Five Avenues for Ensuring ELLs
Have Access to the Common
Core
WIDA Consortium Annual Conference
October, 2014, Atlanta, Georgia
Leigh Ann Ranieri, Patricia Verbovszky, Judith
O’Loughlin
Agenda
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Introduce Presenters
Objectives
Give one/Get one/Move on (Go/Go/Mo)
Rationale/Can Do Descriptor
Key Avenues
Questions
Objectives
• Participants will leave with at least two strategies
that they can immediately implement.
• Participants will be able to discuss the modeled
strategies with a partner in a small group.
• Participants will be able to complete at least one
graphic organizer with a partner or in a small group.
Presenters
• Dr. Leigh Ann Ranieri, Director of Pupil Services, West
Chester Area School District
• Patricia Verbovszky, Supervisor of ELL and
Assessment, West Chester Area School District
• Judith B. O’Loughlin, Educational Consultant,
Language Matters Education Consultants, LLC
Go/Go/Mo
• Give one/Get one/Move on
• Record three ideas about how to provide ELLs
access to the curriculum based on the Common
Core.
• Stand up.
• Exchange ideas with at least two other people.
• Move on
• Continue to exchange ideas until the timer sounds.
• Report out.
Transition
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Purpose for test scores
Professional development
Results
Expectations
Accountability
Curriculum Based on the
Common Core
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All students must have access.
Professional Learning Communities
Collaboration
ELLs belong to all faculty and staff
Shared responsibility
High stakes test scores
Five Avenues for Successful Access
1. Language Objectives
2. Visuals
3. Processing Time
4. Practice Time
5. Teacher Collaboration Time
In order for students to successfully access the curriculum,
they will need to have all five avenues in place.
Who are ELLs?
• Vignettes
• Activity
Can Do Descriptors
• What can ELLs do at different ELP levels?
• Activity: Compare students in the vignettes with the
different descriptors
• Activity: Matrix
• Activity: Expectations
Language Objectives
Tools for Writing
Language Objectives
Cognitive
Function Word
Context for
Language Use
Language
Domain
Topic Related
Language
ELL
Developmental
Level
Sentence Frame
Overarching Language Objective: Students will be
able to orally apply (or demonstrate) their
knowledge of the impact of weather conditions
after investigating and collecting weather data
from different locations (communities, regions, and
nations).
Objectives for Students at
Different ELD Levels
Student-Friendly
Language
• We can show maps,
charts, and graphs and
name weather
conditions and what
happens to people in
different types of
weather.
• Now it’s Your Turn.
• Work with a partner.
• Write a student-friendly
language objective.
• Choose a Level: Levels
2, 3, or 4.
• Choose a Language
Domain or Integrated
Domain (e.g.
Listen/Read or
Speak/Write)
• Share
Visuals
Strategy Format
Define the strategy.
Model and demonstrate how strategy works.
Connect the strategy to the core/district standards
Provide opportunity for participants to apply
strategy and practice it.
• Provide appropriate English language proficiency
level.
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Reading Strategy for
Literature
• Picture the Main Idea
• CC.4.R.L.2: Determine the theme of a story, drama,
or poem from details in the text; summarize the text.
o Students benefit from supportive frameworks and step-by-step strategies
to identify essential story meaning and details.
Visuals
Picture the Main Idea
 Packet
 Activity
Picture the Main Idea
Model
Picture the Main Idea
Model
Picture the Main Idea
Model: Supporting Detail Chart
Main Idea
Supporting Details
Picture the Main Idea
• Guided Practice
Up North at the Cabin by Marsha Wilson
Chall
Picture the Main Idea
Text: Up North at the Cabin
Main Idea
Supporting Details
Picture the Main Idea
Guided Practice:
Read Passage
Complete supporting detail chart
Main Idea
Supporting Details
Picture the Main Idea
Independent Practice
Owl Moon by Jane Yolen
Picture the Main Idea
Independent:
Read Passage
Complete Supporting Detail Chart
Main Idea
Supporting Details
Processing Time
Processing Time
Processing time
Think-pair-share
Think-write-pair-share
Turn and talk: What are some other processing time
strategies that will work in your buildings?
• Feedback
• What are the benefits for ELLs?
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Practice Time
Practice Time
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Practice time
Incorporate it during the day.
Time in school may be only time available for ELLs
Partner
Practice Time
• Turn and Talk:
o How can educators incorporate more practice time within the context of
the school day?
Teacher Collaboration
Time
Teacher Collaboration Time
• Department Meetings
• Professional Learning Communities
• Common Planning Time
Questions
Ticket-out-the-Door
• Please complete a Ticket-out-the-Door and leave it
with us.
• Thank you.
References
• Dove, M. G., & Honigsfeld, A. (2013). Common core
for the not-so-common learner:English
language
arts strategies grades K-5. Thousand Oaks, PA:
Corwin Press.
• Echevarria, J. J., Vogt, M., & Short, D. (2012). Making
content comprehensible for English
language
learners: The SIOP model (4th ed.). N.p.: Pearson.
• Kinsella, Kate (in general—her body of work)
• www.cast.org (universal design for learning)
• West Ed (in general—body of work)
• www.wida.us