New English Language Development
and Common Core State Standards
Institute
Integrating ELD and CCSS in History
Foundations of the American Dream:
What do we believe?
June 27, 2013
Introductions
Eve Lindsay
Literacy Coach, TOSA
Campbell Union School District
• I was a 7th grade English, social studies, and ELD
teacher for 7 years
• I have been an instructional coach for the past 3
years, focusing on helping teachers support ELs
• You work in a variety of settings and contexts—I hope
you can find something in the lesson or presentation
that can help you or your students in your context.
2
Norms
• Standard etiquette
– cell phones
– me/we questions
– side conversations
• 7 Ps
– pause, paraphrase, probe, presume
positivity, put on the table, pull off the
table, pay attention, pursue a balance
• Focus on what we can control, set
aside what we cannot
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Goal
Prepare every English Learner for
college and career success!
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Objectives
• Practice close reading strategies with a
complex text
• Practice integrating reading strategies and
PLP throughout a content lesson
• Discuss strategies that support English
Learners
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Glossary
• BBK: build background knowledge
• CFU: check for understanding
• GLAD: Guided Language Acquisition by
Design
• KK: Kate Kinsella
• LWF: Lily Wong Fillmore
• PIC: Pictorial Input Chart
• PLP: Planned Language Production
• UL: Understanding Language (Stanford U.)
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Foundations of the American Dream
• Key standards: CA History, CCSS Literacy, CA
ELD Part 1
• Big Idea: Understand how the U.S.
government struggles to balance multiple
concerns
• Essential Question: To what degree has
America successfully balanced the ideals
and structures outlined in the founding
documents?
• Summative Assessment: persuasive speech
proposing solutions for national controversies
7
The Class
• This lesson has not been student-tested, but it
was created with a specific class in mind
• 11th grade, 41 students
• estimated 80-90% SED
• estimated 70% ELs, 90% LM
• estimated 75% reading below grade level
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Resources
• Kinsella, Kate, Ed.D. Instructional Tools to
Prepare English Learners for the CCSS
Academic Discourse Demands. SCCOE, 2012.
• Daniels, Harvey and Nancy Steineke. Texts
and Lessons for Content-Area Reading.
Heinemann, 2011.
• The Constitution of the United States: A
Transcription
– http://www.archives.gov/exhibits/charters/
constitution_transcript.html
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Model Lesson
• Teacher-led close reading of complex text
• Modeled Think Aloud
• Attention to citing evidence and supporting
opinions
• Prepare students to grapple with text for
deep understanding
• PLP 50% of lesson
• Note-taking template
• Highly integrated with Literacy and ELD
standards
10
Model Lesson
• Teacher-led close reading of complex text
• Modeled Think Aloud
• Attention to citing evidence and supporting
opinions
• Prepare students to grapple with text for
deep understanding
• PLP 50% of lesson
• Note-taking template
• Highly integrated with Literacy and ELD Part 1
standards
11
Text Complexity
• It’s more than a number/grade level/lexile
• Per Lily Wong Fillmore:
“Complex texts are necessary because
– such texts provide access to information and ways to gain
knowledge of subject matter that can be learned only
through close and thoughtful reading of complex texts.
– students must get two things from their K-12 experience:
knowledge of the many phenomena we expect people to
know about, and the development of complex reasoning
and thought.
– literacy of the type promoted by the CCSS is essential to the
development of both.”
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Three Factors to Measure Text Complexity
Reader and Task
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Into the Lesson
• Try to view from two lenses—first as an
11th grade student, then as an 11th
grade history teacher
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Into the Text (student)
• What words challenge you?
• What sentences challenge you or don’t
make sense?
• What else do you need before you feel
comfortable attempting to read this
text without the teacher?
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Into the Text (teacher)
• How can you most effectively help
students learn vocabulary?
• How do you deconstruct the grammar
and syntax to support student
understanding?
• How can you support your ELs in
accessing this text while still maintaining
rigor?
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Talking Stick—Final Word
• First person: Share your thoughts from
the previous slide and pass the stick
• Each other person: Respond to #1’s
thoughts and pass stick
• First Person: Any further explanation of
thoughts or response to other
participants
• Repeat process with second person
• Be prepared to share with whole group
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Support Your Position
• CCSS call for students to use evidence from the text
in discussions
• Requiring students to choose a position, discuss it,
and find evidence to support it taps at least 3 “Cs”:
Critical Thinking, Collaboration, and Communication
• “Students must be able to ‘cite textual evidence to
support analysis of what the text says explicitly as well
as inferences from the text.’” Texts and Lessons for
Content-Area Reading, p. 78
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Essential Components for LTELs
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Oral language
Student engagement
Academic language
Expository text (reading and writing) plus other
genres
Consistent routines
Goal setting
Empowering pedagogy
Rigor
Community and relationships
Study skills
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Other Valuable Strategies for ELs
• Dr. Kinsella’s routines for learning academic
vocabulary
• Dr. Fillmore’s academically productive
conversations
• Understanding Language example of the
Gettysburg Address
• PLP woven throughout, 50% of the lesson
• Gradual Release
• “Juicy” sentences
• Your suggestions?
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Planned Language Production
• Output
– “miles on the tongue”/fluency
– practicing correct speech
– not necessarily authentic or deep
• Interaction
– audience-dependent
– may be incorrect, but more authentic
– simulates career situations
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Seeds for future lessons
• Further class time devoted to investigation,
discussion, note-taking
• Continue to support students in small groups
• Mini-lessons on collaboration and critical
thinking skills
• Continue to require academic conversations
throughout the research process
• Revisit Constitution for “juicy sentences” to
dissect and emulate when preparing to write
research report
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Further resources
• Investigate Dr. Kinsella’s handouts on SCCOE
website
– http://www.sccoe.org/depts/ell/kinsella.asp
– http://www.sccoe.org/depts/ell/kinsella.aspx
• Investigate Dr. Fillmore’s handout and video
– http://vimeo.com/47315992
• Investigate Understanding Language unit
– http://ell.stanford.edu/teaching_resources/ela
• Investigate possible rubrics for the 4 Cs
– http://www.bie.org/tools/freebies
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Closing
• Review objectives
– Practice close reading strategies with a
complex text
– Practice integrating reading strategies and
PLP throughout a content lesson
– Discuss strategies that support English
Learners
• Questions?
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