Transcript Common Core and ELLs - Mrs. Hilliker`s ELL and SIOP Toolbox

Facilitators:
•Erica Hilliker
•Casey Gordon
Content Objectives:
◦ We will examine CCSS Guidelines for the instruction of ELLs.
◦ We will compare CCSS ELL Guidelines to the SIOP Model.
◦ We will apply SIOP strategies that correlate to the
recommended CCSS guidelines.
Language Objectives:
◦ We will read the CCSS Guidelines for the instruction of ELLs.
◦ We will write and discuss correlations of CCSS ELL
Guidelines and the SIOP Model.
◦ We will orally evaluate the effectiveness of specific SIOP
strategies for teaching CCSS.
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Common Core State Standards Overview
Language Arts Guidelines
Math Guidelines
SIOP Correlations
SIOP Strategies for teaching CCSS
Carousel Brainstorming:
1. Discuss and record ideas related to the
topic on the poster at the center of your
table.
2. When the time is up, rotate to the next
table. Read the ideas written on the poster
and add 2 or 3 additional ideas.
3. Repeat the process until you have visited all
of the posters.
4. Discuss as a whole group.
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Common Core ELA / Literacy
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Common Core Math
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Next Generation Science Standards
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Michigan English Language Proficiency
Standards
◦ Will be replaced by WIDA Standards
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3 page document
“Teachers should recognize that it is possible to
achieve the standards for reading and literature,
writing & research, language development and
speaking & listening without manifesting nativelike control of conventions and vocabulary.”
“However, these students may require additional
time, appropriate instructional support, and
aligned assessments as they acquire both English
language proficiency and content area knowledge.”
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ELLs require “appropriate instructional
support.” What does that mean?
◦ Incorporate a literacy-rich classroom environment where students
are immersed in a variety of language experiences.
◦ Develop foundational skills in English and enable ELLs to
participate fully in grade-level coursework
◦ Include coursework that prepares ELLs for postsecondary
education or the workplace, yet is made comprehensible for
students learning content in a second language (through specific
pedagogical techniques and additional resources)
◦ Provide opportunities for classroom discourse and interaction that
are well-designed to enable ELLs to develop communicative
strengths in language arts.
◦ Include ongoing assessment and feedback to guide learning.
◦ Involve speakers of English who know the language well enough
to provide ELLs with models and support.
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Draw on multiple resources and modes available in classrooms-such as
objects, drawings, inscriptions, and gestures-as well as home languages
and mathematical experiences outside of school.
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Focus on “mathematical discourse” and “academic language” because
these are important for ELLs.
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Require student negotiation of meaning for mathematical situations and
in mathematical practices that involve output from students.
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Involve regular and active participation in the classroom- not only
reading and listening but also discussing, explaining, writing,
representing, and presenting
Ensure that students understand the text of word problems before they
attempt to solve them.
How do the CCSS guidelines for the
instruction of ELLs correlate to the SIOP
Model?
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3.
Incorporate a literacy-rich
classroom environment where
students are immersed in a
variety of language
experiences.
Develop foundational skills in
English and enable ELLs to
participate fully in grade-level
coursework.
Include coursework that
prepares ELLs for
postsecondary education or
the workplace, yet is made
comprehensible for students
learning content in a second
language (through specific
pedagogical techniques and
additional resources)
CCSS Guidelines
1.
2.
3.
The SIOP Model fosters the
development of all language
domains: reading, writing,
listening, and speaking.
The SIOP Model encourages the
use of scaffolding which allows
ELLs to complete grade-level
assignments.
The Lesson Preparation and
Comprehensible Input
components of the SIOP Model
address techniques that
teachers can use to make the
curriculum accessible to ELLs.
SIOP Model
4. Provide opportunities for
classroom discourse and
interaction that are welldesigned to enable ELLs to
develop communicative
strengths in language arts.
5. Include ongoing
assessment and feedback
to guide learning.
6. Involve speakers of
English who know the
language well enough to
provide ELLs with models
and support.
CCSS Guidelines
4. The interaction component of
the SIOP Model addresses
techniques for increasing
classroom discourse.
5. The review and assessment
component of the SIOP Model
provides suggestions for
assessing ELLs.
6. The SIOP Model addresses
grouping configurations that
support language development.
SIOP Model
1. Draw on multiple resources and
modes available in classroomssuch as objects, drawings,
inscriptions, and gestures-as
well as home languages and
mathematical experiences
outside of school.
2. Focus on “mathematical
discourse” and “academic
language” because these are
important for ELLs.
3. Require student negotiation of
meaning for mathematical
situations and in mathematical
practices that involve output
from students.
CCSS Guidelines
1.
2.
3.
The SIOP Model promotes the
use of supplementary
materials for ELLs.
The SIOP Model provides
strategies for promoting
Academic Language in the
classroom.
The SIOP Model incorporates
meaningful activities that
integrate lesson concepts with
language practice
opportunities.
SIOP Model
5. Involve regular and active
participation in the
classroom- not only
reading and listening but
also discussing, explaining,
writing, representing, and
presenting.
6. Ensure that students
understand the text of word
problems before they
attempt to solve them.
5. The SIOP model provides
interaction strategies that
incorporate all four
language domains: reading,
writing, speaking, and
listening.
6. The SIOP model provides
techniques for the adapting
content to the levels of
student proficiency.
CCSS Guidelines
SIOP Model
T=Title
◦ What is the title?, What do I already know about this topic?, What does this topic have to do with the
preceding chapter?
Does the title express a point of view?, What do I think I will be reading about?
H= Headings/Subheadings
◦ What does this heading tell me I will be reading about?, What is the topic of the paragraph beneath
it?
How can I turn this heading into a question that is likely to be answered in the text?
I= Introduction
◦ Is there an opening paragraph, perhaps italicized?, Does the first paragraph introduce the chapter?
What does the introduction tell me I will be reading about?
E=Every First Sentence
◦ What do I think this chapter is going to be about, based on the first sentence in each paragraph?
V= Visuals and Vocabulary
◦ Does the chapter include photographs, drawings, maps, charts, or graphs?, What can I learn from
the visuals in a chapter?, How do captions help me better understand the meaning?, Is there a list of
key vocabulary terms and definitions?, Are there important words in boldface type throughout the
chapter?
Do I know what the bold-faced words mean?, Can I tell the meaning of the boldfaced words from
the sentences in which they are embedded?
E= End of Chapter Questions
◦ What do the questions ask?, What information do I learn from the questions?, Let me keep in mind
the end-of-chapter questions so that I may annotate my text where pertinent information is
located.
S= Summary
◦ What do I understand and recall about the topics covered in the summary?
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Using the THIEVES worksheet, preview the
chapter “How the Body Digests Food”.
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Why would THIEVES be an appropriate
strategy for teaching the CCSS?
How would could you adapt it for your
content area or grade level?
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Shh! This is a secret – do not share with
others yet.
Select a concept related to weather. Write the
concept on an index card.
Write 3 words below that are closely related
to that concept.
Trade cards with someone at your table.
Find someone in the room wearing the same
color as you and describe your concept
*without* using any of the words on the card.
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Tornado
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Twister, wind, funnel
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Why would Taboo be an appropriate strategy
for teaching the CCSS?
How would could you adapt it for your
content area or grade level?
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Find a colleague who can answer each of the
questions on your sheet.
Listen to your colleague’s answer and
record it on your sheet. Then, have your
colleague initial under his/her answer.
Each person can initial your sheet no more
than two times.
You “win” when you get all of the boxes
filled out on your sheet.
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Why would People Hunt be an effective
strategy for teaching the CCSS?
How would you adapt it to fit your content
area or grade level?
a decision by a
person in authority
to not allow or
approve something
-Power of the
President or
Governor
- part of Checks &
Balances system
- can be Line Item or
Pocket Veto
Veto
Shoot down, reject
Confirm, ratify
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Each of you has a piece of a Frayer Model.
Locate the people in the room with the
other pieces you need to complete your
Frayer Model.
When the puzzle is complete, each group
should have 5 pieces:
-Vocabulary Word
-
Definition
Characteristics
Examples
Non-Examples
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Why are the Frayer Model and the Frayer
Model Puzzle effective strategies for teaching
the CCSS?
How would you adapt them to fit your
content area or grade level?
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Select two vocabulary words from your list
that are related.
Using the words you selected, write a
sentence using the following frame: I would
connect _________ and ________ because
_____________.
Discuss the sentence you have written with
a partner.
Be prepared to share your sentence with the
rest of the group.
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Hot
Tall
Hard
Cold
Short
Soft
Mama Bear
Papa Bear
Baby Bear
Goldilocks
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Tired
Hungry
Scared
Porridge
Broke
Bowls
Beds
Just Right
Sleeping
Eating
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Why would Connect Two be an effective
strategy for teaching the CCSS?
How would you adapt it to fit your content
area or grade level?
Content Objectives:
◦ We will examine CCSS Guidelines for the instruction of ELLs.
◦ We will compare CCSS ELL Guidelines to the SIOP Model.
◦ We will apply SIOP strategies that correlate to the
recommended CCSS guidelines.
Language Objectives:
◦ We will read the CCSS Guidelines for the instruction of ELLs.
◦ We will write and discuss correlations of CCSS ELL
Guidelines and the SIOP Model.
◦ We will orally evaluate the effectiveness of specific SIOP
strategies for teaching CCSS.