ccss literacy expectation · 2019-09-25 · guiding tenets: ccss ela and ells instructional...

COMMON CORE STATE STANDARDS (CCSS)

ENGLISH LANGUAGE ARTS (ELA)

SHIFTS & EXPECTATIONS FROM OLD TO NEW STANDARDS

Supporting the Learning, Development, and Achievement of ELLs

CCSS Literacy Expectation:

An emphasis on text complexity and language, including academic

vocabulary and function


An increased emphasis on building knowledge from informational text


An expectation that students will produce and use evidence in text to

justify their views

GUIDING TENETS: CCSS ELA and ELLs

Instructional Strategies to Support Linguistic Development and Academic Achievement

Bunch, G. C., Kibler, A., & Pimentel, A. (2012). Realizing opportunities for English learners in the Common

Core English Language Arts and disciplinary literacy standards. Palo Alto, CA: Stanford University.

1. All learning builds on students’ prior knowledge and experiences; instruction for English

learners (ELs) must consider and expand what ELs bring to the classroom.

2. Instruction should provide apprenticeship for ELs in communities of practice with teachers

and peers to develop independence. Language development and cognitive development are

interrelated and mutually dependent; ELs learn language as they learn content.

3. Language can best be understood as action, rather than “form” or “function” alone; students

learn to do things with language when they are engaged in meaningful activities that engage

and challenge them.

4. Literacy involves social practices as well as cognitive processes; reading and writing, as well

as other forms of meaning-making, always represent activity in which participants have

different purposes and take on different roles and identities.

5. In order to develop the ability to read complex texts and engage in academic conversations,

ELs need access to such texts and conversations, along with support in engaging with them.

6. Learning languages involves expanding linguistic repertoires to engage in a wide variety of

situations, with a wide variety of audiences, for a wide variety of purposes.

7. With support, ELs can build linguistic repertoires and engage productively in the kinds of

language and literacy practices called for by the CCSS, even though their developing

language will be marked by “non-native” or imperfect features of English.

BACKGROUND KNOWLEDGE

CCSS-based instruction for ELLs must consider, expand, and build

upon the background knowledge that ELLs bring into the classroom.

(A) Determining Background Knowledge Background knowledge has three facets, including funds of knowledge (home assets), prior knowledge (community assets), and academic knowledge (school assets). Use the chart on background knowledge to discuss the various facets and assets that your students bring to your classroom instruction. Can you add to this list or make the general ideas more specific based on your familiarity with the backgrounds of your students? What are ways that you can get to know and document your students’ background knowledge?

(B) Evaluating Alignment of Practices Teachers must recognize and consider students’ background knowledge to recognize the possible misalignment with specific cultural and linguistic groups. For example, practices called for by CCSS, such as argument and critique, are grounded in socially- and culturally-specific mainstream values and practices that may not align with students from certain cultural backgrounds. Do you know of any socially- or culturally-specific practices of your students that may not align with mainstream instructional practices?

(C) Utilizing Background Knowledge When background knowledge is accessed, built upon, and integrated into classroom instruction, teachers maximize students’ comprehension and understanding of rigorous and complex texts and topics. Consider and discuss the use of the following methods and materials for utilizing students’ background knowledge: (a) native language materials, (b) cognates, affixes, and other linguistically similar structures, (c) culturally relevant texts, and (d) culturally-specific topics and concepts from prior schooling.

Selected Instructional Aids

from

Biography-Driven Culturally Responsive

Teaching

SOCORRO HERRERA

Teachers College, Columbia UniversityNew York and London

Herrera_online.indd 1 4/8/10 4:17:17 PM

This material appears in Biography-Driven Culturally Responsive Teaching by Socorro Herrera. © 2010 by Teachers College, Columbia University. For more information or to order, please visit: http://store.tcpress.com/0807750867.shtml

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•••••••••

Contents

HEARTS ACTIVITY(Figure 2.2 from Biography-Driven Culturally Responsive Teaching)

Instructions 3

Template 4

CLD STUDENT BIOGRAPHY CARD(Figures 5.4 and 5.5 and Appendix B from Biography-Driven Culturally Responsive Teaching)

Instructions 5, 6

Template 7

CONTENT AND LANGUAGE OBJECTIVES(Figures 7.2 and 7.3 from Biography-Driven Culturally Responsive Teaching)

Instructions 8

Template 9

DOTS CHART: DETERMINE, OBSERVE, TALK, SUMMARIZE(Appendix C from Biography-Driven Culturally Responsive Teaching)

Overview 10

Template 11

MIND MAP(Appendix D from Biography-Driven Culturally Responsive Teaching)

Overview 12

Student Academic Behavior Rubric 13

VOCABULARY QUILT(Appendix E from Biography-Driven Culturally Responsive Teaching)

Overview 14

Student Academic Behavior Checklist 15

IGNITE, DISCOVER, EXTEND, AFFIRM (IDEA)(Appendix F from Biography-Driven Culturally Responsive Teaching)

Overview 16


THUMB CHALLENGE(Appendix G from Biography-Driven Culturally Responsive Teaching)

Overview 18


UNCOVER, CONCENTRATE, MONITOR, EVALUATE (U-C-ME)(Appendix H from Biography-Driven Culturally Responsive Teaching)

Overview 20


Template 22


3

Hearts Activity

1. Take a piece of paper and draw hearts on the page to mirror those illustrated here. (A page-size set of hearts is included on the next page.)

2. For each layer of the heart, do the following:

•• Outside Layer of the Heart. Record the words that come to mind when you hear the words socio cultural, linguistic, cognitive, and academic.

•• Middle Layer of the Heart. Record tools and strategies you use in practice to learn about these dimensions of your students.

•• Center of the Heart (or outside the heart for additional space). Write about an experi-ence from your classroom practice that comes to mind when you think of the socio-cultural, linguistic, cognitive, and academic dimensions of the CLD student biography.

3. Consider connections to your own practice, as refl ected in your completed heart.


4


5

CLD Student Biography Card: Front

Name:

Age:

Grade:

Country of Origin:

Time in USA:

L1:R:W:

L2 Profi ciency(LAS/IPT/Other):O:R:W:SLA:

Student Processing:

Learning Style:

Prior Academic Experiences:

Preferred Grouping:

School-Situated

CLD Student Biography Cards can support teachers in documenting student progress, making decisions about grouping

confi gurations, and continually scaffolding to meet students’ sociocultural, linguistic, cognitive, and academic needs.

Insert a photograph of the student (this is a helpful visual reminder for you as a teacher).

Sociocultural

Complete the student’s demographic information by interviewing the student, his or her family, or a past teacher.

Linguistic

Step One: Determine (informally or formally):

L1: Student’s First LanguageR: First Language Reading Profi ciencyW: First Language Writing Profi ciency

Step Two: Determine the CLD student’s English language profi ciency (scores can be obtained from the district/school ESL teacher as needed).

O: English Oral Profi ciency (speaking/listening)R: English Reading Profi ciencyW: English Writing Profi ciencySLA: Stage of Second Language Acquisition

Cognitive

How does the student process information (e.g., solve a math problem, complete a science experiment, summarize a story)?

What learning style preferences should be taken into account for this student?

Academic

What prior academic experiences/exposure does the student have to promote content learning and transfer of knowledge?

In what grouping confi guration is the student most comfortable (i.e., total group, partner, small group, or independent)?

Adapted from Herrera (2007), pp. 17–18. Used with permission of KCAT/TLC, Kansas State University.


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CLD Student Biography Card: Back

Sociocultural DimensionHome + Community + School =

BackgroundKnowledge

Linguistic DimensionValuing L1 & L2

Cognitive DimensionImplications for Practice

Academic Dimension+ State of Mind –

Biography-Situated

Sociocultural

Consider insights gleaned from conversations and inter-actions with students, parents, and colleagues (in both academic and non-academic settings) about what brings the student life, laughter, and love.

Linguistic

Consider aspects of comprehension, communication, and expression in both the student’s fi rst language and second language.

Cognitive

Consider ways the student’s culture might infl uence how he or she knows, thinks, and applies new learning.

Academic

Consider factors that are helping or hindering the student’s access to equitable educational opportunities, engagement in instruction, and hope for success in the learning community and in the future.

Adapted from Herrera (2007), pp. 17–18. Used with permission of KCAT/TLC, Kansas State University.


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CLD Student Biography Card CLD Student Biography Card

Name:

Age:

Grade:

Country of Origin:

Time in USA:

L1:R:W:

L2 Profi ciency(LAS/IPT/Other):O:R:W:SLA:

Student Processing:

Learning Style:

Prior Academic Experiences:

Preferred Grouping:

School-Situated

Sociocultural DimensionHome + Community + School =

BackgroundKnowledge

Linguistic DimensionValuing L1 & L2

Cognitive DimensionImplications for Practice

Academic Dimension+ State of Mind –

Biography-Situated


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Five Steps for Writing Content and Language Objectives

Step 1

Identify the state standard, benchmark, indicator, etc.

Step 2

Identify the key vocabulary within the overarching standard.

Step 3

Identify the content (or concept within the content) you wish to teach. This is the “WHAT” of what you want to teach.

Example: The students will identify the elements of a short story within a given text.

Step 4

Once you have identifi ed the “WHAT” of the concept, it is time to decide the “HOW” of teaching it. This is where you will consider:

•• Strategy to be used throughout the lesson•• Language functions to be targeted•• Grouping confi gurations throughout the lesson•• The four domains of listening, speaking, reading, and writing

Step 5

Revisit the content objectives and language objectives as they align with the state standard, and then align the course texts and materials with these objectives.


9

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10

DOTS Chart (Determine, Observe, Talk, Summarize)

The DOTS Chart provides a window that allows students, through pictures and words, to make public their immediate connections with a topic. Used throughout the lesson, the DOTS Chart helps students link new learning to build on existing knowledge.

Phase Directions Benefi ts to CLD Students

Before the Lesson

D Determine what I know

•• Give students a blank DOTS Chart before the lesson begins.

•• Have students place the name of the topic/concept that will be taught at the top of the chart.

•• Start by asking students to write things they know about the topic/story, putting each word, term, or phrase in the box of the letter with which it starts.

•• Students can be encouraged to write in their native lan-guages or to draw to show their understanding.

•• Allow only 3–5 minutes for students to write/draw.

•• Empowers students to tap into their background knowl-edge and bring information they can share.

•• Can be applied to any content area.

During the Lesson

O Observe and make connections to what I am learning from teacher/text

T Talk to peers

•• Have students write the target vocabulary around the outside of the chart as the words are introduced during the lesson.

•• Have students make associations with the words inside their charts with those outside the chart to demonstrate connections to the vocabulary words and extend learning.•• Students can demonstrate associations physically by

drawing lines between the words that they connect.•• Have students share their associations with a partner or

small group, because such discussion helps to solidify connections.

•• Students can add words that come up during the lesson, as well as words from text used for a reading.

•• Helps students connect the DOTS by linking and building on what they already know to develop and reinforce target vocabulary.

•• Gives students something concrete to hold on to throughout the lesson.

After the Lesson

S Summarize what I have learned

•• Ask students to use their chart to do the following types of tasks depending on their language profi ciency:•• Use the chart as a tool to write defi nitions.•• Use the vocabulary to complete a fi ll-in-the-blank/cloze

exercise.•• Use the vocabulary to write a paragraph.

•• The teacher can create a checklist or a rubric to assess students’ understanding of the vocabulary words or the paragraphs they created.

•• Provides students with a scaf-fold with which to strengthen connections and demonstrate their learning.


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Name:

DOTS Chart(Determine, Observe, Talk, Summarize)

Topic:

A–B C–D E–F

G–H I–J K–L

M–N O–P Q–R

S–T U–V–W X–Y–Z


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Mind Map

The Mind Map is an instructional strategy that can be used as a tool for documenting students’ linguistic and academic growth throughout the lesson. Mind maps can be extremely helpful in providing students with a way to express their understanding through linguistic and nonlinguistic representations.


Before the Lesson •• Before the lesson, ask students to create a mind map where they can put everything they know about the con-cept through linguistic and nonlinguistic representation (i.e., words and pictures).

•• Once the students have created their mind maps, encour-age them to share with each other what they have drawn or written.

•• Observe as students share, to gain insights about their background knowledge about key concepts.

•• Provides students with a means to focus on their prior knowledge in a meaningful way.

•• Allows students to make linguistic and nonlinguistic connections to new information.

During the Lesson •• Have students add new information and make connec-tions between the things already on their mind maps and the new material they are learning.

•• Monitor students’ understanding by closely observing the new connections they are making during the lesson.

•• Helps students learn how to discover meaning on their own and how to make mean-ing out of new concepts.

After the Lesson •• At the end of the lesson, have students once more add to their mind maps by summarizing key points of their new learning—through pictures as well as words.

•• As a way of extending students’ learnings, have them share their mind map with a peer, a small group, or even the whole class.

•• As a further extension, after the students have completed their mind maps, ask them to use that information to create persuasive or expository paragraphs that summa-rize what was learned during the lesson.

•• The teacher can create a rubric to assess students’ under-standing as demonstrated in their work with their mind maps.

•• Provides students with a scaf-fold with which they can doc-ument and summarize key learning and concepts.


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Mind Map

Student Academic Behavior Rubric

Name: Topic: Total Score:

CriteriaBeginning

1–2Developing

3–4Accomplished

5

Creative Use of Information

Student takes information from the mind map and uses it to create simple sentences. The ideas on the map have been depicted using a minimal combination of pictures and words.

Student uses information from the mind map to write sen-tences that summarize the important ideas of the topic. The ideas on mind map have been explained using a good combination of visuals and words.

Student uses the information from the mind map to write sentences that depict an in-depth understanding of the topic. The topic is being explained through extensive use of pictures and words.

Connections to the Map

Minimal link made between the concepts on the map and the paragraph.

Some connections made between the concepts on the map and the paragraph.

Extensive connections made between the concepts on the map and the details of the paragraph.

Knowledge of Topic

Student has basic information that refl ects only a part of the discussion conducted during the class.

Student paragraphs show many facets of the learning gained during the class.

Extensive connections made between the concepts on the map and the details of the paragraph. Student examples and connections made repre-sent the critical concepts learned as well as links to outside resources (past learn-ing, prior experiences, and personal connections).

Comments

—Developed by Classroom Teachers


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Vocabulary Quilt

The Vocabulary Quilt lets students activate background knowledge about vocabulary they will need for new learning. By updating their quilts throughout the lesson, students will strengthen connections with newly acquired information.


Before the Lesson •• Choose eight vocabulary words based on their relevance to the lesson.

•• Create blank vocabulary quilts by folding a large sheet of paper horizontally and vertically to produce eight boxes.

•• Divide students into groups of four or fi ve and give each group a vocabulary quilt.

•• Have students write each vocabulary word in a separate box on the quilt.

•• Explain to students that each individual should quick-write (in English or their native language) and/or draw in the box for each vocabulary word whatever comes to mind when he or she reads the word.

•• Give students 3–5 minutes to write something for each word. It may be helpful to have each student use a marker or pen of a different color.

•• Provide students with the opportunity to discuss in their groups the rationales for the associations they made.

•• Provides students with the opportunity to share based on their background knowledge.

•• Incorporates both linguistic and nonlinguistic representations.

•• Allows for use of the native language.

•• Talk with peers allows for associations to be made.

During the Lesson •• Post the vocabulary quilts to make “interactive word walls” that students can continually revisit during the lesson.

•• Give students sticky notes they can use to write down additional information about the key vocabulary words as they encounter them in class readings or in the text.

•• Have students add to their quilts new information gleaned from class or small-group discussion.

•• Working as a facilitator, refer to students’ vocabulary quilts and revoice the connections between students’ initial associations and added text-related knowledge.

•• Confi rm/disconfi rm associations from preassessment.

•• The focus on key vocabulary allows learners to selectively attend to the targeted words in relation to the content/standard.

•• Revisiting the students’ words/images written before the lesson reminds students that what they know can often be associated with what they are learning.

After the Lesson •• Have students work together in small groups to defi ne an assigned subset or all of the vocabulary words one last time.

•• Have groups share with the class the defi nitions they generated.

•• Have students individually or in pairs write a paragraph summarizing what was learned.

•• For limited English speakers, the following adaptations can be made to the writing activity:•• Have students dictate the sentences to a teacher, para-

professional, or peer who can write them. •• Allow students to write in their native language.•• Pair the students with more profi cient peers who can

help them write the paragraph in English.•• The teacher can create a checklist or a rubric to assess

students’ understanding of the defi nitions or the para-graphs they created.

•• Allows students to demon-strate their integrated knowl-edge of the vocabulary and content.

•• Allows accommodation for students who have limited ability to write English.


15

Vocabulary Quilt

Student Academic Behavior Checklist

Student Name:

Descriptors Yes No Comments

Pronounces the target word orally before putting the picture or the word in the box

Relates to words using prior experiences and background knowledge

Uses descriptive words for the target vocabulary

Connects to the words using the native language

Infers meaning of the words beyond the text

Attends to every word on the quilt

Predicts what the story will be about based on the words on the quilt



16

Ignite, Discover, Extend, Affi rm (IDEA)

The IDEA strategy enables the teacher to activate students’ background knowledge and then guide them in navigating the content-area curriculum. The strategy promotes synthesis and application of vocabulary, rather than rote memorization.


Before the Lesson

I Ignite

•• Select fi ve to seven key vocabulary words that are related to the same concept.

•• To ignite students’ understandings of these words, have them think about what they already know about the words.•• Showing students visuals of the words will help to acti-

vate their understandings of the words.•• Have students discuss what they already know with a

partner or in a small group.

•• Uses students’ prior knowl-edge as the basis for “igniting” understanding of new vocabulary.

During the Lesson

D Discover

•• Students discover the meaning of the words as they are taught in context by:•• Talking about the words within the context of the

lesson.•• Reading a text/story in which the words appear.•• Generating and writing defi nitions of the words within

the context of the lesson.•• Be sure to have students make connections back to their

initial ideas discussed during the “Ignite” phase.

•• Helps students learn how to discover meaning on their own and make meaning out of the new concepts.

After the Lesson

E Extend

A Affi rm

•• As a way to extend students’ learning, have them create links between individual words by creating a vocabulary chain, where they organize vocabulary word cards (one vocabulary word per card) to show a connection/link between the vocabulary words/concepts.•• Students can fi rst do this orally, by sharing the links

with peers and then with the teacher to affi rm their understanding.

•• Have students independently use all of the vocabulary words to write a paragraph that shows their understand-ings. Allow students to draw their connections if they are in the preproduction or early production phase of second language acquisition.

•• The teacher can create a rubric to assess students’ under-standings of the words, as demonstrated in the para-graphs students wrote.

•• Helps students extend on their learnings through listen-ing, speaking, reading, and writing.


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Ignite, Discover, Extend, Affi rm (IDEA)


Student Name:

Group:

CategoryBelow Standards

1Meet Standards

2Above Standards

3 Score

Group Work

Vocabulary Chain

Vocabulary connections unclear. The vocabulary words are wrongly placed in the chain.

Vocabulary connections made to students’ prior experiences. Some vocab-ulary words are placed in order to show the connec-tions that exist between them.

Vocabulary connections contain numerous details that relate to prior experi-ences of students. All of the words are appropri-ately placed in the chain to show the connections that exist between them.

Supporting Details/Group Discussion

No details added to the word chain. No evidence of student discussion.

Some details added to the word chain. Students in the group discussed word chain details with each other.

Many details added to the word chain. Extensive student discussion evident from the added details.

Individual Work

Individual Paragraph

The paragraph shows no connection with prior knowledge. Details not presented in a logical manner.

The paragraph shows some connections with prior knowledge. Details presented in a manner that shows some logic.

The paragraph shows evidence of thoughtful connections with prior knowledge. Details pre-sented in a clear and logical order that shows thoughtful connections.

Creative Use of Information

None of the sentences constructed include the vocabulary words in the chain.

A few sentences well con-structed and follow the sequence of the vocabu-lary words in the chain.

All sentences well con-structed and follow the sequence of the vocabu-lary words in the chain.

Comments


18

Thumb Challenge

The Thumb Challenge allows learners to practice language through interaction and to support each other in extending understanding of the target vocabulary or concepts. During strategy implementation, the teacher has the opportunity to informally assess learning by observing student interactions.

Directions Benefi ts to CLD Students

Alliteratio

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•• Take two sentence strips or a piece of paper and write the key vocabulary words or critical concepts on both sen-tence strips or sides of the paper. If sentence strips are used, tape them together after the vocabulary words have been written on them.

•• Make sure to write the same words/key concepts on both sides so the students are practicing the same words.

•• Have students sit facing each other, with the sentence strips/paper between them.

•• Ask both students to hold the sentence strips/paper together with a thumb and index fi nger with a thumb on the fi rst word on each side. (Note: The words should be the same and in the same order for both students. For example, Alliteration would be the fi rst word on the strips shown at the left.)

•• Have one student start by reading the fi rst word/concept and then stating the defi nition/meaning of the word/concept.

•• If the student who began fi rst struggles or does not know a word/concept, the other student starts sharing from the very fi rst word. As the second student shares his or her defi nition/meaning, the fi rst student’s comprehension is stretched to the next level.

•• If the second student cannot complete the words/con-cepts, the fi rst student begins again with the fi rst word.

•• The student who fi nishes fi rst is the winner. •• Be sure to tell students that if at any point they are both

unable to fi gure out a word, they can raise their sentence strip in the air as a signal that they need help from the teacher.

•• As the students are sharing, the teacher can go around and listen to students’ comments and check for under-standing.

•• If many students struggle with a certain word, bring the whole group back and review that particular word again with the entire class.

•• Teacher Tip: Laminate sentence strips with key vocabu-lary so they can be used repeatedly.

•• Provides a great review/assessment activity for stu-dents across content areas.

•• Students do not have to rely on their ability to write their responses. Instead, they can state them orally.

•• The fact that students can challenge each other at any point stretches them to a higher cognitive level as they must justify their responses.

•• The focus is on engaging students and moving beyond factual knowledge to demon-strate learning in a participa-tory manner. Such partici-pation makes thinking public and extends student learning and use of content-based English vocabulary.


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Thumb Challenge


Name: Topic:


1Meet Standards

2Above Standards

3 Score

Oral Explanation of Words

No explanations are pro-vided, or explanations are unrelated to the topic.

Explanations are vague, somewhat related to text. Explanations include ver-bal and nonverbal representations.

All explanations for words are appropriate, detailed, and specifi c, using verbal representations.

Student Interaction

No interaction is taking place between students.

Interaction is only related to the oral production of vocabulary words.

Student interaction is meaningful regarding word explanation, and there is turn-taking between students.

Summary Sentence

No sentence is submitted or sentence is incomplete and unrelated to the text.

Sentences are accurate but simple.

Sentences accurately express the major ideas in the text and are meaning-fully elaborated.

Comments



20

Uncover, Concentrate, Monitor, Evaluate (U-C-ME)

U-C-ME is a tool that allows students to demonstrate their prior knowledge and connections to the particular topic or concept by writing down everything they know or have experienced that is related to the topic or concept before the lesson. During the lesson, students’ attention is focused on specifi c information, and growth is monitored at the end of the lesson.


Before the Lesson

U Uncover

•• Give students a blank U-C-ME template before the lesson.•• Have students write the name of the topic/concept that is

the focus of the lesson around the outside of the center oval.

•• Ask students to write down everything they “bring to the table” or know about the topic/concept inside the center oval.•• Encourage students to write down information in their

native language if they prefer.•• Allow only 2–3 minutes for students to write.

•• Uncovers what students already know, enabling them to build from the known to the unknown.

During the Lesson

C Concentrate

•• Once students have fi nished with the uncovering phase, have them think of specifi c questions they may have about the topic. Model this fi rst by posing sample ques-tions for two or three of the spokes.•• Generate questions that require students’ higher order

thinking skills.•• Have students pose their own questions on the remaining

spokes. These questions will become the guide for student learning.

•• During instruction, make sure to concentrate on informa-tion that can be used to answer students’ questions.

•• To guide students, it may be helpful to create a whole-class U-C-ME template on which key learning can be documented.

•• Helps students learn how to focus on critical concepts during the lesson.

After the Lesson

M Monitor

E Evaluate

•• Have students monitor their learning by placing responses to each of the questions posed in the corresponding ovals.

•• Final evaluation of student understanding can be done by having students use what was in the ovals to summarize what they learned about the topic or concept:•• In written form (persuasive or narrative paragraph).•• In oral conversations with a peer (discussing what was

learned and where or how it was learned).

•• Provides students with a scaf-fold they can use to document and summarize key learning.


21

Uncover, Concentrate, Monitor, Evaluate (U-C-ME)


Teacher Name:

Student Name:


1Meet Standards

2Above Standards

3 Score

Sequencing Many of the support details or arguments are not presented in an expected or logical manner.

Arguments and support are provided in a fairly logical order and are easy to follow.

Arguments and support are provided in logical order using the discus-sions from the class.

Paragraph Narrative

Only a few arguments are specifi c to the chart.

Arguments are specifi c to the U-C-ME chart but do not go beyond the class discussion.

Arguments in the para-graph are specifi c to the U-C-ME chart and some even go beyond the class discussion.

Sentence Structure

None of the constructed sentences follow the sequence of the U-C-ME chart.

A few sentences are well constructed and follow some sequence of the U-C-ME chart.

All sentences are well constructed and follow the sequence of the U-C-ME chart.

Connections to Prior Knowledge

The paragraph shows no connection with the prior knowledge.

The paragraph shows some connections with the prior knowledge as shown through the U-C-ME chart.

The paragraph shows evidence of thoughtful connections with prior knowledge as shown on the U-C-ME chart.

Comments



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CULTURALLY RELEVANT LITERATURE

SAMPLING OF LATINO LITERATURE

Ada, A. F. I love Saturdays and domingos

Ada, A. F. Gathering the sun: An alphabet in Spanish and English

Alarcon, F. Poems to dream together

Ancona, G. Charro: The Mexican cowboy

Ancona, G. Fiesta fireworks

Ancona, G. Fiesta USA

Ancona, G. Mayeros: A Yucatec Maya family

Ancona, G. Pablo remembers

Ancona, G. The pinata maker

Andrews-Goebel, N. The pot that Juan built

Anzaldua, G. Amigos del otro lado

Anzaldua, G. Prietita and the ghost woman

Brown, M. Marisol MacDonald doesn’t match

Brown, M. My name is Gabito

Brown, M. My name is Gabriela

Cisneros, S. Hairs/Pelitos

Cohn, D. Yes, we can! Si, se puede!

Garza, C. L. Magic windows

Garza, C. L. In my family

Garza, C. L. Family pictures

Garza, X. Lucha libre: main in the silver mask

Dorros, A. Papa and me

Hayes, J. La llorona

Hayes, J. El Cucuy

Herrera, J. F. Grandma and Me at the flea

Herrera, J. F. Super Cilantro Girl

Jimenez, F. La mariposa

Jimenez, F. The Christmas gift

Johnston, T. My abuelita

Krull, K. Harvesting hope: The story of Cesar Chavez

Lachman, G. D. Pepita talks twice

Lainez, R. C. Rene has two last names

Lainez, R. C. From north to south

Luenn, N. A gift for abuelita

Martinez, A. C. The woman who outshone the sun

Medina, J. My name is Jorge

Mora, P. Gracias/Thanks

Mora, P. Book fiesta

Mora, P. Dona Flor

Mora, P. Tomas and the library lady

Morales, Y. Los gatos black on Halloween

Morales, Y. Just in case

Morales, Y. Just a minute

Perez, A. I. My very own room

Perez, A. I. My diary from here to there

Saenz, B. A. A gift from papa diego

Soto, G. Snapshots from the wedding

Soto, G. Chato’s kitchen

Winter, J. Diego.

Winter, J. Frida.

www.ColorinColorado.org — Helping English language learners read … and succeed!

English Spanish

A accident accidente accidental accidental accompany (to) acompañar acrobatic acrobático(a) active activo (a) activities actividades admire (to)

admirar

adult adulto adventure aventura adopt (to) adoptar adoption adopción African africano agent agente air aire alarm alarma allergic alérgico (a) anaconda anaconda animal animal announce (to) anunciar appear (to) aparecer appetite apetito area área arithmetic aritmética artist artista association asociación astronomer astrónomo atmosphere atmósfera attention atención August agosto autograph autógrafo automobile automóvil

admit (to) admitir

B banana banana banjo banjo bicycle bicicleta biography biografía blouse blusa brilliant brillante

English Spanish

C cabin cabina (de teléfono,

avión, etc.) cable cable cafeteria cafetería camera cámara camouflage camuflaje canyon cañón captain capitán capture (to) capturar catastrophe catástrofe cause causa celebrate (to) celebrar cement cemento center centro ceramic cerámica cereal cereal ceremony ceremonia chimney chimenea chimpanzee chimpancé cholera cólera circle círculo

circular circular class clase coast costa colony colonia color color


D December diciembre decide (to) decidir decoration decoración, adorno delicate delicado(a) depend (to) depender deport (to) deportar describe (to) describir desert desierto destroy (to) destruir

direction dirección directions direcciones directly directamente director director disappear (to) desaparecer disaster desastre discrimination discriminación discuss (to) discutir disgrace desgracia distance distancia distribute (to) distribuir dollar dólar double doble dragon dragón dynamite dinamita

dinosaur dinosaurio

E electric eléctrico(a) elephant elefante enormous enorme energy energía enter (to) entrar escape (to) escapar especially especialmente examine (to) examinar exclaim exclamar explosion explosión exotic exótico(a) extra extra extraordinary extraordinario(a) detain (to) detener

determine (to) determinar diamond diamante dictator dictador different diferente

committee comité common común complete completo(a) completely completamente company compañía concert concierto confetti confeti confusing confuso confusion confusión constellation constelación construction construcción contagious contagioso(a) continent continente continue (to) continuar contract contrato contribution contribución coyote coyote crocodile cocodrilo curious curioso(a)

English Spanish English Spanish



F family familia famous famoso(a) fascinate (to) fascinar favorite favorito(a) ferocious feroz finally finalmente firm firme flexible flexible flower flor fortunately afortunadamente fruit fruta funeral funeral furious furioso(a)

G galaxy galaxia gallon galón garden jardín gas gas giraffe jirafa golf golf glorious glorioso(a) gorilla gorila group grupo guide guía

H helicopter helicóptero hippopotamus hipopótamo history historia honor honor hospital hospital hotel hotel

hour hora human humano(a)

I idea idea identification identificación imagine (to) imaginar immediately inmediatamente immigrants inmigrantes importance importancia important importante impressed impresionando(a) impression impresión incredible increíble incurable incurable independence independencia information información insects insectos inseparable inseparable insist (to) insistir inspection inspección intelligence inteligencia interesting interesante interrupt (to) interrumpir introduce (to) introduction

introducir introducción

invent (to) inventar investigate (to) investigar invitation invitación invite (to) invitar island isla



L leader líder lemon limón lens lente leopard leopardo lesson lección lessons lecciones line línea lion león list lista locate (to) localizar

M machine máquina magic magia magician mago magnificent magnífico(a) manner manera map mapa March marzo march (to) marchar, caminar marionettes marionetas, títeres medal medalla memory memoria metal metal microscope microscopio million millón miniature miniatura minute minuto minutes minutos moment momento monument monumento much mucho music música

N natural natural necessity necesidad nectar néctar nervous nervioso(a) notice noticia

O obedience obediencia object objeto observatory observatorio occasion ocasión ocean océano October octubre office oficina operation operación ordinary ordinario

P palace palacio panic pánico paper papel park parque part parte patience paciencia penguin pingüino perfect perfecto (a) perfume perfume permanent permanente photo foto photograph fotografía photographer fotógrafo(a) piano piano



pioneer pionero pirate pirata planet planeta planetarium planetario plans planes plants plantas plates platos police policía practice práctica practice (to) practicar prepare (to) preparar present (to) presentar problem problema professional profesional

R radio radio ranch rancho really realmente restaurant restaurante retire (to) retirar reunion reunión rich rico(a) rock roca route ruta

S secret secreto September septiembre series serie sofa sofá special especial

statistics estadística stomach estómago study (to) estudiar surprise sorpresa

T telephone teléfono telescope telescopio television televisión terrible terrible tomato tomate totally totalmente tourist turista traffic tráfico trap (to) atrapar triple triple trumpet trompeta tube tubo

U uniform uniforme

V vegetables vegetales version versión visit (to) visitar volleyball voleibol vote (to) votar

splendid espléndido(a)

Adapted from: Calderón, M., August, D., Durán, D., Madden, N., R. Slavin & M. Gil (2003). Spanish to English Transitional Reading: Teacher's Manual. Baltimore, MD: The Success for All Foundation.

COMPLEX TEXT STRUCTURES

CCSS-instruction incorporates

complex texts that ELLs must access,

even if the text is considered to be

above their instructional or

independent reading levels.

(A) Considering Reading Ability

ELLs approach texts with a wide range of reading

abilities and needs. Using ACCESS scores, teachers

can begin to understand what students can do

based on their language proficiency level. Explore

the Can-Do descriptors for your grade level,

specifically focused on the language domain of

reading. Using the ACCESS reading scores,

consider where students might need support when

reading complex texts of various genres.

(B) Analyzing Text Complexity

Texts can be complex based on various structures

at the word, sentence, and discourse level. Teachers

must analyze texts to consider the various language

demands and structures that may prove difficult to

ELLs. Using the charts related to language

demands and linguistic structures at the word,

sentence, and discourse level, consider and discuss

the complexity of the texts required for the CCSS

at your grade level.

(C) Scaffolding Complex Texts

Teachers must provide students access to complex

texts and structures without taking away the rigor

required for CCSS. Consider and discuss the use of

the following strategies for scaffolding complex

texts based on ELLs’ reading abilities: (a)

Previewing texts (e.g., THIEVES), (b) GIST, and

(c) Reading Guide-O-Rama. Additionally, how can

multiple interactions with a text support close

reading and comprehension of complex texts?

The Features of Academic Language operate within sociocultural contexts for language use.

Performance Criteria Features

Discourse Level Linguistic Complexity(Quantity and variety of oral and written text)

Amount of speech/written textStructure of speech/written textDensity of speech/written textOrganization and cohesion of ideasVariety of sentence types

Sentence Level Language Forms andConventions(Types, array, and use of language structures)

Types and variety of grammatical structuresConventions, mechanics, and fluencyMatch of language forms to purpose/perspective

Word/Phrase Level

Vocabulary Usage(Specificity of word or phrase choice)

General, specific, and technical languageMultiple meanings of words and phrasesFormulaic and idiomatic expressionsNuances and shades of meaningCollocations

The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…

• Register• Genre/Text type• Topic• Task/Situation• Participants’ identities and social roles

The Features of Academic Language in WIDA’s Standards

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process…

Discourse Level Sentence Level Word/Phrase Level

Linguistic Complexity Language Forms and Conventions Vocabulary Usage

Level 6 - Reaching Language that meets all criteria through Level 5 - Bridging

Level 5Bridging

• Rich descriptive discourse with complex sentences

• Cohesive and organized related ideas

• Compound, complex grammatical constructions (e.g., multiple phrases and clauses)

• A broad range of sentence patterns characteristic of particular content areas

• Technical and abstract content-area language, including content-specific collocations

• Words and expressions with shades of meaning across content areas

Level 4Expanding

• Connected discourse with a variety of sentences

• Expanded related ideas

• A variety of complex grammatical constructions

• Sentence patterns characteristic of particular content areas

• Specific and some technical content-area language

• Words or expressions with multiple meanings across content areas

Level 3Developing

• Discourse with a series of extended sentences• Related ideas

• Compound and some complex (e.g., noun phrase, verb phrase, prepositional phrase) grammatical constructions

• Sentence patterns across content areas

• Specific content language, including expressions

• Words and expressions with common collocations and idioms across content areas

Level 2Emerging

• Multiple related simple sentences• An idea with details

• Compound grammatical constructions• Repetitive phrasal and sentence patterns

across content areas

• General content words and expressions, including cognates

• Social and instructional words and expressions across content areas

Level 1Entering

• Single statements or questions• An idea within words, phrases, or chunks of

language

• Simple grammatical constructions (e.g., commands, Wh- questions, declaratives)

• Common social and instructional forms and patterns

• General content-related words• Everyday social and instructional words and

expressions

…within sociocultural contexts for language use.

WIDA Performance Definitions - Listening and Reading Grades K-12

THIEVES: A Strategy for Previewing Textbooks Grade Levels: 2nd – 12th Objectives: 1) SWBAT identify the elements of the THIEVES acronym, 2) SWBAT use “The Elements of THIEVES” worksheet to help them preview a chapter in a textbook Materials: Grade appropriate textbook (or other nonfiction text), THIEVES worksheet, Pencils, Overhead of THEIVES worksheet (optional) Lesson Plan: This lesson supports students' exploration of the process of previewing textbook chapters and other nonfiction texts before reading them. Surveying the specific elements of a textbook chapter will help students activate prior knowledge, as well as identify their purpose and expectations for reading the chapter. Perusing the title, headings, introduction, topic sentences, visuals, vocabulary, end-of-chapter questions, and summary before reading the text itself helps readers identify important concepts, establish a context, and note significant points (Manz, S.L. (2002). A strategy for previewing textbooks: Teaching readers to become THIEVES. The Reading Teacher, 55, 434–435).

1. Announce to students that they are about to become thieves. Explain that they will learn how to "steal" information from texts before they actually read a chapter or article.

2. Discuss why previewing is a helpful reading strategy. Lead them to discover that previewing will help them activate prior knowledge, set a purpose for reading, and set expectations for reading so that they can better understand the concepts they are about to encounter.

3. Review the elements of THIEVES using the worksheet. Emphasize to students that they may not find all of the THIEVES elements in every nonfiction text that they read.

4. Assign students to work with a partner. 5. Using a chapter from a textbook or other nonfiction text, have students complete The

Elements of THIEVES worksheet. Each student should receive and complete his or her own worksheet. Partners may have the same answers since they are working together.

6. Allow students to share what they "stole" from the chapter. The teacher can record student responses on an overhead transparency of the worksheet.

7. Help students verbalize a summary of what they think the chapter is about. 8. Discuss with students how previewing the chapter could prove helpful to understanding

the text when they read it.

* Adapted from Using THIEVES to Preview Nonfiction Text, http://www.readwritethink.org/lessons/lesson_view.asp?id=112 *

http://www.readwritethink.org/lesson_images/lesson112/manz.pdf

http://www.readwritethink.org/lessons/lesson_view.asp?id=112

The Elements of THIEVES

Name: _________________________________________

Title

What is the title?

What do I already know about this topic?

What does this topic have to do with the preceding chapter?

Does the title express a point of view?

What do I think I will be reading about?

Headings

What does this heading tell me I will be reading about?

What is the topic of the paragraph beneath it?

How can I turn this heading into a question that is likely to be answered in the

text?

Introduction

Is there an opening paragraph, perhaps italicized?

Does the first paragraph introduce the chapter?

What does the introduction tell me I will be reading about?

Do I know anything about this topic already?

Every first sentence in a paragraph

What do I think this chapter is going to be about based on the first sentence in

each paragraph?

Visuals and vocabulary

Does the chapter include photographs, drawings, maps, charts, or graphs?

What can I learn from the visuals in a chapter?

How do captions help me better understand the meaning?

Is there a list of key vocabulary terms and definitions?

Are there important words in boldface type throughout the chapter?

Do I know what the boldfaced words mean?

Can I tell the meaning of the boldfaced words from the sentences in which they

are embedded?

End-of-chapter questions

What do the questions ask?

What information do they earmark as important?

What information do I learn from the questions?

Let me keep in mind the end-of-chapter questions so that I may annotate my text

where pertinent information is located.

Summary

What do I understand and recall about the topics covered in the summary?

Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.

GIST: A Summarizing Strategy for Use in Any Content Area Grade Levels: 3rd – 12th Objectives: 1) SWBAT identify the 5Ws and H of a newspaper article (or other informational text), 2) SWBAT apply the GIST strategy to writing a summary Materials: Grade appropriate newspaper articles (or other informational text), GIST templates, Pencils, Overhead of article (optional) Lesson Plan: This activity asks students to squeeze meaning into a tight, precise summary. The goal of GIST is to have students convey the “gist” of what they read by summarizing the text in 20 words or less (Moore, Moore, Cunningham, & Cunningham, 1994, page 125). Students work to revise their summaries until they meet the 20-word goal. The activity forces students to discard extraneous details and focus their reading on what is really important.

1. Introduce the GIST strategy (see above overview). 2. Pass out a copy of the newspaper article to each student. You may want

to make an overhead of the article to display on the board. 3. Read the article with students. 4. Pass out a copy of the GIST template to each student. 5. Have students work in pairs to complete the 5Ws and H. Depending on

the grade level and the students’ familiarity with this strategy, you may need to facilitate a “Think Aloud” in which you guide the students through the reading of the article in order to answer these questions.

6. Allow pairs to share their responses for the 5Ws and H and record correct answers on the board/overhead.

7. Students will work with a partner to synthesize responses to the 5Ws and H into a 20 word or less summary. Again, until the students become skilled in this strategy, you will have to lead the students through a “Think Aloud” in which you work with the students to create a “GIST.”

8. Allow pairs to share their “GIST” with the class. 9. Extension: Have the students complete a Self-Assessment/Reflection on

their use of this stratey. Students scores themsleves using a 1-4 scale: 4: Assigned to a GIST that goes above and beyond giving the reader a clear vision of the article and is written in a higher-level manner 3: Average grade given to a GIST that addresses the 5Ws and H in sentence form and accurately reflects the article read 2: Represents a GIST that either addresses the 5Ws and H or is a semi-accurate summary written in sentence form 1: Representative of not understanding the assignment and using single words rather than complete sentences

GIST Template

Name ________________________________________ Article Title ________________________________________ Article Source ________________________________________ 1. Read the article. 2. Fill out the 5Ws and H.

Who:

What:

Where:

When:

Why:

How:

3. Write a 20-word GIST.

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

____________ ____________ ____________ ____________

Copyright 2004 IRA/NCTE. All rights reserved. ReadWriteThink materials may be reproduced for educational purposes.

COLLABORATIVE STRUCTURES

CCSS call upon students to listen critically and

participate actively in cooperative tasks to

work collaboratively, understand multiple

perspectives, and present ideas.

(A) Considering Oral Language Abilities ELLs approach collaboration with a wide range of listening and speaking abilities and needs. Using ACCESS scores, teachers can begin to understand what students can do based on their oral language proficiency level. Explore the Can-Do descriptors for your grade level, specifically focused on the language domains of listening and speaking. Using the ACCESS reading scores, consider where students might need support when approaching formal and informal collaborative structures. Additionally, how can students’ oral language abilities inform your strategic grouping of students?

(B) Integrating Informal Collaborative Structures Collaborative structures support oral language development, while considering ELLs’ comfort in participating and taking risks with language. Partner work strategically groups pairs, including think-pair-shares and paired reading. Small-group work brings together students for a specific purpose, such as literature circles and inquiry groups. Drawing from various collaborative structures, other strategies, such as the three-step interview, support oral language rehearsal through partner, small-group, and whole-group interaction. Consider and discuss how you use collaborative structures in your daily teaching. Where, when, how, and why could you stand to use more?

(C) Planning Formal Collaborative Structures In addition to informal collaborative structures, formal collaborative projects and presentations support CCSS goals. Teachers must give students ample time to collaborate, prepare, and rehearse, as well as provide choice to maximize students’ background knowledge. Consider and discuss the use of the following strategies: (a) Reciprocal Teaching, (b) Cued Retell, and (b) Peer Tutoring. Additionally, consider and discuss how you can scaffold individual students’ participation in these formal collaborative structures based on their oral language proficiency. What scaffolds and supports might you need to add for any particular ELL?

COOPERATIVE LEARNING STRATEGIES Through cooperative learning, students work in small groups or in pairs to actively engage in the learning process and improve their understanding of the content. Each member of the team is not only responsible for their own learning, but also for helping teammates learn. Cooperative learning promotes achievement, enhances retention, increases desire and motivation, develops interpersonal and social skills, builds self-esteem, and improves student satisfaction with their learning experience. CIRCLE THE SAGE

1. The teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow.

2. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the

same team going to the same sage. 3. The sage explains what they know while the classmates listen, ask

questions, and take notes. 4. All students then return to their teams. Each in turn, explains what

they learned. Because each one has gone to a different sage, they compare notes.

5. If there is disagreement, they stand up as a team. 6. The disagreements are discussed as a class and resolved.

COOPERATIVE PLAY 1. Teacher provides materials needed for activity. Materials may be placed at a

learning center, at each team table, or rotated from table to table. 2. Teacher explains any safety issues associated with the materials, but does not

tell students HOW to play with the items. 3. Teacher asks: “What can you discover about these materials?” 4. Students play with materials that they will be using in a lab experiment.

GIVE ONE, GET ONE

1. Students fold paper in half lengthwise (hotdog style). Students then open paper and draw a line down the crease. At the top of the left column, students write “GIVE ONE.” At the top of the right column, students write, “GET ONE.”

2. Teacher poses a question or a topic with multiple answers and gives a time limit. 3. Students list as many things as they know in the “GIVE ONE” column. 4. Teacher tells students to stand, put up hand, and find a partner.

5. Once students have greeted their partner, Partner A gives an answer to Partner B. If Partner B has that answer on his/her paper, he/she checks it off. If it is a new answer, he/she writes it in the “GET ONE” column.

6. Partner B gives an answer; Partner A checks or writes. 7. Partners say thank you/good-bye, put hand up, and find a new partner. 8. Continue until teacher says to stop.

MIX-FREEZE-PAIR 1. Classmates mix by walking quietly around the room while music is playing. 2. After about 10 seconds, teacher stops the music and announces, “Freeze.”

Students immediately stop and stand still. 3. When everyone is still, teacher announces, “Pair.” Students pair with the person

closest to them and link arms to show that they are partners. 4. Teacher announces topic or discussion question. Give “think time.” 5. Pairs discuss the topic. Everyone faces the teacher when they have finished

discussing the topic. 6. Teacher then announces, “Mix.” Repeat activity with additional questions.

MIX PAIR SHARE 1. Students silently mix around the room. NO TALKING! 2. Teacher calls “pair.” 3. Students pair up with the person closest to them and

shake hands. Students who haven’t found a partner raise their hand to find each other.

4. Teacher asks a question and gives think time. 5. Students share with their partner per teacher instructions.

ONE STRAY At the completion of a team task, teacher calls on one student from each team to stand.

1. Teacher directs standing students to move to a team with an empty seat.

2. Student who moved compares his/her teams’ answers with the new teams’ answers.

3. On teacher’s cue, students move back to their original teams. Teams discuss answers that they got from others.

4. If there is a discrepancy, teams may rework problems, change answers, or stick with their original answer.

PAIRS CHECK

1. Teacher poses a problem. 2. One partner solves the problem while the other coaches. 3. Students switch roles for the next problem. 4. After every two problems, the pairs check their answers

with another pair and celebrate their answers.

PAIR DISCUSSION 1. Teacher designates pairs. “Work with your shoulder partner.” 2. Teacher assigns task and explains the procedure. 3. Students talk over the problem with a partner. 4. A time limit is advisable so that all students know how much

time they have to discuss the topic. 5. While students are discussing, teacher monitors teams closely to ensure that

students remain on topic, that they understand the question, and that they have enough background knowledge to discuss the topic accurately.

VARIATION: TEAM DISCUSSION: After the topic is announced, teams of 4 students put their heads together to complete the task. CLASS DISCUSSION: A follow-up class discussion might be needed to clear up misunderstandings.

PAIRED HEADS TOGETHER

1. Teacher asks a question and gives think time. 2. Students record their answer. 3. Students pair up with their shoulder partner and share their

answers. This may be done back and forth RallyRobin style. Each student records his/her partner’s answers.

4. Students then pair up with their face partner and RallyRobin their answers. 5. The teacher then calls a number and students with that number share their

answers. **Paired Heads is an alternative to Numbered Heads Together, which you learned last week. Spencer Kagan felt that some students were not participating in Numbered Heads. It was easy for a student to slip by without contributing. This does not go along with cooperative learning’s requirement for equal participation.

POPCORN SHARE 1. Teacher poses a question or problem with multiple answers.

Teacher then gives think time. 2. When the teacher calls, “Popcorn,” the students quickly and

voluntarily pop up from their chairs one at a time to share an answer.

3. Seated students write responses and mark incorrect answers. 4. Inaccurate information is discussed at the conclusion of the activity.

RALLY COACH

1. Teacher asks one student from each pair of students to take out a piece of paper (worksheet, lab report, etc) and a pencil.

2. Partner A works the first problem while Partner B watches, listens, coaches, and praises.

3. Partner B solves the next problem while Partner A watches, listens, coaches, and praises.

4. Partners take turns until the task is complete.

RALLY ROBIN 1. Teacher poses a question or a problem. 2. In teams, students take turns responding orally to the

question. RALLY TABLE

1. Teacher explains the task. 2. In pairs, students take turns completing the task.

VARIATIONS: RALLY COACH: Students work with partner. The pair has one paper/pencil and take turns with one solving problem while the other coaches. Partner A solves the first question while Partner B watches and listens, coaches and praises. Students switch positions with Partner B solving and Partner A coaching. This may also be used with oral questions or with manipulatives. SIMULTANEOUS RALLY TABLE: All students have paper/pencil. Students work with a partner to compare or contrast topics. Each student places a different heading at the top of the paper. Students write one thing about their topic and pass the paper to their partner. Partner then writes about the other topic. Continue passing papers back and forth until teacher says to stop.

ROUND ROBIN 1. Teacher poses a question or a problem. 2. In teams, students take turns responding orally to the question.

VARIATIONS: SINGLE ROUND ROBIN: Each student responds one time. ALL WRITE ROUND ROBIN: Each student responds orally. If teammates agree, all students record the answer on their own paper. TIMED ROUND ROBIN: Each student contributes one time for a designated length of time (one minute, 30 seconds, etc).

ROUND TABLE

1. Teacher asks one student from each team to take out pencil and paper. 2. Teacher poses a project, question with multiple answers, a topic to write about, or

a task that has many possible solutions, steps, or procedures. 3. In teams, students take turns passing the paper and pencil or team project, each

writing one answer or making one contribution.

VARIATIONS: ROUND TABLE CONCENSUS: Student with the piece of paper and pencil verbally gives an answer. Teammates must show agreement or disagreement (thumb up or thumb down). If there is disagreement, team discusses the answer until there is consensus. All teammates must agree before student records answer. SIMULTANEOUS ROUNDTABLE: Teacher asks a question or poses a problem which has multiple answers. In teams, students each write a response on their own piece of paper. Students then pass their papers clockwise so each teammate can add to the prior response.

STAND UP, HAND UP, PAIR UP

1. Teacher poses a question or problem and gives think time. 2. Teacher calls, “Stand up, hand up, pair up.” 3. Students stand, put their hand up, and pair up with

a student from a different table. 4. Pair discussion. Students talk over the problem with a partner.

TEAMMATES CONSULT 1. Each student has his/her own copy of the worksheet or lab report. 2. Students put their pencils down or in a cup at the center of the table. 3. Teammates discuss the first question with Person #1 leading the discussion. All

members of the team contribute, but all do not have to agree on one answer. 4. When everyone on the team is ready with an answer, team members pick up their

pencils and silently write the answer to the first question. They may not talk to other teammates, ask for help, copy answers from others, or discuss the question further.

5. Repeat steps for the next question with Person #2 leading the discussion. 6. Continue by rotating the leader role until all questions are answered.

TEAM PROJECT

1. Teacher clearly explains project and amount of time teams have to complete it. 2. Teacher assigns roles or lab jobs.

a. Principal Investigator directs team to follow procedures and assists with experiment;

b. Materials Manager gathers materials and does experiment; c. Reporter records data; d. Timekeeper/Clean up Captain keeps time and helps clean up.

3. After distributing materials, teams work to complete task. 4. Teacher circulates and monitors students closely. 5. Teams share their project or lab findings with class or with another team. This

may be done by creating a large graph or data table.

3 STEP INTERVIEW

1. Within each team, students form pairs. Students nearest the front of the room are partner “A” and those nearest the back of the room are partner “B.”

2. Partner A interviews Partner B. Partner A asks open-ended, fat questions. Partner B answers.

3. Partner B interviews Partner A by asking questions. 4. In Round Robin fashion, each of the four-team members introduces his/her

partner to the team and summarizes the information that was shared during the interview.

THINK-PAIR-SHARE

1. Teacher poses a question related to the lesson. 2. Give sufficient think time for individuals think. 3. Students pair to discuss responses. 4. Students share their responses with the team or the class.

VARIATIONS: THINK-PAIR-WRITE: Students discuss the response with their partner. Then instead of verbally sharing answers in teams or with the class, all student write down their ideas. Pairing helps students develop a better understanding of the topic before writing. THINK-WRITE/DRAW-PAIR-SHARE: Students write or draw their own ideas before they pair up to discuss them with a partner. This allows students to more fully develop their own ideas before sharing.

Three Step Interviews The three step interview process allows people to break a complex topic into parts and work through any potential conflict areas in a small-group setting before they are brought to the larger group.

Step 1: Participants work in pairs: one is the interviewer, the other is the interviewee. The interviewer listens actively to the comments and thoughts of the interviewee, paraphrasing key points and significant details. Group members reverse roles, repeating the process.

Step 2: Each pair joins another pair to form groups of four. Team members introduce their pair partner and briefly present what their partner had to say about the topic at hand after both pairs have shared, the group draws consensus on the major points of agreement and works through issues related to points of disagreement.

Step 3: All the groups merge and talk whole group about consensus and disagreement points.

How could you use this activity in the classroom?

CONTEXTUALIZED VOCABULARY

CCSS-aligned instruction requires teachers

to support ELLs’ vocabulary development

by focusing on pertinent words in the

context of rigorous, academic texts.

(A) Building Students’ Vocabularies Scholars have described the “vocabulary gap” that exists between ELLs and their native English speaking peers, emphasizing the need to develop students’ vocabulary through multiple approaches. Explicit instruction includes the direct teaching of words before, during, and after teaching. Word study teaches morphological structures (i.e., word parts) to support independent word solving. Informal exposure provides formal structures for students to document words that they encounter in daily interactions, independent reading, and more. Consider and discuss how you support vocabulary development within each approach.

(B) Targeting Vocabulary Words Vocabulary can be conceptualized in three tiers: (a) basic words, (b) high-frequency words, and (c) low-frequency words. Teachers should target vocabulary essential to understanding the text or lesson, as well as important to add to long-term vocabularies; word selection typically centers on Tier 2 words and Tier 1 words depending on students’ prior knowledge. Consider and discuss your current vocabulary instruction: How many words do you target each lesson? Which tier(s) takes priority? How can these tiers and selection criteria support your targeting of vocabulary words?

(C) Teaching Vocabulary in Context Because of CCSS demand for rigorous texts, experts call for contextualized vocabulary instruction connected to these texts. In other words, whereas current practice prioritizes the pre-teaching of vocabulary before reading, CCSS shifts call for a new emphasis on supporting vocabulary development during and after reading. Consider and discuss the use of the following strategies for contextualized vocabulary: (a) Contextual Re-definition, (b) Word Scavenger Hunt, and (c) Semantic Feature Analysis. Additionally, how can you tweak the vocabulary instruction that you currently use (e.g., word walls) to emphasize the connection to texts?

3 Tier Vocabulary Words

Tier 1 – Basic words

Most cannot be demonstrated and do not have multiple meanings, but

students will need to know them.

Sight words would be found at this level.

Estimates indicate that about 8,000 basic words need no instruction.

Tier 2 –High frequency words

Found in a variety of domains.

Estimates indicate that there are about 7,000 words for tier 2 or 700 words per

year.

These words can have a powerful impact on verbal functions.

Criteria:

o Importance to understanding the text

o Characteristic of mature language users

o Used across a variety of domains

o Potential for building rich representations of the words (multiple

meaning words)

o Words that allow students to provide precision and specificity in

describing the concept

Words like: merchant, tend, fortunate, maintain, required, performed,

benevolent

Tier 3 – Low frequency words

o Often limited to special, specific domains

o They are best learned when specific need arises (content words)

o Words like: igneous, metamorphic, Revolutionary War, economics

3 Approaches to Vocabulary Building

Approach 1: Explicit instruction

The explicit introduction (before teaching), reinforcement (during teaching),

and extension (after teaching) of specific vocabulary terms in an instructional

lesson, with the focus on during and after per the demands of CCSS.

3-5 words are specifically selected (typically Tier 2 words that are central to the

lesson objectives) in advance to teach.

Since only 3 to 5 can reasonably be learned by a student per lesson, this limits

the word count that students can add to their vocabulary in an academic year.

Example strategies: Concept circles, Frayer model

Approach 2: Word study

The teaching of strategies for students to determine parts of words, such as

root words and affixes.

This can often be done with word sorts, specifically emphasizing the cognates

and similarities between affixes in different languages

Example strategies: Concepts & vocabulary, Word sort

Approach 3: Exposure

Students learn most vocabulary through exposure through daily oral

interaction, classroom, school, and non-educational language and literacy

environments, independent reading, technology infusion and computer use,

and more.

By providing a context or strategy to help record or make meaning of the

vocabulary terms they are exposed to, students will eventually added words to

long-term vocabulary.

Example strategies: Frequent contact, Portable word wall

AUTHENTIC WRITING

CCSS requires students to adeptly share

information, present arguments, and defend

interpretations by crafting written language

for a wide variety of audiences and

purposes.

(A) Considering Writing Abilities ELLs have a wide range of writing abilities and needs. Using ACCESS scores, teachers can begin to understand what students can do by proficiency level. Explore the Can-Do descriptors for your grade level, specifically focused on the language domain of writing. Using ACCESS writing scores, consider where students might need support when approaching authentic writing. Additionally, how can you use your knowledge of students’ writing abilities in their native languages and from prior schooling experiences?

(B) Incorporating Authentic Writing Structures CCSS instruction must incorporate authentic practices with writing, rather than prescriptions on grammar and spelling. Many classrooms already emphasize authentic writing and utilize writers’ workshop to support students’ individual writing development. Nevertheless, these workshops typically emphasize fictional writing, whereas CCSS demand writing of non-fictional, academic writing. Consider and discuss your current approach to writing instruction. How could you tweak your existing structures to align with CCSS?

(C) Infusing Authentic Writing Opportunities By exposing students to non-fiction texts, reading informs writing, as texts become seed ideas for their own writing. Connecting reading and writing, teachers should explicitly teach non-fiction text structures, such as description, sequence, compare and contrast, cause and effect, and problem solution. Consider and discuss how you could use the following strategies as a place to connect complex text and authentic writing: (a) About-Point, (b) QAR, (c) Opinion-Proof, and (d) Question-Research-Outline-Write.

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce…

Discourse Level Sentence Level Word/Phrase Level

Linguistic Complexity Language Forms and Conventions Vocabulary Usage

Level 6 - Reaching Language that meets all criteria through Level 5, Bridging

Level 5Bridging

• Multiple, complex sentences• Organized, cohesive, and coherent

expression of ideas

• A variety of grammatical structures matched to purpose

• A broad range of sentence patterns characteristic of particular content areas

• Technical and abstract content-area language, including content-specific collocations

• Words and expressions with shades of meaning across content areas

Level 4Expanding

• Short, expanded, and some complex sentences

• Organized expression of ideas with emerging cohesion

• A variety of grammatical structures• Sentence patterns characteristic of particular

content areas

• Specific and some technical content-area language

• Words and expressions with expressive meaning through use of collocations and idioms across content areas

Level 3Developing

• Short and some expanded sentences with emerging complexity

• Expanded expression of one idea or emerging expression of multiple related ideas

• Repetitive grammatical structures with occasional variation

• Sentence patterns across content areas

• Specific content language, including cognates and expressions

• Words or expressions with multiple meanings used across content areas

Level 2Emerging

• Phrases or short sentences• Emerging expression of ideas

• Formulaic grammatical structures• Repetitive phrasal and sentence patterns

across content areas

• General content words and expressions• Social and instructional words and

expressions across content areas

Level 1Entering

• Words, phrases, or chunks of language• Single words used to represent ideas

• Phrase-level grammatical structures• Phrasal patterns associated with common

social and instructional situations

• General content-related words• Everyday social and instructional words and

expressions

…within sociocultural contexts for language use.

WIDA Performance Definitions - Speaking and Writing Grades K-12

ccss literacy expectation · 2019-09-25 · guiding tenets: ccss ela and ells instructional...

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