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Common Core and ELLs

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Facilitators: Erica Hilliker Casey Gordon – PowerPoint PPT presentation

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Slides: 35
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Title: Common Core and ELLs


1
Common Core and ELLs
  • Facilitators
  • Erica Hilliker
  • Casey Gordon

2
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.

3
Agenda
  • Common Core State Standards Overview
  • Language Arts Guidelines
  • Math Guidelines
  • SIOP Correlations
  • SIOP Strategies for teaching CCSS

4
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.

5
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6
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

7
Major Shifts in Standards
8
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9
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10
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.

11
CCSS and ELLs
  • ELLs require appropriate instructional support.
    What does that mean?

12
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.

13
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.

14
T-Chart
  • How do the CCSS guidelines for the instruction
    of ELLs correlate to the SIOP Model?

15
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

16
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

17
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

18
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

19
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?

20
Now you try it!
  • Using the THIEVES worksheet, preview the chapter
    How the Body Digests Food.

21
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?

22
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.

23
Taboo
  • Tornado
  • Twister, wind, funnel

24
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?

25
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.

26
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?

27
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
28
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

29
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?

30
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.

31
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

32
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?

33
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.

34
Tickets Out
I think I wonder I feel
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