Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs

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TheTechProfe
M
artin
Ricardo
Cisneros 
EducationalInnovative 
Specialist

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
Get the Preso @
bit.ly/csdc-ell

No…Not That Type of
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TheTechProfe

M
artin
Ricardo
Cisneros 
Specialist
@
TheTechProfe

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
How did I get here?

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
Era of Building Programs, Practices, Approaches
ELD

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
1974 - Lau Vs Nichols
EQUITY

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
Late 80’s & early 90’s
BLUEPRINT

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
1997 - Prop 227 English Only Movement
DESTRUCTION
2001 - No Child Left Behind

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
2010 - Common Core Adopted
2012 - NEW ELD Standards Adopted
HOPE

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
2014 - NEW EA/ELD Framework Adopted
2016 - Prop 58
AWAKENED

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Source: http://goo.gl/0BPFDa

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ESL Ghetto
Source: http://goo.gl/0BPFDa

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
So…
What do we
do?

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TheTechProfe
Awareness of English Learners
Are educators aware there are
English Learners in their
schools|classes? Are they aware
of the magnitude?

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Understanding of all ELL Needs
Are educators aware there are English
Learners in their schools|classes? Are they
aware of the magnitude?

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Knowledge of How to Dress
Needs
Do educators know what needs to be done in
order to address English Learner needs? Do they
know the research on effective program design
and instructional practices that address English
Learner needs?

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Capacity (Skills, Strategies) to
Implement Knowledge
Do teachers and administrators have a toolkit of
skills and strategies to use in addressing the
needs of their English Learners?

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Conditions (Resources, Time,
Permission, Policy)
Are educators provided the conditions needed in
order implement the strategies, programs and
services needed by English Learners? Do they
have the time, resources, permission, policy,
class-size, etc. that make it possible to implement
what is needed?

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TheTechProfe
Data (Valid and Reliable)
Are assessments valid and reliable, timely and
relevant for English Learners? Is data analyzed,
shared and discussed regarding implications for
addressing needs of English Learners? Is data
disaggregated by English Learner proﬁle/
typology?

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Will and Belief and Sense of
Urgency
Do decision-makers care about English Learners
and choose to focus on ELL needs? Do educators
believe that English Learners can achieve to high
levels with appropriate scaffolds provided? Is
there a sense of urgency and focus on
addressing English Learner needs?

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Accountability
Are there clear goals and indicators focusing on
English Learners in the LCAP? is there leadership
focus on what is happening with your English
Learners?

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TheTechProfe
M
artin
Ricardo
Cisneros 
Specialist
So…like I said
Before
What do we
do?

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TheTechProfe
BEGIN WITH
What are we teaching?
What analytic task are we asking Students to do?
What is the CONTEXT for using language?
What is the NEED & PURPOSE for using language?

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TheTechProfe
Example
•Students will deliver an oral
presentation on how force effects the
motion of an object using the language
of cause and effect and academic
vocabulary.

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Scaﬀolding
•“Scaffolding does not change the
intellectual challenge of the task, but
instead allows the learners to
successfully participate in or complete
the task in order to build the knowledge
and skills to be able to perform similar
tasks independently in the future.”
Source: CA ELA/ELD Framework

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Find the
ELD
Standards

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TheTechProfe
Look in the ELD standards Part
I (“Interacting in Meaningful
Ways") to ﬁnd the type of
INTERACTION this task
requires
writing, listening actively,
exchanging ideas and
information, interacting with
others, oﬀering opinions,
reading closely, presenting,
selecting and applying
precise vocabulary and
language structures
Find the ELD
Standards

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TheTechProfe
Look in the ELD Standards Part II
(“How English Works”) to locate
the aspects of language
students will need to carry out
this task
Understanding text structure
and cohesion, using verbs and
verb phrases, using nouns and
noun phrases, modifying to
add details, connecting ideas
and condensing ideas
* Note the suggested scaffolds
and modifications by English
proficiency level
Find the ELD
Standards

Example
•Students will deliver
an oral presentation
on how force effects the
motion of an object using
the language of cause
and effect and academic
vocabulary.
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TheTechProfe
•ELD Standard Part 1.C.9 Interacting in
Meaningful Ways, Productive Language,
Presenting
•** ELD Standards Part II, B 3, 4 and 5
Learning about how English works,
expanding and enriching ideas, verbs,
nouns and modifying to add
details.

Example of differentiated language
objective with scaffolds specified
•* My Emerging Level ELL
students..... will deliver a brief
oral presentation as part of a
small group using a
collaboratively developed
poster on how force effects the
motion of an object using a basic
“_____because_____ ” cause
and effect frame and academic
vocabulary.
@
TheTechProfe

Example of differentiated language
objective with scaffolds specified
•Students will deliver an oral
presentation on how force effects
the motion of an object using the
language of cause and effect and
academic vocabulary.
•* My Emerging Level ELL students.....
will deliver a brief oral
presentation as part of a small
group using a collaboratively
developed poster on how force
effects the motion of an object using a
basic “_____because_____ ” cause
and effect frame and academic
vocabulary.
All Students Ell Students

Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more
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TheTechProfe

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Provide literature
that is culturally
relevant
Use online writing
Allow students to
research topics of
interest
Have students
work together
professional
learning
opportunities
Honor the
resources they
bring

Provide literature that is
culturally relevant, age
appropriate, and accessible to
ELs at their current level of English
acquisition
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TheTechProfe
newsela.com
Google Advanced Search
crafty184.com

Use online writing to help students develop
relationships and practice English with other
students. Make it part of a language and cultural
exchange where English-speaking students -- who
often take foreign language classes -- also practice
the first language of the ESL student
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docs.google.com
todaysmeet.com padlet.com
docsstorybuilder.appspot.com

Allow students to research topics of interest. If
students are truly interested in a topic, they will
probably learn more language
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Google Search Education
Google App Search
agoogleaday.com

Provide a space where all languages have equal
power. Have students work together to
complete a service-learning task, interview each
other, or work on a project using both languages
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awwapp.com
Google Drive
Google Translate Tools
edtechteacher.org

Take advantage of professional learning
opportunities specifically to benefit English
learners. For example, join a professional
organization such as TESOL or the National
Association for Bilingual Education (NABE)
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TESOL.org
NABE.org twitter.com

Get to know students as human beings. Honor the
resources they bring to the classroom and
recognize their multiple literacies
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Music
Literature Google Cultural Institute

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Source: goo.gl/bcTir3

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Google Forms
GoFormative.com
GetKahoot.com

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Cloud Generators
canva.com
goo.gl/auLfPi
spark.adobe.com

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Source: goo.gl/m4nNQO
Interactive Word Walls
Scannable Vocabulary Lists
Build Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App

T H A N K Y O U !
MCisneros@sccoe.org (831) 406-1541

Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs

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Teacher Tech Tools in CCSS Instruction for ELl Students & 4Cs