Common Core and English Language
Learners: Aligning the Standards with a
Workshop Model to Enhance Instruction for
Linguistically Diverse Students
Dr. Lindsey Moses
[email protected]
Website: Lindseymoses.weebly.com
Goals
 Discuss Ways to Address the Common Core and Support ELLs in Your
Workshop Model
 Overview of CCSS
 Overview of Reading/Writing Workshop
 Supporting ELLS
 Units of Study with specific learning experiences, text suggestions, student
samples, alignment with CCSS, and accommodations to support ELLs.
Reading/Writing Workshop Model
 Framework for facilitating meaningful interactions with text
 Not a script or specific program
 Range of learning experiences with extensive time devoted to students
engaging with text
What Should Be Included?
 A Literacy-Rich Environment
 Read Aloud Experiences
 Extended Dialogue and Discussions about Literature
 Reading, Reading, Reading
 Lessons in Comprehension
 Conferring
 Literacy Assessment
Sample Schedule
 Getting Started (10 minutes)
 Read-Aloud and Mini-Lesson (20 minutes)
 Workshop Experiences (50 minutes)
 Sharing (10 minutes)
Workshop Menu
 Independent and Paired Reading
 Listening Center
 Author / Illustrator Studies
 Response Experiences
 Units of Study
 Comprehension Strategy Groups
 Literature Study Groups
 Readers’ Theater
 Connections to Writing Workshop
 Inquiry Projects, etc.
CCSS Anchor Standards for Reading
 Key Ideas & Details
 Craft & Structure
 Integration of Knowledge & Ideas
 Range of Reading and Level of Text Complexity
CCSS Anchor Standards for Writing
 Text Types and Purposes
 Production and Distribution of Writing
 Research to Build and Present Knowledge
 Range of Writing
Instructional Strategies and Support for ELLs
 Language Proficiency Level Characteristics
 Units of Study
Fiction
Informational
 Learning Experiences
 Sample Children’s Literature
 Integrating Reading, Writing, Speaking, Listening, Viewing and Visually
Representing
Unit of Study: What Authors and Illustrators Do
 Unit of Study: Doesn’t always have to be an author, genre or specific theme
 Connect to your Writing Workshop
 “Read like writers”
 Identify “elements” that are required at your grade level
 Learning experiences and scaffolds
Unit of Study
 Cornerstone Text: Voices in the Park
 Objectives:
Discuss “What Authors and Illustrators Do”- the craft of writing and illustrating
Understand perspective
Understand figurative language as part of the writing craft
Utilize their understanding from mentor texts to support their creation of “text”
 Learning Experiences
Reader’s Theater
Literary Dinner Party
What Does It Mean
Scavenger Hunt
Text Set Suggestions
Anthony Browne:
 Browne, A. (1990). Changes. London: Julia MacRae
 Browne, A. (1991). Willyʼs pictures. Cambridge, MA: Candlewick.
 Browne, Anthony. 1977. A Walk in the Park. London: Hamish Hamilton
Children’s Books.
 Browne, Anthony. 1977. Through the Magic Mirror. New York: Greenwillow
Books.
 Browne, Anthony. 1983. Gorilla. London: Julia MacRae Books.




Browne, Anthony. 1986. Piggybook. New York: Alfred A. Knopf.
Browne, A. (1992). Zoo. New York: Knopf.
Browne, Anthony. 1997. The Tunnel. London: Walker Books.
Browne. A. (1998). Voices in the park. New York: DK.
Leo Lionni:
 Knopf/Pantheon, 1974; New York: Pantheon, 1969.
 A Busy Year. New York: A.A. Knopf, 1992.
 A Color of His Own. New York: Pantheon Books, 1975.
 Cornelius: A Fable. New York: Pantheon, 1983.
 Frederick. New York: Random House, 1973.
 Inch by Inch. New York: I. Obolensky, 1960.
 Swimmy. New York: Random House, 1973.
Culminating Experience
 Text Creation
 Sharing
 Solicited Feedback
 Revision
 Text Share (family, peers, reading buddies, upcoming students, etc.)
 Differentiation for language proficiency levels
 Starting
 Emerging
 Developing
 Expanding
 Bridging
Connections to CCSS
 What Does it Mean?
 Simile and Metaphor Scavenger Hunt
 Reader’s Theater
 Literary Talk Show
 Differentiation for language proficiency levels
Unit of Study: Informational Text
 Anchor Text: Volcanoes
 Objectives:
Utilize research skills to answer curiosities
Understand informational text structure and features
Present their research
 Learning Experiences
Questioning
Researching
Documenting their learning
Presenting
Text Sets and Culminating Experiences
 Text Sets: Informational topics of students’ choice
 Culminating Experience:
Presentation of final projects documenting their research
Parent/Teacher Conferences
Student Assemblies
Family and Community “Fair”
Reading Buddies
Peers
Tools for Inquiry
 Inquiry Strategies
Viewing
Questions/I Wonder
I Learned
Interactive Components
Documenting Schema/I Think
Connecting Thinking
Visual Representation Strategies
Text Features
Sources
Sharing/Presenting
Suggestions for Management and Assessment
• Inquiry Notebooks with daily goal setting (similar to your reading workshop
notebooks).
• Peer feedback with written Interactive Components
• Small group conferencing based on needs
Research skills
Reading difficult texts
Text features
Organization
Citing sources
Writing
Presentations
• Develop Inquiry Project Menus/Checklists/Rubrics
Connections to CCSS
 Re-represent understanding in illustration
 Summarize understanding
 Timelines, sequencing, cause and effect, scientific inquiry and problem
solving
Additional Research/Inquiry Projects
 Television, Newspaper, Radio Production, Blogs and Reviews
 Expert Roles
 Research and integration of all Language Arts in a meaningful and authentic
context
 Research in Action
Questions
Research
Interviews
Rehearsal
In Action
Editing
Supporting and Scaffolding ELLs
 Naturally provides differentiation
 Scaffolds for genre, text complexity, text navigation, vocabulary, content,
social and academic vocabulary
 Focus on
Curiosity
Research
Developing theories
Acquiring and sharing knowledge
References:
Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.
Fletcher, R. & Portalupi, J. (2001). Writing workshop: The essential guide.
Portsmouth, NH: Heinemann.
Graves, D. (1983/2003). Writing: Teachers and children at work. Portsmouth, NH:
Heinemann.
Hansen, J. (2001). When writers read. Portsmouth, NH: Heinemann.
Opitz, M. & Guccione [Moses], L.M. (2009). Comprehension and English Language
Learners: 25 Oral Reading Strategies That Cross Proficiency Levels. Portsmouth, NH:
Heinemann.
Ray, K.W. (2006). Study driven: A framework for planning units of study in the writing
workshop. Portsmouth, NH: Heinemann.
Serafini, Frank, & Youngs, Suzette. (2008). More (advanced) lessons in
comprehension: Expanding students' understanding of all types of texts. Portsmouth,
NH: Heinemann.
Serafini, Frank, with Youngs, Suzette. (2006). Around the reading workshop in 180
days: A month by month guide to effective instruction. Portsmouth, NH: Heinemann.
Taberski, Sharon. (2000). On Solid Ground: Strategies for Teaching Reading K-3.
Portsmouth, NH: Heinemann.