1. !
!
!
Supporting!English!Learners!
within!the!Common!Core!
State!Standards!
Stacey'Larson-Everson'
Administrator,'Services'for'English'Learners'&'Specialized'Instruc>on'
Orange'County'Department'of'Educa>on'
September'24,'2013'
Sponsored'by:'

2. In!this!session!we!will!explore:!
• CCSS'implica>ons'specifically'for'English'learners'
• ELD'standards'connec>ons'to'the'CCSS'
• NCLB,'Title'III'and'other'federally'mandated'
requirements'
• Key'research'to'support'best'professional'prac>ces'
• Essen>al'program'elements'to'support'implementa>on'
of'the'CCSS'in'tandem'with'the'ELD'standards'
• The'need'for'varied'language'supports'aligned'with'
concept'development'and'language'development'so'that'
students'are'supported'in'comprehension'and'
produc>on'of'language'

3. Session!Outcomes!
Session'par+cipants'will:'
• Pinpoint'key'performance'outcomes'for'English'learners'which'are'
embedded'throughout'the'CCSS'and'recognize'the'need'for'ELD'in'
tandem'with'CCSS'instruc>on'
'
• Gain'clear'understanding'about'the'instruc>onal'products'of'both'
ELD'and'SDAIE'strategies'
• Relate'current'research'to'instruc>onal'prac>ces'for'English'learners'
within'the'CCSS'
• Iden>fy'essen>al'components'of'ac>on'plans'to'address'the'
instruc>onal'needs'of'English'learners'

4. De<inition!of!an!English!Learner!
An'English'Learner:'
'
• Has'a'primary'language'or'“home'language”'other'than'
English'
• Demonstrates'on'state'assessments'that'he'or'she'lacks'
the'English'language'skills'required'in'listening'
comprehension,'speaking,'reading'and'wri>ng'to'be'
successful'within'a'school’s'regular'instruc>onal'
programs'

5. Federal!Guidance!for!!
English!Learners!
No'Child'Le6'Behind:'
“'All'limited-English-proficient'students'will'become'proficient'in'English'
and'reach'high'academic'standards,'at'a'minimum'a;aining'
proficiency'or'be;er'in'reading/language'arts'and'mathema+cs.”'
'
Lau'vs.'Nichols,'Supreme'Court''
“'There'is'no'equality'of'treatment'merely'by'providing'students'with'the'
same'facili>es,'textbooks,'teachers'and'curriculum…for'students'who'
do'not'understand'English'are'effec>vely'foreclosed'from'any'
meaningful'educa>on..”'
'
''If'we'give'EL’s'what'we'give'everyone'else,'it'is'insufficient.''
'
'

8. Dual!Obligation!
Language'
(ELD)'
Content'
(SDAIE)'
Curriculum'
Instruc>on'
Assessment'
Interven>on'
“Instruc+on'in'the'key'components'of'reading'is'necessary,'but'not'sufficient'for'
teaching'language'minority'students'to'read'and'write'proficiently'in'English.”'
Na>onal'Literacy'Panel'

9. Creating!a!Vision!for!CCSS!
Instruction!
• As'leaders'we'need'to'understand'the'standards'and'support'
our'teachers'in'knowing'and'deeply'understanding'the'
standards'
• We'must'allocate'>me'to'learn'and'know'the'key'shi_s'in'
both'ELA'and'math'
• Evaluate'which'standards'as'a'school'or'districts'we'are'less'
prepared'to'successfully'implement'
• Emphasize'reading'and'math'founda>onal'skills'
• Provide'specific'curriculum''
• Iden>fy'and'expect'best'instruc>onal'prac>ces'
• Priori>ze'interven>on'
• Plan'for'daily,'separate'ELD'instruc>on'as'part'of'core'content'

10. What!Will!ELs!Need!to!Do?!
• Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers'
'
• Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers'
'
• Explain'and'demonstrate'their'knowledge'using'emerging'
complex'language'and'other'communica>ve'strategies'in'
different'seangs'
'
• Extract'meaning'from'complex'wri`en'texts'
'
'
Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'

11. Habits!of!Mind!
• Bloom’s,'DOK,'…'
• The'message'is'cri$cal'thinking!'
'

12. CCSS!&!ELD!Standards:!
Paradigm!Shift!
Previous'Paradigm–'The'Sage'on'the'Stage'
• Teacher'delivers'knowledge'through'direct'
instruc>on'
• Students'work'independently'
• Emphasis'is'placed'in'the'correct'answer'
• Learning'is'measured'mainly'through'
mul>ple-choice''standardized'assessments'
Next'Genera>on'Paradigm–The'Coach'
• Teacher'facilitates'the'acquisi>on'of'knowledge'
and'skills'
• Knowledge'is'socially'constructed'
• Emphasis'is'placed'on'the'process'of'learning'
• Learning'is'measured'through'collabora>ve'
processes,'performances,'porfolios,'and'products'
(Next'Genera>on'Assessments)''

13. Another'Way'to'Say'it?'
Within'the'CCSS,'language'demands'range'from'social'
and'general'to'disciplineKspecific'and'academic.'
'
English'learner'students'need'to:'
• Obtain'informa>on,'request'clarifica>on'
• Demonstrate'understanding,'confirm'being'
understood''
• Build'on'others’'&'ar>culate'own'ideas'
• Construct'explana>ons,'engage'in'arguments''

14. Research'says……'
“English(learners(do(not(reliably(develop(ease(and(
accuracy(in(using(language(required(for(
academic(tasks(through(passive(listening(or(
unstructured(interac9ons”.(
From:'Improving(Educa9on(for(ELs:(Research@Based(Approaches((CDE,'2010).'Dutro'and'Kinsella,'page'178.''

15. What!Will!ELs!Need!to!Do?!
• Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers'
'
• Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers'
'
• Explain'and'demonstrate'their'knowledge'using'emerging'
complex'language'and'other'communica>ve'strategies'in'
different'seangs'
'
• Extract'meaning'from'complex'wri`en'texts'
'
'
Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'

16. Key'Ideas'and'
Messaging''
The'CA'ELD'Standards'
 'Align'with'California’s'Common'Core'State'Standards'for'English'
Language'Arts,'Literacy'in'History/Social'Studies,'Science,'and'Technical'
Subjects.''
 Highlight'and'amplify'the'key'language'knowledge,'skills,'and'abili+es'
in'the'CCSS'cri>cal'for'ELs'to'access,'engage'with,'and'achieve'in'gradelevel'academic'content'while'they'are'learning'English.''
 Should'be'used'in'tandem'with'the'CCSS'and'not'in'isola+on''

17. Methods'of'Instruc>on'
ELD'Focus'
•
'
•
'
•
'
•
'
•
Addresses'all'aspects'of'language'
Is'based'on'students’'various'
proficiency'levels'
Lesson'objec>ves'reflect'explicit'
language'outcomes'
Lesson'objec>ves'are'inten>onally'
selected'
Assessment–'ELPAC'
“The main goal of English Language
Development (ELD) is to ensure that
students develop the levels of English
proficiency required to succeed
academically.”
Improving Education for English Learners:
Research-Based Approaches
California Department of Education, 2010
SDAIE'Focus'
• Addresses'the'academic'language'
'''''''needed''for'various'content'areas'
'
• Uses'scaffolding'to'provide'access'
for'EL'students'
'
• Ac>vi>es'and'instruc>on'are'
inten>onally'created'to'match'the'
lesson’s'content'and'language'
objec>ves'
'
• Assessment–'Smarter'Balanced'
Consor>um'Assessments'
'
“To make academic content
comprehensible for English Learners,
SDAIE teachers provide a context for
instruction that is rich in opportunities
for hands-on learning and student
interaction.”
A Course for Teaching English Workers
Lynne T. Díaz-Rico, 2011

18. Instructional!Strategies!Matter!
'
'
No' ma`er' which' instruc>on' seang,' instruc>onal'
strategies' ma`er' and' we' know' from' research,'
some'are'be`er'than'others.'

19. Schmoker:!!
Soundly!Structured!Lessons!
• Objec>ves'which'are'clearly'stated'and'importance'and'
relevance'are'provided'
• Ac>ve'modeling'and'demonstra>ng'is'provided'
• Students'have'mul>ple'opportuni>es'to'prac>ce'under'the'
guidance'of'the'teacher'
• The'teacher'checks'for'understanding'and'provides'correc>ve'
feedback'
• The'teacher'makes'ac>ve'adjustments'to'the'students’'
learning'needs'
• h`p://www.edweek.org/tm/ar>cles/2013/06/04/
fp_schmoker_lessons.html'

20. Hattie:!Some!strategies!have!high!
positive!effects!on!achievement!
• Know'which'strategies'have'a'high'effect'and'act'to'support'
their'implementa>on'with'fidelity'
• Examples:'
•
•
•
•
•
Direct'instruc>on'
Reciprocal'teaching'
Metacogni>ve'strategies'
Repeated'Reading'
Classroom'discussion'

21. Methods'of'Instruc>on'
ELD'Focus'
•
'
•
'
•
'
•
'
•
Covers'all'aspects'of'language'
Is'based'on'students’'various'
proficiency'levels'
Lesson'objec>ves'reflect'explicit'
language'outcomes'
Lesson'objec>ves'are'inten>onally'
selected'
Assessment–'ELPAC'
“The main goal of English Language
Development (ELD) is to ensure that
students develop the levels of English
proficiency required to succeed
academically.”
Improving Education for English Learners:
Research-Based Approaches
California Department of Education, 2010
SDAIE'Focus'
• Covers'the'academic'language'
'''''''needed''for'various'content'areas'
'
• Uses'scaffolding'to'provide'access'
for'EL'students'
'
• Ac>vi>es'and'instruc>on'are'
inten>onally'created'to'match'the'
lesson’s'content'and'language'
objec>ves'
'
• Assessment–'Smarter'Balanced'
Consor>um'Assessments'
'
“To make academic content
comprehensible for English Learners,
SDAIE teachers provide a context for
instruction that is rich in opportunities
for hands-on learning and student
interaction.”
A Course for Teaching English Workers
Lynne T. Díaz-Rico, 2011

22. Honing!in!on!ELD!
What'are'the'components'of'the'
2012'ELD'Standards?'

23. Components!
'''''YOU'bring'it'all''''''
together!'
Appendices'B,C'
Part'I'
Part'II'
Part'III'
'(Part'III'is'Appendix'A)'
Proficiency'Levels'
Common'Core'State'
Standards'

24. What!Will!ELs!Need!to!Do?!
• Engage'in'produc>ve'oral'and'wri`en'group'work'with'peers'
'
• Par>cipate'in'effec>ve'oral'and'wri`en'interac>ons'with'teachers'
'
• Explain'and'demonstrate'their'knowledge'using'emerging'
complex'language'and'other'communica>ve'strategies'in'
different'seangs'
'
• Extract'meaning'from'complex'wri`en'texts'
'
'
Understanding'Language/Language,'Literacy'and'Learning'in'the'Content'Areas,'Stanford'University,'2012,'Kenji'Hakuta'

25. Three'Opportuni>es'of'Language'Instruc>on'
Language'Instruc+on'
CCSS'Language(Anchor'
Standards:'
'
'Instruc>onal'focus-Correct'
Academic'Language:(
(
(
grammar'and'usage'
Instruc9onal(focus@More(than(
vocabulary@(the(language(
students(need(to(fully(express(
academic(concepts(
ELA,'ELD''
Content'areas,'ELD'
English'Language(
Development:''
'
Instruc9onal(focus@(
Highlight(and(amplify(the(cri9cal(
language,(knowledge(about(
language(and(skills(using(
language(in(the(CCSS(for(English(
learners(to(be(successful(in(
school(
ELD'

26. Points!to!Consider!
What'tasks'do'I'want'my'students'to'be'able'to'complete'
independently?'
1.
Determine'the'central'ideas'from'various'texts'and'
summarize'accurately'(7th'Grade'History'Literacy'2.0)'
2.
Explain'ideas'based'on'close'readings'of'gradeKlevel'
texts'(7th'Grade'ELD–'Wri+ng'6KA)''
What'do'I'need'to'consider'to'get'them'to'that'point?'
1.
The'academic'language'they'need'to'be'successful'
2.
Their'language'needs'according'to'their'PLD'
(emerging,'expanding,'bridging)'
3.
How'to'make'our'+me'together'relevant,'challenging,'
and'engaging'
What'tools'do'I'have'to'put'all'of'this'together'for'my'
students?'
1.
Scaffolding'
2.
Differen+a+on'
3.
Integrated'instruc+on'
AhKha!'If'I'integrate'the'academic'content'and'ELD'
standards,'my'students'will'develop'both'the'academic'
and'English'fluency.'I'am'the'best'teacher'ever!'

27. Optimizing!ELD!
• Dedicate'separate'>me,'daily'for'ELD'instruc>on'
''''(Thomas'and'Collier'(2002),'Tong'et'al.'2008,''
''''Genesee'et'al.'2006,'Keck'et'al.'2006…….)'
• Clearly'and'loudly'iden>fy'ELD'as'an'instruc>onal'priority'
• ELD'should'aim'to'move'students'forward'in'their'level'
''''of'language'proficiency''
• 'ELD'instruc>on''should'include'interac>ve'ac>vi>es'which'are'
well'planned'and'correc>ve'feedback'
• ELD'should'address'language:'forms,'func>ons,'fluency,'
academic'language'
'

28. Geang'from'Point'A'to'Point'B'
How'will'English'learners'get'the'robust'instruc$on'they'need?'
'
• Inten>onal'scheduling'to'accommodate'development'of'both'academic'and'
language'proficiency'
• Explicit'instruc+on'focus'on'both'content'and'language'development'
• Teacher'planning'>me'set'aside'to'collaborate,'integrate'and'differen>ate'
• Teacher'>me'to'access'professional'development,'materials,'and'resources'
aimed'at'CCSS'and'ELD'“in'tandem”'
• Purposeful''and'calculated'expenditure'of'funds'to'support'these'specific'
ac>vi>es'aimed'at'English'learner'achievement'
'

29. Priorities!and!$$$$!
How'do'we'move'these'from'agenda'items'to'ac+on?'
'
-Make'strong'connec>ons'between'state'and'federal'academic'
performance'outcomes'and'local'priori>es'
'
-Connect'dollars,'with'specific'ac>vi>es'and'outcomes'
'
-Analyze'local'strengths'and'weakness'in'curriculum,'PD,'and'''''''''''
assessment'

30. Select!PD….!
• To'build'capacity'and'foster'collec>ve'responsibility'for'each'
and'every'student'
'
• Which'is'selec>ve'to'your'needs'and'iden>fied'key'ini>a>ves'
• Which'is'job'embedded,'on-going'and'frequent'
'
• Includes'lesson'study'and'is'focused'on'instruc>on'
'
• Connects'with'standards,'materials,'research'and'data'
analysis'

31. Resources!
LCAP:''
h`p://www.ocde.us/LegalServices/Documents/Local%20Control
%20Accountability%20Plans%20-%20FINAL.pdf'
'
Understanding'Language/Stanford'Papers:'
h`p://ell.stanford.edu/'
'
Improving'Educa>on'for'English'Learners:'Research-Based'Approaches'
h`p://www.cal.org/resources/pubs/improving-educa>on-for-englishlearners.html'
'
Unlocking'the'Research'on'English'Learners'
h`ps://www.a_.org/newspubs/periodicals/ae/summer2013/
index.cfm'
'
'
'

32. Q'&'A'
To'ask'a'ques>on,'hover'your'mouse'over'the'green'bar'at'the'top'
of'your'screen'and'click'“Chat”.'Chat'your'ques>on'to'the'Host.'

33. Thank!you!!
Stacey'Larson-Everson'
Orange'County'Department'of'Educa>on'
Slarson-Everson@ocde.us'
714-966-4338'
Sponsored'by:'