1. A New Era for Teaching & Learning: The Common Core State Standards and English Language Learners

2. Agenda: Why the Common Core Standards? Unlock performance indicators of Common Core Standards Best practices – working with text Lesson Planning

3. Internationally benchmarked

4. Aligned with college and work expectations

5. Designed to develop higher order critical thinking skills

6. Research-based

7. Common Core Standards: Questions to Consider What are the Common Core Standards all about? How will the integration of the Common Core Standards impact the way in which students are taught? What does literacy have to do with the Common Core? How does Common Core help us to support ELLs? Where do we begin?

8. Content Literacy – Getting students ready for the complexity of real-world literacy. The standards were created with the need for college and career readiness at the forefront. There is a heavy emphasis on literary non-fiction and informational text. Students must be able to analyze, evaluate and differentiate between a variety of primary and secondary sources. In addition, it is increasingly necessary to be able to synthesize both quantitative and technical information including facts presented in maps, timelines, flowcharts, and graphs.

9. Why the emphasis on literacy in the Common Core? http://www.corestandards.org/assets/Appendix_A.pdf

10. Three Part Model for Measuring Text Complexity

11. And this all means? Qualitative – complexity of language, expression and content inherent in the text Quantitative – length of text Reader and Task – what does the reader bring to the text? What is the task or purpose behind the reading of the text?

12. College and Career Readiness (CCR) - Anchor Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

13. Key Ideas and Details 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. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of text http://www.corestandards.org

14. Craft and Structure Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text. http://www.corestandards.org

15. Integration of Knowledge and Ideas Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. http://www.corestandards.org

16. Range of Reading and Level of Text Complexity Read and comprehend complex literary and informational texts independently and proficiently Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. http://www.corestandards.org

17. 1. Demonstrate independence 2. Build strong content knowledge 3. Respond to varying demands of audience, task, purpose and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. Come to understand other perspectives and cultures

18. Performance Indicators for : Reading Writing Speaking and Listening Language

19. For Reading: Literature Informational Text Foundational Skills

20. For Writing: Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing

21. For Speaking and Listening: Comprehension and Collaboration Presentation of Knowledge and Ideas

22. For Language: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

23. Specific Teaching Goals

24. Grade 6 Persuasive Writing Strand Common Core Learning Standards 6W1: Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Establish and maintain a formal style. Provide a concluding statement or section that follows from the argument presented.

25. Grade 7 Persuasive Writing Strand Common Core Learning Standards 7W1: Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

26. Grade 8 Persuasive Writing Strand Common Core Learning Standards 8W1: Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

27. Grades 9-10 Persuasive Writing Strand Common Core Learning Standards W9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.

28. Grades 11-12 Persuasive Writing Strand Common Core Learning Standards W11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented.

29. So, the question is… Now that we’ve had a look at these new standards, how do we accommodate a wide variety of learners in our classrooms? What does Common Core mean for them?

30. ELLs and the Common Core Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom; Literacy-rich school environments where students are immersed in a variety of language experiences; Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework; Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources); Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; Ongoing assessment and feedback to guide learning Speakers of English who know the language well enough to provide ELLs with models and support.

31. Best practices:

32. Get to know your students as readers and writers.

33. Focus on key teaching points.

34. Teach one thing.

35. Examples of single teaching points: Using actions and words to analyze character Interpreting political cartoons, diagrams, photographs etc Comparing texts to understand point of view How to use a Table of Contents... Using captions and headings Asking meaningful questions

36. Model your thinking and writing in public.

37. Use short text to teach.

38. Children’s magazines – Highlights, Spider, Cricket, Ask, Sports Illustrated for Kids, National Geographic for Kids Adult magazines – Time, National Geographic etc. Searchasaurus / EBSCO (public library or school link) Newspapers (online and print additions) Classroom teaching “boxes” Excerpts from nonfiction books Old anthologies

39. Read and write across a variety of genres.

40. Let student rehearse their thinking.

41. Allow time for independent practice.

42. Differentiate your instruction by conferring and clustering students into small groups.

43. Enrich vocabulary.

44. Academic Vocabulary When choosing text, consider - what is the difficulty level of the vocabulary? Tier I Every day language - basic words that students know - represent concepts and labels Tier II Academic words found across content areas - polysemous words whose meaning is determined by the content and context; words that students might generally understand but need more information to fully understand the concepts Tier III Content specific academic vocabulary - low frequency words that are specific to the content, technical vocabulary

45. 1. Basic, everyday words that express relationships Eg. hardly, rarely, next, last, most, many, less, longer, older, younger, least, higher 2. That link sentences and express logical relationships Eg. if, because, unless, same, alike, since, unless, almost, probably, exactly, always, never 3. Content­specific words taught and practiced across content instruction Eg. photosynthesis, estimation, economy, observations 4. Word phrases - groups of words that often go together Eg. As discussed above, in contrast, in comparison with, fearful of 5. Grammar - Passive structures, conditional clauses, comparative constructions Eg. Four books were read by the teacher; If Juan is older than Harry...

46. Lesson planning:

47. Lesson Format: Warm-up Teach Try Clarify

48. Lesson Format: Warm-up Teach Try Clarify Connect

49. Lesson Format: Warm-up Teach Try Clarify Demonstrate Connect

50. Lesson Format: Warm-up Teach Try Clarify Demonstrate Rehearse and Coach Connect

51. Lesson Format: Warm-up Teach Try Clarify Demonstrate Rehearse and Coach So what? Now what? Connect

52. Focused Instruction Warm-up Teach Try Clarify Independent Practice Wrap-up WHOLE

53. Focused Instruction Warm-up Teach Try Clarify Independent Practice Wrap-up WHOLE SMALL

54. Focused Instruction Warm-up Teach Try Clarify Independent Practice Wrap-up WHOLE SMALL WHOLE

56. Working with Text

57. Now it’s your turn.

58. Share your lesson plan.

59. Reflect on today. What are you going to try in your teaching? What questions do you have?

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