Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs

Martin

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Martin

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Get the Preso @ bit.ly/csdc-ell

No…Not That Type of

Martin

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Martin

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ialistHow did I get here?

Martin

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Martin

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ESL Ghetto

Martin

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Martin

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Era of Building Programs, Practices, Approaches

Martin

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1974 - Lau Vs Nichols

EQUITY

Martin

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Late 80’s & early 90’s

BLUEPRINT

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1997 - Prop 227 English Only Movement

DESTRUCTION2001 - No Child Left Behind

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2010 - Common Core Adopted 2012 - NEW ELD Standards Adopted

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2014 - NEW EA/ELD Framework Adopted 2016 - Prop 58

AWAKENED

Martin

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EXTRA!

ESL Ghetto

Source: http://goo.gl/0BPFDa

ESL Ghetto

Source: http://goo.gl/0BPFDa

Martin

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So…What do we

Awareness of English Learners

Are educators aware there are English Learners in their

schools|classes? Are they aware of the magnitude?

Understanding of all ELL Needs

Are educators aware there are English Learners in their schools|classes? Are they

aware of the magnitude?

Knowledge of How to Dress Needs

Do educators know what needs to be done in order to address English Learner needs? Do they know the research on effective program design and instructional practices that address English

Learner needs?

Capacity (Skills, Strategies) to Implement Knowledge

Do teachers and administrators have a toolkit of skills and strategies to use in addressing the

needs of their English Learners?

Conditions (Resources, Time, Permission, Policy)

Are educators provided the conditions needed in order implement the strategies, programs and services needed by English Learners? Do they have the time, resources, permission, policy,

class-size, etc. that make it possible to implement what is needed?

Data (Valid and Reliable)

Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed, shared and discussed regarding implications for addressing needs of English Learners? Is data

disaggregated by English Learner profile/typology?

Will and Belief and Sense of Urgency

Do decision-makers care about English Learners and choose to focus on ELL needs? Do educators believe that English Learners can achieve to high

levels with appropriate scaffolds provided? Is there a sense of urgency and focus on

addressing English Learner needs?

Accountability

Are there clear goals and indicators focusing on English Learners in the LCAP? is there leadership

focus on what is happening with your English Learners?

Martin

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ialist

So…like I said Before

What do we do?

BEGIN WITH

What are we teaching?

What analytic task are we asking Students to do?

What is the CONTEXT for using language?

What is the NEED & PURPOSE for using language?

Example

•Students will deliver an oral presentation on how force effects the motion of an object using the language of cause and effect and academic vocabulary.

Scaffolding

•“Scaffolding does not change the intellectual challenge of the task, but instead allows the learners to successfully participate in or complete the task in order to build the knowledge and skills to be able to perform similar tasks independently in the future.”

Source: CA ELA/ELD Framework

Find the ELD Standards

Look in the ELD standards Part I (“Interacting in Meaningful Ways") to find the type of INTERACTION this task requires

writing, listening actively, exchanging ideas and information, interacting with others, offering opinions, reading closely, presenting, selecting and applying precise vocabulary and language structures

Look in the ELD Standards Part II (“How English Works”) to locate the aspects of language students will need to carry out this task

Understanding text structure and cohesion, using verbs and verb phrases, using nouns and noun phrases, modifying to add details, connecting ideas and condensing ideas

* Note the suggested scaffolds and modifications by English proficiency level

Example

•ELD Standard Part 1.C.9 Interacting in Meaningful Ways, Productive Language, Presenting

•** ELD Standards Part II, B 3, 4 and 5 Learning about how English works, expanding and enriching ideas, verbs, nouns and modifying to add details.

Example of differentiated language objective with scaffolds specified

•* My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

Example of differentiated language objective with scaffolds specified

•* My Emerging Level ELL students..... will deliver a brief oral presentation as part of a small group using a collaboratively developed poster on how force effects the motion of an object using a basic “_____because_____ ” cause and effect frame and academic vocabulary.

All Students Ell Students

Draw and Label (pictorials) Shared research projects

Graphic organizers Cooperative writing and editing

Structured oral interaction & collaborative conversations Interactive dialogic read alouds

Narrative retell Structured team tasksContent based chants Barrier Games

Vocabulary in Context Researcher centers with hands-on materials

Visuals Total Physical Response And more

Provide literature that is culturally

relevantUse online writing

Allow students to research topics of

interest

Have students work together

professional learning

opportunities

Honor the resources they

Provide literature that is culturally relevant, age

appropriate, and accessible to ELs at their current level of English

acquisition

newsela.com

Google Advanced Search

crafty184.com

Use online writing to help students develop relationships and practice English with other

students. Make it part of a language and cultural exchange where English-speaking students -- who

often take foreign language classes -- also practice the first language of the ESL student

docs.google.com

todaysmeet.com padlet.com

docsstorybuilder.appspot.com

Allow students to research topics of interest. If students are truly interested in a topic, they will

probably learn more language

Google Search Education

Google App Search

agoogleaday.com

Provide a space where all languages have equal power. Have students work together to

complete a service-learning task, interview each other, or work on a project using both languages

awwapp.com

Google Drive

Google Translate Tools

edtechteacher.org

Take advantage of professional learning opportunities specifically to benefit English

learners. For example, join a professional organization such as TESOL or the National Association for Bilingual Education (NABE)

TESOL.org

NABE.org twitter.com

Get to know students as human beings. Honor the resources they bring to the classroom and

recognize their multiple literacies

Literature Google Cultural Institute

Source: goo.gl/bcTir3

Google Forms

GoFormative.com

GetKahoot.com

Cloud Generators

canva.com

goo.gl/auLfPi

spark.adobe.com

Source: goo.gl/m4nNQO

Interactive Word WallsScannable Vocabulary ListsBuild Background Knowledge

goo.gl/MeyAJq

goo.gl/nW0IQs

aurasma.com & App

T H A N K Y O U ! MCisneros@sccoe.org (831) 406-1541

Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs

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Transcript of Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs

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