Common Core and ELLs

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Common Core and ELLs

• Facilitators
• Erica Hilliker
• Casey Gordon

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Objectives

• Content Objectives
• We will examine CCSS Guidelines for the
  instruction of ELLs.
• We will compare CCSS ELL Guidelines to the SIOP
  Model.
• We will apply SIOP strategies that correlate to
  the recommended CCSS guidelines.
• Language Objectives
• We will read the CCSS Guidelines for the
  instruction of ELLs.
• We will write and discuss correlations of CCSS
  ELL Guidelines and the SIOP Model.
• We will orally evaluate the effectiveness of
  specific SIOP strategies for teaching CCSS.

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Agenda

• Common Core State Standards Overview
• Language Arts Guidelines
• Math Guidelines
• SIOP Correlations
• SIOP Strategies for teaching CCSS

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Building Background

• Carousel Brainstorming
• Discuss and record ideas related to the topic on
  the poster at the center of your table.
• When the time is up, rotate to the next table.
  Read the ideas written on the poster and add 2 or
  3 additional ideas.
• Repeat the process until you have visited all of
  the posters.
• Discuss as a whole group.

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What do we have?

• Common Core ELA / Literacy
• Common Core Math
• Next Generation Science Standards
• Michigan English Language Proficiency Standards
• Will be replaced by WIDA Standards

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Major Shifts in Standards
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Application of CCSS for ELL

• 3 page document
• Teachers should recognize that it is possible to
  achieve the standards for reading and literature,
  writing research, language development and
  speaking listening without manifesting
  native-like control of conventions and
  vocabulary.
• However, these students may require additional
  time, appropriate instructional support, and
  aligned assessments as they acquire both English
  language proficiency and content area knowledge.
  

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CCSS and ELLs

• ELLs require appropriate instructional support.
  What does that mean?

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Language Arts Instruction for ELLs Should

• Incorporate a literacy-rich classroom environment
  where students are immersed in a variety of
  language experiences.
• Develop foundational skills in English and enable
  ELLs to participate fully in grade-level
  coursework
• Include coursework that prepares ELLs for
  postsecondary education or the workplace, yet is
  made comprehensible for students learning content
  in a second language (through specific
  pedagogical techniques and additional resources)
• Provide opportunities for classroom discourse and
  interaction that are well-designed to enable ELLs
  to develop communicative strengths in language
  arts.
• Include ongoing assessment and feedback to guide
  learning.
• Involve speakers of English who know the language
  well enough to provide ELLs with models and
  support.

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Mathematics Instruction for ELLs Should

• Draw on multiple resources and modes available in
  classrooms-such as objects, drawings,
  inscriptions, and gestures-as well as home
  languages and mathematical experiences outside of
  school.
• Focus on mathematical discourse and academic
  language because these are important for ELLs.
• Require student negotiation of meaning for
  mathematical situations and in mathematical
  practices that involve output from students.
• Involve regular and active participation in the
  classroom- not only reading and listening but
  also discussing, explaining, writing,
  representing, and presenting
• Ensure that students understand the text of word
  problems before they attempt to solve them.

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T-Chart

• How do the CCSS guidelines for the instruction
  of ELLs correlate to the SIOP Model?

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How do the CCSS Guidelines Correlate to the SIOP
Model?

1. The SIOP Model fosters the development of all
   language domains reading, writing, listening,
   and speaking.
2. The SIOP Model encourages the use of scaffolding
   which allows ELLs to complete grade-level
   assignments.
3. The Lesson Preparation and Comprehensible Input
   components of the SIOP Model address techniques
   that teachers can use to make the curriculum
   accessible to ELLs.

• Incorporate a literacy-rich classroom environment
  where students are immersed in a variety of
  language experiences.
• Develop foundational skills in English and enable
  ELLs to participate fully in grade-level
  coursework.
• Include coursework that prepares ELLs for
  postsecondary education or the workplace, yet is
  made comprehensible for students learning content
  in a second language (through specific
  pedagogical techniques and additional resources)

• CCSS Guidelines

• SIOP Model

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How do the CCSS Guidelines Correlate to the SIOP
Model?

• 4. Provide opportunities for classroom discourse
  and interaction that are well-designed to enable
  ELLs to develop communicative strengths in
  language arts.
• 5. Include ongoing assessment and feedback to
  guide learning.
• 6. Involve speakers of English who know the
  language well enough to provide ELLs with models
  and support.

• 4. The interaction component of the SIOP Model
  addresses techniques for increasing classroom
  discourse.
• 5. The review and assessment component of the
  SIOP Model provides suggestions for assessing
  ELLs.
• 6. The SIOP Model addresses grouping
  configurations that support language development.
  

• CCSS Guidelines

• SIOP Model

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How do the CCSS Guidelines Correlate to the SIOP
Model?

• 1. Draw on multiple resources and modes available
  in classrooms-such as objects, drawings,
  inscriptions, and gestures-as well as home
  languages and mathematical experiences outside of
  school.
• 2. Focus on mathematical discourse and
  academic language because these are important
  for ELLs.
• 3. Require student negotiation of meaning for
  mathematical situations and in mathematical
  practices that involve output from students.

1. The SIOP Model promotes the use of supplementary
   materials for ELLs.
2. The SIOP Model provides strategies for promoting
   Academic Language in the classroom.
3. The SIOP Model incorporates meaningful activities
   that integrate lesson concepts with language
   practice opportunities.

• CCSS Guidelines

• SIOP Model

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How do the CCSS Guidelines Correlate to the SIOP
Model?

• 5. Involve regular and active participation in
  the classroom- not only reading and listening but
  also discussing, explaining, writing,
  representing, and presenting.
• 6. Ensure that students understand the text of
  word problems before they attempt to solve them.

• 5. The SIOP model provides interaction strategies
  that incorporate all four language domains
  reading, writing, speaking, and listening.
• 6. The SIOP model provides techniques for the
  adapting content to the levels of student
  proficiency.

• CCSS Guidelines

• SIOP Model

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THIEVES

• TTitle
• What is the title?, What do I already know about
  this topic?, What does this topic have to do with
  the preceding chapter?Does the title express a
  point of view?, What do I think I will be reading
  about?
• H Headings/Subheadings
• What does this heading tell me I will be reading
  about?, What is the topic of the paragraph
  beneath it?How can I turn this heading into a
  question that is likely to be answered in the
  text?
• I Introduction
• Is there an opening paragraph, perhaps
  italicized?, Does the first paragraph introduce
  the chapter?What does the introduction tell me I
  will be reading about?
• EEvery First Sentence
• What do I think this chapter is going to be
  about, based on the first sentence in each
  paragraph?
• V Visuals and Vocabulary
• Does the chapter include photographs, drawings,
  maps, charts, or graphs?, What can I learn from
  the visuals in a chapter?, How do captions help
  me better understand the meaning?, Is there a
  list of key vocabulary terms and definitions?,
  Are there important words in boldface type
  throughout the chapter?Do I know what the
  bold-faced words mean?, Can I tell the meaning of
  the boldfaced words from the sentences in which
  they are embedded?
• E End of Chapter Questions
• What do the questions ask?, What information do I
  learn from the questions?, Let me keep in mind
  the end-of-chapter questions so that I may
  annotate my text where pertinent information is
  located.
• S Summary
• What do I understand and recall about the topics
  covered in the summary?

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Now you try it!

• Using the THIEVES worksheet, preview the chapter
  How the Body Digests Food.

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Debrief

• Why would THIEVES be an appropriate strategy for
  teaching the CCSS?
• How would could you adapt it for your content
  area or grade level?

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Taboo

• Shh! This is a secret do not share with others
  yet.
• Select a concept related to weather. Write the
  concept on an index card.
• Write 3 words below that are closely related to
  that concept.
• Trade cards with someone at your table.
• Find someone in the room wearing the same color
  as you and describe your concept without using
  any of the words on the card.

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Taboo

• Tornado
• Twister, wind, funnel

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Debrief

• Why would Taboo be an appropriate strategy for
  teaching the CCSS?
• How would could you adapt it for your content
  area or grade level?

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People Hunt

• Find a colleague who can answer each of the
  questions on your sheet.
• Listen to your colleagues answer and record it
  on your sheet. Then, have your colleague initial
  under his/her answer.
• Each person can initial your sheet no more than
  two times.
• You win when you get all of the boxes filled
  out on your sheet.

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Debrief

• Why would People Hunt be an effective strategy
  for teaching the CCSS?
• How would you adapt it to fit your content area
  or grade level?

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Frayer Model
a decision by a person in authority to not allow
or approve something

• Power of the President or Governor
• part of Checks Balances system
• can be Line Item or Pocket Veto

Veto
Confirm, ratify
Shoot down, reject
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Frayer Model Puzzle

• Each of you has a piece of a Frayer Model.
• Locate the people in the room with the other
  pieces you need to complete your Frayer Model.
• When the puzzle is complete, each group should
  have 5 pieces
• -Vocabulary Word
• - Definition
• - Characteristics
• - Examples
• - Non-Examples

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Debrief

• Why are the Frayer Model and the Frayer Model
  Puzzle effective strategies for teaching the
  CCSS?
• How would you adapt them to fit your content area
  or grade level?

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Connect Two

• Select two vocabulary words from your list that
  are related.
• Using the words you selected, write a sentence
  using the following frame I would connect
  _________ and ________ because _____________.
• Discuss the sentence you have written with a
  partner.
• Be prepared to share your sentence with the rest
  of the group.

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I would connect______ and ______ because

• Hot
• Tall
• Hard
• Cold
• Short
• Soft
• Mama Bear
• Papa Bear
• Baby Bear
• Goldilocks

• Tired
• Hungry
• Scared
• Porridge
• Broke
• Bowls
• Beds
• Just Right
• Sleeping
• Eating

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Debrief

• Why would Connect Two be an effective strategy
  for teaching the CCSS?
• How would you adapt it to fit your content area
  or grade level?

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Objectives

• Content Objectives
• We will examine CCSS Guidelines for the
  instruction of ELLs.
• We will compare CCSS ELL Guidelines to the SIOP
  Model.
• We will apply SIOP strategies that correlate to
  the recommended CCSS guidelines.
• Language Objectives
• We will read the CCSS Guidelines for the
  instruction of ELLs.
• We will write and discuss correlations of CCSS
  ELL Guidelines and the SIOP Model.
• We will orally evaluate the effectiveness of
  specific SIOP strategies for teaching CCSS.

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Tickets Out
I think I wonder I feel