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Teaching ELL students in a common core world

The document discusses the importance of adapting teaching methods for English Language Learners (ELL) in the context of Common Core State Standards (CCSS), emphasizing that ELLs need the same skills as native speakers to succeed. It highlights the need for a shift in educational culture from teaching to learning, focusing on critical text analysis and deeper understanding rather than mere foundational skills. Additionally, it outlines strategies for implementing complex texts and vocabulary instruction while addressing the unique challenges faced by ELL students.

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Teaching ELL Students in a Common Core World Keith Pruitt, Ed.S Words of Wisdom Educational Consulting www.woweducationalconsulting.com
To be successful, English Language Learners need the same skill sets at native speakers. Common Core State Standards are about providing the same level of expertise to every student.
Different Views of CCSS
Different Views of CCSS
Different Views of CCSS
But I want to suggest that the real message is it is time to focus on the real issue of education….
It is time to change school Culture from a culture of Teaching to a culture of Learning. DuFour, Aker, DuFour- On Common Ground (2005)
“the standards define what all students are expected to know and be able to do, not how teachers should teach” (2010a, 6)
CCSS • Teach to depth of understanding. • Equal emphasis on reading and writing • Reading complex text • Intellectual growth is a process over time • Learning should be across the curriculum Pathways to the Common Core
It becomes about Teaching children how to learn
What do you know about Common Core State Standards? Turn and Talk
Comprehension and Close Reading Looking at Text Differently
“Reading, in the Common Core, is making meaning.” Calkins, et al, Pathways to Common Core, p. 25 …the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25) …the meaning of texts resides in the interaction of the reader with the text. Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core
Old Structure versus Common Core Here is the conversation of Here is the Conversation of Comprehension as traditionally taught Comprehension based on Common Core • Who were the main • What descriptions are used characters in Charlotte’s by the author to indicate Web? that Wilbur is growing • Where did they live? lonelier at the Zuckerman • When animals are given farm? human characteristics it is • What is the main point of called _______________. the friendship of Charlotte • Can you think of a time and Wilbur? when animals influenced • How does the author let us how you felt about know that Fern has grown something? disinterested in Wilbur?
Common Core Literature Standards Key Ideas and Details Kindergarten First Grade Second Grade 1. With prompting and Ask and answer Ask and answer such support, ask and answer questions about key questions as who, what, questions about key details details in a where, when, why, and in a text. text. how to demonstrate understanding of key details in a text. 2. With prompting and Retell stories, including Recount stories, including support, retell familiar key details, and fables and folktales stories, including key demonstrate from diverse cultures, and details. understanding of their determine their central central message, lesson, or message or lesson. moral. 3. With prompting and Describe characters, Describe how characters support, identify settings, and major in a story respond to characters, events in major events and settings, and major events a story, using key challenges. in a story. details
Integration of Knowledge and Ideas Kindergarten First Grade Second Grade 7. With prompting and support, Use illustrations Use information describe the relationship between and details in a gained from the illustrations and the story in which story to describe illustrations and they appear (e.g., what moment in a its characters, words in a print or story an illustration depicts). setting, or events digital text to demonstrate understanding of its characters, setting, or plot. 9. With prompting and support, Compare and Compare and compare and contrast the adventures contrast the contrast two or and experiences of characters in adventures and more versions familiar stories. experiences of of the same story characters in (e.g., Cinderella stories stories) by different authors or from different cultures.
Common Core Literature Standards Key Ideas and Details Third Grade Fourth Grade Fifth Grade 1. Ask and answer questions to Refer to details and Quote accurately from a text demonstrate Under-standing of a examples in a text when when explaining text, referring explicitly to the text explaining what the text what the text says explicitly as the basis for the answers. says explicitly and when and when drawing inferences drawing inferences from from the text. the text. 2. Recount stories, including fables, Determine a theme of a Determine a theme of a folktales, and myths from diverse story, drama, or poem story, drama, or poem cultures; determine the central from details in the text; from details in the text, message, lesson, or moral and summarize the text. including how characters explain how it is conveyed through in a story or drama respond key details in the text. to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Describe characters in a story (e.g., Describe in depth a character, Compare and contrast two or their traits, motivations, or feelings) setting, or event in a story or more characters, settings, or and explain how their actions drama, drawing on specific events in a story or drama, details in the text (a drawing on specific details in the contribute to the sequence of character’s thoughts, words, text (e.g., how characters events. or actions). interact).
What impacts do these have on instruction in the classroom? What changes should be made? How will these impact what we do with ELL students? Turn and Talk
Implications • Emphasis is now on critical analysis of text and not merely foundational skills of decoding. • Teachers may need to retool to build capacity for drilling deeper into text. • Students will need explicit instruction in deeper, closer reading and thinking at higher levels of comprehension. • Teachers will have to examine closer the text to assure students can actually practice on these texts. • Social Studies and Science teachers need to understand how this applies in informational text as well. • Students will need lots of texts (5-7 books/week)
The Greatest Condition to Guarantee Student Success……… Lots and Lots of Practice Outliers, study by Malcolm Gladwell (2008) of conditions to lead to extraordinary success the unifying factor between piano players, NBA players, programmers, etc. was HOURS OF PRACTICE 10,000 hours of Practice
How much time will the average student themselves spend reading in the classroom in one year?
That means the average child in an American school will spend less time engaged in reading in a year than the average High School football team will spend practicing in one week!
Qualitative Factors • Are meanings explicit or implicit? • Does the text structure follow conventional or unconventional formats? • Literal, figurative or domain specific language? • Are knowledge demands common or specialized? From Pathways to Common Core, p 35
Quantitative Measures • A measure that takes into account word length, frequency, sentence length, cohesion. • Several frameworks might be considered including Flesch-Kincaid test, Dale-Chall Readability Formula, Lexile Framework for Reading • The CCSS seems to lean toward Lexile Levels but does not exclude other systems.
• Common Core has moved higher the complexity of text that children should be in during these grades. • Common Core makes no specific allotment for utilizing Vygotsky’s Zone of Proximal Development.
Reader and Task Considerations • Reader’s motivation to comprehend the text • Familiarity with language • Prior knowledge …the expectation that educators will employ professional judgment to match texts to particular students and tasks” (CCSS 2010b, 7)
Strategies for Working with Complex Text Read aloud the first chapter of a book and discuss Audio Version Introduce the book and give clear indication of what the students should observe Partner Reads
TEXT COMPLEXITY AND THE ELL STUDENT
A glance at current efforts to map the CCSS onto curriculum, or at the design of sample units, suggests that there is little understanding in our community of the role played by language in the process of attaining literacy. Fillmore & Fillmore, What Does Text Complexity Mean for English Learners and Language Minority Students? Stanford University
Fundamental Problems 1. Substantial differences between spoken English and written English. 2. Vast difference between conversational language and academic language. 3. The structural change from primary text designed to teach reading to intermediate text design for learning of information. 4. The literacy learning of most Els does not provide them with the proper foundation for working with complex text.
WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities “unwise and untimely.” Seldom, if ever, do I pause to answer criticism of my work and ideas. If I sought to answer all of the criticisms that cross my desk, my secretaries would be engaged in little else in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and your criticisms are sincerely set forth, I would like to answer your statement in what I hope will be patient and reasonable terms. I think I should give the reason for my being in Birmingham, since you have been influenced by the argument of “outsiders coming in.” I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliate organizations all across the South, one being the Alabama Christian Movement for Human Rights. Whenever necessary and possible, we share staff, educational and financial resources with our affiliates. Several months ago our local affiliate here in Birmingham invited us to be on call to engage in a nonviolent direct-action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promises. So I am here, along with several members of my staff, because we were invited here. I am here because I have basic organizational ties here. Beyond this, I am in Birmingham because injustice is here… Letter from a Birmingham Jail, Martin Luther King, Jr.
On page 5 of the CCSS document, the anonymous writers state that “a significant body of research links …close reading regardless if the student is a struggling reader or advanced—to significant gains…” yet most of the students cited are from college and high school. They ignore the body of research in regards to text difficulty and instructional leveled text.
Furthermore, PARCC speaks specifically to the questions of students who may be unable to read within the text complexity bands by saying “flexibility is built in for educators to build progressions of more complex texts within grade bands…that overlap to a limited degree with earlier bands, but reading texts from the appropriate band lies at the core of the Model Content Frameworks.” (2011, 6)
In order to be successful, Setting a Purpose this method of using complex text must be coupled with a profound Visual Literacy amount of scaffolding for students. In order for teachers to be effective Pre-teaching of vocabulary with students, capacity must be built allowing for teacher implementation. Contextualization of meaning
What Students Should Do in Making Meaning 1. Students should carry meaning across the whole story. 2. Operate on the basis of “what does the text tell us.” 3. Understand words based on context. 4. Comparative analysis is a focal point of CCSS. 5. If you are using limited targeted text provided by a basal, you will have difficulty with CCSS.
Implications for Implementation • Determine where students are with needs assessment • Insure practices are moving students forward through alignment of methods with content • Make sure there is plenty of time for student reading • Offer student choice for reading • Offer explicit reading skill instruction • Have students take ownership
Let’s Develop An Assessment Each table will receive a text. Go through and place a higher level text dependent question that students must stop and answer.
Obstacles for Informational Text 1. Not enough exposure to non- fiction 2. Reading is at frustration level 3. Engage with text in wrong manner “Just the facts” 4. Little Choice given students 5. Teacher tells what should know
1. More High Interest 2. Do more in content classes 3. Match text to children’s ZPD 4. Move students up the gradient.
Text Sets The Teacher’s College of Columbia University Reading and Writing Project under the direction of Lucy Calkins has created Text Sets both in Literature and Informational Texts that are available at http://tc.readingandwritingproject.com/
Teaching Vocabulary in a Common Core World Getting at the heart of Common Core Vocabulary Instruction
• Determine or clarify the meaning of unknown and Various aspects of CCSS multiple-meaning words • Anchor and phrases by using Standards K- context clues, analyzing 12 meaningful word parts, and demonstrate consulting references the • Demonstrate importance of understanding of word word relationships knowledge. • Acquire and use academic A.4-6 words
Anchor Standards K-5 Reading Show Vocabulary • Key Ideas and Details • 4. Interpret words and phrases • Craft and as they are used in a text, Structure including determining technical, connotative, and • Integration of figurative meanings, and Knowledge and analyze how specific word Ideas choices shape meaning or tone. • Text Complexity
Let’s See How Vocabulary is handled at grade level
Areas with Emphasis for Vocabulary 1. Literature 2. Informational Text 3. Foundational Skills 4. Writing 5. Language
Literature K-5 Craft and Structure Kindergarten First Grade Second Grade Ask and answer Identify words and Describe how questions about phrases in stories words and phrases unknown words or poems (e.g., regular in a text. that suggest beats, alliteration, feelings or appeal rhymes, repeated to the senses. lines) supply rhythm and meaning in a story, poem, or song.
Literature K-5 Craft and Structure Third Grade Fourth Grade Fifth Grade Determine the Determine the Determine the meaning of words meaning of words meaning of words and phrases as and phrases and phrases they are used in a as they are used in as they are used in text, distinguishing a text, including a text, including literal from those figurative nonliteral language. that allude to language such as significant metaphors and characters found in similes. mythology (e.g., Herculean).
Informational Text K-5 Craft and Structure Kindergarten First Grade Second Grade With prompting Ask and answer Determine the and support, ask questions to help meaning of words and answer determine or and phrases in a questions about clarify the meaning text relevant to a unknown words in of words and grade 2 topic or a text. phrases in a subject area text.
Informational Text K-5 Craft and Structure Third Grade Fourth Grade Fifth Grade Determine the Determine the Determine the meaning of general meaning of general meaning of general academic academic academic and domain- and domain- and domain- specific words and specific words or specific words and phrases in a text phrases in a text phrases in a text relevant to a grade relevant to a grade relevant to a grade 3 topic or subject 4 topic or subject 5 topic or subject area. area. area.
Foundational Skills K-5 Kindergarten First Grade Second Grade Demonstrate Demonstrate understanding of understanding of spoken words, spoken words, syllables, and syllables, and sounds- sounds- Phonological Phonological Awareness Awareness Know and apply Know and apply Know and apply grade-level phonics grade-level phonics grade-level phonics and word and word and word analysis skills in analysis skills in analysis skills in decoding words decoding words decoding words
Foundational Skills K-5 Third Grade Fourth Grade Fifth Grade Know and apply Know and apply Know and apply grade-level phonics grade-level phonics grade-level phonics and word and word and word analysis skills in analysis skills in analysis skills in decoding words decoding words decoding words a. Identify and know Use combined Use combined the meaning of the knowledge of all knowledge of all most letter-sound letter-sound common prefixes and correspondences, correspondences, derivational suffixes. syllabication patterns, syllabication patterns, b. Decode words with and and common Latin morphology (e.g., morphology (e.g., suffixes. roots and affixes) to roots and affixes) to c. Decode multi- read read syllable words. accurately unfamiliar accurately unfamiliar d. Read grade- multisyllabic words in multisyllabic words in appropriate context and out of context and out of irregularly spelled context. context. words.
What Happened To Writing?
So we have seen WHAT we are to do… let’s look at how we do it.
Working with Vocabulary 1. Explain 2. Restate 3. Show 4. Discuss 5. Refine and Reflect 6. Application and Fun Building Background Knowledge, Robert Marzano Bringing Words to Life, Beck, McKeown, Kucan
All of the Read Aloud selections come from favorite children’s literature, essential literature selections and big books. The system accentuates students learning a context for the words and not definitions. These are available from CreateSpace, Words of Wisdom, and Amazon.com exclusively.
At your table are books and templates of lesson one. • Select words from a book. • Following the template, each table will be responsible for designing a set of lessons. • Report out to groups
Teaching for Academic Success by Targeting Vocabulary Instruction Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com
The relationship between vocabulary knowledge and academic achievement is well established.-- Robert Marzano, Building Background Knowledge, p 31
Grades 4-12 Academic Difference 50 Gap of 6,000 words 40 30 Academic 20 Difference 10 0 Nagy & Herman, 1984, as Category 1 Category 2 quoted in Marzano, 2004
A word is the term used to describe the label given to a packet of information stored in our permanent memories. Marzano, 2004, p32 Nation insists that there are approximately 570 academic words from the Coxhead List that coupled with the 2,000 most frequently used words from the General Service List that constitute 90% of the reading students are to do. As quoted by Lebedev, 2008, Pearson, Vocabulary Power 1
For the teacher, then, the supreme task is to store as many words as possible into the permanent memory of students.
One of the arguments for ____________ in the first place had been that ________ would increase the wealth of the ______ _______ And lessen her dependence on other nations. According to the __________ theory, she would prosper and grow strong by _________ more and more to __________ and _________ less and less from them. Colonies would aid by providing a ______ for her ___________ goods and a source of supply for ___ _________ she could not produce at home. To get the full benefit, she would have to exclude ________ (as Spain had done) from her _______ trade. The words in red are great Tier 2 words that can be emphasized for clarity. The blanks represent Tier 3 (Academic Language) that is absolutely necessary to make sense of the text. This is an American History Text.
One of the arguments for colonization in the first place had been that colonies would increase the wealth of the mother country and lessen her dependence on other nations. According to the mercantile theory, she would prosper and grow strong by exporting more and more to foreigners and importing less and less from them. Colonies would aid by providing a market for her manufactured goods and a source of supply for raw materials she could not produce at home. To get the full benefit, she would have to exclude foreigners (as Spain had done) from her colonial trade. One could not access the text without the vocabulary. But unless one has a schema for the words, it is like not having the words printed.
What is the relationship between learning everyday language and academic language?
So how would I use the idea of thematic instruction to teach vocabulary in a content?
NOAA Universe today.com The Powerful Forces of Nature ZMEScience.com Public domain
Step 1- Introduce the Big Idea How Does Nature Change the Earth around Us?
Step 2- Introduce the theme by introducing the words you will study. ERUPT ASH LAVA TYPHOON HURRICANE PLATE TREMOR MAGMA EPICENTER EARTHQUAKE STORM SURGE
Inclusion of vocabulary. Now we can contextualize. We also now have supporting information that can lead to projects: Ring of Fire, Vesuvius We also can now link to career path by pointing students to www.usgs.gov where they can learn how scientists work with volcanoes, earthquakes, etc.
Wow, that’s cool, dude. I think I might like to study about volcanoes.
The volcano Etna has been on Sicily for more than a million years, longer than human beings have inhabited the Mediterranean. It has been erupting nearly continuously throughout 3500 years of recorded history, since 1500 BCE, and doubtless for long before that. Etna has had hundreds of recorded major eruptions; another began with the eruptions of spring 2001. And like the hundreds of times before, the local people responded in the ways they always have. But modern technologies have allowed them to respond a bit more effectively, and with a bit less resignation, than before. Etna Then and Now Etna is such an important volcano that the ancients made it the home of Vulcan, blacksmith to the gods. Like the personality of Vulcan himself, Etna is always unpredictable, often gloomy and irritated, sometimes dangerously angry, even on rare occasions playful. All of the seafaring peoples of the ancient Mediterranean knew Etna as a steady beacon and landmark, looming near the strategic Strait of Messina at Sicily's eastern tip. People have always lived near Etna, even upon its sides. The same is true with volcanoes around the world. After all, volcanic ash weathers into rich soil, and the risk of injury or death from an eruption is pretty small. On many volcanoes, you can live your whole life without witnessing an eruption—or if there is one, it won't destroy your part of the mountainside. That's the kind of risk we all accept about the place we live, whether it's prone to earthquakes, hurricanes, sinkholes, or landslides. The 2001 eruption of Etna made news not only because it was a great spectacle, but because there was human drama as well. The lava engulfed an important skiing and tourism center on the mountain, the Rifugio Sapienza. Nowadays we don't just send prayers to our current gods, as the ancients did—although the archbishop of Sicily did just that in 2001. Today the Italian authorities send bulldozers to throw up barriers to the lava.
Acting Against Volcanoes We've tried other things against volcanoes, too, such as military bombing to divert lava flows. When a volcano threatened the Icelandic town of Westmanneyjar in 1983, the main tactic was spraying the lava with seawater to freeze it solid. But the first successful defense against a volcano was here in Catania, the city of half a million at Etna's foot. In 1669, the Monti Rossi vent on Etna's southern flank began pouring out a river of lava uphill from Catania. The city's existing walls held back the flood for a week. But after part of the wall gave way, the authorities built new walls in the city streets that were effective against the lava's advance. Another tactic tried in 1669 was to break open the roof and sides of the lava tube feeding the flow. It was hoped that this would cool and freeze the molten rock, as well as directing part of the flow elsewhere. The nearby town of Paternò felt so threatened by this measure, it sent out an armed force to stop the work crews. As a result, laws were enacted to forbid tampering with lava flows. These remained in effect until 1983, when more modern techniques were allowed. So the bulldozers of today are still an experimental technology when it comes to fighting eternal Etna. Another experimental technology was tried at Etna in 2009: gas sampling by remote-controlled helicopter. The Scots geologist whose brainstorm that was won a Rolex Award for Enterprise in 2008. Remote-observation techniques like this promise to spare volcanologists from some of the danger inherent in their work while helping in eruption forecasts. PS: The Etna eruption, among other things, produced a small quantity of Pele's hair. This fine-fibered volcanic glass is more familiar from Hawaii, where the liquid basaltic lava is readily blown in the wind.
Step 6- Have students connect to media Step 7- Have students discuss their learning.
Step 8- Have students create from their learning. This is one of the fundamental elements of Common Core.
Why would we have students do an experiment with earthquakes when we are studying volcanoes?
Step 1- Introduce the big idea Step 2-Introduce words Step 3- Create Background Step 4-Explore Text Step 5-Have students connect to text Step 6- Have students connect to media Step 7- Students discuss their learning Step 8- Students create from their learning
In following this methodology, students can learn in the way the brain directs and learn a host of vocabulary along the way. And most important, learning will be fun.
Writing and the Common Core Expectations
…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and the reading assessments will occur. Calkins, et al Pathways to the Common Core, p 102
Types of Writing in Common Core State Standards Response to Literature Process Writing
Response to Literature Students will be expected to write about their reading experiences on demand in a meaningful, clear, and concise manner pointing to clear evidence in the text to support their writing.
Clear Implications of Process Writing 1. Three different types (Narrative, Persuasive/Opinion/Argu ment, Informational and Functional/Procedural Writing 2. The bar is exceptionally high 3. Writing happens often 4. Based on strong rubrics
Exemplar Rubric Text Today before we had writing groups Mrs. John read us a story about frogs. We had to write about frogs. We had a tadpole in the science center. It has two back legs and when it has two front legs its tail disappears and it cannot eat when its mouth is changing. Then the skin gets too little and the frogs pull off their skin and they eat it. Some fo the frogs blow bubbles. Frogs laid eggs that look like jelly and the fish eat some but some hatch to tadpoles. It grows bigger and bigger and bigger.
Considerations in Writing • Write Often, Model Often, Release Often • Use a learning progression in working with writing (James Popham, 2007), building blocks • Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to the continuum 4. End the year by an on demand piece and show the progression • Provide students with clear goals and effective feedback
Feedback Repetition Mistake Retry Practice Perfection
Writing with ELL Students requires lots of modeling
First, boys and girls, tell me what you see in the picture. Cats Birds Car Window Now, tell me what do you think the cats may do? I think they go out window and eat the birds. I think the birds will fly away I think the cats will watch the birds.
Amanda was from India when the monsoon rains caused 1. What two new things has great flooding. Amanda done in her new country that she never Amanda’s family came to the United States when she did in the old according to was twelve years old. the text? Amanda missed her friends and family very much when 2. What does the author say she first came to America. But she soon made new that lets us know that friends. Amanda is happy in the United States? In American, Amanda was allowed to attend school something she had never done before. She really liked 3. How do we know how old to learn and is a good student. Amanda was when she came to the United Amanda likes sports and likes to play basketball. This States? was something she had never seen in her old country.
In Process Writing: 1. Target the instruction- don’t try to get all the lions out of the jungle the first day 2. Offer constant feedback, but let the children do the work (they don’t learn from what you do, but what they do) 3. Use a writers workshop model with six trait writing
Pedagogy Suggestions 1. Sentence strips, magnetic words, and tactile experiences are a great start. 2. Drawing is writing. Have students tell you the story in dictation. 3. For beginners, use lots of pictures to create the connection with stories and print. 4. Target questions in texts for reading in order to connect with writings. Use sticky notes to place in text.
Thank You Keith Pruitt Words of Wisdom www.woweducationalconsulting.com Join us on facebook

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Teaching ELL students in a common core world

  • 1.
    Teaching ELL Students ina Common Core World Keith Pruitt, Ed.S Words of Wisdom Educational Consulting www.woweducationalconsulting.com
  • 2.
    To be successful,English Language Learners need the same skill sets at native speakers. Common Core State Standards are about providing the same level of expertise to every student.
  • 4.
  • 5.
  • 6.
  • 7.
    But I wantto suggest that the real message is it is time to focus on the real issue of education….
  • 8.
    It is timeto change school Culture from a culture of Teaching to a culture of Learning. DuFour, Aker, DuFour- On Common Ground (2005)
  • 9.
    “the standards definewhat all students are expected to know and be able to do, not how teachers should teach” (2010a, 6)
  • 10.
    CCSS • Teach to depth of understanding. • Equal emphasis on reading and writing • Reading complex text • Intellectual growth is a process over time • Learning should be across the curriculum Pathways to the Common Core
  • 11.
    It becomes aboutTeaching children how to learn
  • 12.
    What do youknow about Common Core State Standards? Turn and Talk
  • 13.
    Comprehension and Close Reading Looking at Text Differently
  • 14.
    “Reading, in the Common Core, is making meaning.” Calkins, et al, Pathways to Common Core, p. 25 …the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25) …the meaning of texts resides in the interaction of the reader with the text. Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core
  • 15.
    Old Structure versusCommon Core Here is the conversation of Here is the Conversation of Comprehension as traditionally taught Comprehension based on Common Core • Who were the main • What descriptions are used characters in Charlotte’s by the author to indicate Web? that Wilbur is growing • Where did they live? lonelier at the Zuckerman • When animals are given farm? human characteristics it is • What is the main point of called _______________. the friendship of Charlotte • Can you think of a time and Wilbur? when animals influenced • How does the author let us how you felt about know that Fern has grown something? disinterested in Wilbur?
  • 16.
    Common Core LiteratureStandards Key Ideas and Details Kindergarten First Grade Second Grade 1. With prompting and Ask and answer Ask and answer such support, ask and answer questions about key questions as who, what, questions about key details details in a where, when, why, and in a text. text. how to demonstrate understanding of key details in a text. 2. With prompting and Retell stories, including Recount stories, including support, retell familiar key details, and fables and folktales stories, including key demonstrate from diverse cultures, and details. understanding of their determine their central central message, lesson, or message or lesson. moral. 3. With prompting and Describe characters, Describe how characters support, identify settings, and major in a story respond to characters, events in major events and settings, and major events a story, using key challenges. in a story. details
  • 17.
    Integration of Knowledgeand Ideas Kindergarten First Grade Second Grade 7. With prompting and support, Use illustrations Use information describe the relationship between and details in a gained from the illustrations and the story in which story to describe illustrations and they appear (e.g., what moment in a its characters, words in a print or story an illustration depicts). setting, or events digital text to demonstrate understanding of its characters, setting, or plot. 9. With prompting and support, Compare and Compare and compare and contrast the adventures contrast the contrast two or and experiences of characters in adventures and more versions familiar stories. experiences of of the same story characters in (e.g., Cinderella stories stories) by different authors or from different cultures.
  • 18.
    Common Core LiteratureStandards Key Ideas and Details Third Grade Fourth Grade Fifth Grade 1. Ask and answer questions to Refer to details and Quote accurately from a text demonstrate Under-standing of a examples in a text when when explaining text, referring explicitly to the text explaining what the text what the text says explicitly as the basis for the answers. says explicitly and when and when drawing inferences drawing inferences from from the text. the text. 2. Recount stories, including fables, Determine a theme of a Determine a theme of a folktales, and myths from diverse story, drama, or poem story, drama, or poem cultures; determine the central from details in the text; from details in the text, message, lesson, or moral and summarize the text. including how characters explain how it is conveyed through in a story or drama respond key details in the text. to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 3. Describe characters in a story (e.g., Describe in depth a character, Compare and contrast two or their traits, motivations, or feelings) setting, or event in a story or more characters, settings, or and explain how their actions drama, drawing on specific events in a story or drama, details in the text (a drawing on specific details in the contribute to the sequence of character’s thoughts, words, text (e.g., how characters events. or actions). interact).
  • 19.
    What impacts dothese have on instruction in the classroom? What changes should be made? How will these impact what we do with ELL students? Turn and Talk
  • 20.
    Implications • Emphasis isnow on critical analysis of text and not merely foundational skills of decoding. • Teachers may need to retool to build capacity for drilling deeper into text. • Students will need explicit instruction in deeper, closer reading and thinking at higher levels of comprehension. • Teachers will have to examine closer the text to assure students can actually practice on these texts. • Social Studies and Science teachers need to understand how this applies in informational text as well. • Students will need lots of texts (5-7 books/week)
  • 21.
    The Greatest Conditionto Guarantee Student Success……… Lots and Lots of Practice Outliers, study by Malcolm Gladwell (2008) of conditions to lead to extraordinary success the unifying factor between piano players, NBA players, programmers, etc. was HOURS OF PRACTICE 10,000 hours of Practice
  • 22.
    How much timewill the average student themselves spend reading in the classroom in one year?
  • 23.
    That means theaverage child in an American school will spend less time engaged in reading in a year than the average High School football team will spend practicing in one week!
  • 25.
    Qualitative Factors • Are meanings explicit or implicit? • Does the text structure follow conventional or unconventional formats? • Literal, figurative or domain specific language? • Are knowledge demands common or specialized? From Pathways to Common Core, p 35
  • 26.
    Quantitative Measures • A measure that takes into account word length, frequency, sentence length, cohesion. • Several frameworks might be considered including Flesch-Kincaid test, Dale-Chall Readability Formula, Lexile Framework for Reading • The CCSS seems to lean toward Lexile Levels but does not exclude other systems.
  • 27.
    • Common Corehas moved higher the complexity of text that children should be in during these grades. • Common Core makes no specific allotment for utilizing Vygotsky’s Zone of Proximal Development.
  • 28.
    Reader and TaskConsiderations • Reader’s motivation to comprehend the text • Familiarity with language • Prior knowledge …the expectation that educators will employ professional judgment to match texts to particular students and tasks” (CCSS 2010b, 7)
  • 29.
    Strategies for Workingwith Complex Text Read aloud the first chapter of a book and discuss Audio Version Introduce the book and give clear indication of what the students should observe Partner Reads
  • 31.
  • 32.
    A glance atcurrent efforts to map the CCSS onto curriculum, or at the design of sample units, suggests that there is little understanding in our community of the role played by language in the process of attaining literacy. Fillmore & Fillmore, What Does Text Complexity Mean for English Learners and Language Minority Students? Stanford University
  • 33.
    Fundamental Problems 1. Substantialdifferences between spoken English and written English. 2. Vast difference between conversational language and academic language. 3. The structural change from primary text designed to teach reading to intermediate text design for learning of information. 4. The literacy learning of most Els does not provide them with the proper foundation for working with complex text.
  • 34.
    WHILE confined herein the Birmingham city jail, I came across your recent statement calling our present activities “unwise and untimely.” Seldom, if ever, do I pause to answer criticism of my work and ideas. If I sought to answer all of the criticisms that cross my desk, my secretaries would be engaged in little else in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and your criticisms are sincerely set forth, I would like to answer your statement in what I hope will be patient and reasonable terms. I think I should give the reason for my being in Birmingham, since you have been influenced by the argument of “outsiders coming in.” I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every Southern state, with headquarters in Atlanta, Georgia. We have some eighty-five affiliate organizations all across the South, one being the Alabama Christian Movement for Human Rights. Whenever necessary and possible, we share staff, educational and financial resources with our affiliates. Several months ago our local affiliate here in Birmingham invited us to be on call to engage in a nonviolent direct-action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promises. So I am here, along with several members of my staff, because we were invited here. I am here because I have basic organizational ties here. Beyond this, I am in Birmingham because injustice is here… Letter from a Birmingham Jail, Martin Luther King, Jr.
  • 35.
    On page 5of the CCSS document, the anonymous writers state that “a significant body of research links …close reading regardless if the student is a struggling reader or advanced—to significant gains…” yet most of the students cited are from college and high school. They ignore the body of research in regards to text difficulty and instructional leveled text.
  • 36.
    Furthermore, PARCC speaksspecifically to the questions of students who may be unable to read within the text complexity bands by saying “flexibility is built in for educators to build progressions of more complex texts within grade bands…that overlap to a limited degree with earlier bands, but reading texts from the appropriate band lies at the core of the Model Content Frameworks.” (2011, 6)
  • 37.
    In order tobe successful, Setting a Purpose this method of using complex text must be coupled with a profound Visual Literacy amount of scaffolding for students. In order for teachers to be effective Pre-teaching of vocabulary with students, capacity must be built allowing for teacher implementation. Contextualization of meaning
  • 38.
    What Students ShouldDo in Making Meaning 1. Students should carry meaning across the whole story. 2. Operate on the basis of “what does the text tell us.” 3. Understand words based on context. 4. Comparative analysis is a focal point of CCSS. 5. If you are using limited targeted text provided by a basal, you will have difficulty with CCSS.
  • 39.
    Implications for Implementation •Determine where students are with needs assessment • Insure practices are moving students forward through alignment of methods with content • Make sure there is plenty of time for student reading • Offer student choice for reading • Offer explicit reading skill instruction • Have students take ownership
  • 40.
    Let’s Develop An Assessment Each table will receive a text. Go through and place a higher level text dependent question that students must stop and answer.
  • 41.
    Obstacles for InformationalText 1. Not enough exposure to non- fiction 2. Reading is at frustration level 3. Engage with text in wrong manner “Just the facts” 4. Little Choice given students 5. Teacher tells what should know
  • 42.
    1. More HighInterest 2. Do more in content classes 3. Match text to children’s ZPD 4. Move students up the gradient.
  • 43.
    Text Sets The Teacher’sCollege of Columbia University Reading and Writing Project under the direction of Lucy Calkins has created Text Sets both in Literature and Informational Texts that are available at http://tc.readingandwritingproject.com/
  • 44.
    Teaching Vocabulary ina Common Core World Getting at the heart of Common Core Vocabulary Instruction
  • 45.
    • Determine orclarify the meaning of unknown and Various aspects of CCSS multiple-meaning words • Anchor and phrases by using Standards K- context clues, analyzing 12 meaningful word parts, and demonstrate consulting references the • Demonstrate importance of understanding of word word relationships knowledge. • Acquire and use academic A.4-6 words
  • 46.
    Anchor Standards K-5 ReadingShow Vocabulary • Key Ideas and Details • 4. Interpret words and phrases • Craft and as they are used in a text, Structure including determining technical, connotative, and • Integration of figurative meanings, and Knowledge and analyze how specific word Ideas choices shape meaning or tone. • Text Complexity
  • 47.
    Let’s See HowVocabulary is handled at grade level
  • 48.
    Areas with Emphasisfor Vocabulary 1. Literature 2. Informational Text 3. Foundational Skills 4. Writing 5. Language
  • 49.
    Literature K-5 Craft andStructure Kindergarten First Grade Second Grade Ask and answer Identify words and Describe how questions about phrases in stories words and phrases unknown words or poems (e.g., regular in a text. that suggest beats, alliteration, feelings or appeal rhymes, repeated to the senses. lines) supply rhythm and meaning in a story, poem, or song.
  • 50.
    Literature K-5 Craft andStructure Third Grade Fourth Grade Fifth Grade Determine the Determine the Determine the meaning of words meaning of words meaning of words and phrases as and phrases and phrases they are used in a as they are used in as they are used in text, distinguishing a text, including a text, including literal from those figurative nonliteral language. that allude to language such as significant metaphors and characters found in similes. mythology (e.g., Herculean).
  • 51.
    Informational Text K-5 Craftand Structure Kindergarten First Grade Second Grade With prompting Ask and answer Determine the and support, ask questions to help meaning of words and answer determine or and phrases in a questions about clarify the meaning text relevant to a unknown words in of words and grade 2 topic or a text. phrases in a subject area text.
  • 52.
    Informational Text K-5 Craftand Structure Third Grade Fourth Grade Fifth Grade Determine the Determine the Determine the meaning of general meaning of general meaning of general academic academic academic and domain- and domain- and domain- specific words and specific words or specific words and phrases in a text phrases in a text phrases in a text relevant to a grade relevant to a grade relevant to a grade 3 topic or subject 4 topic or subject 5 topic or subject area. area. area.
  • 53.
    Foundational Skills K-5 Kindergarten First Grade Second Grade Demonstrate Demonstrate understanding of understanding of spoken words, spoken words, syllables, and syllables, and sounds- sounds- Phonological Phonological Awareness Awareness Know and apply Know and apply Know and apply grade-level phonics grade-level phonics grade-level phonics and word and word and word analysis skills in analysis skills in analysis skills in decoding words decoding words decoding words
  • 54.
    Foundational Skills K-5 Third Grade Fourth Grade Fifth Grade Know and apply Know and apply Know and apply grade-level phonics grade-level phonics grade-level phonics and word and word and word analysis skills in analysis skills in analysis skills in decoding words decoding words decoding words a. Identify and know Use combined Use combined the meaning of the knowledge of all knowledge of all most letter-sound letter-sound common prefixes and correspondences, correspondences, derivational suffixes. syllabication patterns, syllabication patterns, b. Decode words with and and common Latin morphology (e.g., morphology (e.g., suffixes. roots and affixes) to roots and affixes) to c. Decode multi- read read syllable words. accurately unfamiliar accurately unfamiliar d. Read grade- multisyllabic words in multisyllabic words in appropriate context and out of context and out of irregularly spelled context. context. words.
  • 55.
  • 57.
    So we haveseen WHAT we are to do… let’s look at how we do it.
  • 58.
    Working with Vocabulary 1. Explain 2. Restate 3. Show 4. Discuss 5. Refine and Reflect 6. Application and Fun Building Background Knowledge, Robert Marzano Bringing Words to Life, Beck, McKeown, Kucan
  • 67.
    All of theRead Aloud selections come from favorite children’s literature, essential literature selections and big books. The system accentuates students learning a context for the words and not definitions. These are available from CreateSpace, Words of Wisdom, and Amazon.com exclusively.
  • 68.
    At your tableare books and templates of lesson one. • Select words from a book. • Following the template, each table will be responsible for designing a set of lessons. • Report out to groups
  • 69.
    Teaching for AcademicSuccess by Targeting Vocabulary Instruction Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com
  • 70.
    The relationship between vocabulary knowledgeand academic achievement is well established.-- Robert Marzano, Building Background Knowledge, p 31
  • 71.
    Grades 4-12 Academic Difference 50 Gap of 6,000 words 40 30 Academic 20 Difference 10 0 Nagy & Herman, 1984, as Category 1 Category 2 quoted in Marzano, 2004
  • 72.
    A word isthe term used to describe the label given to a packet of information stored in our permanent memories. Marzano, 2004, p32 Nation insists that there are approximately 570 academic words from the Coxhead List that coupled with the 2,000 most frequently used words from the General Service List that constitute 90% of the reading students are to do. As quoted by Lebedev, 2008, Pearson, Vocabulary Power 1
  • 73.
    For the teacher, then, the supreme task is to store as many words as possible into the permanent memory of students.
  • 74.
    One of thearguments for ____________ in the first place had been that ________ would increase the wealth of the ______ _______ And lessen her dependence on other nations. According to the __________ theory, she would prosper and grow strong by _________ more and more to __________ and _________ less and less from them. Colonies would aid by providing a ______ for her ___________ goods and a source of supply for ___ _________ she could not produce at home. To get the full benefit, she would have to exclude ________ (as Spain had done) from her _______ trade. The words in red are great Tier 2 words that can be emphasized for clarity. The blanks represent Tier 3 (Academic Language) that is absolutely necessary to make sense of the text. This is an American History Text.
  • 75.
    One of thearguments for colonization in the first place had been that colonies would increase the wealth of the mother country and lessen her dependence on other nations. According to the mercantile theory, she would prosper and grow strong by exporting more and more to foreigners and importing less and less from them. Colonies would aid by providing a market for her manufactured goods and a source of supply for raw materials she could not produce at home. To get the full benefit, she would have to exclude foreigners (as Spain had done) from her colonial trade. One could not access the text without the vocabulary. But unless one has a schema for the words, it is like not having the words printed.
  • 76.
    What is the relationship betweenlearning everyday language and academic language?
  • 78.
    So how wouldI use the idea of thematic instruction to teach vocabulary in a content?
  • 79.
    NOAA Universe today.com The Powerful Forces of Nature ZMEScience.com Public domain
  • 80.
    Step 1- Introducethe Big Idea How Does Nature Change the Earth around Us?
  • 81.
    Step 2- Introducethe theme by introducing the words you will study. ERUPT ASH LAVA TYPHOON HURRICANE PLATE TREMOR MAGMA EPICENTER EARTHQUAKE STORM SURGE
  • 85.
    Inclusion of vocabulary.Now we can contextualize. We also now have supporting information that can lead to projects: Ring of Fire, Vesuvius We also can now link to career path by pointing students to www.usgs.gov where they can learn how scientists work with volcanoes, earthquakes, etc.
  • 86.
    Wow, that’s cool,dude. I think I might like to study about volcanoes.
  • 87.
    The volcano Etnahas been on Sicily for more than a million years, longer than human beings have inhabited the Mediterranean. It has been erupting nearly continuously throughout 3500 years of recorded history, since 1500 BCE, and doubtless for long before that. Etna has had hundreds of recorded major eruptions; another began with the eruptions of spring 2001. And like the hundreds of times before, the local people responded in the ways they always have. But modern technologies have allowed them to respond a bit more effectively, and with a bit less resignation, than before. Etna Then and Now Etna is such an important volcano that the ancients made it the home of Vulcan, blacksmith to the gods. Like the personality of Vulcan himself, Etna is always unpredictable, often gloomy and irritated, sometimes dangerously angry, even on rare occasions playful. All of the seafaring peoples of the ancient Mediterranean knew Etna as a steady beacon and landmark, looming near the strategic Strait of Messina at Sicily's eastern tip. People have always lived near Etna, even upon its sides. The same is true with volcanoes around the world. After all, volcanic ash weathers into rich soil, and the risk of injury or death from an eruption is pretty small. On many volcanoes, you can live your whole life without witnessing an eruption—or if there is one, it won't destroy your part of the mountainside. That's the kind of risk we all accept about the place we live, whether it's prone to earthquakes, hurricanes, sinkholes, or landslides. The 2001 eruption of Etna made news not only because it was a great spectacle, but because there was human drama as well. The lava engulfed an important skiing and tourism center on the mountain, the Rifugio Sapienza. Nowadays we don't just send prayers to our current gods, as the ancients did—although the archbishop of Sicily did just that in 2001. Today the Italian authorities send bulldozers to throw up barriers to the lava.
  • 88.
    Acting Against Volcanoes We'vetried other things against volcanoes, too, such as military bombing to divert lava flows. When a volcano threatened the Icelandic town of Westmanneyjar in 1983, the main tactic was spraying the lava with seawater to freeze it solid. But the first successful defense against a volcano was here in Catania, the city of half a million at Etna's foot. In 1669, the Monti Rossi vent on Etna's southern flank began pouring out a river of lava uphill from Catania. The city's existing walls held back the flood for a week. But after part of the wall gave way, the authorities built new walls in the city streets that were effective against the lava's advance. Another tactic tried in 1669 was to break open the roof and sides of the lava tube feeding the flow. It was hoped that this would cool and freeze the molten rock, as well as directing part of the flow elsewhere. The nearby town of Paternò felt so threatened by this measure, it sent out an armed force to stop the work crews. As a result, laws were enacted to forbid tampering with lava flows. These remained in effect until 1983, when more modern techniques were allowed. So the bulldozers of today are still an experimental technology when it comes to fighting eternal Etna. Another experimental technology was tried at Etna in 2009: gas sampling by remote-controlled helicopter. The Scots geologist whose brainstorm that was won a Rolex Award for Enterprise in 2008. Remote-observation techniques like this promise to spare volcanologists from some of the danger inherent in their work while helping in eruption forecasts. PS: The Etna eruption, among other things, produced a small quantity of Pele's hair. This fine-fibered volcanic glass is more familiar from Hawaii, where the liquid basaltic lava is readily blown in the wind.
  • 90.
    Step 6- Havestudents connect to media Step 7- Have students discuss their learning.
  • 91.
    Step 8- Havestudents create from their learning. This is one of the fundamental elements of Common Core.
  • 93.
    Why would wehave students do an experiment with earthquakes when we are studying volcanoes?
  • 94.
    Step 1- Introducethe big idea Step 2-Introduce words Step 3- Create Background Step 4-Explore Text Step 5-Have students connect to text Step 6- Have students connect to media Step 7- Students discuss their learning Step 8- Students create from their learning
  • 95.
    In following this methodology, students can learn in the way the brain directs and learn a host of vocabulary along the way. And most important, learning will be fun.
  • 96.
    Writing and theCommon Core Expectations
  • 97.
    …writing is treatedas an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and the reading assessments will occur. Calkins, et al Pathways to the Common Core, p 102
  • 98.
    Types of Writingin Common Core State Standards Response to Literature Process Writing
  • 99.
    Response to Literature Students will be expected to write about their reading experiences on demand in a meaningful, clear, and concise manner pointing to clear evidence in the text to support their writing.
  • 100.
    Clear Implications ofProcess Writing 1. Three different types (Narrative, Persuasive/Opinion/Argu ment, Informational and Functional/Procedural Writing 2. The bar is exceptionally high 3. Writing happens often 4. Based on strong rubrics
  • 101.
    Exemplar Rubric Text Todaybefore we had writing groups Mrs. John read us a story about frogs. We had to write about frogs. We had a tadpole in the science center. It has two back legs and when it has two front legs its tail disappears and it cannot eat when its mouth is changing. Then the skin gets too little and the frogs pull off their skin and they eat it. Some fo the frogs blow bubbles. Frogs laid eggs that look like jelly and the fish eat some but some hatch to tadpoles. It grows bigger and bigger and bigger.
  • 102.
    Considerations in Writing •Write Often, Model Often, Release Often • Use a learning progression in working with writing (James Popham, 2007), building blocks • Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to the continuum 4. End the year by an on demand piece and show the progression • Provide students with clear goals and effective feedback
  • 103.
    Feedback Repetition Mistake Retry Practice Perfection
  • 104.
    Writing with ELL Studentsrequires lots of modeling
  • 105.
    First, boys andgirls, tell me what you see in the picture. Cats Birds Car Window Now, tell me what do you think the cats may do? I think they go out window and eat the birds. I think the birds will fly away I think the cats will watch the birds.
  • 106.
    Amanda was fromIndia when the monsoon rains caused 1. What two new things has great flooding. Amanda done in her new country that she never Amanda’s family came to the United States when she did in the old according to was twelve years old. the text? Amanda missed her friends and family very much when 2. What does the author say she first came to America. But she soon made new that lets us know that friends. Amanda is happy in the United States? In American, Amanda was allowed to attend school something she had never done before. She really liked 3. How do we know how old to learn and is a good student. Amanda was when she came to the United Amanda likes sports and likes to play basketball. This States? was something she had never seen in her old country.
  • 107.
    In Process Writing: 1. Target the instruction- don’t try to get all the lions out of the jungle the first day 2. Offer constant feedback, but let the children do the work (they don’t learn from what you do, but what they do) 3. Use a writers workshop model with six trait writing
  • 108.
    Pedagogy Suggestions 1. Sentencestrips, magnetic words, and tactile experiences are a great start. 2. Drawing is writing. Have students tell you the story in dictation. 3. For beginners, use lots of pictures to create the connection with stories and print. 4. Target questions in texts for reading in order to connect with writings. Use sticky notes to place in text.
  • 109.
    Thank You Keith Pruitt Words of Wisdom www.woweducationalconsulting.com Join us on facebook