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Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards. February 2014. Features which Strategically Prepare ELLs for Increased Language Demands. Lessons/Activities . . . Emphasize use of language in context Connect with central concepts of content

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Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards

February 2014

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Features which Strategically Prepare ELLs for Increased Language Demands

  • Lessons/Activities . . .
  • Emphasize use of language in context
  • Connect with central concepts of content
  • Connect with standards for practice
  • Emphasize ELL interaction with other students
  • Provide avenues for broader modes of communication
  • Include educative/formative assessment
slide3
CONTEXT-ORIENTED LANGUAGE1. Lessons and activities emphasize use of language forms and functions in context
slide4

Language Proficiency Had Been Configured as a Bridge to First Cross Before Approaching Content

NowFramed as a ParallelRelationship

PreviouslyFramed as a Sequential Relationship

Content

Content

ELP

ELP

ELP standards and instruction reflect the language expectations contained in content standards

ELP standards and instruction provided a foundation from which

to approach content standards

4

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Unpack Content Area Language Demands Using Text Analysis Approaches – Learn the Language of SchoolingMary Schleppegrell, Univ. of Michigan

Increase student reading comprehension, content-area understanding, and expository writing ability by examining . . .

  • What a text is about
  • How a text is organized
  • How the author’s perspectiveis built into text

6

schleppegrell example analyze how definitions and explanations are constructed
Schleppegrell Example: Analyze how definitionsand explanations are constructed

Cells divide in two steps. First, the nucleus of the cell divides, and then the cytoplasm divides. Mitosisisthe process in which the nucleus divides to form two identical nuclei. Each new nucleus is also identical to the original nucleus. Mitosis is described as a series of phases or steps. The steps are named prophase, metaphase, anaphase, and telophase. …

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Enlightenment Ideas Influence American Colonists Although a war had begun, the American colonists still debated their attachment to Great Britain. A growing number, however, favored independence. They heard the persuasive arguments of colonial leaders such as Patrick Henry, John Adams, and Benjamin Franklin. These leaders used Enlightenment ideas to justify independence. The colonists had asked for the same political rights as people in Britain, they said, but the king had stubbornly refused. Therefore, the colonists were justified in rebelling against a tyrant who had broken the social contract.

Schleppegrell Example: Focus on “Connectors” in Language

schleppegrell example unpack multiple m odalities in mathematics
Schleppegrell Example: Unpack Multiple Modalities in Mathematics

Math symbols : a2 + (a + 2)2 = 340

Spoken language : “…and then you’ve got to add on the ‘a’ squareds because of the brackets and the squareds, add up the ‘a’ squareds so you get two ‘a’ squareds plus your four ‘a’”

Written language : The sum of the squares of two consecutive positive even integers is 340

(O’Halloran, 2000:384; 2003:196)

use the core six strategies to unpack text
Use the Core Six Strategies to Unpack Text
  • The Core Six include:
  • Reading for Meaning
  • Compare & Contrast
  • Inductive Learning
  • Circle of Knowledge
  • Write to Learn
  • Vocabulary's CODE

The Core Six: Essential Strategies for Achieving Excellence with the Common Core. (2012). By Harvey F. Silver, R. Thomas Dewing, & Matthew J. Perini

top hat organizers the core six
Top Hat Organizers – The Core Six

Similarities

Differences Differences

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Dramatically Higher Expectations

*Example based Smarter Balanced Specifications/Elementary Grades

Courtesy: Herman (2013)

increased rigor is due to added cognitive and academic language complexity
Increased Rigor Is Due to Added Cognitive and Academic Language Complexity

Academic Language Complexity

DOK and Cognitive Complexity

Curriculum

simple language demands at dok1 math recall draw define list label
Simple Language Demands atDOK1 Math – Recall, Draw, Define, List, Label . . .

Courtesy: Herman (2013)

at dok3 ell need to use language to draw conclusions cite evidence explain revise
At DOK3, ELL Need to Use Language to Draw Conclusions, Cite Evidence, Explain, Revise . . .

Look at the drawing. The numbers alongside each column and row are the total of the values of the symbols within each column and row. What number should replace the question mark?

(Webb et al., 2005)

Courtesy: Herman (2013)

much more complex language demands at dok4
Much More Complex Language Demands at DOK4

Your class and your teacher are going on a field trip. There are three possible choices for the field trip: an aquarium, a science museum, or a zoo. Your teacher asked students to write down their first and second choices. In this task, you will determine where the class should go on the field trip based on the survey results and the cost per student.

  • This is a map of your school and the three different field trip locations.
  • Here’s how students voted, first and second choice
  • Here are costs --in time, fees, transportation costs

Analyze, recommend, justify

Courtesy: Herman (2013)

water up the curriculum edwin ellis
“Water up” the Curriculum (Edwin Ellis)

Focus instruction on

  • Core Ideas
  • Critical details
  • [vs. Clarifying details]

Similar to Backwards Design, first stage:

What is essential to know and be able to do?

What is important to know and do?

What is nice to know?  What is worth being familiar with?

content preview august 2011
Content Preview (August, 2011)

Focus students on important ideas in upcoming text by asking guiding questions

  • specific to the text or use imagination and think beyond the text.

Build background knowledge related to the text

  • short video clips, visuals, readings in English or in L1 and questions that draw on students’ background and/or connect to related texts/topics.

Pre-teach content obligatory vocabulary

  • Tier II (general academic terms) or Tier III (high frequency domain-specific terms)

4. Create oral summary of text , then create written summary

rewrite
rewrite
  • What CCSS allow us to do is to use language to explore and deepen understanding about the content.
  • We need to bring greater dimensionality to our instruction rather than simplifying it.
  • We need to engage students in how language works in real complex texts.
lily wong fillmore analyze juicy sentences found in complex text
Lily Wong-Fillmore: Analyze “Juicy” Sentences Found in Complex Text

A different way to think about text complexity…

  • Each day select text to amplify as part of instructional conversations.
  • Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information.

Secondary teacher example of juicy sentence type of lesson

http://indulgy.com/post/cW48ibBa1/good-lesson-for-making-juicy-sentences

Butterfly unit classroom (7 minutes) Example: http://vimeo.com/47315992

understanding language instructional units
Understanding Language Instructional Units

https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/

:

Interacting with Complex Texts: Scaffolding Reading

Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.2 ELA.RI.7.4 ELA.RI.8.

understanding language instructional units1
Understanding Language Instructional Units

https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/

Extending Understanding: Vocabulary Development

Grades 6-8 / ELA / ELL CCSS: ELA.RI.7.6 ELA.RI.8.6

tool created to unpack the language practices found in the ccss and ngss
Tool Created to Unpack the Language Practices Found in the CCSS and NGSS

Google ELPD Framework to download this document.

strategy tie instruction related to student language access to use of the practices
Strategy: Tie Instruction Related to Student Language Access to Use of the Practices

“By explicitly calling attention to these practices, [analyses of the language demands of college and career-ready standards can be used to] cultivate higher order thinking skills in ELLs and target their ability to comprehend and communicate about complex text.” (CCSSO, ELPD Framework, 2012, p. 16).

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The ELPD Framework provides us with a strategic choice about creating correspondences between ELP standards and CCR standards: Focus on Standards for Practice

strategy design language lessons activities around instruction involving these practices
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • EP2, EP5, MP3, EP4, SP7: Develop a strong base of evidence to support arguments, claims, or statements.
strategy design language lessons activities around instruction involving these practices1
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • SP2, MP4, SP5: Develop and use models with mathematical, scientific, and/or computational thinking
strategy design language lessons activities around instruction involving these practices2
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • SP8, EP2: Take information, evaluate it, and be able to clearly and effectively communicate an appropriate response.
strategy design language lessons activities around instruction involving these practices3
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • EP7, MP5: Appropriately and strategically use technology and visual media.
strategy design language lessons activities around instruction involving these practices4
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • MP1, MP2, MP6, MP7, MP8: Use problem solving strategies involving problem definition, modeling, precision, and regularity of reasoning.
strategy design language lessons activities around instruction involving these practices5
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • SP1, SP3, SP4, SP6: After defining a problem and completing investigations, analyze data, construct explanations, and design solutions.
strategy design language lessons activities around instruction involving these practices6
Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices
  • EP4, EP5, EP6: Participate in classroom discourse around a wide range of topics and texts (including complex texts), coming to understand other perspectives and cultures.
language access demands of the common core bunch kibler pimentel 2013
Language Access Demands of the Common Core (Bunch, Kibler, & Pimentel, 2013)
  • Engage with complex texts to build knowledge across the curriculum
  • Use evidence to inform, argue, and analyze
  • Work collaboratively, understanding multiple perspectives, and presenting ideas
  • Use and develop linguistic resources to do all of the above (e.g., vocabulary, grammatical structures, and coherent and connected discourse)
slide43

http://aldnetwork.org/page/exemplar-units-lesson-plans-and-toolshttp://aldnetwork.org/page/exemplar-units-lesson-plans-and-tools

slide44
Academic Language Development Network Lesson Plan Toolkit

See Zwiers, O’Hara, & Pritchard (in press) CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguageanddisciplinaryliteracy. Stenhouse Publishers.

emphasis on interaction and collaboration
Emphasis on Interaction and Collaboration
  • Two-way interactive communication involving negotiation of meaning and developing proficiency in socio-cultural aspects of English
  • Successful instructed language learning also requires opportunities for output (Ellis, 2008)
anita archer s graphic organizers
Anita Archer’s Graphic Organizers

Strategies for improving comprehension before, during, and after reading.

  • http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierISupports/ArcherHandouts.aspx
  • Active Participation Instruction, Modeling and guided practice are used to teach students class participation strategies and behaviors.
  • http://www.iu17.org/best-practices/best-practices-videos/anita-archer-strategies-engagement-videos/
  • http://www.scoe.org/pub/htdocs/archer-videos.html
north carolina dpi english language arts and math graphic organizers
North Carolina DPI ENGLISH LANGUAGE ARTS AND MATH GRAPHIC ORGANIZERS

http://www.ncpublicschools.org/acre/standards/common-core-tools/#gomath

English Language Arts Graphic Organizers

Argument

Compare and Contrast

Dialectic Response

Inquiry

Synthesizing

Vocabulary

  • Math Graphic Organizers
  • Number Lines in the Common Core
slide49

http://aldnetwork.org/page/exemplar-units-lesson-plans-and-toolshttp://aldnetwork.org/page/exemplar-units-lesson-plans-and-tools

broader communicative modes to support and enhance ell potential to learn
Broader Communicative Modes to Support and Enhance ELL Potential to Learn
  • Even though ELL will produce language that includes features that distinguish them from their native-English-speaking peers, “it is possible [for ELs] to achieve the standards for college-and-career readiness” (NGA Center & CCSSO, 2010b, p. 1).
  • ELL have the same potential as native speakers of English to engage in cognitively complex tasks.
  • Regardless of ELP level, all ELLs need access to challenging, grade-appropriate curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output (Ellis, 2008a; 2008b).
broader interpretation of communication
Broader Interpretation of Communication

Listening and reading

Speaking and

writing

slide55

Some people STILL think of UDL as a technology initiative or just for students with disabilities or intensive support needs.

http://udlcenter.org/

slide56

UDL is framework for proactivelydesigning learning experiences – from the beginning – that address grade level standards in ways that enable all students to gain knowledge, skills,

and enthusiasm for learning.

http://udlcenter.org/

slide57

Goals

  • Firm Goals, Flexible Means
  • Clearly identified
    • Do NOT embed the means unnecessarily
    • Allow multiple paths to achievement

http://udlcenter.org/

principles of udl
Principles of UDL

UDL calls for ...

Multiple means of representation,to give learners various ways of acquiring information and knowledge

Multiple means of expression,to provide learners alternatives for demonstrating what they know

Multiple means of engagement,to tap into learners' interests, offer appropriate challenges, and increase motivation.

http://udlcenter.org/

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Visual Thesaurus

The Visual Thesaurus is an interactive dictionary and thesaurus that allows you to discover the connections between words in a visually captivating display. With a subscription you will also get access to the Spelling Bee, VocabGrabber, and Online Magazine.

http://www.visualthesaurus.com/trialover/

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Shahi

Shahi is a visual dictionary that combines Wiktionary content with Flickr images, and more!

http://www.blachan.com/shahi/

slide63
World Digital Library

http://www.wdl.org/en/

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Etype

http://www.etype.com/

slide65
Paper Rater

http://www.paperrater.com/

slide66
Thinkquiry Toolkit

http://www.thinkquiry.com/

slide67
Voki (Speaking Avatars)

http://www.voki.com/

slide68
CAST UDL Book Builder

http://bookbuilder.cast.org/

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A test or instrument
  • More frequent use of tests
  • A score
  • A one-time event
  • Something that happens at the end of a period of learning
  • Something only teachers do
  • Formative Assessment in NOT…

Margaret Heritage(2013)

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The use of assessment tasks with real-work implications

The use of real models of performance

The use of on-going feedback and guidance from the instructor, including negotiated criteria

The use of objective, independent assessment criteria

The use of on-going, recursive opportunities for learners to improve their performances (Wiggins, 1998)

Educative Assessment (Wiggins)

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Assessment/Audit Question: “At what ELP level is the ELL performing?”

Question that uses assessment to inform instruction: “Based on the targets outlined for the end of each ELP level, what resources and competencies will the ELL need to develop?”

Using Formative Assessment with ELLs

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Dufour and Marzano offer the following:

What is it we want our students to know?

How will we know if they are learning?

How will we respond when individual students do not learn?

How will we enrich and extend the learning for students who are proficient?

Four questions which serve as a starting point for any PLC:

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Features which Strategically Prepare ELL for Increased Language Demands

  • Lessons/Activities . . .
  • Emphasize use of language in context
  • Connect with central concepts of content
  • Connect with standards for practice
  • Emphasize ELL interaction with other students
  • Provide avenues for broader modes of communication
  • Include educative/formative assessment
slide76

Strategically Enhancing ELL Access to the Language Demands of College and Career-Ready Standards

Thank you!

February 2014