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New English Language Development and Common Core State Standards
Institute
Practices that Support ELLs in Rich CCSS Aligned Instruction
June 27, 2013
Introductions
Lydia StackESL / EFL Educational Consultant
Understanding LanguageStanford University
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Goal
Prepare every English learner for college and career success!
Objectives• Examine the critical role language plays in the new
Common Core State Standards and the Next Generation Science Standards for English Language Learners (ELLs)
• Identify specific teaching strategies that support ELLsaccess and success with authentic Common Core aligned complex texts.
• Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms
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Major Shifts in New StandardsELA Math Science
• Regular practice with complex text and its vocabulary
• Building knowledge through content-rich informational texts
• Emphasis on reading, writing, and speaking that is grounded in evidence from the text
• Provide opportunities for student access to the different mathematical (discourse) practices described in the CCSS
• Support mathematical discussions and use a variety of participation structures
• Focus on students’ mathematical reasoning, NOT on students’ flawed or developing language
• Developing and using models
• Constructingexplanations (for science) and developing solutions (for engineering)
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information
Old Paradigm
Content Language
Mos
tly
voca
bula
ry,
Gra
mm
ar
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New Paradigm
Extended DiscourseDiscussing Complex
Text Explanation
ArgumentationPurpose of Text Analyzing Text
StructuresComplex Sentences
Targeted Vocabulary in Context
LanguageContent
Realizing Opportunities for English Learners (Bunch, Kibler, Pimentel)
• ELLs should not be removed from the challenges set out in the standards.
• ELLs can meaningfully participate in instruction through “imperfect” language.
• Instruction must build on -- and build –students’ existing resources (L1, background knowledge, interests and motivations), precisely in order to expand them.
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Realizing Opportunities for English Learners (Bunch, Kibler, Pimentel) • Instruction must immerse students in
meaning-making language and literacy activities with both micro- and macro-scaffolding (Schleppegrell & O’Hallaron, 2011).
Theoretical and Pedagogical Shifts
From a conception of
• Language acquisition as an individual process
• Language as structures or functions
To an Understanding of• Language acquisition as a
social process of apprenticeship that takes place in social contexts
• Language as action and use, subsuming structure and function
• (Ellis & Larsen Freeman, 2010; van Lier & Walqui,2012)
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Theoretical and Pedagogical Shifts
From a conception of• Language acquisition
as implying the linear and progressive building on forms and structures, or functions, aimed at accuracy, fluency, and complexity
Use of simple and/or simplified texts
To an Understanding of• Language acquisition as
non-linear and complex developmental process aimed at communication and comprehension
• Use of complex, amplified texts for all students
Theoretical and Pedagogical Shifts
From a conception of
• Use of activities that pre-teach the content, or simply “help students get through texts”
To an Understanding of
• Use of activities that scaffold students’ development and their autonomy, so that the knowledge gained is generative in nature and applicable to novel learning contexts
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Persuasion Across Time and Space: Analyzing and Producing Complex Texts
“ A Unit Developed for the Understanding Language Initiative by WestEd’s Teacher Professional Development Program
• Unit Authors: Aida Walqui, Nanette Koelsch, and Mary Schmida
• In Collaboration with Understanding Language’s English Language Arts Working Group: George C. Bunch (Chair), Martha Inez Castellón, Susan Pimentel, Lydia Stack, and Aida Walqui
Persuasion Unit• Illustrates how ELA CCSSs can be used to
deepen and accelerate the instruction of ELLs in middle schools.
• Is based on the notion that ELLs develop conceptual and academic understandings as well as the linguistic resources to express them simultaneously, through participation in rigorous activity that is well scaffolded(Walqui & van Lier, 2010)
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CA ELD Standards Part I: Interacting in Meaningful Ways 1. Exchanging information/ideas • Students will contribute to class, group, and
partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.
CA ELD Standards3. Supporting opinions and persuading others• Negotiate with or persuade others in
conversations (e.g., to provide counter‐arguments) using learned phrases (I agree with X, but . . ), and open responses.
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CA ELD Standards 7. Evaluating language choices • Students will explain how well writers and
speakers use specific language to present ideas of support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support.
UNIT
Persuasion Across Timeand Space:
Analyzing and Producing Persuasive Texts
LESSON 1 Advertising in the
Contemporary World: An Introduction to Persuasive
Texts •Can you live with dirty water?
LESSON 2Persuasion in Historical
Context: The Gettysburg Address
•Gettysburg Address
LESSON 3Ethos, Logos, & Pathos in Civil Rights
Movement Speeches •MLK “I have a dream”•Robert Kennedy “On the Death of Martin Luther King”•George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “
LESSON 4Persuasion as Text:
Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s
All Together Now•Barbara Jordan “All Together Now”
LESSON 5Putting it Together:
Analyzing and Producing Persuasive Text
•The Girl who Silenced the World for Five Minutes
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Lesson 2: Persuasion in Historical Context: The Gettysburg Address
• Demonstrates the tripartite nature of lessons: Preparing Learners, Interacting with Texts, Extending Understanding.
• Build schema about the time, place, and the political context of Lincoln’s famous speech through the reading of informational text.
• Discover how cohesive and coherence ties work together to create meaning.
3 Moments in the Reading of the Gettysburg AddressPREPARING LEARNERS
INTERACTING WITH TEXT
EXTENDING UNDERSTANDING
Task 4
Task 5
Task 6
Task 1
Task 2
Task 3
Task 7Task 8
Task 9
Task 10
TEXT
• Jigsaw Project: Era Envelope• Clarifying Bookmark• Base Group Share• Wordle Partner Share with Round Robin
• Close Reading• Reading in Four Voices• Literary Devices Dyad• Wordle, Part II
• Vocabulary Review Jigsaw• In Our Own Words
© WestEd, Quality teaching for English Learners, 2012
TEXT
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Preparing and Scaffolding Learning
• Era Envelope (Background readings and photos)• Jigsaw and “focus chart” for building
essential background knowledge (“sourcing”)
• Clarifying Bookmark (to support students in reading the background material and to develop metacognitive skills for reading)
• Viewing Photos for discussion• Wordle with roundtable discussion on images that
the words provoke
Era Envelopes - Scaffolding• Three different ways to scaffold the Era
Envelopes Option 1: Groups work independently – no
scaffoldingOption 2: Groups jigsaw the readings –
moderate scaffoldingOption 3: The Teacher works through the
readings with students – maximum scaffolding
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Clarifying Bookmark
Era Envelope: Discussion• After completing the Jigsaw Reading and
their section of the handout on page 8, students return to their base groups
• Students take turns sharing responses text-by-text, adding to or revising responses as needed.
• Students discuss readings using the Clarifying Bookmark.
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Photo Task• Each student picks a photo from the
envelope.• Students take turns talking about their photo.• The group picks one photo and completes
HO #7.• Together they write a caption for the photo
and post it on the wall
Era Envelope and Photograph Response
• Minimal and moderate scaffolding: Groups review photos and select one for further analysis
• Maximal scaffolding: Teacher selects and guides response to one photo
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Word Clouds: WordleStudents work with a partner to:• Pick two or three words • Discuss images or ideas that come to
mind when they think of the words
Round Robin• Each student in the group shares at
least one word and image/idea associated with it. They do not discuss or comment until everyone has shared.
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Interacting with the Text• Close reading with guided questions• Reading in Four Voices• Literary Device Matrix (in dyads)• Wordle, revisited
– What images do you associate with the words now
– Look for variations of similar words (e.g. dedicate and dedicates)
• Dedicate matrix
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The Gettysburg Address –Multiple Readings
• Listen to a version of the Gettysburg Address
• Read the Gettysburg Address in Four Voices
• Close reading with guided questions• Partner reading of the text for Literary
Devices• Group Analysis - In our own words
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Interacting with the Text• Para. 1: Lincoln refers to “our fathers” creating a
new nation. Who is he referring to here?• Para. 2: When Lincoln refers to a “nation so
conceived and dedicated,” to which phrase in Paragraph One is he referring? How do you know?
• What does Lincoln mean when he states that the living must “be dedicated to the unfinished work” of the dead soldiers? Which lines in the speech tell the living what their “unfinished work” is?
Literary Device Matrix
Example: New nation
any nation this nation
Work with a partner to find examples of repetitionin the Gettysburg Address. The first example has been done for you.
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Extending Understanding
• Vocabulary review jigsaw• In our own words
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Vocabulary Review Jigsaw• Form groups of four• Label a piece of paper “The Gettysburg Address”
and number 1to 12 on the paper• Each person at the table gets a card• Person with card A calls out a number, teammates
find that number on their paper. “A” reads the sentence with that number
• Next “B” reads the sentence with that number• Then “C” reads the sentence with that number • Finally “D” reads the definition and team members
complete the word.
Vocabulary Review JigsawVOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student D
1. It means Ņinstrument developed to kill prisoners speedily and efficiently. Ó
2. It means Ņone of the most popular leaders of the French
Revolution.Ó 3. It means Ņbuilding that symbolized oppression for the
people.Ó 4. It means Ņname given to a member of the assembly who had
conservative opinions.Ó
5. It means Ņname give n to a member of the assembly who had revolutionary ideas.Ó
6. It means Ņluxurious palace constructed by Louis XV.Ó 7. It means Ņhead of the Committee for Public Safety.Ó 8. It means Ņone of the three ideals of the French Revolution.Ó 9. It means Ņthere were three of such social classes.Ó
10. It means Ņthe only estate that paid taxes.Ó 11. It means Ņthey were the thinkers who developed the ideals
of the French Revolution.Ó
12. It means Ņassembly that abolished the monarchy and established the French Revolution
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student D
1. It means Ņinstrument developed to kill prisoners speedily and efficiently. Ó
2. It means Ņone of the most popular leaders of the French
Revolution.Ó 3. It means Ņbuilding that symbolized oppression for the
people.Ó 4. It means Ņname given to a member of the assembly who had
conservative opinions.Ó
5. It means Ņname give n to a member of the assembly who had revolutionary ideas.Ó
6. It means Ņluxurious palace constructed by Louis XV.Ó 7. It means Ņhead of the Committee for Public Safety.Ó 8. It means Ņone of the three ideals of the French Revolution.Ó 9. It means Ņthere were three of such social classes.Ó
10. It means Ņthe only estate that paid taxes.Ó 11. It means Ņthey were the thinkers who developed the ideals
of the French Revolution.Ó
12. It means Ņassembly that abolished the monarchy and established the French Revolution
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student B
1. This word has THREE syllables. 2. This word has TWO syllables. 3. This word has TWO syllables. 4. This word has TWO syllables. 5. This word has TWO syllables.
6. This word has TWO syllables. 7. This word has THREE syllables. 8. This word has THREE syllables. 9. This word has TWO syllables. 10. This word has ONE syllable. 11. This word has THREE syllables. 12. The first word is THE .
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student B
1. This word has THREE syllables. 2. This word has TWO syllables. 3. This word has TWO syllables. 4. This word has TWO syllables. 5. This word has TWO syllables.
6. This word has TWO syllables. 7. This word has THREE syllables. 8. This word has THREE syllables. 9. This word has TWO syllables. 10. This word has ONE syllable. 11. This word has THREE syllables. 12. The first word is THE .
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student C
1. The last letter of this word is e 2. The last letter of this word is n 3. The last letter of this word is e 4. The last lett er of this word is t 5. The last letter of this word is t
6. The last letter of this word is s 7. The last letter of this word is e 8. The last letter of this word is y 9. The last letter of this word is s 10. The last letter of th is word is d 11. The last letter of this word is s 12. The second and third word have three syllables .
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student C
1. The last letter of this word is e 2. The last letter of this word is n 3. The last letter of this word is e 4. The last lett er of this word is t 5. The last letter of this word is t
6. The last letter of this word is s 7. The last letter of this word is e 8. The last letter of this word is y 9. The last letter of this word is s 10. The last letter of th is word is d 11. The last letter of this word is s 12. The second and third word have three syllables .
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student A
1. This word starts with the letter G 2. This word starts with the letter D 3. This word starts with the letter B 4. This word starts with the letter R 5. This word start s with the letter L 6. This word starts with the letter V 7. This word starts with the letter R 8. This word starts with the letter L 9. This word starts with the letter E 10. This word starts with the letter T 11. This word s tarts with the letter P 12. This name has three words.
VOCABULARY REVIEW JIGSAW
THE FRENCH REVOLUTION
Student A
1. This word starts with the letter G 2. This word starts with the letter D 3. This word starts with the letter B 4. This word starts with the letter R 5. This word start s with the letter L 6. This word starts with the letter V 7. This word starts with the letter R 8. This word starts with the letter L 9. This word starts with the letter E 10. This word starts with the letter T 11. This word s tarts with the letter P 12. This name has three words.
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In Our Own Words• Assign partners or small groups one
sentence from The Gettysburg Address to translate into modern English.
• Completed sentences are transferred to poster paper.
• Speech is reassembled.• Teacher leads discussion of consistency in
tone and voice• Students revise sentences and repost
What about Beginning English Learners?
• This unit is designed for English Learners in ELA classes who are at the intermediate or above proficiency levels. Beginners should be placed in appropriate ESL classes.
• One size does not fit all! ELPD standards apply in these cases. Expectations should be based on those standards for each student’s correct PROFICIENCY level.
• English Learners can be given the same assignments, however product expectations should be based on the proficiency level of each student.
• Scaffolding is key to student success.
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Discussion QuestionsWhat shifts did you see evident in the unit?
What would be necessary for teachers to move in this direction for English Learners?
How can initiatives like Understanding Language be of help?
ReferencesEllis, N. & Larsen-Freeman, D. (Eds.) (2009). Language as a complex
adaptive system. Language Learning, 59, Supplement 1.
van Lier, L., & Walqui, A. (2012, January). How teachers and educators can most usefully and deliberately consider language. Paper presented at the Understanding Language Conference, Stanford, CA.
Walqui, A. & van Lier, L. (2010). Scaffolding the academic success of adolescent English Learners. A pedagogy of promise. San Francisco: WestEd.
Walqui, A., & Heritage, M. (2012, January). Instruction for diverse groups of English language learners. Paper presented at the Understanding Language Conference, Stanford, CA.
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Questions?
Thanks you for your participation
Lydia [email protected]
Understanding Language WebsiteEll.stanford.edu
