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Language Studio California Grades K-2

Participant

Guide

Name: __________________________________

Grade taught: __________________

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Goals and Agenda Agenda:

1. Understanding more about the CA ELD Framework

2. Exploring Language Studio Components

3. Identifying Language Studio Key Features

4. Observing a Language Studio lesson

5. Planning to teach Language Studio

Objectives:

Participants will be able to:

● Connect the CA ELD framework to Language Studio.

● Identify the components of Language Studio.

● Plan a Language Studio lesson.

● Summarize the key features of Language Studio.

Materials:

Language Studio Teacher Guide and Activity Book

Writing utensil

Sticky notes

T/F cards

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Language Studio: Easel Use this space to record any ideas, questions, aha’s and notes:

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1) rigfap

2) churbit

3) napsate

4) pagbo

5) plizzle

Learning About How English Works

&

Interacting in Meaningful Ways

What does this Say?

“Twas brillig, and the slithy toves did gyre and gimble in the wabe.”

What is this all about?

Thus, as the final day dawned and a near capacity crowd lustily cheered every run Australia mustered, much depended on Ponting and the new wizard of Oz, Mike Hussey, the two overnight batsmen. But this duo perished either side of lunch – the latter a little unfortunate to be adjudged leg-before – and with Andrew Symonds, too, being shown the dreaded finger off an inside edge, the inevitable beckoned, bar the pyrotechnics of Michael Clarke and the ninth wicket."

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The CA ELD Framework: True or False? Directions: Hold up the ‘T’ for true or ‘F’ for false card in response to the following statements.

1. There are five Language proficiency levels.

2. Only specialized ELD teachers are responsible for attending to the needs of

English language learners.

3. Teachers should never draw attention to how English works, but allow

students to make observations on their own.

4. ELs require either integrated or designated ELD instruction.

5. ELs should not be removed from core instruction to receive Designated ELD instruction.

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Graffiti Wall: On sticky notes, write down strategies for ELs in the

following categories. Place your notes all over.

1: Productive: Speaking and Writing

2: Receptive: Reading and Listening

3: Both

Top Strategies to Take Away

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Investigating the Framework: Jigsaw

READING 1: ELD Instruction

All teachers should attend to the language learning needs of their ELs in strategic ways

that promote the simultaneous development of content knowledge and advanced levels

of English. In this section, ELD instruction will be described first generally and then in

terms of using the CA ELD standards in two ways:

1. Integrated ELD, in which all teachers with ELs in their classrooms use the

CA ELD Standards in tandem with the focal CA CCSS for ELA/Literacy and other

content standards

2. Designated ELD, or a protected time during the regular school day in which

teachers use the CA ELD Standards as the focal standards in ways that build into and

from content instruction in order to develop critical language ELs need for content

learning in English.

Throughout the school day and across the disciplines, ELs learn to use English as they

simultaneously learn content knowledge through English. ELs develop English

primarily through meaningful interactions with others and through intellectually-rich

content, texts, and tasks—interpreting and discussing literary and informational texts;

writing (both collaboratively and independently) a variety of different text types; or

justifying their opinions by persuading others with relevant evidence, for example.

Through these activities, ELs strengthen their abilities to use English successfully in

school while also developing critical content knowledge through English.

READING 2: ELD Instruction

In addition to learning to use English and learning through English, in order to develop

advanced levels of English, ELs also need to learn about English, in other words, how

English works to communicate particular meanings in different ways, based on

discipline, topic, audience, task, and purpose. This is why language awareness (the

conscious knowledge about language and how it works to make meaning) is prominently

featured in the CA ELD Standards. When teachers draw attention to language and how

it works, ELs become conscious of how particular language choices affect meanings. For

example, ELs might learn how the word reluctant to describe a person produces a

different effect than the word sad, how an argument is organized differently from a story

because it has a different purpose (to persuade rather than to entertain), or why the

language they use with friends during lunch is different from the language they are

expected to use in more academic conversations. Through the development of language

awareness, ELs develop an understanding of how they might adjust their own language

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use and select particular language resources based on audience, discipline, topic, and

task. This gives them a wider range of language resources to draw upon when making

meaning, and it enables them to make informed choices about using English. Each of

these three interrelated areas—learning to use English, learning through English, and

learning about English—are in action in both integrated ELD and designated ELD.

READING 3: Grouping for Designated ELD

During designated ELD—and only during designated ELD—ELs should be, ideally where

possible, grouped by English language proficiency levels so that teachers can

strategically target their language learning needs. It is important to note that designated

ELD instruction time is not intended to isolate or segregate ELs, nor should it preclude

non-ELs from receiving similar instruction. Rather, designated ELD instruction time is

intended to be used as a protected time when ELs receive the type of instruction that

will accelerate their English language and literacy development. Further, it is imperative

that grouping during the rest of the day be heterogeneous in order to ensure that ELs

interact with proficient English speakers. However, some middle and high school ELs

who are newcomers to English and at the Emerging level of English language

proficiency may benefit from specialized attention in ELA (and other content areas) in

order to accelerate their linguistic and academic development. This specialized

instruction should be focused on accelerating students’ English language and literacy

development, while also providing them with full access to core content, so that they are

able to participate in heterogeneous classrooms as quickly as possible. The population of

ELs in different schools and in different grade levels within schools varies, and each

school should carefully consider grouping options for designated ELD. For example, in

elementary schools with large numbers of EL students, teachers at each grade level may

choose to regroup for designated ELD by having one teacher work with ELs at the

Emerging level of English language proficiency, while another teacher works with ELs at

the Expanding level, and another works with ELs at the Bridging level. In schools with a

smaller student population of ELs (e.g., five ELs at a given grade level), individual

classroom teachers may work with small groups of ELs at an opportune time during the

day. It is important to note that however a school decides to approach the scheduling of

designated ELD, ELs should not be removed from other core content instruction (e.g.,

ELA, science) in order to receive designated ELD instruction. Designated ELD must be

provided in addition to all core content instruction. In secondary settings, particularly in

high school, ELs need to have full access to grade level content in all disciplines, as well

as specialized instruction in academic English, in order to prepare for college and

careers. Designated ELD does not replace rich content coursework across the

disciplines. Conversely, ELs need specialized attention to their English language

development in order to be successful in their content coursework. Master scheduling

may be challenging for some schools. However, when both the academic and language

learning needs of ELs are prioritized, creative solutions are possible.

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READING 4: A Comprehensive Approach to ELD

ELs at all English proficiency levels and at all ages require both integrated ELD and

specialized attention to their particular language learning needs, or designated ELD.

Such a multilayered application of the CA ELD Standards requires deep collaboration

between educators, support for teachers, and, most importantly, a sustained focus on

the strengths and needs of individual ELs and a persistent belief that all ELs can achieve

the highest levels of academic and linguistic excellence.

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Jigsaw Reflection: 3-2-1!

Three things that surprised you:

1.

2.

3.

Two things that are relevant to your classroom and students:

1.

2.

One question you still have:

1.

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Language Studio Components Intended for Primary Instruction Classroom teachers who will also be teaching

English Language Development ● Set of Teacher Guides (3 or 4 volumes for the year)

● Student Activity Books (3 or 4 volumes per student)

Description Notes:

The Language Studio

Teacher Guide provides lesson-by-lesson designated ELD instruction

to accompany each CKLA domain. The Language Studio Teacher Guide is

compiled into three or four separate volumes per grade level.

Each Language Studio Teacher Guide volume has a

corresponding student Activity Book. The Language Studio Activity

Book includes student activity pages that accompany specific Language Studio lessons.

Knowledge Strand Materials Used in Language Studio

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Because Language Studio is designed to complement the Primary Instruction in CKLA, many lessons refer to CKLA Knowledge materials. For example, domain-specific Flip Books are used

to pre- or reteach certain concepts and vocabulary. This familiarity and repetition will promote development of content knowledge by encouraging acquisition of vocabulary and academic English.

Knowledge Teacher

Guides: Language Studio lessons directly align to content delivered in the

Knowledge Strand. It may be helpful to preview each corresponding lesson in the

Knowledge Teacher Guide to provide context.

Flipbook: The oversized, spiral-bound books with

lesson-specific images are used frequently in Language Studio lessons.

Image Cards: The set of

personal-sized, domain-specific images may be used to support

instruction in Language Studio.

ICON KEY

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Lesson Segment Descriptions and Standards Alignment

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Header Description Standards

Rewind Serves various review functions. It provides students with the

opportunity to practice processing information presented orally

and visually. This lesson segment addresses comprehension of

texts being read aloud. Activities may include retelling a story and

recounting a process.

PI.5

PI.6

PI.8

PI.12

PII.1

PII.2

PII.3

PII.4

Time to Talk Provides students with opportunities to engage in collaborative,

academic conversations (e.g., Think-Pair-Share) and practice

using language for academic functions (e.g., offering opinions;

persuasion), including collaborative and academic conversations.

Coaches students to partner talk, Think-Pair-Share

Presents social language functions: greeting, asking for help,

helping out, feelings, etc.

Presents academic language functions: agree/disagree; ask for

evidence; debate, and more.

PI.1

PI.3

PI.4

PI.11

Time to Write Supports writing tasks through graphic and interactive supports. The writing tasks are generally broken out to help students incrementally arrive at a polished piece of writing. Students also engage in group/class writing. It supports writing that is happening in the main lesson e.g.,previewing writing lessons and working behind the lesson [breaking out the writing tasks] to help students get to a finished product.

PI.2

PI.10

PII.1

PII.2

Vocabulary

Building

Engages students in word learning exercises that promote

comprehension in context and use of general academic words,

domain-specific words, as well as multiple meaning words.

PI.7

PI.8

PI.12

On Stage Provides designated time for students to present and to listen to

others’ presentations. They may act out a story, recount a

process, or sing a song.

PI.4

PI.9

Look Ahead

Allows students to preview or prepare for upcoming lesson

content and vocabulary. Activities may include making predictions,

pre-teaching key words, and drawing connections with students’

prior experiences, along with their linguistic and cultural

backgrounds. It provides students with the opportunity to practice

processing information presented orally and visually. This lesson

segment addresses comprehension of texts.

PI.6

Spotlight on

Sentenc

Involves explicit grammar instruction that encourages students to

take a close look at how language is formed at the

sentence level and how individual words or phrases

PII.3

PII.4

PII.5

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es within a sentence fit into the text as a whole. PII.6

PII.7

Text Dive Provides students with the opportunity to learn to compare and

contrast different text types (e.g., narrative, informational,

opinion).

PII.3

PII.4

PII.5

PII.6

PII.7

YOU TRY IT!

Focus on Text PII.3

PII.4

PII.5

PII.6

PII.7

Read- Aloud

Hand-On

Language Studio

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Key Features Primary Focus

CA ELD Standards

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Access Supports Advance Preparation

Support/ Challenge Sidebars

Assessments

What can you find?

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Lesson Observation: Note Guide and Activity Book

Language Studio: Grade 2, Domain 4, Lesson 3

Actions and Language Observations Questions

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Planning to Teach Language Studio

Unit-Level Planning

Unit Standards Addressed

& Assessed

Culminating Tasks

NOTES

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Planning to teach Language Studio: Lesson-Level Planning

Lesson ____ NOTES

Knowledge

Lesson

Primary Focus

Advance Preparation (flipbook and image cards)

Assessment

Opportunities

Lesson

Segments

Standards Addressed

& Assessed

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Think! Write down your thoughts.

Pair Up! Write down your partner’s thoughts.

Share! Volunteer your takeaways!

Finishing Up! Reviewing the

Key Features of Language Studio THINK- PAIR- SHARE

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Language Studio: True or False? Directions: Hold up the ‘T’ for true or ‘F’ for false in response to the following statements.

1. Language Studio is intended for use during integrated ELD.

Correct answer: _______________________________________________

2. Language Studio can only be used for Emerging students.

Correct answer: _______________________________________________

3. Language Studio can replace core instructional time.

Correct answer: _______________________________________________

4. Support sidebars are the only way to differentiate Language Studio instruction.

Correct answer: _______________________________________________

5. There are only formative assessments in Primary Instruction.

Correct answer: _______________________________________________

6. I am very excited to start teaching Language Studio!