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New English Language Development and Common Core State Standards Institute Integrating ELD and CCSS in History Foundations of the American Dream: What.

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Presentation on theme: "New English Language Development and Common Core State Standards Institute Integrating ELD and CCSS in History Foundations of the American Dream: What."— Presentation transcript:

1 New English Language Development and Common Core State Standards Institute Integrating ELD and CCSS in History Foundations of the American Dream: What do we believe? June 27, 2013

2 Introductions Eve Lindsay Literacy Coach, TOSA Campbell Union School District I was a 7 th grade English, social studies, and ELD teacher for 7 years I have been an instructional coach for the past 3 years, focusing on helping teachers support ELs You work in a variety of settings and contexts—I hope you can find something in the lesson or presentation that can help you or your students in your context. 2

3 Norms Standard etiquette – cell phones – me/we questions – side conversations 7 Ps – pause, paraphrase, probe, presume positivity, put on the table, pull off the table, pay attention, pursue a balance Focus on what we can control, set aside what we cannot 3

4 Goal Prepare every English Learner for college and career success! 4

5 Objectives Practice close reading strategies with a complex text Practice integrating reading strategies and PLP throughout a content lesson Discuss strategies that support English Learners 5

6 Glossary BBK: build background knowledge CFU: check for understanding GLAD: Guided Language Acquisition by Design KK: Kate Kinsella LWF: Lily Wong Fillmore PIC: Pictorial Input Chart PLP: Planned Language Production UL: Understanding Language (Stanford U.) 6

7 Foundations of the American Dream Key standards: CA History, CCSS Literacy, CA ELD Part 1 Big Idea: Understand how the U.S. government struggles to balance multiple concerns Essential Question: To what degree has America successfully balanced the ideals and structures outlined in the founding documents? Summative Assessment: persuasive speech proposing solutions for national controversies 7

8 The Class This lesson has not been student-tested, but it was created with a specific class in mind 11 th grade, 41 students estimated 80-90% SED estimated 70% ELs, 90% LM estimated 75% reading below grade level 8

9 Resources Kinsella, Kate, Ed.D. Instructional Tools to Prepare English Learners for the CCSS Academic Discourse Demands. SCCOE, Daniels, Harvey and Nancy Steineke. Texts and Lessons for Content-Area Reading. Heinemann, The Constitution of the United States: A Transcription – constitution_transcript.html constitution_transcript.html 9

10 Model Lesson Teacher-led close reading of complex text Modeled Think Aloud Attention to citing evidence and supporting opinions Prepare students to grapple with text for deep understanding PLP 50% of lesson Note-taking template Highly integrated with Literacy and ELD standards 10

11 Model Lesson Teacher-led close reading of complex text Modeled Think Aloud Attention to citing evidence and supporting opinions Prepare students to grapple with text for deep understanding PLP 50% of lesson Note-taking template Highly integrated with Literacy and ELD Part 1 standards 11

12 Text Complexity It’s more than a number/grade level/lexile Per Lily Wong Fillmore: “Complex texts are necessary because – such texts provide access to information and ways to gain knowledge of subject matter that can be learned only through close and thoughtful reading of complex texts. – students must get two things from their K-12 experience: knowledge of the many phenomena we expect people to know about, and the development of complex reasoning and thought. – literacy of the type promoted by the CCSS is essential to the development of both.” 12

13 Three Factors to Measure Text Complexity 13 Reader and Task Quantitative Qualitative

14 Into the Lesson Try to view from two lenses—first as an 11 th grade student, then as an 11 th grade history teacher 14

15 Into the Text (student) What words challenge you? What sentences challenge you or don’t make sense? What else do you need before you feel comfortable attempting to read this text without the teacher? 15

16 Into the Text (teacher) How can you most effectively help students learn vocabulary? How do you deconstruct the grammar and syntax to support student understanding? How can you support your ELs in accessing this text while still maintaining rigor? 16

17 Talking Stick—Final Word First person: Share your thoughts from the previous slide and pass the stick Each other person: Respond to #1’s thoughts and pass stick First Person: Any further explanation of thoughts or response to other participants Repeat process with second person Be prepared to share with whole group 17

18 Support Your Position CCSS call for students to use evidence from the text in discussions Requiring students to choose a position, discuss it, and find evidence to support it taps at least 3 “Cs”: Critical Thinking, Collaboration, and Communication “Students must be able to ‘cite textual evidence to support analysis of what the text says explicitly as well as inferences from the text.’” Texts and Lessons for Content-Area Reading, p

19 Essential Components for LTELs Oral language Student engagement Academic language Expository text (reading and writing) plus other genres Consistent routines Goal setting Empowering pedagogy Rigor Community and relationships Study skills 19

20 Other Valuable Strategies for ELs Dr. Kinsella’s routines for learning academic vocabulary Dr. Fillmore’s academically productive conversations Understanding Language example of the Gettysburg Address PLP woven throughout, 50% of the lesson Gradual Release “Juicy” sentences Your suggestions? 20

21 Planned Language Production Output – “miles on the tongue”/fluency – practicing correct speech – not necessarily authentic or deep Interaction – audience-dependent – may be incorrect, but more authentic – simulates career situations 21

22 Seeds for future lessons Further class time devoted to investigation, discussion, note-taking Continue to support students in small groups Mini-lessons on collaboration and critical thinking skills Continue to require academic conversations throughout the research process Revisit Constitution for “ juicy sentences ” to dissect and emulate when preparing to write research report 22

23 Further resources Investigate Dr. Kinsella’s handouts on SCCOE website – – Investigate Dr. Fillmore’s handout and video – Investigate Understanding Language unit – Investigate possible rubrics for the 4 Cs – 23

24 Closing Review objectives – Practice close reading strategies with a complex text – Practice integrating reading strategies and PLP throughout a content lesson – Discuss strategies that support English Learners Questions? 24


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