Core Knowledge Language Arts

1. Core Knowledge Language Arts Day 2 May 16, 2013

2. Online Parking Lot For any NYSED related questions. http://www.engageny.org/resource/network-team-institute-materials-may-13-16-2013#overlay-context= For CKLA questions during training, please go to todaysmeet.com/K-2ela. Thank You!

3. Session 6: Quality Implementation of Listening and Learning Supporting All Learners

4. Scaffolding 4

5. Present a challenging task Provide support to allow child to be successful Provide support to allow child to be successful Increase difficulty of task Supporting All Learners 5

6. Essential questions for reflective practitioners -at the instructional level  Differentiating instruction & assessment • Who are our students? • English language learners/bilingual learners/all students • Levels of English (new) and home language development, literacy • Prior schooling, cultural considerations • What are our long-term and short-term goals/objectives? • Content/literacy/new and home language development • What can our students do relative to our goals/objectives? • Content/literacy/new and home language development • What is likely to be challenging for our students relative to our goals/objectives? • Content/literacy/new and home language development • What strategies can we use to ensure that all of our students can engage with the activities we organize in our classes? • Differentiate according to new and home language development and other factors • How can we assess our students’ performance relative to our goals/objectives? • Content/literacy/new and home language development 6

7. Who are the ELLs/bilingual learners in my class? Marco is an Entering ELL from the Dominican Republic who speaks Spanish. Marco arrived in the United States earlier this year. The ESL teacher determined informally that Marco can read and write in Spanish, but probably below grade level. According to a formative assessment conducted by the teacher, Marco is a Entering in Listening, Entering Speaking, Entering Reading, and Entering Writing. Damaris is a Transitioning ELL who was born in the continental United States into a Puerto Rican family that speaks mostly Spanish at home and in the neighborhood. Damaris has attended school in the US since kindergarten, and she has been in pull-out ESL each year. There is no bilingual program at the school, and Damaris has not learned to read and write in Spanish. According to a formative assessment conducted by the teacher, Damaris is Commanding in Listening, Expanding in Speaking, Transitioning in Reading, and Emerging in Writing. Ko Than Nu is a Transitioning ELL from Burma who speaks Karen. Ko Than Nu is a refugee and has been in the United States for two years. He had no formal schooling before coming to the United States, nor had he learned to read or write. When Ko Than Nu arrived, he was placed in a newcomer/port of entry class that focused on literacy and numeracy development, with attention to the cultural norms of US schools and society. According to a formative assessment conducted by the teacher, Ko Than Nu is Expanding in Listening and Speaking, and Emerging in Reading and Writing. Tasfiah is a Transitioning ELL from Bangladesh who speaks Bengali. Tasfiah arrived in the United States in the middle of last year. She has a strong educational background which included English instruction every year in Bangladesh. However, Tasfiah’s English instruction gave her little opportunity to speak English at school, and she has had little exposure to American English prior to her arrival. According to a formative assessment conducted by the teacher, Tasfiah is Emerging in Listening, Entering in Speaking, Commanding in Reading, and Expanding in Writing. 7

8. 3a.What can our students do with their new language (i.e., English) relative to the linguistic demands of the core standards? Integrated into Core Knowledge Grades K-2 by Rebecca Field

9. 3b. What can our bilingual learners do with their home languages? Integrated into Core Knowledge Grades K-2 by Rebecca Field

10. Integrated into Core Knowledge Grades K-2 by Rebecca Field The Toolbox To support all learners during Listening and Learning lessons, teachers may consider adjusting: Mode of participation Support to verbal expression Support to children’s attention Timing and specificity of feedback Teachers are also encouraged to turn to the New and Home Language Arts Progressions to identify additional scaffolds for ELLs/bilingual learners at different stages of language development.

11. Mode of participation Integrated into Core Knowledge Grades K-2 by Rebecca Field • How much of the lesson depends on children taking in information you present verbally? • How much of the lesson depends on children showing what they know verbally? • How much of the lesson depends on student performance in English (i.e., taking in information that you present verbally and showing what they know verbally)?

12. Find Evidence: Modes of Participation Original Anthology DRAFT Supplemental Guide 12

13. Find Evidence: Modes of Participation Use pictures to help children show what they know Have children categorize pictures to illustrate knowledge 13

14. Think-pair-share Integrated into Core Knowledge Grades K-2 by Rebecca Field What modes of participation do you think are most appropriate for each of our ELLs/bilingual learners? What additional scaffolding might you provide to further support the participation of each of our ELLs/bilingual learners within the context of the Listening and Learning strand? How might you use students’ home languages as resources for learning?

15. Support to verbal expression • Does the lesson help children ‘get started’ or ‘get in the conversation? • Is there ‘think time’ preceding a discussion or before answering a question? • Is there a balance of open-ended questions and other types of questions?

16. Find Evidence: Support to Verbal Expression Original Anthology DRAFT Supplemental Guide 16

17. Integrated into Core Knowledge Grades K-2 by Rebecca Field Find Evidence: Support to Verbal Expression Sequence questions to prime children What are the linguistic demands of each of these activities for each of our ELLs/bilingual learners? Peer pairs and Routines allowprocessing time Provide a concrete conversational starter

18. Integrated into Core Knowledge Grades K-2 by Rebecca Field Think-pair-share • What types of verbal expression can you expect from each of our ELLs/bilingual learners? • How might you support the verbal expression of each of our ELLs/bilingual learners’ within the context of the Listening and Learning strand? • What additional scaffolds might you provide?

19. New Language Arts Progressions Additional scaffolds to support read aloud Integrated into Core Knowledge Grades K-2 by Rebecca Field

20. Integrated into Core Knowledge Grades K-2 by Rebecca Field Academic language is about much more than vocabulary… Language objectives: Students will use oral language to retell the main ideas and key details of a read aloud

21. What questions can you ask students about the main topic and key details of this text? How might you model how to retell details based on this text? Integrated into Core Knowledge Grades K-2 by Rebecca Field

22. Support to Attention As children listen to the read aloud, do they know what they are “listening for?” How does the lesson ensure all children will be actively involved/will use the information they hear? 22

23. Find Evidence: Support to Attention Original Anthology Supplemental Guide 23

24. Find Evidence: Support to Attention Make active listening more concrete Routines to ensure all children are involved Support connections to the information 24

25. Find Evidence: Support to Attention Vocabulary preview helps anchor listening for keywords 25

26. Think-Pair-Share How would you expect your ELLs/bilingual learners to demonstrate that they are “paying attention?” How might you support their attention within the Listening and Learning strand? What additional scaffolds might the ESL or bilingual teacher provide? 26

27. Timing and Specificity of Feedback When are likely points of confusion and how can I support these moments? How can I provide hints to support correct or expanded answers from children? What key words am I listening for during children’s discussions? 27

28. Find Evidence: Timing and Specificity of Feedback Provide hints through the text Repeating and expanding answers provides specific but non-evaluative feedback Have specific expectations for key words 28

29. Think-Pair-Share How might timing influence the ways that your ELLs/bilingual learners participate in the activities within the Listening and Learning strand? How might the feedback you provide influence your students’ learning and language development? How might you vary your timing and the types of feedback you provide so that your ELLs/bilingual learners can benefit from your instruction? 29

30. You Try It Using the Toolkit Handout, select one instructional adjustment. Return to your demo lesson on Ray Charles and consider how you may apply that adjustment to your lesson. 30

31. Integrated into Core Knowledge Grades K-2 by Rebecca Field What are the linguistic demands of each of these activities for each of our ELLs/bilingual learners?

32. You Try It • Return to your partner and demo lesson from yesterday afternoon. • As a pair, consider one section of the lesson or one page of the read aloud. • Apply one or two instructional adjustments and practice delivering the same lesson in a new way. 32