Admit Slip

1. Admit Slip CCSS + ELLs Using the sticky notes, write down what you know and what you want to know about Common Core State Standards and how it is to be implemented for English Language Learners

2. Foundational Beliefs • Limited English Proficient ≠Limited Thinking Proficient • Reading is thinking. Period. • Whoever is doing the speaking, reading, and writing is the person who is doing all the thinking. • Teaching is a complex endeavor. There is no silver bullet and no one has it nailed!

3. Whip Around CCSS + ELLs What do you know? What do you want to know?

4. Common Core as a Second Language Essential Question: How do I help my English Learners access the Common Core Standards when there is such a disparity in their current literacy levels and those that Common Core Standards has set?

5. What is on the horizon... • English Language Proficiency Frameworks http://www.ccsso.org/Resources/Publications/The_Common_Core_and_English_Language_Learners.html • ELPA 21 http://arktesol.org

6. How CCSS are being implemented for ELLs http://www.colorincolorado.org/multimedia/experts/video/uro/

7. Considerations for Providing Access to the Common Core Standards

8. The Text

9. Lexile Levels Correlated to Language Proficiency Levels

10. Phase A Phase B Phase C • Anchor Standard 1 for Reading: Read closely to determine what the text says explicitly and to make logical inferences from it; • cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

11. How do I navigage the standards? Backmapping is the key! http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_standards_resources/

12. Question Stems for CCSS Reading Standards http://de.portal.airast.org/resources/Reading%20Resources/DCAS_Reading_Linking_Document.pdf

13. Cooperative Learning Task: Create Multi-Phase Questions using the text, “Salvador Late or Early” by Sandra Cisneros Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and cornflakes from a tin cup in the dim dark of the morning. Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again.             Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hands of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.

14. Guess the Lexile Level for “Salvador Late or Early” L960 Grade Equivalency 7.0

15. Reading Levels Change… Based on three factors: • Background Knowledge- The more background knowledge a reader has about a topic, text structure, and the author, the more difficult text he can read. • Interest and Motivation- If a reader has interest in the topic or is motivated to read, he will work harder to comprehend. • Purpose- When a reader knows why he is reading something and know what he needs to get from the text, he can better sift and soft information to determine what is important. Tovani, 2010 Going deep Real-world application Project-based Learning Tasks (up front)

16. SupportThinking Strategies Used by Proficient Readers(Based on the research synthesis of P. David Pearson and Janice A. Dole) A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation. Proficient Readers: • Activate background knowledge and make connections between new and known information. • Question the text in order to clarify ambiguity and deepen understanding. • Draw inferences using background knowledge and clues from the text. • Determine importance in order to distinguish details from main ideas. • Monitor comprehension in order to make sure meaning is being constructed. • Reread and employ fix-up strategies to repair confusion. • Use sensory images to enhance comprehension and visualize the reading. • Synthesize and extend thinking.

17. Phase A Phase B Phase C Questioning/ Determining Importance • Anchor Standard 1 for ReadingInformation:Read closely to determine what the text says explicitly and to make logical inferences from it; • cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Inferring/ Determining Importance

18. Questioning Deepens Thinking

19. Model Lesson:A Close Reading of “Salvador Late or Early” Essential Question: How can struggle make us stronger?

20. Dive into the Text • As you read, list the words or ideas that repeat in the piece.

21. First Layer of Reading Innermost Circle: Concentrate on the concrete level of meaning- reading on the line • Write the most significant word from the assigned text. • Quote the sentence in which the word appears. Document the source of the quotation in parentheses. • Write multiple dictionary definitions of the word (denotation). • Explain why the word is important to the meaning of the work by placing it in the context of the narrative.

22. Second Level of Reading Middle Circle: Concentrate on the abstract level of meaning- reading between the lines. • Referring to the text, draw four images inspired by the text. • Write an explanation of the link between each image and the word you have written.

23. Third Level of Reading Outer Circle: Concentrate on the thematic level of meaning- reading beyond the lines • Write two thematic statements drawn from the significant word you wrote in the innermost circle and the images you drew in the middle circle. Tie everything to the work as a whole. Example: Human being can experience intense joy, even when living in difficult circumstances.

24. Bell Ringer How does Cisneros make you feel about Salvador when she describes his eyes as being the color of caterpillars? Think of another comparison that would have made you feel differently about Salvador.

25. Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wooden doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes from a tin cup in the dim dark of the morning. Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again. Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hands of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites.

26. “Salvador Late or Early” Acrostic Poem Project • Acrostic poems: • Formed by writing a word vertically down the page • Use one letter per line • All capital letters for the focus word • Each line of poetry must begin with the letter on that line and must pertain to the word • May use one word or a phrase • Does not have to rhyme • Use adjectives and phrases that describe the word • You must use literary devices • Example: • Salvador • By Ms. Cripps • Sad and beaten down like a stray dog in the rain • Alone in his tasks • Late because he wipes the dripping noses of his brothers • Very transparent • A ghost in the back of the classroom • Dreaming of his future • Of a day when he will • Return to the barrio with success dripping from his fingertips

27. Salvador Late or Early Acrostic Poem Rubric Self-Assessment: ______ Teacher Assessment: _______

28. Poems • Short non-fiction selections • Fiction • Picture Books • Newspaper articles • Vignettes • Biographical information • Internet pieces • Student generated writing • Mathematical writing • Lists • Historical recounts • Photos • Postcards • Primary sources • Quotes • Song lyrics • Pictures of artwork • Brochures • Maps • Charts and graphs • Magazine articles • Graphic Novel Remember…time on task is more important than length of text. Multiple short pieces=more time reading Accessible Text:CrisTovani’s Favorites

29. Accessible Text Can… • Build Background Knowledge so that readers can better connect what they know to new information. • Create Curiosity so that readers wonder about the topic and are propelled to learn more about it. • Show Connections to the Real World so that readers understand how required reading is important outside of school. • Serve as Accessible Text for Modeling so that readers can see options on “how” to think about their reading when it gets difficult. Tovani, 2009

30. Think-Pair-Share Think about your secondary students that you have who been in the ESL program since elementary school. What adjective or idiomatic phrase would you use to describe these students? Write your word/phrase on a large sticky note and post on the anchor chart.

31. Making the Difference Supporting + Moving LTELs to FEP

32. Guiding Questions • What is an LTEL? • What are the characteristics of LTELs you know in your school? • What contributes towards the creation of LTELs? • How do we help LTELs acquire full English proficiency?

33. What is an LTEL? They… • are Long Term English Learners • have been in U.S. schools for 6+ years • have a strong command of social English, but lack sufficient academic language demanded by standards-based course work • are “stuck” at the intermediate stage of language proficiency • have poor grades • high rates of grade retention • have passive learning behaviors • can speak their native language, but most times lack literacy skills in the L1 • have many gaps in literacy and language skills • perform below grade-level expectations • are not proficient on CRT or NRT • are at high-risk for dropping out

34. Where is an LTEL created?

35. Cooperative Learning Task • Count off into groups of four. • Each group will assign roles using Cooperative Learning Cards. • Each group will read a different article using following question to set your purpose: • What contributes towards the creation of LTELs? • How do we help LTELs acquire full English proficiency? • Your scribe should write down your findings on the chart paper. • Your presenter should be prepared to share out your findings with the group.

36. Many factors contribute toward English learners becoming LTELs: elementary and middle school language arts curricula that weren’t designed for English learners; extended periods of time with no targeted English language support; placement into literacy interventions without a tandem focus on English language development ; social segregation and linguistic isolation. (Olsen, 2010)

37. How do we help LTELs acquire full English proficiency? Best Practices for English Language Development for LTELs

38. Augment core English classes with a dedicated English Language Development period. ELL need to interact academically with skilled English speakers to learn a target-like version of spoken English. ELLs need access to rigorous curricula at their grade level. However, they also need… Dedicated time for second-language learning and practice. Intentional instruction in how English works- vocabulary, word usage, grammatical features, syntactic structures, and daily structured rehearsals.

39. Extend Prior Knowledge of Language and Content Helping learners retrieve and enhance relevant background knowledge through brainstorming, visual media, or direct experiences increases likelihood of learning and retention. Tying new information to students’ background experiences establishes critical linkages for students who are already at a linguistic disadvantage in terms of lesson comprehension.

40. Explicitly Teaching Language Elements Language elements must be directly taught…not inferred. English learners are unlikely to independently extract the linguistic principles on their own. They need a model and opportunity for rehersal.

41. Utilize Consistent Routines Teachers are using a plethora of teaching strategies across the curriculum. Consistency in the ELD classroom will help students internalize the processes and teacher expectations for performance.

42. Model Verbal and Written Academic English ELLs are surrounded by peers who also struggle with English. Teachers must model both eloquent social and academic language. We must also teach students about registers and how we change registers depending on our situation and audience.

43. Orchestrate Peer Interactions with Clear Language Targets ELLs must have daily opportunities to communicate using more sophisticated social and academic language Must provide clear targets and models for what we expect students to do. Even Think-Pair-Share can become informal partner chats that lack academic rigor. Academic Language Stems are posted on the PCSSD ESL Wiki: http://pcssd-esl.wikispaces.com

44. Debrief Questions What have you learned about CCSS + ELLs? What new questions have you formed today? What kind of support do LTELs need to break into Full English Proficiency? What support do you need as a teacher?

45. New ESL Filing System for PCSSD

46. Close Read Template • http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_standards_resources/