Secondary CLR FellowsFall Semester

Day 1 Agenda8:00-8:15 Welcome and Opening

8:15-10:30 An Overview of Culturally and Linguistically Responsive Teaching and Learning (CLR)

10:30-12:00 An Overview of Standard English Learner Languages and a Focus on Linguistically Responsive Teaching

12:00-1:00 Lunch

1:00-2:00 An Overview of the Secondary CLR Fellows Project

2:00-2:30 Materials Distribution and Overview

2:30-3:00 Homework Review, Reflection, Evaluation, and Dismissal

Interactivity: Lotería

How to Steps:• -Find a person who can answer the question in the lotería

(bingo) square.1. -Each participant must culturally appropriate

(verbally/physically greet one another from a cultural perspective) one another prior to speaking to one another.

2. -When you are finished filling out your lotería card—yell LOTERIA and take your seat.

3. -When the song ends, please take your seat promptly4. -We will debrief afterwards

“California is committed to equity and access for all learners.”

Continuum of English Proficiency

English Learner: EL

Standard English Learner: IFEP & EO

Over ½ of all of California’s students are in the process of mastering Standard English

Mastery of Academic English & Gateway to Higher Education

Mastery of Standard English: EO IFEP, RFEP

All of California’s students are in the process of mastering Academic English

Long Term English Learner: LTEL

Who do we serve?

We’re on the Radar!!

Bulletin 5951Instructional Minutes

ELA / ELD Framework Chapters 2 and 9

Culturally and Linguistically

Responsive Pedagogy

Guiding Principles for the Instruction of SELs

SELs possess a variety of linguistic and cultural abilities that are viewed as assets.

Focused instruction for these students builds on their cultural and linguistic strengths, and provides meaningful access to a curriculum that is standards-based, cognitively complex, rigorous and coherent.

All teachers are teachers of both language and content

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LAUSD Students

MeaningMaking

Effective Expression

Language Developmen

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Content Knowledge

Foundational Skills

Culturally and Linguistically Responsive Pedagogy Defined

Rings of Culture

Ethnic

Nationality

Class

Religion

Gender

AgeDirections: Identify a potential behavior that is associated with each one of these rings of culture.

-Whip Around

Culturally and Linguistically Responsive Pedagogy (CLR)

CLR Informs the

Instructional Context for

Learning within the

ELA/ELD Framework

Five CLR Pedagogical AreasWhen looking at instruction from the what and the how perspective there are five general areas that we have identified

where CLR can have immediate impact by increasing student motivation and engagement.

Infusing Situational Appropriateness with

Language and Behavior

(Responsive Language)

Creating an Inviting Learning Environment for Student Success

(Responsive Environment)

Four Areas for Infusing CLR Pedagogy

• Responsive Classroom Management

• Use of attention signals strategically:• Use of movement activities

strategically: • Collaborative opportunities (extended

beyond protocols)

• Responsive Academic Vocabulary

• Evidence of leveling vocabulary words (tier 2 and tier 3)

• Evidence of reinforcement/practice activities

• Use of vocabulary acquisition strategies (word structure, apposition, context clues, synonym replacement)

• Responsive Academic Literacy• Use of CR text and media• Connected to the standards and unit

theme• Use of engaging read-alouds• Use of effective literacy strategies

• Responsive Academic Language• Code-switching opportunities• Sentence lifting/Retellings/Role

playing/Teachable moments• Revising (phonetics, markers,

syntax, and vocabulary

CLR Instructional AreasCLR Instructional Areas

Responsive Vocabulary

Responsive Management

Responsive

Literacy

Responsive

Language

Responsive Environme

nt

CLR, What It Looks Like!

5 Instructional Areas of CLR

Self Assessment: Decide where you’d place yourself in a line from novice to expert.

Cooking

Dancing

Responsive Vocabulary

Responsive Management

Responsive Academic Literacy

Responsive Academic Language

Responsive Classroom Environment

Reflective Writing on the 5 CLR Pedagogical Areas

CLR Classroom Resources

Personal Thesaurus

Protocol Posters

MELD

Mainstream English Language Development

New Ways of Talking About LanguageLanguage Diversity Language Deficit

Language Focus & Collaborative Learning Across the Curriculum

• The Common Core State Standards (CCSS) call upon all academic content teachers to focus on academic vocabulary, oral language, and discourse patterns that are essential for participation in academic work within their disciplines.

• The CCSS recognize that students need to develop skills to collaborate in academic work – skills for teamwork, active and skillful participation in discussions, and inquiry-based collaboration.

ELA/ELD Framework

Access and Equity

California’s Diversity-Standard English Learners (pp. 4-13)http://bit.ly/Access_Equity

Planning for and Supporting the Range of Learners-Culturally and Linguistically Responsive Teaching (pp. 49-53)

Instructional Practices for Supporting Students Experiencing Difficulty Reading

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Who are Standard English Language Learners?

Standard English Learners (SELs) are those students for whom Standard English is not native, and whose home languages differ in structure and form from the language of school.

These students are generally classified as EO or IFEP but do not speak Standard English. In LAUSD, Standard English Learners include students from the following groups:

African American speakers of African American English (AAL) Mexican American speakers of Chicano English (MxAL) Hawaiian American speakers of Hawaiian Pidgin (HAL)

American Indian speakers of Rez English (NAL)

“Identification” of SELs• Identification of SELs does not take place in the same

manner as the identification of ELs. The identification of SELs is done for the purposes of intervention and enrichment, not for purposes of program placement. SELs participate in the Mainstream English Program or other parent choice

• To identify a probable SEL, educators must engage in two types of screenings.– Linguistic Screening– Academic Screening

Linguistic & Academic Screening

Teachers identify the use of home language features in student speech with the Linguistic Screener and or other language assessment tools.

Probable SEL

Teachers identify academic areas of performance that are below proficient for each Probable SEL

New Ways of Talking About Language

Language Difference = Language Deficiency

Student writing samples that exhibit AAL or MxAL are examples produced by students who are following the grammatical patterns of their home language which are different from Standard English.

They are going to Disneyland. They is going to Disneyland Linking Variable Is/are

Miles swims everyday. swim Present Tense Singular Verb

It’s cold. (col) Consonant cluster and “L” Sound

He doesn’t have any friends. don’t , no Multiple Negation

Standard English Possible AAL Responses Linguistic Features(Explicit)

Standard English Possible MxAL Responses Linguistic Features(Explicit)

He doesn’t have any friends. don’t , no Multiple Negation

Writing Sample #1 was written by an African-American SEL, and Writing Sample #2 was written by a Mexican-American SEL.

1)Highlight examples of language difference present in each of the writing samples.2)Use the snapshots of the Language Screeners provided to identify ( ) the language patterns being followed in each writing sample.

In 2009, Kamkwamba shared his moving story of perseverance, curiosity, and ingenuity in the memoir The Boy Who Harnessed the Wind.

What would we do without electricity?

Multiple Negation

Let’s talk about the Patterns we see

Concepts of Is / Are(Linking Variables

Consonant Clusterld

moad = mold

Multiple Negation

Writing Resources

Language Resources

Professional Reading List

• Culturally and Linguistically Responsive Teaching and Learning, Sharroky Hollie, Publisher: Shell Education.

• Notice and Note: Strategies for Close Reading, Kylene Beers and Robert Probst, Publisher:

Heinemann

• Notice and Note Literature Log

• Building Academic Language: Meeting Common Core Standards Across Disciplines, 2nd Edition, Jeff Zwiers, Publisher Jossey Bass

• Reading for Their Lives, Alfred Tatum, Publisher: Heinemann

SEL Languages

African American English (AAL)Chicano English (MxAL)Hawaiian Pidgin English (HAL)Native American English (NAL)

EL’s and SEL’s

EL•Limited to no comprehension of English vocabulary•L1 is Spanish•Categorical funding and systematic approach available

SEL•Comprehends English vocabulary•L1 is AAL, MxAL, HAL, NAL)•No categorical funding or systematic approach available to meet needs

• 2nd Lang. Learners•Live on same street•Suffer cultural invasion

AAL Phonology

• Consonant Clusterstes (test), ask (ax), cold (col)

• Vowel Soundstin (ten) pin (pen)

• Th Digraph dis (this) dat (that) mout (mouth)

• Reflexive Rcaw (call) Ca’ol (Carol)

MxAL Phonology

• Clusterslef (left), ris (risk), cris (crisp), slep (slept)

• Cluster Variation harware (hardware), mesum (met some)

• V & Z Sounds fuss (fuzz), race (raise), lifes (lives), safe (save)

MxAL Phonology

• Vowel Pairs /I/ /i/pin (pen), din (den), tin (ten)

• Syllable Stresstooday (today), deecide (decide), reefuse (refuse)

• Circumflex IntonationDoont be baaad (Don’t be bad)

AAL Grammar

• Past Tense Marker (ed)

She visit us.

• Possessive Marker That my sister car

• Plural Marker (s)It only cost 99 cent

AAL Grammar

• Present Tense Copula Verb

She pretty. Who dat?

• Multiple NegationHe don’t have none.

• Habitual/Durative Be They be buggin. She be at church.

MxAL Grammar

• Prepositional Variation

He was sitting in the couch. (He was sitting on the couch)

• Indefinite Article (Regularization)

She has a umbrella (She has an umbrella)

MxAL Grammar

• Serial Negation I don’t know no stories (I don’t know any stories)

• Intensifiers (all & barely)She’s all mad (She’s very angry) I barely got $5 (I only have $5)

Interactivity: Linguistic Case Scenario

• Pick an elbow partner• Please read the case scenario silently and

discuss (5 minutes). After you have discussed the case scenario have one partner record the evidence (5 minutes).

• We will debrief whole group

Discourse Patterns

English AAL MxAL

Secondary CLR Fellows Project Overview