Core ELA and the English Language L earner : Core English and Edge Presented by

1. Core ELA and the English Language Learner: Core Englishand Edge Presented by Office of English Language Learners Summer 2013

2. Session Goals Teachers Will: • understand the Common Core Shifts in ELA/Literacy and their implications for students and teachers • understand the pacing and expectations for teaching core/Edge in 2013-2014 school year • be able to access the standards for each unit of Edge and core on hbedge.net and the curricula document • begin planning

4. Problem of Literacy Development • High School ELL students have to master complex course content, usually with little context or understanding of the way that American schools are structured and operate, but they have fewer years to master the English language. • Enrolling at an age beyond which literacy instruction is usually provided to students, and some have below grade-level literacy in their native language. • Usually placed in classes with secondary teachers who are not trained to teach basic literacy skills to adolescents (Rueda & Garcia, 2001).

5. Second Language Acquisition and Content Instruction

6. Who are Language Learners? • Some immigrant English learners had strong academic backgrounds before coming to the US • Some immigrant students had very limited formal schooling • Some English learners have grown up in the US but speak a language other than English at home • Some English learners were born in the US but have not mastered English or their native language

7. The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 EMERGING 1 REACHING ENTERING 6

8. As You Support ELLs… Keep in mind: • Student’s English language proficiency level. • What Can the student Do at this level? • Does student have literacy skills in L1? • Does student have limited or interrupted formal education? • What scaffolds can you use and/or what accommodations can you make to help your ELLs access the content? • Can your ELLs read and comprehend the text? • How will your ELLs participate in the instruction and activities?

9. The Can-Do Descriptors

10. General GuidelinesEffective Instruction for ELLs Requires • Diagnosing each student instructionally • Placement Edge Fundamentals, A,B • Adjusting instruction accordingly • Monitoring student progress closely • Cluster Tests, Summative Tests, Fluency

11. SIOP-Sheltered Instruction Observation Protocol • 8 General Components • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

12. Planning Accommodations/Modifications • For accommodations/modifications to be effective, we must plan for them • Use the Can Do Descriptors as a starting point to determine what you ELLs can and cannot do in the classroom • Use the instructional guidance document from the office of ELLs to guide your planning • Provide accommodations that are appropriate to the level of language proficiency • Over scaffolding will not be helpful to ELLs…the students still need to be challenged

13. A Starting Point forAccommodations/Modifications • Provide students with notes, summaries or outlines in simplified language • Model “think alouds” often • Provide ample wait time • Provide models for writing and used shared writing • Pre-teach vocabulary • Build background knowledge and/or help student link their own background knowledge to the content being taught • Make use of cognates • Provide sentence stems • Use graphic organizers

14. Common core and ell: key shifts in language arts and literacy

15. JIGSAW ACTIVITY • READ COMMON CORE AND ELLS:KEY SHIFTS IN LANGUAGE ARTS AND LITERACY BY SUSAN LAFOND • DRAW A NUMBER CARD • FIND MATCHING PARTNER • FOR THE SHIFT ASSIGNED DISCUSS AND CHART IMPLICATIONS FOR TEACHER AND STUDENTS IN YOUR CLASSES • SHARE http://www.colorincolorado.org/article/51433/

16. Shift 1: Balancing Informational & Literary Texts What the Student Does What the Teacher Does Balance Information and Literary Text Scaffold for Informational Texts Teach Through and With Informational Texts • Build Content Knowledge • Exposure to World Through Reading • Apply Strategies

17. Shift 2: Knowledge in the Disciplines What the Student Does What the Teacher Does Shift identity: “I teach reading” Stop referring and summarizing and start reading • Build Content Knowledge Through text • Handle Primary Source Documents • Find Evidence

18. Shift 3: Staircase of Complexity What the Student Does What the Teacher Does Teach more complex text at every grade level Give students less to read in order to further depth Spend more time on complex text Provide scaffolding and strategies • Re-read text • Read material at own level to enjoy reading • Tolerate frustration with text

19. Shift 4: Text-based Answers What the Student Does What the Teacher Does Facilitate evidence-based conversation about text Planning conduct rich conversations Keep students in the text Identify worthwhile text dependent questions Spend more time preparing for instruction by reading deeply • Find evidence to support their argument • Form judgments • Conduct a close reading of text • Engage with the author and his or her choices

20. Shift 5: Writing from Sources What the Student Does What the Teacher Does Spend less time on personal narratives Present opportunities to write from multiple sources Provide opportunity analyze and synthesize ideas Develop students voice so they can argue a point with evidence Give permission to reach and articulate conclusions about what they read • Generate informational text • Make arguments using evidence • Organize for persuasion • Compare multiple sources

21. Shift 6: Academic Vocabulary What the Student Does What the Teacher Does Develop student ability to use and access words Be strategic about new vocabulary words Work with words students will use frequently Teach fewer words more deeply • Use high octane words across content areas • Build language database

22. Academic Standardsvs. ELP Standards Academic Standards ELP Standards Are for ELLs Are aligned to Academic Standards and National TESOL ELP Standards guide district ESL curriculum and instruction Include both content and language objectives • Are for ALL students • Guide the alignment of content curriculum • Guide content instruction • Comprise content specific objectives

23. Edge Standards Alignment • Hbedge.net generates standards reports by Edge unit or timeframe down to the individual lesson • Reports can be run “standards covered” or “standards not covered” • Edge A and Fundamentals are aligned to Common Core Standards grades 9-10 • Edge B is aligned to Common Core Standards grades 9-12 • Edge aligned to WIDA standards

24. Activity Thieves: A Strategy for Previewing Textbooks Title Headings Introduction Each Paragraph First Sentence Visuals and Vocabulary End of Chapter Questions Mnemonic devices are excellent ELL strategy

25. Activity HBEDGE.NET Explore standards reporting and pacing calendar

26. Program Overview

27. PACING EDGE A-B • Edge units are ~18 days with reteaching • Intro to Literature 1 unit/quarter Edge A • World Literature 1 unit/quarter Edge A (3 qtrs) • American Literature 1 unit/quarter Edge B • British Literature1 unit/quarter Edge B (3 qtrs) • If class shows mastery in clusters 1-2, teacher may skip cluster 3 and spend more time on core. Class should still take unit summative test.

28. PACING EDGE FUNDAMENTALS • Edge units are ~18 days with reteaching • 2 units of Edge Fundamentals quarters 1 and 2 • 1 unit of Edge Fundamentals quarters 2-3 • Complete Edge writing projects Teacher selects from core curriculum and makes the proper modifications for ELLS

29. GLENCOE ELL SUPPORTS http://www.glencoe.com/ose/ Summaries in Spanish, Haitian Creole, Cantonese, Vietnamese, Tagalog, English Full reading of texts in English Teaching Resource Book includes selection quick checks in Spanish and English as well as graphic organizers and grammar practice.

30. Curriculum Maps • Include pacing and suggested modifications to core • List core selections • Suggest modification to several major products • Further guidance for core, including standards addressed in each unit is found in the curricula guides

31. Working With Core Materials • Units and Lessons address the standards the students need to learn and master. • Guarantee students haveaccess to some common text. • One class may teach the standards using the entire novel while another class uses a robust chapter that would also address the majority of standards. • May use the core novel as the primary text in class and provide the necessary differentiation and scaffolding required. • Select an alternate text for homework or for independent practice activities so students have the opportunity to practice the strategies and skills with a less complex text.

32. Build Out Classroom Libraries Encourage independent reading. Schools received Edge A classroom libraries and may have Highpoint libraries, Penguin Readers, Read 180 books, True Stories and other materials.

33. SIOP-Sheltered Instruction Observation Protocol • 8 General Components • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

34. 4. Strategies 13. Provide opportunities for students to use learning strategies. 14. Use scaffolding techniques consistently (Verbal, Procedural, Instructional) see handout. 15. Use variety of questions or tasks that promote higher-order thinking skills. (Revised Bloom’s Taxonomy for higher-order thinking skills).

35. Why a Focus on Strategies?

36. Learning Strategies • Feature 13: Learning Strategies • Cognitive Learning Strategies help students organize the information they are expected to learn through the process of self-regulated learning (Paris, 2001). • Metacognitive Learning Strategies is the process if purposefully monitoring our thinking (Baker & Brown, 1984) • Language Learning Strategies- Effective ELLs consciously use a variety of strategies to increase their process in speaking and comprehending the new language (Cohen & Macaro, 2008)

37. Edge Reading Comprehension Strategies Activity Stand Up- Hand Up- Pair Up Students stand up, put their hands up, and quickly find a partner with whom to share or discuss ideas. • Teacher says, “When I say go, you will STAND UP, HAND UP, and PAIR UP!” • Students stand up and keep one hand high in the air until they find the closest partner who’s not a teammate. • Repeat Reading Comprehension Strategies by Dr. David Moore Article discusses the “Big 7” reading strategies used by Edge

38. Sheltered Instruction One of the cornerstones of sheltered instruction is the notion of scaffolding (also known as gradual release of responsibility) Extra step ELLs

39. Provide opportunities for students to use strategies

40. Edge PD Videos • Hbedge.net Professional Development Tab New site Edge Fundamentals,B http://www.myngconnect.com/ Watch and discuss selected videos

41. 3. Comprehensible Input 10. Clear articulation of words and sentences. Speech is not too fast or too slow.(Paraphrasing, repetition, cognates) 11. Clear explanation of academic tasks. (Instructions modeled or demonstrated step-by-step, oral directions should be accompanied by written ones) 12. Variety of techniques to make content clear. (Use of visuals, body language, objects, model of a process, task or assignment, multimedia, hands on activities, etc.)

42. Use Scaffolding Techniques Consistently • Scaffolding is… • Teaching that is characterized by careful attention to a student’s levels of language and academic proficiency, with early instruction at a level that ensures student success • Providing enough support to move students from one level of understanding to a higher level of understanding • Assistance is decreased as students are able to access content concepts independently • Historically, this has been referred to as the “gradual release of responsibility” Handout

43. Use a Variety of Question Types • Use a variety of questions or tasks that promote higher-order thinking skills • Plan questions ahead of time to ensure that students are being challenged appropriately, regardless of language proficiency • Example: • Are seeds sometimes carried by the wind? vs. • Which of these seeds would mostly likely be carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs? Why do you think so?

44. SIOP-Sheltered Instruction Observation Protocol • 8 General Components • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

45. 8. Review/Assessment 27. Review key vocabulary 28. Review key content concepts 29. Provide feedback regularly 30. Assess student comprehension and learning of all objectives

46. ASSESSMENTSELD/CORE classes run simultaneously Core Grade ELD GRADE Edge assessments Cluster tests Summative tests Fluency passages Selection questions Work done using core materials Major projects/writing

47. Outcomes • Students will have meaningful access to the full curriculum. • Students will progress with their English language development while meeting academic content standards. • Students will acquire the language and content necessary to exit the formal ESL program and demonstrate academic achievement as a result of teacher collaboration and planning.

48. Final Thoughts or Questions? • If you have any questions, please feel free to contact the Office of ELLs: • Soledad Barreto, Director • soledad.barreto@ppsd.org • Roland Sasseville Jr. ELL Specialist • Roland.sasseville@ppsd.org