1. Instructional Shifts to Support English Learners in the CCSS Classroom
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

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

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

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

6. States that have adopted the Common Core State Standards
Intent: Show national commitment to the CCSS.
Talking Points: 45 states and two territories have adopted the CCSS. Three states (Minnesota, Nebraska, and Virginia) have adopted EITHER the ELA/Literacy OR Math Standards. Texas and Alaska have not adopoted the CCSS.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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.
Intent: Participants will understand the reasons why the new standards were written
Talking points:
Review the why’s:
Our students are not college and career ready.
Literacy has taken on new dimensions in the 21st Century.
Students must be prepared for both our domestic economy—and, more so than ever before, in our global economy.
This means our students must master ever more rigorous content and be prepared to apply that content to succeed.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
Intent: To show the characteristics of a college and career ready students (as defined in the CCSS document)
Talking Points: Read the slide.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
Intent: To enable the participants to see the benefits of the standards
Talking points:
Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive.
Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. If evidence could not be found that a standard is critical to college and careers, it did not make the final cut.
Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them
Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.
Equity: Expectations are consistent for all – and not dependent on a student’s zip code.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
The CCSS focus on language and literacy across all subject areas and will require all teachers to support the development of language skills.
The CCSS recognizes collaboration and teamwork among students and teachers as key components.
Californians Together, 2013
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
In the introduction of the standards, it states: “It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs.” ELLs need to be at the center of this work and not as an after thought.
Without specific direction, teaches can be led to assume that one curriculum or one method of instruction will work for all students.
The CCSS do no speak to the study of English as a second language. Each state has been left on their own to develop rigorous ELD standards to supplement the CCSS.
Californians Together, 2013
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

12. Instructional Shifts CCSS ELA/ Literacy
With the implementation of the CCSS, there will be major changes in not only what students learn, but in how they learn.
Instructional Shifts
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
Intent: To introduce the 6 instructional shifts identified by New York Dept. of Education.
Talking Points: NY Dept of Education identified 6 instructional shifts.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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?
Intent: To introduce the video.
Talking Points: Read the slide.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

15. Intent: Video to review the 6 instructional shifts.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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?
Intent: To have participants think about what instructional shifts need to occur to prepare our students for the increased rigor.
Talking Points: Ask participants to reflect on the prompt on the slide. Have participants record their responses on padlet.com or on chart paper.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

17. Supporting Els in the CCSS Classroom
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
Academic language development occurs when students are studying about content: history, science, the arts etc.
In the past years of NCLB, the curriculum for ELLs has been narrowed to mostly language arts and math. Therefore, ELLs have large content and language gaps.
The CCSS requires that we take time to build the background knowledge, end the narrowing of the curriculum and ensure access to a full curriculum for every ELL student.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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).
ELs should not be removed from the challenges set out in the standards, but rather supported in meeting them.
ELs can meaningfully participate in instruction through “imperfect” language.
Instruction must build on -- and build – students’ existing resources (L1, background knowledge, interests and motivations), precisely in order to expand them. 
Instruction must immerse students in meaning-making language and literacy activities with both micro- and macro- scaffolding (Schleppegrell & O’Hallaron, 2011).
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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

21. Engaging with complex texts to Build Knowledge across the curriculum
Reading:
Engaging with complex texts to Build Knowledge across the curriculum
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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.
Intent: To review the purpose of addressing text complexity
Talking Points: What is the purpose of emphasizing student ability to understand and use increasingly complex texts?
Under the CCSS, students will be expected to read and comprehend texts with increasing complexity as they progress through school. In fact, the standards specifically require that “by the time they complete the K-12 instruction, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.”
The Common Core State Standards Initiative places a strong emphasis on the role of text complexity in evaluating student readiness for college and careers.
© Copyright 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
CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Text Complexity

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.
Intent: To review the CCSS’ emphasis on text complexity.
Talking Points: Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts; considering a wider range of textual evidence; and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
Text difficulty is specified in the standards. This means that children in grades 2-12 will be asked to read more challenging text (which means that we have to teach more challenging text than we have in the past)
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Text Complexity

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

25. Levels of Meaning or Purpose
Levels of Meaning (literary texts)
Purpose (informational texts)
Simple texts:
Single level of meaning
Explicitly stated purpose
Complex texts:
Multiple levels of meaning (ex. satires)
Implicit, hidden, or obscure purpose
Source: CCSS, Appendix A
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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

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

28. Knowledge Demands Simple Texts Complex Texts
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

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.
Intent: To review the concept of the Right to Rigor for all students.
Talking Points:
David Coleman, the President of the College Board, defines the CCSS as a Bill of Rights for all students. He also says that all students then have a Right to Rigor. In other words, too many students spend their days reading leveled text (text within their ZPD, etc), without ever being exposed to grade level challenging text. We must shift from a sequential approach (teaching language first , then content) to a simultaneous approach (using content to teach language). This affects all students, not just ELs. We are also talking about LMs (language minority) those students without a CELDT score.
Lily Wong Fillmore reminds us often that academic language is not a prerequisite for school, it is the language you learn in school.
Dr. Fillmore also reminds us that leveled texts are not always appropriate:
little can be learned by having read them), provide no incentive to read more, and worst of all, provide no clue as to the English that figures in academic discourse.
The only way anyone can learn the language that figures in advanced literacy is through literacy, and only by noticing, grappling with, and thinking about the way forms and structures relate to meaning in the materials one reads.
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

30. Support for ELs
Use accessible texts in preparation for reading more difficult text.
Provide guidance as to which words in a text are critical for achieving comprehension and which are not.
Focus students’ attention on meaning-critical grammatical structures.
Expand students’ knowledge of how different kinds of texts are structured.
Castellon & Hakuta, 2012
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

31. Using Evidence to Inform, Argue, and Analyze
Writing
Using Evidence to Inform, Argue, and Analyze
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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.
Cite specific evidence in defense of claims
Consider the strength of the evidence others provide when making arguments
A focus on research skills to build students’ ability to ask questions and solve problems
Dr. Tim Shanahan, 2012
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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
Ensure that students have meaningful ideas to write about, allowing them to use their home languages or varieties of language during the writing process, and drawing on their background knowledge, practices, and experiences.
This provides a model for students.
Provide opportunities for students to interact with peers and teachers throughout the writing process.
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

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
Ensure that students have meaningful ideas to write about, allowing them to use their home languages or varieties of language during the writing process, and drawing on their background knowledge, practices, and experiences.
This provides a model for students.
Provide opportunities for students to interact with peers and teachers throughout the writing process.
Focus on the what is called for by the standards rather than the ELs’ production of mechanically and grammatically “flawless” writing
Provide opportunities for students
Bunch, Kibler, and Pimentel, 2012
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

35. Speaking & Listening
Working Collaboratively, understanding multiple perspectives, and presenting ideas
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

36. Key Advances Inclusion of formal and informal communication
Emphasis on:
Collaborative Conversations
Collaborative Group Work
Communicate Effectively
TIME: 5 minutes (for Slides 36 to 37)
INTENT: To broaden the focus in speaking and listening to include both formal and informal modes of communication that will reflect the wide range of functional communication in college and career environments ___________________________________________________________________________________
Review the slide.
2011 © CA County Superintendents Educational Services Association
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom
California’s Common Core State Standards: Toolkit | Overview

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
Students should learn to participate effectively in oral interactions,
integrating and evaluating information, and evaluating the speaker’s
message, perspective, and rhetoric.
Dr. Timothy Shanhan, 2012
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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

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

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

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

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

43. 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

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

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

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

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

48. New CCSS Paradigm Language SCIENCE SOCIAL STUDIES MATH LANGUAGE ARTS
Instructional discourse
express and understand reasoning
An explicit focus on language is useful not when taught in isolation (ex. grammar drills), but rather, when taught in conjunction with meaningful academic work across the curriculum.
LANGUAGE ARTS
Shift Happens! Instructional Shifts to Support ELs in the CCSS Classroom

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

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

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