Helping ELLs Meet the Common Core State …...10 Standards and Objectives • It is not necessary to meet every aspect of a given standard in a single lesson. • Present both the

Helping ELLs Meet the Common Core State Standards in Language Arts Diane August American Institutes for Research

Not to be used without prior permission © 2014 Center for English Language Learners – American Institutes for Research

• Creating Exemplary Lessons

• Alignment to the Depth of the Common Core • Key Shifts in the CCSS • Instructional Supports • Assessment

Overview of Presentation

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Presenter

Presentation Notes

The majority of this presentation is organized with reference to the Evaluating Quality Instructional Products (EQuIP) Rubric, which is a tool developed for evaluating ELA lessons and units in Grades 3-12. We will show the EQuIP rubric and talk about it later in the presentation.

EQUIP RUBRIC Evaluating Quality Instructional Products

Presenter

Presentation Notes

EQuIP stands for Evaluating Quality Instructional Products

EQuIP Rubric The EQuIP rubric is derived from the Tri-State Rubric and the

collaborative development process led by MA, NY, and RI and facilitated by Achieve. Educators may use or adapt.

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See Page 3 of the Handout

Presenter

Presentation Notes

Page 3 of Handout Most recent rubric as of December 2013. Evaluating Quality Instructional Products (EQuIP) is a collaborative of ADP Network states. The ADP Network stands for the American Diploma Project (ADP) Network. It is made up of 35 states educating 85 percent of all U.S. public school students (as of July, 2013). The ADP Network is focused on increasing the supply of quality instructional materials that are aligned to the Common Core State Standards and available for instruction in elementary, middle, and high school classrooms. Using a common definition of quality, EQuIP teams are learning how to use tools and processes to review the quality of materials (tasks, lesson, units, modules) that states will contribute for the purpose of receiving critical feedback for improvement. This rubric is one of the EQuIP quality review tools. It is for evaluating ELA lessons and units in Grades 3-12. (Other EQuIP rubrics focus on other grade spans and subject matter.) Alignment to the Depth of the CCSS: targets grade-level standards, includes clear objectives, and selects text of sufficient complexity Key Shifts: makes reading closely a central focus; facilitates evidence based discussions and writing through questions; students write to sources; academic vocabulary learning in context

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EQuIP Response Form

The EQuIP rubric is derived from the Tri-State Rubric and the collaborative development process led by MA, NY, and RI and facilitated

by Achieve. Educators may use or adapt.

Presenter

Presentation Notes

This is an accompanying EQuIP tool –it can be used to rate alignment of materials with the EQuIP rubric. There is a copy at the back of the handout.

The Voice that Challenged a Nation by Russell Freedman (2004) .

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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 4-5 of the Handout

Presenter

Presentation Notes

Direct participants to pg. 4-5 of the handout for the text and let them read it.

ALIGNMENT Achieving the Depth of the Common Core

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Presenter

Presentation Notes

Alignment to the Depth of the CCSS is the first category in the EQuIP rubric.

• Standards: Target a set of grade-level standards

• Objectives: Include clear and explicit purpose for instruction

• Text: Select texts that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose

• As we go through this section, think about any additional supports for ELLs.

Overview of Alignment 8

Presenter

Presentation Notes

In EQuIP, objectives are not explicitly mentioned, but they are important in terms of operationalizing the standards for instruction.



• Additional supports for ELLs • Develop precursor ELA skills and knowledge

• Include English Language Proficiency Standards


Overview of Alignment 9

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Standards and Objectives

• It is not necessary to meet every aspect of a given standard in a single lesson.

• Present both the standards and student objectives • I can find evidence from the story to support my written analysis.

• Present students with only a few standards/objectives per class but include all standards/objectives in the lesson plan.

• Revisit the objectives: after the lesson, have students talk with a partner about what they did to meet the objectives

• Address other content area standards/objectives to the extent practicable

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9) Lesson Objective: Students will draw evidence from the story to support a written analysis of the text.

Presenter

Presentation Notes

Textual analysis includes the identification, examination, and evaluation of various techniques and tools used by the creator of a text ASK QUESTIONS Below are some sample questions to ask yourself before, during, and after studying the text. Audience: Who is the intended audience? Why would certain audiences be interested in the text? Purpose: Why did the author write this? What response is expected from the audience? Author: What do you know about the author's background, personality, and interests? Can you find evidence of these in the text? Technique: What tools does the author use to persuade or influence the reader? Consider techniques such as anecdotes, quotes from experts, statistics, figurative language (metaphors, symbolism, imagery). Also watch for the three forms of persuasion: ethos (credibility), pathos (emotion), and logos (reason). Context: When and where was the text written? What are the general themes and trends of the era? Is there textual evidence that shows that these trends or themes impacted the author’s work?

Learning Progressions • Use learning progressions to help ELLs acquire precursor

skills and knowledge. • “Staircased” progressions show the development of the

knowledge and skills for each anchor standard from Kindergarten through Grade 12.

• “Staircased” progressions 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 helping ELLs meet grade-level standards

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Standards: Additional Supports for ELLs

Presenter

Presentation Notes

Learning progressions as support for ELLs.

Learning Progressions Determine central ideas or themes of a text and analyze their development, 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. • RI.5.2 — Determine two or more main ideas of a text and explain how they are supported by key

details; summarize the text. • RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details;

provide a summary of the text distinct from personal opinions or judgments. • RI.7.2 — Determine two or more central ideas in a text and analyze their development over the

course of the text; provide an objective summary of the text. • RI.8.2 — 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 on the text.

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Reading Standard for Informational Text, Grades 1-8


Presenter

Presentation Notes

We are starting with 1st grade, which is identical to the K standard with the exception of WITH PROMPTING AND SUPPORT red = identify or determine main ideas green = retell or recount details blue = explain how details support a main idea purple = summaries orange = analyze the development of a central idea

English Language Proficiency Standards •English language development is an explicit goal of all lessons.

Home Language Standards • Some organizations and states have released Spanish and

native language content standards (not translations). • WIDA Spanish Language Arts Standards

(http://www.wida.us/standards/sla.aspx) • New York State Learning Standards for Native Language Arts

(http://www.p12.nysed.gov/biling/resource/NLA.html) • California has created Spanish translations of the CCSS

(http://commoncore-espanol.com/california-common-core-state-standards-en-espa%C3%B1ol)

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Presenter

Presentation Notes

Learning progressions as support for ELLs.

http://www.wida.us/standards/sla.aspx

http://www.p12.nysed.gov/biling/resource/NLA.html

http://commoncore-espanol.com/california-common-core-state-standards-en-espa%C3%B1ol

http://commoncore-espanol.com/california-common-core-state-standards-en-espa%C3%B1ol

• What is different about targeting standards and objectives for ELLs?

• What are the implications for practice?

Partner Talk 14

ELLs may need to master precursor content standards/objectives if they’ve had interrupted education or not acquired earlier skills and knowledge.

ELLs need more time to meet grade-level standards/objectives.

ELLs need to meet English language proficiency standards as well as content standards.

Instruction for ELLs learning in their first language should also be aligned with appropriate standards.




• Additional supports for ELLs • When using grade-level text, analyze books for additional

difficulties ELLs may encounter and provide appropriate support • Provide ELLs with opportunities to read text closer to their zone

of proximal development • Provide opportunities for ELLS to read grade appropriate text in

their home language

Overview of Alignment

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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. 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.

1130 6-8

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Text: Quantitative Complexity

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 non-standard 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

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Text: Qualitative Complexity

Presenter

Presentation Notes

Words with multiple levels of meaning: In English, most a great number of frequently encountered words have multiple meanings. Some multiple meaning words are polysemes these words are related in meaning bank and bank, “place to keep money” and “rely on” mole and mole, “burrowing animal” and “spy” wood and wood, “piece of a tree” and “area with many trees” other multiple meaning words are homonyms these words are not related in meaning bank and bank, “place to keep money” and “land adjacent to a river” fluke and fluke, “a fish” and “a stroke of luck” Nominalization: Use of a verb, adjective, or adverb as a noun. Note that in some cases, suffixes are used to indicate nominalization (e.g., implement implementation), and in other cases there is no added morphology (e.g., help). Unfamiliar vocabulary: If many of the words are unfamiliar to the reader, it will make it difficult to understand the text. Archaic language: Words and phrases that were once used, but that are now less common (e.g., fain happy or pleased; weed garment used in mourning; sooth truth, reality) Figurative language: Includes irony, idioms, metaphor, and other literary devices. irony: contrast between reality and appearance (e.g., “It is forbidden to kill; therefore all murderers are punished unless they kill in large numbers and to the sound of trumpets.” –Voltaire) idioms: a combination of words with a different meaning than each individual word (e.g., kick the bucket, hit the hay) metaphor: a figure of speech that describes a subject by comparing it to an otherwise unrelated object (e.g., life is a journey) Non-standard dialect: Books written in vernaculars or variations of standard English are authentic but may be challenging to people unfamiliar with the vernacular or variation (e.g., Yorkshire English). Text with multiple levels of meaning: Some texts can be taken at face values, whereas others are more like onions with multiple layers of meaning (e.g., Animal Farm) Distortions in organization of text: Text organized in chronological order is less complex than text using other organizational patterns (e.g., flashbacks or foreshadowing). Texts in which the passages have a different voice or point of view are also harder to understand. It may also be challenging when there is more than one tense or time frame in a sentence (e.g., The founding fathers of the U.S. asserted that all men are created equal.) Specialized or technical knowledge required: Presumes specialized or technical background (e.g., knowledge of the Civil War, knowledge of Britain’s involvement in India). Limited use of text features and graphics: Headings and subheadings that guide readers through information; signal words that convey text structures (e.g., first, second, third); signal words for cause and effect (e.g., because, since, or as a result); margin notes and graphic organizers (e.g., Venn diagrams); structured overviews; visuals and pictures. Need to make the point that there is overlap across the levels, as examples: Figurative language related to a person, place, thing, idea, or theme extends across sentences. There can be multiple levels of meaning and distortions of organization in time within a sentence.

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

Presenter

Presentation Notes

[There are other examples of these factors, but we are pulling out those that are likely to be problematic for students] “some” can also mean a few; “Mall” can also be somewhere you shop; “great voice” can mean big voice, good voice, important voice, etc.; “demonstrate” means show here, but can also mean a public gathering for or against something; its use is important here because it means the former, but is connotative of the latter. Turnout and support are verbs used as nouns (nominalization). Note that there is no morphological change. Unfamiliar vocabulary: anticipating, enlisted, brisk. No archaic language. The wind is described using figurative language, as is “great voice”. No variations to Standard English in this passage. “Great voice” here refers both to her actual voice and to her as a great singer of her time. Students also need to understand the history of the Civil Rights movement to understand that the term “demonstrate support” means both that they were showing support, but also that they were part of a larger demonstration. “anticipating” and “had enlisted” shift from present progressive to past perfect; “by the time the concert was scheduled to start” and “people had gathered” shift from simple past to past perfect Need to understand what the National Park Service is, the significance and location of the National Mall, and the history of racial justice in the U.S. The text includes a picture of the crowd for this concert.

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]

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Text: Additional Supports for ELLs

e.g. As the crowd2 grew, it spread back along the Mall, stretching2 around both sides of the long reflecting pool and extending2 beyond to the base of the Washington Monument, three-quarters of a mile away.

e.g. As the crowd1 grew, it1 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.

Presenter

Presentation Notes

Greater number of unfamiliar words and phrase: ELLs tend to have much smaller English vocabularies than their English-proficient peers (Mancilla-Martinez & Lesaux, 2010), so they are more likely to encounter words and phrases in the text that they don’t understand. They are also less likely to know all the meanings of English phrases such meanings associated with phrasal verbs (e.g. take on, take over, take in, take off). Connectives: Connectives are especially difficult to define for ELLs. Connectives link ideas or thoughts. They include coordinating conjunctions (e.g., for, and, nor, but, or, yet) and conjunctive adverbs (e.g., also, anyhow, besides, consequently, furthermore, however, instead, meanwhile). Note about conjunctive adverbs: adverbs modify verbs or verb phrases; conjunctive adverbs link verb phrases. Complex Syntax: Related to connectives. Complex syntax includes compound sentences that have two or more independent clauses, or complex sentences that have an independent clause and one or more dependent clauses. Reference chains: A reference chain tracks a single character, idea, or concept throughout the text. Usually the first “link” introduces the character or idea by name and may give other details. Subsequent links may give less information, as in the case of pronouns. However, subsequent links may also refer to the original link or concept by a different name and provide additional details. In the example in the slide, the first “link” is the proposition; the subsequent link, that, introduced additional details about the proposition. (Link is marked with subscript 1.) [click to animate next example] Another first “link” is a new nation (the United States). Subsequent links include concept with details (conceived in Liberty, dedicated to the proposition…). The chain continues in the next sentence, where it is now referred to as that nation and so conceived and so dedicated. (All links are marked with subscript 2.)

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

Presenter

Presentation Notes

AWL words: anticipating, estimated, scheduled, demonstrate; other high frequency or critical words: gathered on, patiently, overcast, bundled up, chilly, voice, support, racial justice “by” and “when” connect the time adverbials to the main clause; “and” connects the two parts of the compound sentence The first three sentences are complex (featuring dependent phrases) and the final sentence has a compound verb separated by several noun phrases. Ongoing themes: “when” refers back to five o’clock. Anaphora: they, their (75,000 people); “bundled up” and “to demonstrate their support” also refers to the 75,000 people Unfamiliar words for all students: anticipating, enlisted, brisk For ELLs: estimated, scheduled, demonstrate, gather on, patiently, overcast, bundled up, chilly, voice, support, racial justice Glossed: anticipating, enlisted, estimated, scheduled, demonstrate, gather on, patiently, overcast, brisk, chilly, racial justice

Text: Additional Supports for ELLs

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English Reading Opportunities • Use the Lexile Reader Measure 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) Home Language Reading Opportunities • Make home language literature available to ELLs literate in their

home language • Make home language audio tapes available to all ELLs to the extent

practicable

• What is different about text selection for ELLs?


Partner Talk

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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 might feature grade-level content and should 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.

KEY SHIFTS IN THE CCSS Changing the Focus

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• 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 additional supports for ELLs.

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• Additional supports for ELLs – Present text in smaller chunks – Engage students in multiple readings – Provide supplementary questions, sentence starters, sentence frames

and word banks 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)


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Text-dependent questions should: Be standards aligned • be aligned with a reading standard Have a text-based focus: • require the reader to go back to the text to find out what it says • have concrete and explicit answers rooted in the text • not be able to be answered solely on personal opinion,

background information, and/or imaginative speculation

Reading Text Closely Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.

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Text Dependent Question Checklist: 1. Is the question aligned to a reading standard? 2. Does the question have a text-based focus?

Reading Text Closely 27

Is the question aligned to a reading standard?

Cluster Standard Generic Stem The 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.

How was the crowd portrayed in the first three paragraphs? 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?

See handout, pp. 29-43 for Standards-aligned generic stems.

Reading Text Closely 28

Is the question aligned to a reading standard?

Cluster Standard Generic Stem The 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/chapter/ 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).

Presenter

Presentation Notes

Craft and structure: Teachers should draw attention to Freedman’s choice of cold, threatening, and jammed in the first paragraph, but especially to despite which is a pivot or turn word that indicates that whatever negative associations regarding the occasion are, in fact are overcome by what followed—bad weather did not keep people away.

Reading Text Closely Source: Pook, D. (2012). Implementing the CCSS: What teachers need to know and do.

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Does the question have a text-based focus?

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.

Present Text in Smaller Sections • Identify two or more main occurrences within the text excerpt • Divide text into sections such that each contains one occurrence

Reading: Additional Supports for ELLs

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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…

Presenter

Presentation Notes

The length of the sections is another consideration –if the transition from one occurrence to another is somewhat fluid, the cutoff point can be partially determined by the length of the resulting sections.

Engage Students in Multiple Readings • Give students multiple opportunities to interact with the text • Have students work in pairs or groups for most readings


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1. Preview 2. 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 re-read the text and note vocabulary and details that they do not yet understand.

• Second Close Read: Students read the text in pairs or groups and answer questions focused on craft and structure.

Presenter

Presentation Notes

The length of the sections is another consideration –if the transition from one occurrence to another is somewhat fluid, the cutoff point can be partially determined by the length of the resulting sections.

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

ELL’s level of English proficiency

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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.

cold threatening

despite

jammed thousands

did not


Supplementary Questions

Presenter

Presentation Notes

Supplementary questions are asked during the first reading to ensure students know what they are reading. You can reduce the level of scaffolding to align with proficiency levels (e.g. fewer words in the frame or no frame at all).

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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


Guiding Question

Presenter

Presentation Notes

Supplementary questions are asked during the first reading to ensure students know what they are reading. You can reduce the level of scaffolding to align with proficiency levels (e.g. fewer words in the frame or no frame at all).

Text may be presented in smaller chunks

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?


Partner Talk

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• 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



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Presenter

Presentation Notes

Note that ELLs also bring a lot of first languages resources to acquiring new vocabulary.

Vocabulary: Frequency

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• 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.

• ELLs reading comprehension is impaired because they don’t 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.

Presenter

Presentation Notes

ELLs’ vocabulary growth rates are similar to and may even surpass those of native English speakers, they are typically 2 to 3 years behind native English-speaking students in vocabulary knowledge, and a large vocabulary gap remains (Mancilla-Martinez & Lesaux, 2011). The 4K List: The words were selected from the most frequent words in The Educator’s Word Frequency Guide (Zeno et al. 1995) which overlaps with 4,000 word families of Hiebert’s Word Zones™ corpus (2005). The texts they are drawn from are K-14

Vocabulary: Frequency Seward Reading Resources:

http://www.sewardreadingresources.com/img/fourkw/4KW_Teaching_List.pdf

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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.

1st Quartile 2nd Quartile 3rd Quartile 4th Quartile

First 4000 Words List

Presenter

Presentation Notes

The First 4000 words list: The words were selected from the most frequent words in The Educator’s Word Frequency Guide (Zeno et al. 1995) and the 4,000 word families of Hiebert’s Word Zones™ corpus (2005). Words that appear frequently in text grades K-12 We have developed an online analyzer that returns words in the first, second, third, and fourth quartiles of the First 4000 Words list. http://vocabularytool.airprojects.org/

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First 4000 Words List: Analyzer

http://vocabularytool.airprojects.org/

Presenter

Presentation Notes

We have developed an online analyzer that returns words in the first, second, third, and fourth quartiles of the First 4000 Words list. http://vocabularytool.airprojects.org/

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First 4000 Words List: Analyzer


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First 4000 Words List: Analyzer Results


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Accessible at: http://www.nottingham.ac.uk/~alzsh3/acvocab/awlhighlighter.htm

Vocabulary: Frequency

Academic Word List Highlighter

Presenter

Presentation Notes

Academic Word List: The Academic Word List (Coxhead, 2000), is an empirically derived list of words that are not among the most frequent 2,000 English words, that are not content-specific words, and that do not appear frequently in narrative texts, but that do appear frequently in expository texts on subjects like history, biology, and psychology. Although the list was constructed using college-level texts, it is divided into 10 sublists, with the first sublist containing the more frequent words and therefore the words most likely to be appropriate for pre-college students. The AWL includes 579 word families. The Academic Word Highlighter is a tool will enable you to highlight words in any text that are part of the AWL—does not include the 2000 most frequent words. Copy your text into the "Text to assess" box below. Select the required word list and click submit. Scroll down to view the highlighted text. AWL words will appear in bold type, together with a list of these words by sub-list. Check the meanings of AWL words by clicking the link. This uses the Google define function (opens in a new window). Click on the link to save the text and links as a rich text file.

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Acquiring Vocabulary

Academic Word List Highlighter: Highlighted Results

Vocabulary Selection: Importance to Text

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• To be successful readers, ELLs need to know words that are frequent across multiple texts (see previous slides).

• ELLs also need to know the meanings of words and phrases that are crucial to understanding the text at hand (as indexed by the text dependent questions).

Text Text-dependent Questions

Key Vocabulary


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

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Vocabulary Instruction: Overview

• Teacher directed instruction • 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 (i.e., ESOL techniques) 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 • Glossaries • Word learning strategies

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Vocabulary: Additional Support for ELLs

Let’s talk about the word anticipate. 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. 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. 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.

Presenter

Presentation Notes

Teacher-directed instruction prior to close reading. General academic words and phrases that are abstract. Characterized by “explicit teaching that includes both contextual and definitional information, multiple exposures to target words in varied contexts, and experiences that promote deep processing of word meanings”. Visuals are used. (Coyne, McCoach, & Kapp 2007, p. 74).

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*Governess picture not in this version of the text; shown as an example.

Teacher-Directed: Less Complex Vocabulary


Word (paragraph 1) ESOL Technique threatening define in situ

“Threatening weather means it looks like it’s going to be bad weather.”

assemble define in situ “Assemble means to gather or come together.”

jammed show the picture in the book of the crowd

Presenter

Presentation Notes

Embedded instruction on the other hand takes much less time; it provides student with brief definitions of target words within the context or oral language or reading experiences (Penno, Wilkinson, & Moore, 2002). Some embedded instruction words are just glossed, such as words that are infrequent or not critical to understanding the text. Reinforcement: Words generally need to be reinforced between 10-18 times for them to be learned. Words can be reinforced through games, songs, encounters in other texts where context supports meaning, etc.

Student Directed Learning • Glossary use • Application of word learning strategies

• Cognates, context clues, morphology, etc. • Dictionaries and digital resources − Online: − English: wordsmyth.net − spanish.dictionary.com

− Smartphone apps: − English: SnaPanda (Android) − English: Dictionary! (Android & iPhone) − Free Spanish English Dictionary + (iPhone) − English Spanish dict. (Android)

• Revisit vocabulary related to author’s craft

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Presenter

Presentation Notes

All words appear in the glossary, whether teacher or student directed. Glossaries are listed as a student directed learning technique because the glossary is an important resource for students to find and review word meanings. We have not tested these Smartphone apps, but they get good reviews online and appear to be something that would work.

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Student Directed Learning: Glossaries

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Word Learning Strategies

Vocabulary Instruction: Student Directed

Word (paragraph 1) Word Learning Strategy threatening context clues

cold, weather crowd context clues

large groups, thousands of people concert cognate

concierto groups cognate

grupos

• What is different about developing vocabulary in ELLs?


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.

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• Additional supports for ELLs • Restatement of the prompt, graphic organizers, word banks, and

paragraph frames


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Type Example Argument • Make 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 an historical event

Narrative • Write a fairytale • Write an autobiography

Writing: Text Types in the CCSS

• 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

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• 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 Supports for ELLs

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Presenter

Presentation Notes

College and Career Readiness Anchor Standards for Writing W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


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?

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Presenter

Presentation Notes

Restate the mainstream essay prompt to help students comprehend the question. This might include providing more background information or explaining vocabulary. However, take care to not give away the answer.


Graphic Organizer

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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 _________________________________________________

_____________________________________________________________________.

Presenter

Presentation Notes

A graphic organizer should help students organize their thoughts before they write the assignment. Include all major elements that they will need to cover to successfully answer the essay question.

Writing: Frame

Paragraph Frame

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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 –Provide evidence from the text] We can tell this from the text because _____________________

________________________________________________________________________________________.

[Support 2] Another reason it was important was ________________________________________________

________________________________________________________________________________________.

[Evidence –Provide evidence from the text] We know this because ___________________________________ ________________________________________________________________________________________. [Concluding Statement] The evidence shows that ________________________________________________ ________________________________________________________________________________________.

• What is different about writing for ELLs?


Partner Talk

ELLs may need support in understanding the essay prompt (e.g., by restating it).

ELLs may additional scaffolding, such as graphic organizers, paragraph frames, and word banks to help them respond to mainstream essay prompts.

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INSTRUCTIONAL SUPPORTS Integrate Additional Instructional Supports

• Background knowledge: Develop background knowledge • Focus on Language: Dedicated time to develop English

conventions, knowledge of language, and vocabulary acquisition and use (e.g., through functional analysis)

• Focus on Listening and Speaking: Dedicated time to promote comprehension and collaboration and presentation of knowledge and ideas (e.g., through guided peer conversations)

Overview of Instructional Supports

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Presenter

Presentation Notes

Instructional support is one component of Integrate instructional support. I am just going to focus on this group of kids—ELLs, kids with learning disabilities, kids reading below grade level [which is most kids]

ASSESSMENT Regularly Assess Student Progress

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• It is important to obtain evidence of the degree to which a student can independently demonstrate grade-level standards and skills.

• Rubrics and assessment guidelines should be used that provide sufficient guidance for interpreting student performance.

• For any unit, we recommend a short pre-test to determine how well students can grapple independently with the text. • Define challenging words that are key to understanding the text. • Answer questions related to key ideas and details. • Summarize a short portion of the text.

• Also conduct a post-test with questions from the pre-test and additional questions that cover the excerpt of text under study.

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Assessment Adapted from Tri-State Collaborative. (2012). Tri-State quality review rubric for lessons and units:

ELA/Literacy (Grades 3-5) and ELA (Grades 6-12), Version 4.1. Retrieved from

http://www.achieve.org/files/TriStateELA_LiteracyRubric1pageoverviewv4.1%20071712CC%20BY.pdf

• Provide instruction about what is expected in response to various question types • Provide instruction related to common assessment question

words (e.g., select, describe, compare) • Provide sentence starters, sentence frames, and word banks

if needed • Gradually reduce the support for students as their skills increase

(keeping in mind that standardized assessments will not include these supports)

Assessment: Additional Supports for ELLs

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Presenter

Presentation Notes

Learning Oasis allows students to select texts based on a keyword search, topic area, and/or the length of the article they want to read. All texts that are available to an individual student are matched within 100 lexiles of the student’s Lexile reader level, account for both motivation (students choose texts by topic or keyword) and knowledge (texts are matched to students’ reading levels). The system also includes reading, writing, and vocabulary activities matched to students’ lexile levels. The activities serve both as instructional elements for students, but also as ongoing formative assessment of students’ lexile. The product is beta (i.e., testing phase) and not widely available. However, those interested in taking part in the ongoing Learning Oasis research can inquire from this website.

Questions and Discussion

Diane August [email protected] 1000 Thomas Jefferson Street NW Washington, DC 20007-3835 202-403-5000 TTY: 877-334-3499 [email protected] www.air.org

Documents

Helping ELLs Meet the Common Core State …...10 Standards and Objectives • It is not necessary to meet every aspect of a given standard in a single lesson. • Present both the