New English Language Development and Common Core State Standards Institute Practices that Support ELLs in Rich CCSS Aligned Instruction June 27, 2013 Introductions Lydia Stack ESL / EFL Educational Consultant Understanding Language Stanford University Goal Prepare every English learner for college and career success! Objectives • Examine the critical role language plays in the new Common Core State Standards and the Next Generation Science Standards for English Language Learners (ELLs) • Identify specific teaching strategies that support ELLs access and success with authentic Common Core aligned complex texts. • Explore ways to engage English Learners in high levels of discourse in Language Arts classrooms Major Shifts in New Standards ELA • • • Regular practice with complex text and its vocabulary Building knowledge through content-rich informational texts Emphasis on reading, writing, and speaking that is grounded in evidence from the text Math • • • Provide opportunities for student access to the different mathematical (discourse) practices described in the CCSS Support mathematical discussions and use a variety of participation structures Focus on students’ mathematical reasoning, NOT on students’ flawed or developing language Science • Developing and using models • Constructing explanations (for science) and developing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information Mostly vocabulary, Grammar Old Paradigm Content Language New Paradigm Content Extended Discourse Discussing Complex Text Explanation Argumentation Purpose of Text Analyzing Text Structures Complex Sentences Targeted Vocabulary in Context Language Realizing Opportunities for English Learners (Bunch, Kibler, Pimentel) • ELLs should not be removed from the challenges set out in the standards. • ELLs can meaningfully participate in instruction through “imperfect” language. • Instruction must build on -- and build – students’ existing resources (L1, background knowledge, interests and motivations), precisely in order to expand them. Realizing Opportunities for English Learners (Bunch, Kibler, Pimentel) • Instruction must immerse students in meaning-making language and literacy activities with both micro- and macroscaffolding (Schleppegrell & O’Hallaron, 2011). Theoretical and Pedagogical Shifts From a conception of To an Understanding of • Language acquisition as an individual process • Language acquisition as a social process of apprenticeship that takes place in social contexts • Language as structures or functions • Language as action and use, subsuming structure and function • (Ellis & Larsen Freeman, 2010; van Lier & Walqui,2012) Theoretical and Pedagogical Shifts From a conception of To an Understanding of • Language acquisition as implying the linear and progressive building on forms and structures, or functions, aimed at accuracy, fluency, and complexity • Language acquisition as non-linear and complex developmental process aimed at communication and comprehension Use of simple and/or simplified texts • Use of complex, amplified texts for all students Theoretical and Pedagogical Shifts From a conception of To an Understanding of • Use of activities that pre-teach the content, or simply “help students get through texts” • Use of activities that scaffold students’ development and their autonomy, so that the knowledge gained is generative in nature and applicable to novel learning contexts Persuasion Across Time and Space: Analyzing and Producing Complex Texts “ A Unit Developed for the Understanding Language Initiative by WestEd’s Teacher Professional Development Program • Unit Authors: Aida Walqui, Nanette Koelsch, and Mary Schmida • In Collaboration with Understanding Language’s English Language Arts Working Group: George C. Bunch (Chair), Martha Inez Castellón, Susan Pimentel, Lydia Stack, and Aida Walqui Persuasion Unit • Illustrates how ELA CCSSs can be used to deepen and accelerate the instruction of ELLs in middle schools. • Is based on the notion that ELLs develop conceptual and academic understandings as well as the linguistic resources to express them simultaneously, through participation in rigorous activity that is well scaffolded (Walqui & van Lier, 2010) CA ELD Standards Part I: Interacting in Meaningful Ways 1. Exchanging information/ideas • Students will contribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas. CA ELD Standards 3. Supporting opinions and persuading others • Negotiate with or persuade others in conversations (e.g., to provide counter‐ arguments) using learned phrases (I agree with X, but . . ), and open responses. CA ELD Standards 7. Evaluating language choices • Students will explain how well writers and speakers use specific language to present ideas of support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) when provided with moderate support. LESSON 2 Persuasion in Historical Context: The Gettysburg Address •Gettysburg Address LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts •Can you live with dirty water? UNIT Persuasion Across Time and Space: Analyzing and Producing Persuasive Texts LESSON 3 Ethos, Logos, & Pathos in Civil Rights Movement Speeches •MLK “I have a dream” •Robert Kennedy “On the Death of Martin Luther King” •George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “ LESSON 4 LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text •The Girl who Silenced the World for Five Minutes Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now •Barbara Jordan “All Together Now” Lesson 2: Persuasion in Historical Context: The Gettysburg Address • Demonstrates the tripartite nature of lessons: Preparing Learners, Interacting with Texts, Extending Understanding. • Build schema about the time, place, and the political context of Lincoln’s famous speech through the reading of informational text. • Discover how cohesive and coherence ties work together to create meaning. 3 Moments in the Reading of the Gettysburg Address PREPARING LEARNERS Task 1 Task 2 • Jigsaw Project: Era Envelope • Clarifying Bookmark • Base Group Share • Wordle Partner Share with Round Robin Task 3 Task 4 INTERACTING WITH TEXT Task 5 TEXT TEXT Task 6 Task 7 • Close Reading • Reading in Four Voices • Literary Devices Dyad • Wordle, Part II Task 8 EXTENDING UNDERSTANDING • Vocabulary Review Jigsaw • In Our Own Words Task 9 Task 10 © WestEd, Quality teaching for English Learners, 2012 Preparing and Scaffolding Learning • Era Envelope (Background readings and photos) • Jigsaw and “focus chart” for building essential background knowledge (“sourcing”) • Clarifying Bookmark (to support students in reading the background material and to develop metacognitive skills for reading) • Viewing Photos for discussion • Wordle with roundtable discussion on images that the words provoke Era Envelopes - Scaffolding • Three different ways to scaffold the Era Envelopes Option 1: Groups work independently – no scaffolding Option 2: Groups jigsaw the readings – moderate scaffolding Option 3: The Teacher works through the readings with students – maximum scaffolding Clarifying Bookmark Era Envelope: Discussion • After completing the Jigsaw Reading and their section of the handout on page 8, students return to their base groups • Students take turns sharing responses textby-text, adding to or revising responses as needed. • Students discuss readings using the Clarifying Bookmark. Photo Task • Each student picks a photo from the envelope. • Students take turns talking about their photo. • The group picks one photo and completes HO #7. • Together they write a caption for the photo and post it on the wall Era Envelope and Photograph Response • Minimal and moderate scaffolding: Groups review photos and select one for further analysis • Maximal scaffolding: Teacher selects and guides response to one photo Word Clouds: Wordle Students work with a partner to: • Pick two or three words • Discuss images or ideas that come to mind when they think of the words Round Robin • Each student in the group shares at least one word and image/idea associated with it. They do not discuss or comment until everyone has shared. Interacting with the Text • • • • Close reading with guided questions Reading in Four Voices Literary Device Matrix (in dyads) Wordle, revisited – What images do you associate with the words now – Look for variations of similar words (e.g. dedicate and dedicates) • Dedicate matrix The Gettysburg Address – Multiple Readings • Listen to a version of the Gettysburg Address • Read the Gettysburg Address in Four Voices • Close reading with guided questions • Partner reading of the text for Literary Devices • Group Analysis - In our own words Interacting with the Text • Para. 1: Lincoln refers to “our fathers” creating a new nation. Who is he referring to here? • Para. 2: When Lincoln refers to a “nation so conceived and dedicated,” to which phrase in Paragraph One is he referring? How do you know? • What does Lincoln mean when he states that the living must “be dedicated to the unfinished work” of the dead soldiers? Which lines in the speech tell the living what their “unfinished work” is? Literary Device Matrix Work with a partner to find examples of repetition in the Gettysburg Address. The first example has been done for you. Example: New any nation nation this nation Extending Understanding • Vocabulary review jigsaw • In our own words Vocabulary Review Jigsaw • Form groups of four • Label a piece of paper “The Gettysburg Address” and number 1to 12 on the paper • Each person at the table gets a card • Person with card A calls out a number, teammates find that number on their paper. “A” reads the sentence with that number • Next “B” reads the sentence with that number • Then “C” reads the sentence with that number • Finally “D” reads the definition and team members complete the word. Vocabulary Review Jigsaw VOCABULARY REVIEW JIGS AW THE FRENCH REVO LUTION S tude nt D VOCABULARY REVIEW JIGSAW THE FRENCH REVOLUTION 1. It means Ņinstrument developed to kil l prisoners speedily and efficiently. Ó 2. It means Ņone of the most popular l eaders of the French Revolution.Ó 3. It means Ņbuilding that symbolized oppression for the people.Ó 4. It means Ņname gi ven t o a member of the assembl y who had conservati ve opinions.Ó 5. It means Ņname gi ve n to a member of the assembly who had revolut ionary ideas.Ó Student B VOCABULARY REVIEW JIGSAW THE FRENCH REVOLUTION 1. This word has THREE syllables. 2. This word has TWO syllables. 3. This word has TWO syllables. 4. This word has TWO syllables. Student C Ņluxurious palace constructed by Louis XV.Ó 7. It means Ņhead of the Committ ee for Public Safety.Ó 8. It means Ņone of the three ideal s of the French Revolut ion.Ó 9. It means Ņthere were t hree ofsuch social classes.Ó 10. It means Ņthe only estat e thatword pai d starts taxes.Ówith the letter 1. This 11. It means Ņthey were2.theThis t hinkers developed ideals wordwho starts with thethe letter of the French Revol ut ion.Ó e 4. The last lett er of this word is t 5. The last letter of this word is t 6. The last letter of this word is s G 7. The last letter of this word is e D 8. The last letter of this word is y B 9. The last letter of this word is s R 10. The last letter of th is word is d 5. This word start s with the letter L 11. The last letter of this word is 6. This word starts with the letter V 12. The second and third word have 7. This word starts with the letter R 8. This word starts with the letter L 9. This word starts with the letter E 10. This word starts with the letter T 11. This word s tarts with the letter P THE FRENCH REVOLUTION 7. This word has THREE syllables. Student A 8. This word has THREE syllables. 9. This word has TWO syllables. 3. This word starts with the letter 11. This word has 12. The first word is THREE syllables. THE . n 3. The last letter of this word is 5. This word has TWO syllables. 10. This word has ONE syllable. e 2. The last letter of this word is VOCABULARY REVIEW JIGSAW 6. It means 6. This word has TWO syllables. 1. The last letter of this word is 12. It means Ņassembly that abol ished the monarchy and establ ished the Fre nch Revolution 4. This word starts with the letter 12. This name has three words. s three syllables . In Our Own Words • Assign partners or small groups one sentence from The Gettysburg Address to translate into modern English. • Completed sentences are transferred to poster paper. • Speech is reassembled. • Teacher leads discussion of consistency in tone and voice • Students revise sentences and repost What about Beginning English Learners? • This unit is designed for English Learners in ELA classes who are at the intermediate or above proficiency levels. Beginners should be placed in appropriate ESL classes. • One size does not fit all! ELPD standards apply in these cases. Expectations should be based on those standards for each student’s correct PROFICIENCY level. • English Learners can be given the same assignments, however product expectations should be based on the proficiency level of each student. • Scaffolding is key to student success. Discussion Questions What shifts did you see evident in the unit? What would be necessary for teachers to move in this direction for English Learners? How can initiatives like Understanding Language be of help? References Ellis, N. & Larsen-Freeman, D. (Eds.) (2009). Language as a complex adaptive system. Language Learning, 59, Supplement 1. van Lier, L., & Walqui, A. (2012, January). How teachers and educators can most usefully and deliberately consider language. Paper presented at the Understanding Language Conference, Stanford, CA. Walqui, A. & van Lier, L. (2010). Scaffolding the academic success of adolescent English Learners. A pedagogy of promise. San Francisco: WestEd. Walqui, A., & Heritage, M. (2012, January). Instruction for diverse groups of English language learners. Paper presented at the Understanding Language Conference, Stanford, CA. Questions? Thanks you for your participation Lydia Stack lstack@mac.com Understanding Language Website Ell.stanford.edu