Using the Common Core to Reach English Language Learners: Kay Almy ESL Coordinator PSI Associates Practical CCSS Strategies To Support Our ELLs!
Using the Common Core to Reach English Language Learners:
Kay Almy ESL Coordinator
PSI Associates
Practical CCSS Strategies To Support Our ELLs!
Welcome!
Kay Almy, MAT
• Educational Specialist, TESOL
• A Spanish and ESL Teacher – and an ESL Mom!
• Ohio licensed in Spanish and TESOL
PSI • Over 30 years supporting schools & education in Ohio
• We do ESL!
Session Topics… • The Common Core and ESL
• Principals of UDL
• Common Core Challenges for ELLs and Teachers
• Supporting our ELLs: Practical Strategies to apply to CCSS
The Common Core and
Special Populations
The CCS do not describe specific teaching
methods for special populations.
The CCS do encourage educators to support special populations by maintaining high standards while accommodating special needs.
The Common Core and
English Language Learners
CCS Policy Paper on ELLs says: Teachers must consider each ELL individually.
All teachers must be trained to instruct ELLs.
Supported immersion is preferable to pull-out.
Lessons are deliberately designed to support
English language acquisition—social AND academic.
Vocabulary should be developed via Language-rich environments; NOT memorization and drills.
From: http://www.corestandards.org/assets/application-for-english-learners.pdf
The Common Core and English Language Learners • Appropriate instructional supports to make grade-level course
work comprehensible
• Modified assessments that allow ELLs to demonstrate their content knowledge
• Additional time for ELLs to complete tasks and assessments
• Opportunities for classroom interactions (both listening and speaking) that develop concepts and academic language in the disciplines
• Opportunities for ELLs to interact with proficient English speakers
• Opportunities for ELLs to build on their strengths, prior experiences, and background knowledge
• Qualified teachers who use practices found to be effective in improving student achievement
www.corestandards.org
Universal Design for Learning
From the Higher Education Opportunity Act of 2008 ... The term UNIVERSAL DESIGN FOR LEARNING means a scientifically
valid framework for guiding educational practice that:
(A) provides flexibility in the ways information is presented, in the
ways students respond or demonstrate knowledge and skills, and in
the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high
achievement expectations for all students, including students with
disabilities and students who are limited English proficient.
Universal Design for Learning
Origins of Universal Design: • Architectural principals • For example, door handles, sink knobs, outlet
heights, 2nd floor access • Permits access to most users by providing
options For more information, visit http://www.ncsu.edu/project/design-projects/udi/
and http://www.udll.com/media-room/articles/the-seven-principles-of-universal-design/
Universal Design for Learning
Three Key Principals
These principals foster student engagement by presenting
information in multiple ways and allowing for diverse
avenues of action and expression.
From: http://www.udlcenter.org/aboutudl/udlguidelines
Ideas for applying UDL to
English Language Learners:
Representation
Action & Expression
Engagement Pre-teach lessons and key
Graphic or other options
Create social learning vocabulary (with visuals)
for presenting work
opportunities Demonstrate and Model
ELLs work with peers when
Provide choice in activities responding to assignments
Partner up students with
Allow errors as part of the
KWL charts before starting the same native language
English learning process
new classroom topics Make connections
Have ELLs write in native
Help ELLs create goals for between new info and
language, then translate
learning and develop plans
From: http://education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105521
cultural experiences
using technology
for meeting those goals
“As a student in my country, I could talk. I could express my ideas and opinions. When I came to this country I became mute.” - A second year ELL
Common Core
Challenges
for ELLs &Teachers • Standards are rigorous • ELLs need an in-depth understanding of content • ELLs need to be able to respond to & do what is
required to demonstrate content • ELLs need to produce evidence of content
knowledge • ESL and Content teacher roles • How to share Academic and ESL objectives to equip
ELLs to be able to both receive instruction & demonstrate knowledge.
New LEP Funding! Core Foundation State Funding HB 59 – introduced February, 2013 In effect FY 2014 For Public and Charter Schools In addition to Title III Funding Reference Page 2 for LEP students
http://education.ohio.gov/getattachment/Topics/Finance-and-Funding/Finance-Related-Data/Budgetary-Information/FY14-FY15-Budget-Information/Summary-of-HB-59-As-Introduced-FINAL.pdf.aspx
ESL & Content teacher roles: Share Academic & ESL Objectives Equip ELLs to be able to both Receive Instruction & Demonstrate Knowledge.
ELL’s Point of View - Culture Shock
ELL MUST LEARN
New language
Subject content
Classroom method- ology
New time concept
New customs
New social relationships
Know Your ELLs Proficiency Level
3 English Proficiency Levels:
1. Beginning, 2. Intermediate 3. Advanced
At each Proficiency level: What can the ELL do? What can you expect?
Use to determine expectations &
outcomes
TIP Identify your ELL’s
proficiency level & how
he/she learns best!
Confusing to ELLs Words with several meanings
Word order
Translation from L1 to L2
Idioms
Many languages have NO article or articles have a gender
Native background/knowledge –Material often interpreted through ELLs cultural understanding, NOT ours
Jokes can be hard to understand
Passive voice
Spanish example
English sentence: “He sat on the floor putting on the rough boots.
Literal translation “Sat on the floor himself he was shoeing the rough boots.”
Arabic example
English sentence: “In the heart of London there is a broad square called Kensington Square.”
Literal translation “in here at London she-stands square broad she-is-called Kensington Square.”
Helping the ELL learn in the CCS Classroom: Keys to Success
General Suggestions
Classroom Instructional Strategies
Instructional Accommodations
Modified Assessments
Grading Guidelines
Modification Considerations What is a modification? Interaction of the test and the
student. What about the test construct? When should changes be
made? Diversity within the ELL
population Common Core – how can we
incorporate the UDL model?
From: http://www.nasponline.org
Modifications (Cont.)
Modifications vs. Accommodations
Language and Visual Features
Linguistic Complexity: Vocabulary, Syntax, Discourse
From: http://www.nasponline.org
Modifications for ELLs Modifications potentially help ELLs
without making the test unfair –
or changing the construct
High vocabulary demand is a particular area of concern in math (for all students)
Long reading passages are a challenge
Variability problem when
measuring across diverse groups of students
Why does grade matter?
From: http://www.nasponline.org
Modification Example #1
Change To
[Stem]: The purchase of the
Louisiana Territory, completed in
1803 and considered one of Thomas
Jefferson's greatest accomplishments
as president, primarily grew out of our
need for a. the port of New Orleans*
b. helping Haitians against Napoleon
c. the friendship of Great Britain
d. control over the Indians
*an asterisk indicates the correct answer.
[Stem]: The purchase of the Louisiana
Territory primarily grew out of our need
for
a. the port of New Orleans*
b. helping Haitians against Napoleon
c. the friendship of Great Britain d. control over the Indians
Keep the stem simple, only including relevant information
Example:
From: http://jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
Modification Example #2
Change To
When your body adapts to your
exercise load, a. you should decrease the load
slightly.
b. you should increase the load
slightly.*
c. you should change the kind of
exercise you are doing.
d. you should stop exercising.
When your body adapts to your
exercise load, you should a. decrease the load slightly.
b. increase the load slightly.*
c. change the kind of exercise you
are doing.
d. stop exercising.
Keep alternatives simple by adding any common words to the stem rather than including them in each alternative.
Example:
From: http://jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
Modification Example #3 Put alternatives in a logical order.
Change To
According to the 1991 census, approximately what percent of the United
States population is of Spanish or Hispanic descent?
a. 25%
b. 39%
c. 2%
d. 9%*
a. 2%
b. 9%*
c. 25%
d. 39%
Example:
jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
Modification Example #4
Change To
Which of the following is NOT true
of the Constitution? a. The Constitution sets limits on
how a government can operate
b. The Constitution is open to
different interpretations
c. The Constitution has not been
amended in 50 years*
Which of the following is true of the
Constitution? a. The Constitution has not been
amended in 50 years
b. The Constitution sets limits on
how a government can operate*
c. The Constitution permits only
one possible interpretation
Limit the use of negatives (e.g., NOT, EXCEPT)
Example:
From: http://jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
Modification Example #5 Include the same number of alternatives for each item.
Consistency & predictability lighten the cognitive load Students focus on the questions without distractions Less likelihood of error transposing onto a score sheet
From: http://jfmueller.faculty.noctrl.edu/toolbox/tests/gooditems.htm
Modify tests and quizzes Simplify and break it down
Make expectations brief and clear
Use cognates and existing vocabulary Make sure words have been defined and explained
Use word banks
Modify Assessments
Modify Assessments
(cont.) When writing use summary sentences instead of
essays
cloze activities
word banks
matching exercises (groups of)
allow more time
When giving oral responses allow use of notes
record responses
allow practice time
More Modifications to
Consider
Text Chunking
Words with multiple Meanings
Verb tenses
Sentence Clauses
Visual Supports
Text Chunking (Segmenting)
Lessen the amount of text that needs to be reviewed
bulleted lists short subheadings short sentences with one or two ideas
per sentence short paragraphs, even one-sentence
paragraphs easily scannable text, with bolding of
key phrases graphics to guide the eyes or illustrate
points which would normally require more words
Embedded (Subordinate)
Clauses
Reduce the use of “that” phrases The juice that Julio brought to the party was sour.
Break a long nominal sentence into two sentences
Julio brought juice to the party. The juice was rotten.
Use of Visual Supports Before Modification After Modification
Which land form is likely to
be formed by water erosion?
a. Coastline
b. Plains
c. Volcano
d. Iceberg
Which land form is likely to be
formed by water erosion?
a. Coastline
b. Plains
c. Volcano
d. Iceberg
From: http://www.nasponline.org
Grading
ELL’s should not fail a grade based on their language skills
Grades should be based on content knowledge
Put passing grades on papers
Grade mastery of content, not grammar/ spelling(unless that is the target) {beg. – int.}
Give as much positive feedback as possible
Acknowledge effort as well as mastery
If the answer appears to be wrong, ask the ELL to explain it
With all these teaching strategies you are
well-equipped to proceed with plans to
develop adapted CCS lessons for the ELL!
Websites for CCSS & ELLs
http://www.colorincolorado.org
http://www.eduweek.org
Creating a CCS Action Plan
What can you do in your school or district to support your ELLs?
Help to develop a school culture that supports creative collaboration and communication
Support professional development on using
Universal Design for Learning in all classrooms
Other tasks or ideas?
Thank you for your participation!
Kay Almy, PSI ESL Coordinator
[email protected] 330-425-8474 800-841-4774
Sources Buduleta, Elisabeth, ESL Instructor – Brooklyn City Schools, ESL For Mainstream Teachers
Cawthon, Stephanie W. (2012) Test Item Modifications fro English Language learners: Review of Empirical Literature and Recommendations for Practice.
Colorín Colorado http://www.colorincolorado.org
Iowa Department of Education, Grading Guidelines and Performance Expectations Rubric from (1999) draft of the Policies for Limited English Proficient (LEP) Students in the Areas
of Grading, Assessment, Gifted Education, and Special Education
Ohio Valley Educational Cooperative, Louisville, KY, Supporting English Language Learners in Mainstream and Content Area Classrooms http://www.ovec.org/esl/ESL.pdf
TESOL International Association. (2013, April). Implementing the Common Core State Standards for ELLs: The Changing Role of the ESL Teacher. Alexandria, VA: Author. TESOL International Association. (2013, March). Overview of the Common Core State Standards Initiatives for ELLs. Alexandria, VA: Author.
WIDA – World-class Instructional Design & Assessment Consortium, Wisconsin Center for Education Research, University of Wisconsin-Madison
Yearwood, Janice. (2007) ESL Manual For Mainstream Teachers; How to Help Limited English Speaking Students. Tate & Publishing & Enterprises.