Moving ForwardTransitions Needed by Adult ELL Students

Based on Common Core

Keith Pruitt, Ed.Swww.woweducationalconsulting.com

Brain Gym• Spell as many words as

possible in one minute from the following word. Use each letter only once.

• remediation

But I want to suggest that the real message is it is time to focus on the real issue of education….

What CCSS Means…1. There is a

higher expectation!

2. A direct emphasis on comprehension.

3. A new connection with writing.

4. Listening and Speaking

5. Greater emphasis on vocabulary

Turn and Talk

What do you know about CCSS and how

they will impact Adult Learners?

It is now a different time with a different set of expectations and needs.

Think of the skill sets that were needed just twenty years ago.

What are some skills students need today that would be different from what was needed 20 years ago?

• Computer Skills• Communication Skills• Vocabulary at higher

levels• Technical writing skills• Collaborative skills• Ability to solve complex

problems

So how do we transition students in the ELL world to a place where they are prepared?

What are the constants?

1. To gain comprehension of text one must know words.

2. The main reason to engage text is for comprehension.

3. Students need to express ideas in writing.

VocabularyBuilding Blocks to Meaning

The greatest obstacle to comprehension for the

English Language Learner and Struggling Reader is

the inability to know enough words to engage

the text.

By the time a student finishes the 12th grade, they need to have been exposed to approximately 52,000 new words.

Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for students to

understand at least 80% of daily conversation and writing. If

students know…, in conjunction with 570 high

frequency academic words found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation,

2002, as sited in Vocabulary Power).

500 Words from General Services and 400 words from the Academic

Word List.

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. --CCSS, Language Arts Standards 12th Gr

Concepts of Instruction to use for transition:

1. Allow for auditory language acquisition.

2. Have discussions around words

3. Substitute words- Build volume

Concepts of Instruction to use for transition:

4. Use visuals to teach words

5. Get students using words in writing

Dictionary Skills as ReferenceDictionaries can be a key ingredient in helping students gain words. Pictures help create schema. Explanations that are student friendly help them understand how words are used.

Let’s Take APictureBreak!

Exaggerate

Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004

Fatigue The bear was very fatigued from walking so far.

Symbol

Notice how the explanation of the term is found on the page with the term. This is an idea way to keep focus on the text and help scaffold meaning through explanation of terms.

Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt

This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?

Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt

This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?

Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt

This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?

If someone is exuberant they are

very excited or outgoing in their

personality.

Us a sticky note on the page to help explain the meaning of unfamiliar words.

ComprehensionWhat does it mean?

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.--CCSS, LA, 12th gr

The level of questioning has dramatically changed. Instead of superficial and surface level comprehension, students are now asked to do close reading of text.

Surface level swimming

Swimming Under the Surface

Old Structure versus Common CoreHere is the conversation of Comprehension as traditionally taught

Here is the Conversation of Comprehension based on Common Core

• Who were the main characters in Charlotte’s Web?

• Where did they live?• When animals are given

human characteristics it is called _______________.

• Can you think of a time when animals influenced how you felt about something?

• What descriptions are used by the author to indicate that Wilbur is growing lonelier at the Zuckerman farm?

• What is the main point of the friendship of Charlotte and Wilbur?

• How does the author let us know that Fern has grown disinterested in Wilbur?

Remember comprehension involves the deep reading of text, not just being in a textbook.

WritingGiving Wings to Thought

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. --CCSS, Writing, 12th gr

This is only one of three different types (genres) of writing that is expected. Let’s look at the rubric text that shows the expectation or goal.

I believe that it would be beneficial for our schools to adopt dress codes. Although some may argue that this action would restrict the individual student’s freedom of expression, I do not agree. Our right to express ourselves is important, but in our society none of us has unrestricted freedom to do as we like at all times. We must all learn discipline, respect the feelings of others, and learn how to operate in the real world in order to be successful. Dress codes would not only create a better learning environment, but would also help prepare students for their futures.

This is a rubric exemplar text for 12th grade. It is one of five paragraphs in this paper. The paper was an essay written for college entrance. This is sited in CCSS Appendix C as an exemplar text for writing at the 12th grade level. This is under the category of Opinion/Argument Writing

A Method to Strengthen Writing

We went to the store. We bought some clothes. We had fun.

Who Went to the store? How did

you go?What store did you go to

What kind of clothes did you buy?

What was there about this that was fun?

When did you go to the store?

Now We Have…

Carlos, Maria, and I went to the Wal-mart on Thursday evening. Maria drove us in her Mazda convertible. Carlos bought some new shirts to wear. Maria bought a new dress. I bought a new pair of boots to wear to work. We had a lot of fun at the Wal-mart. I like being with my friends. We tell jokes and like being together.

What was it like inside the store?

Did you have the top down? What was the weather like?

Describe the shirts, dress and boots. What color were they?

By just asking questions, you can flesh out a very simple form of writing to give it more meat and

build its volume.

Now I’m going to show you a picture. With a partner, I would

like for you to start telling a story using the details of what you see

in the picture.

We can then take the list as a brainstorm (ideas) list and we can begin to craft a story.

One day in the winter, I sat in my chair one morning. It was very cold outside, so I built a fire in the fireplace to stay warm. My cat liked the warm fire and lay on the carpet at my feet.

I read a book and enjoyed it so much that when I looked at the clock I discovered it was already 4:30. So I ate a banana from my fruit bowl to hold me over until dinner.

• Reading book

• Cold because there is a fire

• Cat is on the carpet

• Fruit is in the bowl

• Clock says it is 4:30

In this presentation we have attempted to examine three core areas where we must transition our ELL students to provide them a clearer path toward success and further educational opportunities. CCSS is changing the face of Adult Education as well as K-12 and we must actively embrace these changes.

On Behalf of Pearson ELT and Words of Wisdom

Thank You

Keith Pruitt, Ed.Swww.woweducationalconsulting.com