1. 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

2. 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

3. Goal Prepare every English learner for college and career success! Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 3

4. 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 4

5. Agenda Welcome Common Core State Standards Overview CCSS-ELA Instructional Shifts Supporting English Learners in the CCSS Classroom Wrap-up/ Evaluations Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 5

6. 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 Classroom 6

7. 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. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 7

8. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 8

9. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 9

10. 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 10

11. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom Californians Together, 2013 11

12. INSTRUCTIONAL SHIFTS CCSS ELA/ Literacy Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 12

13. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 13

14. 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? Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 14

15. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 15

16. 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? Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 16

17. SUPPORTING EL S IN THE CCSS CLASSROOM Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 17

18. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 18

19. 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). Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 19

20. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 20

21. ENGAGING WITH COMPLEX TEXTS TO BUILD KNOWLEDGE ACROSS THE CURRICULUM Reading: Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 21

22. 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. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 22

23. 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. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 23

24. CCSS Complex Text Qualitative Measures Levels of meaning (literary texts) or purpose (informational texts) Structure Language Conventionality and Clarity Knowledge Demands Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 24

25. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 25

26. Structure Low ComplexityHigh 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 26

27. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 27

28. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 28

29. 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. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 29

30. 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 meaning- critical grammatical structures. 4.Expand students’ knowledge of how different kinds of texts are structured. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom Castellon & Hakuta, 2012 30

31. USING EVIDENCE TO INFORM, ARGUE, AND ANALYZE Writing Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 31

32. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 32

33. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 33

34. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 34

35. WORKING COLLABORATIVELY, UNDERSTANDING MULTIPLE PERSPECTIVES, AND PRESENTING IDEAS Speaking & Listening Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 35

36. Key Advances Inclusion of formal and informal communication Emphasis on: – Collaborative Conversations – Collaborative Group Work – Communicate Effectively 2011 © CA County Superintendents Educational Services Association Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 36

37. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 37

38. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 38

39. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 39

40. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 40

41. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 41

42. 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 Bunch, Kibler, and Pimentel, 2012 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 42

43. USING AND DEVELOPING LINGUISTIC RESOURCES TO READ, WRITE, SPEAK AND LISTEN IN DIFFERENT CONTEXTS Language Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 43

44. Key Advances Emphasis is on: Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 44

45. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 45

46. 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. Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 46

47. 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 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 47

48. New CCSS Paradigm MATH SCIENCE SOCIAL STUDIES LANGUAGE ARTS Language Instructional discourse express and understand reasoning Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 48

49. Goal Prepare every English learner for college and career success! Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom 49

50. 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 50

51. Closure & Reflection Please complete Evaluation Rhonda _Beasley@sccoe.org 51 Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom