Introductions - Multilingual & Humanities Education Institute Doc Library/June 27 Session B I... ·...
Transcript of Introductions - Multilingual & Humanities Education Institute Doc Library/June 27 Session B I... ·...
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New English Language Development and Common Core State Standards
Institute
Integrating ELD and CCSS in Social Studies and History
Foundations of the American Dream: What do we believe?
June 27, 2013
IntroductionsEve Lindsay
Literacy Coach, TOSACampbell Union School District
• I was a 7th grade English, social studies, and ELD teacher for 7 years
• I have been an instructional coach for the past 3 years, focusing on helping teachers support ELs
• You work in a variety of settings and contexts—I hope you can find something in the lesson or presentation that can help you or your students in your context.
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Norms• Standard etiquette
– cell phones– me/we questions– side conversations
• 7 Ps– pause, paraphrase, probe, presume
positivity, put on the table, pull off the table, pay attention, pursue a balance
• Focus on what we can control, set aside what we cannot
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Goal
Prepare every English Learner for college and career success!
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Objectives
• Practice close reading strategies with a complex text
• Practice integrating reading strategies and PLP throughout a content lesson
• Discuss strategies that support English Learners
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Glossary
• BBK: build background knowledge• CFU: check for understanding• GLAD: Guided Language Acquisition by
Design• KK: Kate Kinsella• LWF: Lily Wong Fillmore• PIC: Pictorial Input Chart• PLP: Planned Language Production• UL: Understanding Language (Stanford U.)
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Foundations of the American Dream• Key standards: CA History, CCSS Literacy, CA
ELD Part 1• Big Idea: Understand how the U.S.
government struggles to balance multiple concerns
• Essential Question: To what degree has America successfully balanced the ideals and structures outlined in the founding documents?
• Summative Assessment: persuasive speech proposing solutions for national controversies
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The Class
• This lesson has not been student-tested, but it was created with a specific class in mind
• 11th grade, 41 students• estimated 80-90% SED• estimated 70% ELs, 90% LM• estimated 75% reading below grade level
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Resources• Kinsella, Kate, Ed.D. Instructional Tools to
Prepare English Learners for the CCSS Academic Discourse Demands. SCCOE, 2012.
• Daniels, Harvey and Nancy Steineke. Texts and Lessons for Content-Area Reading. Heinemann, 2011.
• The Constitution of the United States: A Transcription– http://www.archives.gov/exhibits/charters/
constitution_transcript.html
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Model Lesson• Teacher-led close reading of complex text• Modeled Think Aloud• Attention to citing evidence and supporting
opinions• Prepare students to grapple with text for
deep understanding • PLP 50% of lesson• Note-taking template• Highly integrated with Literacy and ELD
standards
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Model Lesson• Teacher-led close reading of complex text• Modeled Think Aloud• Attention to citing evidence and supporting
opinions• Prepare students to grapple with text for
deep understanding • PLP 50% of lesson• Note-taking template• Highly integrated with Literacy and ELD Part 1
standards
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Text Complexity• It’s more than a number/grade level/lexile• Per Lily Wong Fillmore:“Complex texts are necessary because
– such texts provide access to information and ways to gain knowledge of subject matter that can be learned only through close and thoughtful reading of complex texts.
– students must get two things from their K-12 experience: knowledge of the many phenomena we expect people to know about, and the development of complex reasoning and thought.
– literacy of the type promoted by the CCSS is essential to the development of both.”
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Three Factors to Measure Text Complexity
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Reader and Task
Into the Lesson
• Try to view from two lenses—first as an 11th grade student, then as an 11th
grade history teacher
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Into the Text (student)
• What words challenge you?• What sentences challenge you or don’t
make sense?• What else do you need before you feel
comfortable attempting to read this text without the teacher?
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Into the Text (teacher)• How can you most effectively help
students learn vocabulary?• How do you deconstruct the grammar
and syntax to support student understanding?
• How can you support your ELs in accessing this text while still maintaining rigor?
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Support Your Position
• CCSS call for text-dependent questions that require students to use evidence from the text in their responses
• Requiring students to create and discuss questions from the text taps at least 3 “Cs”: Critical Thinking, Collaboration, and Communication
• “Great conversation questions require students to draw upon specific information in the text, yet also use their prior knowledge to make accurate inferences.” Texts and Lessons for Content-Area Reading, p. 73
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Essential Components for LTELs• Oral language• Student engagement• Academic language• Expository text (reading and writing) plus other
genres• Consistent routines• Goal setting• Empowering pedagogy• Rigor• Community and relationships• Study skills
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Planned Language Production• Output
– “miles on the tongue”/fluency– practicing correct speech– not necessarily authentic or deep
• Interaction– audience-dependent– may be incorrect, but more authentic– simulates career situations
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Other Valuable Strategies for ELs• Dr. Kinsella’s routines for learning academic
vocabulary• Dr. Fillmore’s academically productive
conversations• Understanding Language example of the
Gettysburg Address• PLP woven throughout, 50% of the lesson• Gradual Release• “Juicy” sentences• Your suggestions?
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Seeds for future lessons• Further class time devoted to investigation,
discussion, note-taking• Possibly support students in small groups• Mini-lessons on collaboration and critical
thinking skills • Continue to require academic conversations
throughout the research process• Revisit EPA text for “juicy sentences” to
dissect and emulate when preparing to write research report
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Further resources• Investigate Dr. Kinsella’s handouts on SCCOE
website– http://www.sccoe.org/depts/ell/kinsella.asp
• Investigate Dr. Fillmore’s handout and video– http://vimeo.com/47315992
• Investigate Understanding Language unit– http://ell.stanford.edu/teaching_resources/ela
• Investigate possible rubrics for the 4 Cs– http://www.bie.org/tools/freebies
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Closing• Review objectives
– Practice close reading strategies with a complex text
– Practice integrating reading strategies and PLP throughout a content lesson
– Discuss strategies that support English Learners
• Questions?
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