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

Limited English Proficient ≠Limited Thinking Proficient Reading is thinking. Period. Whoever is doing the speaking, reading, and writing is the person who is doing all the thinking. Teaching is a complex endeavor. There is no silver bullet and no one has it nailed!

CCSS + ELLs What do you know? What do you want to know?

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

English Language Proficiency Frameworks _and_English_Language_Learners.html ELPA 21

Common Core Access SupportTextTask

Level 1-3 Beginning- Intermediate Lexile BR-650 G.E. 1-3 Level 3-4 Intermediate- Advanced Lexile G.E. 3-5 Level 4-5 Intermediate- Advanced Lexile 750-Grade Level G.E. 5-Grade Level

RI. K.1 With prompting and support, ask and answer questions about key details in a text. RI.1.1 Ask and answer questions about key details in a text. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Phase A PhaseB Phase CPhase A PhaseB Phase C Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Backmapping is the key!

AS_Reading_Linking_Document.pdf

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

L960 Grade Equivalency 7.0

Based on three factors: Background Knowledge- The more background knowledge a reader has about a topic, text structure, and the author, the more difficult text he can read. Interest and Motivation- If a reader has interest in the topic or is motivated to read, he will work harder to comprehend. Purpose- When a reader knows why he is reading something and know what he needs to get from the text, he can better sift and soft information to determine what is important. Tovani, 2010 Going deep Real-world application Project-based Learning Tasks (up front)

A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation. Proficient Readers: Activate background knowledge and make connections between new and known information. Question the text in order to clarify ambiguity and deepen understanding. Draw inferences using background knowledge and clues from the text. Determine importance in order to distinguish details from main ideas. Monitor comprehension in order to make sure meaning is being constructed. Reread and employ fix-up strategies to repair confusion. Use sensory images to enhance comprehension and visualize the reading. Synthesize and extend thinking.

RI. K.1 With prompting and support, ask and answer questions about key details in a text. RI.1.1 Ask and answer questions about key details in a text. RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.12.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Phase A PhaseB Phase CPhase A PhaseB Phase C Anchor Standard 1 for Reading Information: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Questioning/ Determining Importance Inferring/ Determining Importance

Thin Questions THICK QUESTIONS

Essential Question: How can struggle make us stronger?

As you read, list the words or ideas that repeat in the piece.

Innermost Circle: Concentrate on the concrete level of meaning- reading on the line Write the most significant word from the assigned text. Quote the sentence in which the word appears. Document the source of the quotation in parentheses. Write multiple dictionary definitions of the word (denotation). Explain why the word is important to the meaning of the work by placing it in the context of the narrative.

Middle Circle: Concentrate on the abstract level of meaning- reading between the lines. Referring to the text, draw four images inspired by the text. Write an explanation of the link between each image and the word you have written.

Outer Circle: Concentrate on the thematic level of meaning- reading beyond the lines Write two thematic statements drawn from the significant word you wrote in the innermost circle and the images you drew in the middle circle. Tie everything to the work as a whole. Example: Human being can experience intense joy, even when living in difficult circumstances.

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

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

“Salvador Late or Early” Acrostic Poem Project Acrostic poems: Formed by writing a word vertically down the page Use one letter per line All capital letters for the focus word Each line of poetry must begin with the letter on that line and must pertain to the word May use one word or a phrase Does not have to rhyme Use adjectives and phrases that describe the word You must use literary devices Example: Salvador By Ms. Cripps Sad and beaten down like a stray dog in the rain Alone in his tasks Late because he wipes the dripping noses of his brothers Very transparent A ghost in the back of the classroom Dreaming of his future Of a day when he will Return to the barrio with success dripping from his fingertips

Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distracts the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content. Capitalization & Punctuation (Conventions) Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow. Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Rules of the Poem-Theme Word Theme word was written vertically on the left side of the paper. Word used was on the given list or approved by the teacher. Theme word was written vertically on the left side of the paper. Word was not on the list and not approved by the teacher. Theme word was not written vertically on the left side of the paper, but word was on the list or approved by the teacher. Rules for the poem were not followed. Literary Devices The writer used at least three literary devices in the poem. The writer used two literary devices in the poem. The writer used one literary device in the poem. The writer did not use any literary devices in the poem. Salvador Late or Early Acrostic Poem Rubric Self-Assessment: ______ Teacher Assessment: _______

 Poems  Short non-fiction selections  Fiction  Picture Books  Newspaper articles  Vignettes  Biographical information  Internet pieces  Student generated writing  Mathematical writing  Lists  Historical recounts  Photos  Postcards  Primary sources  Quotes  Song lyrics  Pictures of artwork  Brochures  Maps  Charts and graphs  Magazine articles  Graphic Novel Remember…time on task is more important than length of text. Multiple short pieces=more time reading

Build Background Knowledge so that readers can better connect what they know to new information. Create Curiosity so that readers wonder about the topic and are propelled to learn more about it. Show Connections to the Real World so that readers understand how required reading is important outside of school. Serve as Accessible Text for Modeling so that readers can see options on “how” to think about their reading when it gets difficult. Tovani, 2009

Think about your secondary students that you have who been in the ESL program since elementary school. What adjective or idiomatic phrase would you use to describe these students? Write your word/phrase on a large sticky note and post on the anchor chart.

Making the Difference Supporting + Moving LTELs to FEP

What is an LTEL? What are the characteristics of LTELs you know in your school? What contributes towards the creation of LTELs? How do we help LTELs acquire full English proficiency?

are Long Term English Learners have been in U.S. schools for 6+ years have a strong command of social English, but lack sufficient academic language demanded by standards-based course work are “stuck” at the intermediate stage of language proficiency have poor grades high rates of grade retention have passive learning behaviors can speak their native language, but most times lack literacy skills in the L1 have many gaps in literacy and language skills perform below grade-level expectations are not proficient on CRT or NRT are at high-risk for dropping out

Count off into groups of four. Each group will assign roles using Cooperative Learning Cards. Each group will read a different article using following question to set your purpose: What contributes towards the creation of LTELs? How do we help LTELs acquire full English proficiency? Your scribe should write down your findings on the chart paper. Your presenter should be prepared to share out your findings with the group.

Many factors contribute toward English learners becoming LTELs: elementary and middle school language arts curricula that weren’t designed for English learners; extended periods of time with no targeted English language support; placement into literacy interventions without a tandem focus on English language development ; social segregation and linguistic isolation. (Olsen, 2010)

Best Practices for English Language Development for LTELs

ELL need to interact academically with skilled English speakers to learn a target-like version of spoken English. ELLs need access to rigorous curricula at their grade level. However, they also need… Dedicated time for second-language learning and practice. Intentional instruction in how English works- vocabulary, word usage, grammatical features, syntactic structures, and daily structured rehearsals.

Helping learners retrieve and enhance relevant background knowledge through brainstorming, visual media, or direct experiences increases likelihood of learning and retention. Tying new information to students’ background experiences establishes critical linkages for students who are already at a linguistic disadvantage in terms of lesson comprehension.

Language elements must be directly taught…not inferred. English learners are unlikely to independently extract the linguistic principles on their own. They need a model and opportunity for rehersal.

Teachers are using a plethora of teaching strategies across the curriculum. Consistency in the ELD classroom will help students internalize the processes and teacher expectations for performance.

ELLs are surrounded by peers who also struggle with English. Teachers must model both eloquent social and academic language. We must also teach students about registers and how we change registers depending on our situation and audience.

ELLs must have daily opportunities to communicate using more sophisticated social and academic language Must provide clear targets and models for what we expect students to do. Even Think-Pair-Share can become informal partner chats that lack academic rigor. Academic Language Stems are posted on the PCSSD ESL Wiki:

What have you learned about CCSS + ELLs? What new questions have you formed today? What kind of support do LTELs need to break into Full English Proficiency? What support do you need as a teacher?