Common Core Standards for ELLs. Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January , 2013. Objectives. Common Core Standards Text Complexity Close Analytic Read Informational Text Exemplar Text A Medieval Feast. Let’s Share and Talk !. - PowerPoint PPT Presentation
Common Core Standards for ELLsElementary ESOL
Grade 3
Division of Bilingual Education and World Languages
January, 20131
ObjectivesCommon Core StandardsText ComplexityClose Analytic
ReadInformational TextExemplar TextA Medieval Feast22Lets Share and
Talk!
334
4What does Common Core say about ELLs?ELLs who are literate in a
first language that shares cognates with English can apply
first-language vocabulary knowledge when reading in English;
likewise ELLs with high levels of schooling can often bring to bear
conceptual knowledge developed in their first language when reading
in English. However, ELLs with limited or interrupted schooling
will need to acquire background knowledge prerequisite to
educational tasks at hand. Application of Common Core Standards for
ELLs
5What Are The Changes?
66Standards-Based Curriculum
7Standards based instruction for English language learners,
Joseph Laturnau, 20017What are the Standards?8
89
STANDARDS 3-5 What are the Anchor Standards?How do they spiral
throughout the grades?Literature (RL)
Informational Text (RI) Foundational Skills (RF)Speaking &
Listening (SL)
Language (L)
Writing (W)
1010 Informational Text
11Evidence Main Idea Interaction Vocabulary StructurePoint of
ViewMultimedia ArgumentMulti-Text Complexity 11CCSS and NGSSS are
Blended In 3rd Gr.
1212Making the Grade
1313How do we break it
down?14https://www.teachingchannel.org/videos/teaching-difficult-lessons?fd=1
14Elementary Exemplar Texts
1515Exemplar TextInformational TextGrade Level : 2-3Lexile:
840LTopics:Ceremony & TraditionMiddle AgesFood &
CookingContent: Social Studies
1616Performance Tasks for:A Medieval FeastStudents read Alikis
description of A Medieval Feast and demonstrate their understanding
of all that goes into such an event by asking questions pertaining
to who, what, where, when, why, and how such a meal happens and by
answering using key details. (RI.2.1) Appendix B, pg. 291717What
Does Informational Text Contain?18
18 Text Complexity
1919Measuring Text ComplexityQualitative dimensions: levels of
meaning or purpose, structure, language conventionality and
clarity, and knowledge demands of the readerQuantitative measures:
word and sentence length measured by computer software Reader &
task considerations: the readers knowledge, motivation and
interests
2020How Do I Find a Texts Complexity?
2121Content and Language Goals
222223
Douglas Fisher: Part 1http://bit.ly/HaWOdF
Douglas Fisher: Part 2 http://bit.ly/HIMA0Q
Close Analytic Read23In Other Words
2424Making Questions2525Questioning of
ELLS26http://www.colorincolorado.org/images/innovationfund/Gonzales.jpg
Clara Gonzales-Espinosa26WatchKnowLearn.org27
http://www.watchknowlearn.org/Video.aspx?VideoID=36327&CategoryID=10501
(read aloud)
27The Over-Arching Question
2828Real-Life ConnectionsHistorical
Background29http://www.watchknowlearn.org/Video.aspx?VideoID=36405&CategoryID=10501
29Activate Prior Knowledge and Frontload
30
30What About the ELLs?
3131ELL Questioning
3232Think-Aloud Bookmarks
3333How to Incorporate WritingWrite routinely!3 subject
notebook: Readers Response (Quick Writes)Writers notebook (Process
Writing)Journal (Review and Activate Prior Knowledge)Mini-lessons
to address student needs!34
34Question Flip Book35EventSituationChoicePersonReasonMeans What
is?Where/When is?Which does?Who is?Why is?How is?35My Flip
Book36
3637Read and Retell
37Writing With Storyboards
38
38Planning is Key39
39Planning a LessonSelect your exemplar textFind the Lexile
levelLook at the vocabularyThink of what the student brings to the
textSelect the strategiesFind the graphic organizer(s)Think of
activities to incorporate listening, speaking, reading and
writing
40
4041
41Focus Model42
42What Do Proficient Learners Do?
4343How Can We Make Proficient Learners?44
44Use Your Context Clues!The lartey frimps krolacked blinfly in
the detchy shilbor.Read the sentence above and answer the
following:What kind of frimps were they?What did the frimps
do?How?In what kind of shilbor did they krolack?Which word is the
subject in this sentence?Which is the verb?
4545http://languageartsreading.dadeschools.net/resourcesandlinks.asp46
4647
4748
4849
49Word Jars50LordLadyserfkingqueen horsemenmill, manor, brew
househare boar eels troutcrane partridgeherbsturnip garlicpeas
PlacesAnimals Fruits and Vegetables Characters
50Authentic Assessments51
Frayer Model 4-Column NoteFoldable51What do CCSS mean for ELLs?
52
Kenji Hakuta, Professor of Education, Stanford University"In
most classrooms, teachers do the talking and students do the
listening. Students just don't get a lot of opportunities to
express what they know,Language is kind of like a spiral; even if
you're proficient in a language the more you use it and the more
you use it to articulate complex subject matter, the deeper your
understanding is going to get of that subject matter.
52Exemplar Texts for Grades 3-553
53
5454 CONTACT INFORMATION
North Regional CenterDeland Innocent, Supervisor
[email protected]
Central Regional Center Cary M. Prez,
[email protected] 305-995-1962
South Regional Center Lourdes
Menndez,[email protected] 305-995-2098
Randi Russell, Curriculum [email protected]
Emma Francois, Curriculum [email protected]
Alina Plasencia, Curriculum
[email protected]
Martha Valdes, Curriculum
[email protected]
Gio Stieve, Curriculum Support [email protected]
5555
