How the Supporting English California Learners during ELA · 2012-03-13 · How the California Common Core State Standards Support ELD Supporting English Learners during ELA and Literacy

+ How the

California Common Core State Standards

Support ELD

Supporting English

Learners during ELA and Literacy in

History/Social Studies & Science and

Technical Subjects Instruction

Presented by Monica Emeldi

February 9, 2012

+Outcome

  Understand the Common Core State Standards (CCSS) and how they support English Learners (ELs).  Vocabulary development;  language forms and functions; and  structured oral interaction.

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+

 Welcome /Agenda   KWL   Materials Walk

  The Intersection of ELA CCSS & The ELD 3-Part Framework

Agenda 2

+Common Core State Standards

What I already know about the Common Core State Standards.

What I would like to learn about the Common Core State Standards.

What I learned today about the Common Core State Standards.

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+Tough Realities   From the 1997-98 school year to the 2008-09 school year, the number

of English-language learners enrolled in public schools increased from 3.5 million to 5.3 million, or by 51 percent (National Clearinghouse for English Language Acquisition, 2011).

  Nationwide, only 12 percent of students with limited English scored “at or above proficient” in mathematics in the 4th grade on the 2009 National Assessment of Educational Progress, compared with 42 percent of students not classified as English-language learners. The gap was considerably wider in 8th-grade math, where 5 percent of ELLs were proficient or above on the 2009 NAEP, compared with 35 percent of non-ELL students (Slavin, Madden & Calderon, 2010).

  On the NAEP reading test, the percentages of limited-English students who reached proficient was lower than for the math test in both 4th and 8th grades. Only 3 percent of ELLs met that standard in 8th grade reading in 2009, compared with 34 percent of non-ELLs.

Education Weekly Article http://www.edweek.org/ew/issues/english-language-learners/

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+Tough Realities   As of 2005, among individuals ages 16 to 24, 6% of whites were high

school dropouts, compared with 10% of blacks and 22% of Latinos.

  Only 65% of low-income students graduate from high school as compared with 91% of their peers from middle- and upper-income families.

  43% of all students enrolled at public two-year institutions and 29% of all students enrolled in four-year institutions have enrolled in remedial courses. Students who do take remedial courses, especially in reading, are less likely to earn an associate’s or bachelor’s degree.

  40% of employers rated high school graduates as “deficient” in their overall preparedness for entry-level jobs. High school graduates were considered to be lacking in basic and applied skills (e.g., professionalism, critical thinking, and problem solving) necessary for success in the workplace.”

- Council of Chief State School Officers, 2011

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+ 6

+What are the Common Core State Standards? CCSS define literacy performance outcomes K-12 students should achieve in English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects, and Math. English Language Arts (ELA)

  Reading   Writing   Speaking & Listening   Language

Literacy in History/Social Studies & Science and Technical Subjects   K-5: Embedded in ELA   6-12: Separate Section (Reading & Writing only)

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+Why the Common Core State Standards?

Ensure that our students are…  meeting college and career expectations;

 prepared to succeed in our global economy and society; and

 provided with rigorous content and applications of higher knowledge through higher order thinking skills.

CCSS provide consistent expectations for all—not dependent on a zip code.

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+A Word from Sally Hampton

Sally Hampton - What would ELA Common Core State Standards look like?

  http://commoncore.pearsoned.com/index.cfm?locator=PS11Ye

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+The Big Idea: Common Core State Standards & ELD

The CCSS are a roadmap that identifies students’ destination (i.e., instructional targets for student performance).

Formative and diagnostic assessments map a route of how to arrive (i.e., to identify skills not secure to prioritize, to deliver and reinforce instruction, and to track performance over time).

ELD is comprised of the footsteps we take with students (i.e., instructional interactions) that move them to that destination (i.e., progresses them from their present level of performance to targeted performance outcomes).

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+Similar Domains/Strands

California Domains

Common Core Strands

• Reading • Writing • Listening and

Speaking

• Written and Oral English Language Conventions

• Reading • Writing • Speaking and

Listening

• Language • Vocabulary

• Conventions/Grammar

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+ 12

Strand Organization

Subheadings are consistent across grade levels within each set of standards

+ Common Core State Standards English Language Arts Strands

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Reading   Attention to text complexity   Balance of literature and informational

texts Writing

 Emphasis on argument and informative/explanatory writing

Speaking and Listening   Inclusion of formal and informal talk

Language

+

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

High School

Literature

College Literature

High School

Textbooks

College Textbooks

Military Personal Use

Entry-Level Occupations

SAT 1, ACT, AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

Lexile Framework® for Reading Study Summary of Text Lexile Measures

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+Integrated Model of Literacy

Science

Social Studies

Math

ELA

Reading

Writing

Language

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+ Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects

1.  Increase reading of informational text

  Elementary (Grade 4), 50%+; Middle (Grade 8), 55%; HS (Grade 12), 70%

2.  Literacy instruction in all content areas

  Emphasizing writing of informative/explanatory and argumentative pieces

3.  Text complexity

  Reading increasingly complex texts independently

4.  Increase writing from sources

  Using evidence to inform or to

make an argument

5.  Text-based answers

  Conversing dependent on reading text and developing habits for making evidentiary arguments based on text

6.  Academic vocabulary

  Constantly building complex,

grade-level text vocabulary

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Writing

Grade Persuade Explain Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

+Integrated Model of Literacy Grade 6 Snapshot

  Instruction is integrated and reinforced repeatedly across content subject-matter to support depth of understanding and flexible application

  This repetition occurs during CORE instruction and is enhanced during Universal Access and ELD time

  Instructional emphases are determined by the results of formative and diagnostic assessments

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+ELD 3-Part Framework 1.  Vocabulary

  Lexicon: Word Knowledge

  Morphology: Word study, verb study, building words

  Phonology: Phonemes (smallest units of sound)

2.  Language Forms and Functions   Syntax: Sentence construction, combining words, grammar rules

3.  Structured Oral Interaction   Semantics: Meaning

  Academic/Social Function (language purpose): Describing process, compare/contrast, giving directions, introduce ourselves, make requests

  Formal/Informal Discourse (register): Intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)

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+ 19

The Intersection of CCSS & ELD 19

Common Core Content Standards Strand

ELD Framework Component

ELD Subcomponents

Reading (pages 1-6, 27-32, & 50-53)

Students” read to learn” utilizing skills below.

Writing (pages 10-14, 33-38, & 54-56)

Syntax •  Sentence Construction •  Combining words •  Grammar Rules

(Addressed in Language 18-22 & 43-46)

Speaking and Listening (pages 15-17 & 39-42)

Structured Oral Language

•  Semantics •  Academic/Social

Function •  Formal/Informal

Discourse

Language (pages 18-22 & 43-46)

Vocabulary •  Lexicon •  Morphology •  Phonology (Alphabetic

Code Outcomes addressed in Foundational Standards, pages 7-9)

+Reading (to Learn)- Alignment of Clusters and ELD Methodology

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Reading Cluster Anchor Standards Cluster Descriptors

ELD Methodology

Key Ideas & Details •  Determine literal and inferential information in text

•  Identify main & supporting ideas

•  Analyze why & how people, events, ideas develop

1.  Sustain Engagement: •  Unison reading of “chunked’ text, words, and sentences; •  repeated reading; •  frequently prompt responses; and •  facilitate cooperative structures. 2.  Model: •  Word attack (e.g., breaking and blending words by

phonemes, sound-spelling or syllable, identify morphemes and their meanings, use of context clues to support word understanding);

•  text organization, headings, labels, diagrams; •  frontload key vocabulary AND use morphemes and

context to support word understanding. 3.  Check for understanding: •  Frequently prompt responses (skill rehearsal). 4.  Support Comprehension: •  Preview (a portion of) the text; •  activate prior knowledge to make connections between

new & known information; •  question the text; •  create mental images; •  monitor for meaning to repair understanding when

needed (i.e., reread, define vocabulary); •  draw inferences; and •  stop periodically and summarize.

Craft & Structure •  Interpret words & phrases •  Analyze structure of text •  Assess how pt. of view

shapes content

Integration of Knowledge & Ideas

•  Integrate & evaluate content in diverse formats

•  Delineate & evaluate argument and specific claims

•  Analyze how two+ text address similar themes/topics

Range of Reading & Level of Text Complexity

•  Read & comprehend literary & information texts independently & proficiently

+ 21

+Activity

 Review the Reading Common Core State Standards on pages 1-6, 27-32, and/or 50-53) and ELD Methodology on Slide 20. Discuss with colleagues what ELD practices are currently implemented at your site to support related reading standards.

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23


texts Writing



Language

+ Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects









make an argument






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Writing


4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%





2.  Language Forms and Functions   Syntax: Sentence construction, combining words, grammar

rules




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+ 26




ELD Subcomponents

Reading (pages 1-6, 27-32, & 50-53)


Writing (pages 10-14, 33-38, & 54-56)







Discourse




+ Writing- Alignment of Clusters and ELD Methodology

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Writing Cluster

Anchor Standards Cluster Descriptors

ELD Methodology

Text Types & Purposes

•  Write arguments to support claims •  Write informative/explanatory

texts to examine & convey ideas/information.

•  Write narratives to develop real or imagined experiences or events.

1.  Identify the Form and Function (Grammar and Usage).

2.  Model and prompt rehearsal of the form within the function:

• Name the grammar point; • provide a kid-friendly explanation (use

visuals); • give examples (precorrect for common

errors); and • prompt students to practice the form &

function. 3.  Use Thinking Maps (or other visuals) to

organize forms then follow with sentence frames (Levels 1-3).

4.  Facilitate work in pairs or small groups to practice form/function.

5.  Connect form and function through a theme.

6.  Structure oral practice using current target forms and functions.

7.  Review previously taught forms/functions through oral practice activities.

Production & Distribution of Writing

•  Produce writing in which development, organization, and style fit task.

•  Develop writing through planning, revising, editing, rewriting.

•  Use technology to produce & publish.

Research to Build & Present Knowledge

•  Conduct research projects to answer questions.

•  Gather information from many sources, critique & integrate information.

Range of Writing

•  Write routinely over extended timeframes for a range of tasks, purposes, & audiences.

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Activity

 Review the Writing Common Core State Standards on pages 10-14, 33-38, and/or 54-56 and ELD Methodology on Slide 27. Discuss with colleagues what ELD practices are currently implemented at your site to support related writing standards.


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texts Writing



Language

+ 32 Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects









make an argument






32

Writing


4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%




  Phonology: Phonemes/smallest units of sound


3.  Structured Oral Interaction   Semantics: meaning

  Academic/Social Function (language purpose): describing process, compare/contrast, giving directions, introduce ourselves, make requests

  Formal/informal Discourse (register): intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)

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+ 34




ELD Subcomponents

Reading (pages 1-6, 27-32, & 50-53)


Writing (pages 10-14, 33-38, & 54-56)







Discourse




+Collaborative Conversations (5th Grade)

Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.

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+ 36

+ 37 37

+ Speaking and Listening- Alignment of Clusters and ELD Methodology

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Speaking & Listening Cluster


ELD Methodology

Comprehension & Collaboration

•  Prepare for & participate in a range of conversations & collaborations with diverse partners.

•  Integrate & evaluate information presented in diverse media & formats, including visually, quantitatively, & orally.

•  Evaluate a speakers’ pt. of view, reasoning, & use of evidence & rhetoric.

Model and facilitate with ALL students: 1.  clear purpose and outcomes; 2.  clear explicit instructions; 3.  how to work together (see

Cooperative Structures, behavior expectations & rehearsal, differential reinforcement, reflection of what students did well and will improve);

4.  active listening to peers (e.g., engaged non-verbal behaviors, paraphrasing);

5.  work in pairs or small groups to practice form/function;

6.  oral interaction with one or more persons;

7.  structures that insure students are required to use the form/function;

8.  lots of student “talk time” (verbal rehearsal);

9.  student rehearsal with others before sharing with whole class; and

10.  student accountability for responses.

Presentation of Knowledge & Ideas

•  Present information, findings, & supporting evidence clearly to address the task/purpose.

•  Use digital & visual displays of data to express information.

•  Adapt speech to a variety of contexts & communication tasks, demonstrating. command of formal English when appropriate.

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+ 40 40

Activity

 Review the Speaking and Listening Common Core State Standards on pages 15-17 and/or 39-42 and ELD Methodology on Slide 38. Discuss with colleagues what ELD practices are currently implemented at your site to support related speaking and listening standards.


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texts Writing



Language

+ 42 Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects









make an argument






42

Writing


4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%


  Lexicon: Word Knowledge   Morphology: Word study, verb study, building words






43

+The Intersection of CCSS & ELD

44



ELD Subcomponents

Reading (pages 1-6, 27-32, & 50-53)


Writing (pages 10-14, 33-38, & 54-56)







Discourse



Code outcomes addressed in Foundational Standards, pages 7-9)

+ Language- Alignment of Clusters and ELD Methodology

45

Language Cluster


ELD Methodology

Conventions of Standard English

•  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

•  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1.  Select Tier 1, 2, or 3 Vocabulary. 2.  Introduce the word:

•  Write the word; •  say the word; •  prompt students to repeat the word; •  clap the word; •  introduce in context (a sentence); •  provide a kid-friendly explanation; •  illustrate the word; and •  add additional context (don’t forget

Spanish cognates). 3.  Prompt students to practice the word

(in isolation and in context). 4.  Make Associations:

•  Act out (Total Physical Response) word meaning; and

•  illustrate word. 5.  Analyze the word:

•  Parts of Speech, affixes, root words. 6.  Apply/use the word:

•  Find it in text and determine meaning; and

•  generate new sentences. 7.  Review many words taught:

•  Word Walls; and •  games.

Knowledge of Language

•  Apply knowledge of language to understand how language functions in different context, to make effective choices for meaning and style, and to comprehend more fully when reading and listening.

Vocabulary Acquisition & Use

•  Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials.

•  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

•  Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

+ Academic Word Selection Select words that support text understanding, are high utility, relate to other words and concepts students are learning.

  Word Knowledge: identifying meaning of synonyms, antonyms, homophones, and homographs

  Morphemes: identifying the meaning of affixes and common roots

  Word Meaning: using prior knowledge and inferences to identify and produce the meaning of words

  Word Analysis: categorizing, classifying, and identifying similarities and differences among words

  Words in Context: identifying the meaning of words by using context and other strategies

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Word Knowledge

Morphemic Elements

Word Meaning Word Analysis Words in Context

Synonyms Antonyms Homophones Homographs

Prefixes Suffixes Root words Conjugating verbs

Glossary use Dictionary use Compound words Multiple Meaning Words Idioms Analogies

Noun endings Verb endings Word Origins

Context clues Descriptive Expository Evaluative Narrative Persuasive

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+ 48 48

+ 49 49 49

Activity

 Review the Language Common Core State Standards on pages18-22 and/or 43-44 and ELD Methodology on Slide 45. Discuss with colleagues what ELD practices are currently implemented at your site to support related language (i.e., vocabulary, conventions/grammar) standards.

+Tiers of Assessment

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+Summative Assessment: What We Know

  CSTs will be administered through 2014-2015   SMARTER Balanced Assessments will be administered in

2014-2015 IF funded. Field testing will occur.   SMARTER Balanced Assessments will measure CCSS content   ELs will take SMARTER Balanced Assessments   Assessments will include:

  Computer Adaptive Assessments (interim & summative)   Performance Assessments (interim & summative)

  Selected Response   Constructed Response   Both two-hour and Extended Performance Assessments

  Program adoption will occur 2016-2017

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+Reflection

“3-2-1:”   Three Take Aways   Two things to communicate at site or

district   One thing you will do now

Discuss with a colleague when done (SCOE Evaluation)

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+Web Resources   National Common Core Standards: www.corestandards.org

  Curriculum Maps: http://commoncore.org/maps/index.php

  CA Common Core State Standardshttp://www.scoe.org/pub/htdocs/ccss.html

  Sally Hampton & Phil Daro Interviews http://www.americaschoice.org/commoncorestandardsresources?gclid=CNeB3oiOxqMCFRBTagodJRCwXw

  CMC: California Mathematics Council: http://www.cmc-math.org/

  SMARTER Assessment Consortium: http://www.k12.wa.us/smarter/

  PTA Parent Guide to CCSS: http://www.pta.org/4446.htm

  CDE k-6 Curriculum Guideshttp://www.cde.ca.gov/ci/cr/cf/grlevelcurriculum.asp

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+District and site support

  Monica Emeldi (ELA) [email protected]

  Josh Deis (Math) [email protected]

  Patricia Biagi (CTE) [email protected]

  Susana Lowery (EL) [email protected]

  Nancy Brownell, Asst. Superintendent, [email protected]

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+

Thank you!

Documents

How the Supporting English California Learners during ELA · 2012-03-13 · How the California Common Core State Standards Support ELD Supporting English Learners during ELA and Literacy