New English Language Development and Common Core State Standards Shift Happens! Institute Doc Library/June 27... · 2013-06-26 · Shift Happens! Instructional Shifts to Support ELs

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New English Language Development and Common Core State Standards

Institute

Shift Happens! Instructional Shifts to Support English

Learners in the CCSS ClassroomJune 27, 2013

Introductions

Rhonda Beasley

Coordinator, K-5 ELA/ Literacy

Santa Clara County Office of Education

Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 2

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Goal

Prepare every English learner for college and career success!


ObjectivesParticipants 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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Agenda• Welcome • Common Core State Standards

Overview• CCSS-ELA Instructional Shifts• Supporting English Learners in the

CCSS Classroom• Wrap-up/ Evaluations


States that have adopted the Common Core State Standards

http://www.corestandards.org/in-the-states

Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom6

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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.


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


Opportunities in the CCSS• Literacy and language across the

curriculum• Increased opportunities for

collaboration and teamwork• Focus of how language functions in

different contexts

Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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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INSTRUCTIONAL SHIFTSCCSS ELA/ Literacy


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CCSS-ELA Instructional Shifts

CCSS Instructional Shifts in ELA/

Literacy

# 1: PK-5 Balancing

Informational & Literary Texts

# 2: 6-12 Knowledge in the disciplines

#3: Staircase of complexity

#4: Text-based answers

5: Writing from sources

6: Academic Vocabulary


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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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


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).


English Learner Opportunities

Reading

• Engaging with complex texts to build knowledge across the curriculum

Writing• 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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ENGAGING WITH COMPLEX TEXTS TO BUILD KNOWLEDGE

ACROSS THE CURRICULUM

Reading:


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 ComplexityReading: 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.


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 PurposeLevels 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


StructureLow 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

• Literal• Clear• Contemporary• conversational language

Simple Texts

• Figurative, ironic, ambiguous, purposefully misleading, archaic/ unfamiliar language, general academic and domain-specific vocabulary

Complex Texts


Knowledge Demands

Few assumptions about the extent of readers’ life experiences and depth of their cultural/ literacy and content/discipline knowledge

Simple Texts

Many assumptions about the extent of readers’ life experiences and depth of their cultural/literacy and content/discipline knowledge

Complex Texts


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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.


Support for ELs1. 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 meaning-critical grammatical structures.

4. Expand students’ knowledge of how different kinds of texts are structured.


Castellon & Hakuta, 2012

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USING EVIDENCE TO INFORM, ARGUE, AND ANALYZE

Writing


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


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



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WORKING COLLABORATIVELY, UNDERSTANDING MULTIPLE PERSPECTIVES,

AND PRESENTING IDEAS

Speaking & Listening


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


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



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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


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


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 still-developing English language proficiency to engage in different communicative modes



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USING AND DEVELOPING LINGUISTIC RESOURCES TO READ, WRITE, SPEAK AND

LISTEN IN DIFFERENT CONTEXTS

Language


Key AdvancesEmphasis 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



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



New CCSS Paradigm

MATHSCIENCE SOCIAL STUDIES

LANGUAGE ARTS

Language

• Instructional discourse

• express and understand reasoning


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Goal

Prepare every English learner for college and career success!


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 [email protected]

51Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

Documents

New English Language Development and Common Core State Standards Shift Happens! Institute Doc Library/June 27... · 2013-06-26 · Shift Happens! Instructional Shifts to Support ELs