Catch the Common Core Wave
Elementary ESOL Grades K-2
Listening and Speaking
Division of Bilingual Education and World Languages
Barbie Fernandez
June 2013
Are You Ready to Catch the Common
Core Wave with Our ELLs?
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
Objectives
Common Core State Standards
CELLA
Exemplar Text Activities
Standards
Reading (Literature (RL) & Informational (RI)/Foundational
Skills (RF)
Writing (W)
Speaking and Listening (SL)
Language (L)
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
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
Comprehensive English Language
Assessment
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.
11
Language Domains
Listening
Process, understand, interpret and evaluate spoken language in a
variety of situations
Speaking
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Reading
Process, understand, interpret and evaluate written language,
symbols and text with understanding and fluency
Writing
Engage in written communication in a variety of situations for a
variety of purposes and audiences
12
CELLA Types of Sub-Scores: Oral Skills
L/S Test
Level
A
A
Grade
Level
K-1
2
Sub-Scores Available
•Vocabulary
(Listening, Speaking, and Reading)
•Listening Comprehension
•Listening Vocabulary
•Listening Comprehension
15
What happens to young children who are
suddenly immersed in an English-speaking
environment?
What happens to young children who are
suddenly immersed in an English-speaking
environment?
They go through four phases.
Four Phases of Transition to
Spoken English
1. ELLs use First language (L1).
2. ELLs grow silent - Nonverbal Period.
3. 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”).
4. 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
Two Types of Oral English Proficiency
What kind is it?
What can a child do?
Conversational
(Social)
• Communicate with peers
• Use gestures & body
language to aid and
complement language
Academic
• Comprehend oral
instruction
• Comprehend content
materials
How long does it take
to acquire?
Approximately
2 years
5-7 years
– Adapted from Drucker, 2003
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
20
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.
21
Tell me,
I forget.
Show me,
I remember.
Involve me,
I understand.
-Ancient Chinese Proverb
22
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
 Use Substitution, 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
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
Benefits of Reader’s Theater for ELLs
Overall Language Proficiency
Social/Emotional Skills
Promoting Literacy
Exemplar Text
Hey, Little Ant Video
http://www.youtube.com/watch?v=Rj6Xuyr7DDQ&safe=active
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?
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?
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
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
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.
Opinion Activity
Grades K–5, students are engaging in opinion writing.
“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.
Opinion Activity
To Squish or Not To Squish?
Ant (Group A)
Kid (Group B)
Opinion Activity
To Squish or Not To Squish?
Squish the Ant
Not Squish the Ant
They take your food.
It would hurt.
Mom says they’re pesky.
He’s strong.
They bite.
His family needs him to feed the
babies.
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.
He’s a living thing.
Would you like it?
I’m like you.
Speaking & Listening/Literature
Presentation of Knowledge and Ideas
Craft and Structure
Kindergarten - Describe familiar
people, places, things, and events and,
with prompting and support, provide
additional detail. (LACC.K.SL.4)
• With prompting and support, name
the author and illustrator of a story
and define the role of each in telling
the story. (LACC.K.RL.6)
First grade - Describe people,
places, things, and events with relevant
details, expressing ideas and feelings
clearly. (LACC.1.SL.4)
• Identify who is telling the story at
various points in a text. (LACC.1.RL.6)
Second grade - Tell a story or
recount an experience with
appropriate facts and relevant,
descriptive details, speaking audibly
in coherent sentences. (LACC.2.SL.4)
• Acknowledge differences 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)
Activity “Who Is Talking?”
1. Participants count 1, 2, and 3. Facilitator selects one
participant to come to the front of the class to demonstrate
activity.
2. Participants #1 & #2 come to the front. Give each a sentence
script.
3. Select one participant at a time to read his/her sentence
script and ask the audience “Who Is Talking?”
4. Participant #3 (audience) will respond: “The Kid” or “The
Ant” while showing the props.
Framework for Planning a Listening
Skills Lesson
Pre-listening stage – to introduce the purpose 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.
Speaking and Listening Standards K–2:
Comprehension and Collaboration
Kg: Ask and answer
questions in order to
seek help, get
information, or clarify
something that is not
understood.
1st: Ask and answer
questions about what a
speaker says in order
to gather additional
information or clarify
something that is not
understood.
2nd: Ask and answer
questions about what a
speaker says in order
to clarify
comprehension, gather
additional information,
or deepen
understanding of a
topic or issue.
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 .…..?
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…..?
People’s Court
Listening/Speaking Activity
1. Facilitator will select four participants: (Ant, Kid, judge and attorney). The
rest will be the jury.
2. 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).
3. 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.
4. 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.
People’s Court
Listening/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.
“If children are given
the necessary tools to
succeed, they will
succeed beyond their
wildest dreams!“
David Vitter
http://www.fcrr.org/
http://languageartsreading.dadeschools.
net/
http://www.corestandards.org/assets
/Appendix_A.pdf
http://bilingual.dadeschools.net/
47
Useful Websites
 www.awschooltest.com
 www.colorincolorado.org
 www.freereaderstheater.com
 www.scholastic.com
 www.readingrockets.org
 www.everythingesl.net
 www.readwritethink.org
CONTACT INFORMATION
North Regional Center
Deland Innocent, Supervisor
dinnocent@dadeschools.net
305-995-2977
Randi Russell, Curriculum Support
russell@dadeschools.net
Central Regional Center
Cary M. Pérez, Supervisor
cmperez@dadeschools.net
305-995-1962
Marta Valdes, Curriculum Support
marthavaldes@dadeschools.net
South Regional Center
Lourdes Menéndez, Supervisor
lmenendez1@dadeschools.net
305-995-2098
Gioconda Stieve, Curriculum Support
gstieve@dadeschools.net