1. Teaching ELL Studentsin a Common Core WorldKeith Pruitt, Ed.S Words of Wisdom EducationalConsulting www.woweducationalconsulting.com

2. To be successful, English Language Learners need the same skill setsat native speakers. Common CoreState Standards are aboutproviding the same level ofexpertise to every student. 3. Different Views of CCSS 4. Different Views of CCSS 5. Different Views of CCSS 6. But I want to suggestthat the real message isit is time to focus onthe real issue ofeducation. 7. It is time to change school Culture from a culture ofTeaching to a culture ofLearning.DuFour, Aker, DuFour- On Common Ground (2005) 8. the standards define what all studentsare expected to know and be able to do,not how teachers should teach (2010a, 6) 9. CCSS Teach to depth ofunderstanding. Equal emphasis onreading and writing Reading complex text Intellectual growth isa process over time Learning should beacross the curriculumPathways to the Common Core 10. It becomes about Teaching children how to learn 11. What do you know about Common Core StateStandards? Turn and Talk 12. Comprehension and CloseReading Looking at Text Differently 13. Reading, in theCommon Core, ismaking meaning. Calkins, et al, Pathways to Common Core, p. 25 the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25)the meaning of texts resides in the interaction of thereader with the text.Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core 14. Old Structure versus Common CoreHere is the conversation of Here is the Conversation ofComprehension as traditionally taught Comprehension based on Common Core Who were the main What descriptions are usedcharacters in Charlottes by the author to indicateWeb?that Wilbur is growing Where did they live?lonelier at the Zuckerman When animals are givenfarm?human characteristics it is What is the main point ofcalled _______________. the friendship of Charlotte Can you think of a time and Wilbur?when animals influenced How does the author let ushow you felt aboutknow that Fern has grownsomething?disinterested in Wilbur? 15. Common Core Literature StandardsKey Ideas and DetailsKindergarten First Grade Second Grade1. With prompting andAsk and answerAsk and answer such support, ask and answer questions about key questions as who, what, questions about key details details in awhere, when, why, and in a text.text. how to demonstrate understanding of key details in a text.2. With prompting andRetell stories, including Recount stories, including support, retell familiarkey details, andfables and folktales stories, including keydemonstrate from diverse cultures, and details.understanding of theirdetermine their central central message, lesson, or message or lesson.moral.3. With prompting andDescribe characters,Describe how characters support, identify settings, and major in a story respond to characters, events in major events and settings, and major eventsa story, using keychallenges. in a story. details 16. Integration of Knowledge and Ideas Kindergarten First GradeSecond Grade7. With prompting and support,Use illustrationsUse information describe the relationship betweenand details in a gained from the illustrations and the story in which story to describeillustrations and they appear (e.g., what moment in aits characters,words in a print or story an illustration depicts).setting, or events digital text to demonstrate understanding of its characters, setting, or plot.9. With prompting and support,Compare andCompare and compare and contrast the adventurescontrast the contrast two or and experiences of characters in adventures and more versions familiar stories.experiences of of the same storycharacters in(e.g., Cinderellastoriesstories) by different authors or from different cultures. 17. Common Core Literature StandardsKey Ideas and DetailsThird Grade Fourth GradeFifth Grade1. Ask and answer questions toRefer to details andQuote accurately from a textdemonstrate Under-standing of a examples in a text when when explainingtext, referring explicitly to the textexplaining what the textwhat the text says explicitlyas the basis for the answers. says explicitly and whenand when drawing inferencesdrawing inferences from from the text.the text.2. Recount stories, including fables, Determine a theme of a Determine a theme of afolktales, and myths from diverse story, drama, or poem story, drama, or poemcultures; determine the central from details in the text; from details in the text,message, lesson, or moral and summarize the text. including how charactersexplain how it is conveyed throughin a story or drama respondkey details in the text.to challenges or how thespeaker in a poem reflectsupon a topic; summarize thetext.3. Describe characters in a story (e.g.,Describe in depth a character,Compare and contrast two ortheir traits, motivations, or feelings) setting, or event in a story or more characters, settings, orand explain how their actions drama, drawing on specificevents in a story or drama,details in the text (adrawing on specific details in thecontribute to the sequence of characters thoughts, words,text (e.g., how charactersevents. or actions).interact). 18. What impacts do these have oninstruction in the classroom?What changes should be made?How will these impact what wedo with ELL students? Turn and Talk 19. Implications Emphasis is now on critical analysis of text and not merelyfoundational skills of decoding. Teachers may need to retool to build capacity for drillingdeeper into text. Students will need explicit instruction in deeper, closer readingand thinking at higher levels of comprehension. Teachers will have to examine closer the text to assure studentscan actually practice on these texts. Social Studies and Science teachers need to understand howthis applies in informational text as well. Students will need lots of texts (5-7 books/week) 20. The Greatest Condition to Guarantee Student SuccessLots and Lots of Practice Outliers, study by Malcolm Gladwell (2008)of conditions to lead toextraordinary success the unifying factor betweenpiano players, NBAplayers, programmers, etc.was HOURS OF PRACTICE 10,000 hours of Practice 21. How much time will the average studentthemselves spend reading in the classroom in one year? 22. That means the average child in an American school will spend less time engaged in reading in a year than theaverage High School football team willspend practicing in one week! 23. Qualitative Factors Are meanings explicit or implicit? Does the text structure follow conventional orunconventional formats? Literal, figurative or domain specific language? Are knowledge demands common orspecialized?From Pathways to Common Core, p 35 24. Quantitative Measures A measure that takes into account word length,frequency, sentence length, cohesion. Several frameworks might be considered includingFlesch-Kincaid test, Dale-Chall Readability Formula,Lexile Framework for Reading The CCSS seems to lean toward Lexile Levels but doesnot exclude other systems. 25. Common Core has moved higher the complexity of text that children should bein during these grades. Common Core makes no specific allotment for utilizing Vygotskys Zone ofProximal Development. 26. Reader and Task Considerations Readers motivation to comprehend thetext Familiarity with language Prior knowledgethe expectation that educators will employprofessional judgment to match texts to particularstudents and tasks (CCSS 2010b, 7) 27. Strategies for Working with Complex TextRead aloud the first chapter of a book and discussAudio Version Introduce the book andgive clear indication ofwhat the students shouldobserve Partner Reads 28. TEXT COMPLEXITYAND THE ELLSTUDENT 29. A glance at current efforts to mapthe CCSS onto curriculum, or at thedesign of sample units, suggests thatthere is little understanding in ourcommunity of the role played bylanguage in the process of attainingliteracy. Fillmore & Fillmore, What Does Text Complexity Mean for EnglishLearners and Language Minority Students? Stanford University 30. Fundamental Problems1. Substantial differences between spoken English and written English.2. Vast difference between conversational language and academic language.3. The structural change from primary text designed to teach reading to intermediate text design for learning of information.4. The literacy learning of most Els does not provide them with the proper foundation for working with complex text. 31. WHILE confined here in the Birmingham city jail, I came across your recent statementcalling our present activities unwise and untimely. Seldom, if ever, do I pause toanswer criticism of my work and ideas. If I sought to answer all of the criticisms thatcross my desk, my secretaries would be engaged in little else in the course of the day,and I would have no time for constructive work. But since I feel that you are men ofgenuine good will and your criticisms are sincerely set forth, I would like to answer yourstatement in what I hope will be patient and reasonable terms.I think I should give the reason for my being in Birmingham, since you have beeninfluenced by the argument of outsiders coming in. I have the honor of serving aspresident of the Southern Christian Leadership Conference, an organization operating inevery Southern state, with headquarters in Atlanta, Georgia. We have some eighty-fiveaffiliate organizations all across the South, one being the Alabama Christian Movementfor Human Rights. Whenever necessary and possible, we share staff, educational andfinancial resources with our affiliates. Several months ago our local affiliate here inBirmingham invited us to be on call to engage in a nonviolent direct-action program ifsuch were deemed necessary. We readily consented, and when the hour came we livedup to our promises. So I am here, along with several members of my staff, because wewere invited here. I am here because I have basic organizational ties here.Beyond this, I am in Birmingham because injustice is hereLetter from a Birmingham Jail, Martin Luther King, Jr. 32. On page 5 of the CCSS document, the anonymous writers state that a significant body of research links close reading regardless if the student is a strugglingreader or advancedto significant gains yet most ofthe students cited are from college and high school. They ignore the body of research in regards to textdifficulty and instructional leveled text. 33. Furthermore, PARCC speaks specifically to the questions of students who may be unable to read within the text complexity bands bysaying flexibility is built in for educators to build progressions of more complex textswithin grade bandsthat overlap to a limiteddegree with earlier bands, but reading texts from the appropriate band lies at the core ofthe Model Content Frameworks. (2011, 6) 34. In order to be successful,Setting a Purposethis method of usingcomplex text must becoupled with a profoundVisual Literacyamount of scaffolding forstudents. In order forteachers to be effective Pre-teaching of vocabularywith students, capacitymust be built allowing forteacher implementation.Contextualization of meaning 35. What Students Should Do in MakingMeaning1. Students should carry meaning across the whole story.2. Operate on the basis of what does the text tell us.3. Understand words based on context.4. Comparative analysis is a focal point of CCSS.5. If you are using limited targeted text provided by a basal, you will have difficulty with CCSS. 36. Implications for Implementation Determine where students are with needsassessment Insure practices are moving students forwardthrough alignment of methods with content Make sure there is plenty of time for studentreading Offer student choice for reading Offer explicit reading skill instruction Have students take ownership 37. Lets Develop AnAssessmentEach table will receive atext. Go through and place ahigher level textdependent question that students must stop andanswer. 38. Obstacles for Informational Text1. Not enough exposure to non- fiction2. Reading is at frustration level3. Engage with text in wrong manner Just the facts4. Little Choice given students5. Teacher tells what should know 39. 1. More High Interest2. Do more in content classes3. Match text to childrens ZPD4. Move students up the gradient. 40. Text SetsThe Teachers College of Columbia UniversityReading and Writing Project under thedirection of Lucy Calkins has created Text Setsboth in Literature and Informational Texts thatare available athttp://tc.readingandwritingproject.com/ 41. Teaching Vocabulary in aCommon Core World Getting at the heart of CommonCore Vocabulary Instruction 42. Determine or clarify themeaning of unknown andVarious aspects of CCSSmultiple-meaning words Anchorand phrases by using Standards K- context clues, analyzing 12 meaningful word parts, and demonstrateconsulting references the Demonstrate importance ofunderstanding of word word relationships knowledge. Acquire and use academic A.4-6words 43. Anchor Standards K-5Reading Show Vocabulary Key Ideas andDetails 4. Interpret words and phrases Craft and as they are used in a text,Structure including determiningtechnical, connotative, and Integration offigurative meanings, andKnowledge andanalyze how specific wordIdeaschoices shape meaning or tone. Text Complexity 44. Lets See How Vocabulary is handled atgrade level 45. Areas with Emphasis forVocabulary1. Literature2. Informational Text3. Foundational Skills4. Writing5. Language 46. Literature K-5Craft and StructureKindergarten First Grade Second Grade Ask and answerIdentify words and Describe how questions about phrases in stories words and phrases unknown words or poems (e.g., regular in a text.that suggest beats, alliteration, feelings or appeal rhymes, repeated to the senses. lines) supplyrhythm andmeaning in a story,poem, or song. 47. Literature K-5Craft and StructureThird GradeFourth Grade Fifth Grade Determine theDetermine the Determine the meaning of words meaning of wordsmeaning of words and phrases as and phrases and phrases they are used in a as they are used in as they are used in text, distinguishing a text, including a text, including literal from those figurative nonliteral language. that allude tolanguage such assignificant metaphors andcharacters found in similes.mythology (e.g.,Herculean). 48. Informational Text K-5Craft and Structure Kindergarten First Grade Second Grade With prompting Ask and answerDetermine the and support, ask questions to help meaning of words and answer determine orand phrases in a questions aboutclarify the meaning text relevant to a unknown words in of words andgrade 2 topic or a text.phrases in asubject areatext. 49. Informational Text K-5Craft and StructureThird Grade Fourth Grade Fifth Grade Determine the Determine the Determine the meaning of generalmeaning of generalmeaning of general academicacademicacademic and domain- and domain- and domain- specific words andspecific words or specific words and phrases in a text phrases in a text phrases in a text relevant to a grade relevant to a grade relevant to a grade 3 topic or subject4 topic or subject5 topic or subject area. area. area. 50. Foundational Skills K-5Kindergarten First Grade Second Grade Demonstrate Demonstrate understanding ofunderstanding of spoken words, spoken words, syllables, andsyllables, and sounds- sounds- PhonologicalPhonological Awareness Awareness Know and applyKnow and applyKnow and apply grade-level phonics grade-level phonics grade-level phonics and wordand wordand word analysis skills inanalysis skills inanalysis skills in decoding wordsdecoding wordsdecoding words 51. Foundational Skills K-5 Third Grade Fourth GradeFifth Grade Know and apply Know and applyKnow and apply grade-level phonicsgrade-level phonics grade-level phonics and word and wordand word analysis skills in analysis skills inanalysis skills in decoding words decoding wordsdecoding words a. Identify and know Use combinedUse combined the meaning of the knowledge of allknowledge of all most letter-soundletter-sound common prefixes andcorrespondences,correspondences, derivational suffixes. syllabication patterns, syllabication patterns, b. Decode words with and and common Latin morphology (e.g., morphology (e.g., suffixes.roots and affixes) to roots and affixes) to c. Decode multi- readread syllable words.accurately unfamiliar accurately unfamiliar d. Read grade- multisyllabic words inmultisyllabic words in appropriatecontext and out ofcontext and out of irregularly spelledcontext.context. words. 52. What Happened ToWriting? 53. So we have seen WHATwe are to do lets lookat how we do it. 54. Working with Vocabulary1. Explain2. Restate3. Show4. Discuss5. Refine and Reflect6. Application and Fun Building Background Knowledge, Robert MarzanoBringing Words to Life, Beck, McKeown, Kucan 55. All of the Read Aloud selections come fromfavorite childrens literature, essentialliterature selections and big books.The system accentuates students learning acontext for the words and not definitions.These are available from CreateSpace, Wordsof Wisdom, and Amazon.com exclusively. 56. At your table are books andtemplates of lesson one. Select words from a book. Following the template, each table will be responsible for designing a set of lessons. Report out to groups 57. Teaching for Academic Successby Targeting Vocabulary Instruction Keith Pruitt, Ed.S. Words of Wisdom Educational Consultingwww.woweducationalconsulting.com 58. The relationshipbetween vocabularyknowledge andacademic achievementis well established.--Robert Marzano, Building Background Knowledge, p 31 59. Grades 4-12Academic Difference50 Gap of 6,000 words4030Academic20Difference100Nagy & Herman, 1984, as Category 1 Category 2quoted in Marzano, 2004 60. A word is the term used to describethe label given to a packet ofinformation stored in our permanentmemories.Marzano, 2004, p32Nation insists that there are approximately 570academic words from the Coxhead List thatcoupled with the 2,000 most frequently usedwords from the General Service List thatconstitute 90% of the reading students are to do.As quoted by Lebedev, 2008, Pearson, Vocabulary Power 1 61. For the teacher, then, thesupreme task is to store as many wordsas possible into thepermanent memory of students. 62. One of the arguments for ____________ in the first place had beenthat ________ would increase the wealth of the ______ _______And lessen her dependence on other nations. According to the__________ theory, she would prosper and grow strong by_________ more and more to __________ and _________ lessand less from them. Colonies would aid by providing a ______for her ___________ goods and a source of supply for ___ _________she could not produce at home. To get the full benefit, she would haveto exclude ________ (as Spain had done) from her _______trade. The words in red are great Tier 2 words that can be emphasized for clarity. The blanks represent Tier 3 (Academic Language) that is absolutely necessary to make sense of the text. This is an American History Text. 63. One of the arguments for colonization in the first place had beenthat colonies would increase the wealth of the mother countryand lessen her dependence on other nations. According to themercantile theory, she would prosper and grow strong byexporting more and more to foreigners and importing lessand less from them. Colonies would aid by providing a marketfor her manufactured goods and a source of supply for raw materialsshe could not produce at home. To get the full benefit, she would haveto exclude foreigners (as Spain had done) from her colonialtrade.One could not access the text withoutthe vocabulary. But unless one has aschema for the words, it is like not havingthe words printed. 64. What is therelationshipbetween learningeveryday languageand academiclanguage? 65. So how would I use the idea of thematic instruction to teach vocabulary in a content? 66. NOAAUniverse today.comThe PowerfulForces of Nature ZMEScience.com Public domain 67. Step 1- Introduce the Big IdeaHow DoesNature Change the Earth around Us? 68. Step 2- Introduce the theme byintroducing the words you will study.ERUPTASH LAVATYPHOON HURRICANE PLATETREMOR MAGMA EPICENTEREARTHQUAKE STORM SURGE 69. Inclusion of vocabulary. Now wecan contextualize.We also now have supporting information that can lead to projects: Ring of Fire, Vesuvius We also can now link to career path by pointing students towww.usgs.gov where they canlearn how scientists work withvolcanoes, earthquakes, etc. 70. Wow, thats cool, dude. Ithink I might like to studyabout volcanoes. 71. The volcano Etna has been on Sicily for more than a million years, longer than human beingshave inhabited the Mediterranean. It has been erupting nearly continuously throughout 3500years of recorded history, since 1500 BCE, and doubtless for long before that.Etna has had hundreds of recorded major eruptions; another began with the eruptions of spring2001. And like the hundreds of times before, the local people responded in the ways theyalways have. But modern technologies have allowed them to respond a bit more effectively, andwith a bit less resignation, than before.Etna Then and NowEtna is such an important volcano that the ancients made it the home of Vulcan, blacksmith tothe gods. Like the personality of Vulcan himself, Etna is always unpredictable, often gloomy andirritated, sometimes dangerously angry, even on rare occasions playful. All of the seafaringpeoples of the ancient Mediterranean knew Etna as a steady beacon and landmark, loomingnear the strategic Strait of Messina at Sicilys eastern tip.People have always lived near Etna, even upon its sides. The same is true with volcanoes aroundthe world. After all, volcanic ash weathers into rich soil, and the risk of injury or death from aneruption is pretty small. On many volcanoes, you can live your whole life without witnessing aneruptionor if there is one, it wont destroy your part of the mountainside. Thats the kind ofrisk we all accept about the place we live, whether its prone toearthquakes, hurricanes, sinkholes, or landslides.The 2001 eruption of Etna made news not only because it was a great spectacle, but becausethere was human drama as well. The lava engulfed an important skiing and tourism center onthe mountain, the Rifugio Sapienza. Nowadays we dont just send prayers to our current gods, asthe ancients didalthough the archbishop of Sicily did just that in 2001. Today the Italianauthorities send bulldozers to throw up barriers to the lava. 72. Acting Against VolcanoesWeve tried other things against volcanoes, too, such as military bombing to divert lava flows. When a volcanothreatened the Icelandic town of Westmanneyjar in 1983, the main tactic was spraying the lava with seawater tofreeze it solid.But the first successful defense against a volcano was here in Catania, the city of half a million at Etnas foot. In1669, the Monti Rossi vent on Etnas southern flank began pouring out a river of lava uphill from Catania. The citysexisting walls held back the flood for a week. But after part of the wall gave way, the authorities built new walls inthe city streets that were effective against the lavas advance.Another tactic tried in 1669 was to break open the roof and sides of the lava tube feeding the flow. It was hopedthat this would cool and freeze the molten rock, as well as directing part of the flow elsewhere. The nearby town ofPatern felt so threatened by this measure, it sent out an armed force to stop the work crews.As a result, laws were enacted to forbid tampering with lava flows. These remained in effect until 1983, when moremodern techniques were allowed. So the bulldozers of today are still an experimental technology when it comes tofighting eternal Etna.Another experimental technology was tried at Etna in 2009: gas sampling by remote-controlled helicopter. TheScots geologist whose brainstorm that was won a Rolex Award for Enterprise in 2008. Remote-observationtechniques like this promise to spare volcanologists from some of the danger inherent in their work while helping ineruption forecasts.PS: The Etna eruption, among other things, produced a small quantity of Peles hair. This fine-fibered volcanic glassis more familiar from Hawaii, where the liquid basaltic lava is readily blown in the wind. 73. Step 6- Have students connect to media Step 7- Have students discuss theirlearning. 74. Step 8- Have students create from their learning.This is one of thefundamental elements of Common Core. 75. Why would we have students do anexperiment with earthquakes when we are studying volcanoes? 76. Step 1- Introduce the big ideaStep 2-Introduce wordsStep 3- Create BackgroundStep 4-Explore TextStep 5-Have students connect to textStep 6- Have students connect to mediaStep 7- Students discuss their learningStep 8- Students create from their learning 77. In following this methodology, students can learn inthe way the brain directs and learn ahost of vocabulary along the way.And most important, learning will befun. 78. Writing and the Common Core Expectations 79. writing is treated as an equal partner toreading, and more than this, writing isassumed to be the vehicle through which agreat deal of the reading work and thereading assessments will occur. Calkins, et al Pathways to the Common Core, p 102 80. Types of Writing in Common Core StateStandardsResponse to Literature Process Writing 81. Response to Literature Students will be expected to writeabout their reading experiences ondemand in a meaningful, clear, and concise manner pointing to clearevidence in the text to support theirwriting. 82. Clear Implications of Process Writing1. Three different types (Narrative, Persuasive/Opinion/Argu ment, Informational and Functional/Procedural Writing2. The bar is exceptionally high3. Writing happens often4. Based on strong rubrics 83. Exemplar Rubric TextToday before we had writing groups Mrs. John read usa story about frogs. We had to write about frogs. Wehad a tadpole in the science center. It has two backlegs and when it has two front legs its tail disappearsand it cannot eat when its mouth is changing. Thenthe skin gets too little and the frogs pull off their skinand they eat it. Some fo the frogs blow bubbles.Frogs laid eggs that look like jelly and the fish eatsome but some hatch to tadpoles. It grows bigger andbigger and bigger. 84. Considerations in Writing Write Often, Model Often, Release Often Use a learning progression in working with writing (James Popham, 2007), building blocks Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to thecontinuum 4. End the year by an on demand piece and show theprogression Provide students with clear goals and effective feedback 85. Feedback Repetition Mistake Retry Practice Perfection 86. Writing with ELLStudents requires lots of modeling 87. First, boys and girls, tell me whatyou see in the picture.CatsBirdsCarWindowNow, tell me what do you thinkthe cats may do?I think they go out window andeat the birds.I think the birds will fly awayI think the cats will watch thebirds. 88. Amanda was from India when the monsoon rains caused 1. What two new things hasgreat flooding.Amanda done in her newcountry that she neverAmandas family came to the United States when shedid in the old according towas twelve years old.the text?Amanda missed her friends and family very much when 2. What does the author sayshe first came to America. But she soon made newthat lets us know thatfriends.Amanda is happy in theUnited States?In American, Amanda was allowed to attend schoolsomething she had never done before. She really liked 3. How do we know how oldto learn and is a good student.Amanda was when shecame to the UnitedAmanda likes sports and likes to play basketball. ThisStates?was something she had never seen in her old country. 89. In Process Writing: 1. Target the instruction- dont try to get all the lions out of the jungle the first day2. Offer constant feedback, but let the children do the work (they dontlearn from what you do, but what they do)3. Use a writers workshop model with six trait writing 90. Pedagogy Suggestions1. Sentence strips, magnetic words, and tactile experiences are a great start.2. Drawing is writing. Have students tell you the story in dictation.3. For beginners, use lots of pictures to create the connection with stories and print.4. Target questions in texts for reading in order to connect with writings. Use sticky notes to place in text. 91. Thank You Keith Pruitt Words of Wisdomwww.woweducationalconsulting.com Join us on facebook