Common Core State Standards for English Language Learners

1. Common Core State Standards for English Language Learners Sarah Porter Coordinator of ESOL and AEL Jefferson City Public Schools

2. ELL Basics • JUST RELAX! • Language proficiency won’t happen overnight: • BICS (Basic Interpersonal Communicative Skills): 3-5 years* • CALP (Cognitive Academic Language Proficiency): 4-7 years* *time estimates vary slightly in research

3. MAP Concerns • “All English Language Learners (ELLs) must participate in all required Grade-Level Assessments. However, ELLs who have been in the United States 12 cumulative months or fewer at the time of administration of the assessments may be exempted from taking the Communication Arts Assessment…All ELLs must participated in the Mathematics and Science Assessments, regardless of the length of time they have been in the United States.” –Test Coordinator’s Manual, p 4.

4. MAP Accommodations • All ELLs, regardless of length of time in the United States, may use approved accommodations. • Handout is from page 43 of Test Examiner’s Manual (2013). • Coordinate with your district ELL staff in advance to determine appropriate accommodations for each student.

5. MAP Formulas • “Scores for ELL students who have been in the United States three years or less are disaggregated if the district codes a student as LEP/ELL first year monitoring, second year monitoring, receiving services or not receiving services AND identifies the Number of Months in USA as equal to or less than 36 on the MOSIS April Student Core Submission.” • -DESE, Understanding Your Annual Performance Report (APR), p 4, July 2012.

6. Components of Academic Language • Bricks: Vocabulary • Mortar: Form/Grammar/Syntax • Foundation: Language Functions

7. Examples of Language Functions and Forms

8. Language of Math • Prepositions: • Divided by, divided into • 2 multiplied by 6; x exceeds 2 by 7 Comparatives Greater than, less than, fewer than, as much as Reversals The number a is five less than b. If…then

9. Language of Social Studies • Cause and effect statements common • Wide variety of verb forms: • “I found Rome a city of bricks and left it a city of marble.” Augustus is supposed to have spoken these words as he lay dying. He was Rome’s first emperor, and started the first of its great building programs. He claimed that he had had over 80 temples rebuilt.

10. Language of Science • Passive voice • Long noun phrases serving as subjects or objects • If…then • Logical connectors: if, because, however, consequently

11. WIDA MPI • We have curriculum and standards for ELLs, too! • WIDA • Model Performance Indicators (MPIs) • Indicates grade levels, standards/core content, language proficiency level, language function, type of support

12. Sample MPI Grade 6 Standards 4: (the language of) Science Language Proficiency Level: 3 Developing Language Domain: Reading Identifycharacteristics and conditions related to natural disastersbased on text and pictures. Language function Content stem Type of support

13. Putting it together

17. Overview of SIOP • Sheltered Instruction Observation Protocol • Does not water down content, but presents in a way comprehensible for ELLs • Focuses on content instruction and academic language instruction at the same time • Designed for ELLs, but beneficial for all students • Has 8 components and 30 features for lesson design/delivery

18. #1. Preparation • Content objectives are clearly defined, displayed and reviewed with students • Language objectives are clearly defined, displayed and reviewed with students • Content concepts appropriate for age and educational background level of students

19. #1. Preparation (con’t) • Supplementary materials used to a high degree to add clarity and meaning (e.g. technology, graphs, models, visuals) • Adaptation of content (e.g. text, assignment) to all levels of proficiency • Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and speaking

20. #2. Building Background • Concepts explicitly linked to prior knowledge • Links explicitly made between past learning and new concepts • Key vocabulary emphasized

21. #3. Comprehensible Input • Speech appropriate for students’ proficiency level • Clear explanation of academic tasks • Variety of techniques to make content concepts clear

22. #4. Strategies • Apple opportunities for students to use learning strategies • Scaffolding techniques consistently used • Variety of questions that promote higher-order thinking skills

23. Hierarchy of Questions (keep in mind students’ English proficiency levels!) • Point to • Yes/No • Either/or • Question words (who, what, when, where, why, how) • Open-ended

24. #5. Interaction • Frequent opportunities for interaction and discussion between teacher/student and among students which encourage elaborated responses • Grouping configurations support content and language objectives • Sufficient wait time • Ample opportunities for students to clarify key concepts in L1 (first language) as needed with aide, peer, technology, or L1 text

25. #6. Practice/Application • Hands-on materials or manipulatives provided for students to practice new content knowledge • Activities provided for students to apply content and language knowledge in the classroom • Activities integrate all language skills (reading, writing, listening, speaking)

26. #7. Lesson Delivery • Content objectives supported by lesson delivery • Language objectives supported by lesson delivery • Students engaged • Pacing of lesson appropriate to students’ ability levels

27. #8. Review and Assessment • Comprehensive review of key vocabulary • Comprehensive review of key content concepts • Regular feedback • Assessment of student comprehension and learning (formal and informal) throughout the lesson

28. Video

29. Resources • www.wida.us • http://dese.mo.gov/qs/me/ • http://ell.stanford.edu/ • www.ccssell.weebly.com

30. Thank you! • Sarah Porter • sarah.porter@jcschools.us • (573) 659-3142