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Slide 2 Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January, 2013 1 Slide 3 Common Core Standards Text Complexity Close Analytic Read Informational Text Exemplar Text A Medieval Feast 2 Slide 4 3 Slide 5 4 Slide 6 ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English. However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand. Application of Common Core Standards for ELLs Slide 7 6 Slide 8 7 Standards based instruction for English language learners, Joseph Laturnau, 2001 Slide 9 8 Slide 10 9 Slide 11 STANDARDS 3-5 What are the Anchor Standards?How do they spiral throughout the grades? Literature (RL) Informational Text (RI) Foundational Skills (RF) Speaking & Listening (SL) Language (L) Writing (W) 10 Slide 12 11 Evidence Main Idea Interaction Vocabulary Structure Point of View Multimedia Argument Multi-Text Complexity Slide 13 12 Slide 14 13 Slide 15 14 https://www.teac hingchannel.org/ videos/teaching- difficult- lessons?fd=1 https://www.teac hingchannel.org/ videos/teaching- difficult- lessons?fd=1 Slide 16 15 Slide 17 Exemplar Text Informational Text Grade Level : 2-3 Lexile : 840L Topics : Ceremony & Tradition Middle Ages Food & Cooking Content : Social Studies 16 Slide 18 Students read Alikis description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. (RI.2.1) Appendix B, pg. 29 17 Slide 19 18 Slide 20 19 Slide 21 Qualitative dimensions : levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands of the reader Quantitative measures : word and sentence length measured by computer software Reader & task considerations : the readers knowledge, motivation and interests 20 Slide 22 21 Slide 23 22 Slide 24 23 Douglas Fisher: Part 1 http://bit.ly/HaWOdF Douglas Fisher: Part 2 http://bit.ly/HIMA0Q Slide 25 24 Slide 26 Right There Author and You Think and Search On Your Own QAR 25 Slide 27 26 http://www.colorincolorado.org /images/innovationfund/Gonza les.jpg Clara Gonzales-Espinosa Slide 28 27 http://www.wat chknowlearn.or g/Video.aspx?Vi deoID=36327&C ategoryID=1050 1 http://www.wat chknowlearn.or g/Video.aspx?Vi deoID=36327&C ategoryID=1050 1 (read aloud) Slide 29 28 Slide 30 29 http://www.watchknowlearn.org/Video.aspx?Vide oID=36405&CategoryID=10501 Slide 31 30 Slide 32 31 Slide 33 32 Slide 34 33 Slide 35 Write routinely! 3 subject notebook: Readers Response ( Quick Writes ) Writers notebook ( Process Writing ) Journal ( Review and Activate Prior Knowledge ) Mini-lessons to address student needs! 34 Slide 36 35 EventSituationChoicePersonReasonMeans What is?Where/ When is? Which does? Who is?Why is?How is? Slide 37 36 Slide 38 37 Slide 39 38 Slide 40 39 Slide 41 Select your exemplar text Find the Lexile level Look at the vocabulary Think of what the student brings to the text Select the strategies Find the graphic organizer(s) Think of activities to incorporate listening, speaking, reading and writing 40 Slide 42 41 Slide 43 42 Slide 44 43 Slide 45 44 Slide 46 The lartey frimps krolacked blinfly in the detchy shilbor. Read the sentence above and answer the following: What kind of frimps were they? What did the frimps do? How? In what kind of shilbor did they krolack? Which word is the subject in this sentence? Which is the verb? 45 Slide 47 46 Slide 48 47 Slide 49 48 Slide 50 49 Slide 51 50 Lord Lady serf king queen horsemen mill, manor, brew house hare boar eels trout crane partridge herbs turnip garlic peas Places Animals Fruits and Vegetables Characters Slide 52 51 Frayer Model 4-Column Note Foldable Slide 53 52 Kenji HakutaKenji Hakuta, Professor of Education, Stanford University "In most classrooms, teachers do the talking and students do the listening. Students just don't get a lot of opportunities to express what they know,Language is kind of like a spiral; even if you're proficient in a language the more you use it and the more you use it to articulate complex subject matter, the deeper your understanding is going to get of that subject matter. Slide 54 53 Slide 55 54 Slide 56 CONTACT INFORMATION North Regional Center Deland Innocent, Supervisor dinnocent@dadeschools.net dinnocent@dadeschools.net 305-995-2977 Central Regional Center Cary M. Prez, Supervisor cmperez@dadeschools.net 305-995-1962 South Regional Center Lourdes Menndez,Supervisor lmenendez1@dadeschools.net 305-995-2098 Randi Russell, Curriculum Support russell@dadeschools.net Emma Francois, Curriculum Support CARISFR@dadeschools.net Alina Plasencia, Curriculum Support aplasencia@dadeschools.net Martha Valdes, Curriculum Support marthavaldes@dadeschools.net Gio Stieve, Curriculum Support gstieve@dadeschools.net gstieve@dadeschools.net