Moving forward

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This presentation was delivered at the 2013 GATESOL conference and looks at the challenge of taking older ELL students to a higher level in the CCSS world to continue their education.

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Moving forward

  1. 1. Transitions Needed by Adult ELL Students Based on Common Core Keith Pruitt, Ed.S www.woweducationalconsulting.com
  2. 2. • Spell as many words as possible in one minute from the following word. Use each letter only once. • remediation
  3. 3. But I want to suggest that the real message is it is time to focus on the real issue of education….
  4. 4. What CCSS Means… 1. 2. 3. 4. 5. There is a higher expectation! A direct emphasis on comprehension. A new connection with writing. Listening and Speaking Greater emphasis on vocabulary Turn and Talk What do you know about CCSS and how they will impact Adult Learners?
  5. 5. It is now a different time with a different set of expectations and needs. Think of the skill sets that were needed just twenty years ago. • • • • • • Computer Skills Communication Skills Vocabulary at higher levels Technical writing skills Collaborative skills Ability to solve complex problems What are some skills students need today that would be different from what was needed 20 years ago?
  6. 6. So how do we transition students in the ELL world to a place where they are prepared?
  7. 7. What are the constants? 1. To gain comprehension of text one must know words. 2. The main reason to engage text is for comprehension. 3. Students need to express ideas in writing.
  8. 8. Building Blocks to Meaning
  9. 9. The greatest obstacle to comprehension for the English Language Learner and Struggling Reader is the inability to know enough words to engage the text.
  10. 10. By the time a student finishes the 12th grade, they need to have been exposed to approximately 52,000 new words.
  11. 11. Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for students to understand at least 80% of daily conversation and writing. If students know…, in conjunction with 570 high frequency academic words found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation, 2002, as sited in Vocabulary Power).
  12. 12. 500 Words from General Services and 400 words from the Academic Word List.
  13. 13. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. --CCSS, Language Arts Standards 12 Gr th
  14. 14. Concepts of Instruction to use for transition: 1. Allow for auditory language acquisition. 2. Have discussions around words 3. Substitute words- Build volume
  15. 15. Concepts of Instruction to use for transition: 4. Use visuals to teach words 5. Get students using words in writing
  16. 16. Dictionary Skills as Reference Dictionaries can be a key ingredient in helping students gain words. Pictures help create schema. Explanations that are student friendly help them understand how words are used.
  17. 17. Let’s Take A Picture Break!
  18. 18. Exaggerate Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
  19. 19. Fatigue The bear was very fatigued from walking so far.
  20. 20. Symbol
  21. 21. Notice how the explanation of the term is found on the page with the term. This is an idea way to keep focus on the text and help scaffold meaning through explanation of terms.
  22. 22. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?
  23. 23. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?
  24. 24. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and If leadership of the achievements, and hissomeone is exuberant they are very excited or Progressive Movement, as well as his “cowboy” outgoing in their persona and robust masculinity. He was a leader personality. of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension? Roosevelt Us a sticky note on the page to help explain the meaning of unfamiliar words.
  25. 25. What does it mean?
  26. 26. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. --CCSS, LA, 12th gr The level of questioning has dramatically changed. Instead of superficial and surface level comprehension, students are now asked to do close reading of text.
  27. 27. Surface level swimming
  28. 28. Swimming Under the Surface
  29. 29. Old Structure versus Common Core Here is the conversation of Comprehension as traditionally taught Here is the Conversation of Comprehension based on Common Core • Who were the main characters in Charlotte’s Web? • Where did they live? • When animals are given human characteristics it is called _______________. • Can you think of a time when animals influenced how you felt about something? • What descriptions are used by the author to indicate that Wilbur is growing lonelier at the Zuckerman farm? • What is the main point of the friendship of Charlotte and Wilbur? • How does the author let us know that Fern has grown disinterested in Wilbur?
  30. 30. Remember comprehension involves the deep reading of text, not just being in a textbook.
  31. 31. Giving Wings to Thought
  32. 32. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. --CCSS, Writing, 12th gr This is only one of three different types (genres) of writing that is expected. Let’s look at the rubric text that shows the expectation or goal.
  33. 33. I believe that it would be beneficial for our schools to adopt dress codes. Although some may argue that this action would restrict the individual student’s freedom of expression, I do not agree. Our right to express ourselves is important, but in our society none of us has unrestricted freedom to do as we like at all times. We must all learn discipline, respect the feelings of others, and learn how to operate in the real world in order to be successful. Dress codes would not only create a better learning environment, but would also help prepare students for their futures. This is a rubric exemplar text for 12th grade. It is one of five paragraphs in this paper. The paper was an essay written for college entrance. This is sited in CCSS Appendix C as an exemplar text for writing at the 12th grade level. This is under the category of Opinion/Argument Writing
  34. 34. A Method to Strengthen Who Went to the Writing What did store? How did store you go? you go to We went to the store. We bought some clothes. We had fun. What kind of clothes did you buy? What was there about this that was fun? When did you go to the store?
  35. 35. Did you have the Now We Have…down? What top What was it like inside the store? was the weather like? Carlos, Maria, and I went to the Wal-mart on Thursday evening. Maria drove us in her Mazda convertible. Carlos bought some new shirts to wear. Maria bought a new dress. I bought a new pair of boots to wear to work. We had a lot of fun at the Wal-mart. I like being with my friends. We tell jokes and like being together. Describe the shirts, dress and boots. What color were they?
  36. 36. By just asking questions, you can flesh out a very simple form of writing to give it more meat and build its volume. Now I’m going to show you a picture. With a partner, I would like for you to start telling a story using the details of what you see in the picture.
  37. 37. We can then take the list as a brainstorm (ideas) list and we can begin to craft a story. One day in the winter, I sat in my chair one morning. It was very cold outside, so I built a fire in the fireplace to stay warm. My cat liked the warm fire and lay on the carpet at my feet. I read a book and enjoyed it so much that when I looked at the clock I discovered it was already 4:30. So I ate a banana from my fruit bowl to hold me over until dinner.
  38. 38. In this presentation we have attempted to examine three core areas where we must transition our ELL students to provide them a clearer path toward success and further educational opportunities. CCSS is changing the face of Adult Education as well as K-12 and we must actively embrace these changes.
  39. 39. On Behalf of Pearson ELT and Words of Wisdom Thank You Keith Pruitt, Ed.S www.woweducationalconsulting.com

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