Admit SlipCCSS + ELLs

Using the sticky notes, write down what you know and what you want to know about Common Core State Standards and how it is to be implemented for English Language Learners

Foundational Beliefs• Limited English Proficient ≠Limited Thinking

Proficient• Reading is thinking. Period.• Whoever is doing the speaking,

reading, and writing is the person who is doing all the thinking.

• Teaching is a complex endeavor. There is no silver bullet and no one has it nailed!

Whip AroundCCSS + ELLs

What do you know?What do you want to know?

Common Core as a Second LanguageEssential Question: How do I help my English Learners access the Common Core Standards when there is such a disparity in their current literacy levels and those that Common Core Standards has set?

What is on the horizon...• English Language Proficiency Frameworkshttp://

www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html

• ELPA 21http://arktesol.org

How CCSS are being implemented for ELLshttp://www.colorincolorado.org/multimedia/experts/video/uro/

Considerations for Providing Access to the Common Core Standards

Common Core Access

Support

TextTask

The TextGradeBand

CurrentLexile Band

"Stretch"Lexile Band

 K–1  BR-325 N/A

 2–3  450L–725L 450L–790L

 4–5  645L–845L 770L–980L

 6–8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11–CCR  1070L–1220L 1215L–1355L

Lexile Levels Correlated to Language Proficiency Levels

Level 1-3Beginning-

IntermediateLexile BR-650

G.E. 1-3

Level 3-4Intermediate-

AdvancedLexile 500-950

G.E. 3-5

Level 4-5Intermediate-

AdvancedLexile 750-Grade

LevelG.E. 5-Grade

Level

RI. K.1 With prompting and support, ask and answer

questions about key details in a text.RI.1.1 Ask and answer questions about key details in a

text.RI.2.1 Ask and answer such questions as who, what,

where, when, why, and how to demonstrateunderstanding of key details in a text.

RI.3.1 Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to thetext as the basis for the answers.

RI.4.1 Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text.

RI.5.1 Quote accurately from a text when explainingwhat the text says explicitly and when drawinginferences from the text.

RI.6.1 Cite textual evidence to support analysis ofwhat the text says explicitly as well as inferencesdrawn from the text.

RI.7.1 Cite several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Phase A

Phase

B

Phase C

Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

How do I navigage the standards?

Backmapping is the key!http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_standards_resources

/

Question Stems for CCSS Reading Standardshttp://

de.portal.airast.org/resources/Reading%20Resources/DCAS_Reading_Linking_Document.pdf

Cooperative Learning Task: Create Multi-Phase Questions using the text, “Salvador Late or Early” by Sandra Cisneros

Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and cornflakes from a tin cup in the dim dark of the morning.

Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again.

            Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hands of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.

Guess the Lexile Level for “Salvador Late or Early”

L960Grade Equivalency 7.0

Reading Levels Change…Based on three factors:• Background Knowledge- The more background knowledge

a reader has about a topic, text structure, and the author, the more difficult text he can read.

• Interest and Motivation- If a reader has interest in the topic or is motivated to read, he will work harder to comprehend.

• Purpose- When a reader knows why he is reading something and know what he needs to get from the text, he can better sift and soft information to determine what is important.

Tovani, 2010

Going deep

Real-world

application

Project-based Learning Tasks

(up front)

SupportThinking Strategies Used by Proficient Readers

(Based on the research synthesis of P. David Pearson and Janice A. Dole)

A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation.

Proficient Readers:

• Activate background knowledge and make connections between new and known information.•Question the text in order to clarify ambiguity and deepen understanding.•Draw inferences using background knowledge and clues from the text.•Determine importance in order to distinguish details from main ideas.•Monitor comprehension in order to make sure meaning is being constructed.•Reread and employ fix-up strategies to repair confusion.•Use sensory images to enhance comprehension and visualize the reading.•Synthesize and extend thinking.

RI. K.1 With prompting and support, ask and answerquestions about key details in a text.

RI.1.1 Ask and answer questions about key details in atext.

RI.2.1 Ask and answer such questions as who, what,where, when, why, and how to demonstrateunderstanding of key details in a text.

RI.3.1 Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to thetext as the basis for the answers.

RI.4.1 Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text.

RI.5.1 Quote accurately from a text when explainingwhat the text says explicitly and when drawinginferences from the text.

RI.6.1 Cite textual evidence to support analysis ofwhat the text says explicitly as well as inferencesdrawn from the text.

RI.7.1 Cite several pieces of textual evidence to supportanalysis of what the text says explicitly as well asinferences drawn from the text.

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Phase A

Phase

B

Phase C

Anchor Standard 1 for Reading Information: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Questioning/ Determining Importance

Inferring/Determining Importance

Questioning Deepens Thinking

Thin Questions

THICK QUESTIONS

Model Lesson:A Close Reading of

“Salvador Late or Early”Essential Question: How can struggle make us stronger?

Dive into the Text• As you read, list the words or ideas that repeat in

the piece.

First Layer of ReadingInnermost Circle: Concentrate on the concrete level of meaning- reading on the line• Write the most significant word from the

assigned text.• Quote the sentence in which the word

appears. Document the source of the quotation in parentheses.

• Write multiple dictionary definitions of the word (denotation).

• Explain why the word is important to the meaning of the work by placing it in the context of the narrative.

Second Level of ReadingMiddle Circle: Concentrate on the abstract level of meaning- reading between the lines.• Referring to the text, draw four images inspired by

the text.• Write an explanation of the link between each

image and the word you have written.

Third Level of ReadingOuter Circle: Concentrate on the thematic level of meaning- reading beyond the lines• Write two thematic statements drawn from the

significant word you wrote in the innermost circle and the images you drew in the middle circle. Tie everything to the work as a whole.

Example: Human being can experience intense joy, even when living in difficult circumstances.

Bell Ringer

How does Cisneros make you feel about Salvador when she describes his eyes as being the color of caterpillars? Think of another comparison that would have made you feel differently about Salvador.

Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wooden doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes from a tin cup in the dim dark of the morning. Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again. Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty pound body of boy with its geography of scars, its history of hurt, limbsstuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait.Collects the hands of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.

  

“Salvador Late or Early” Acrostic Poem Project

Acrostic poems:•Formed by writing a word vertically down the page •Use one letter per line •All capital letters for the focus word•Each line of poetry must begin with the letter on that line and must pertain to the word •May use one word or a phrase •Does not have to rhyme •Use adjectives and phrases that describe the word •You must use literary devices Example:

Salvador By Ms. Cripps

Sad and beaten down like a stray dog in the rainAlone in his tasksLate because he wipes the dripping noses of his brothersVery transparentA ghost in the back of the classroomDreaming of his futureOf a day when he willReturn to the barrio with success dripping from his fingertips

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest.

Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Rules of the Poem-Theme Word

Theme word was written vertically on the left side of the paper. Word used was on the given list or approved by the teacher.

Theme word was written vertically on the left side of the paper. Word was not on the list and not approved by the teacher.

Theme word was not written vertically on the left side of the paper, but word was on the list or approved by the teacher.

Rules for the poem were not followed.

Literary Devices The writer used at least three literary devices in the poem.

The writer used two literary devices in the poem.

The writer used one literary device in the poem.

The writer did not use any literary devices in the poem.

Salvador Late or Early Acrostic Poem Rubric

Self-Assessment: ______Teacher Assessment: _______

Poems Short non-fiction selections Fiction Picture Books Newspaper articles Vignettes Biographical information Internet pieces Student generated writing Mathematical writing Lists Historical recounts Photos Postcards Primary sources Quotes Song lyrics Pictures of artwork Brochures Maps Charts and graphs Magazine articles Graphic Novel

Remember…time on task is more important than length of text.Multiple short pieces=more time reading

Accessible Text:

Cris Tovani’s Favorites

Accessible Text Can…• Build Background Knowledge so that

readers can better connect what they know to new information.

• Create Curiosity so that readers wonder about the topic and are propelled to learn more about it.

• Show Connections to the Real World so that readers understand how required reading is important outside of school.

• Serve as Accessible Text for Modeling so that readers can see options on “how” to think about their reading when it gets difficult.

Tovani, 2009

Think-Pair-ShareThink about your secondary students that you have who been in the ESL program since elementary school. What adjective or idiomatic phrase would you use to describe these students?

Write your word/phrase on a large sticky note and post on the anchor chart.

Making the Difference

Supporting +Moving LTELs to FEP

Guiding Questions• What is an LTEL?• What are the characteristics of LTELs you know in

your school?• What contributes towards the creation of LTELs?• How do we help LTELs acquire full English

proficiency?

What is an LTEL? They…• are Long Term English Learners• have been in U.S. schools for 6+ years• have a strong command of social English, but lack sufficient

academic language demanded by standards-based course work• are “stuck” at the intermediate stage of language proficiency• have poor grades• high rates of grade retention• have passive learning behaviors • can speak their native language, but most times lack literacy skills

in the L1• have many gaps in literacy and language skills• perform below grade-level expectations• are not proficient on CRT or NRT• are at high-risk for dropping out

Where is an LTEL created?

Cooperative Learning Task• Count off into groups of four.• Each group will assign roles using Cooperative

Learning Cards.• Each group will read a different article using

following question to set your purpose: • What contributes towards the creation of LTELs?• How do we help LTELs acquire full English

proficiency?• Your scribe should write down your findings on the

chart paper.• Your presenter should be prepared to share out

your findings with the group.

Many factors contribute toward English learners becoming LTELs: elementary and middle school language arts curricula that weren’t designed for English learners; extended periods of time with no targeted English language support; placement into literacy interventions without a tandem focus on English language development ; social segregation and linguistic isolation.

(Olsen, 2010)

How do we help LTELs acquire full English proficiency?

Best Practices for English Language Development for

LTELs

Augment core English classes with a dedicated English Language Development period.

• ELL need to interact academically with skilled English speakers to learn a target-like version of spoken English.

• ELLs need access to rigorous curricula at their grade level.

However, they also need…• Dedicated time for second-language learning and

practice.• Intentional instruction in how English works-

vocabulary, word usage, grammatical features, syntactic structures, and daily structured rehearsals.

Extend Prior Knowledge of Language and Content• Helping learners retrieve and enhance relevant

background knowledge through brainstorming, visual media, or direct experiences increases likelihood of learning and retention.

• Tying new information to students’ background experiences establishes critical linkages for students who are already at a linguistic disadvantage in terms of lesson comprehension.

Explicitly Teaching Language Elements• Language elements must be directly taught…not

inferred.• English learners are unlikely to independently

extract the linguistic principles on their own.• They need a model and opportunity for rehersal.

Utilize Consistent Routines• Teachers are using a plethora of teaching

strategies across the curriculum.• Consistency in the ELD classroom will help

students internalize the processes and teacher expectations for performance.

Model Verbal and Written Academic English• ELLs are surrounded by peers who also struggle

with English.• Teachers must model both eloquent social and

academic language.• We must also teach students about registers and

how we change registers depending on our situation and audience.

Orchestrate Peer Interactions with Clear Language Targets

• ELLs must have daily opportunities to communicate using more sophisticated social and academic language

• Must provide clear targets and models for what we expect students to do.

• Even Think-Pair-Share can become informal partner chats that lack academic rigor.

Academic Language Stems are posted on the PCSSD ESL Wiki: http://pcssd-esl.wikispaces.com

Debrief Questions• What have you learned about CCSS + ELLs?• What new questions have you formed today?• What kind of support do LTELs need to break into

Full English Proficiency?• What support do you need as a teacher?

New ESL Filing System for PCSSD

Close Read Template• http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_

standards_resources/