Catch the Common Core Wave Elementary ESOL Grades K-2 Listening and Speaking

1. Catch the Common Core Wave Elementary ESOL Grades K-2Listening and Speaking Division of Bilingual Education and World Languages Barbie Fernandez June 2013

2. Are You Ready to Catch the Common Core Wave with Our ELLs?

3. What About Our ELLs? • Native language(s) • Level of native language/literacy skills • Level of English language/literacy skills • Length of time family has lived in United States • Previous schooling experience • Familiarity with school routines • Content-area knowledge • Parental education

4. Objectives • Common Core State Standards • CELLA • Exemplar Text Activities

6. Standards • Reading (Literature (RL) & Informational (RI)/Foundational Skills (RF) • Writing (W) • Speaking and Listening (SL) • Language (L)

8. Speaking and Listening Comprehension and Collaboration (strands 1−3) Purposeful academic talk in one-on-one, small-group, and large-group settings Presentation of Knowledge and Ideas (strands 4−6) Formal sharing of information and concepts, including the use of technology

9. Students are challenged to… • Engage in productive oral and written group work with peers • Engage in effective oral and written interactions with teachers • Explain and demonstrate their knowledge using emerging complex language and other communicative strategies in different settings • Extract meaning from complex written texts

10. Comprehensive English Language Assessment

11. CELLA • Comprehensive English Language Learning Assessment CELLA is designed to meet the requirements of the Title III of the No Child Left Behind Act (NCLB). • CELLA is a four-skill (Listening, Speaking, Reading, and Writing) language proficiency assessment administered to all English Language Learners (ELLs) in grades K-12.

12. Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing

15. CELLA Types of Sub-Scores: Oral Skills

16. What happens to young children who are suddenly immersed in an English-speaking environment?

17. What happens to young children who are suddenly immersed in an English-speaking environment? They go through four phases.

18. Four Phases of Transition to Spoken English • ELLs use First language (L1). • ELLs grow silent - Nonverbal Period. • ELLs begin using telegraphic and formulaic language. • – Telegraphic: object names, counting (“Daddy truck”) • – Formulaic: catch phrases (“Excuse me”, “I don’t know”, “Me • down”, “Lookit” , “Hey, Stopit”). • ELLs gradually learn to use English productively. – They blend formulaic with telegraphic speech Examples: “I wanna play”, “I do a ice cream”, “I got a big” – Tabors & Snow, 2002

19. Two Types of Oral English Proficiency – Adapted from Drucker, 2003

20. Oral Language • Oral language involves both speaking and listening, and includes vocabulary development. • Processing Strategy: 10:2 Theory For every ten minutes or so of meaningful chunks of new information, students need to be provided with two or so minutes to process the information. Rowe, 1983

21. Oral Fluency Links to Literacy • Initially, children’s level of listening comprehension determines what they can comprehend when reading (Biemiller, 1999). • Listening comprehension skills are predictive of English reading comprehension (Royer & Carlo, 1991). • ELLs need daily opportunities to listen and practice oral English language in order for their literacy skills to flourish.

22. Tell me, I forget. Show me, I remember. Involve me, I understand. -Ancient Chinese Proverb

23. Strategies to use… Listening & Speaking • Modeling - demonstrate how to do a task and the students copy the model (I Do, We Do, You Do) • Use Illustrations/Diagrams - teach visual literacy by discussing illustrations, charts, and paragraphs • UseSubstitution, Expansion, Paraphrase, Repetition - have students paraphrase what they have read, accounting for the vocabulary words and concepts that are important • Discussions/Debates- students develop the ability to organize information to formulate opinions

24. Reader’s Theater • Reader’s Theater is a rehearsed group presentation involving dramatic oral expression in which students read rather than memorize scripts. (Flynn, 2005; O’Neill, 2001) • Oral Language Enrichment: practice speaking skills, such as pronunciation, inflection, expression, and varied volume • Literacy Development: practice reading skills and comprehension

25. Benefits of Reader’s Theater for ELLs • Overall Language Proficiency • Social/Emotional Skills • Promoting Literacy

26. Exemplar Text

27. Hey, Little Ant Video • http://www.youtube.com/watch?v=Rj6Xuyr7DDQ&safe=active

28. Performance Tips Getting to know your character will make the performance more believable. Use these questions to get into the character as you rehearse. • How old do you think the character is? • What kind of voice do you think the character should have? Is the voice soft, loud, high pitched, or low pitched? • How does the character stand or use his or her hands when speaking?

29. Performance Tips Continue • Does the character seem happy, proud, or excitable? Why or why not? • Do you think the character is serious or silly? Why or why not? • Is the character kind? Why or why not? • Do you think people would like the character? Why or why not? • What can you do to communicate the character’s personality to others?

30. Reader’s Theater Activity • Suggested movements will be bolded and in all-caps: SQUISH= grind shoe into the floor PLEASE= put hands together in a pleading fashion ME= point thumbs back at themselves YOU= point at the opposite group STRONG= flex muscles

31. Reader’s Theater Activity • Divide participants into two groups: group A will take the role of the “Ant” and group B will take the role of the “Kid”. Facilitator will choose two narrators and one director • Cut and Paste the assigned (Kid/Ant/Narrator) picture on the front and script on the back; tie yarn • Select within your groups five “Kid” participants (1-5) and five “Ant” participants (1-5) • Be ready to perform in front of the class

34. Provide opportunities for extended discourse and collaborative learning • Encourage students to communicate and reflect about ideas and to engage with others even though developing language will be marked by non-native or imperfect features of English. • Children need opportunities to engage in frequent conversations – to talk and listen to responsive adults and to their peers.

35. Opinion Activity • Grades K–5, students are engaging in opinionwriting. • “A-B Talk” Activity: Have participants count A and B. Participant A is the “Ant” and participant B is the “Kid.” First, A talks while B listens without interrupting or sharing ideas. Then, the participants switch roles. • Emphasize being an active listener without interrupting and make students accountable for speaking for a predetermined amount of time.

36. Opinion ActivityTo Squish or Not To Squish? Ant (Group A) Kid (Group B)

37. Opinion ActivityTo Squish or Not To Squish? Squish the Ant Not Squish the Ant It would hurt. He’s strong. His family needs him to feed the babies. He’s a living thing. Would you like it? I’m like you. • They take your food. • Mom says they’re pesky. • They bite. • It’s little. • It won’t hurt. • It’s a game he plays with his friends. • He thinks the ant doesn’t have a home or family. • No one would care.

38. Speaking & Listening/Literature Presentation of Knowledge and Ideas Craft and Structure With prompting and support, namethe author and illustrator of a story and define the role of each in telling the story. (LACC.K.RL.6) Identifywho is telling the story at various points in a text. (LACC.1.RL.6) Acknowledgedifferences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (LACC.2.RL.6) Kindergarten -Describefamiliarpeople, places, things, andeventsand, with prompting and support, provide additional detail. (LACC.K.SL.4) First grade -Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (LACC.1.SL.4) Second grade - Tell a story or recountan experience with appropriate facts and relevant, descriptive details, speakingaudiblyin coherent sentences. (LACC.2.SL.4)

39. Activity “Who Is Talking?” • Participants count 1, 2, and 3. Facilitator selects one participant to come to the front of the class to demonstrate activity. • Participants #1 & #2 come to the front. Give each a sentence script. • Select one participant at a time to read his/her sentence script and ask the audience “Who Is Talking?” • Participant #3 (audience) will respond: “The Kid” or “The Ant” while showing the props.

40. Framework for Planning a Listening Skills Lesson • Pre-listening stage – to introduce thepurpose for listening in order to activate the students’ schema and get them ready to predict what they will hear and make sense of it. • Listening stage – to focus their attention on the listening text and guide the development of their understanding of it. • Post-listening stage – to integrate what they have learned from the text into their existing knowledge.

41. Speaking and Listening Standards K–2: Comprehension and Collaboration

42. Question Starters • How did …….. feel ……..? • What caused. .......to ……..? • When …….. happened, why did ……..? • In this story/poem, what does …….. mean? • From the story/poem, how might …….. be described? • Why did the author……..? • How might the story have ended differently if ……..? • Would it be better if .…..?

43. Question Starters Continue • What do you think will happen next? • How would you have felt if you were ……..? • Why do you think that …….. did ……..? • Was it fair when ……..? • Have you ever ……..? • If you were …….. how would you………? • How many ways can you think of to ……..? • Based on what you read about .….. and …….., what can you say about…..?

44. People’s CourtListening/Speaking Activity • Facilitator will select four participants: (Ant, Kid, judge and attorney). The rest will be the jury. • The attorney will turn to the jury and state the following: “Ladies and Gentlemen, the purpose of this trial is to decide if the Ant should be squashed or not.” (Pre-listening stage). • The Ant participant will speak/state his/her opinion as to why the Ant should not be squashed while participant B listens without interrupting or sharing ideas. • The Kid participant will speak/state his/her opinion as to why he/she thinks the Ant should be squashed while participant A listens without interrupting or sharing ideas.

45. People’s CourtListening/Speaking Activity Continue 5. The attorney will turn to the jury and state the following: “Ladies and Gentlemen, we now need you to focus your attention on listening to the questions the judge may have.” (Listening stage) 6. Judge will listen to both opinions and ask HOT questions from “Questions Starters.” 7. The attorney will turn to the jury and state the following: “Ladies and Gentlemen, we are asking you to integrate what you have learned based on your existing knowledge of this case.” (Post-listening stage) 8. Allow proper “wait time” in order to encourage student participation.

46. “If children are given the necessary tools to succeed, they will succeed beyond their wildest dreams!“ David Vitter

47. http://languageartsreading.dadeschools.net/ http://www.corestandards.org/assets/Appendix_A.pdf http://bilingual.dadeschools.net/ http://www.fcrr.org/

48. Useful Websites • www.awschooltest.com • www.colorincolorado.org • www.freereaderstheater.com • www.scholastic.com • www.readingrockets.org • www.everythingesl.net • www.readwritethink.org

49. CONTACT INFORMATION North Regional Center Deland Innocent, Supervisor dinnocent@dadeschools.net 305-995-2977 Central Regional Center Cary M. Pérez, Supervisor cmperez@dadeschools.net 305-995-1962 South Regional Center Lourdes Menéndez, Supervisor lmenendez1@dadeschools.net 305-995-2098 Randi Russell, Curriculum Support russell@dadeschools.net Marta Valdes, Curriculum Support marthavaldes@dadeschools.net Gioconda Stieve, Curriculum Support gstieve@dadeschools.net