CPEC ELA Common Core Standards CSULB/LACOE/Lennox School District April 25-27, 2012 Presented by

1. CPEC ELA Common Core Standards CSULB/LACOE/Lennox School District April 25-27, 2012 Presented by Fay Shin, Ph.D. Professor California State University, Long Beach Center for Language Minority Education Research Department of Teacher Education fshin@csulb.edu

2. In science, 2005 NAEP test results show that only 4 percent of fourth grade English language learners scored at or above the Proficiency level, compared to 31 percent of native English-speaking students. • Also, 28 percent of fourth grade students identified as English language learners performed at or above Basic level, while 71 percent of English-speaking peers achieved at that level (The Nation’s Report Card, n.d.a.). • It is important to note that these statistics on performance suggest that two-thirds of fourth-grade English language learners cannot demonstrate the knowledge and reasoning required for understanding the earth, physical, and life sciences at a level appropriate to Grade 4. • In simple terms, they are not able to carry out basic investigations and read uncomplicated graphs and diagrams and do not demonstrate understanding of classification, simple relationships, and energy.

3. As one can see in the national reading performance data, English language learners tend to have many difficulties on the road to becoming competent and fluent readers in their second language. • Many struggle with literacy in general, as well as vocabulary, which is one of the key components in academic language in content areas and reading comprehension. • Additionally, many contextual influences such as prior schooling, home literacy practices, and print access are strongly associated with the facility with which English language learners meet the challenging demands of learning to read.

4. Identify students’ English proficiency levels according to the required national, state or district ESL or ELD standards • California ELD Standards • Beginning (Level 1) • Early Intermediate (Level 2) • Intermediate (Level 3) • Early Advanced (Level 4) • Advanced (Level 5)

5. Second language acquisition • A. Language is acquired when it is meaningful. • B. Comprehensible input is required. “ We acquire language when we understand the messages or obtain Comprehensible Input” (Krashen, 1988)

6. Sa gua • 사과

9. Order for ESL Instructional Medium • *Realia- real objects Most effective • *Model of the object • *Photos • *Drawings • *Written Word • *Oral Word Least effective

10. “ We acquire language when we understand the messages or obtain Comprehensible Input” (Krashen, 1988)

11. Primary language vs. second language as a medium of instruction? • “time on task” theory

12. Affective variables relate to the success in second language acquistion. • 1. Affective variables: • Motivation • Self-confidence • Anxiety • 2. When teaching English language learners, teachers need to remember to keep the learner’s affective filter low

13. Academic Language • 1. Cognitively demanding and complex concepts need to be taught through sheltered instruction or SDAIE (Specially Designed Academic Instruction in English) • 2. Content area instruction provides challenging vocabulary and gives ELLs the opportunity to keep up in subject matter. Instruction must be comprehensible.

14. Vocabulary • While vocabulary instruction is important, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has clearly demonstrated that vocabulary learning is most successful through reading.

15. Important components for an ESL program • ELD “time” must occur daily • Includes instruction focusing on needs for specific English proficiency levels: • Students are grouped according to English proficiency levels and needs • Minimum 45 minutes * • Encourages oral participation • Builds on student’s prior knowledge and experiences

16. SDAIE Strategies for the ESL Classroom Speak slowly Lots of visuals and realia Context embedded Manipulatives and hands-on Build on prior knowledge Limit teacher-centered lectures TPR (total physical response) Use grouping strategies Focus on the meaning, not the form Graphic organizers Preview-review Alternative assessment Make the text comprehensible (Give ELLs access to the content) Make home-school connections (connect home language and culture with school) Independent reading opportunities

17. Academic vs. Social Language Academic Language Social Language Simpler language (shorter sentences, simpler vocabulary and grammar Informal settings, usually face to face Exact understanding is not required Many context clues from gestures, social context Many opportunities to clarify • Vocabulary is technical; longer sentences and more complex grammar • Reading textbook or often lecture style • Precise understanding and explanation required; higher order thinking • Fewer clues. Most clues are language clues such as further explanation • More difficult to clarify

18. Differentiated instructional planning and lesson delivery is recommended because it considers WHO is being taught, not just WHAT is being taught

19. Beginning – Level 1 Characteristics: Students have limited comprehension one or two word responses. Activities: pictures role playing charts and graphs labels Student tasks include: One or two word responses. Naming, labeling Listing Categorizing Yes/no answers Examples of questions Where is the….? Is this a table? Yes or no? What color is the…?

20. Intermediate - Level 2 • Characteristics: • Good comprehension • Simple sentences with limited vocabulary • Many errors in grammar, syntax and pronunciation • Activities: • Matching, classifying • Games • Group discussions • Charts and tables • Student tasks: • Small group work • Summarizing • Describing and explaining • Role playing • Complete sentences • Retelling • Examples of questions: • Tell me about… • Why did the…. • Describe…. • What do you think…. • How did the boy feel….

21. Advanced -Level 3 • Characteristics: • Excellent comprehension • Few grammar errors • Appears fluent when speaking, but has problems with high level academics and literacy • Activities: • Paraphrasing • Use SDAIE strategies • Journals • Oral discussions • Language experience • Outlining and mapping • Newspaper articles • Student tasks: • Analyzing • Prediction • Give instructions • Giving opinions, justifying • Reading and writing • Examples of questions: • Compare (the lion and the tiger….) • Contrast (the desert and the rain forest) • Which do you prefer? Why? • How do you think this story will end?

22. Distance from the sun (in millions of miles) Pluto- 3,688 (explain it used to be a planet but it is now “demoted” to dwarf planet status) Neptune – 2,794 Uranus – 1784 Saturn – 887 Jupiter – 483 Mars – 142 Earth – 93 Venus – 67 Mercury – 36

23. Differentiated Writing Activities • The following examples are differentiated writing activities for the solar • system. These writing activities can be adapted for the three to five English proficiency levels for each theme. • Theme: Solar System • ESL Level: Beginning (Level 1) • Students will write (or copy) simple sentences about the solar system, sun, • and planets. Students will create a Step Book with one fact (sentence) per page. • There will be a total of five pages in the step book. Have students illustrate their • sentences. • Write the first sentence for them: The sun is large. • Have students illustrate the sun.

24. ESL Level: Early Intermediate (Level 2) • Students will complete the same writing assignment as the Beginning Level (write five sentences and create a Step Book). • Students will include another sentence or two about what the sun and planets are like. • Students will write an increasing number of words and simple sentences. • Write the first sentence for them: The sun is the central part of thesolar system. • Have students illustrate the sun in the middle of the planets for the first page.

25. ESL Level: Intermediate (Level 3) Students will produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling. Students will create an “I AM” poem describing themselves if they were the sun, Earth, any planet, or the solar system. I am the sun. I feel _______ I see _______ I like ________ I don’t like _______ I wonder ________ I am _________ Students will write an essay or short story about why they wrote how/what the sun feels, sees, likes, wonders, etc.

26. ESL Level 4 Early Advanced: • Students will write a multiple-paragraph expository composition for the solar system. • Have students create a graphic organizer with “solar system” in the middle. • Students will write two to three subtopics (e.g., sun, planets). • Brainstorm with students and write sample topic sentences on the board. • Students will independently form, revise, and articulate their understanding of the solar system in three to four paragraphs.

27. ESL Level 5 Advanced: • Students will write and publish a persuasive essay about why the sun is important to Earth and the solar system. Students should use standard grammatical forms. • Begin the essay with the title: “Why the Sun Is Important to Earth and the Solar System.” • Review and confirm that students include the following: • Students will use opinions with supportive facts about the solar system. • Students provide a series of arguments or reasons to support why the sun is important. • Facts about the sun are organized in logical order. • Students will include a concluding statement or summary about the sun.

28. Quick Start GuideThis is an example of explicit directions and questions for how a lesson plan card can be used. It is intended to be only a guideline for a person not familiar with the program to demonstrate one way of teaching it. Topic: Zoo Animals (ELD Lesson Plan Card 3.1 Level A) • Whole Group (Levels 1, 2 and 3) Instruction • Introduction/Background/Motivation: • Introduce zoo animals and vocabulary using picture cards, stuffed animals, photographs, books, videos, realia (real objects), or actual animals if possible. For example, to motivate students: • bring an animal (like a snake or bird) into the classroom and let students touch or hold it. • Bring different kinds and sizes of stuffed animals or animal figurines and put them in the front of the class • Ask students to bring their favorite stuffed animal to class. • Show pictures of a zoo and ask students if they have ever been to the zoo. • Ask students: How many of you have been to the zoo before? • What animals have you seen at the zoo? • What do you do at the zoo? • Record responses on chart paper. Make a table or draw a cluster map representing the answers. • Read a book about animals or the zoo. Using the book A Trip to the Zoo, show the front cover and ask students if they can predict what the book is about. Say and ask students questions such as: • I am going to read a book. • Does anybody know what this book is going to be about? • Why do you think the book is going to be about _______?

29. Beginning (Level 1) • Some vocabulary words for zoo animals: elephant, lion, alligator, bear, eating. • Guided Instruction: Using realia (real objects), visuals or picture cards, point to the animal and identify them several times. Say the words and enunciate each word slowly and clearly. • (Teacher points as she says the following): • This is an elephant. • Say elephant. • Is this a lion?(pointing to the elephant picture). No. This is an elephant. • This is a lion. (point to a lion) • Is this a lion? Yes. • This is an alligator. This is a bear. (Repeat with different animals) • What animal is this? • Point to the alligator. • What color is the bear? • What is the bear eating?

30. Intermediate (Level 2) and Advanced (Level 3) • Vocabulary words: fur, wings, trunk, scale, sharp • (Note: These words are in addition to the Beginning- Level 1 vocabulary. Review vocabulary words for Level 1 first) • Guided Instruction: • Introduce vocabulary words pointing to the pictures. • Lions have fur. Do you know other animals that have fur? • This elephant has a trunk. Do you have a trunk? Does a lion have a trunk? • Birds have wings. • Have students identify and classify the animals. • Which animals have fur? • Which animals have wings? • Which animals have a trunk? • Ask students to come up and show the class an animal you name. • Sally, where is the lion? Come to the front and hold it for me. • Juan, where is the alligator? Come to the front and hold it for me. • Who is holding the bear? • Which animal do you like? • If you like lions, come and stand next to Sally. • Tell me about this bear. • Describe what a giraffe looks like. • What do you think about alligators? • Why do you think a giraffe has a long neck? • Why do you think alligators have sharp teeth? • Why do you think bears have lots of fur? • Which animals do you like? Why? • Which animal would you prefer? Why? • Compare an elephant and a giraffe.

31. Language Experience Approach activity • Choose a topic (zoo animals, lions, our favorite animals, etc.) • Write the title or topic on chart paper or a white board. • Ask students to create a story or give you sentences about the topic. • Write the sentences on the chart paper. • When you are finished, read the sentences to the class slowly and clearly. • Read it again but ask students to read it with you. • Ask students to read it on their own if they can (silently or outloud) • Ask students to copy the sentences on a piece of paper. • Have students illustrate their own paper. • Example of a Language Experience activity: • Zoo animals • There are lots of animals at the zoo. • I like the lions. • I like elephants. • Lions have fur. • Elephants are big and have trunks. • Take-home book: Small and Big Animals • Pass out copies of the take-home book. Fold and staple them together. • Read the take home book to the students. • Repeat and ask students to read it with you. • Have students read the take home book silently. • Have students color the pictures and complete the activity on the last page (let students work independently, in pairs, or in groups if they choose)

32. Components for ESL Lessons • Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson. • Lesson topic or theme: • Grade and English Language proficiency level: • Language objective:Content objective: • ESL Standards • Key vocabulary: • Supplementary materials: • Introduction or motivation strategies for ESL Lessons: • (Build background and connect prior knowledge) • Realia, Graphic organizers: clusters, mapping, charts, tables • Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts • Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs • Guided Instruction/teaching: • (presentation, teaching sequence) • Independent activity, Practice, Application: • Oral Practice • Reading and Writing • Assessment/evaluation: • Extended Activities:

33. ESL Lesson Plan Template • Lesson topic or theme: • Grade and English language proficiency level: • Language objectives:Content objective: • Key vocabulary: • Supplementary materials: • Introduction or motivation strategies: • Guided Instruction/teaching: • Independent activity, Practice, Application: • Assessment/evaluation: • Extended Activities

34. Example of differentiated activities for Vocabulary Development Vocabulary words for clothing: pants, dress, socks, shirt, scarf, hat, skirt, blouse Reminder: Use realia or pictures to demonstrate • Beginning (Preproduction and Early Production, Level 1) • (Teacher points as she says the following): • Everybody wears different clothes. • I (the teacher) am wearing a skirt and blouse. • He is wearing a shirt. He is wearing pants. He is wearing socks. • She is wearing pants and a shirt. • She is wearing a scarf. • She is wearing a dress. • Point to shirt. • Point to the socks. • Point to the pants. • Point to the scarf. • Are you wearing a skirt? • Are you wearing socks? • Is this a hat? • Is this a dress? • Intermediate (Level 2 or speech emergence) • What is she wearing? (point to her blouse) • What is this? (point to socks, pants, skirt, etc.) • What do you wear with pants? • Is this a dress or a blouse? • Advanced (Level 3 or intermediate fluency) • Why are you wearing pants? • What do you like to wear? Why? • Do you prefer to wear pants or a skirt? • Why do you think people wear clothes? • Describe what she is wearing.

35. Integrating poetry/language arts in the content area • ACROSTIC POEMS Volatile explosion Occasionally erupts Lava over rocks Can we get out of the way? Ash can come out too Not safe Oh my! By Randy Drumm

36. Acrostic Poems Generates differences sEquence of DNA No two alike chromosomE by Vicente Perez Warm Extreme weather Air pressure Thunder storm Heat wave Evaporate Rain storms by Steve Vang

37. I AM Poems • I am ________ • I feel _______ • I think ________ • I like ________ • I don’t like ______ • I have _________________ • I ___________ • Example: I am (a lion, the sun, an apple, winter) • I am (the sun) • I feel  (hot ) • I think  (people like me) • I like  (to make the earth warm) • I am (made of hydrogen and helium) • I provide energy • I provide heat • I provide light

38. BIOPOEM • First name • Four characteristics • Relative of ______, ______, ______. • Lover of ______, ______, ______. • Who feels ______, ______, ______. • Who need ______, ______, ______. • Who fears ______, ______, ______. • Who gives______, ______, ______. • Who would ______, ______, ______. • Resident of ______, ______, ______. • Last name

39. BIOPOEM • Square • Polygon, four equal sides, 4 equal angles, and quadrilateral • Relative of rectangle, rhombus, and parallelogram • Lover of equality, parallel ideas, and being closed • Who feels strict, obedient and distinct • Who need “four’s” , accuracy, and understanding • Who fears sloppiness, being out of shape, and being unbalanced • Who gives structure, graphing paper, and definition of area • Who would like to see triangles inside, Des Cartes, and being used in architecture • Resident of geometry • Pants

40. Common Core State StandardsReading Standards for Literacy in History/Social Studies 6-8 (page 61) 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. • Distinguish among fact, opinion, and reasoned judgment in a text. • Analyze the relationship between a primary and secondary source on the same topic.

41. Common Core State StandardsReading Standards for Literacy in History/Social Studies Grade 3 (page 13) 7.Use information gained from illustrations (e.g.,maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

42. Anticipation / Prediction Guide •Create anticipation (or prediction) guides for texts or investigations to help activate and assess students’ prior knowledge and to motivate student interest. •Select major concepts and statements you want your student to learn. •Choose statements that may challenge or support a student’s belief. • Directions: Place a check (or write Y for yes) if you agree with the statement in the “me” column. After reading the text, check the statements which agree with the text. Compare your opinions with those in the text.

43. ME TEXT • ____ ____ A healthy mouth in an adult has 32 teeth. • ____ ____ Your tongue helps you swallow. • ____ ____ The digestive system is a very short tunnel of muscle. • ____ ____ Food’s energy is measured in ounces. • ____ ____ The esophagus connects the pharynx and the stomach • Anticipation guides are useful for predicting and investigating science concepts. • Example: • ME Text or • Observation • ____ ____ Corn syrup is more dense than water. • ____ ____ Water and milk have the same density. • Anticipation guides help students develop critical thinking skills. • Example from The Outsiders: • Me Author Me • ____ Cherry is pretty and only likes the Socs _____ ______ • _____ Dally is a trouble maker and a bad person. _____ _______

48. Frayer Model (for vocabulary development or concept development) Students can develop their understanding of a word or concept by having them analyze a word’s essential and non-essential characteristics. Have students write a definition, list characteristics and write examples and non examples of the concept or word. (Adapted from Frayer, Frederick, & Klausmeier, 1969) definition Examples The third planet in order from the sun with an orbital period of 365 days earth Non-examples characteristics 5th largest planet Has life 71% covered in water Atmosphere: 77% nitrogen 21% oxygen Star Moon No life

49. QAR (Question – Answer – Relationship) Strategy(Raphael, 1982, 1986) • This strategy is designed to connect reading purpose to text and to the reader’s personal experiences and information sources. QAR can be used to help children understand the thinking demands of questions. • There are four categories of information sources: • Right There – the information is stated explicitly in the text. • Think and Search – The information is still in the text, but must be inferred or concluded from various statements in the text. This involves the interpretive level of thinking (explanation, compare/contrast, cause/effect, list/example). • Author and You – The information is a combination from the text and the students’ background knowledge. This level requires use of the interpretive, applicative, or transactive , level of thinking. • On My Own – this information is primarily from the readers’ background knowledge. Uses the transactive or applicative level of thinking.

50. DIALOGUE JOURNALS