Common Core Standards for ELLs Elementary ESOL Grade

Common Core Standards for ELLs Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January, 2013 1

Objectives Common Core Standards Text Complexity Close Analytic Read ü Informational Text Exemplar Text ü A Medieval Feast 2

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What does Common Core say about ELLs? “ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English. …However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand. ” Application of Common Core Standards for ELLs

What Are The Changes? 6

Standards-Based Curriculum Standards based instruction for English language learners, Joseph Laturnau, 2001 7

What are the Standards? 8

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STANDARDS 3 -5 What are the Anchor Standards? How do they spiral throughout the grades? Literature (RL) Informational Text (RI) Foundational Skills (RF) Speaking & Listening (SL) Language (L) Writing (W) 10

Informational Text Evidence Main Idea Interaction Vocabulary Structure Point of View Multimedia Argument Multi-Text Complexity 11

CCSS and NGSSS are Blended In 3 rd Gr. 12

Making the Grade 13

How do we “break it down”? https: //www. tea chingchannel. org /videos/teachingdifficultlessons? fd=1 14

Elementary Exemplar Texts 15

Exemplar Text Informational Text Grade Level : 2 -3 Lexile: 840 L Topics: Ceremony & Tradition ü Middle Ages ü Food & Cooking ü Content: Social Studies 16

Performance Tasks for: A Medieval Feast Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. (RI. 2. 1) Appendix B, pg. 29 17

What Does Informational Text Contain? 18

Text Complexity 19

Measuring Text Complexity § § § Qualitative dimensions: levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands of the reader Quantitative measures: word and sentence length measured by computer software Reader & task considerations: the readers knowledge, motivation and interests 20

How Do I Find a Text’s Complexity? 21

Content and Language Goals 22

Close Analytic Read Douglas Fisher: Part 1 http: //bit. ly/Ha. WOd. F Douglas Fisher: Part 2 http: //bit. ly/HIMA 0 Q 23

In Other Words… 24

Making Questions Right Ther e Author and You QAR On Your Own Think and Search 25

Questioning of ELLS http: //www. colorincolorado. org/ima ges/innovationfund/Gonzales. jpg Clara Gonza le s-Espi nosa 26

Watch. Know. Learn. org � � http: //www. wat chknowlearn. or g/Video. aspx? Vi deo. ID=36327&C ategory. ID=1050 1 (read aloud) 27

The Over-Arching Question 28

Real-Life Connections Historical Background http: //www. watchknowlearn. org/Video. aspx? Video. ID=36 405&Category. ID=10501 29

Activate Prior Knowledge and Frontload 30

What About the ELLs? 31

ELL Questioning 32

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How to Incorporate Writing ü ü Write routinely! 3 subject notebook: Reader’s Response (Quick Writes) Writer’s notebook (Process Writing) Journal (Review and Activate Prior Knowledge) Mini-lessons to address student needs! 34

Question Flip Book Event Situation Choice What is…? Where/ Which When is…? does…? Person Reason Means Who is…? Why is…? How is…? 35

My Flip Book 36

Read and Retell 37

Writing With Storyboards 38

Planning is Key 39

Planning a Lesson Select your exemplar text Find the Lexile level Look at the vocabulary Think of what the student brings to the text Select the strategies Find the graphic organizer(s) Think of activities to incorporate listening, speaking, reading and writing 40

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Focus Model 42

What Do Proficient Learners Do? 43

How Can We Make Proficient Learners? 44

Use Your Context Clues! � The lartey frimps krolacked blinfly in the detchy shilbor. Read the sentence above and answer the following: ü What kind of frimps were they? ü What did the frimps do? ü How? ü In what kind of shilbor did they krolack? ü Which word is the subject in this sentence? ü Which is the verb? 45

http: //languageartsreading. dadesch ools. net/resourcesandlinks. asp 46

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Word Jars Characters Lord Lady serf king queen horsemen Places mill, manor, brew house Animals hare boar eels trout crane partridge Fruits and Vegetables herbs turnip garlic peas 50

Authentic Assessments 4 -Column Note Frayer Model Foldable 51

What do CCSS mean for ELLs? "In most classrooms, teachers do the talking and students do the listening. Students just don't get a lot of opportunities to express what they know, …Language is kind of like a spiral; even if you're proficient in a language the more you use it and the more you use it to articulate complex subject matter, the deeper your understanding is going to get of that subject matter. “ Kenji Hakuta, Professor of Education, Stanford University 52

Exemplar Texts for Grades 3 -5 53

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CONTACT INFORMATION North Regional Center Deland Innocent, Supervisor dinnocent@dadeschools. net 305 -995 -2977 Randi Russell, Curriculum Support russell@dadeschools. net Central Regional Center Cary M. Pérez, Supervisor cmperez@dadeschools. net 305 -995 -1962 Alina Plasencia, Curriculum Support aplasencia@dadeschools. net South Regional Center Lourdes Menéndez, Supervisor lmenendez 1@dadeschools. net 305 -995 -2098 Gio Stieve, Curriculum Support gstieve@dadeschools. net Emma Francois, Curriculum Support CARISFR@dadeschools. net Martha Valdes, Curriculum Support marthavaldes@dadeschools. net