Five Avenues for Ensuring ELLs Have Access to the

Common Core

WIDA Consortium Annual ConferenceOctober, 2014, Atlanta, Georgia

Leigh Ann Ranieri, Patricia Verbovszky, Judith O’Loughlin

Agenda• Introduce Presenters• Objectives• Give one/Get one/Move on (Go/Go/Mo)• Rationale/Can Do Descriptor• Key Avenues• Questions

Objectives• Participants will leave with at least two strategies

that they can immediately implement.• Participants will be able to discuss the modeled

strategies with a partner in a small group.• Participants will be able to complete at least one

graphic organizer with a partner or in a small group.

Presenters• Dr. Leigh Ann Ranieri, Director of Pupil Services,

West Chester Area School District• Patricia Verbovszky, Supervisor of ELL and

Assessment, West Chester Area School District• Judith B. O’Loughlin, Educational Consultant,

Language Matters Education Consultants, LLC

Go/Go/Mo• Give one/Get one/Move on• Record three ideas about how to provide ELLs

access to the curriculum based on the Common Core.

• Stand up.• Exchange ideas with at least two other people.• Move on• Continue to exchange ideas until the timer

sounds.• Report out.

Transition• Purpose for test scores• Professional development• Results • Expectations• Accountability

Curriculum Based on the Common Core

• All students must have access.• Professional Learning Communities• Collaboration• ELLs belong to all faculty and staff • Shared responsibility• High stakes test scores

Five Avenues for Successful Access

In order for students to successfully access the curriculum, they will need to have all five avenues in place.

1. Language Objectives

2. Visuals

3. Processing Time

4. Practice Time

5. Teacher Collaboration Time

Who are ELLs?• Vignettes• Activity

Can Do Descriptors• What can ELLs do at different ELP levels?• Activity: Compare students in the vignettes with

the different descriptors• Activity: Matrix• Activity: Expectations

Language Objectives

Tools for Writing Language Objectives

Cognitive Function

Word

Context for Language

Use

Language Domain

Topic Related Language

ELL Development

al Level

Sentence FrameOverarching Language Objective: Students will

be able to orally apply (or demonstrate) their knowledge of the impact of weather conditions after investigating and collecting weather data from different locations (communities, regions, and nations).

Creating Language Objectives for Students at Different ELD

Levels

Student-Friendly Language

• We can show maps, charts, and graphs and name weather conditions and what happens to people in different types of weather.

• Now it’s Your Turn.

• Work with a partner.• Write a student-

friendly language objective.

• Choose a Level: Levels 2, 3, or 4.

• Choose a Language Domain or Integrated Domain (e.g. Listen/Read or Speak/Write)

• Share

Visuals

Strategy Format• Define the strategy.• Model and demonstrate how strategy works.• Connect the strategy to the core/district

standards• Provide opportunity for participants to apply

strategy and practice it.• Provide appropriate English language proficiency

level.

Reading Strategy for Literature

• Picture the Main Idea • CC.4.R.L.2: Determine the theme of a story,

drama, or poem from details in the text; summarize the text.o Students benefit from supportive frameworks and step-by-step

strategies to identify essential story meaning and details.

Visuals Picture the Main Idea Packet

Activity

Picture the Main Idea

Model

Picture the Main Idea

Model

Picture the Main Idea

Model: Supporting Detail Chart

Main Idea Supporting Details

Picture the Main Idea

• Guided PracticeUp North at the Cabin by Marsha Wilson

Chall

Picture the Main Idea

Text: Up North at the Cabin

Main Idea Supporting Details

Picture the Main Idea

Guided Practice: Read PassageComplete supporting detail chart

Main Idea Supporting Details

Picture the Main Idea

Independent Practice

Owl Moon by Jane Yolen

Picture the Main Idea

Independent: Read PassageComplete Supporting Detail Chart

Main Idea Supporting Details

Processing Time

Processing Time• Processing time• Think-pair-share• Think-write-pair-share• Turn and talk: What are some other processing

time strategies that will work in your buildings?• Feedback• What are the benefits for ELLs?

Practice Time

Practice Time• Practice time• Incorporate it during the day.• Time in school may be only time available for

ELLs• Partner

Practice Time• Turn and Talk:

o How can educators incorporate more practice time within the context of the school day?

Teacher Collaboration Time

Teacher Collaboration Time• Department Meetings• Professional Learning Communities• Common Planning Time

Questions

Ticket-out-the-Door• Please complete a Ticket-out-the-Door and leave

it with us.• Thank you.

References

• Dove, M. G., & Honigsfeld, A. (2013). Common core for the not-so-common learner:English language arts strategies grades K-5. Thousand Oaks, PA: Corwin Press.

• Echevarria, J. J., Vogt, M., & Short, D. (2012). Making content comprehensible for English language learners: The SIOP model (4th ed.). N.p.: Pearson.

• Kinsella, Kate (in general—her body of work)• www.cast.org (universal design for learning)• West Ed (in general—body of work)• www.wida.us