Pathways to the Common Core:  Engaging  ELLS in Language, Literacy and Content Learning

Pre K-2nd GradeIrene Castro and Maria Elena Guzman

Welcome and

Warm-Up

Agenda

1. Plenary: 9:00—9:45 CCLS and ELLS: Thinking about

Academic English

2. Grade Bands: 10:00–1:00 Engaging  ELLS in Language, and Literacy

and Content Learning

Outcomes

Participants will practice strategies to:Integrate explicit academic language learning

into content lessons Build a staircase of skills necessary for

evidence-based speaking and writingMotivate learners through engaging and rigorous

tasks

CCLS “Shifts” and ELLS

Building knowledge through content-rich nonfiction and informational texts

Reading and writing grounded in evidence from text

Regular practice with complex text and its academic vocabulary

ELP Standards and the CCLS

Diane Staehr Fenner and John Segota (2012)“English Language Proficiency (ELP) standards in conjunction with content-area standards provide guideposts for helping ELLs develop the academic language necessary to reach the high levels of achievement outlined for all students.”

Diane August (2011)“CCSS and ELP standards should complement

and inform each other.”“Ells, especially those who start school in later grades, will need additional time and appropriate support to meet standards.”

Meeting Standards with ELLs

Academic English

Academic English

Example of CCSS/ELP Alignment

CCSS/ELP Alignment: K (WIDA)

Time Thematic Planning: Big Ideas and Questions

Curiosity Motivation Connections Redundancy and Abundance“y”

Instructional Supports “Sensory”: realia, visuals, models, manipulatives Graphic: graphic organizers, time lines, charts,

diagrams Collaborative: pairs, triads, groups, protocols, routines

ELL Best Practice

Theme-Based Planning

Today’s Task:Kindergarten: Class Big Book

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Imovies: Animal Puppets

Writing ELP GoalsStudents will be able to:list describe expresscompare discuss retellask explain identifyanswer read matchlabel point repeat

Using precise adjectives

academic vocabulary

sequence words

Wh..question words

Present tense verbs

Prepositional phrases

CCLS: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

SCIENCE: The Living EnvironmentLiving things are both similar to and different from each other and nonliving things.Students describe how the structures of plants and animals complement the environment of the plant or animal.English Language Goal: SWBAT:• Identify and describe

animals, including their bodies and behaviors, using precise adjectives and present tense verbs .

• Ask and answer expanded Wh questions about animals in pictures and text.

How Can We Describe These Animals?

is animal can eats has Lives in

furry lion run plants a mane the jungle

ferocious giraffe fly animals sharp claws

the savanna

carnivorous

seal hunt fruit a long tail

the desert

endangered

gorilla swim insects sharp teeth

the ocean

scaly elephant eat stripes the forestsmooth tiger climb furAfrican monkey hidehugegentle

Word Banks

What the liondoes the bear

Where can the

WhyHow

This is a _____________________.

It is has______________________________________.

It can________________________________________.

It is __________________________________________.

Simple Description

The animal depicted is a____________________.One key characteristic of the ____________is its__________________________.

Furthermore,_________________________________.Additionally,__________________________________.Most importantly, _______________________which help(s) the____________ to _____________.In conclusion,__________________________________.

Words for Adding On

In additionFurthermore,MoreoverMost importantlyFinally

Describing, Adding on

Comparing Frames

The ___________ and the __________ are both __________________________. Both have ________________________________. In addition, they both______________________.

However, while the_____________ has______, the __________ has _________________.

Comparing

Build a staircase of skills necessary for evidence-based speaking and writing

Progression of Text-dependent Questions

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

Literal

Interpretive

Teaching with Complex Texts Fisher and Fry: 2012

Gist

What is a “text-based” discussion of complex informational text?

Moving away from:Do you have any pets at home?

Text-based Questions

Nature is filled with color. Sometimes you can find all or most of a rainbow's colors in a single creature, such as the lorikeet in the small box (Bottom left) or the macaw (left). These jungle birds can blend into their colorful habitats.

Text-based Discussions: You Try It!

The tropical parrot may be called a scarlet macaw, but look closely at its flashy feathers. They include much more than scarlet (a bright shade of red). In fact, they seem to mimic a whole rainbow.

Sentence Generator

Sentence Generator

Do Pigs Make Good Pets?

What kind

Adjectives

Who /What

Subject

Does

Verb

Sentence Ender

Sentence Generator

Toolbox1. Word Banks2. Comprehensible Input: Visuals & Realia3. Physical Response4. Signal Words5. Framed Paragraphs6. Sentence Generators7. Close Reading