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The “Ls” ELLs Need: Learning, Language and Literacy
Instructional Shifts to Meet the Common Core Demands
Maryann CucchiaraPathways to Success: Learning, Language and Literacy
3 Core Shifts in Common Core: The “Ls” ELLs Need
• Learning: Building Knowledge Through Content Rich NF
• Literacy: Speaking, Reading and Writing Grounded in Evidence from text, both literary and informational
• Language: Regular Practice with complex texts and its syntax and vocabulary.
Totally Aligned to DOE Citywide Expectations
• Productive Struggle with Complex Texts, Talk and Tasks
• Language Development: Academic Language across Content
• Evidence in argument: Developing Robust ArgumentativeTalk & Writing to Convince
Common Core-Common Sense-Common Practice
• “The proposed amendment to section 1 of article 14 of the Constitution would authorize the Legislature to settle longstanding disputes between the State and private entities over certain parcels of land within the forest preserve in the town of Long Lake, Hamilton County. In exchange for giving up its claim to disputed parcels, the State would get land to be incorporated into the forest preserves that would benefit the forest preserve more than the disputed parcels currently do. Shall the proposed amendment be approved?”
•
Common Core, Common Sense, Common Practice
• Deb is stuck in a big traffic jam on the freeway and she is wondering how long it will take to get to the next exit, which is ½ miles away. She is timing her progress and finds that she can travel 2/3 of a mile in one hour. If she continues to make progress at this rate, how long will it be until she reaches the exit? Solve the problem with a diagram and explain your answer.
• At a certain time of year, the square distance from 3908 Nyx to the Sun is equal to the product of the average distance from Venus to the Sun and the average distance from Jupiter to the Sun.
Common Core, Common Sense, Common Practice
“ It has seemed to me fit and proper that they should be solemnly, reverently, and gratefully acknowledged, as with one heart and one voice, by the whole American people. I do therefore invite my fellow-citizens in every part of the United States, and also those who are at sea and those who are sojourning in foreign lands, to set apart and observe the last Thursday of November next as a day of thanksgiving and praise to our beneficent Father who dwelleth in the heavens. And I recommend to them that while offering up the ascriptions justly due to Him for such singular deliverances and blessings they do also, with humble penitence for our national perverseness and disobedience, commend to His tender care all those who have become widows, orphans, mourners, or sufferers in the lamentable civil strife in which we are unavoidably engaged, and fervently implore the interposition of the Almighty hand to heal the wounds of the nation and to restore if, as soon as may be consistent with the divine purpose, to the full enjoyment of peace, harmony, tranquillity, and union.
In testimony whereof I have hereunto set my hand and caused the seal of the United States to be affixed. Done at the city of Washington, this 3d day of October A.D. 1863, and of the Independence of the United States the eighty-eighth.”
ABRAHAM LINCOLN
Common Core, Common Sense, Common Practice
“Notwithstanding its checkered past, Thanksgiving’s traditional emphasis on gratitude and togetherness has given it special appeal during nation-shaping periods that called for great solidarity. It was first observed as a holiday in New York in the 1700s, around the time of the American Revolution, when the disparate colonies were thrown together in the face of war. Thanksgiving again rose in prominence after the Civil War, when the bitterly divided country – and its grieving homes – were encouraged to seek solace in the “common ideals” of America’s roots. At that time, an executive order by President Lincoln made Thanksgiving a national observance for the first time. It was later moved to its present date during the Depression in order to extend the commercial holiday season.”
Jessica Crabtree, Journal of Cultural Perspectives
• “Can learners end up with a full working grammar of English when evidence of how it works comes in the bits and pieces they are taught and freer data from learners like themselves?”
• What do we know about learning our first language that is consistent about how we learn languages?
Questions for Reflection
What is the Pathway to Learning, Language and Literacy?
• “With ample input and support for learning, a different progression”
• The data must be true to target
• “Flashes of insight as to how things work as the gather more and more evidence”
“Flashes of Insight”: A Different Progression
The Centerpiece of the Lesson: The Text
“The giraffe can keep most large
predators at bay with sharp hooves and a powerful kick but like many wild animals, it is tormented by tiny ticks and other skin parasites.”
Steve Jenkins, How to Clean a Hippopotamus
Instructional Materials Evaluation Tool for CCSS Alignment in ELA Grades 3 - 12 (IMET) ‐ Student Achievement Partners• Non- Negotiable 1‐ . COMPLEXITY OF TEXTS:
• Non- Negotiable ‐ 2. RANGE OF TEXTS: Materials must reflect the distribution of text types and genres required by the standards.
• Non- Negotiable ‐ 3. QUALITY OF TEXTS: The quality of texts is high—they are worth reading closely and exhibit exceptional craft and thought and/or provide useful information
• Non- Negotiable ‐ 4. TEXT- DEPENDENT AND TEXT- SPECIFIC QUESTIONS: ‐ ‐
• Non Negotiable 5‐ . SCAFFOLDING AND SUPPORTS: This opportunity is offered regularly and systematically.
Quality of Texts:
• Complex: In Ideas, In Language, In Structure, In Style, In Purpose
• Compelling: Rich, Controversial, Charged -So that Students Put Forth the Effort
• Concise and Complete: For a 3 Ts Close Reading Modeling
• Connected: To the Ideas/Themes/Topics
The Culprit: Simplified Texts
The Seasons of the Year
There are four seasons. I love the fall.
Fall is my favorite time.Leaves fall.
I like to jump in the leaves. Look, look at the colors! Orange, red, purple, brown!
Look at the branches. There are no more leaves. The fall is over.
Winter is coming.
The Reality
The bright reds and purples we see in leaves are made mostly in the fall. In some trees, like maples, glucose is trapped in the leaves after photosynthesis stops. Sunlight and the cool nights of autumn cause the leaves turn this glucose into a red color. The brown color of trees like oaks is made from wastes left in the leaves.
It is the combination of all these things that make the beautiful fall foliage colors we enjoy each year.
The Culprit: Tasks
What is your favorite season? Why?
Write a story about something that happened to you in the fall
Name and Illustrate the Four Seasons of the Year
The Reality: Writing to Convey or Convince
After reading about the fall and all the changes that occur, explain how leaves change color to create a beautiful fall foliage. Cite evidence from the texts you read in class.
Explain how temperature, cloud cover and rainfall all impact the intensity and duration of the fall.
Fall is a most active season, a busy time of change. Do you agree or disagree? Support your idea with evidence from the texts you read/researched.
Is a leaf turning brown physical change or a chemical change? Support your response with evidence from the texts you researched.
Re-visioning Curriculum: A Blueprint
3 Ts: Text, Talk, TasksWhy do the leaves change color in the fall?
Close Viewing
Questions for Reflection and Meaning
• What is the artist causing me to see or feel?• How is the artist creating a mood?• What if the artist used black and white
instead of color?• Is the artist trying to tell me something? If so,
what? What gives you a clue?• How does the artist choice of color give you a
perspective?
Close Reading of Texts:
The majority of O’Keeffes’s landscapes are painted in the vibrant yellows, glowing gold, and fiery crimson of autumn, the artist’s favorite season on Lake George and the one that seemed to elicit the greatest aesthetic response in her work. By September, the summer guests retreated to the city, and the surrounding hills and mountains were ablaze with autumn’s palette. Paintings such as “Lake George Autumn”, made in 1927, exemplify O’Keeffe’s passionate response to fall at Lake George, as she admitted, “I always look forward to the Autumn-to working at that time-and continue what I had been trying to put down of the Autumn for years.”
Thames and Hudson, 2013
Common Core Assessments:Language is the Key!
• Mrs. Pontellier was by that time thoroughly awake. She began to cry a little, and wiped her eyes on the sleeve of her peignoir. Blowing out the candle, which her husband had left burning, she slipped her bare feet into a pair of satin mules at the foot of the bed and went out on the porch, where she sat down in the wicker chair and began to rock gently to and fro. It was then past midnight. The cottages were all dark. A single faint light gleamed out from the hallway of the house. There was no sound abroad except the hooting of an old owl in the top of a water- oak, and the everlasting voice of the sea, that was not uplifted at that soft hour. It broke like a mournful lullaby upon the night.
Kate Chopin, The Awakening
• The author’s choice of language in lines 42 through 50 serves to emphasize Mrs. Pontellier’s sense of
(1) isolation (2) boredom (3) disbelief (4) inferiority
Common Core: Shifts in Range of Texts• This policy would work powerfully to induce the rich man to attend to
the administration of wealth during his life, which is the end that society should always have in view, as being that by far most fruitful for the people. Nor need it be feared that this policy would sap the root of enterprise and render men less anxious to accumulate, for to the class whose ambition it is to leave great fortunes and be talked about after their death, it will attract even more attention, and, indeed, be a somewhat nobler ambition to have enormous sums paid over to the state from their fortunes.
Andrew Carnegie, “The Wealth”• The expression “sap the root of enterprise” (lines 16 and 17) refers to
the(1)decline in consumer confidence (2)reduction in government funding (3)discouragement of private business (4)harm to international trade
Demystifying Figurative Expressions
Figurative Expression
Meaning Why it Works
“It broke like a mournful lullaby at night.”
Just like a…. ….., so too, ……
Where Information and Inferences Reside: Language
• This, then, is held to be the duty of the man of Wealth: First, to set an example of modest, unostentatious living, shunning display or extravagance; to provide moderately for the legitimate wants of those dependent upon him; and after doing so to consider all surplus revenues which come to him simply as trust funds, which he is called upon to administer, and strictly bound as a matter of duty to administer in the manner which, in his judgment, is best calculated to produce the most beneficial results for the community—the man of wealth thus becoming the mere agent and trustee for his poorer brethren, bringing to their service his superior wisdom, experience and ability to administer, doing for them better than they would or could do for themselves. .
• The author’s tone in lines 52 through 62 can best be described as(1) confident (2) indifferent (3) humble (4) sarcastic
Phrasal Frames: Academic Language Functions
• Winds knocked out power as far west as Michigan. But the most serious damage, including the flooding of New York’s subway tunnels and the broad destruction along the Jersey Shore, came as the storm pushed roiling ocean waters onto land, a phenomenon known as storm surge. The surge set records in some places, including the Battery in Lower Manhattan.
• Hurricane Sandy, dubbed “Frankenstorm” by the news media, hit during Halloween week 2012, leaving behind a path of devastation and destruction thousands of miles long. While movie monsters like Jason or Freddy Krueger may keep some up at night, they’ve got nothing on the horror wrought by the Superstorm Sandy.
• From the darkened living rooms of Lower Manhattan to the wave-battered shores of Lake Michigan, the question is occurring to millions of people at once: Did the enormous scale and damage from Hurricane Sandy have anything to do with climate change?
Climbing the Staircase of Complexity
“Backward Planning: The Tasks”• Task 3 Template: After researching ________ (informational texts) on ________
(content), write a/an ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. (Argumentation/Comparison)
• Task 9 Template: After researching ________ (informational texts) on ________ (content), write a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). What ________ (conclusions or implications) can you draw? Support your discussion with evidence from the texts. (Argumentation/Cause-Effect)
• Task 25 Template: [Insert question] After reading ________ (literature or informational texts) on ________ (content), write a ________ (report or substitute) that examines the cause(s) of ________ (content) and explains the effect(s) ________ (content). What conclusions or implications can you draw? Support your discussion with evidence from the texts. (Informational or Explanatory/Cause-Effect)
Literacy Design Collaborative, Nov. 2011
Developing a Planning Guide for Close Reading of Texts
• Collect Compelling, Complex, Concise and Connected Texts centered around a Theme Explored
• Arrange the texts in a spiral fashion from foundational to ever-increasing complex ideas and language
• Plan an excerpt for each day on the 3 Ts Planning Guide• Develop a Culminating Task after reading/researching
the theme and building knowledge through the texts read
• Plan mini culminating writing tasks throughout the unit so that students have been adequately prepared for the culminating writing task.
Academic Language at Play• Generative Tree for “coherent”• Lexical array for: angrily, bitterly, resentfully, strongly• Talk session for difference between “destroying and decimating”• Negatively charged: From Least to Most
ostentatious, showy, flamboyant, pretentious
Parse this sentence: Notwithstanding its checkered past, Thanksgiving’s traditional
emphasis on gratitude and togetherness has given it special appeal during nation-shaping periods that called for great solidarity
Academic Word Play: A Perfect Vehicle for Demystification of Academic Language
From the Secondary CC Language Standards
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• a. Interpret figures of speech (e.g. verbal irony, puns) in context.
• b. Use the relationship between particular words to better understand each of the words
• c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
