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Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January, 2013 1.

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Presentation on theme: "Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January, 2013 1."— Presentation transcript:

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2 Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January,

3  Common Core Standards  Text Complexity  Close Analytic Read Informational Text  Exemplar Text A Medieval Feast 2

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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

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8 7 Standards based instruction for English language learners, Joseph Laturnau, 2001

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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

12 11 Evidence Main Idea Interaction Vocabulary Structure Point of View Multimedia Argument Multi-Text Complexity

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15 14  https://www.teac hingchannel.org/ videos/teaching- difficult- lessons?fd=1 https://www.teac hingchannel.org/ videos/teaching- difficult- lessons?fd=1

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17 Exemplar Text Informational Text Grade Level : 2-3 Lexile : 840L Topics : Ceremony & Tradition Middle Ages Food & Cooking Content : Social Studies 16

18  Students read Aliki’s 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

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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

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24 23 Douglas Fisher: Part 1 Douglas Fisher: Part 2

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26 Right There Author and You Think and Search On Your Own QAR 25

27 26 /images/innovationfund/Gonza les.jpg Clara Gonzales-Espinosa

28 27  chknowlearn.or g/Video.aspx?Vi deoID=36327&C ategoryID= chknowlearn.or g/Video.aspx?Vi deoID=36327&C ategoryID=  (read aloud)

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30 29 oID=36405&CategoryID=10501

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35 Write routinely!  3 subject notebook:  Reader’s Response ( Quick Writes )  Writer’s notebook ( Process Writing )  Journal ( Review and Activate Prior Knowledge ) Mini-lessons to address student needs! 34

36 35 EventSituationChoicePersonReasonMeans What is…?Where/ When is…? Which does…? Who is…?Why is…?How is…?

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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

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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

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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

52 51 Frayer Model 4-Column Note Foldable

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.“

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56 CONTACT INFORMATION North Regional Center Deland Innocent, Supervisor Central Regional Center Cary M. Pérez, Supervisor South Regional Center Lourdes Menéndez,Supervisor Randi Russell, Curriculum Support Emma Francois, Curriculum Support Alina Plasencia, Curriculum Support Martha Valdes, Curriculum Support Gio Stieve, Curriculum Support


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