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Making the Common Core State
Standards
Comprehensible for
English Language Learners “Creating a pathway to ensure academic success for ELLs?”
Presenter: Mrs. Ericka L. Okafor
District Supervisor of Bilingual Education,
Bridgeton Public Schools
Fact or Fiction?
The Common Core
State Standards
(CCSS)
are a federal
mandate.
Source: TESOL International Association, March 2014
Fact or Fiction?
CCSS discourage
scaffolding of
complex texts for
students.
Source: TESOL International Association, March 2014
Fact or Fiction?
CCSS articulate
expectations in the
areas of speaking,
listening, reading, and
writing to prepare all
students to be college
and career ready.
Source: TESOL International Association, March 2014
Fact or Fiction?
The CCSS function as a
curriculum, outlining
what texts should be
taught and how
teachers should teach.
Source: TESOL International Association, March 2014
Common Core State Standards….
• are standards, NOT curriculum.
• will need to be supported by coherent
content-rich curriculum.
• do NOT define everything that should be
taught or assessed at the classroom or
district levels.
• define literacy as everyone’s responsibility.
Source: TESOL International Association, March 2014
Outcomes: Teachers will be able to…
To review the stages of second language acquisition and
academic language development for ELLs;
To review the key components of the CCSS and the
implications for ELLs;
To provide a brief outline of the instructional shifts for ELA
in order to prepare ELLs to access the CCSS;
To analyze instructional strategies that will help them
develop students’ language skills and content area concepts
in the mainstream classroom;
To explore additional resources to support the language
development in the mainstream classes.
Second Language Acquisition
Source: TESOL International Association, March 2014
Beginning Stages of Second
Language Acquisition
Preproduction: Students at this stage tend to be non-verbal. They may exhibit some level of frustration, anxiety and withdrawal from the other students in the class. This phase may be characterized as the “culture shock” phase.
Early Production: Students at this stage may begin to repeat language used in social conversations. They may ask questions using simple phrases. They will be able to participate in class activities, but they may continue to exhibit a little inattentiveness at times.
Responds in one- or two
word utterances
May decode, but have
difficulty with English
specific sounds
Reads single words,
comprehends simple stories
Copies, labels, and lists
words
Beginning use of verb
tenses, asking and
answering simple questions
about familiar content
Social conversations with
peers
Improved pronunciation
with phonological
awareness.
Source: TESOL International Association, March 2014
Intermediate Stages of Second
Language Acquisition
Speech Emergence: Students at this stage will demonstrate an increased understanding of conversations, simple stories with few details, and simple procedural information from content area text.
Intermediate Fluency: Students at this stage tend to have an increase in listening , speaking, reading, and writing comprehension. They will be able to read and understand a wider variety of text. The student will be able to make simple inferences, and use the language to express and defend opinions.
Answer simple content-
based questions
Re/tell short stories or
events
Identify main ideas and
some details
Use context clues and
illustrations to determine
meanings of words
Answer opinion questions
with supporting details
Discuss short stories, issues
and concepts
Differentiate between fact
and opinion in narrative and
expository text.
Summarize content-based
information Source: TESOL International Association, March 2014
Instructional Shifts in ELA/Literacy Shift #1: Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Informational Texts: in 4th grade will represent 50% of the reading, 55% by 8
Literary Texts: in 4th grade will represent 50% of the reading, 45% by 8th grade, and 30% by 12th grade.
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Shifts in ELA/Literacy
Shift #2: Knowledge in the Disciplines
Students build knowledge about the world (domains/content
areas) through TEXT rather than the teacher or activities.
In grades 6-12, teachers must include literacy and language
skills in Science, Math and Social Studies. Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Shifts in ELA/Literacy
Shift #3: Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
The text’s readability must include:
a. Structure of text,
b. Background knowledge, and
c. What the reader is asked to do with the text
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Shifts in ELA/Literacy
Shift #4: Text-based Answers
Students engage in rich
and rigorous evidence
based conversations
about the text.
Students benefit from
direct instruction and
modeling on how to
utilize evidence from
the texts to support
their reasoning.
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Shifts in ELA/Literacy
Shift #5: Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argument.
Students must learn to write in order to persuade, explain and convey experience. Opinion writing should begin as early as kindergarten and continue at every level of language proficiency.
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Shifts in ELA/Literacy
Shift #6: Academic Vocabulary
Students constantly build transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
Explicit and constant use of the language of math, science and social studies is essential for ELLs to increase language development.
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
Instructional Strategies to
support ELLs access the CCSS
Building Background Knowledge
Build background knowledge related to the text through short video clips, visuals, readings, and questions that draw on students’ background knowledge related to text.
Short(!) video clip
Provide background materials (summaries)
Provide translation of background materials, if appropriate.
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Sample Video: Building Background Knowledge
Slavery in America: Building Background Knowledge
Grades 4-6 / History / Harriet Tubman
Sample Visual: Building Background Knowledge
Lincoln’s Gettysburg Address
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Sample Summary: Gettysburg Address
The Gettysburg Address is a speech delivered by U.S.
President Abraham Lincoln and is one of the most well known
speeches in United States history. It was delivered
during the American Civil War, on the afternoon of
Thursday, November 19, 1863. Lincoln delivered the
speech at the dedication of the Soldiers' National Cemetery
in Gettysburg, Pennsylvania, in remembrance of the men
who died during the Battle of Gettysburg.
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Sample Translation: Gettysburg Address
El Discurso de Gettysburg es un discurso pronunciado por el
Presidente Abraham Lincoln y es uno de los más conocidos
en la historia de los Estados Unidos. Fue pronunciado
durante la Guerra Civil Norteamericana, en la tarde del jueves
19 de noviembre de 1863. Lincoln pronunció su discurso en
el conmemorativo Cementerio Nacional de los Soldados en
Gettysburg, Pennsylvania, en honor a los hombres que
murieron durante la Batalla de Gettysburg.
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Comprehensible Input
Pre-Teach Key Vocabulary
Teach students to use first language cognate knowledge to uncover meaning of English cognates in text. (e.g. , continent, nation, liberty)
Provide direct instruction of high-frequency domain-specific and general vocabulary (e.g., dedicate, conceive).
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Sample Key Vocabulary: Side-by Side Glossary
Four score and seven years ago
our fathers brought forth on this
continent, a new nation, conceived
in Liberty, and dedicated to the
proposition that all men are
created equal.
Twenty
Produced
Idea
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Sample Key Vocabulary: Cloze Paragraph to
identify key vocabulary in context
Produced
Eighty-seven
Liberty
Conceived
Equal
Idea
Declaration of Independence
United States
Dedicated
Word Bank
years before the Gettysburg Address, the was signed.
The signing a new nation called the
. The nation was in or
created without force. The nation was to the that all men are
created .
Source: R. Karlene McCormick and Diane Staehr Fenner, 2/2013
Curriculum Resources
Long Island Regional
Bilingual Education Resource Network
Grade 1 Module: Animals and Habitats
Grade 5 Module: Human Rights
Source: Long Island Regional Bilingual Education resource Network, Presentation, 10/2013
NJDOE-ELL Scaffolds
Source: http://www.nj.gov/education/modelcurriculum/ela/ELLOverview.pdf
Can-Do-Descriptors Assist teachers and administrators
in interpreting ACCESS for ELLs
Score Reports
Explain the Speaking and Writing
rubrics associated with ACCESS
for ELLs assessment
Provide a range of expectations
for student performance across
grade levels and within a
designated English proficiency
level
Assist with planning
differentiated lessons and/or unit
plans
Source: http://www.wida.us/assessment/ACCESS/ScoreReports/ACCESS_Interpretive_Guide09.pdf
Examples of Can-Do-Descriptors (English Version)
Source: http://www.wida.us/assessment/ACCESS/ScoreReports/ACCESS_Interpretive_Guide09.pdf
Examples of Can-Do-Descriptors (Spanish Version)
Source: http://www.wida.us/assessment/ACCESS/ScoreReports/ACCESS_Interpretive_Guide09.pdf
Additional Resources
• New Jersey Department
of Education- Bureau of
Bilingual Education
• WIDA Consortia
• NJTESOL/NJBE
• U.S. Department of
Education-Resources for
Teachers
• Colorin Colorado
Mrs. Ericka L. Okafor
District Supervisor of Bilingual Education
856-455-8030 ext. 2078
“Thank you for your continuous dedication
and commitment to ensuring that the English
language learners are academically successful
and reach their fullest potential!”
