Common Core State Standards: Considerations for English Language Learners

1. Common Core State Standards:Considerations forEnglish Language Learners

2. General Considerationsfor Implementation • Specific—based on individual students • Follow program requirements • Evidenced-based, best practices • Ongoing monitoring

3. ELLs and CCSS • ELLs must be provided access to core content and instruction in English language development. • Districts determine how they will provide instruction for ELLs.

4. Oral Language Development Language learning: • is social learning. • is most effective when the environment is supportive and adapting. • must be meaningful, purposeful, authentic, and cognitively appropriate to the learner. • requires comprehensible input and opportunities for language output.

5. Principles of Instructionfor ELLs • Focus on academic language, literacy, and vocabulary. • Link background knowledge and culture to learning. • Increase comprehensible input and language output. • Promote classroom interaction. • Stimulate higher order thinking skills and the use of learning strategies.

6. Listening Comprehension • Hearing: • Physical process (perceiving sounds with our ears) • Being able to hear individual sounds in language is dependent upon prior experience with the sounds of that language • Unintentional • Can be prevented by physical disability

7. Listening Comprehension continued… • Listening: • Mental process (perceiving content with our minds) • Enhanced by knowledge of the topic and the structure of the language • Dependent on the active construction of meaning • Intentional • Cannot be prevented by physical disability

8. Listening Comprehension continued… • One-Way Listening: • Listener is not required to respond orally to the input • Typical of school learning experiences • More difficult than two-way listening opportunities • More demanding because of the nature of the input

9. Listening Comprehension continued… • Two-Way Listening: • Listener responds as a speaker to the input • Children learn quickly how to negotiate face-to-face conversations • Gestures and context provide help in comprehension • Topics are typically not complex

10. Common Core Anchor Standard for English Language Arts 1. Comprehension and Collaboration Students are able to: • prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively; • integrate and evaluate information presented in diverse media and formats, including visually, qualitatively, and orally; and • evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

11. Common Core Anchor Standard for English Language Arts 2. Presentation of Knowledge and Ideas Students are able to: • present information, findings, and supporting evidence that listeners can follow the line of reasoning and make sure the organization, development, and style are appropriate to task, purpose, and audience; • make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations; and • adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

12. Scaffolding Techniques to Assist ELLs Achievethe CCSS for Oral Language • Social Scaffolds: • Small group learning • Interactive structures that encourage discussion and active participation • Cooperative learning structures • Study buddies/Learning Partners • Study groups

13. Scaffolding Techniques to Assist ELLs Achieve the CCSS for Oral Language • Visual and Graphic Scaffolds: • Gestures, chalkboard, pictures, props • Graphic organizers • Tables, charts, graphs, diagrams • Demonstrations and role-plays • Advance organizers, outlines, structured notes, T-lists, sentence frames • Picture dictionaries, learner dictionaries, translation dictionaries, word source software • Alternative and modified texts

14. Common Core State Standardsfor Mathematics • Processes, proficiencies, and varieties of expertise that should be developed in students • Conceptual understanding in addition to procedural skills

15. Common Core State Standardsfor Mathematics continued… • Language skills: • Produce language to explain and analyze problems. • Manipulate abstract symbols and decontextualized mathematics language to create a coherent representation of a problem. • Demonstrate an understanding of stated assumptions and established results in an argument. • Build a logical progression of statements to justify conclusions. • Communicate precisely to others about problems and findings

16. Higher Order Thinking Skills • Must be explicitly taught. • ELL students may need instruction on the meaning of the word: • some words are polysemous • some words are used as a noun and verb • Teachers need to model the skill as well as expect students to use the skill.

17. Developing Higher-Order Thinking Skills in Math and Science (Blooms)

18. Developing Higher-Order Thinking Skills in Math and Science (Blooms)

19. Developing Higher-Order Thinking Skills in Math and Science (Blooms)

20. Webpage and Title III Contacts CCSS and ELL webpage www.ode.state.or.us/search/page/?id=3823 Kim Miller, Education Specialist Kim.a.miller@state.or.us