Pathways to the Common Core: Engaging ELLS in Language, Literacy and Content Learning
Pre K-2nd GradeIrene Castro and Maria Elena Guzman
Welcome and
Warm-Up
Agenda
1. Plenary: 9:00—9:45 CCLS and ELLS: Thinking about
Academic English
2. Grade Bands: 10:00–1:00 Engaging ELLS in Language, and Literacy
and Content Learning
Outcomes
Participants will practice strategies to:Integrate explicit academic language learning
into content lessons Build a staircase of skills necessary for
evidence-based speaking and writingMotivate learners through engaging and rigorous
tasks
CCLS “Shifts” and ELLS
Building knowledge through content-rich nonfiction and informational texts
Reading and writing grounded in evidence from text
Regular practice with complex text and its academic vocabulary
ELP Standards and the CCLS
Diane Staehr Fenner and John Segota (2012)“English Language Proficiency (ELP) standards in conjunction with content-area standards provide guideposts for helping ELLs develop the academic language necessary to reach the high levels of achievement outlined for all students.”
Diane August (2011)“CCSS and ELP standards should complement
and inform each other.”“Ells, especially those who start school in later grades, will need additional time and appropriate support to meet standards.”
Meeting Standards with ELLs
Academic English
Academic English
Example of CCSS/ELP Alignment
CCSS/ELP Alignment: K (WIDA)
Time Thematic Planning: Big Ideas and Questions
Curiosity Motivation Connections Redundancy and Abundance“y”
Instructional Supports “Sensory”: realia, visuals, models, manipulatives Graphic: graphic organizers, time lines, charts,
diagrams Collaborative: pairs, triads, groups, protocols, routines
ELL Best Practice
Theme-Based Planning
Today’s Task:Kindergarten: Class Big Book
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Imovies: Animal Puppets
Writing ELP GoalsStudents will be able to:list describe expresscompare discuss retellask explain identifyanswer read matchlabel point repeat
Using precise adjectives
academic vocabulary
sequence words
Wh..question words
Present tense verbs
Prepositional phrases
CCLS: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
SCIENCE: The Living EnvironmentLiving things are both similar to and different from each other and nonliving things.Students describe how the structures of plants and animals complement the environment of the plant or animal.English Language Goal: SWBAT:• Identify and describe
animals, including their bodies and behaviors, using precise adjectives and present tense verbs .
• Ask and answer expanded Wh questions about animals in pictures and text.
How Can We Describe These Animals?
is animal can eats has Lives in
furry lion run plants a mane the jungle
ferocious giraffe fly animals sharp claws
the savanna
carnivorous
seal hunt fruit a long tail
the desert
endangered
gorilla swim insects sharp teeth
the ocean
scaly elephant eat stripes the forestsmooth tiger climb furAfrican monkey hidehugegentle
Word Banks
What the liondoes the bear
Where can the
WhyHow
This is a _____________________.
It is has______________________________________.
It can________________________________________.
It is __________________________________________.
Simple Description
The animal depicted is a____________________.One key characteristic of the ____________is its__________________________.
Furthermore,_________________________________.Additionally,__________________________________.Most importantly, _______________________which help(s) the____________ to _____________.In conclusion,__________________________________.
Words for Adding On
In additionFurthermore,MoreoverMost importantlyFinally
Describing, Adding on
Comparing Frames
The ___________ and the __________ are both __________________________. Both have ________________________________. In addition, they both______________________.
However, while the_____________ has______, the __________ has _________________.
Comparing
Build a staircase of skills necessary for evidence-based speaking and writing
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Literal
Interpretive
Teaching with Complex Texts Fisher and Fry: 2012
Gist
What is a “text-based” discussion of complex informational text?
Moving away from:Do you have any pets at home?
Text-based Questions
Nature is filled with color. Sometimes you can find all or most of a rainbow's colors in a single creature, such as the lorikeet in the small box (Bottom left) or the macaw (left). These jungle birds can blend into their colorful habitats.
Text-based Discussions: You Try It!
The tropical parrot may be called a scarlet macaw, but look closely at its flashy feathers. They include much more than scarlet (a bright shade of red). In fact, they seem to mimic a whole rainbow.
Sentence Generator
Sentence Generator
What kind
Adjectives
Who /What
Subject
Does
Verb
Sentence Ender
Sentence Generator
Toolbox1. Word Banks2. Comprehensible Input: Visuals & Realia3. Physical Response4. Signal Words5. Framed Paragraphs6. Sentence Generators7. Close Reading