
Step 4: Add Supports…
Language Objectives with Linguistic Supports (I
do!)
Language Objectives with Linguistic Supports
We do!
Language Objectives with Linguistic Supports
We do!
Language Objectives with Supports
Sentence Frames:
Students will be able to (Function) (Content)_
using (Forms) (Support).
Students will orally construct a response to word
problems using sequential words with a partner.
Students will write a description of the story’s
setting using precise adjectives with the aid of a
Bubble Map.
Writing Language Objectives with Supports:
You Do!
Writing Language Objectives with Supports:
You Do!
Table Talk
Rita Pierson
Rita Pierson
Next Steps
I will…
How will your teaching be impacted by your
next steps?
How will it support ELs academic and linguistic
success?
THANK YOU
PLEASE TAKE THE TIME TO FILL OUT
THE SURVEY
We have to be a hero for our ELDs!
Language Functions and Examples of Forms
Language Function Examples of Language Forms
Expressing needs and likes
Indirect/ direct object, subject/ verb agreement, pronouns
Describing people, places, and things
Nouns, pronouns, adjectives
Describing spatial and temporal relations
Prepositional phrases
Describing actions
Present progressive, adverbs
Retelling/relating past events
Past tense verbs, perfect aspect (present and past)
Making predictions
Verbs: future tense, conditional mode
Asking Informational Questions
Verbs and verb phrases in questions
Asking Clarifying Questions
Questions with increasing specificity
Expressing and Supporting Opinions
Sentence structure, modals (will, can, may, shall)
Comparing
Adjectives and conjunctions, comparatives, superlatives, adverbs
Contrasting
Comparative adjectives
Summarizing
Increasingly complex sentences with increasingly specific
vocabulary
Persuading
Verb forms
Literary Analysis
Sentence structure, specific vocabulary
Cause and Effect
Verb forms
Drawing Conclusions
Comparative adjective
Defining
Nouns, pronouns, and adjectives
Explaining
Verb forms, declarative sentences, complex sentences, adverbs of
manner
Generalizing
Abstract nouns, verb forms, nominalizations
Evaluating
Complex sentences; increasing specificity of nouns, verbs, and
adjectives
Interpreting
Language of propaganda, complex sentences, nominalizations
Sequencing
Adverbs of time, relative clauses, subordinate conjunctions
Hypothesizing and speculating
Modals (would, could, might), compound tenses (would have
been)
2011 Kate Kinsella, Ed.D. and Tonya Ward Singer
Linguistic Scaffolds for Writing Effective Language Objectives
An effectively written language objective:
• Stems form the linguistic demands of a standards-based lesson task
• Focuses on high-leverage language that will serve students in other contexts
• Uses active verbs to name functions/purposes for using language in a specific student task
• Specifies target language necessary to complete the task
• Emphasizes development of expressive language skills, speaking and writing, without neglecting
listening and reading
Sample language objectives:
Students will articulate main idea and details using target vocabulary: topic, main idea, detail.
Students will describe a character’s emotions using precise adjectives.
Students will revise a paragraph using correct present tense and conditional verbs.
Students will report a group consensus using past tense citation verbs: determined, concluded.
Students will use present tense persuasive verbs to defend a position: maintain, contend.
Language Objective Frames:
Students will (function: active verb phrase) using (language target) .
Students will use (language target) to (function: active verb phrase) .
Active Verb Bank to Name Functions for Expressive Language Tasks
articulate
ask
compose
compare
contrast
debate
defend
define
describe
discuss
elaborate
explain
express
identify
justify
label
list
name
narrate
predict
react to
read
recite
respond
share
state
summarize
rephrase
revise
write
Language objectives are most effectively communicated with verb phrases such as the following:
Students will point out similarities between Students will express agreement
Students will articulate events in sequence Students will state opinions about .
Sample Noun Phrases Specifying Language Targets
academic vocabulary
precise adjectives
citation verbs
noun phrases
complete sentences
complex sentences
clarifying questions
prepositional phrases
subject verb agreement
personal pronouns
past-tense verbs
gerunds (verb + ing)
Question Scaled Answer
WORKSHOP 3
Academic Language, Grammar and Syntax
Penny for your Thoughts…
◦ In the center of your table there are pennies… Distribute one
penny for each person.
◦ Everyone must read the date on your penny and tell what you
were doing the year that your penny reads.
◦ Share with your table group
◦ Select someone in your group to share out with the whole group
Review: Language Objectives with Linguistic Supports
Content
Objective
Determine
Language
Function
Identify
Language
Form
Determine
Supports
Students will
retell a story
read to them
Retell
Students will
orally retell a
story that was
read to them
using time
order words.
Students will
orally retell a
story that was
read to them
using time
order words
while using
visuals from
the story
RL.K.2 With prompting and support, retell familiar stories, including key details.
What is Academic Language?
Turn to an elbow partner
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What is Academic Language?
Language that students must comprehend in order to access the
concepts associated with a particular discipline (e.g., mathematics,
science, social science) AND language that a student must use to
demonstrate their understanding of those concepts (Anstrom, et al., 2010)
What is Academic Language?
-One doesn't arrive at having academic language
-A continuum from informal (casual conversation) to formal
(technical presentations) (Anstrom, et al., 2010)
Casual, Informal
Technical, Formal
Academic Language Features
◦ Varies as a function of the discipline (e.g., social science vs.
mathematics), topic, and mode of communication (e.g.,
written vs. oral)
◦ Common features include:
◦ Conciseness
◦ High density of information-bearing words
◦ Complex grammatical and syntactic structures (Snow, 2010)
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Turn and Talk
Turn to a colleague and, in your own words, create a definition of
academic language that includes the last few slides.
What is Academic Language?
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Two important concepts:
1.Academic Vocab AND 2.Gramatical Structure
Academic Language
Foster Academic Language
Academic language extends beyond the use of specific academic
vocabulary
Lexical knowledge (e.g., vocabulary, word formation rules)
Discourse and Grammatical competence (using the vocabulary
effectively)
Cognition ()
(Scarcella, 2003)
Today you will…
◦ Understand characteristics of effective vocabulary
instruction.
◦ Apply Marzano’s 6 step process of Vocabulary
instruction
Image: https://www.salescoach.us/sales-qualifying-checklist/
A few tidbits before we begin…
◦Picking terms: Scan through content and find words that
are critical to know. Add words that reflect state
standards and critical for assessments.
◦Don’t choose too many words.
◦Understand lists are not “cast in stone”, but rather
additions and deletions may become necessary over
time.
◦3+3=6 First 3 steps – introduce and develop initial
understanding. Last 3 steps – shape and sharpen
understanding.
Step 1:
◦Talk out definition in concrete real terms
◦Provide a description, explanation, and or
example
◦Ex.) Prediction
Step 2:
◦Students must restate the explanation of the new
word in their own words.
Step 3:
◦Students must create a non-linguistic
representation of the term.
Step 4:
◦Periodically create activities that help the
student add to their knowledge of the
vocabulary term.
Review Activity: Analogy
◦One or two terms are missing. Please think about
statements below, turn to your elbow partner
and provide terms that will complete following
analogies.
Rural is to soil as urban is to concrete.
Tide is to ebb as moon is to _____.
Review Activity: Categories
Measurement:
Inch
Foot
Centimeter
Millimeter
Yard
Meter
Step 5:
◦Ask students to talk about or teach their
understanding of the vocabulary to their peers
Step 6:
◦Periodically students are involved in games that
allow them to play with terms.
Review Game: Heads UP
◦In teams of at least 2, ask a student to put up a
vocabulary word on their forehead. Without
looking at the word, the student guesses what
the word is through clues that their team tells
them. The team describes the word without
actually saying what it is and they cant use
rhyming words.
Review Game: Charades
◦Please stand.
◦Using your arms, legs, and bodies, show the
meaning of each term below:
◦radius
◦diameter
◦circumference
Review Game: Outburst
◦ Groups of 4
◦ Brainstorm non-obvious clues for the words (Steps 4 & 5)
◦ Regroup so each member has separate list of clues (1s,
2s, etc. together)
◦ First student will give clues until someone guesses
◦ Only 1 guess or “outburst” per person.
◦ Rotate until all 4 students have a turn – repeat
Review Game: Vocabulary Pictionary
◦Groups of 4 – A Team vs. B Team
◦Use classroom set of whiteboards
◦The first student will choose a word (they could use
clues similar to Outburst) and draw pictures or
symbols for the other to guess.
◦Set a time limit
◦Rotate teams and roles
Review Game: Secret Word
◦Choose 2-3 “secret” words (could be vocab words or
variations of them)
◦Divide the class into 3 groups and hand out slips of paper
with their “secret” word.
◦Give them time to create a sound or motion (or both) to
do when their word is mentioned. (Steps 3, 4, and/or 5)
◦During instruction, every time one of the “secret” words is
mentioned, that group will do its motion or sound.
◦Could be a weekly game, but it is best done in smaller
time segments to avoid overkill.
Review Game: Whiteboards
◦Groups of 4, pairs, or individual
◦Teacher will give various clues or prompts (definitions,
similes, use the word in a sentence, etc.) – (Steps 4 and
5)
◦Students write answers on whiteboards and show the
teacher.
Review Game: Mind Map Round Robin
◦ Groups of 2 (whole class), or small groups of 4 or 5
◦ Partners or individuals (depending on how it is set up) will write
their word in the middle of a blank page and add one detail.
◦ After 30 seconds they will pass their paper to the next group or
person, who will then have 30 seconds to add a detail to the
sheet.
◦ Continue the rotation as long as necessary.
◦ Details may include definitions, sentences, synonyms, usage,
pictures, etc.
◦ Papers can be posted in the classroom or shared on the doc
camera for review. (Steps 4 and 5)
Review Game: Cartoon Strips
◦ Draw a cartoon strip about the word and supporting
information. This can be done in small groups or individually.
(Step 5)
◦ It is an activity that allows the artistic mind to be creative and
original. It is also a great way to conceptualize a concept.
Emphasize content not artwork.
◦ Download blank cartoon strips here:
http://donnayoung.org/art/comics.htm
Review Game: Balderdash
◦ Students come up with off-the-wall definitions or examples of
the words and teams try to figure out which one is the right
one.
◦ Best completed in groups of 4.
◦ Teams can brainstorm definitions together. Then the teacher
will split them up into 1s, 2s, 3s, and 4s to play the game. (Step
5)
Review Game: Doesn't Belong
◦ Students will create “quizzes” with 4 answers, one of which
does not belong.
◦ Teams figure out which one does not fit with the rest.
◦ This is the opposite of Balderdash with the same set-up.
Image: https://marketingland.com/talk-human-time-brands-get-real-145728
Turn and Talk
Turn to a colleague and explain the 6 steps of academic vocab. instruction.
What are some activities and games you are willing to try?
What are the 6 steps?
Six Steps at a Glance:
Step 1: Provide a description, explanation, or
example of the new term (along with a
nonlinguistic representation).
Step 2: Ask students to restate the description,
explanation, or example in their own words in their
own language.
Step 3: Ask students to construct a picture,
symbol or graphic representing the term or
phrase. Students should create their own
representation and not copy yours from Step 1.
Six Steps at a Glance:
Step 4: Engage students periodically in activities
that help them add to their knowledge of the
terms in their notebook. Allow students to use
their native language as much as possible.
Step 5: Periodically ask students to discuss the
terms with one another. Pair students of the same
language together.
Step 6: Involve students periodically in games
that allow them to play with terms. Pair students
of the same language together.
Six Steps’ Best Practice:
◦Low number of terms per week.
◦Focus on terms that have a high probability of
enhancing academic success.
◦Terms gathered and assessed per unit.
◦Set aside time periodically to engage students in
vocabulary activities, adding to knowledge base.
◦Allow students to discuss terms.
◦Encourage students to keep a journal to add new
knowledge of words to their journals.
Six Steps’ Sample Schedule:
Monday Tuesday Wednesday Thursday Friday
Provide
schema for
new term.
Students will
discuss and
write
understanding.
(Steps 1-2)
Vocabulary
game played
right before
lunch
period.
(Step 6)
Create nonlinguistic
representation.
(Step 3)
Comparison
Activity
(Step 4)
Vocabulary
game played
at end of day.
(Step 6)
Monday Tuesday Wednesday Thursday Friday
Provide
schema for
new term.
Students will
discuss and
write
understanding.
(Steps 1-2)
Vocabulary
game played
right before
lunch.
(Step 6)
Create nonlinguistic
representation.
(Step 3)
Think-Pair-
Share
Activity
(Step 5)
Comparison
Activity
(Step 4)
GRAMMAR AND
SYNTAX
Grammar and Syntax
◦For Chomsky, grammar includes the study of phonology,
syntax and semantics.
◦For others, grammar includes how words are formed,
how they are combined to produce sentences, and the
meaning/function of these sentences in the overall
system of the language.
The set of conventions (rules) for organizing symbols, words,
and phrases together into structures. (Zwiers, 2008).
Language Arts- sentence fluency, grammar
Science-graphs, tables, formulas
Math-expressions, order of operations, explain your thinking
Social Studies-sentences, graphs, tables
Grammar Instruction: The Ugly
◦Do sequential work in the grammar book.
◦Spend 6 weeks on introducing parts of speech,
phrases, clauses, punctuation and usage--
because they didn't get it last year.
Grammar Instruction: The Ugly
Why it doesn't work:
◦Students don’t retain isolated grammar concepts
◦Focused on analysis rather than the use of it
◦Students wont remember without processing concepts
on deeper levels of Bloom’s taxonomy.
◦Grammar is learned to remember and not to
“understand,” “evaluate,” “anaylze,” and to
“synthesize/ create.”
Grammar Instruction: The Good
◦Use grammar to communicate better
◦Practice sentence modeling, use frames
◦Teach students to embed detail, imagery, figurative
language
◦Teach students to use academic vocabulary
◦Use sentence imitation
Why Teach Grammar?
◦Help with road map of language: Punctuation
◦Helps understand ambiguities
◦Helps student create more creative forms of
communication
Processing time:
What are you squared away with?
What do you have circling in your brain?
What 3 things do you want to know more about?
How Do We Teach Grammar?
◦Sentence imitation
◦Read voraciously
◦Model great language usage
◦Give students reinforcements
Academic Language Development Supports
◦Explain and model all academic language
activities.
◦Provide sentence frames.
◦Make it a habit for students to always answer in
complete sentences.
◦Have students practice extended discourse.
◦Record words and grammatical structures students
have trouble with.
◦Repeat student answers using proper English.
Include language objectives
Provide language instruction
Provide language exposure
Provide sufficient practice
Provide feedback
Peer Collaboration
Academic Language Classroom Checkoff
CLOSING
Next Steps
I will…
How will your teaching be impacted by your
next steps?
How will it support ELs academic and linguistic
success?
THANKS!
PLEASE FILL OUT SURVEY
Question Scaled Answer
WORKSHOP 4
Discourse and Phonics
WARM UP
◦ How do the students engage in discussions during the lesson?
◦ How do the student discussions lead to deeper understanding of the concept and
content?
◦ How does Ms. Washington facilitate a safe environment for student discourse?
◦ How can I promote student discourse in my classroom?
DISCOURSE
DEFINITIONS
Content Specific Examples of Discourse
Language Arts- If student is being asked to persuade,
then teach claims, supporting evidence, and counter
arguments.
Science- If student is being asked to draw conclusions,
then teach how to read charts with results data.
Mathematics- If student is being asked to explain, then
show students how to use appropriate math terms,
symbols, and representations in their answers.
DISCOURSE
in the Class
CA ELD Standards &
Jeff Zwiers’ Fostering Academic Interactions
Fostering Academic Interactions Activity
Fostering Academic Interactions Activity
Fostering Academic Interactions Activity
Resource:
Discussion Cards
Discourse Cards
Model Using Discourse Scaffold
Directions:
1. Read the poem
2. Answer Prompt Individually:
How would you describe the tone of the poem?
3. Read your prompt to your group.
4. Pick a card from the center of the table. You will generate
conversations using the discourse frames on the card.
Model Using Discourse Scaffold
Directions:
1. Read the poem
2. Answer Prompt Individually:
How would you describe the tone of the poem?
3. Read your prompt to your group.
4. Pick a card from the center of the table. You will generate
conversations using the discourse frames on the card.
Constructive Discussion
Resources
Phonics/Phonemic Awareness:
Differences and
Similarities to L1
Capitalizing on Similarities of
Spanish and English
1.Roman Alphabet.
2.Related words in Spanish.
3.Same basic structures—unlike Arabic, Chinese
4.Similar processing in reading and writing:
-phonemic awareness, decoding, fluency,
comprehension, writing mechanics
Capitalizing on Differences
1.The consonants: v, ll, h, j, r, rr, z, ñ, x
2.Combinations in Spanish that are pronounced differently: que, qui, güe,
güi. For ex.: the u is not pronounced unless it is written as ü; therefore,
students may not be sure how to pronounce words like queen, quiet, or
quick
3.Quotation marks vs. dashes: "Come here," he said. –Ven aquí–le dijo.
4.Spanish does not have the following sounds (listed by category):
-Vowel diagraphs: ou, ow, eigh, au, aw, oo
-Consonant digraphs: sh, th, wh, ph
-Consonant blends: sl, sm, sts, scr, spr, str
-Initial sounds: kn, qu, wr, sk
-Final sounds: ck, ng, gh
-Endings: -ed (pronounced /d/ or /t/ or /ded/ or /ted/)
-Endings: -s (pronounced /s/ or /z/ or /ez/ or /es/)
-Endings without a vowel: -ps, -ts
-Suffixes/prefixes: un-, over-, under-, -ly, -ness, -ful, -est
-Contractions: don't, isn't, weren't, etc.
ELL-Spanish Speaking Strategies
Introduce phonemic difference awareness activities:
Explicitly show…
Say to students, for example:
To make the sound for /sh/ in ship, pronounce it like the Spanish
/sh/ by letting air out between your teeth. Notice how you can
stretch the /sh/ sound until you run out of air. But, to make the
sound /ch/ in chip, you touch the top of your mouth with your
tongue and let the air out with a little explosion. Notice how you
cannot stretch that sound.
ELL-Spanish Speaking Strategies
Problems with the –s in plurals and third person:
Explicitly show…
ELL-Spanish Speaking Strategies
Problems with the –s in plurals and third person:
Explicitly show…
ELL-Spanish Speaking Strategies
Problems with the –s in plurals and third person:
Explicitly show…
ELL-Spanish Speaking Strategies
Problems with pronouncing the –ed in past-tense verbs:
ELL-Spanish Speaking Strategies
Problems with pronouncing the –ed in past-tense verbs:
ELL-Spanish Speaking Strategies
Problems with pronouncing the –ed in past-tense verbs:
ELL-Spanish Speaking Deficits
Leave out word endings when saying or spelling a word.
ELL-Spanish Speaking Deficit
Substitute for familiar sounds.
ELL-Spanish Speaking Strategies
There are also some differences in question and sentence
structures between both languages.
Processing time:
What are you squared away with?
What do you have circling in your
brain?
What 3 things do you want to
know more about?
DISCOURSE
STRATEGIES
Discourse: Strategies
1. Reciprocal teaching
2. Collaborative Strategic Reading
3. Scripted Cooperation
4. Guided Reciprocal Peer Questioning
5. Ask to Think-tel Why
6. Self Regulated Strategy Development
Discourse: Strategies
1. Reciprocal teaching (Brown & Palinscar, 1988)
. Collaborative Strategic Reading
3. Scripted Cooperation
4. Guided Reciprocal Peer Questioning
5. Ask to Think-tel Why
6. Self Regulated Strategy Development
Application
Select one discourse strategy and work with your content area colleagues to embed it in
your next unit.
Processing time:
What are you squared away with?
What do you have circling in your brain?
What 3 things do you want to know more about?
Table Talk
Image: https://marketingland.com/talk-human-time-brands-get-real-145728
Take 5 mins to discuss the importance of discourse and in what
ways can we intersect with academic discourse.
CLOSING
I wish my teacher knew…
Next Steps
I will…
How will your teaching be impacted by your
next steps?
How will it support ELs academic and linguistic
success?
THANK YOU
PLEASE TAKE THE TIME TO FILL OUT
THE SURVEY
© Zwiers & Soto (2016)
Academic language mastery:
Conversational discourse in context.
Corwin Press | jeffzwiers.org
Prompt starters:
What is your claim?
What do we need to do?
What are other claims?
What do you think about…?
Why…How…I wonder…
Response starters:
One claim could be …
My hypothesis is…
I noticed the pattern of…
I think it was caused
by…
Prompt starters:
Why do you disagree?
How might we take the best
from both ideas?
How can we decide which is
the more ___ claim?
How does evidence for this
claim compare to the other?
How are the two reasons
similar and different?
Which has the strongest
evidence?
Can you think of a counter-
example?
Response starters:
I disagree because…
On the other hand, …
A counter-claim would be…
Even though it seems that …,
That is a valid point, but…
I think the data showing
that... outweighs
the data showing …
A counter-example
is…
…
Prompt starters:
How does the evidence
support that claim?
What is a real world
example?
Can we replicate the data?
What are other examples
that support that idea?
What is the strongest
support for…?
Response starters:
For example,
The data we
gathered supports the claim
because…
The law of… states that…
A common example of this in
daily life is…
Strong supporting evidence is
:
Prompt starters:
Can you elaborate on the…?
What does that mean?
What do you mean by....?
Can you clarify the part
about…?
Say more about…
Why.. How…What…When…
How is that important?
How does it support your point
that…
I understand the part about…,
but I want to know…
Can you be more specific?
Is what I just said clear?
Does that make sense?
Do you know what I mean?
What do you think?
I’m not sure if I was clear.
Response starters:
I think it means…
In other words,
More specifically, it is …
because…
It is important because…
Let me see if I heard you
right…
To paraphrase what you
just said, you…
In other words, you are
saying that…
What I understood was…
It sounds like you think
that…
It all boils down to…
A different way to say it..
Use Multiple Methods for Solving
Clarify Problem and Ideas for Solving It
Explain & Support Reasoning
Prompt starters:
What are we trying to do?
What is the problem asking?
How does the problem begin?
What happens in the problem?
What do we need to know?
How can we break this down?
What type of problem is this?
What patterns do we notice?
What’s a possible plan for solving it?
What is your estimate for the answer?
Why are you doing that?
Where did that number come from?
Response starters:
In order to ___, we need to …
In other words,
More specifically, it is … because…
Let’s see, it is similar to the problem
about … that we did because…
It is important to ____ because
Let’s stay focused on ….
Let’s get back to the idea of…
In future problems like this one we
need to remember to…
Prompt starters:
Can you explain why you…?
What does that mean?
Why did you…?
What math rule are you using?
Can you give an example?
How does the sample problem help us?
What are examples of this problem
from real life?
Can you clarify where you…?
How did you get this answer?
Response starters:
If we ____, then we need to ___
because…
A key mathematical principle is
making sure that you…
In real life this is similar to when
you want to…
An example from my life is
One case that illustrates this is…
In math, we always need to…
Let me show you what I mean.
We can’t do that because it…
Prompt starters:
How can we show what is happening a
different way?
What do you think about this strategy for
solving it?
What else could we do?
We could also move this over there to…
What are other ways to solve this?
How can we write this in sentences?
Let’s try other methods for this problem.
Let’s back up and try a different way.
Which method is most useful? Why?
Response starters:
I think these two methods
relate because…
I want to add on to your idea
of…
That method works because…
I see it a different way,
That makes me think of…
We can agree that…
Let’s try to… and see what
happens.
© From Zwiers, O’Hara, & Pritchard (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and
disciplinary literacy. Stenhouse. Retrieved from ALDNetwork.org | May be copied for classroom use.
Discuss Representations and Models
Prompt starters:
How else can we show this?
How can we draw or graph this?
What symbols can we use?
How can we explain this to others?
How can we write what we are
thinking/doing?
How can we use symbols to represent
this problem?
Response starters:
Maybe we can use…
Another way to show this is…
We can make a data table
and...
We can draw it like this
because it says…
This variable stands for…
Chain of reasoning w/ principles, axioms,
constraints, properties, visuals, patterns…
U
g
er to…
WORKSHOP 5
METACOGNITION
Agenda
Warm-Up
▪ ▪ ▪
▪ ▪ ▪
METACOGNITION
Definition:
"Metacognition refers, among other things, to the active
monitoring and consequent regulation and orchestration
of learning processes … usually in service of some
concrete goal or objective. More simply put,
metacognition involves being knowledgeable about and
in control of one's cognitive abilities.”
◦ Wilson, Donna, and Marcus Conyers. Teaching students to drive their brains: metacognitive strategies,
activities, and lesson ideas. ASCD, 2016.
Metacognition
Metacognition
◦ https://www.youtube.com/watch?v=f-4N7OxSMok
Metacognition
Lets Share out
-Share your notes with your group
-As a group chose: definition,
example, and reason you feel this
is important
Metacognition
L L L L L L L L L L L L L L L L L L L L L L L L L L L Le e e e e e e e e e e e e e e e e e e e e e e et t t t t t t t t t t t t t t t t t t t t t ts s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s s S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S S Sh h h h h h h h h h h h h h h h h h h h h h h h h h h h h h h ha a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a ar r r r r r r r r r r r r r r r r r r r r r re e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e e o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o ou u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u u ut t t t t t t t t t t t t t t t t t t t t t t t t t t t t
-Group share out
Metacognitive Strategies, Activities
Promotes the following practices:
Adopt an optimistic outlook
toward learning,
Set goals,
Focus their attention,
Monitor their progress, and
Engage in practices that
enhance cognitive flexibility.
Explains metacognition and how it
equips students to meet today's
rigorous education standards.
◦Metacognition
Teaching Students to drive their
brains…
Metacognitive Assets: Not Deficits
We can teach this:
• Maintain an outlook of practical optimism
about their learning performance,
• Set learning goals and plan to achieve them,
• Focus their selective attention and optimize
working memory,
• Monitor their learning progress, and
• Apply their learning experiences across core
subjects and in their personal lives.
Teaching Students to drive their
brains…
Ways to Metacognate:
A. Executive function describes the brain processes and mental faculties
involved in goal setting, planning and execution, reasoning, problem
solving, working memory, and organization.
B. Higher-order thinking, sometimes called critical thinking, generally
refers to going beyond the rote memorization of facts to skills such as
analyzing, synthesizing, and transferring knowledge to other
applications.
C. Self-regulation and self-directed learning are accomplished by
guiding students to recognize that they are in charge of their emotions,
thoughts, and actions, and by equipping them with strategies and skills
to steer their feelings, thinking, and behaviors in positive and productive
directions.
D. Inquiry Based Learning refers to shifting the focuses on the student.
This practice triggers the students curiosity through questioning. The
teacher merely facilitates the learning.
Teaching Students to drive their
brains…
Ways to Metacognate:
A. Executive function
B. Higher-order thinking, sometimes called critical thinking,
C. Self-regulation and self-directed
D. Inquiry Based Learning
Each group will read the materials for one way to metacognate
(A,B,C, or D). They will be the experts for this Metacognate activity.
Then, create a poster of the main pts of their article which will be
shared out.
Teaching Students to Drive Their Brains
Processing time:
What are you squared away with?
What do you have circling in your brain?
What 3 things do you want to know more
about?
CLOSING
From students…
Quote What it Means Why it Matters
Next Steps
I will…
How will your teaching be impacted by your
next steps?
How will it support ELs academic and linguistic
success?
Thank You
Please fill out survey
Question Scaled Answer
I think it means___.
I saw metacognition
when ____.
I don’t think it means
to __.
“We never discuss the value
and importance of human
connection”
We are lacking creating
relationships/connections
with each other
We don’t work in isolation.
We work with people and we
have an innate
Abstract (if available)
Abstract
The growing diversity in the United States is something that cannot go unnoticed. It is important to think about the consequences this fact imposes on our schools. English Language learners make up the fabric of our society and must be prepared for tomorrow’s jobs and the expanding literary demands. It is the moral imperative of the school system to educate all those who walk through schoolhouse doors. The purpose of this curriculum is to inform teachers of the critical skills they need to provide English learners with the language supports needed to become successful and productive participants in school and career regardless of their English proficiency level when they enter the school system. This curriculum is grounded in research and emphasizes the importance of building reading, writing, listening and speaking skills in existing curricula across all content areas. The sequential and purposeful design of this five day workshop will encompass language demands, language functions, language objectives, academic language in terms of lexical and syntactical forms, discourse to apply and solidify content knowledge and metacognition to perpetuate the cycle of learning. Through practical applications, participants of this program will be able to apply research based strategies using their current curriculum to complete a culminating collection binder of artifacts to keep as a resource for future use. By completing these workshops teachers embrace the promise of providing a rigorous and high quality education with equal access to all students as we prepare them to be tomorrow’s leaders. In order to mitigate issues of motivation and value one is asked to facilitate with authenticity such that this curriculum will utilize lesson plans that are currently in place.
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Asset Metadata
Creator
Padilla, Sarai
(author)
Core Title
ELD instruction across the content areas: a professional development program for teachers
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
08/15/2018
Defense Date
08/15/2018
Publisher
University of Southern California
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Language
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Electronically uploaded by the author
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Advisor
Yates, Kenneth (
committee chair
), Hirabayashi, Kimberly (
committee member
), Lundeen, Rebecca (
committee member
)
Creator Email
sarai.padilla@alvordschools.org
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