New English Language Development
and Common Core State Standards
Institute
Shift Happens!
Instructional Shifts to Support English
Learners in the CCSS Classroom
June 27, 2013
Introductions
Rhonda Beasley
Coordinator, K-5 ELA/ Literacy
Santa Clara County Office of Education
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Goal
Prepare every English learner for
college and career success!
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
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Objectives
Participants will consider:
• The instructional shifts required for
successful CCSS-ELA implementation
• The instructional shifts required to support
English Learners in a CCSS classroom.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
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Agenda
• Welcome
• Common Core State Standards
Overview
• CCSS-ELA Instructional Shifts
• Supporting English Learners in the
CCSS Classroom
• Wrap-up/ Evaluations
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States that have adopted the
Common Core State Standards
http://www.corestandards.org/in-the-states
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Why the Common Core
State Standards?
Ensure that our students are:
 Meeting college and work expectations;
 Provided a vision of what it means to be an
academically literate person in the twenty-first century;
 Prepared to succeed in our global economy and
society; and
 Provided with rigorous content and applications of
higher knowledge through higher order thinking skills.
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A College and Career
Ready Student
• Demonstrates independence
• Has strong content knowledge
• Responds to the varying demands of audience,
task, purpose, and discipline
• Comprehends as well as critiques
• Values evidence
• Uses technology and digital media strategically
• Understands other perspectives and cultures
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Benefits of the CCSS
 Internationally benchmarked
 Evidence and research-based
 Expectations clear to students, parents, teachers,
and the general public
 Costs to the state reduced
 Consistent expectations for all—not dependent on a
zip code
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Opportunities in the CCSS
• Literacy and language across the
curriculum
• Increased opportunities for
collaboration and teamwork
• Focus of how language functions in
different contexts
Californians Together, 2013
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Concerns about the CCSS
• No specific direction on how to help ELs
• One size fits all curriculum and
instruction
• No support for the basic development
of English needed by ELs
Californians Together, 2013
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CCSS ELA/ Literacy
INSTRUCTIONAL SHIFTS
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CCSS-ELA Instructional Shifts
#3: Staircase
of complexity
#4: Text-based
answers
# 2: 6-12
Knowledge in
the disciplines
# 1: PK-5
Balancing
Informational
& Literary Texts
5: Writing from
sources
CCSS
Instructional
Shifts in ELA/
Literacy
6: Academic
Vocabulary
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The Instructional Shifts of the CCSS
• As you watch this video, record your
thoughts about the shifts that
accompany the CCSS.
• Note how this aligns with the current
instruction at your schools.
• What might need to change to
accommodate the requirements of the
CCSS?
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Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
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Reading like detectives…
…and writing like
investigative reporters.
• What will it take to teach our students to read
like detectives and write like investigative
reporters?
• What support will be needed for ELs?
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SUPPORTING ELS IN THE CCSS
CLASSROOM
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Building Background Knowledge
•Importance of content
•Many ELs currently have large
content and language gaps
•Ensure access to a full curriculum for
every EL student
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Realizing Opportunities for ELs:
(Bunch, Kibler, Pimentel)
• Support ELs to meet the challenge of the
CCSS
• “Imperfect” language is okay
• Utilize and build students’ existing
resources
• Utilize micro- and macro- scaffolding
(Schleppegrell & O’Hallaron, 2011).
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English Learner Opportunities
Reading
Writing
• Engaging with complex texts to build knowledge
across the curriculum
• Using evidence in writing and research
Speaking &
Listening
• Speaking and listening in order to work
collaboratively and present ideas
Language
• Using and developing linguistic resources to
read, write, speak and listen in different contexts
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Reading:
ENGAGING WITH COMPLEX TEXTS
TO BUILD KNOWLEDGE
ACROSS THE CURRICULUM
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What Is the
Purpose of Text Complexity?
To insure that students
are prepared to
independently and
proficiently read and
comprehend the variety
of text found in college
and careers, students
need sustained exposure
to increasingly more
complex texts.
© Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.
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The Standards’ Approach
to Text Complexity
Reading: Text Complexity and the Growth
of Comprehension
• The Reading standards place equal emphasis
on the sophistication of what students read
and the skill with which they read.
• Standard 10 defines a grade-by-grade
“staircase” of increasing text complexity that
rises from beginning reading to the college
and career readiness level.
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CCSS Complex Text
Qualitative Measures
• Levels of meaning (literary texts) or
purpose (informational texts)
• Structure
• Language Conventionality and Clarity
• Knowledge Demands
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Levels of Meaning or Purpose
Levels of Meaning (literary texts)
Purpose (informational texts)
Simple texts:
• Single level of meaning
Simple texts:
• Explicitly stated purpose
Complex texts:
• Multiple levels of meaning
(ex. satires)
Complex texts:
• Implicit, hidden, or obscure
purpose
Source: CCSS, Appendix A
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Structure
Low Complexity
High Complexity
• Simple, well-marked, and
conventional structures
• Complex, implicit, and
unconventional structures (esp.
in literary texts)
• Events listed in chronological
order (Literary texts)
• Frequent use of flashbacks,
flash-forward, and other
manipulations of time and
sequence (Literary texts)
• Less likely to deviate from the
conventions of common genres
and subgenres (Informational
texts)
• Conform to the norms and
conventions of a specific
discipline (Informational texts)
• Graphics tend to be simple and
either unnecessary or merely
supplementary to the meaning
• Similarly complex graphics
essential to the understanding of
the text, or independent sources
of information within a text
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Language Conventionality
and Clarity
Simple
Texts
Complex
Texts
• Literal
• Clear
• Contemporary
• conversational language
• Figurative, ironic, ambiguous,
purposefully misleading,
archaic/ unfamiliar language,
general academic and
domain-specific vocabulary
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Knowledge Demands
Simple
Texts
Few assumptions
about the extent of
readers’ life
experiences and
depth of their
cultural/ literacy
and
content/discipline
knowledge
Complex
Texts
Many assumptions
about the extent of
readers’ life
experiences and
depth of their
cultural/literacy and
content/discipline
knowledge
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Right to Rigor!
• All students should have access to complex texts
• Students who are not reading at grade level should have
access to complex texts with appropriate scaffolding and
support.
• Even many students who are reading at grade level may
need scaffolding as they master higher levels within the
text complexity band.
• Super-simplified texts that many of our ELs, LM
students, and struggling readers get are thin in
content
• Learning can only happen through continuous
engagement with complex text.
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Support for ELs
1. Use accessible texts in preparation for
reading more difficult text.
2. Provide guidance as to which words in a
text are critical for achieving
comprehension and which are not.
3. Focus students’ attention on meaningcritical grammatical structures.
4. Expand students’ knowledge of how
different kinds of texts are structured.
Castellon & Hakuta, 2012
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Writing
USING EVIDENCE TO INFORM, ARGUE,
AND ANALYZE
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CCSS Writing Demands
• Students should be able to write effective arguments,
informative/explanatory texts, and narratives.
• Students should be able to make their texts
appropriate to varying task demands, purposes and
audiences (using writing processes and technology).
• Students should learn to conduct research, gathering
relevant information from multiple sources (judging
their credibility and accuracy), and using the
information in their writing.
• Students should be able to produce quality writing
under a range of circumstances and demands.
Dr. Tim Shanahan, 2012
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Writing Support for ELs
• Create meaningful writing opportunities
• Provide ELs with meaningful exposure to the
types of text they will be writing
• Farewell to the silent writing classroom
• Focus on the what is called for by the
standards rather than the ELs’ production of
mechanically and grammatically “flawless”
writing
Bunch, Kibler, and Pimentel, 2012
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Support for ELs in the
Research Process
• Encourage use of first language to locate,
evaluate, and analyze information
• Provide explicit guidance on the conventions
of citations in US academic settings
• Create opportunities that allow ELs to learn
research processes collaboratively, with
teacher guidance, before working
independently
Bunch, Kibler, and Pimentel, 2012
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Speaking & Listening
WORKING COLLABORATIVELY,
UNDERSTANDING MULTIPLE PERSPECTIVES,
AND PRESENTING IDEAS
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Key Advances
• Inclusion of formal and informal
communication
• Emphasis on:
–
–
–
Collaborative Conversations
Collaborative Group Work
Communicate Effectively
2011 © CA County Superintendents Educational Services Association
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Comprehension and Collaboration
• Students should learn to:
– participate effectively in oral interactions
– integrate and evaluate information
– evaluate the speaker’s message,
perspective, and rhetoric
Dr. Timothy Shanhan, 2012
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Presentation of
Knowledge and Ideas
• Students should learn to:
– present information in clear and
appropriate ways
– use digital media and other displays to
support such presentations
– adapt speech to the demands of a variety
of contexts and tasks
Dr. Timothy Shanhan, 2012
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Big Ideas
• Students gain, evaluate, and present
increasingly complex information,
ideas, and evidence:
– Respond to and develop what others have
said
– In formal presentations, through media
– In informal discussions
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Big Ideas
• Part of speaking is listening
• Students need to learn how to talk
– With a partner (think-pair-share)
– In small groups
– Whole class
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EL Opportunities
• English Learners contribute more
actively in class when they are given
plenty of opportunities to engage in
planned oral language production
such as collaborative conversations,
structured group discussions and
opportunities to provide meaningful
feedback based on task, purpose and
audience
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EL Opportunities
• Develop collaborative tasks that require
effective and linguistically rich discussions
• Allow ELs to collaborate in their home
languages as they work on tasks to be
completed in English
• Teach ELs strategies for using their stilldeveloping English language proficiency to
engage in different communicative modes
Bunch, Kibler, and Pimentel, 2012
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Language
USING AND DEVELOPING LINGUISTIC
RESOURCES TO READ, WRITE, SPEAK AND
LISTEN IN DIFFERENT CONTEXTS
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Key Advances
Emphasis is on:
• Conventions of Standard English
• Knowledge of Language
• Vocabulary Acquisition and Use
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Conventions of Standard English
• Students should learn to use appropriate:
– grammar and usage
– capitalization
– spelling
– punctuation
• Students should learn to make effective
word choices to convey meaning
effectively
Dr. Timothy Shanhan, 2012
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Knowledge of Language
• Students must apply knowledge of how
language functions orally and in writing.
• English Learners are simultaneously
learning a new language, learning
through the new language, and
learning about the new language.
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Vocabulary Acquisition and Use
• Students should:
– determine the meaning of words and
phrases
– understand the nuances of words and the
relationships among words
– use grade level academic vocabulary
Dr. Timothy Shanhan, 2012
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New CCSS Paradigm
MATH
Language
LANGUAGE ARTS
SCIENCE
SOCIAL
STUDIES
• Instructional
discourse
• express and
understand
reasoning
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Goal
Prepare every English learner for
college and career success!
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
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Objectives
Participants will consider:
• The instructional shifts required for
successful CCSS-ELA implementation
• The instructional shifts required to support
English Learners in a CCSS classroom.
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Closure & Reflection
Please complete
 Evaluation
Rhonda _Beasley@sccoe.org
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