1. Pathways to the Common Core: Engaging ELLS in Language, Literacy and Content Learning Pre K-2 nd Grade Irene Castro and Maria Elena Guzman

2. Welcome and Warm-Up

3. Agenda 1. Plenary: 9:00—9:45 CCLS and ELLS: Thinking about Academic English 2. Grade Bands: 10:00–1:00 Engaging ELLS in Language, and Literacy and Content Learning

4. Outcomes Participants will practice strategies to :  Integrate explicit academic language learning into content lessons  Build a staircase of skills necessary for evidence-based speaking and writing  Motivate learners through engaging and rigorous tasks

5. CCLS “Shifts” and ELLS  Building knowledge through content-rich nonfiction and informational texts  Reading and writing grounded in evidence from text  Regular practice with complex text and its academic vocabulary

6. ELP Standards and the CCLS Diane Staehr Fenner and John Segota (2012) “English Language Proficiency (ELP) standards in conjunction with content-area standards provide guideposts for helping ELLs develop the academic language necessary to reach the high levels of achievement outlined for all students.” Diane August (2011) “CCSS and ELP standards should complement and inform each other.” “Ells, especially those who start school in later grades, will need additional time and appropriate support to meet standards.”

7. Meeting Standards with ELLs ContentCCLS English Language Proficiency

8. Discourse Level Sentence Level Word Level Context and Purpose Tone: audience Genre Sentence Structures, Variety Grammar Word order Letter-sound Word parts: roots and affixes Vocabulary Academic English

9. Example of CCSS/ELP Alignment

10. CCSS/ELP Alignment: K (WIDA)

11.  Time  Thematic Planning: Big Ideas and Questions  Curiosity  Motivation  Connections  Redundancy and Abundance“y”  Instructional Supports  “Sensory”: realia, visuals, models, manipulatives  Graphic: graphic organizers, time lines, charts, diagrams  Collaborative: pairs, triads, groups, protocols, routines ELL Best Practice

12. Theme-Based Planning All About Living Things NarrativeExplanatory Opinion/ Argument Poetry

13. Today’s Task: Kindergarten: Class Big Book Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

14. Imovies: Animal Puppets

15. Writing ELP Goals Students will be able to: listdescribeexpress comparediscussretell askexplainidentify answerreadmatch labelpointrepeat Using precise adjectivesacademic vocabulary sequence words Wh.. question words Present tense verbs Prepositional phrases

16. CCLS: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. SCIENCE: The Living Environment Living things are both similar to and different from each other and nonliving things. Students describe how the structures of plants and animals complement the environment of the plant or animal. English Language Goal: SWBAT: Identify and describe animals, including their bodies and behaviors, using precise adjectives and present tense verbs. Ask and answer expanded Wh questions about animals in pictures and text.

17. How Can We Describe These Animals?

18. isanimal caneatshasLives in furrylionrunplantsa manethe jungle ferociousgiraffeflyanimalssharp claws the savanna carnivoroussealhuntfruita long tailthe desert endangered gorillaswiminsectssharp teeththe ocean scalyelephanteatstripesthe forest smoothtigerclimbfur Africanmonkeyhide huge gentle Word Banks

19. Whatthe lion doesthe bear Wherecanthe Why How

20. This is a _____________________. It is has______________________________________. It can________________________________________. It is __________________________________________. Simple Description

21. The animal depicted is a____________________. One key characteristic of the ____________is its __________________________. Furthermore,_________________________________. Additionally,__________________________________. Most importantly, _______________________which help(s) the____________ to _____________. In conclusion,__________________________________. Words for Adding On

22.  In addition  Furthermore,  Moreover  Most importantly  Finally Describing, Adding on

23. Comparing Frames

24. The ___________ and the __________ are both __________________________. Both have ________________________________. In addition, they both______________________. However, while the_____________ has______, the __________ has _________________. Comparing

25. Build a staircase of skills necessary for evidence-based speaking and writing Discourse Level Sentence Level Word Level Context and Purpose Tone: audience Genre Sentence Structures, Variety Grammar Word order Letter-sound Word parts: roots and affixes Vocabulary

26. Progression of Text-dependent Questions Opinions, Arguments, Intertextual Connections InferencesAuthor’s PurposeVocab & Text StructureKey DetailsGeneral Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments Literal Interpretive Teaching with Complex Texts Fisher and Fry: 2012 Gist

27. What is a “text-based” discussion of complex informational text? Moving away from: Do you have any pets at home?

28. Text-based Questions Nature is filled with color. Sometimes you can find all or most of a rainbow's colors in a single creature, such as the lorikeet in the small box (Bottom left) or the macaw (left). These jungle birds can blend into their colorful habitats.

29. Text-based Discussions: You Try It! The tropical parrot may be called a scarlet macaw, but look closely at its flashy feathers. They include much more than scarlet (a bright shade of red). In fact, they seem to mimic a whole rainbow.

30. Sentence Generator

32. Do Pigs Make Good Pets?

33. What kind Adjectives Who /What Subject Does Verb Sentence Ender Sentence Generator

34. Toolbox 1. Word Banks 2. Comprehensible Input: Visuals & Realia 3. Physical Response 4. Signal Words 5. Framed Paragraphs 6. Sentence Generators 7. Close Reading