CCSS + ELLs
Using the sticky notes, write down what you know and
what you want to know about Common Core State
Standards and how it is to be implemented for English
Language Learners
• Limited English Proficient ≠Limited Thinking Proficient
• Reading is thinking. Period.
• Whoever is doing the speaking, reading, and
writing is the person who is doing all the
thinking.
• Teaching is a complex endeavor. There is no
silver bullet and no one has it nailed!
CCSS + ELLs
What do you know?
What do you want to know?
Essential Question: How do I help my English
Learners access the Common Core Standards when
there is such a disparity in their current literacy
levels and those that Common Core Standards has
set?
• English Language Proficiency Frameworks
http://www.ccsso.org/Resources/Publications/The_Common_Core
_and_English_Language_Learners.html
• ELPA 21
http://arktesol.org
http://www.colorincolorado.org/multimedia/experts/video/uro/
Task
Text
Support
Common Core Access
Grade
Band
Current
Lexile Band
"Stretch"
Lexile Band
K–1
BR-325
N/A
2–3
450L–725L
450L–790L
4–5
645L–845L
770L–980L
6–8
860L–1010L
955L–1155L
9-10
960L–1115L
1080L–1305L
11–CCR
1070L–1220L
1215L–1355L
Level 1-3
Level 3-4
Level 4-5
BeginningIntermediate
Lexile BR-650
G.E. 1-3
IntermediateAdvanced
Lexile 500-950
G.E. 3-5
IntermediateAdvanced
Lexile 750-Grade
Level
G.E. 5-Grade Level
Anchor Standard
1 for Reading:
Read closely to
determine what
the text says
explicitly and to
make logical
inferences from it;
cite specific
textual evidence
when writing or
speaking to
support
conclusions
drawn from the
text.
P
h
a
s
e
RI. K.1
With prompting and support, ask and answer
questions about key details in a text.
RI.1.1
Ask and answer questions about key details in a
text.
RI.2.1
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
RI.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of what
the text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
A
RI.4.1
P
h
a
s
e
RI.5.1
RI.6.1
B
P
h
a
s
e
C
RI.7.1
RI.8.1
RI.9.1
RI.10.1
RI.11.1
RI.12.1
Backmapping is the key!
http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_standards_resources/
http://de.portal.airast.org/resources/Reading%20Resources/DC
AS_Reading_Linking_Document.pdf
Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador
whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that
vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the
sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and cornflakes from a tin
cup in the dim dark of the morning.
Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama,
who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today,
like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red,
green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until
the crossing-guard lady holds back the blur of traffic for Salvador to collect them again.
Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it
speaks, inside that forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with
feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where
something throbs with both fists and knows only what Salvador knows, inside that body too small to contain
the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the
door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hands of Cecilio
and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several
shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before
disappearing like a memory of kites.
L960
Grade Equivalency 7.0
Based on three factors:
• Background Knowledge- The more background knowledge a
reader has about a topic, text structure, and the author, the
more difficult text he can read.
Going deep
• Interest and Motivation- If a reader has interest in the topic or
is motivated to read, he will work harder to comprehend.
Real-world
application
• Purpose- When a reader knows why he is reading something
and know what he needs to get from the text, he can better sift
and soft information to determine what is important.
Tovani, 2010
Project-based
Learning Tasks
(up front)
A strategy is an intentional plan that is
flexible and can be adapted to meet the
demands of the situation.
Proficient Readers:
• Activate background knowledge and make
connections between new and known information.
•Question the text in order to clarify ambiguity and
deepen understanding.
•Draw inferences using background knowledge and
clues from the text.
•Determine importance in order to distinguish details
from main ideas.
•Monitor comprehension in order to make sure
meaning is being constructed.
•Reread and employ fix-up strategies to repair
confusion.
•Use sensory images to enhance comprehension and
visualize the reading.
•Synthesize and extend thinking.
RI. K.1
Anchor Standard
1 for Reading
Information:
Read closely to
determine what
the text says
explicitly and to
make logical
inferences from it;
cite specific
textual evidence
when writing or
speaking to
support
conclusions
drawn from the
text.
P
h
a
s
e
A
RI.1.1
RI.2.1
RI.3.1
RI.4.1
P
h
a
s
e
RI.5.1
RI.6.1
B
RI.7.1
P
h
a
s
e
RI.8.1
RI.9.1
C
RI.10.1
RI.11.1
RI.12.1
With prompting and support, ask and answer
questions about key details in a text.
Ask and answer questions about key details in a
text.
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
Questioning/
understanding of key details in a text.
Determining
Importance
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.
Refer to details and examples in a text when
explaining what the text says explicitly and when
drawing inferences from the text.
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
Cite textual evidence to support analysis of
what the text says explicitly as well as inferences
drawn from the text.
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.
Cite the textual evidence that most strongly supports an analysis of
what the text says explicitly as well as inferences drawn from the
Inferring/
text.
Determining
Importance
Cite strong and thorough textual evidence to support analysis
of
what the text says explicitly as well as inferences drawn from the
text.
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text.
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the
text, including determining where the text leaves matters uncertain.
Thin
Questions
THICK
QUESTIONS
Essential Question: How can
struggle make us stronger?
• As you read, list the words or ideas that repeat in the piece.
Innermost Circle: Concentrate on the concrete level of meaningreading on the line
• Write the most significant word from the assigned text.
• Quote the sentence in which the word appears. Document the
source of the quotation in parentheses.
• Write multiple dictionary definitions of the word (denotation).
• Explain why the word is important to the meaning of the work
by placing it in the context of the narrative.
Middle Circle: Concentrate on the abstract level of meaningreading between the lines.
• Referring to the text, draw four images inspired by the text.
• Write an explanation of the link between each image and the
word you have written.
Outer Circle: Concentrate on the thematic level of meaningreading beyond the lines
• Write two thematic statements drawn from the significant word
you wrote in the innermost circle and the images you drew in the
middle circle. Tie everything to the work as a whole.
Example: Human being can experience intense joy, even when
living in difficult circumstances.
How does Cisneros make you feel about Salvador
when she describes his eyes as being the color of
caterpillars? Think of another comparison that
would have made you feel differently about
Salvador.
Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador
whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that
vague direction where homes are the color of bad weather, lives behind a raw wooden doorway, shakes
the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes
from a tin cup in the dim dark of the morning.
Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his
mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry,
because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little
fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the
asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them
again.
Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it
speaks, inside that forty pound body of boy with its geography of scars, its history of hurt, limbs
stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the
chest where something throbs with both fists and knows only what Salvador knows, inside that body too
small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other
disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait.
Collects the hands of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and
wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright
horizon, flutters in the air before disappearing like a memory of kites.
“Salvador Late or Early” Acrostic Poem Project
Acrostic poems:
•Formed by writing a word vertically down the page
•Use one letter per line
•All capital letters for the focus word
•Each line of poetry must begin with the letter on that line and must pertain to the word
•May use one word or a phrase
•Does not have to rhyme
•Use adjectives and phrases that describe the word
•You must use literary devices
Example:
Salvador
By Ms. Cripps
Sad and beaten down like a stray dog in the rain
Alone in his tasks
Late because he wipes the dripping noses of his brothers
Very transparent
A ghost in the back of the classroom
Dreaming of his future
Of a day when he will
Return to the barrio with success dripping from his fingertips
Salvador Late or Early Acrostic Poem Rubric
Grammar & Spelling
(Conventions)
Writer makes no errors in grammar or
spelling that distracts the reader from the
content.
Writer makes 1-2 errors in grammar or
spelling that distract the reader from the
content.
Writer makes 3-4 errors in grammar or
spelling that distract the reader from the
content.
Writer makes more than 4 errors in
grammar or spelling that distracts the
reader from the content.
Capitalization & Punctuation
(Conventions)
Writer makes no errors in capitalization or
punctuation, so the paper is exceptionally
easy to read.
Writer makes 1 or 2 errors in capitalization
or punctuation, but the paper is still easy to
read.
Writer makes a few errors in capitalization
and/or punctuation that catch the reader's
attention and interrupt the flow.
Writer makes several errors in capitalization
and/or punctuation that catch the reader's
attention and greatly interrupt the flow.
Word Choice
Writer uses vivid words and phrases that
linger or draw pictures in the reader's mind,
and the choice and placement of the words
seems accurate, natural and not forced.
Writer uses vivid words and phrases that
linger or draw pictures in the reader's mind,
but occasionally the words are used
inaccurately or seem overdone.
Writer uses words that communicate clearly,
but the writing lacks variety, punch or flair.
Writer uses a limited vocabulary that does
not communicate strongly or capture the
reader's interest.
Focus on Topic (Content)
There is one clear, well-focused topic. Main
idea stands out and is supported by detailed
information.
Main idea is clear but the supporting
information is general.
Main idea is somewhat clear but there is a
need for more supporting information.
The main idea is not clear. There is a
seemingly random collection of information.
Rules of the Poem-Theme Word
Theme word was written vertically on the left
side of the paper. Word used was on the
given list or approved by the teacher.
Theme word was written vertically on the left
side of the paper. Word was not on the list
and not approved by the teacher.
Theme word was not written vertically on the
left side of the paper, but word was on the
list or approved by the teacher.
Rules for the poem were not followed.
Literary Devices
The writer used at least three literary devices
in the poem.
The writer used two literary devices in the
poem.
The writer used one literary device in the
poem.
The writer did not use any literary devices in
the poem.
Self-Assessment: ______
Teacher Assessment: _______
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Poems
Short non-fiction selections
Fiction
Picture Books
Newspaper articles
Vignettes
Biographical information
Internet pieces
Student generated writing
Mathematical writing
Lists
Historical recounts
Photos
Postcards
Primary sources
Quotes
Song lyrics
Pictures of artwork
Brochures
Maps
Charts and graphs
Magazine articles
Graphic Novel
Remember…time on task is more important than length of text.
Multiple short pieces=more time reading
• Build Background Knowledge so that readers can
better connect what they know to new information.
• Create Curiosity so that readers wonder about the topic and
are propelled to learn more about it.
• Show Connections to the Real World so that
readers understand how required reading is important outside of
school.
• Serve as Accessible Text for Modeling so that
readers can see options on “how” to think about their reading when it
gets difficult.
Tovani, 2009
Think about your secondary students that you have who been in
the ESL program since elementary school.
What adjective or idiomatic phrase would you use to describe
these students?
Write your word/phrase on a large sticky note and post on the
anchor chart.
Making the Difference
Supporting +
Moving LTELs to FEP
•
•
•
•
What is an LTEL?
What are the characteristics of LTELs you know in your school?
What contributes towards the creation of LTELs?
How do we help LTELs acquire full English proficiency?
• are Long Term English Learners
• have been in U.S. schools for 6+ years
• have a strong command of social English, but lack sufficient academic
language demanded by standards-based course work
• are “stuck” at the intermediate stage of language proficiency
• have poor grades
• high rates of grade retention
• have passive learning behaviors
• can speak their native language, but most times lack literacy skills in the L1
• have many gaps in literacy and language skills
• perform below grade-level expectations
• are not proficient on CRT or NRT
• are at high-risk for dropping out
• Count off into groups of four.
• Each group will assign roles using Cooperative Learning Cards.
• Each group will read a different article using following question
to set your purpose:
• What contributes towards the creation of LTELs?
• How do we help LTELs acquire full English proficiency?
• Your scribe should write down your findings on the chart paper.
• Your presenter should be prepared to share out your findings
with the group.
Many factors contribute toward English learners becoming LTELs:
elementary and middle school language arts curricula that weren’t
designed for English learners; extended periods of time with no
targeted English language support; placement into literacy
interventions without a tandem focus on English language
development ; social segregation and linguistic isolation.
(Olsen, 2010)
Best Practices for English
Language Development
for LTELs
• ELL need to interact academically with skilled English speakers
to learn a target-like version of spoken English.
• ELLs need access to rigorous curricula at their grade level.
However, they also need…
• Dedicated time for second-language learning and practice.
• Intentional instruction in how English works- vocabulary, word
usage, grammatical features, syntactic structures, and daily
structured rehearsals.
• Helping learners retrieve and enhance relevant background
knowledge through brainstorming, visual media, or direct
experiences increases likelihood of learning and retention.
• Tying new information to students’ background experiences
establishes critical linkages for students who are already at a
linguistic disadvantage in terms of lesson comprehension.
• Language elements must be directly taught…not inferred.
• English learners are unlikely to independently extract the
linguistic principles on their own.
• They need a model and opportunity for rehersal.
• Teachers are using a plethora of teaching strategies across the
curriculum.
• Consistency in the ELD classroom will help students internalize
the processes and teacher expectations for performance.
• ELLs are surrounded by peers who also struggle with English.
• Teachers must model both eloquent social and academic
language.
• We must also teach students about registers and how we
change registers depending on our situation and audience.
• ELLs must have daily opportunities to communicate using more
sophisticated social and academic language
• Must provide clear targets and models for what we expect
students to do.
• Even Think-Pair-Share can become informal partner chats that
lack academic rigor.
Academic Language Stems are posted on the PCSSD ESL Wiki:
http://pcssd-esl.wikispaces.com
• What have you learned about CCSS + ELLs?
• What new questions have you formed today?
• What kind of support do LTELs need to break into Full English
Proficiency?
• What support do you need as a teacher?
•
http://www.springdaleschools.org/for_staff/curriculum___student_departments/e_s_o_l_program/common_core_state_standards_resources/