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Common Core for English Language Learners

Mid-Continent Comprehensive Center (MC3)Regional ELL/CCSS Task Force

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Welcome & Introductions

Rosie García-Belina, Ed.D.MC3 ELL & Migrant Education Technical Assistance Coordinator

Task Force Members• Diane August, Ph.D.• Mary Bridgforth, Ph.D.• Lori Hanna, M.Ed.• Amy Suzanne King,

M.S.

• Melanie Manares, M.A.

• Melissa McGavock, M.S.

• Jennifer Shackles, M.A.

• Lucy Trautman, M.Ed.

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HousekeepingDiscussion/Interactive Format Guidelines

Poll

Questions and answer breaks

Interactive exercises and discussion

Questions/comments

Those on the teleconference can email questions to rbelina@ou.edu

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Who is on the webinar?

Please type your name, title, and state into the chat box.

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Information in the HandoutTask Force Membership

Expected Outcomes

Rationale

The MC3 Professional Development Framework Considerations for working with

English Language Learners Tri-State Quality Review Rubric for

Lessons & Units (Version 4)

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Information in the HandoutActivities

Annotated Resources

Additional Resources

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Expected OutcomesAt the end of the webinar, participants will

identify the structure of the Common Core State Standards (CCSS) and its relation to English Language Learners (ELLs);

be aware of the considerations for guiding instruction for ELLs;

recognize the elements needed to ensure all students meet the CCSS in English language arts and the additional support ELLs must receive to meet the standards; and

improve the capacity of regional SEA administrators and staff as they understand what teachers will need to do to ensure ELLs meet the new standards and be prepared for higher education.

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Any questions from the handout?

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Poll

What do you consider to be the greatest challenge to overcome to support ELLs in performing at high standards?

A. Teacher preparation

B. Lack of appropriate materials

C. Heterogeneous levels of students’ English proficiency

D. Other _______________(please describe using the chat box)

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Comments on Poll Results

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Steps in the Process

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The Process

1. Focus teaching and learning on a set of grade-appropriate standards.

2. Select grade-appropriate text that will assist students in meeting these standards.

3. Build students’ background knowledge.

4. Engage students in a close read of the text.

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Exemplar: Gettysburg Address

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

14August, et al. (2012). Washington, DC: Center for English Language

Learners, American Institutes for Research

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Step 1. Target Grade-level Standards

Focus Teaching & Learningon Grade-specific Standards

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Target Grade-level Standards

For All Students, including ELLs

Consider standards across the content areas.

At the elementary level, classroom teachers and resource teachers collaborate to select standards. In the elementary grades, 50%

of text should be informational.

At the secondary level, ELA teachers collaborate with other content area teachers to select standards. In secondary grades, 55-70%

of text should be informational.

For ELLs

Incorporate English language proficiency standards that are aligned with the ELA standards Framework for English

Language Proficiency Development Standards

At all levels, classroom teachers and ELL teachers collaborate to select standards.

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Target Grade-level Standards

Gettysburg Address Exemplar:

Reading Standards for Informational Text RI.7.2 Key Ideas and Details: Determine two or more

central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.10 Range of Reading and Level of Text Complexity: Read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Target Grade-level Standards

Gettysburg Address Exemplar:

Literacy Standards for History/Social Studies

RH.6-8.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.7 Integration of Knowledge and Ideas: Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts.

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Target Grade-levelContent Standards

Gettysburg Address Exemplar:

State Content Standards for Social Studies Arkansas: Students shall examine the political

philosophies and the documents that shaped United States Constitutional Government.

Kansas: The student understands the shared ideals and diversity of American society and political culture.

Missouri: Students will acquire knowledge of principles expressed in the documents shaping constitutional democracy in the United States

Oklahoma: Identify the contributions of political leaders, political activists, civil rights leaders. (OK.SS.3.F)

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Target Grade-levelEnglish Proficiency StandardsGettysburg Address Exemplar:

English Language Proficiency Standards appropriate for each level of proficiency

ELPA: Reading - Standard 5: Students shall read, examine, and respond to a wide range of texts for a variety of purposes.

Kansas: Domain 3: Reading. English learners will read English to acquire language and comprehend, analyze, interpret, and evaluate a variety of literary and informational texts.

WIDA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.

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Any questions so far?

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Step 2. Select Appropriate Texts

Include Clear and Explicit Purpose for Instruction

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Select Appropriate TextsFor all students (including

ELLs), consider

Quantitative attributes of text

Qualitative attributes of text

Reader characteristics

Task characteristics

Text characteristics Representative of

divergent cultures, periods, and world views

For ELLs, consider

Levels of English language proficiency in selecting supplementary texts

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Select Appropriate TextsQualitative: levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands

Quantitative: word length or frequency, sentence length, and text cohesion

Reader and Task: specific to particular readers (e.g., motivation, knowledge, and experiences) and to particular tasks (e.g., purpose and the complexity of the task)

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and

technical subjects, Appendix A,. Washington D.C.: Authors. Retrieved from http://www.corestandards.org/assets/Appendix_A.pdf

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Select Appropriate TextsQuantitative Measures for Selecting Text

Lexile Find a Book (Lexile measure)http://lexile.com/findabook

The AR BookFinder (ATOS book level)http://www.arbookfind.com/

Questar Degree of Reading Power - DRP Analyzer (Textbook readability score)

http://www.questarai.com/products/drpprogram/pages/textbook_readability.aspx

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Select Appropriate TextsQuantitative Measures for Selecting Text

The higher the Lexile number, the more quantitatively complex the text.

MetaMetrix. (2012). Text complexity grade bands and lexile bands. Durham, NC: Author. Retrieved from

https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-complexity-grade-bands-and-lexile-ranges

/

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Select Appropriate TextsQuantitative Measures for Selecting Text

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2012). Supplemental information for Appendix A of the common core state

standards for English language arts and literacy: New research on text complexity. Washington D.C.: Authors. Retrieved from

http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

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Select Appropriate TextsGettysburg Address Exemplar: Lexile and Grade BandText Lexile

LevelGrade Band

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we can not dedicate—we can not consecrate —we can not hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.

1500 11+

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

Qualitative Measures for Selecting Text Text with multiple levels of meaning

Distortions in organization of text (e.g., time sequences)

Sophisticated figurative language

Significant use of variations to standard English

Specialized or technical content knowledge assumed/required

Limited use of text features and graphics to cue the reader

Extensive and unfamiliar general and domain-specific vocabulary

Use of language that is archaic

Select Appropriate Texts

Fisher, D., Frey, N., & Lapp, D. (2012). Text Complexity Is the New Black. In Text Complexity (pp. 1-19). Newark, DE: International Reading

Association.

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Consider Text Features that Contribute to Complexity:

Example

Text with multiple levels of meaning

Distortions in organization of text (e.g., time

sequences)Sophisticated figurative language Significant use of variations to standard English

Specialized or technical content knowledge assumed/required

Limited use of text features and graphics to cue the

readerExtensive and unfamiliar general and domain-specific vocabulary

Use of language that is archaic

Four score and seven years ago our fathers brought forth on this

continent, a new nation, conceived in Liberty, and dedicated to the

proposition that all men are created equal.

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Select Appropriate TextsResources for culturally relevant materials http://americanhistory.si.edu/documentsgallery/exhibitions

/education/Gettysburg_Tips_Interactive.pdf

www.thinkfinity.org www.readwritethink.org http://multiculturalbooksandvideos.com/mcbv/home/optio

n1/home http://www.worldlanguage.com/ProductTypes/Kids.htm http://www.colorincolorado.org/read/forkids/celebrate/

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Select Appropriate TextsSupplemental materials for learningabout other cultures http://www.everyculture.com/wc/ http://kids.nationalgeographic.com/kids/places/ http://www.cal.org/co/ http://www.culturegrams.com/ http://people.uncw.edu/martinezm/Handbook/html/index.h

tm http://cercll.arizona.edu/doku.php/start

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Questions or comments?

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Step 3. Build BackgroundMake Connections to Prior Experience and Develop

Content Knowledge and Skills

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Assess GapsUse the Learning Progressions to assess and

address gaps in precursor skills.

The Learning Progressions show the development of knowledge and skills for each standard from Kindergarten through Grade 12. Current standards documents show progressions across

only three grade spans.

These progressions enable educators to address precursor knowledge and skills associated with each grade-level standard. Many ELLs need additional instruction in precursor skills

because of interrupted schooling.

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Use Learning ProgressionsReading Standards for Informational Text, K-5

Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas

RI.K.2 — With prompting and support, identify the main topic and retell key details of a text.

RI.1.2 — Identify the main topic and retell key details of a text

RI.2.2 — Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

RI.3.2 — Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.4.2 — Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.5.2 — Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

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Use Learning ProgressionsReading Standards for Informational Text, 6-

8

Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas

RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.8.2 — Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary on the text.

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Use Learning ProgressionsReading Standards for Informational Text, 9-

12

Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas

RI.9/10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RI.11/12.2 — Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex account; provide an objective summary of the text.

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Build BackgroundFor all students (including

ELLs), consider

Content related to ELA

Content related to other disciplines

Vocabulary

Learning strategies (procedural knowledge)

For ELLs, consider

Basic vocabulary

U.S. historical and cultural context

For some ELLs, draw on

Cognate knowledge

First language knowledge and experience

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Build BackgroundRead the text carefully and determine which

background knowledge is required to understand it.

Provide background information drawn from a variety of resources. In some cases, you will have to create or adapt existing

resources. Target the specific knowledge required. Be as brief as possible.

Scaffold the content (in the background pieces) to make it comprehensible.

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Build BackgroundGettysburg Address Exemplar: Students engage in activities to build background knowledge about the Gettysburg Address prior to reading it. Watch a video clip of an actor playing Abraham Lincoln

deliver the Gettysburg Address.

Read about the Gettysburg Address.

Watch a video clip about Abraham Lincoln.

Do an interactive reading about the Civil War.

Do an interactive reading about the Declaration of Independence (a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal).

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Build BackgroundGettysburg Address Exemplar: Students engage in interactive reading and have access to glossed vocabulary.

U.S. President Abraham Lincoln delivered the Gettysburg Address during the Civil War. The Gettysburg Address was a speech delivered on November 19, 1863 at the dedication of the Soldiers’ National Cemetery in Gettysburg Pennsylvania. This is the cemetery where soldiers who died during the battle of Gettysburg had been buried. It is one of the most well-known speeches in United States history.

delivered—gave a speechdedication – setting apart for a special

purpose

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Build BackgroundGettysburg Address Exemplar: Students answer questions related to background knowledge. Sentence frames are provided.Who delivered the Gettysburg Address?______________ delivered the Gettysburg Address.

What does “delivered” mean in this context?“Delivered” means ______ a speech.

What else can “delivered” mean?“Delivered” also means __________ something to someone.

Partner talk: What does “dedication” mean in this context? Why do you think Lincoln gave the speech?

Start your sentences with“Dedication means ______.”

“I think Lincoln gave the speech to ______.”

Abraham Lincoln

gave

brought

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Assist Students withDifficult Vocabulary

From the Gettysburg Address Exemplar

Vocabulary forDirect Instruction

GlossedVocabulary

conceivedevotionresolvetaskcivilcreatedportionfinal dedicate*independence*liberty*

bring forthdetractengagefitting and properhallowin vainnoblyNoteperishresting placescoreendureproposition

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Activity: Identifying Vocabulary

1. Refer to the excerpt from “I Have a Dream” on page 13 of your handout. Read the paragraph and identify which words you would pre-teach. For all students For ELLS

2. Write one strategy you would use to teach these words.

3. Use the chat box to write your answer.

4. You will have three minutes to complete the activity.

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Excerpt from Martin Luther King “I Have a Dream”

“I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.”

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DebriefingWhat did you do differently for the ELL students?

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Step 4. Read CloselyMake Central Focus of Instruction

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Read CloselyFor all students(including ELLs)

Ask text dependent questionsSome text dependent

questions are lower the level

Require evidence

Revisit the standards

For ELLs

Include additional lower the level questions if necessary

Provide sentence frames

Gloss vocabularyUse graphic

organizers and visuals

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Read CloselyCreate text-dependent questions for close analytic reading.

Identify the core understandings and key ideas of the text.

Start small to build confidence.

Target vocabulary and text structure.

Tackle tough sections head-on.

Create coherent sequences of text-dependent questions.

Identify the standards that are being addressed.

Create the culminating assessment.

Achievement Partners (2012). “A guide to creating text dependent questions for close analytic reading” achievethecore.org

Read CloselyExample: Text-dependent questions

Steps ExamplesIdentify key ideas

A new nation was conceived in liberty.The nation was dedicated to equality.

Start small to build confidence

What does four score and twenty years ago mean?What does Lincoln mean by “our fathers”?

Target vocabulary and text structure

Vocabulary: brought forth, continent, nationText structure: brought forth on this continent a new nation

Tackle tough sections Entire first paragraph

Create coherent sequences

What is Lincoln saying is significant about America?What does Lincoln tell us about the new nation?

Identify standards See Section 1 (“Target Grade-Level Standards”).

Create culminating assessment

Require students to summarize the text in their own words.August, et al. (2012). Washington, DC: Center for English Language

Learners, American Institutes for Research 51

Read CloselyExample: Text-dependent questions

Steps ExamplesIdentify key ideas What were the two main characteristics of the new nation?

Start small to build confidence

What does four score and twenty years ago mean?What does Lincoln mean by our fathers? What was the new nation?

Target vocabulary and text structure

Our father brought forth on this continent a new nation. What does brought forth mean in this phrase? Restate this phrase in your own words.

Tackle tough sections Entire first paragraph

Create coherent sequences

What does conceived mean? What does liberty mean?What is one thing Lincoln tells us about the new nation? Restate this in your own words.

Identify standards See Section 1 (“Target Grade-Level Standards”).

Create culminating assessment

Require students to summarize the text in their own words.52

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Read CloselyText-based Evidence

Type Explanation

Direct Citation v. Paraphrase

You may ask students to point to the exact line or phrase that supports an idea or conclusion, or you can ask them to summarize the supporting text. In both cases, students should clearly identify the evidence for their response.

Drawing v. Supporting Conclusions

You can provide students with a conclusion and ask them to support it with evidence from the text, or alternatively, you can state a line or phrase of text and ask them to draw a conclusion that is supported by that line or phrase.

Evidence for 1 v. Multiple Conclusions

In some cases, evidence from the text only supports a single conclusion. In other cases, the text seems to support multiple viable conclusions. Help students determine the difference by asking them to provide evidence for their conclusions.

Supporting Own or Others’ Conclusions

You may ask students to draw a conclusion and support it with evidence, or you may ask one student to draw a conclusion, and other students to find evidence for the conclusion. The conclusion is only supported if evidence can be found in the text.

Creating Lower the Level QuestionsFrom Uncommon Schools (http://www.uncommonschools.org)

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Read CloselyText-based Evidence

Type Example

Direct Citation v. Paraphrase

C: Which phrases tell us what is special about the new nation?P: In your own words, say what is special about America.

Drawing v. Supporting Conclusions

D: Lincoln says the nation was conceived in liberty. What does that tell you about America?S: What does Lincoln say that let’s us know America is special?

Evidence for 1 v. Multiple Conclusions

1: We know that the nation is special because it was created with equality in mind. What does the text say to support this? Can we say anything else about the nation from the text?

Supporting Own or Others’ Conclusions

Self: You told us that America is special because it was created to be free. Can you tell us some evidence to support that?Other: Julia says he thinks America is free. Who can find some evidence to support that conclusion?

As appropriate, have students identify evidencein the text for their response.

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Read CloselyScaffolds for ELLs

Glossing of Vocabulary

Additional Lower-the-Level Questions

Graphic Organizers and visuals

Provide Sentence Frames

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Read CloselyExample Scaffolds: Students engage in interactive reading of the Gettysburg Address and have access to glossed vocabulary; students answer questions with sentence frames that can be adapted for different levels of language proficiency.

Four score and seven years ago our fathers

brought forth on this continent, a new nation,

conceived in Liberty, and dedicated to the

proposition that all men are created equal.

score – twenty

bring forth –

create

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Read Closely

Example Scaffolds: Additional Lower-the-Level questions and sentence frames

1. What does Lincoln mean by “four score and seven years ago?”

Four score and seven years ago means______ years ago.

2. What does Lincoln mean by “our fathers”?

By “our fathers” Lincoln means ____________________________.

3. What nation was brought forth or created four score and seven years before the Gettysburg address? _________________________was brought forth or created.

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the men who founded the U.S.

The United States

Four score and seven years ago our fathers brought forth

on this continent, a new nation, conceived in Liberty, and

dedicated to the proposition that all men are created

equal.

score – twenty

bring forth –

create

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Read Closely

Example Scaffolds (cont.)

4. The new nation was conceived in liberty. What does the phrase “conceived in liberty” mean?Conceived in liberty” means that _____________________________.

5. The nation was “dedicated to the proposition that all men are created equal” What does the proposition or idea “all men are created equal” mean? All men are created equal” means that ___________________________________.

Four score and seven years ago our fathers brought forth

on this continent, a new nation, conceived in Liberty, and

dedicated to the proposition that all men are created

equal.

score – twenty

bring forth –

create

it was created to be free

everyone has the same rights and freedoms

August, et al. (2012). Washington, DC: Center for English Language Learners, American Institutes for Research

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Shared Activity

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Participant Activity Refer to the Martin Luther King, Jr. passage (see next slide).

Prepare two text-dependent questions. Assume students have been given the background knowledge they need to understand the context of this passage.

Make sure one question is a lower-the-level question, and

the questions are framed in a way that requires students to provide evidence for their responses.

For your two text-dependent questions, provide sentence frames for students.

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Excerpt from Martin Luther King, Jr. “I Have a Dream”

“I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.”

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Debriefing

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Participant Activity

1. What does King state happened five score years ago?

King states that the ________________________ was signed five score years ago.

2. What did the Emancipation Proclamation end? What words in the text lead you to this answer?

The Emancipation Proclamation ended _______. The words that lead me to this answer are “end the _____ ______ of _______ _________.”

Emancipation Proclamation

slavery

(Lower-the-Level Question)

long

night their captivity

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Comments?Questions?

Concerns?

Please refer to your handout for annotated references and additional

resources.

This webinar has been recorded and will be made available for replay

online.

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Before you leave, please click on the link below and complete the

evaluation survey.

www.mc3edsupport.org/surveys/ELLCCSS.html

Thank you! 

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For additional information, please contact

MC3 REGIONAL ELL/CCSS TASK FORCEc/o the University of Oklahoma

Rosie García Belina, Ed.D., Coordinator

405.200.2242

rbelina@ou.edu

Portions of this presentation may have been developed under a cooperative agreement with the U.S. Department of Education; however, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. © 2012 The University of Oklahoma