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A New Era forTeaching & Learning:
The Common Core State Standards and English
Language Learners
Agenda:
Why the Common Core Standards?
Unlock performance indicators of Common Core Standards
Best practices – working with text
Lesson Planning
Internationally benchmarked
Aligned with college and work expectations
Designed to develop higher order critical thinking skills
Research-based
Common Core Standards: Questions to Consider
What are the Common Core Standards all about?
How will the integration of the Common Core Standards impact the way in which students are taught?
What does literacy have to do with the Common Core?
How does Common Core help us to support ELLs?
Where do we begin?
Content Literacy – Getting students ready for the complexity of real-world
literacy.The standards were created with the need for college and
career readiness at the forefront.
There is a heavy emphasis on literary non-fiction and informational text.
Students must be able to analyze, evaluate and differentiate between a variety of primary and secondary sources.
In addition, it is increasingly necessary to be able to synthesize both quantitative and technical information including facts presented in maps, timelines, flowcharts, and graphs.
Why the emphasis on literacy in the Common Core?
http://www.corestandards.org/assets/Appendix_A.pdf
Three Part Model for Measuring Text Complexity
And this all means?Qualitative – complexity of language, expression and content
inherent in the text
Quantitative – length of text
Reader and Task – what does the reader bring to the text? What is the task or purpose behind the reading of the text?
College and Career Readiness (CCR) - Anchor Standards
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
Key Ideas and DetailsRead closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, or ideas develop and interact over the course of text
http://www.corestandards.org
Craft and StructureInterpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text. http://www.corestandards.org
Integration of Knowledge and Ideas
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
http://www.corestandards.org
Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently
Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. http://www.corestandards.org
1. Demonstrate independence
2. Build strong content knowledge
3. Respond to varying demands of audience, task, purpose and discipline
4. Comprehend as well as critique
5. Value evidence
6. Use technology and digital media strategically and capably
7. Come to understand other perspectives and cultures
Performance Indicators for:
Reading
Writing
Speaking and Listening
Language
For Reading:Literature
Informational TextFoundational Skills
For Writing:Text Types and Purposes
Production and Distribution of Writing
Research to Build KnowledgeRange of Writing
For Speaking and Listening:Comprehension and Collaboration
Presentation of Knowledge and Ideas
For Language:Conventions of Standard English
Knowledge of LanguageVocabulary Acquisition and Use
Specific Teaching Goals
Grade 6 Persuasive Writing Strand Common Core Learning Standards
6W1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
Grade 7 Persuasive Writing Strand Common Core Learning Standards
7W1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Grade 8 Persuasive Writing Strand Common Core Learning Standards
8W1: Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
Grades 9-10 Persuasive Writing Strand Common Core Learning Standards
W9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
Grades 11-12 Persuasive Writing Strand Common Core Learning
StandardsW11-12.1: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
So, the question is…
Now that we’ve had a look at these new standards, how do we accommodate a wide variety of learners in our classrooms?
What does Common Core mean for them?
ELLs and the Common Core
Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom;
Literacy-rich school environments where students are immersed in a variety of language experiences;
Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework;
Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources);
Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts;
Ongoing assessment and feedback to guide learning
Speakers of English who know the language well enough to provide ELLs with models and support.
Best practices:
Get to know your students as readers and writers.
Focus on key teaching points.
Teach one thing.
Examples of single teaching points:
Using actions and words to analyze character
Interpreting political cartoons, diagrams, photographs etc
Comparing texts to understand point of view
How to use a Table of Contents...
Using captions and headings
Asking meaningful questions
Model your thinking and writing in public.
Use short text to teach.
Children’s magazines – Highlights, Spider, Cricket, Ask, Sports Illustrated for Kids, National
Geographic for Kids
Adult magazines – Time, National Geographic etc.
Searchasaurus / EBSCO (public library or school link)
Newspapers (online and print additions)
Classroom teaching “boxes”
Excerpts from nonfiction books
Old anthologies
Read and write across a variety of genres.
Let student rehearse their thinking.
Allow time for independent practice.
Differentiate your instruction by conferring and clustering
students into small groups.
Enrich vocabulary.
Academic VocabularyWhen choosing text, consider - what is the difficulty level of the
vocabulary?
Tier I Every day language - basic words that students know - represent
concepts and labels
Tier II Academic words found across content areas - polysemous words whose
meaning is determined by the content and context; words that students might generally understand but need more information to fully understand the concepts
Tier III Content specific academic vocabulary - low frequency words that
are specific to the content, technical vocabulary
1. Basic, everyday words that express relationships Eg. hardly, rarely, next, last, most, many, less, longer, older, younger, least, higher 2. That link sentences and express logical relationships Eg. if, because, unless, same, alike, since, unless, almost, probably, exactly, always, never 3. Content specific words taught and practiced across content instruction Eg. photosynthesis, estimation, economy, observations4. Word phrases - groups of words that often go togetherEg. As discussed above, in contrast, in comparison with, fearful of 5. Grammar - Passive structures, conditional clauses, comparative constructionsEg. Four books were read by the teacher; If Juan is older than Harry...
Lesson planning:
Lesson Format:
Warm-up
Teach
Try
Clarify
Lesson Format:
Warm-up
Teach
Try
Clarify
Connect
Lesson Format:
Warm-up
Teach
Try
Clarify
Demonstrate
Connect
Lesson Format:
Warm-up
Teach
Try
Clarify
Demonstrate
Rehearse and
Coach
Connect
Lesson Format:
Warm-up
Teach
Try
Clarify
Demonstrate
Rehearse and
Coach
So what? Now what?
Connect
Focused InstructionWarm-up
TeachTry
Clarify
Independent Practice
Wrap-up
WHOLE
Focused InstructionWarm-up
TeachTry
Clarify
Independent Practice
Wrap-up
WHOLE
SMALL
Focused InstructionWarm-up
TeachTry
Clarify
Independent Practice
Wrap-up
WHOLE
SMALL
WHOLE
Working with Text
Now it’s your turn.
Share your lesson plan.
Reflect on today.
What are you going to try in your teaching?
What questions do you have?
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