Fall into these ideas on supporting ELLs' language development!
Fall into these ideas on supporting ELLs' language development!
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November 2, 2020

Designated & Integrated ELD in Secondary

Even though turned our clocks back at the start of this month, shorter days don't mean it's time to sleep on English language development. For our November newsletter, we are again focused on Essential Practice 2 of our Essential Practices for ELLs during Distance Learning: Designated and Integrated ELD, but this time in middle and high school.
Designated ELD is a protected block of time in an English language learner's day specifically focused on language, whereas integrated ELD includes the English students develop throughout their school day while focused on other content areas, such as math, science, or ELA.
Below, we share some of the ways secondary teachers are engaging around language learning. We meet an eighth grade ELL and share his tips for teachers and students during distance learning. We interview a high school newcomer science teacher on how she's supporting student talk virtually. As always, don't miss our Multilingual, ELL Ambassador, and Sanctuary Corners for important resources and information in those areas.
Also, if you are able to, please remember to VOTE this Tuesday! The candidates we elect and the ballot measures we approve or disapprove will have a direct impact on our students. Be sure your voice is heard!

Lesson Design Framework for Secondary ELD and Content Teachers of ELLs

Teachers across OUSD are working on crafting two-week lesson sequences around a core text using the lesson design framework outlined by the ELLMA office. Newcomer teachers are using a slightly modified newcomer version of the lesson design framework. These teachers are coming together in a lesson design collaborative meeting in a series of sessions in October/November, with a repeat to be offered in February/March. 
Special shout-out to Camille Ferond at Castlemont High School and to Chris Wooldridge at Bret Harte Middle School for opening their classrooms to ELLMA specialists to try out this lesson design framework over Zoom. We learn so much from being in your classrooms, and we empathize with the newfound challenges of Zoom teaching!
Ibraheim requested to submit his artwork rather than a photograph of himself. These are his drawings of Sharingan and Rinnegan Eyes (from Naruto Manga books).

ELLMA Spotlight

English Language Learner in Focus: Ibraheim

We checked in with an artistic middle school student to find out his tips for both students and teachers when it comes to distance learning.
8th Grade Student
Bret Harte Middle School
How has distance learning been going for you?
The last quarter was a lot of work. A lot of documents everywhere. History is alright because the teacher grades fast, and we know how we’re doing to redo our work. I like to know my grades as soon as I do my work. It’s harder for me when I don’t get my grades back because then I don’t know how to get better.
The pros of distance learning is that you can do the assignments and have better research about them. But the cons are that there are too many, and it’s nerve racking and overwhelming about which to do. But this quarter is chill. I know what I’m supposed to do better. Right now I need to do Edpuzzle and Flipgrid and then a list of assignments for science. I like how I know what I’m supposed to do with science. This quarter has felt better, not as overwhelming.
What are some of your tips and strategies to help students with learning from home?
Tips for Students: 
Ask for help and take advantage of time that your advisor will help you. My advisor, Mr. Samuel Anderson Moxley, helps me by explaining any assignments I’m confused about. He helps me with all my subjects. He’s a chill teacher who always is available to help. 
Tips for Teachers:
Asynchronous Assignments:
Don’t give too many assignments. Make sure to be clear about how you assign work in an organized way and give back grades as soon as possible so that your students know how they’re doing in your class. 
During Synchronous Class Time:
I like Nearpod. In Nearpod you know where you are and which one you got wrong or right. Break out rooms are hard when you’re the only one doing the work. I’m independent, and I don’t like to rely on others in the breakout room to do the work.
Read the full interview to learn more about Ibraheim's language goals and interests.

ELLMA Spotlight

Language Teacher in Focus: Valeska Muñoz

Within Oakland High School’s newcomer program, teachers are participating in a PLC focused on student talk strategies. Ms. Muñoz, a biology teacher in the newcomer program (RISE), is focused on engagement, including a distance-learning-modified version of the Stronger and Clearer Each Time strategy. She shared some of her thoughts and ideas.
High School Newcomer Teacher
Oakland High School (RISE)
What are some of the bright spots amidst the ongoing challenges in high school newcomer distance learning with student talk and participation?
Some of the bright moments are when students learn how to advocate more effectively for themselves. They are learning how to navigate tech at an exponential rate, and they are sending me emails and even engaging in personal Zoom meetings.  Sometimes I see chats between students on Google Classroom. Finding a way to create community is difficult in Zoom, but it’s also amazing when it happens. 
Could you talk about some adaptations you have made in general to increase student talk and participation?
In terms of teaching practice, I’m finding ways to pair students together who are present and engaged, and allowing more space for group work. I’m working on balancing between the whole group Zoom and potentially being in a breakout with low support and engagement. Moving forward, I want to group the more consistent students together and keep the others in a group with me. 
Any final words on teaching emerging-level ELLs over Zoom?
I think kids are just shy, and it’s super understandable given that you (as a teacher) are in their space, or there may be siblings everywhere, or they may be outside or in a closet. So it’s balancing high expectations with understanding the situation and with a goal of having some fun together while learning in this new context.
Read the full interview to learn how Ms. Muñoz is adapting Stronger and Clearer Each Time for distance learning. E-mail her if you want to learn more. Below, Ms. Muñoz and her students prior to Covid shelter in place.

Sanctuary Corner

Resources and tools to ensure all families are welcome, safe, and empowered in our schools and community! 
With the election right around the corner, we wanted to share this great resource from San Diego Unified School District: Seeds of Hope: Supporting your Students with Safe Space and Critical Dialogue After the Election. Check out this guide full of resources including lesson plans, talking circle guidance, and more for middle and high school teachers to use after Nov. 3.

Multilingual Corner

A regular section for our Dual Language and bilingual educators!
Dual Language Report Cards:
We will share more updates soon about how the Dual Language Report Cards will be shared with families through the Illuminate student/parent portal.
New Dual Language data analysis opportunities through Illuminate:
Illuminate now offers the opportunity to download as an excel sheet all the Dual Language Assessment Reports, from K-2 Foundations to EDL/DRA in both English and Spanish to Avant.
Shout-out to Bridges at Melrose for collaboratively working on a whole-school PD cycle about increasing student talk during designated ELD, including a thoughtful theory of action and an inquiry research approach.

ELL Ambassadors Corner

While addressed to our amazing ELL Ambassadors, this section has important information for the whole school community about our ELLs' civil rights and procedures and policies in place to secure these rights. 
Winter Reclassification is coming up, and the first crunch time of the year will be shortly after Thanksgiving Break. Using reading scores, ELPAC scores, and most recent report cards, preliminary reclassification lists will be created for each school site during the first week of December. From Dec. 7-11, ELL Ambassadors will be asking teachers to review lists and submit appeals if they do not recommend reclassification, or — for those students not meeting the report card requirement — if the low grade isn’t reflective of their language acquisition.
Leading up this cycle, we encourage sites to focus on ensuring students are able to complete their reading assessment (i-Ready or RI), particularly those on the cusp of reclassification. Teachers can use their ELL Progress Monitoring dashboard to pinpoint students close to reclassification, and see where all of their students stand with regard to the reclassification criteria. (For those unfamiliar with this dashboard, please check out this 6-minute video tutorial on this dashboard.)

Election Day is Nov. 3!

Not only is your vote your voice, it can be a voice for thousands of students in Oakland. If you are able to, be sure to exercise your right to vote on Nov. 3!

This digital drawing, entitled "Vote! (Mask Up)," is by Nicole Mendoza, an 11th grade student at Oakland School for the Arts.
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