CPEC ELA Common Core Standards
CSULB/LACOE/Lennox School District
April 25-27, 2012
Presented by
Fay Shin, Ph.D.
Professor
California State University, Long Beach
Center for Language Minority Education Research
Department of Teacher Education
fshin@csulb.edu
 In science, 2005 NAEP test results show that only 4 percent of
fourth grade English language learners scored at or above the
Proficiency level, compared to 31 percent of native English-speaking
students.
 Also, 28 percent of fourth grade students identified as English
language learners performed at or above Basic level, while 71
percent of English-speaking peers achieved at that level (The
Nation’s Report Card, n.d.a.).
 It is important to note that these statistics on performance suggest
that two-thirds of fourth-grade English language learners cannot
demonstrate the knowledge and reasoning required for
understanding the earth, physical, and life sciences at a level
appropriate to Grade 4.
 In simple terms, they are not able to carry out basic investigations
and read uncomplicated graphs and diagrams and do not
demonstrate understanding of classification, simple relationships,
and energy.
 As one can see in the national reading performance data,
English language learners tend to have many difficulties on
the road to becoming competent and fluent readers in their
second language.
 Many struggle with literacy in general, as well as
vocabulary, which is one of the key components in
academic language in content areas and reading
comprehension.
 Additionally, many contextual influences such as prior
schooling, home literacy practices, and print access are
strongly associated with the facility with which English
language learners meet the challenging demands of
learning to read.
Identify students’ English proficiency levels
according to the required national, state or
district ESL or ELD standards
 California ELD Standards
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Beginning (Level 1)
Early Intermediate (Level 2)
Intermediate (Level 3)
Early Advanced (Level 4)
Advanced (Level 5)
Second language acquisition
• A. Language is acquired when it is
meaningful.
• B. Comprehensible input is required.
“ We acquire language when we understand
the messages or obtain Comprehensible
Input”
(Krashen, 1988)
•Sa gua
•사과
Order for ESL Instructional Medium
• *Realia- real objects
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*Model of the object
*Photos
*Drawings
*Written Word
*Oral Word
Most effective
Least effective
“ We acquire language
when we understand
the messages or obtain
Comprehensible Input”
(Krashen, 1988)
• Primary language vs. second
language as a medium of
instruction?
• “time on task” theory
Affective variables relate to the
success in second language acquistion.
• 1. Affective variables:
– Motivation
– Self-confidence
– Anxiety
• 2. When teaching English language
learners, teachers need to remember to
keep the learner’s affective filter low
Academic Language
• 1. Cognitively demanding and complex
concepts need to be taught through sheltered
instruction or SDAIE (Specially Designed
Academic Instruction in English)
• 2. Content area instruction provides challenging
vocabulary and gives ELLs the opportunity to
keep up in subject matter. Instruction must be
comprehensible.
Vocabulary
• While vocabulary instruction is important,
vocabulary drill and practice are not the
most effective instructional practices for
learning vocabulary. Research has clearly
demonstrated that vocabulary learning is
most successful through reading.
Important components for an
ESL program
• ELD “time” must occur daily
• Includes instruction focusing on needs for specific
English proficiency levels:
– Students are grouped according to English
proficiency levels and needs
• Minimum 45 minutes *
• Encourages oral participation
• Builds on student’s prior knowledge and
experiences
SDAIE Strategies for the ESL
Classroom
• Speak slowly
• Lots of visuals and realia
• Context embedded
• Manipulatives and
hands-on
• Build on prior knowledge
• Limit teacher-centered
lectures
• TPR (total physical
response)
• Use grouping strategies
• Focus on the meaning, not the
form
• Graphic organizers
• Preview-review
• Alternative assessment
• Make the text comprehensible
(Give ELLs access to the
content)
• Make home-school connections
(connect home language and
culture with school)
• Independent reading
opportunities
Academic vs. Social Language
Academic Language
Social Language
• Vocabulary is technical;
longer sentences and
more complex grammar
• Reading textbook or often
lecture style
• Precise understanding
and explanation required;
higher order thinking
• Fewer clues. Most clues
are language clues such
as further explanation
• More difficult to clarify
• Simpler language (shorter
sentences, simpler
vocabulary and grammar
• Informal settings, usually
face to face
• Exact understanding is
not required
• Many context clues from
gestures, social context
• Many opportunities to
clarify
Differentiated instructional
planning and lesson delivery
is recommended because it
considers WHO is being
taught, not just WHAT is
being taught
Beginning – Level 1
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Characteristics:
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Activities:
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pictures
role playing
charts and graphs
labels
Student tasks include:
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Students have limited comprehension
one or two word responses.
One or two word responses.
Naming, labeling
Listing
Categorizing
Yes/no answers
Examples of questions
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Where is the….?
Is this a table? Yes or no?
What color is the…?
Intermediate - Level 2
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Characteristics:
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Activities:
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Matching, classifying
Games
Group discussions
Charts and tables
Student tasks:
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Good comprehension
Simple sentences with limited vocabulary
Many errors in grammar, syntax and pronunciation
Small group work
Summarizing
Describing and explaining
Role playing
Complete sentences
Retelling
Examples of questions:
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Tell me about…
Why did the….
Describe….
What do you think….
How did the boy feel….
Advanced -Level 3
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Characteristics:
 Excellent comprehension
 Few grammar errors
 Appears fluent when speaking, but has problems with high level
academics and literacy
Activities:
 Paraphrasing
 Use SDAIE strategies
 Journals
 Oral discussions
 Language experience
 Outlining and mapping
 Newspaper articles
Student tasks:
 Analyzing
 Prediction
 Give instructions
 Giving opinions, justifying
 Reading and writing
Examples of questions:
 Compare (the lion and the tiger….)
 Contrast (the desert and the rain forest)
 Which do you prefer? Why?
 How do you think this story will end?
Distance from the sun
(in millions of miles)
Pluto- 3,688
(explain it used to be a planet but it is now
“demoted” to dwarf planet status)
Neptune – 2,794
Uranus – 1784
Saturn – 887
Jupiter – 483
Mars – 142
Earth – 93
Venus – 67
Mercury – 36
Differentiated Writing Activities
The following examples are differentiated writing activities for the solar
system. These writing activities can be adapted for the three to five
English proficiency levels for each theme.
Theme: Solar System
ESL Level: Beginning (Level 1)
Students will write (or copy) simple sentences about the solar system, sun,
and planets. Students will create a Step Book with one fact (sentence) per page.
There will be a total of five pages in the step book. Have students illustrate their
sentences.
Write the first sentence for them: The sun is large.
Have students illustrate the sun.
ESL Level: Early Intermediate (Level 2)
•Students will complete the same writing assignment as the
Beginning Level (write five sentences and create a Step
Book).
•Students will include another sentence or two about what
the sun and planets are like.
•Students will write an increasing number of words and
simple sentences.
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Write the first sentence for them: The sun is the
central part of the solar system.
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Have students illustrate the sun in the middle of the
planets for the first page.
ESL Level: Intermediate (Level 3)
Students will produce independent writing that may include some
inconsistent use of capitalization, periods, and correct spelling. Students will
create an “I AM” poem describing themselves if they were the sun, Earth, any
planet, or the solar system.
I am the sun.
I feel _______
I see _______
I like ________
I don’t like _______
I wonder ________
I am _________
Students will write an essay or short story about why they wrote
how/what the sun feels, sees, likes, wonders, etc.
ESL Level 4 Early Advanced:
•Students will write a multiple-paragraph expository
composition for the solar system.
•Have students create a graphic organizer with “solar system”
in the middle.
•Students will write two to three subtopics (e.g., sun, planets).
Brainstorm with students and write sample topic
sentences on the board.
•Students will independently form, revise, and articulate their
understanding of the solar system in three to four
paragraphs.
ESL Level 5 Advanced:
•Students will write and publish a persuasive essay about why the
sun is important to Earth and the solar system. Students should use
standard grammatical forms.
•Begin the essay with the title: “Why the Sun Is Important to Earth
and the Solar System.”
•Review and confirm that students include the following:
Students will use opinions with supportive facts about the solar
system.
Students provide a series of arguments or reasons to
support why the sun is important.
Facts about the sun are organized in logical order.
Students will include a concluding statement or summary
about the sun.
Quick Start Guide
This is an example of explicit directions and questions for how a lesson plan card
can be used. It is intended to be only a guideline for a person not familiar with
the program to demonstrate one way of teaching it.
Topic: Zoo Animals (ELD Lesson Plan Card 3.1 Level A)
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Whole Group (Levels 1, 2 and 3) Instruction
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Introduction/Background/Motivation:
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Introduce zoo animals and vocabulary using picture cards, stuffed animals, photographs, books,
videos, realia (real objects), or actual animals if possible. For example, to motivate students:
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bring an animal (like a snake or bird) into the classroom and let students touch or hold it.
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Bring different kinds and sizes of stuffed animals or animal figurines and put them in the front of the
class
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Ask students to bring their favorite stuffed animal to class.
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Show pictures of a zoo and ask students if they have ever been to the zoo.
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Ask students:
How many of you have been to the zoo before?
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What animals have you seen at the zoo?
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What do you do at the zoo?
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Record responses on chart paper. Make a table or draw a cluster map representing the answers.
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Read a book about animals or the zoo. Using the book A Trip to the Zoo, show the front cover and
ask students if they can predict what the book is about. Say and ask students questions such as:
I am going to read a book.
Does anybody know what this book is going to be about?
Why do you think the book is going to be about _______?
Beginning (Level 1)
• Some vocabulary words for zoo animals: elephant, lion, alligator,
bear, eating.
• Guided Instruction: Using realia (real objects), visuals or picture
cards, point to the animal and identify them several times. Say the
words and enunciate each word slowly and clearly.
• (Teacher points as she says the following):
• This is an elephant.
• Say elephant.
• Is this a lion?(pointing to the elephant picture). No. This is an
elephant.
• This is a lion. (point to a lion)
• Is this a lion? Yes.
• This is an alligator. This is a bear. (Repeat with different animals)
• What animal is this?
• Point to the alligator.
• What color is the bear?
• What is the bear eating?
Intermediate (Level 2) and Advanced
(Level 3)
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Vocabulary words: fur, wings, trunk, scale, sharp
(Note: These words are in addition to the Beginning- Level 1 vocabulary. Review vocabulary
words for Level 1 first)
Guided Instruction:
Introduce vocabulary words pointing to the pictures.
Lions have fur. Do you know other animals that have fur?
This elephant has a trunk. Do you have a trunk? Does a lion have a trunk?
Birds have wings.
Have students identify and classify the animals.
Which animals have fur?
Which animals have wings?
Which animals have a trunk?
Ask students to come up and show the class an animal you name.
Sally, where is the lion? Come to the front and hold it for me.
Juan, where is the alligator? Come to the front and hold it for me.
Who is holding the bear?
Which animal do you like?
If you like lions, come and stand next to Sally.
Tell me about this bear.
Describe what a giraffe looks like.
What do you think about alligators?
Why do you think a giraffe has a long neck?
Why do you think alligators have sharp teeth?
Why do you think bears have lots of fur?
Which animals do you like? Why?
Which animal would you prefer? Why?
Compare an elephant and a giraffe.
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Language Experience Approach activity
Choose a topic (zoo animals, lions, our favorite animals, etc.)
Write the title or topic on chart paper or a white board.
Ask students to create a story or give you sentences about the topic.
Write the sentences on the chart paper.
When you are finished, read the sentences to the class slowly and clearly.
Read it again but ask students to read it with you.
Ask students to read it on their own if they can (silently or outloud)
Ask students to copy the sentences on a piece of paper.
Have students illustrate their own paper.
Example of a Language Experience activity:
Zoo animals
There are lots of animals at the zoo.
I like the lions.
I like elephants.
Lions have fur.
Elephants are big and have trunks.
Take-home book: Small and Big Animals
Pass out copies of the take-home book. Fold and staple them together.
Read the take home book to the students.
Repeat and ask students to read it with you.
Have students read the take home book silently.
Have students color the pictures and complete the activity on the last page
(let students work independently, in pairs, or in groups if they choose)
•Components for ESL Lessons
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Each lesson should have at least one or more SDAIE strategy listed for each component of the lesson.
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Lesson topic or theme:
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Grade and English Language proficiency level:
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Language objective:
ESL Standards
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Key vocabulary:
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Supplementary materials:
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Introduction or motivation strategies for ESL Lessons:
(Build background and connect prior knowledge)
Realia, Graphic organizers: clusters, mapping, charts, tables
Ask questions about what they know, Share personal experiences, KWL , reflective journals or charts
Picture cards, Photos, Literature, Field trip, Games, Poem, Music and songs
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Guided Instruction/teaching:
(presentation, teaching sequence)
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Independent activity, Practice, Application:
Oral Practice
Reading and Writing
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Assessment/evaluation:
Extended Activities:
Content objective:
ESL Lesson Plan Template
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Lesson topic or theme:
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Grade and English language proficiency level:
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Language objectives:
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Key vocabulary:
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Supplementary materials:
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Introduction or motivation strategies:
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Guided Instruction/teaching:
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Extended Activities
Independent activity, Practice, Application:
Assessment/evaluation:
Content objective:
Example of differentiated activities for Vocabulary Development
Vocabulary words for clothing:
pants, dress, socks, shirt, scarf, hat, skirt, blouse
Reminder: Use realia or pictures to demonstrate
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Beginning (Preproduction and Early Production, Level 1)
(Teacher points as she says the following):
Everybody wears different clothes.
I (the teacher) am wearing a skirt and blouse.
He is wearing a shirt. He is wearing pants. He is wearing socks.
She is wearing pants and a shirt.
She is wearing a scarf.
She is wearing a dress.
Point to shirt.
Point to the socks.
Point to the pants.
Point to the scarf.
Are you wearing a skirt?
Are you wearing socks?
Is this a hat?
Is this a dress?
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Intermediate (Level 2 or speech emergence)
What is she wearing? (point to her blouse)
What is this? (point to socks, pants, skirt, etc.)
What do you wear with pants?
Is this a dress or a blouse?
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Advanced (Level 3 or intermediate fluency)
Why are you wearing pants?
What do you like to wear? Why?
Do you prefer to wear pants or a skirt?
Why do you think people wear clothes?
Describe what she is wearing.
Integrating poetry/language
arts in the content area
• ACROSTIC POEMS
Volatile explosion
Occasionally erupts
Lava over rocks
Can we get out of the way?
Ash can come out too
Not safe
Oh my!
By Randy Drumm
Acrostic Poems
Generates differences
sEquence of DNA
No two alike
chromosomE
by Vicente Perez
Warm
Extreme weather
Air pressure
Thunder storm
Heat wave
Evaporate
Rain storms
by Steve Vang
I AM Poems
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I am ________
I feel _______
I think ________
I like ________
I don’t like ______
I have _________________
I ___________
– Example: I am (a lion, the sun, an apple, winter)
» I am (the sun)
» I feel (hot )
» I think (people like me)
» I like (to make the earth warm)
» I am (made of hydrogen and helium)
» I provide energy
» I provide heat
» I provide light
BIOPOEM
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First name
Four characteristics
Relative of ______, ______, ______.
Lover of ______, ______, ______.
Who feels ______, ______, ______.
Who need ______, ______, ______.
Who fears ______, ______, ______.
Who gives______, ______, ______.
Who would ______, ______, ______.
Resident of ______, ______, ______.
Last name
BIOPOEM
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Square
Polygon, four equal sides, 4 equal angles, and quadrilateral
Relative of rectangle, rhombus, and parallelogram
Lover of equality, parallel ideas, and being closed
Who feels strict, obedient and distinct
Who need “four’s” , accuracy, and understanding
Who fears sloppiness, being out of shape, and being
unbalanced
Who gives structure, graphing paper, and definition of area
Who would like to see triangles inside, Des Cartes, and
being used in architecture
Resident of geometry
Pants
Common Core State Standards
Reading Standards for Literacy in
History/Social Studies 6-8 (page 61)
Integration of Knowledge and Ideas
7. Integrate visual information (e.g. in charts,
graphs, photographs, videos, or maps) with
other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned
judgment in a text.
9. Analyze the relationship between a primary and
secondary source on the same topic.
Common Core State Standards
Reading Standards for Literacy in
History/Social Studies Grade 3 (page 13)
7.Use information gained from illustrations (e.g.,maps,
photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and
how key events occur).
8. Describe the logical connection between particular
sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).
9. Compare and contrast the most important points
and key details presented in two texts on the same topic.
Anticipation / Prediction Guide
•Create anticipation (or prediction) guides for texts or investigations to
help activate and assess students’ prior knowledge and to motivate
student interest.
•Select major concepts and statements you want your student to learn.
•Choose statements that may challenge or support a student’s belief.
• Directions: Place a check (or write Y for yes) if
you agree with the statement in the “me”
column. After reading the text, check the
statements which agree with the text. Compare
your opinions with those in the text.
ME
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TEXT
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A healthy mouth in an adult has 32 teeth.
Your tongue helps you swallow.
The digestive system is a very short tunnel of muscle.
Food’s energy is measured in ounces.
The esophagus connects the pharynx and the stomach
Anticipation guides are useful for predicting and investigating science concepts.
Example:
ME
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Text or
Observation
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Corn syrup is more dense than water.
Water and milk have the same density.
Anticipation guides help students develop critical thinking skills.
Example from The Outsiders:
Me
Author
Me
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_____ Dally is a trouble maker and a bad person.
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Frayer Model (for vocabulary development or concept development)
Students can develop their understanding of a word or concept by having them analyze a word’s
essential and non-essential characteristics. Have students write a definition, list characteristics and
write examples and non examples of the concept or word.
(Adapted from Frayer, Frederick, & Klausmeier, 1969)
definition
Examples
A mathematical shape that is a
closed plane figure bounded by 3
or more line segments
•Pentagon
•Square
•Trapezoid
•Hexagon
•rhombus
polygon
characteristics
•Closed
•Plane figure
•More than 2 straight lines
•Made of segments
•2 dimensional
Non-examples
•Circle
•Cone
•Arrow
•cylinder
Frayer Model (for vocabulary development or concept development)
Students can develop their understanding of a word or concept by having them analyze a word’s
essential and non-essential characteristics. Have students write a definition, list characteristics and
write examples and non examples of the concept or word.
(Adapted from Frayer, Frederick, & Klausmeier, 1969)
definition
Examples
The third planet in order from the
sun with an orbital period of 365
days
earth
characteristics
5th largest planet
Has life
71% covered in water
Atmosphere: 77% nitrogen
21% oxygen
Non-examples
Star
Moon
No life
QAR (Question – Answer – Relationship)
Strategy (Raphael, 1982, 1986)
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This strategy is designed to connect reading purpose to text and to the
reader’s personal experiences and information sources. QAR can be used
to help children understand the thinking demands of questions.
There are four categories of information sources:
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Right There – the information is stated explicitly in the text.
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Think and Search – The information is still in the text, but must be inferred
or concluded from various statements in the text. This involves the
interpretive level of thinking (explanation, compare/contrast, cause/effect,
list/example).
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Author and You – The information is a combination from the text and the
students’ background knowledge. This level requires use of the interpretive,
applicative, or transactive , level of thinking.
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On My Own – this information is primarily from the readers’ background
knowledge. Uses the transactive or applicative level of thinking.
DIALOGUE
JOURNALS
Dialogue journals benefit children
because:
• Students receive an individual reply from
their teacher (Hae Joon)
• Students experiment with writing in
English or the second language in a
meaningful context (Elena)
• Build communication skills
• Build authentic literacy skills
• Students choose their own topics
Dialogue journals benefit teachers
because:
• It provides a weekly developmental
record of the child’s writing
• Models writing in an authentic context
• Helps children make the connection
between oral and written language
• Learn about the child and his/her
interests
Dialogue journals as a tool for
writing instruction for English
Language Learners
• ELLs need more guidance and collaborative
writing opportunities
• ELLs need to have an opportunity to feel free to
write and express themselves without their
writing (spelling, grammar) being corrected
• Writing process, writer’s workshop, composing
process (brainstorming/pre-write, draft, edit,
revise, publish) is a separate component of
writing instruction.
“Vietnamese was my first language and it was tough
trying to learn English.
An instrumental person that helped develop my
literacy is my sixth grade teacher Mr. Jones. Although I
was only his student for a year, we built a friendship that
grew outside of the classroom. He became a caring
friend and a person I deeply admired. He helped me with
my reading and writing abilities through the process of
daily journal assignments. We had to write in our journal
every day after lunchtime for approximately 10 minutes.
Mr. Jones allowed us to free write about anything that we
felt a desire for.
I would write about what happened outside of school
the previous day. Then Mr. Jones would read our
entries and comment on them. Usually, he replied with
thoughtful feedback and encouragement. This gave me
the impression that he really did care about his students
because some of my early grade teachers never
responded to our writings.
This activity made me feel like I was having my own
little conversations with Mr. Jones. I was so comfortable
with Mr. Jones that I started to write about many things.
I really enjoyed that journal assignment because it
allowed me to express my feelings and thoughts without
having any restrictions or barriers. I often found myself
not having enough time to write everything that I wanted
to put on paper.
I was also excited to see how Mr. Jones would
respond to my entry each day. This assignment
improved my literacy skills because I was eager to read
and write.
For the first time in my childhood, I wanted to read
and write more than hanging out with my friends.”
• Bobby Nguyen
• College student
• Long Beach, California
September 2005
English Language Development Standards
Adopted by the California State Board of Education, July 1999
What is the purpose of the ELD Standards?
• They are designed to assist teachers in moving English
Learners (or LEP students) to fluency in English and
proficiency on the California English Language Arts
(ELA) Content Standards
• They were used to develop the CELDT (California
English Language Development Test).
• They are designed to supplement the ELA standards to
ensure that ELs develop proficiency in both the English
language and the concepts and skills contained in the
ELA standards
Profile an English Learner
Activity
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Name of your student
Grade level
English proficiency level
ELD Standards for:
– Reading
– Writing
– Listening
– Speaking
• How we write a Collaborative Story
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We read good children’s literature, emphasizing the literary elements of
character, setting and conflict.
Children nominate 5 or 6 characters and select 3 by voting. Each child may
vote 2 times.
We choose a setting. Children close their eyes and visualize the characters
in different settings. They then vote one time for their favorite setting.
We think of a conflict. Again the children visualize their characters and
“see” the problem. They vote one time for their favorite conflict/problem.
We find a solution for our problem/conflict. They have wonderful
imaginations and come up with great solutions!
We act out our story two times. Some children are the characters, while
others may be houses or trees or other parts of the setting. Not all children
are actors.
We write our story on the chart. We use the children’s words as much as
possible, but part of the teacher’s job is to guide them to good story
language.
We choose a title. This is an excellent means of teaching main idea.
Two children are chosen to work together to illustrate the chart story.
• Weekly Schedule
• Monday: Write our collaborative story. After school the teacher
divides the story into six pages. These are typed and copied for the
children.
• Tuesday: Children make their individual books. This can be done
whole clss or in groups. They read the story or chart.
• Wednesday: Children reread chart and book. The story is often reacted out on this and other days. Skills are taught from the story.
• Thursday: Story is read from book. We often “find” things in our
story and mark them on the chart using a felt pen.
• Friday: Story is re-read. On Fridays children often enjoy reading the
story with a partner.
• Wednesday through Friday the children illustrate 2 pages. By
Friday the book is finished. The book is sent home on Monday to be
used as reading homework for the week.