Catch the Common Core Wave

Elementary ESOL Grades K-2

Listening and Speaking

Division of Bilingual Education and World LanguagesBarbie Fernandez

June 2013

Are You Ready to Catch the Common Core Wave with Our

ELLs?

What About Our ELLs?Native language(s)Level of native language/literacy skillsLevel of English language/literacy skillsLength of time family has lived in United StatesPrevious schooling experienceFamiliarity with school routinesContent-area knowledgeParental education

ObjectivesCommon Core State StandardsCELLA

Exemplar Text Activities

StandardsReading (Literature (RL) & Informational

(RI)/Foundational Skills (RF)

Writing (W)

Speaking and Listening (SL)

Language (L)

Speaking and ListeningComprehension and Collaboration (strands 1−3)Purposeful academic talk in one-on-one, small-group, and

large-group settings

Presentation of Knowledge and Ideas (strands 4−6)Formal sharing of information and concepts, including the

use of technology

Students are challenged to…Engage in productive oral and written group work with peers

Engage in effective oral and written interactions with teachers

Explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings

Extract meaning from complex written texts

Comprehensive English Language Assessment

CELLAComprehensive English Language Learning

Assessment CELLA is designed to meet the requirements of the Title III of the No Child Left Behind Act (NCLB).

CELLA is a four-skill (Listening, Speaking, Reading, and Writing) language proficiency assessment administered to all English Language Learners (ELLs) in grades K-12.

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Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and audiences

Language Domains

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CELLA Types of Sub-Scores: Oral Skills

L/S Test Level

Grade Level Sub-Scores Available

A K-1•Vocabulary (Listening, Speaking, and Reading)•Listening Comprehension

A 2 •Listening Vocabulary•Listening Comprehension

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What happens to young children who are suddenly immersed in an English-speaking environment?

What happens to young children who are suddenly immersed in an English-speaking environment?

They go through four phases.

Four Phases of Transition to Spoken English

1.ELLs use First language (L1).2.ELLs grow silent - Nonverbal Period. 3.ELLs begin using telegraphic and formulaic language.

– Telegraphic: object names, counting (“Daddy truck”)– Formulaic: catch phrases (“Excuse me”, “I don’t know”, “Me down”, “Lookit” , “Hey, Stopit”).

4.ELLs gradually learn to use English productively.– They blend formulaic with telegraphic speech Examples: “I wanna play”, “I do a ice cream”, “I got a big”

– Tabors & Snow, 2002

Two Types of Oral English ProficiencyWhat kind is it? What can a child do? How long does it

take to acquire?Conversational

(Social) • Communicate with

peers • Use gestures & body

language to aid and complement language

Approximately 2 years

Academic • Comprehend oral instruction • Comprehend content materials

5-7 years

– Adapted from Drucker, 2003

Oral LanguageOral language involves both speaking and listening, and

includes vocabulary development.

Processing Strategy: 10:2 TheoryFor every ten minutes or so of meaningful chunks of new information, students need to be provided with two or so minutes to process the information. Rowe, 1983

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Oral Fluency Links to Literacy Initially, children’s level of listening comprehension

determines what they can comprehend when reading (Biemiller, 1999).

Listening comprehension skills are predictive of English reading comprehension (Royer & Carlo, 1991).

ELLs need daily opportunities to listen and practice oral English language in order for their literacy skills to flourish.

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Tell me, I forget.

Show me,I remember.

Involve me,I understand.

-Ancient Chinese Proverb

Strategies to use…Listening & Speaking

Modeling - demonstrate how to do a task and the students copy the model (I Do, We Do, You Do)

Use Illustrations/Diagrams - teach visual literacy by discussing illustrations, charts, and paragraphs

Use Substitution, Expansion, Paraphrase, Repetition - have students paraphrase what they have read, accounting for the vocabulary words and concepts that are important

Discussions/Debates - students develop the ability to organize information to formulate opinions

Reader’s TheaterReader’s Theater is a rehearsed group presentation

involving dramatic oral expression in which students read rather than memorize scripts. (Flynn, 2005; O’Neill, 2001)

Oral Language Enrichment: practice speaking skills, such as pronunciation, inflection, expression, and varied volume

Literacy Development: practice reading skills and comprehension

Benefits of Reader’s Theater for ELLs

Overall Language Proficiency

Social/Emotional Skills

Promoting Literacy

Exemplar Text

Hey, Little Ant Video http://www.youtube.com/watch?v=Rj6Xuyr7DDQ&safe=active

Performance TipsGetting to know your character will make the performance more believable. Use these questions to get into the character as you rehearse.How old do you think the character is?What kind of voice do you think the character should

have? Is the voice soft, loud, high pitched, or low pitched?

How does the character stand or use his or her hands when speaking?

Performance Tips ContinueDoes the character seem happy, proud, or excitable? Why or

why not? Do you think the character is serious or silly? Why or why

not?Is the character kind? Why or why not?Do you think people would like the character? Why or why

not?What can you do to communicate the character’s personality

to others?

Reader’s Theater ActivitySuggested movements will be bolded and in all-caps: SQUISH= grind shoe into the floor PLEASE= put hands together in a pleading fashion ME= point thumbs back at themselves YOU= point at the opposite group STRONG= flex muscles

Reader’s Theater ActivityDivide participants into two groups: group A will take the

role of the “Ant” and group B will take the role of the “Kid”. Facilitator will choose two narrators and one director

Cut and Paste the assigned (Kid/Ant/Narrator) picture on the front and script on the back; tie yarn

Select within your groups five “Kid” participants (1-5) and five “Ant” participants (1-5)

Be ready to perform in front of the class

Provide opportunities for extended discourse and collaborative learning

Encourage students to communicate and reflect about ideas and to engage with others even though developing language will be marked by non-native or imperfect features of English.

Children need opportunities to engage in frequent conversations – to talk and listen to responsive adults and to their peers.

Opinion Activity

Grades K–5, students are engaging in opinion writing.

“A-B Talk” Activity: Have participants count A and B. Participant A is the “Ant” and participant B is the “Kid.” First, A talks while B listens without interrupting or sharing ideas. Then, the participants switch roles.

Emphasize being an active listener without interrupting and make students accountable for speaking for a predetermined amount of time.

Ant (Group A) Kid (Group B)

Opinion ActivityTo Squish or Not To Squish?

Squish the AntThey take your food.Mom says they’re pesky.They bite.It’s little.It won’t hurt.It’s a game he plays with his

friends.He thinks the ant doesn’t

have a home or family.No one would care.

Not Squish the AntIt would hurt.He’s strong.His family needs him to feed

the babies.He’s a living thing.Would you like it?I’m like you.

Opinion ActivityTo Squish or Not To Squish?

Presentation of Knowledge and Ideas

Kindergarten - Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (LACC.K.SL.4)

First grade - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (LACC.1.SL.4)

Second grade - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (LACC.2.SL.4)

Craft and Structure

• With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (LACC.K.RL.6)

• Identify who is telling the story at various points in a text. (LACC.1.RL.6)

• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (LACC.2.RL.6)

Speaking & Listening/Literature

Activity “Who Is Talking?” 1.Participants count 1, 2, and 3. Facilitator selects

one participant to come to the front of the class to demonstrate activity.

2.Participants #1 & #2 come to the front. Give each a sentence script.

3.Select one participant at a time to read his/her sentence script and ask the audience “Who Is Talking?”

4.Participant #3 (audience) will respond: “The Kid” or “The Ant” while showing the props.

Framework for Planning a Listening Skills Lesson

Pre-listening stage – to introduce the purpose for listening in order to activate the students’ schema and get them ready to predict what they will hear and make sense of it.

Listening stage – to focus their attention on the listening text and guide the development of their understanding of it.

Post-listening stage – to integrate what they have learned from the text into their existing knowledge.

Speaking and Listening Standards K–2: Comprehension and Collaboration

Kg: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

1st: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

2nd: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Question Starters How did …….. feel ……..?What caused. .......to ……..?When …….. happened, why did ……..?In this story/poem, what does …….. mean?From the story/poem, how might …….. be described?Why did the author……..?How might the story have ended differently if ……..?Would it be better if .…..?

Question Starters ContinueWhat do you think will happen next?How would you have felt if you were ……..?Why do you think that …….. did ……..?Was it fair when ……..?Have you ever ……..?If you were …….. how would you………?How many ways can you think of to ……..?Based on what you read about .….. and …….., what can you say

about…..?

People’s CourtListening/Speaking Activity

1. Facilitator will select four participants: (Ant, Kid, judge and attorney). The rest will be the jury.

2. The attorney will turn to the jury and state the following: “Ladies and Gentlemen, the purpose of this trial is to decide if the Ant should be squashed or not.” (Pre-listening stage).

3. The Ant participant will speak/state his/her opinion as to why the Ant should not be squashed while participant B listens without interrupting or sharing ideas.

4. The Kid participant will speak/state his/her opinion as to why he/she thinks the Ant should be squashed while participant A listens without interrupting or sharing ideas.

People’s CourtListening/Speaking Activity

Continue5. The attorney will turn to the jury and state the following: “Ladies and

Gentlemen, we now need you to focus your attention on listening to the questions the judge may have.” (Listening stage)

6. Judge will listen to both opinions and ask HOT questions from “Questions Starters.”

7. The attorney will turn to the jury and state the following: “Ladies and Gentlemen, we are asking you to integrate what you have learned based on your existing knowledge of this case.” (Post-listening stage)

8. Allow proper “wait time” in order to encourage student participation.

“If children are given the necessary

tools to succeed, they will succeed

beyond their wildest dreams!“

David Vitter

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http://www.fcrr.org/

http://www.corestandards.org/assets/Appendix_A.pdf http://bilingual.dadeschools.net/

http://languageartsreading.dadeschools.net/

Useful Websites www.awschooltest.com www.colorincolorado.org www.freereaderstheater.com www.scholastic.com www.readingrockets.org www.everythingesl.net www.readwritethink.org

CONTACT INFORMATION

North Regional CenterDeland Innocent, Supervisor dinnocent@dadeschools.net305-995-2977

Central Regional Center Cary M. Pérez, Supervisorcmperez@dadeschools.net 305-995-1962

South Regional Center Lourdes Menéndez, Supervisorlmenendez1@dadeschools.net 305-995-2098

Randi Russell, Curriculum Supportrussell@dadeschools.net

Marta Valdes, Curriculum Supportmarthavaldes@dadeschools.net

Gioconda Stieve, Curriculum Supportgstieve@dadeschools.net