This kindergarten class of English language learners (ELLs) demonstrates Lily Wong Fillmore’s guidance in how teachers can support students in acquiring and using academic language and working successfully with complex text. These ELL kindergartners have engaged in a unit studying butterflies where academic vocabulary, language structure, and keys to unlocking the meaning of complex text have been deeply embedded into their daily learning. This video is on sharing a reading/writing lesson which celebrates text complexity. Key points include: (1) Each day select text to amplify as part of instructional conversations and (2) Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information.
The study uses data from a 2010-2011 school-level randomized experiment of 70 Indiana public schools to examine the impact of two interim assessment programs, mCLASS in Grades K-2 and Acuity in Grades 3-8, on students’ mathematics and reading achievement. Results indicate no overall treatment effect for Grades 3-8 but a statistically significant negative effect in Grades K-2 (i.e., kindergarten and second grade), indicating that students in control schools perform higher than students in treatment schools.
This presentation, centered around the Gettysburg Address, provides an overview of general techniques for providing English language learners (ELLs) with a content preview. Methods include: the use of guiding questions; building background knowledge; bootstrapping on L1 knowledge and skills; pre-teaching academic and domain-specific vocabulary; and instruction in word learning strategies.
Focusing on implementing CCSS and SBAC at the school district level, the purpose of this product is to address the numerous and sometimes disparate “systems” that are barriers to coherent educational systems. The major components of a better system, according to the authors, include: leadership, communication, curriculum and instruction, instructional resources, electronic resources, professional development, student learning feedback systems and assessment, support and intervention programs, technology support, fiscal and human resources, and student transitions. The authors says that “these ten key components are based on a combination of research, years of practical experience, and lessons emerging from early implementing districts.” The authors contend that “the alignment of these components, together with a common focus on implementing the CCSS, is essential to effectively support the significant changes required for successful CCSS and SBAC implementation.”
Understanding Proficiency is a resource designed to support educators in analyzing and learning from student work on performance tasks in English language arts and math. The site features actual scored student responses to the Smarter Balanced performance tasks, with annotations from practicing educators and illustrations of the full range of performance levels for each task. Videos and professional development tools are also featured to support teachers in using these resources to improve instructional practice. The purpose of Understanding Proficiency is to leverage the Smarter Balanced performance tasks to support professional development that can help operationalize college and career ready standards to inform and enhance instruction for all students.
How can we help English language learners successfully meet the Common Core State Standards (CCSS)? This resource section offers ideas and materials including classroom videos, teacher interviews, and bilingual parent tips.