how the supporting english california learners during ela · 2012-03-13 · how the california...
TRANSCRIPT
+ How the
California Common Core State Standards
Support ELD
Supporting English
Learners during ELA and Literacy in
History/Social Studies & Science and
Technical Subjects Instruction
Presented by Monica Emeldi
February 9, 2012
+Outcome
Understand the Common Core State Standards (CCSS) and how they support English Learners (ELs). Vocabulary development; language forms and functions; and structured oral interaction.
1
+
Welcome /Agenda KWL Materials Walk
The Intersection of ELA CCSS & The ELD 3-Part Framework
Agenda 2
+Common Core State Standards
What I already know about the Common Core State Standards.
What I would like to learn about the Common Core State Standards.
What I learned today about the Common Core State Standards.
3
+Tough Realities From the 1997-98 school year to the 2008-09 school year, the number
of English-language learners enrolled in public schools increased from 3.5 million to 5.3 million, or by 51 percent (National Clearinghouse for English Language Acquisition, 2011).
Nationwide, only 12 percent of students with limited English scored “at or above proficient” in mathematics in the 4th grade on the 2009 National Assessment of Educational Progress, compared with 42 percent of students not classified as English-language learners. The gap was considerably wider in 8th-grade math, where 5 percent of ELLs were proficient or above on the 2009 NAEP, compared with 35 percent of non-ELL students (Slavin, Madden & Calderon, 2010).
On the NAEP reading test, the percentages of limited-English students who reached proficient was lower than for the math test in both 4th and 8th grades. Only 3 percent of ELLs met that standard in 8th grade reading in 2009, compared with 34 percent of non-ELLs.
Education Weekly Article http://www.edweek.org/ew/issues/english-language-learners/
4
+Tough Realities As of 2005, among individuals ages 16 to 24, 6% of whites were high
school dropouts, compared with 10% of blacks and 22% of Latinos.
Only 65% of low-income students graduate from high school as compared with 91% of their peers from middle- and upper-income families.
43% of all students enrolled at public two-year institutions and 29% of all students enrolled in four-year institutions have enrolled in remedial courses. Students who do take remedial courses, especially in reading, are less likely to earn an associate’s or bachelor’s degree.
40% of employers rated high school graduates as “deficient” in their overall preparedness for entry-level jobs. High school graduates were considered to be lacking in basic and applied skills (e.g., professionalism, critical thinking, and problem solving) necessary for success in the workplace.”
- Council of Chief State School Officers, 2011
5
+ 6
+What are the Common Core State Standards? CCSS define literacy performance outcomes K-12 students should achieve in English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects, and Math. English Language Arts (ELA)
Reading Writing Speaking & Listening Language
Literacy in History/Social Studies & Science and Technical Subjects K-5: Embedded in ELA 6-12: Separate Section (Reading & Writing only)
7
+Why the Common Core State Standards?
Ensure that our students are… meeting college and career expectations;
prepared to succeed in our global economy and society; and
provided with rigorous content and applications of higher knowledge through higher order thinking skills.
CCSS provide consistent expectations for all—not dependent on a zip code.
8
+A Word from Sally Hampton
Sally Hampton - What would ELA Common Core State Standards look like?
http://commoncore.pearsoned.com/index.cfm?locator=PS11Ye
9
+The Big Idea: Common Core State Standards & ELD
The CCSS are a roadmap that identifies students’ destination (i.e., instructional targets for student performance).
Formative and diagnostic assessments map a route of how to arrive (i.e., to identify skills not secure to prioritize, to deliver and reinforce instruction, and to track performance over time).
ELD is comprised of the footsteps we take with students (i.e., instructional interactions) that move them to that destination (i.e., progresses them from their present level of performance to targeted performance outcomes).
10
+Similar Domains/Strands
California Domains
Common Core Strands
• Reading • Writing • Listening and
Speaking
• Written and Oral English Language Conventions
• Reading • Writing • Speaking and
Listening
• Language • Vocabulary
• Conventions/Grammar
11
+ 12
Strand Organization
Subheadings are consistent across grade levels within each set of standards
+ Common Core State Standards English Language Arts Strands
13
Reading Attention to text complexity Balance of literature and informational
texts Writing
Emphasis on argument and informative/explanatory writing
Speaking and Listening Inclusion of formal and informal talk
Language
+
600
800
1000
1400
1600
1200
Text
Lex
ile M
easu
re (L
)
High School
Literature
College Literature
High School
Textbooks
College Textbooks
Military Personal Use
Entry-Level Occupations
SAT 1, ACT, AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Lexile Framework® for Reading Study Summary of Text Lexile Measures
14
+Integrated Model of Literacy
Science
Social Studies
Math
ELA
Reading
Writing
Language
15
+ Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects
1. Increase reading of informational text
Elementary (Grade 4), 50%+; Middle (Grade 8), 55%; HS (Grade 12), 70%
2. Literacy instruction in all content areas
Emphasizing writing of informative/explanatory and argumentative pieces
3. Text complexity
Reading increasingly complex texts independently
4. Increase writing from sources
Using evidence to inform or to
make an argument
5. Text-based answers
Conversing dependent on reading text and developing habits for making evidentiary arguments based on text
6. Academic vocabulary
Constantly building complex,
grade-level text vocabulary
16
Writing
Grade Persuade Explain Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
+Integrated Model of Literacy Grade 6 Snapshot
Instruction is integrated and reinforced repeatedly across content subject-matter to support depth of understanding and flexible application
This repetition occurs during CORE instruction and is enhanced during Universal Access and ELD time
Instructional emphases are determined by the results of formative and diagnostic assessments
17
+ELD 3-Part Framework 1. Vocabulary
Lexicon: Word Knowledge
Morphology: Word study, verb study, building words
Phonology: Phonemes (smallest units of sound)
2. Language Forms and Functions Syntax: Sentence construction, combining words, grammar rules
3. Structured Oral Interaction Semantics: Meaning
Academic/Social Function (language purpose): Describing process, compare/contrast, giving directions, introduce ourselves, make requests
Formal/Informal Discourse (register): Intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)
18
+ 19
The Intersection of CCSS & ELD 19
Common Core Content Standards Strand
ELD Framework Component
ELD Subcomponents
Reading (pages 1-6, 27-32, & 50-53)
Students” read to learn” utilizing skills below.
Writing (pages 10-14, 33-38, & 54-56)
Syntax • Sentence Construction • Combining words • Grammar Rules
(Addressed in Language 18-22 & 43-46)
Speaking and Listening (pages 15-17 & 39-42)
Structured Oral Language
• Semantics • Academic/Social
Function • Formal/Informal
Discourse
Language (pages 18-22 & 43-46)
Vocabulary • Lexicon • Morphology • Phonology (Alphabetic
Code Outcomes addressed in Foundational Standards, pages 7-9)
+Reading (to Learn)- Alignment of Clusters and ELD Methodology
20
Reading Cluster Anchor Standards Cluster Descriptors
ELD Methodology
Key Ideas & Details • Determine literal and inferential information in text
• Identify main & supporting ideas
• Analyze why & how people, events, ideas develop
1. Sustain Engagement: • Unison reading of “chunked’ text, words, and sentences; • repeated reading; • frequently prompt responses; and • facilitate cooperative structures. 2. Model: • Word attack (e.g., breaking and blending words by
phonemes, sound-spelling or syllable, identify morphemes and their meanings, use of context clues to support word understanding);
• text organization, headings, labels, diagrams; • frontload key vocabulary AND use morphemes and
context to support word understanding. 3. Check for understanding: • Frequently prompt responses (skill rehearsal). 4. Support Comprehension: • Preview (a portion of) the text; • activate prior knowledge to make connections between
new & known information; • question the text; • create mental images; • monitor for meaning to repair understanding when
needed (i.e., reread, define vocabulary); • draw inferences; and • stop periodically and summarize.
Craft & Structure • Interpret words & phrases • Analyze structure of text • Assess how pt. of view
shapes content
Integration of Knowledge & Ideas
• Integrate & evaluate content in diverse formats
• Delineate & evaluate argument and specific claims
• Analyze how two+ text address similar themes/topics
Range of Reading & Level of Text Complexity
• Read & comprehend literary & information texts independently & proficiently
+ 21
+Activity
Review the Reading Common Core State Standards on pages 1-6, 27-32, and/or 50-53) and ELD Methodology on Slide 20. Discuss with colleagues what ELD practices are currently implemented at your site to support related reading standards.
22
+ Common Core State Standards English Language Arts Strands
23
Reading Attention to text complexity Balance of literature and informational
texts Writing
Emphasis on argument and informative/explanatory writing
Speaking and Listening Inclusion of formal and informal talk
Language
+ Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects
1. Increase reading of informational text
Elementary (Grade 4), 50%+; Middle (Grade 8), 55%; HS (Grade 12), 70%
2. Literacy instruction in all content areas
Emphasizing writing of informative/explanatory and argumentative pieces
3. Text complexity
Reading increasingly complex texts independently
4. Increase writing from sources
Using evidence to inform or to
make an argument
5. Text-based answers
Conversing dependent on reading text and developing habits for making evidentiary arguments based on text
6. Academic vocabulary
Constantly building complex,
grade-level text vocabulary
24
Writing
Grade Persuade Explain Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
+ELD 3-Part Framework 1. Vocabulary
Lexicon: Word Knowledge
Morphology: Word study, verb study, building words
Phonology: Phonemes (smallest units of sound)
2. Language Forms and Functions Syntax: Sentence construction, combining words, grammar
rules
3. Structured Oral Interaction Semantics: Meaning
Academic/Social Function (language purpose): Describing process, compare/contrast, giving directions, introduce ourselves, make requests
Formal/Informal Discourse (register): Intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)
25
+ 26
The Intersection of CCSS & ELD 26
Common Core Content Standards Strand
ELD Framework Component
ELD Subcomponents
Reading (pages 1-6, 27-32, & 50-53)
Students” read to learn” utilizing skills below.
Writing (pages 10-14, 33-38, & 54-56)
Syntax • Sentence Construction • Combining words • Grammar Rules
(Addressed in Language 18-22 & 43-46)
Speaking and Listening (pages 15-17 & 39-42)
Structured Oral Language
• Semantics • Academic/Social
Function • Formal/Informal
Discourse
Language (pages 18-22 & 43-46)
Vocabulary • Lexicon • Morphology • Phonology (Alphabetic
Code Outcomes addressed in Foundational Standards, pages 7-9)
+ Writing- Alignment of Clusters and ELD Methodology
27
Writing Cluster
Anchor Standards Cluster Descriptors
ELD Methodology
Text Types & Purposes
• Write arguments to support claims • Write informative/explanatory
texts to examine & convey ideas/information.
• Write narratives to develop real or imagined experiences or events.
1. Identify the Form and Function (Grammar and Usage).
2. Model and prompt rehearsal of the form within the function:
• Name the grammar point; • provide a kid-friendly explanation (use
visuals); • give examples (precorrect for common
errors); and • prompt students to practice the form &
function. 3. Use Thinking Maps (or other visuals) to
organize forms then follow with sentence frames (Levels 1-3).
4. Facilitate work in pairs or small groups to practice form/function.
5. Connect form and function through a theme.
6. Structure oral practice using current target forms and functions.
7. Review previously taught forms/functions through oral practice activities.
Production & Distribution of Writing
• Produce writing in which development, organization, and style fit task.
• Develop writing through planning, revising, editing, rewriting.
• Use technology to produce & publish.
Research to Build & Present Knowledge
• Conduct research projects to answer questions.
• Gather information from many sources, critique & integrate information.
Range of Writing
• Write routinely over extended timeframes for a range of tasks, purposes, & audiences.
+ 28
+ 29
+ 30
Activity
Review the Writing Common Core State Standards on pages 10-14, 33-38, and/or 54-56 and ELD Methodology on Slide 27. Discuss with colleagues what ELD practices are currently implemented at your site to support related writing standards.
+ Common Core State Standards English Language Arts Strands
31
Reading Attention to text complexity Balance of literature and informational
texts Writing
Emphasis on argument and informative/explanatory writing
Speaking and Listening Inclusion of formal and informal talk
Language
+ 32 Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects
1. Increase reading of informational text
Elementary (Grade 4), 50%+; Middle (Grade 8), 55%; HS (Grade 12), 70%
2. Literacy instruction in all content areas
Emphasizing writing of informative/explanatory and argumentative pieces
3. Text complexity
Reading increasingly complex texts independently
4. Increase writing from sources
Using evidence to inform or to
make an argument
5. Text-based answers
Conversing dependent on reading text and developing habits for making evidentiary arguments based on text
6. Academic vocabulary
Constantly building complex,
grade-level text vocabulary
32
Writing
Grade Persuade Explain Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
+ELD 3-Part Framework 1. Vocabulary
Lexicon: Word Knowledge
Morphology: Word study, verb study, building words
Phonology: Phonemes/smallest units of sound
2. Language Forms and Functions Syntax: Sentence construction, combining words, grammar rules
3. Structured Oral Interaction Semantics: meaning
Academic/Social Function (language purpose): describing process, compare/contrast, giving directions, introduce ourselves, make requests
Formal/informal Discourse (register): intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)
33
+ 34
The Intersection of CCSS & ELD 34
Common Core Content Standards Strand
ELD Framework Component
ELD Subcomponents
Reading (pages 1-6, 27-32, & 50-53)
Students” read to learn” utilizing skills below.
Writing (pages 10-14, 33-38, & 54-56)
Syntax • Sentence Construction • Combining words • Grammar Rules
(Addressed in Language 18-22 & 43-46)
Speaking and Listening (pages 15-17 & 39-42)
Structured Oral Language
• Semantics • Academic/Social
Function • Formal/Informal
Discourse
Language (pages 18-22 & 43-46)
Vocabulary • Lexicon • Morphology • Phonology (Alphabetic
Code Outcomes addressed in Foundational Standards, pages 7-9)
+Collaborative Conversations (5th Grade)
Engage effectively in collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing one’s own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.
35
+ 36
+ 37 37
+ Speaking and Listening- Alignment of Clusters and ELD Methodology
38
Speaking & Listening Cluster
Anchor Standards Cluster Descriptors
ELD Methodology
Comprehension & Collaboration
• Prepare for & participate in a range of conversations & collaborations with diverse partners.
• Integrate & evaluate information presented in diverse media & formats, including visually, quantitatively, & orally.
• Evaluate a speakers’ pt. of view, reasoning, & use of evidence & rhetoric.
Model and facilitate with ALL students: 1. clear purpose and outcomes; 2. clear explicit instructions; 3. how to work together (see
Cooperative Structures, behavior expectations & rehearsal, differential reinforcement, reflection of what students did well and will improve);
4. active listening to peers (e.g., engaged non-verbal behaviors, paraphrasing);
5. work in pairs or small groups to practice form/function;
6. oral interaction with one or more persons;
7. structures that insure students are required to use the form/function;
8. lots of student “talk time” (verbal rehearsal);
9. student rehearsal with others before sharing with whole class; and
10. student accountability for responses.
Presentation of Knowledge & Ideas
• Present information, findings, & supporting evidence clearly to address the task/purpose.
• Use digital & visual displays of data to express information.
• Adapt speech to a variety of contexts & communication tasks, demonstrating. command of formal English when appropriate.
+ 39
+ 40 40
Activity
Review the Speaking and Listening Common Core State Standards on pages 15-17 and/or 39-42 and ELD Methodology on Slide 38. Discuss with colleagues what ELD practices are currently implemented at your site to support related speaking and listening standards.
+ Common Core State Standards English Language Arts Strands
41
Reading Attention to text complexity Balance of literature and informational
texts Writing
Emphasis on argument and informative/explanatory writing
Speaking and Listening Inclusion of formal and informal talk
Language
+ 42 Common Core “Shifts” in ELA & Literacy in History/Social Studies, Science, and Technical Subjects
1. Increase reading of informational text
Elementary (Grade 4), 50%+; Middle (Grade 8), 55%; HS (Grade 12), 70%
2. Literacy instruction in all content areas
Emphasizing writing of informative/explanatory and argumentative pieces
3. Text complexity
Reading increasingly complex texts independently
4. Increase writing from sources
Using evidence to inform or to
make an argument
5. Text-based answers
Conversing dependent on reading text and developing habits for making evidentiary arguments based on text
6. Academic vocabulary
Constantly building complex,
grade-level text vocabulary
42
Writing
Grade Persuade Explain Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
+ELD 3-Part Framework 1. Vocabulary
Lexicon: Word Knowledge Morphology: Word study, verb study, building words
Phonology: Phonemes (smallest units of sound)
2. Language Forms and Functions Syntax: Sentence construction, combining words, grammar rules
3. Structured Oral Interaction Semantics: Meaning
Academic/Social Function (language purpose): Describing process, compare/contrast, giving directions, introduce ourselves, make requests
Formal/Informal Discourse (register): Intimate (family), casual (friends), consultative (academic discourse), formal (speeches/presentations), fixed (Pledge of Allegiance)
43
+The Intersection of CCSS & ELD
44
Common Core Content Standards Strand
ELD Framework Component
ELD Subcomponents
Reading (pages 1-6, 27-32, & 50-53)
Students” read to learn” utilizing skills below.
Writing (pages 10-14, 33-38, & 54-56)
Syntax • Sentence Construction • Combining words • Grammar Rules
(Addressed in Language 18-22 & 43-46)
Speaking and Listening (pages 15-17 & 39-42)
Structured Oral Language
• Semantics • Academic/Social
Function • Formal/Informal
Discourse
Language (pages 18-22 & 43-46)
Vocabulary • Lexicon • Morphology • Phonology (Alphabetic
Code outcomes addressed in Foundational Standards, pages 7-9)
+ Language- Alignment of Clusters and ELD Methodology
45
Language Cluster
Anchor Standards Cluster Descriptors
ELD Methodology
Conventions of Standard English
• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
1. Select Tier 1, 2, or 3 Vocabulary. 2. Introduce the word:
• Write the word; • say the word; • prompt students to repeat the word; • clap the word; • introduce in context (a sentence); • provide a kid-friendly explanation; • illustrate the word; and • add additional context (don’t forget
Spanish cognates). 3. Prompt students to practice the word
(in isolation and in context). 4. Make Associations:
• Act out (Total Physical Response) word meaning; and
• illustrate word. 5. Analyze the word:
• Parts of Speech, affixes, root words. 6. Apply/use the word:
• Find it in text and determine meaning; and
• generate new sentences. 7. Review many words taught:
• Word Walls; and • games.
Knowledge of Language
• Apply knowledge of language to understand how language functions in different context, to make effective choices for meaning and style, and to comprehend more fully when reading and listening.
Vocabulary Acquisition & Use
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials.
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Acquire and use accurately a range of general academic and domain-specific words and phrases; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
+ Academic Word Selection Select words that support text understanding, are high utility, relate to other words and concepts students are learning.
Word Knowledge: identifying meaning of synonyms, antonyms, homophones, and homographs
Morphemes: identifying the meaning of affixes and common roots
Word Meaning: using prior knowledge and inferences to identify and produce the meaning of words
Word Analysis: categorizing, classifying, and identifying similarities and differences among words
Words in Context: identifying the meaning of words by using context and other strategies
46
Word Knowledge
Morphemic Elements
Word Meaning Word Analysis Words in Context
Synonyms Antonyms Homophones Homographs
Prefixes Suffixes Root words Conjugating verbs
Glossary use Dictionary use Compound words Multiple Meaning Words Idioms Analogies
Noun endings Verb endings Word Origins
Context clues Descriptive Expository Evaluative Narrative Persuasive
+ 47
+ 48 48
+ 49 49 49
Activity
Review the Language Common Core State Standards on pages18-22 and/or 43-44 and ELD Methodology on Slide 45. Discuss with colleagues what ELD practices are currently implemented at your site to support related language (i.e., vocabulary, conventions/grammar) standards.
+Tiers of Assessment
50
+Summative Assessment: What We Know
CSTs will be administered through 2014-2015 SMARTER Balanced Assessments will be administered in
2014-2015 IF funded. Field testing will occur. SMARTER Balanced Assessments will measure CCSS content ELs will take SMARTER Balanced Assessments Assessments will include:
Computer Adaptive Assessments (interim & summative) Performance Assessments (interim & summative)
Selected Response Constructed Response Both two-hour and Extended Performance Assessments
Program adoption will occur 2016-2017
51
+Reflection
“3-2-1:” Three Take Aways Two things to communicate at site or
district One thing you will do now
Discuss with a colleague when done (SCOE Evaluation)
52
+Web Resources National Common Core Standards: www.corestandards.org
Curriculum Maps: http://commoncore.org/maps/index.php
CA Common Core State Standardshttp://www.scoe.org/pub/htdocs/ccss.html
Sally Hampton & Phil Daro Interviews http://www.americaschoice.org/commoncorestandardsresources?gclid=CNeB3oiOxqMCFRBTagodJRCwXw
CMC: California Mathematics Council: http://www.cmc-math.org/
SMARTER Assessment Consortium: http://www.k12.wa.us/smarter/
PTA Parent Guide to CCSS: http://www.pta.org/4446.htm
CDE k-6 Curriculum Guideshttp://www.cde.ca.gov/ci/cr/cf/grlevelcurriculum.asp
53
+District and site support
Monica Emeldi (ELA) [email protected]
Josh Deis (Math) [email protected]
Patricia Biagi (CTE) [email protected]
Susana Lowery (EL) [email protected]
Nancy Brownell, Asst. Superintendent, [email protected]
54
+
Thank you!