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New English Language Development and Common Core State Standards

Institute

Integrating ELD Standards, Common Core Standards for Literacy and

Mathematics, and ScienceJune 27, 2013

Introductions

Sandi Yellenberg

Science Coordinator

Santa Clara County Office of Education

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Goal

Prepare every English learner for college and career success!

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ObjectivesExperience and analyze a model of instruction that:• integrates ELD Common Core Standards

with content standards • Builds students’ background knowledge • meets the needs of ALL learners

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Provides an opportunity for students to build an understanding of the content and vocabularyof a topic or idea.

Helps students work in their areas of strength by:

o Accessing information from different source types- Prose, tables, graphs, labeled diagrams, cartoons,

digital media, etc.o Accessing information across content areaso Encouraging students to work collaboratively –

supporting other students in the group

What this approach to Building Background Knowledge (A SIOP Strategy) does for Students

What this approach to Building Background Knowledge (A SIOP Strategy) does for Students

Provides students with more content knowledge so they can comprehend information written at a high Lexile Level.

Provides content knowledge in real-world settings which help students build understanding

Builds 21st Century Skills such as:o Critical Thinkingo Communicationo Collaborationo Creativity

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Select a topic that is:o Covered by 1 or more content standards, in more than

1 content areao A big idea (not a factoid)o Important enough to substantiate spending class time

on the lessons to give students a richer learning experience and understanding of the topic.

Consider what your assessments of student learning will be. Research a variety of sources such as:

o Textbooks, internet (printed materials and videos), periodicals, lectures, literatures , etc.

Ways to Start Creating this type of BBK Experience for Students

Graphic Organizer to Think About How BBK Helps Students Learn

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Step #1- Hook

Watch the short video.

How many different ways to reduce your carbon footprint did you notice?

Step #1- Hook

http://www.youtube.com/watch?v=UeYOZgbgG1Q

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Step #1- HookAfter watching the video, write the

different ways you saw to reduce a carbon footprint in your science notebook.

One way to reduce a carbon footprint is _______. A second way is ______. A third way is _________.Were there any changes the Green

Ninja made that you didn’t understand?Something I didn’t understand was ___________ .What parts of the video are interesting

to you? I thought it was interesting when _____ .

A secondOne way

A third

Carbon

Step #2- Pre-teach

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MethaneStep #2- Pre-teach

Step #2- Pre-teach

Fossil FuelFossil –

Fuel -

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Step #2- Collection of Artifacts• Silently view the material in

envelope #2. • Independently take notes on what

you notice and wonder about as well as any words you don’t under.

• Discuss the notes you have written, the ideas you have generated, and the questions you have formulated with your table group.

Step #3- Pre-teachcuisine – a style of cooking, used to describe high quality food

Moderation – balanced, not too much or too little.

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Step #3-Common Text• Silently read the text that is provided to

you.

• Highlight any key words or phrases that will help you to enhance your understanding of the carbon footprint of the food you eat.

• Have 1 person from each group check the carbon footprint of the food they ate today at:

http://www.eatlowcarbon.org/food-scores/

Problem to SolveAssignment the week before this unit.1. Make a list of all the foods that you eat in a

week. Include breakfast, lunch, dinner, and all snacks.

BBK Day One –Homework Assignment2. Using an on-line resource, estimate the carbon

footprint of your week’s food. Calculate the percentage of the carbon footprint that you ate at different times. (e.g. What percentage of the week’s carbon foot print were dinners?)

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Problem to Solve3. After seeing what the carbon footprint of the

food you ate last week, decide on some changes you could make in your diet that would reduce your carbon footprint.

4. Write an alternative daily food list that you could choose to eat next week.

5. Calculate the percentage of change in your carbon foot print if you follow the new food plan.

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Step #4- Expert Texts Jigsaw

• There are different texts on your table.

• Each member of the group reads a different text and becomes an “expert” on it.

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Step #4- Expert Texts Jigsaw• Members of the same “expert”

group meet together to jointly answer questions from the teacher.

• Then original groups regroup with 1 member from each expert group, and share what they learned from their article.

Step #5- Gallery Walk

• This is the step where the group shares with each other.

• Please complete your graphic organizer for step 5.

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Debrief

Building Background Knowledge

Building Background Knowledge

Take a few minutes to finish your notes on the graphic organizer.

Compare your answers with the other people at your table.

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Sharing the Learning of a Building Background Knowledge Lesson

• Step #1: Mystery Text or Other Hook• Step #2: Silent Gallery• Step #3: Common Text• Step #4: Expert Texts• Step #5: Carousel of Group Charts or

Other Closing that Summarizes Learning

Standards Covered by Today’s BBKScience Standards

• Grade 1: 2.c.Students know animals eat plants or other animals for food . . .• Grade 3: 3.c Students know living things cause changes in the environment in

which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial.

• Grade 4: 2.a. Students know plants are the primary source of matter and energy entering most food chains. 2.b.Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

• Grade 5: 2.f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen. 2.g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO2) and water (respiration).5.a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.

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Standards Covered by Today’s BBKScience Standards (continued)

• Grade 6: 3.b Students know that when fuel is consumed, most of the energy released becomes heat energy.

• Grade 8: 6.a. Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.

• High School Biology 6.b. Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size. 6.d. Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

Ways Standards Covered by Today’s BBK

History/Social Studies• Grade 11: 11.5 Trace the impact of, need for, and

controversies associated with environmental conservation, … and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

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Standards Covered by Today’s BBKCommon Core Standards:Reading for Science & Technical Subjects (Informational Text) Grades 6-8:1. Cite specific textual evidence to support analysis of science and

technical texts.2. Determine the central ideas or conclusions of a text; provide an

accurate summary of the text distinct from prior knowledge or opinions.

4. Determine the meaning of symbols, key terms, and other domain -specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

Standards Covered by Today’s BBKCommon Core Standards:Writing for History/Social Studies, Science & Technical Subjects Grades 6-8:

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.

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Standards Covered by Today’s BBKCommon Core Standards:Speaking and Listening Grade 6:

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.CA

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Standards Covered by Today’s BBKCommon Core Standards:Language Grade 6:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Standards Covered by Today’s BBKCommon Core Standards:Mathematic Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the

reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.8. Look for and express regularity in repeated

reasoning.

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Provides an opportunity for students to build an understanding of the content and vocabulary of a topic or idea.

Helps students work in their areas of strength by:o Accessing information from different source types- Prose, tables, graphs, labeled diagrams, cartoons,

digital media, etc.o Accessing information across content areaso Encouraging students to work collaboratively –

supporting other students in the group

What this approach to Building Background Knowledge (A SIOP Strategy) does for Students

What this approach to Building Background Knowledge (A SIOP Strategy) does for Students

Provides students with more content knowledge so they can comprehend information written at a high Lexile Level.

Provides content knowledge in real-world settings which help students build understanding

Builds 21st Century Skills such as:o Critical Thinkingo Communicationo Collaborationo Creativity

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ObjectivesExperience and analyze a model of instruction that:• integrates ELD Common Core Standards

with content standards • Builds students’ background knowledge • meets the needs of ALL learners

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Goal

Prepare every English learner for college and career success!

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Questions?

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Sandi Yellenbergsandra_yellenberg@sccoe.org

Building Background Knowledge Template Overview: Students can quickly become interested in a topic, build background knowledge, and use that background knowledge to become better and more informed readers of hard text. Students are also able to use experts and field work more effectively, as they have a sense of purpose and ownership. Building Background Knowledge (BBK) adapts easily to content in many disciplines and ensures that all students read, think, and contribute to discussions and solutions to problems. BBK is particularly useful in introducing a topic because it fosters curiosity and builds immediate feedback about learning and helps teachers build the necessary background knowledge to create a compelling topic for problem based learning.

Note: An effective BBK session takes very little work on the teacher’s part during the experience and a lot of prep before-gathering materials mostly. However, teachers have to gather texts and other resources anyway. This is an immersion approach to using them all at once.

Steps How This Step Enhances Student Learning Student Skills Needed/Supports for ELD 1. Mystery Text or Other Hook- Choose a relevant brief

text, poem, political cartoon, mystery graph, photograph, or song. Students look and discuss together. What do they think this is about? What do they notice? Etc. Ask at the end for guesses. Tell students the topic. They share in small groups what they already know. Brief report out to whole group.

2. Silent Gallery- Artfully arrange a variety of artifacts such as photographs, timelines , quotes, titles, brief pieces of text, graphs and charts, cartoons, etc. for the gallery walk. Students walk and take notes on what they notice and wonder. All silent. Then, back at the group, discuss their notes, ideas, and questions.

3. Common Text- Everyone reads the same text that is provocative or provides important background information at this point in the process. The text may answer questions that have arisen from the previous steps and their small group discussions. Ask students to text code for important information.

Remind them of the Guiding Questions and Learning Targets for the BBK.

Steps How This Step Enhances Student Learning Student Skills Needed/Supports for ELD 4. Expert Texts- Have 4 different articles or texts (still

brief). Each member of the group reads a different text and becomes “expert” on it (Jigsaw). The texts may be a rich narrative that offers multiple perspectives, such as brief biographies, and could also be different formats or media. Again, students should text code and prepare what they are going to report to their group.

5. Carousel of Group Charts or Other Closing that Summarizes Learning-Each group hangs their chart and everyone carousels around to read. Did groups have similar or different perspectives or gather different information? Each small group ends by adding any additional information or questions. Individuals then have a chance to record their own learning and questions. Finish with review of Learning Targets or debrief process.

Building Background Knowledge Template Overview: Students can quickly become interested in a topic, build background knowledge, and use that background knowledge to become better and more informed readers of hard text. Students are also able to use experts and field work more effectively, as they have a sense of purpose and ownership. Building Background Knowledge (BBK) adapts easily to content in many disciplines and ensures that all students read, think, and contribute to discussions and solutions to problems. BBK is particularly useful in introducing a topic because it fosters curiosity and builds immediate feedback about learning and helps teachers build the necessary background knowledge to create a compelling topic for problem based learning.

Note: An effective BBK session takes very little work on the teacher’s part during the experience and a lot of prep before-gathering materials mostly. However, teachers have to gather texts and other resources anyway. This is an immersion approach to using them all at once.

Steps How This Step Enhances Student Learning Student Skills Needed/Supports for ELD 1. Mystery Text or Other Hook- Choose a relevant brief

text, poem, political cartoon, mystery graph, photograph, or song. Students look and discuss together. What do they think this is about? What do they notice? Etc. Ask at the end for guesses. Tell students the topic. They share in small groups what they already know. Brief report out to whole group.

2. Silent Gallery- Artfully arrange a variety of artifacts such as photographs, timelines , quotes, titles, brief pieces of text, graphs and charts, cartoons, etc. for the gallery walk. Students walk and take notes on what they notice and wonder. All silent. Then, back at the group, discuss their notes, ideas, and questions.

3. Common Text- Everyone reads the same text that is provocative or provides important background information at this point in the process. The text may answer questions that have arisen from the previous steps and their small group discussions. Ask students to text code for important information.

Remind them of the Guiding Questions and Learning Targets for the BBK.

Steps How This Step Enhances Student Learning Student Skills Needed/Supports for ELD 4. Expert Texts- Have 4 different articles or texts (still

brief). Each member of the group reads a different text and becomes “expert” on it (Jigsaw). The texts may be a rich narrative that offers multiple perspectives, such as brief biographies, and could also be different formats or media. Again, students should text code and prepare what they are going to report to their group.

5. Carousel of Group Charts or Other Closing that Summarizes Learning-Each group hangs their chart and everyone carousels around to read. Did groups have similar or different perspectives or gather different information? Each small group ends by adding any additional information or questions. Individuals then have a chance to record their own learning and questions. Finish with review of Learning Targets or debrief process.