Dimensions of Success Integrating the C3 Framework and ESL Instruction: In Elementary Social Studies Classrooms

Dimensions of Success Integrating the C3 Framework and ESL Instruction: In Elementary Social Studies Classrooms

Katherine Barko-Alva (The College of William and Mary, USA) and Stephen S. Masyada (University of Central Florida, USA)
Copyright: © 2018 |Pages: 20
DOI: 10.4018/978-1-5225-3123-4.ch014
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Abstract

This chapter provides a theoretical foundation for considering how the four dimensions of the C3 (i.e., college, career, and civic life) framework may be used as a means to provide English language learners (ELLs) with equitable access to academic language and content instruction within the context of an elementary social studies classroom. In addition, this chapter offers insight in preparing students, especially ELLs, for the demands of civic life. The authors approach this discussion by narratively modeling a lesson plan targeting a second grade, ESL, social studies classroom. This chapter seeks to integrate research-based practices within both the social studies and ESL frameworks while illustrating the feasibility of using the C3 framework to serve the needs of culturally and linguistically diverse student populations.
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Main Focus Of The Chapter

This chapter provides a theoretical foundation for considering how the four dimensions of the C3 Framework may be used as a means to address the issues facing ELL students in academic literacy and long term school achievement in order to prepare them for the demands of civic life. The authors will approach this discussion by narratively modeling a lesson plan targeting a second-grade social studies classroom. We seek to integrate evidence-based best practices within both the social studies and ESL frameworks as well as to illustrate the feasibility of using the C3 framework with ELLs in elementary social studies classrooms. We will consider ways to use each of the dimensions of the C3 Framework (NCSS, 2013), as described in Table 1.

Table 1.
The Four Dimensions of the C3 Framework (NCSS, 2013)
Dimension 1: QuestioningStudents are tasked with developing compelling and supporting questions.
Dimension 2: Disciplinary LiteracyTeachers are tasked with assisting students in understanding how to look at their topic and question from a particular lens, applying relevant disciplinary tools and concepts as necessary
Dimension 3: Researching Multiple SourcesStudents are tasked with using non-fiction text and various other sources in order to answer their questions
Dimension 4: Communicating ideasStudents are tasked with developing a method to communicate the answers to their questions, and then to actually take action around their question

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