1. Closing the Achievement Gap: Helping At-risk Students Meet the Common Core State Standards in Language Arts Diane August, PhD American Institutes for Research Not to be used without prior permission © 2014 Center for English Language Learners – American Institutes for Research

2.  Creating exemplary lessons  Text complexity  Key shifts in the Common Core  Reading text closely/text-based evidence  Writing to sources  Academic vocabulary  Instructional supports Overview of Presentation 2

3.  Build on research-based methods used for all students but provide additional support (August & Shanahan, 2010).  Integrate oral and written English language instruction into content- area teaching (Baker et al, 2014) Strategically use instructional tools-such as short videos, visuals, and graphic organizers—to anchor instruction and help students make sense of content Explicitly teach content-specific academic vocabulary, as well as the general academic vocabulary that supports it, during content area instruction Provide daily opportunities for students to talk about content in pairs or small groups Provide writing opportunities to extend student learning and understanding of the content Overview: Research-Based Practice 3 Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (Baker et al. 2014)

4. EQ U IP RUBRIC Evaluating Quality Instructional Products 4

5.  EQuIP: Evaluating Quality Instructional Products  Developed by the American Diploma Project In use by 35 states covering 85% of school-age children Standards to ensure curriculum aligns to the CCSS and a rubric to rate curriculum  Four central foci: 1.Alignment to the depth of the Common Core 2.Key shifts in the CCSS 3.Instructional supports 4.Assessment 5 EQuIP Rubric: ELA/Literacy Grades 3−12

6. The Voice That Challenged a Nation by Russell Freedman (2004) 6 Excerpt from The Voice That Challenged a Nation: Marian Anderson and the Struggle for Equal Rights, by Russell Freedman. Copyright © 2004 by Russell Freedman. Reprinted by permission of Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company. All rights reserved. See pages of the handout

7. TEXT COMPLEXITY 7

8. The Voice That Challenged a Nation Lexile Level “Stretch” Grade Band Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial. The earliest arrivals found places as close as possible to the steps of the great marble monument. As the crowd grew, it spread back along the Mall, stretching around both sides of the long reflecting pool and extending beyond to the base of the Washington Monument, three-quarters of a mile away. Baby carriages were parked among the trees. Folks cradled sleeping infants in their arms and held youngsters by the hand or propped up on their shoulders. Uniformed Boy Scouts moved through the festive holiday throng handing out programs. 1130 6-8 8 Text: All Students

9. Attributes that Make Text Challenging for All Students Lexical Level Words with multiple levels of meaning Nominalization (e.g., implementation, help) Unfamiliar vocabulary Use of language that is archaic Sentence Level Figurative language Significant use of nonstandard dialect Discourse Level Text with multiple levels of meaning Distortions in organization of text (e.g., time sequences) Specialized content knowledge required Limited use of text features and graphics Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association. 9 Text: All Students

10. Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers. By five o’clock that afternoon, when the concert was scheduled to start, an estimated 75,000 people had gathered on the Mall. They waited patiently under overcast skies, bundled up against the brisk wind that whipped in from the Potomac River. They had come on this chilly Easter Sunday to hear one of the great voices of the time and to demonstrate their support for racial justice in the nation’s capital. Words with multiple levels of meaning Nominalization Unfamiliar vocabulary Use of language that is archaic Figurative language Significant use of non-standard dialect Text with multiple levels of meaning Distortions in organization of text Specialized content knowledge required Limited use of text features and graphics

11. Attributes that Make Text Challenging for ELLs Lexical Level Greater number of unfamiliar words and phrases Connectives Sentence Level Complex syntax Discourse Level Reference chains – anaphora (e.g., he, she, they) [1] – concepts connected with each other that are not named or are named differently [2] 11 Text: Additional Support for ELLs Example: As the crowd 1 grew, it spread back along the Mall, stretching 2 around both sides of the long reflecting pool and extending 2 beyond to the base of the Washington Monument, three-quarters of a mile away.

12. Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers. By five o’clock that afternoon, when the concert was scheduled to start, an estimated 75,000 people had gathered on the Mall. They waited patiently under overcast skies, bundled up against the brisk wind that whipped in from the Potomac River. They had come on this chilly Easter Sunday to hear one of the great voices of the time and to demonstrate their support for racial justice in the nation’s capital. Greater number of unfamiliar words and phrases Connectives Complex syntax Reference chains 12

13. Text: Additional Support for ELLs 13 English Reading Opportunities  Use the Lexile Reader Measure, other measures or a district assessment to determine students’ reading levels  Give ELLs access to texts that are closer to their zone of proximal development (i.e., comprehensible but challenging)  For assessing students’ lexile levels and finding the names of texts: http://www.lexile.com/fab http://www.lexile.com/fab  For finding actual texts at specific reading levels  EdSphere  Newsela.com  Readworks.org

14. Text: Additional Support for ELLs 14 Home Language Reading Opportunities  Make home language literature available to ELLs who are literate in their home language ( https://www.lexile.com/fab/spanish/) https://www.lexile.com/fab/spanish/  Make home language audio tapes available to all ELLs to the extent practicable.

15.  What is different about text selection for ELLs? For other students challenged by grade-level text ?  What are the implications for practice? Partner Talk 15 There are additional factors to consider for ELLs when assessing text complexity. While ELLs need to read and analyze grade-level text, they should also encounter text at levels that enable more independent reading. If ELLs are provided with texts that are lexiled at lower levels, the texts should feature grade-level content and be age appropriate. ELLs with home language literacy should also be given the opportunity to read texts in their home language to enable independent reading at their grade level.

16. KEY SHIFTS IN THE CCSS Changing the Focus 16

17.  Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions.  Academic Vocabulary: Build academic vocabulary throughout instruction.  Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays). Overview of Key Shifts As we go through this section, think about how well these supports might help ELLs as well as other students challenged by these shifts; are there additional supports that might help them? 17

18. READING TEXT CLOSELY/ TEXT-BASED EVIDENCE Read Closely and Answer a Sequence of Text-Dependent Questions

19.  Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions.  Additional supports for ELLs: – Present text in smaller chunks. – Engage students in multiple readings. – Provide supplementary questions, sentence starters, sentence frames, and word banks to ensure ELLs understand task demands.  Academic Vocabulary: Build academic vocabulary throughout instruction.  Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays). Overview of Key Shifts 19

20. Close Reading: All Students 20 Align Questions with Reading Standards ClusterStandardGeneric StemThe Voice Key Ideas and Details Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. (RI.8.2) What is the central idea of the text? What details illustrate this? Summarize the text without including any personal opinions or judgments. Describe the scene as people began to arrive. What details illustrate this? Key Ideas and Details Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (RI.8.3) How was [individual/event/idea] introduced and portrayed in the text? How did the [individual/event/idea] relate to [individual/idea/event]? Why had so many people come to the concert?

21. Close Reading: All Students 21 ClusterStandardGeneric StemThe Voice Craft and Structure Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. (RI.8.4) What does the word/phrase _______ mean in this text? Use the context of the second paragraph to explain what the word extending means. Craft and Structure Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. (RI.8.5) How does the sentence/paragraph/ch apter/section connect to the overall structure of the text? Explain how the words Freedman uses in the first two paragraphs set the scene. *Thayer, E. L. (1888). Casey at the bat. In H. Ferris (Ed.), Favorite poems old and new. Doubleday (1957). Align Questions with Reading Standards

22. Close Reading: All Students Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do. 22 Ensure Questions Are Text Dependent Non-Text-Dependent Questions What is it like to go to an open-air concert? Who is Russell Freedman? Why did he write this book? Describe different types of concerts people go to. Text-Dependent Questions Why had so many people come to the concert? Explain how the words Freedman uses in the first two paragraphs set the scene. Use the context of the second paragraph to explain what the word extending means.

23. Divide Text into Smaller Sections  Identify two or more main occurrences within the text excerpt.  Divide text into sections such that each contains one occurrence. Close Reading: Additional Support for ELLs 23 Occurrence 1 We learn about the concert Occurrence 2 We learn about Marian Anderson Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial… Marian Anderson had been applauded by many of the crowned heads of Europe. She had been welcomed at the White House, where she sang for the president and first lady, Franklin and Eleanor Roosevelt. She had performed before appreciative audiences in concert halls across the United States…

24. Engage Students in Multiple Readings  Give students multiple opportunities to interact with the text.  Have students work in pairs or groups for most readings. Close Reading: Additional Support for ELLs 24 1. Preview2. Reading for Key Ideas and Details 3. Reading for Craft and Structure Pre-assessment: Students read the text independently and answer questions to evaluate their level of comprehension. Read Aloud: The teacher reads the text aloud to demonstrate native speaker fluency and teach vocabulary. First Close Read: Students read the text in pairs or groups and answer questions focused on key ideas and details. Annotation: Students reread the text and note vocabulary and details they do not yet understand. Second Close Read: Students read the text in pairs or groups and answer questions focused on craft and structure.

25. Ask Supplementary Questions  ELLs may need additional, supplementary questions to help them answer guiding questions. (Note that both types of questions are text-dependent.)  ELLs may need instruction that helps them understand the task demands of certain question types.  ELLs with lower levels of proficiency may also need sentence starters, sentence frames, and/or word banks to help them answer all questions. The level of scaffolding can and should be adjusted depending on an ELL’s level of English proficiency. 25 Close Reading: Additional Support for ELLs

26. 26 Close Reading: Additional Support for ELLs Ask Standards-Aligned Supplementary Questions  Supplementary questions can inquire about word meanings as well as larger sections of text.  Sequence supplementary questions to support ELLs’ understanding of the main idea.  Make it easier for ELLs to answer supplementary questions: Define key words prior to asking the question. Restate phrases or sentences that will help ELLs answer the question.

27. 27 Ask Standards-Aligned Supplementary Questions Reading for Key Ideas and Details Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial. Guiding Question: Describe the scene as people began to arrive. Text Dependent Sequence to Support Understanding Inquire about word meanings Which words describe the weather? What do they mean? Inquire about word meanings It says that people arrived despite the threatening weather. What does despite mean? What does this sentence mean? Restate phrases or sentences It says people arrived in large animated groups. What does animated mean? How did people arrive? Define key words prior to asking the question Remember the Mall is a national park. Which words describe the streets leading to the Mall? Sequence to Support Meaning See above four questions that develop meaning sequentially

28. 28 Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial. Guiding Question: Describe the scene as people began to arrive. 1.Which words describe the weather? The words _______ and ____________ describe the weather. 2.Did the weather prevent people from assembling? How do you know? The weather ________ prevent people from assembling. I know this because the author uses the word __________. 3.Which words describe the streets leading to the Mall? The words ________ with __________ of people describe the streets leading to the Mall. coldthreatening despite jammed thousands did not Close Reading: Additional Support for ELLs Use Sentence Starters, Frames and Word Banks if Necessary

29. 29 Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial. Guiding Question: Describe the scene as people began to arrive. Freedman uses the word ________ to indicate or show that even though the weather was ______ and ____________, the streets were __________ with ___________ of people. cold threatening despite jammed thousands Close Reading: Additional Support for ELLs Return to the Guiding Question

30. Text may be presented in smaller sections ELLs engage in multiple readings of the text. ELLs benefit from supplementary questions to help them comprehend the text. ELLs with lower levels of proficiency may benefit from sentence starters, sentence frames, and word banks to help them answer all types of questions (adjusted by level of proficiency). What is different for ELLs with regard to close reading?; For other students who might need additional support? What are the implications for practice? Partner Talk 30

31. ACADEMIC VOCABULARY Build Vocabulary in Context Throughout Instruction

32.  Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions.  Academic Vocabulary: Build academic vocabulary throughout instruction.  Additional supports for ELLs : ELLs need support for acquiring vocabulary that many English-proficient students have already acquired. Teach ELLs to bootstrap on home language knowledge.  Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays). Overview of Key Shifts 32

33. Vocabulary: Additional Support for ELLs 33 Frequent Words and Phrases  ELLs typically exhibit vocabulary growth rates that are similar to or surpass those of native English speakers. However, ELLs are often 2−3 years behind their English-speaking peers, so a large vocabulary gap remains (Mancilla-Martinez & LeSaux, 2010).  ELLs’ reading comprehension is impaired because they do not know highly frequent English words that English-proficient students are likely to have acquired. The 100 most frequent English words account for about 50% of words that readers encounter in text. The 1,000 most frequent English words account for about 70% of words that readers encounter in text. The 4,000 most frequent English words account for about 80% of words that readers encounter in text.

34. Vocabulary: Additional Support for ELLs Seward Reading Resources: http://www.sewardreadingresources.com/img/fourkw/4KW_Teaching_List.pdf 34 Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers. By five o’clock that afternoon, when the concert was scheduled to start, an estimated 75,000 people had gathered on the Mall. They waited patiently under overcast skies, bundled up against the brisk wind that whipped in from the Potomac River. They had come on this chilly Easter Sunday to hear one of the great voices of the time and to demonstrate their support for racial justice in the nation’s capital. 1 st Quartile2 nd Quartile3 rd Quartile4 th Quartile First 4000 Words List

35. Vocabulary: Additional Support for ELLs Accessible at: http://www.wordsift.com/ 35 Word Sift

36. 36 Accessible at: http://www.wordsift.com/ Vocabulary: Additional Support for ELLs Word Sift: Default Results

37. Vocabulary: Additional Support for ELLs 37 Accessible at: http://www.wordsift.com/ Word Sift: Common to Rare Words

38. Vocabulary: Additional Support for ELLs 38 Accessible at: http://www.wordsift.com/ Word Sift: General Service List

39. Vocabulary: Additional Support for ELLs 39 Accessible at: http://www.wordsift.com/ Word Sift: Academic Word List

40. Vocabulary: Additional Support for ELLs 40 Accessible at: http://www.wordsift.com/ Word Sift: Content Area Words – Social Studies

41. Vocabulary: Additional Support for ELLs 41 Accessible at: http://www.wordsift.com/ Word Sift: Visual Thesaurus

42. 42 Accessible at: http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm Vocabulary: Additional Support for ELLs Academic Word List Highlighter

43. 43 Vocabulary: Additional Support for ELLs Academic Word List Highlighter: Highlighted Results

44. Vocabulary: Additional Support for ELLs 44 Teach Vocabulary Key to Understanding the Text  To be successful readers, ELLs need to know words that are frequent across multiple texts (Graves, August, & Mancilla-Martinez, 2013).  ELLs also need to know the meanings of words and phrases that are crucial to understanding the text at hand (San Francisco, Carlo, August, & Snow, 2006). TextText-Dependent Questions Key Vocabulary Despite cold and threatening weather, the crowd began to assemble long before the concert was to begin. People arrived singly and in pairs and in large animated groups. Soon the streets leading to the Mall in Washington, D.C., were jammed with thousands of people heading for the Lincoln Memorial. Which words describe the weather? cold, threatening Did the weather prevent people from assembling? despite, assemble Which word describes the streets near the concert? jammed

45. 45 Vocabulary: Additional Support for ELLs  Research-based vocabulary instruction consists of both teacher- and student-directed instruction (Lesaux, Kieffer, Faller, & Kelley, 2010; Graves, August, & Mancilla-Martinez, 2013) More intensive instruction for abstract words – Provide the definition in context – Provide the home language definition and cognate status – Illustrate the word – Invite students to talk about the word Less intensive instruction for concrete words – Define the word in situ – Use gestures to demonstrate the word – Show the word in illustrations from the text  Student-directed learning Word learning strategies and glossaries

46. 46 Vocabulary: Additional Support for ELLs Let’s talk about the word anticipate. Look at the picture of the boy. The boy looks out the window and sees rain clouds. He brings an umbrella outside because he anticipates or expects that it will rain. Anticipate means to expect and prepare for something. Anticipate in Spanish is anticipar. Anticipar and anticipate are cognates. They sound alike and are almost spelled the same. In the story, the people who work for the National Park Service anticipate or expect that many people will come to the concert. Partner talk. Tell your partner about a time when you anticipated you would have a good time and you did. Students see:The teacher says: Teacher-Directed: More Complex Vocabulary Context: Anticipating a huge turnout, the National Park Service had enlisted the help of some five hundred Washington police officers.

47. 47 *Governess picture not in this version of the text; shown as an example. Teacher-Directed: Less Complex Vocabulary Vocabulary: Additional Support for ELLs Word (paragraph 1)ESOL Technique threateningdefine in situ “Threatening weather means it looks like it’s going to be bad weather.” assembledefine in situ “Assemble means to gather or come together.” jammedshow the picture in the book of the crowd

48. Student-Directed: Word Learning Strategies  Cognates, context clues, morphology, and so on.  Dictionaries and digital resources Online: − English: wordsmyth.net − spanish.dictionary.com − translate.google.com Smartphone apps: − English: SnaPanda (Android) − English: Dictionary! (Android & iPhone) − Free Spanish-English Dictionary + (iPhone) − English-Spanish Dictionary (Android) 48 Vocabulary: Additional Support for ELLs

49. 49 Word Learning Strategies Vocabulary: Additional Support for ELLs Word (paragraph 1)Word Learning Strategy threateningcontext clues cold, weather crowdcontext clues large groups, thousands of people concertcognate concierto groupscognate grupos

50. 50 Vocabulary: Additional Support for ELLs Student-Directed: Glossaries

51.  What is different about developing vocabulary in ELLs? For other students who might need additional support?  What are the implications for practice? Partner Talk ELLs may not know the most frequently used English words, impeding their ability to understand text. Thus, ELLs may need additional vocabulary support for words as well as phrases that their English-proficient peers already know. Some ELLs may be able to draw on first language cognate knowledge. Teaching students to draw on this knowledge is important in helping them acquire new words. 51

52. WRITING FROM SOURCES Draw Evidence from Text to Produce Clear and Coherent Writing

53.  Reading Text Closely/Text-Based Evidence: Read closely and answer a sequence of text-dependent questions.  Academic Vocabulary: Build academic vocabulary throughout instruction.  Writing from Sources: Draw evidence from text to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, short responses, summaries, or formal essays).  Additional supports for ELLs Restatement of the prompt, graphic organizers, word banks, and paragraph frames Overview of Key Shifts 53

54. TypeExample ArgumentMake a claim about the worth or meaning of a text Analyze evidence from multiple sources to support a claim Informational/ Explanatory Describe how a scientific process works Describe a historical event NarrativeWrite a fairy tale Write an autobiography Writing: All Students  Elementary: 30% argument, 35% informative/explanatory, 35% narrative  Middle School: 35% argument, 35% informative/explanatory, 30% narrative  High School: 40% argument, 40% informative/explanatory, 20% narrative Source: Common Core State Standards for English Language Arts Appendix A 54 Writing Types

55.  Students respond to the mainstream lesson essay prompt but with additional scaffolding.  Teacher-developed scaffolds can include restatement of the prompt, graphic organizers, word banks, and paragraph frames.  Paragraph frames should align with the text type requirement of the essay prompt. Argument Informative/Explanatory Narration Writing: Additional Support for ELLs 55

56. Writing: Additional Support for ELLs Mainstream essay prompt: Restated essay prompt: Why was Marian Anderson’s concert on the Mall in Washington an important event in the struggle for civil rights? The author says that Marian Anderson’s concert was “a historic event in the struggle for civil rights.” This means that it was an important event in the fight for equal rights for African Americans. Why was the concert an important event in the struggle for civil rights? 56

57. Writing: Additional Support for ELLs Graphic Organizer 57 Why was Marian Anderson’s concert on the Mall in Washington an important event in the struggle for civil rights? Claim Write what you are going to argue for. Marian Anderson’s concern on the Mall in Washington, DC, was an ______________ event in the struggle for _______ __________. Support 1 Write one thing that shows how the concert was an important event for civil rights. One reason it was important was __________________________________________ _____________________________________________________________________. Evidence 1 Write how you know this from the text. We can tell this from the text because ______________________________________ _____________________________________________________________________. Support 2 Write another thing that shows how the concert was an important event for civil rights. Another reason it was important was _______________________________________ _____________________________________________________________________. Evidence 2 Write how you know this from the text. We know this because ___________________________________________________ _____________________________________________________________________. Conclusion What do you think this evidence shows about the struggle for civil rights? The evidence shows that _________________________________________________ _____________________________________________________________________.

58. Writing: Frame Paragraph Frame 58 Why was Marian Anderson’s concert on the Mall in Washington an important event in the struggle for civil rights? [Claim – Write what you will argue for] Marian Anderson’s concern on the Mall in Washington, DC, was an _________________ in the struggle for ___________________. [Support 1] One reason it was import was _____________________________________________________ ________________________________________________________________________________________. [Evidence 1 – Provide evidence from the text] We can tell this from the text because ____________________ ________________________________________________________________________________________. [Support 2] Another reason it was important was ________________________________________________ ________________________________________________________________________________________. [Evidence 2 – Provide evidence from the text] We know this because _________________________________ ________________________________________________________________________________________. [Concluding Statement] The evidence shows that ________________________________________________ ________________________________________________________________________________________.

59.  What is different about writing for ELLs? For other students who need additional support?  What are the implications for practice? Partner Talk ELLs may need support in understanding the essay prompt (e.g., by restating it). ELLs may need additional scaffolding, such as graphic organizers, paragraph frames, and word banks to help them respond to mainstream essay prompts. 59

60. INSTRUCTIONAL SUPPORT Integrate Additional Instructional Support 60

61. BACKGROUND KNOWLEDGE

62.  Instructional support is integrated throughout.  In addition, develop background knowledge (Shanahan, 2013). Background knowledge should provide cultural, historical, chronological, or spatial context for the text. Not all texts require the development of background knowledge.  Methods for developing background knowledge Draw information from a variety of sources. Create or adapt existing resources, as necessary. Use the target text itself to develop background knowledge Be as brief as possible. Background knowledge should not summarize, replace, or reveal the meaning of the target text.  Scaffold the content (in the background pieces) to make it comprehensible. Instructional Support: Background Knowledge 62

63. 63 Instructional Support: Background Knowledge Interactive Reading

64. What does it mean if a person is African American? It means their _________ came from ______. Which president banned slavery with the Emancipation Proclamation ? President _______________ banned slavery. How were African Americans treated badly or differently ? African Americans could not serve on ______ and could not study at the same _______. They were prevented from ______. ancestors juries schools 64 Abraham Lincoln Africa voting Interactive Reading Instructional Support: Background Knowledge

65. It is possible to use some target texts to develop background knowledge. Determine a guiding background question. Identify several sentences in the text from which students could infer the answer to the guiding question. Present the sentences to students and lead a discussion about the guiding question. Scaffold the content (i.e., provide glosses for difficult words and sentence frames or starters) to make it comprehensible. Instructional Support: Background Knowledge Use Target Text

66. Instructional Support: Background Knowledge Provide a Guiding Question and Details from the Text Guiding Question: How were African Americans treated during the first part of the 20 th century The Voice that Challenged a Nation They had come to demonstrate their support for racial justice in the nation’s capital. But because she was an African American, she had been denied the right to sing at Constitution Hall. The Daughters of the American Revolution, the patriotic organization that owned Constitution Hall, had ruled several years earlier that black artists would not be permitted to appear there. News of the DAR’s ban had caused an angry controversy and set the stage for a historic event in the struggle for civil rights. racial –related to a person’s race, or what they look like justice –fairness African American –someone whose ancestors came from Africa deny –not allow something rule –decide what is allowed permit –allow appear –come in front of the public controversy –public disagreement struggle –fight civil rights –basic freedoms

67. Instructional Support: Background Knowledge Guiding Question: How were African Americans treated during the first part of the 20 th century? African Americans (were/were not) __________ treated the same as other people during the time described in the book. I know this because it says someone was ________ the ______ to sing because she was an _________________. It says that black people were not __________ to appear at _________________. Many people were _______about this and they wanted to support ___________. were not denied rightAfrican American Constitution Hall allowed angry racial justice

68. 1.Turn to x of your handout. 2.Work with a partner to describe any additional background knowledge that might be important for understanding the passage. 3.Identify methods for teaching it. 4.Share. Your Turn: Background Knowledge 68

69. 69  The Mall/the Lincoln Memorial in Washington, DC [Map] Students will get a better sense of the huge crowd if they can see an image and map of the area in which people gathered.  The United States Civil Rights movement [short video] It is important for students to understand the historical context of Marian Anderson’s concert and the beginnings of the United States Civil Rights movement. EXAMPLE: Background Knowledge

70. 70 EXAMPLE: Background Knowledge The National Mall Below is a picture of part of the National Mall park in Washington, D.C., the capital of the United States. There is also a map and an image of some landmarks around the National Mall. The tallest building is the Washington Monument. The rectangular building is the Lincoln Memorial and the pool is the reflecting pool. Work with a partner to label these buildings on the map and the image using the underlined words. Next see if you can recognize any of these landmarks during the short video clip of the famous singer Marion Anderson. landmark – a historic building

71. LEARNING PROGRESSIONS

72. Learning Progressions  ELLs with poor or interrupted schooling will benefit from mastering precursor skills prior to tackling grade-level skills.  “Staircased” progressions Show the development of the knowledge and skills for each anchor standard from Kindergarten through Grade 12. Enable educators to identify precursor knowledge and skills associated with each grade-level standard, and provide targeted instruction on these precursor skills with the goal of getting students prepared to meet the grade-level standard. Instructional Support: Learning Progressions 72

73. Learning Progressions  Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas. RI.1.2—Identify the main topic and retell key details of a text. RI.2.2—Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.3.2—Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.4.2—Determine the main idea of a text and explain how it is supported by key details; summarize the text. Instructional Support: Learning Progressions Reading Standard for Informational Text, Grades 1–8. 73

74. 1.Find a partner or form a small group. 2.Choose one of the two learning progressions in your handout on pages x-y. 3.Identify the changes from grade to grade. 4.Share your questions and comments with the group. Your Turn: Learning Progressions 74

75. Questions 75

76. Diane August, PhD daugust@air.org 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 202-403-5000 TTY: 877-334-3499 ELLCenter@air.org www.air.org This presentation was prepared under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest administered by SEDL. The content of the presentation does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.