Common Core and ELLs: Meeting the Challenge
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Transcript of Common Core and ELLs: Meeting the Challenge
The ELA Common Core and English as a
Second Language: Meeting the Challenge
Claudia LeonESL Teacher
Bay Shore Middle SchoolBay Shore, NY
Text is at the heart of the Common Core.• Texts will be indexed at higher levels.
Evidence based writing is emphasized.• ELLs are expected to learn the content in their second language.
How do the new Common Core ELA standards effect ELLs?
Today's presentation will focus on:
How to bring the ELA Common Core Standards into your ESL classroom.
How to expose your ELLs to rigorous text and academic vocabulary.
How to incorporate art into your ESL curriculum so as to improve literacy and stimulate writing.
How to bring the ELA Common Core Standards into your ESL classroom
http://wg.serpmedia.org/
Word Generation is a research-based vocabulary program for middle school students
designed to teach words through language arts, math, science, and social studies classes.
The program employs several strategies to ensure that students learn words in a variety of
contexts.
The people behind Word Generation
Harvard Graduate School of Education
Strategic Education Research Partnership
Boston Public Schools
Carnegie Corporation of New York
Spencer Foundation
The William and Flora Hewlett Foundation
The Noyce Foundation
Support for Word Generation provided by
Word Generation
Let me show you a sample unit
that I used withmy ELLS
Focus Words
strategyresearch
citephasedata
Each vocabulary word has its own worksheet.
I call out the verbs and the students fill in the blanks. This incorporates listening practice into the lesson.
The students work in pairs to complete the "Write It" sentence.
The students work independently to complete the "On Your Own“ sentence.
Here is a Word Wall with sentence &
question starters. Accountable Talk is
an important element in my classroom.
Accountable Talk
This refers to the ways that teachers skillfully encourage students to think deeply, articulate their reasoning and listen with purpose.
Preparing for the debate........
Students work in pairs to write their "position paper."
The WORD website offers some
sentence starters that will help begin
the debate.
Here is another way to meet the challenges of the ELA CCLS
Students complete a word box for each target vocabulary word.
I combined the AIR materials with those from Stanford University.
http://ell.stanford.edu/teaching_resources/ela
Scaffolding Activities
Materials prepared by Stanford University Graduate School of
Education
Build your ELLS' background knowledge
Students analyzed analyzed the text with the
help of this graphic organizer.
The organizer allowed students to create some background knowledge about Lincoln, the Civil War and the Battle of
Gettysburg.
Primary Sources were examined.
Students used this form to analyze the photographs, and in doing so built
some background knowledge about Abraham Lincoln and the Civil War.
Incorporating Art into your ESL curriculum
Art as a Tool for Teachers of English Language Learners
The artwork is used as a springboard for literacy
Students learn vocabulary and see it in action
Students learn to assign words to images and engage in critical thinking
Students are encouraged to share prior knowledge as well as develop background knowledge.
The artwork allows for project-based assessment
Open-ended questioning welcomes and encourages all levels of responses.
Strategies for Integrating Arts into Instruction(suggested by the Museum of Modern Art)
Use Open-Ended Questions to Draw Students’ Attention to the Artwork
“What do we see here?” or “What is going on here?”
“What do we see at the top, bottom, etc. of the artwork?”
“What small details, shapes, colors, etc. can we find in the artwork?”
Connect Students’ Personal Experiences and Prior Knowledge to the Artwork
“Does anybody know what musical instrument this is?”
“Has anybody ever been to a place that looks like this? When?”
“Does this remind you of anything you’ve seen around your house or your
school?”
Create a Narrative or Thematic Understanding of the Artwork
“What is the person in this painting doing? What are they going to do next?”“What do we notice about the expressions on these people’s faces? What emotions might they be feeling?”“Does this remind us of any stories from our childhood? Which ones?”
Allow for Students to Express Personal Reactions to the Artwork
“Anthony has said that this piece makes him think of music and dancing. Does anybody else get a similar feeling?”
“Why would an artist use all of these dark colors in a painting? What feelings or emotions might she be trying to express to her viewers?
Strategies, continued....
Compare & Contrast the paintings "George Washington Crossing the Delaware River.”
Beginners, intermediate and
advanced ELLs took part in this activity.
My intermediate and advanced ELLs completed this graphic organizer to better comprehend the painting, and
to acquire some vocabulary they could use in their essays.
My beginning ELLS completed this modified version of the previous graphic organizer. They were required to
write 1 descriptive paragraph.
My beginning ELLs received a print out of this picture to help them write their paragraph.
My school librarian created this for struggling students who had no background knowledge of
George Washington.
My intermediate and advanced students used this booklet to plan out their compare/contrast
essay.