Common Core Path to Success for ESE and ELL Students

Transcription

1 Common Core Path to Success for ESE and ELL Students Meeting the Needs of All Students Presented by Region V Differentiated Accountability

2 Ice Breaker BSI Summer Academy 2013 HO1 2

3 1 No Knowledge 3 Some Knowledge 2 Little Knowledge 4 Strong Knowledge Pre-Test: Check Up 1) What strategies and resources can I use to meet the needs of my ELL students without watering down my instruction and still address CCSS? 2) What strategies and resources can I use to meet the needs of my ESE students without watering down my instruction and still address CCSS? BSI Summer Academy 2013 HO2 3

4 Major Shifts in New Standards ELA & Literacy Standards for Content Area Regular practice with complex text and its vocabulary Building knowledge through content-rich informational texts Emphasis on reading, writing, and speaking that is grounded in evidence from the text Math A greater focus on fewer topics Linking topics across all grade levels (coherence) Rigorous pursuit of conceptual understanding, procedural skill, and application. Common Core State Standards Initiative

5 Participants will: Objectives Examine Standards for reading, writing, listening & speaking, and language Describe how to support ELL and SWD in meeting the increased expectations of Standards without watering down materials and resources. Identify the importance of assessment and ongoing progress monitoring to inform instruction. BSI Summer Academy

6 Application to CCSS for ELLs Effectively educating ELLs requires: Diagnosing each student individually Adjusting instruction accordingly Closely monitoring student progress Teachers should recognize that it is possible to achieve the standards without manifesting native-like control of conventions and vocabulary. Common Core State Standards Initiative BSI Summer Academy

7 Application to CCSS for ELLs Language Arts: Qualified and prepared teachers Literacy-rich environment Instruction that develops foundational skills while students participate fully in grade level coursework. Opportunities to engage in collaborative structures Ongoing assessment and feedback Speakers of English who know the language well. Common Core State Standards Initiative BSI Summer Academy

8 Application to CCSS for ELLs Mathematics: Engage in language switching Understand text of word problems before solving Focus on mathematical discourse and academic language Participate in negotiating meaning for mathematical situations and mathematical practices that requires output from students Common Core State Standards Initiative BSI Summer Academy

9 Application to CCSS for SWD How these high standards are taught and assessed is of the utmost importance in reaching this diverse group of students. Instruction must include supports and accommodations, including: Services designed to meet unique needs of students IEP which includes annual goals aligned to grade level standards High-quality, specialized teachers and instructional support Common Core State Standards Initiative BSI Summer Academy

10 Application to CCSS for SWD Additional supports and services: Universal Design for Learning (UDL) Instructional accommodations Assistive technology devices and services Common Core State Standards Initiative BSI Summer Academy

11 Key Features of CCSS Reading Writing Speaking and Listening Language Text complexity and the growth of comprehension Text types, responding to reading, and research Flexible communication and collaboration Conventions, effective use, and vocabulary BSI Summer Academy 2013 Common Core State Standards Initiative 11

12 Reading BSI Summer Academy

13 Common Core State Standards Initiative 13

14 Assess What diagnostic or placement assessment(s) are given to appropriately identify the level of your ELL or SWD for reading? What are some factors you may need to consider to appropriately place or group students for instruction? Discuss at table and complete square for Assess. BSI Summer Academy 2013 HO3 14

15 Text Complexity Pre-reading activities and conversations that access and build on students background knowledge and set up excitement and purpose for reading in a unit Text annotations that gloss crucial vocabulary or provide necessary contextual information without paraphrasing the text for students Activities during and after reading that allow students to engage in knowledge building with their classmates and teachers. Fillmore L.W., Fillmore, C.J. (2012). BSI Summer Academy

16 Content Readiness Background Knowledge Schema What does this look like? What does this sound like? What does this remind me of? Bunch, G. C., Kibler, A., Pimentel, S. (2012). BSI Summer Academy

17 Close Reading: A Strategic Approach Teacher chooses one complex (information packed) sentence from reading. Student reads phrase by phrase to identify the information conveyed in each phrase. Students participate in discussion based openended question provided by teacher. Fillmore L.W., Fillmore, C.J. (2012) BSI Summer Academy

18 Close Reading Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me. Dr. Martin Luther King, Jr. Response to Letter from Birmingham Jail BSI Summer Academy

19 Additional Supports for Reading Chunking text Heritage Language Support Provide supports in native language Provide translations Integrate materials Use language dictionaries Fillmore L.W., Fillmore, C.J. (2012)

20 What are some ways you can monitor students ability to comprehend complex text? Rubrics Response cards Labeling Visual representations Sentence frames BSI Summer Academy

21 Writing BSI Summer Academy

22 Common Core State Standards Initiative 22

23 Assess What diagnostic or placement assessment(s) are given to appropriately identify the level of your ELL or SWD for writing? What are some factors you may need to consider to appropriately place students for instruction? Discuss at table and complete square for Assess. BSI Summer Academy

24 Considerations for Planning Writing Have meaningful ideas to write about Allowing them to use their home languages or varieties of language during the writing process Employing technology that students already use drawing upon their background knowledge, practices, and experiences Meaningful opportunities to communicate rather than mechanical exercises for text production Relevant to today s world Bunch, G. C., Kibler, A., Pimentel, S. (2012) BSI Summer Academy

25 Write to Learn Provisional Writing Brief, daily writing that supports learning Readable Writing Requires students to clarify and organize thinking to develop essays/responses Polished Writing Engages students in the full writing and revision process Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy

26 Writing Tools Sentence Starters Writing Frames Learning Logs Free Write Building Writing Writing Folders Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy

27 Writing Activity: Free Write Read article, Fewer, Clearer, Higher Common Core State Standards Generate the four most important ideas from reading Work in pairs to identify the two most important ideas from lists Pair up into groups of four. Each group must agree on the single most important idea Independent free write 3 minutes no stopping Return to group and share writing Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy 2013 HO4 27

28 Activity Reflection Which writing Standards did we address with this activity? How might this strategy benefit an ELL or SWD? What accommodations can we make for ELL and SWD? BSI Summer Academy

29 If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing students are expected to produce. David Conley, 2007 Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy

30 What are some ways you can monitor students writing? Rubrics Portfolio Checklists Context Self/Peer Assessment Sentence Frames BSI Summer Academy

31 Speaking & Listening BSI Summer Academy

32 Common Core State Standards Initiative 32

33 Assess Are there diagnostic or placement assessment(s) that can be given to appropriately identify the level of your ELL or SWD for speaking & listening? What are some factors you may need to consider to appropriately group students for instruction? Discuss at table and complete square for Assess. BSI Summer Academy

34 Activity Comprehensible Input Close Read and Coding Text TA = Teacher Actions SO = Student Outcomes, Actions, Behaviors, etc Discussion: According to the article, what new actions can I include in my current practices to improve student outcomes/behaviors? BSI Summer Academy 2013 HO5 34

35 Strategies to Improve Listening Slow down Enunciate Point/demonstrate Use wait time Gesture Use concise language Repeat/paraphrase Grouping Gerston, Russell M. BSI Summer Academy

36 Strategies to Improve Speaking and Listening Engage students in individual, small group, and whole-class discussions Develop collaborative tasks that require effective and linguistically rich discussions Allow ELLs to collaborate in their home languages as they work on tasks to be completed in English Gerston, Russell M. BSI Summer Academy

37 Audiobooks and Read Alouds Enables ELLs and SWD to develop and improve literacy Stimulates growth and understanding of vocabulary and language patterns Secondary classrooms read alouds can be used to supplement and enrich what students can already read themselves. Gerston, Russell M.

38 Monitor Oral Assessment Listening Comprehension Assessment Presentation Rubrics Checklist Interview Self/Peer Assessment BSI Summer Academy

39 Language Common Core State Standards Initiative BSI Summer Academy

40 Common Core State Standards Initiative 40

41 Assess Are there diagnostic or placement assessment(s) that can be given to appropriately identify the level of your ELL or SWD for language? What are some factors you may need to consider to appropriately group students for instruction? Discuss at table and complete square for Assess. BSI Summer Academy

42 Vocabulary Terms General academic Domain-specific Terms experts use to make communication precise and powerful Terms students are expected to understand and use to meet CCSS for reading, writing, speaking and listening. Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy

43 Activity Open Sort Work in groups to read, organize, and sort vocabulary tools Determine purpose for organizing into groups and create labels for each Share organization Refine based on feedback from facilitator BSI Summer Academy

44 CODE Tools (C) Connect Helps students form connection to terms (O) Organize Helps students understand how the terms relate to one another (D) Deep-Process Students use thinking strategies and multiple forms of representation to develop a deep understanding of terms (E) Exercise Engages students in meaningful review and practice activities Silver, H.F., Dewing, R.T., Perini, M.J. (2012) BSI Summer Academy

45 Monitor Reading, Writing, Listening, Speaking Assessments Visual representations Presentations Context (embedded text) Cloze Text BSI Summer Academy

46 Wrap Up ELLs and SWD should not be removed from the challenges set out in the standards, but rather supported in meeting them. ELLs and SWD can meaningfully participate in instruction through imperfect language. Instruction must build on -- and build students existing resources (L1, background knowledge, interests and motivations), precisely in order to expand them. Instruction must immerse students in meaning making language and literacy activities with both micro- and macro- scaffolding (Schleppegrell & O Hallaron, 2011). BSI Summer Academy 2013 Bunch, G. C., Kibler, A., Pimentel, S. (2012)

47 1 No Knowledge 3 Some Knowledge 2 Little Knowledge 4 Strong Knowledge Post-Test: Final Response 1) What strategies and resources can I use to meet the needs of my ELL students without watering down my instruction and still address CCSS? 2) What strategies and resources can I use to meet the needs of my ESE students without watering down my instruction and still address CCSS? BSI Summer Academy 2013 HO2 47

48 Contact Information BSI Summer Academy

49 References Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. New York: The Guilford Press Bunch, G. C., Kibler, A., Pimentel, S. (2012). Realizing Opportunities for English Language Learners in the Common Core English Language Arts and Disciplinary Literacy Standards. Understanding Language. University of Stanford. Council of Chief State School Officers, National Governors Association. (2012). Common Core State Standards Initiative: Preparing America's Students for College & Career. In Implementing the Common Core State Standards. Retrieved undefined, from Fillmore L.W., Fillmore, C.J. (2012). What does text complexity mean for English Learners and Language Minority Students. Understanding Language. University of Stanford. BSI Summer Academy

50 References Gerston, Russell M. (1999). Teaching English-Language Learners with Learning Difficulties. Teacher Vision: Council for Exceptional Learners. February Lier, Leo Van & Walqui, Aida (2012). Language and the Common Core State Standards. Understanding Language. University of Stanford. McNulty, Raymond J. & Gloeckler, Lawrence C. (2011). Fewer, Clearer, Higher Common Core State Standards. Implications for Students Receiving Special Education Services. International Center for Leadership in Education. Silver, H.F., Dewing, R.T., Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Virginia: ASCD BSI Summer Academy