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The Common Core State Standards and
English Language Learners
March 6, 2012
Agenda:
Text complexityExploring exemplary CCSS textsHow do ELLs access exemplary texts?Focused Instruction
Text Complexity
QualitativeDifference between a classic and just a good read•Levels of meaning (literature) - single level to multiple levels•Levels of purpose (informational text) – explicit to implicit•Text structure – simple to complex•Knowledge demands – single, simple theme to multiple, complex themes•Language conventionality – literal to figurative
Quantitative
•Usually measured by a computer program for longer texts•Difficulty of a text•Word length or frequency•Sentence length
Reader and Task
•Variables specific to particular readers - motivation, knowledge, and experiences• Particular tasks - purpose and the complexity of the task assigned•Best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
CCSS Text Complexity
Grade Bands
Old Lexile Range CCSS Lexile Range
2-3 450 – 725 450 - 790
4-5 645 – 845 770 - 980
Leveling Resources
www.lexile.comwww.scholastic.com/bookwizard
Let’s explore some texts
K-1 Stories
K-1 Poetry
By Myself by Eloise Greenfield
When I'm by myself,And I close my eyes,
I'm a twin.I'm a dimple in a chin.I'm a room full of toys.I'm a squeaky noise.I'm a gospel song.
I'm a gong.I'm a leaf turning red.
I'm a loaf of brown bread.I'm whatever I want to be.And anything I care to be.And when I open my eyes,
All I care to beIs me.
K-1 Read Alouds
K-1 Read Aloud PoetryApril Rain Song by Langston Hughes
Let the rain kiss youLet the rain beat upon your head with silver liquid dropsLet the rain sing you a lullabyThe rain makes still pools on the sidewalkThe rain makes running pools in the gutterThe rain plays a little sleep song on our roof at nightAnd I love the rain.
K-1 Informational Text
K-1 Informational Text Read Alouds
Strategies for ELLs to access more rigorous
material
•Provide access to grade level content•Build on students first language skills and knowledge•Build on effective practices used with native English speakers•Make adjustments•Have ELL students interact with other students
How do ELLs access exemplary texts?
•Teacher reads aloud text•Shared, repeated readings•Student reads text independently•Student oral retell of text with a partner•Teacher guided discussion•Student written summary with partner work with sentence frames/cloze passage/word bank when appropriate•Orally present summary
Focused Instruction
Warm-Up
Purpose: To set the stage for the teaching that will be shared in the lesson. Connect previous teaching, capture students’ attention and interest, and activate prior knowledge. Methods: Refer to yesterday’s lesson; refer to an anchor chart; share an example/excerpt from your own reading/writing experience; share an analogy that connects to the upcoming teaching point; share an example/excerpt from a student’s reading/writing experience. Possible Language: Varies according to angle/content of the warm-up, which may include a connection to a previous lesson, a related anecdote, a brief read-aloud, and/or other devices to set the stage “Yesterday we learned…”, “For the past week we have been studying…”, “In this unit we are exploring…”
Teach
Purpose: To state your explicit teaching point. DEMONSTRATE using your work, examples, students’ work and anecdotes, and published work. Methods: Be very explicit - read/write in front of your students, modeling your process and naming it; read aloud a portion of text that supports your teaching point or display it in some way as a shared reading; role-play with a student to demonstrate a successful strategy Possible Language: First to signal the teaching point…“ Today I am going to teach you how readers/writers…” Next to demonstrate the teaching point…“Watch me as I…” or “Look how this reader/writer…”
Try
Purpose: To practice the skills/strategy with guidance; to assess students’ understanding of the teaching point; to engage students Methods: Try this strategy/convention/genre element/process in your own reading/writing; turn and talk with a partner to restate what you have just learned; talk through your thinking; practice a strategy, convention, process with a partner; try the teaching as a shared writing experience, create a shared text to be used the next day. Possible Language: “Now, it’s your turn to…”, “Think about what I have just said, and practice this strategy with a partner beside you: think, turn and talk”, “Take a few minutes to try this in your own writing while we are here together.”
Clarify
Purpose: To connect your teaching point to ongoing independent practice Method: Restate your teaching point. Have students restate the teaching point. Possible Language: To connect to lives as readers/writers—“So whenever you are reading/writing…” and/orTo connect to day’s independent practice—“Today in the workshop, you will…”, “When you are reading/writing today, I want you to…”, “Today we learned … and we are going to … in our own reading/writing”, When you return to your Independent Practice today, I will be looking for…”
ReflectionThink about lesson planning and reflect upon each component of focused instruction. Is it a challenge or a strength for you? Why?
Warm UpTeach TryClarify
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