New English Language Development and Common

Core State Standards Institute

Integrating ELD and CCSS in History

Foundations of the American Dream: What do we believe?

June 27, 2013

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Introductions

Eve LindsayLiteracy Coach, TOSACampbell Union School District• I was a 7th grade English, social studies, and ELD

teacher for 7 years • I have been an instructional coach for the past 3

years, focusing on helping teachers support ELs• You work in a variety of settings and contexts—I

hope you can find something in the lesson or presentation that can help you or your students in your context.

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Norms• Standard etiquette

– cell phones– me/we questions– side conversations

• 7 Ps– pause, paraphrase, probe, presume

positivity, put on the table, pull off the table, pay attention, pursue a balance

• Focus on what we can control, set aside what we cannot

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Goal

Prepare every English Learner for college and career success!

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Objectives

• Practice close reading strategies with a complex text

• Practice integrating reading strategies and PLP throughout a content lesson

• Discuss strategies that support English Learners

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Glossary• BBK: build background knowledge• CFU: check for understanding• GLAD: Guided Language Acquisition by

Design• KK: Kate Kinsella• LWF: Lily Wong Fillmore• PIC: Pictorial Input Chart• PLP: Planned Language Production• UL: Understanding Language (Stanford U.)

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Foundations of the American Dream

• Key standards: CA History, CCSS Literacy, CA ELD Part 1

• Big Idea: Understand how the U.S. government struggles to balance multiple concerns

• Essential Question: To what degree has America successfully balanced the ideals and structures outlined in the founding documents?

• Summative Assessment: persuasive speech proposing solutions for national controversies

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The Class• This lesson has not been student-tested,

but it was created with a specific class in mind

• 11th grade, 41 students• estimated 80-90% SED• estimated 70% ELs, 90% LM• estimated 75% reading below grade level

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Resources• Kinsella, Kate, Ed.D. Instructional Tools to

Prepare English Learners for the CCSS Academic Discourse Demands. SCCOE, 2012.

• Daniels, Harvey and Nancy Steineke. Texts and Lessons for Content-Area Reading. Heinemann, 2011.

• The Constitution of the United States: A Transcription– http

://www.archives.gov/exhibits/charters/constitution_transcript.html

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Model Lesson• Teacher-led close reading of complex text• Modeled Think Aloud• Attention to citing evidence and supporting

opinions• Prepare students to grapple with text for

deep understanding • PLP 50% of lesson• Note-taking template• Highly integrated with Literacy and ELD

standards

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Model Lesson• Teacher-led close reading of complex text• Modeled Think Aloud• Attention to citing evidence and

supporting opinions• Prepare students to grapple with text for

deep understanding • PLP 50% of lesson• Note-taking template• Highly integrated with Literacy and ELD

Part 1 standards

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Text Complexity• It’s more than a number/grade level/lexile• Per Lily Wong Fillmore:“Complex texts are necessary because

– such texts provide access to information and ways to gain knowledge of subject matter that can be learned only through close and thoughtful reading of complex texts.

– students must get two things from their K-12 experience: knowledge of the many phenomena we expect people to know about, and the development of complex reasoning and thought.

– literacy of the type promoted by the CCSS is essential to the development of both.”

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Three Factors to Measure Text Complexity

Reader and Task

Quantitative

Qualitati

ve

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Into the Lesson

• Try to view from two lenses—first as an 11th grade student, then as an 11th grade history teacher

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Into the Text (student)

• What words challenge you?• What sentences challenge you or

don’t make sense?• What else do you need before you feel

comfortable attempting to read this text without the teacher?

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Into the Text (teacher)• How can you most effectively help

students learn vocabulary?• How do you deconstruct the grammar

and syntax to support student understanding?

• How can you support your ELs in accessing this text while still maintaining rigor?

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Talking Stick—Final Word• First person: Share your thoughts from

the previous slide and pass the stick• Each other person: Respond to #1’s

thoughts and pass stick• First Person: Any further explanation

of thoughts or response to other participants

• Repeat process with second person• Be prepared to share with whole

group

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Support Your Position• CCSS call for students to use evidence from the

text in discussions• Requiring students to choose a position, discuss it,

and find evidence to support it taps at least 3 “Cs”: Critical Thinking, Collaboration, and Communication

• “Students must be able to ‘cite textual evidence to support analysis of what the text says explicitly as well as inferences from the text.’” Texts and Lessons for Content-Area Reading, p. 78

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Essential Components for LTELs

• Oral language• Student engagement• Academic language• Expository text (reading and writing) plus other

genres• Consistent routines• Goal setting• Empowering pedagogy• Rigor• Community and relationships• Study skills

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Other Valuable Strategies for ELs

• Dr. Kinsella’s routines for learning academic vocabulary

• Dr. Fillmore’s academically productive conversations

• Understanding Language example of the Gettysburg Address

• PLP woven throughout, 50% of the lesson• Gradual Release• “Juicy” sentences• Your suggestions?

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Planned Language Production• Output

– “miles on the tongue”/fluency– practicing correct speech– not necessarily authentic or deep

• Interaction– audience-dependent– may be incorrect, but more authentic– simulates career situations

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Seeds for future lessons• Further class time devoted to investigation,

discussion, note-taking• Continue to support students in small

groups• Mini-lessons on collaboration and critical

thinking skills • Continue to require academic

conversations throughout the research process

• Revisit Constitution for “juicy sentences” to dissect and emulate when preparing to write research report

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Further resources• Investigate Dr. Kinsella’s handouts on

SCCOE website– http://www.sccoe.org/depts/ell/kinsella.asp – http://www.sccoe.org/depts/ell/kinsella.aspx

• Investigate Dr. Fillmore’s handout and video– http://vimeo.com/47315992

• Investigate Understanding Language unit– http://ell.stanford.edu/teaching_resources/ela

• Investigate possible rubrics for the 4 Cs– http://www.bie.org/tools/freebies

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Closing• Review objectives

– Practice close reading strategies with a complex text

– Practice integrating reading strategies and PLP throughout a content lesson

– Discuss strategies that support English Learners

• Questions?