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Common Core Standards for ELLs

Common Core Standards for ELLs. Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January , 2013. Objectives. Common Core Standards Text Complexity Close Analytic Read Informational Text Exemplar Text A Medieval Feast. Let’s Share and Talk !.

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Common Core Standards for ELLs

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  1. Common Core Standards for ELLs Elementary ESOL Grade 3 Division of Bilingual Education and World Languages January, 2013

  2. Objectives • Common Core Standards • Text Complexity • Close Analytic Read • Informational Text • Exemplar Text • A Medieval Feast

  3. Let’s Share and Talk!

  4. What does Common Core say about ELLs? • “ELLs who are literate in a first language that shares cognates with English can apply first-language vocabulary knowledge when reading in English; likewise ELLs with high levels of schooling can often bring to bear conceptual knowledge developed in their first language when reading in English. …However, ELLs with limited or interrupted schooling will need to acquire background knowledge prerequisite to educational tasks at hand.” Application of Common Core Standards for ELLs

  5. What Are The Changes?

  6. Standards-Based Curriculum Standards based instruction for English language learners, Joseph Laturnau, 2001

  7. What are the Standards?

  8. Informational Text Evidence Main Idea Interaction Vocabulary Structure Point of View Multimedia Argument Multi-Text Complexity

  9. CCSS and NGSSS are Blended In 3rd Gr.

  10. Making the Grade

  11. How do we “break it down”? https://www.teachingchannel.org/videos/teaching-difficult-lessons?fd=1

  12. Elementary Exemplar Texts

  13. Exemplar Text Informational Text Grade Level : 2-3 Lexile: 840L Topics: Ceremony & Tradition Middle Ages Food & Cooking Content: Social Studies

  14. Performance Tasks for:A Medieval Feast • Students read Aliki’s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. (RI.2.1) Appendix B, pg. 29

  15. What Does Informational Text Contain?

  16. Text Complexity

  17. Measuring Text Complexity • Qualitative dimensions: levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands of the reader • Quantitative measures: word and sentence length measured by computer software • Reader & task considerations: the readers knowledge, motivation and interests

  18. How Do I Find a Text’s Complexity?

  19. Content and Language Goals

  20. Close Analytic Read Douglas Fisher: Part 1 http://bit.ly/HaWOdF Douglas Fisher: Part 2 http://bit.ly/HIMA0Q

  21. In Other Words…

  22. Making Questions

  23. Questioning of ELLS http://www.colorincolorado.org/images/innovationfund/Gonzales.jpg Clara Gonzales-Espinosa

  24. WatchKnowLearn.org • http://www.watchknowlearn.org/Video.aspx?VideoID=36327&CategoryID=10501 • (read aloud)

  25. The Over-Arching Question

  26. Real-Life ConnectionsHistorical Background http://www.watchknowlearn.org/Video.aspx?VideoID=36405&CategoryID=10501

  27. Activate Prior Knowledge and Frontload

  28. What About the ELLs?

  29. ELL Questioning

  30. Think-Aloud Bookmarks

  31. How to Incorporate Writing • Write routinely! • 3 subject notebook: • Reader’s Response (Quick Writes) • Writer’s notebook (Process Writing) • Journal (Review and Activate Prior Knowledge) • Mini-lessons to address student needs!

  32. Question Flip Book

  33. My Flip Book

  34. Read and Retell

  35. Writing With Storyboards

  36. Planning is Key

  37. Planning a Lesson • Select your exemplar text • Find the Lexile level • Look at the vocabulary • Think of what the student brings to the text • Select the strategies • Find the graphic organizer(s) • Think of activities to incorporate listening, speaking, reading and writing

  38. Focus Model

  39. What Do Proficient Learners Do?

  40. How Can We Make Proficient Learners?

  41. Use Your Context Clues! • The lartey frimps krolacked blinfly in the detchy shilbor. Read the sentence above and answer the following: • What kind of frimps were they? • What did the frimps do? • How? • In what kind of shilbor did they krolack? • Which word is the subject in this sentence? • Which is the verb?

  42. http://languageartsreading.dadeschools.net/resourcesandlinks.asphttp://languageartsreading.dadeschools.net/resourcesandlinks.asp

  43. Word Jars Fruits and Vegetables Animals Characters Places hare boar eels trout crane partridge herbs turnip garlic peas Lord Lady serf king queen horsemen mill, manor, brew house

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