Core ELA and the English Language Learner: Core English and Edge Presented by Office of English Language Learners Summer 2013

Core ELA and the English Language Learner: Core English

and EdgePresented by

Office of English Language Learners

Summer 2013

Session Goals Teachers Will:

• understand the Common Core Shifts in ELA/Literacy and their implications for students and teachers

• understand the pacing and expectations for teaching core/Edge in 2013-2014 school year

• be able to access the standards for each unit of Edge and core on hbedge.net and the curricula document

• begin planning

Norms for Collaborative Learning

• Understand that those who work learn

• Look for solutions, not blame

• Phrase questions for the benefit of everyone

• Be honest

• Recognize that everyone has expertise

• Challenge ideas

• Share talk time

• Respect our learning environment

3

Problem of Literacy Development

• High School ELL students have to master complex course content, usually with little context or understanding of the way that American schools are structured and operate, but they have fewer years to master the English language.

• Enrolling at an age beyond which literacy instruction is usually provided to students, and some have below grade-level literacy in their native language.

• Usually placed in classes with secondary teachers who are not trained to teach basic literacy skills to adolescents

(Rueda & Garcia, 2001).

Second Language Acquisition and Content Instruction

Twice as Much Cognitive Work

ACQUIRING NEW

LITERACY CONCEPTS

AND SKILLS and

ATTENDING TO

SOUNDS, MEANINGS,

AND STRUCTURES

DEVELOPING SPECIALIZED

CONTENT AND

VOCABULARY

Who are Language Learners?

• Some immigrant English learners had strong academic backgrounds before coming to the US

• Some immigrant students had very limited formal schooling

• Some English learners have grown up in the US but speak a language other than English at home

• Some English learners were born in the US but have not mastered English or their native language

7

The Levels of English Language Proficiency

ENTERING

EMERGING

DEVELOPING

EXPANDING

1

2

3

4

5

6 REACHING

BRIDGING

As You Support ELLs…

Keep in mind:• Student’s English language proficiency level.• What Can the student Do at this level?• Does student have literacy skills in L1?• Does student have limited or interrupted formal

education?• What scaffolds can you use and/or what

accommodations can you make to help your ELLs access the content?

• Can your ELLs read and comprehend the text?• How will your ELLs participate in the instruction and

activities?

9

The Can-Do Descriptors

General GuidelinesEffective Instruction for ELLs Requires

• Diagnosing each student instructionally– Placement Edge Fundamentals, A,B

• Adjusting instruction accordingly• Monitoring student progress closely

– Cluster Tests, Summative Tests, Fluency

SIOP-Sheltered Instruction Observation Protocol

• 8 General Components– Lesson Preparation– Building Background– Comprehensible Input– Strategies– Interaction– Practice/Application– Lesson Delivery– Review/Assessment

Planning Accommodations/Modifications

• For accommodations/modifications to be effective, we must plan for them

• Use the Can Do Descriptors as a starting point to determine what you ELLs can and cannot do in the classroom

• Use the instructional guidance document from the office of ELLs to guide your planning

• Provide accommodations that are appropriate to the level of language proficiency

• Over scaffolding will not be helpful to ELLs…the students still need to be challenged

A Starting Point forAccommodations/Modifications

• Provide students with notes, summaries or outlines in simplified language

• Model “think alouds” often• Provide ample wait time• Provide models for writing and used shared writing• Pre-teach vocabulary• Build background knowledge and/or help student link their own

background knowledge to the content being taught• Make use of cognates• Provide sentence stems• Use graphic organizers

COMMON CORE AND ELL: KEY SHIFTS IN LANGUAGE ARTS AND LITERACY

JIGSAW ACTIVITY

1. READ COMMON CORE AND ELLS:KEY SHIFTS IN LANGUAGE ARTS AND LITERACY BY SUSAN LAFOND

2. DRAW A NUMBER CARD

3. FIND MATCHING PARTNER

4. FOR THE SHIFT ASSIGNED DISCUSS AND CHART IMPLICATIONS FOR TEACHER AND STUDENTS IN YOUR CLASSES

5. SHARE

http://www.colorincolorado.org/article/51433/



Shift 1: Balancing Informational & Literary Texts

• Build Content Knowledge• Exposure to World

Through Reading• Apply Strategies

What the Teacher Does• Balance Information and

Literary Text• Scaffold for Informational

Texts• Teach Through and With

Informational Texts

What the Student Does

Shift 2: Knowledge in the Disciplines

• Build Content Knowledge Through text

• Handle Primary Source Documents

• Find Evidence

What the Teacher Does• Shift identity: “I teach

reading” • Stop referring and

summarizing and start reading


Shift 3: Staircase of Complexity

• Re-read text• Read material at own

level to enjoy reading• Tolerate frustration with

text

What the Teacher Does• Teach more complex text

at every grade level• Give students less to

read in order to further depth

• Spend more time on complex text

• Provide scaffolding and strategies


Shift 4: Text-based Answers

• Find evidence to support their argument

• Form judgments• Conduct a close reading

of text• Engage with the author

and his or her choices

What the Teacher Does• Facilitate evidence-based

conversation about text• Planning conduct rich

conversations• Keep students in the text• Identify worthwhile text

dependent questions• Spend more time

preparing for instruction by reading deeply


Shift 5: Writing from Sources

• Generate informational text

• Make arguments using evidence

• Organize for persuasion• Compare multiple

sources

What the Teacher Does• Spend less time on personal

narratives• Present opportunities to write

from multiple sources• Provide opportunity analyze

and synthesize ideas• Develop students voice so

they can argue a point with evidence

• Give permission to reach and articulate conclusions about what they read


Shift 6: Academic Vocabulary

• Use high octane words across content areas

• Build language database

What the Teacher Does• Develop student ability to

use and access words• Be strategic about new

vocabulary words• Work with words students

will use frequently• Teach fewer words more

deeply


Academic Standardsvs. ELP Standards

Academic Standards• Are for ALL students• Guide the alignment of

content curriculum• Guide content instruction• Comprise content

specific objectives

ELP Standards• Are for ELLs• Are aligned to Academic

Standards and National• TESOL ELP Standards

guide district ESL curriculum and instruction

• Include both content and language objectives

Edge Standards Alignment

• Hbedge.net generates standards reports by Edge unit or timeframe down to the individual lesson

• Reports can be run “standards covered” or “standards not covered”

• Edge A and Fundamentals are aligned to Common Core Standards grades 9-10

• Edge B is aligned to Common Core Standards grades 9-12

• Edge aligned to WIDA standards

Thieves: A Strategy for Previewing Textbooks

Title

Headings

Introduction

Each Paragraph First Sentence

Visuals and Vocabulary

End of Chapter QuestionsMnemonic devices are excellent ELL strategy

Activity

HBEDGE.NET

Explore standards reporting and pacing calendar

Activity

Program OverviewOverview ELA/ELL Core/Edge Alignment High Schools 2013-2014

Edge/Core Pacing: 1 Unit per quarter 18 days based on a block schedule/Remaining days Core Curriculum and writing projects

Edge curriculum is recursive and sequential. Edge should be completed at a brisk and engaging instructional pace, providing time for differentiated instruction and reteaching to mastery. Teachers should not try to include every supplemental activity offered in

the teachers' guide. Teachers should make instructional decisions based on data to best meet the needs of the students.

Introduction to Literary Studies World Literature American Literature British Literature

Grade 9 Grade 10 Grade 11-12 Grade 12

ELD 3 ELD 3 ELD 3 ELD 3

Core Curriculum Core Curriculum Core Curriculum Core Curriculum

Edge A Units 1-4 Edge A Units 5-7 review of 1-4 Edge B Units 1-4 Edge B Units 1-4

Aligned to CCS Aligned to CCS Aligned to CCS Aligned to CCS

Grades 9-10 Grades 9-10 Grades 11-12 Grades 11-12

Introduction to Literary Studies World Literature American Literature

Grade 9 Grade 10 Grade 11-12

ELD 2 ELD 2 ELD 2

Core Curriculum CCS 9-10 Core Curriculum CCS 9-10Core Curriculum CCS 9-10

Edge Fundamentals Edge Fundamentals Edge Fundamentals

Grades 9-10 Grades 9-10 Grades 9-10

Aligned to CCS Aligned to CCS Aligned to CCS

Grades 9-10 Grades 9-10 Grades 9-10

Edge Assessments Standards Reports/Pacing Grading OverviewCluster 1, 2, 3 Tests hbedge.net ELD/Core run simultaneouslyOral Reading Fluency PPSD Curricula Guides 2 grades required per quarter

Unit Reading and Literary Analysis Test

Unit Project Rubric ELD: grade using Edge assessments

Unit Self Assessment as main source of class gradeEdge Summative Assessment Tests Core: Grade using Edge writingVocabulary Notebooks assignments, projects and work Reteaching Prescriptions from core.

PACING EDGE A-B

• Edge units are ~18 days with reteaching• Intro to Literature 1 unit/quarter Edge A• World Literature 1 unit/quarter Edge A (3 qtrs)

• American Literature 1 unit/quarter Edge B• British Literature1 unit/quarter Edge B (3 qtrs)

• If class shows mastery in clusters 1-2, teacher may skip cluster 3 and spend more time on core. Class should still take unit summative test.

PACING EDGE FUNDAMENTALS

• Edge units are ~18 days with reteaching• 2 units of Edge Fundamentals quarters 1

and 2• 1 unit of Edge Fundamentals quarters 2-3• Complete Edge writing projects

Teacher selects from core curriculum and makes the proper modifications for ELLS

GLENCOE ELL SUPPORTS

http://www.glencoe.com/ose/Summaries in Spanish, Haitian Creole, Cantonese, Vietnamese, Tagalog, EnglishFull reading of texts in English

Teaching Resource Book includes selection quick checks in Spanish and English as well as graphic organizers and grammar practice.

http://www.glencoe.com/ose/

http://www.glencoe.com/ose/

Curriculum Maps

• Include pacing and suggested modifications to core

• List core selections• Suggest modification to several major

products • Further guidance for core, including

standards addressed in each unit is found in the curricula guides

Working With Core Materials

• Units and Lessons address the standards the students need to learn and master.

• Guarantee students have access to some common text.• One class may teach the standards using the entire novel while

another class uses a robust chapter that would also address the majority of standards.

• May use the core novel as the primary text in class and provide the necessary differentiation and scaffolding required.

• Select an alternate text for homework or for independent practice activities so students have the opportunity to practice the strategies and skills with a less complex text.

Build Out Classroom LibrariesEncourage independent reading. Schools received Edge A classroom libraries and may have Highpoint libraries, Penguin Readers, Read 180 books, True Stories and other materials.



4. Strategies

13. Provide opportunities for students to use learning strategies.

14. Use scaffolding techniques consistently

(Verbal, Procedural, Instructional) see handout.

15. Use variety of questions or tasks that promote higher-order thinking skills. (Revised Bloom’s Taxonomy for higher-order thinking skills).

Why a Focus on Strategies?

Learning Strategies

• Feature 13: Learning Strategies– Cognitive Learning Strategies help students

organize the information they are expected to learn through the process of self-regulated learning (Paris, 2001).

– Metacognitive Learning Strategies is the process if purposefully monitoring our thinking (Baker & Brown, 1984)

– Language Learning Strategies- Effective ELLs consciously use a variety of strategies to increase their process in speaking and comprehending the new language (Cohen & Macaro, 2008)

Edge Reading Comprehension Strategies

Stand Up- Hand Up- Pair Up

Students stand up, put their hands up, and quickly find a partner with whom to share or discuss ideas.

1. Teacher says, “When I say go, you will STAND UP, HAND UP, and PAIR UP!”

2. Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate.

3. Repeat

Reading Comprehension Strategies by Dr. David Moore

Article discusses the “Big 7” reading strategies used by Edge

Activity

Sheltered Instruction

One of the cornerstones of sheltered instruction is the notion of scaffolding (also known as gradual release of responsibility)

Extra step ELLs

Provide opportunities for students to use strategies

Cognitive Metacognitive Language Learning

•Previewing a text •Predicting and Inferring •Applying reading skills

•Establishing a purpose •Self-questioning •Analyzing and using forms and patterns in English

•Highlighting •Monitoring and clarifying •Making logical guesses about words

•Reading aloud •Evaluating •Breaking words into component parts

•Taking notes •Summarizing and synthesizing

•Substituting known words for unknown words

•Self-talking •Visualizing

•Finding key vocabulary

•Using mnemonics

Edge PD Videos

• Hbedge.netProfessional Development Tab

New site Edge Fundamentals,B

http://www.myngconnect.com/

Watch and discuss selected videos

3. Comprehensible Input

10. Clear articulation of words and sentences. Speech is not too fast or too slow.(Paraphrasing, repetition, cognates)

11. Clear explanation of academic tasks.(Instructions modeled or demonstrated step-by-step,

oral directions should be accompanied by written ones)

12. Variety of techniques to make content clear. (Use of visuals, body language, objects, model of a process, task or assignment, multimedia, hands on activities, etc.)

Use Scaffolding Techniques Consistently

• Scaffolding is…– Teaching that is characterized by careful attention

to a student’s levels of language and academic proficiency, with early instruction at a level that ensures student success

– Providing enough support to move students from one level of understanding to a higher level of understanding

– Assistance is decreased as students are able to access content concepts independently

– Historically, this has been referred to as the “gradual release of responsibility” Handout

Use a Variety of Question Types

• Use a variety of questions or tasks that promote higher-order thinking skills– Plan questions ahead of time to ensure that

students are being challenged appropriately, regardless of language proficiency

– Example:• Are seeds sometimes carried by the wind?

vs.• Which of these seeds would mostly likely be

carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs? Why do you think so?



8. Review/Assessment

27. Review key vocabulary

28. Review key content concepts

29. Provide feedback regularly

30. Assess student comprehension and learning of all objectives

ASSESSMENTSELD/CORE classes run simultaneously

Core Grade

Work done using core materials

Major projects/writing

ELD GRADE

Edge assessments

Cluster tests

Summative tests

Fluency passages

Selection questions

47

Outcomes Students will have meaningful access to the full

curriculum.

Students will progress with their English language development while meeting academic content standards.

Students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning.

Final Thoughts or Questions?

• If you have any questions, please feel free to contact the Office of ELLs:– Soledad Barreto, Director

• [email protected]

– Roland Sasseville Jr. ELL Specialist• [email protected]

mailto:[email protected]