Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.

1. @TheTechProfe
KEY PRINCIPLES &
DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist

2. @TheTechProfe
KEY PRINCIPLES &
DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist
www.slideshare.net/TheTechProfe

3. DO YOU HAVE ELLS
IN YOUR SCHOOL?
YOU WILL!

4. @TheTechProfe
WHAT’S THEIR STORY?
Who Are These ELLs You Speak Of?
@TheTechProfe

5. @TheTechProfe
SOURCE: CA DEPARTMENT OF ED
THE # OF ELL
IN OUR
CLASS IS
RISING

6. @TheTechProfe
SOURCE: CA DEPARTMENT OF ED
THERE ARE
MORE
MULTILINGUALS
THAN
THERE ARE
MONOLINGUALS
TODAY

7. @TheTechProfe
SOURCE: CA DEPARTMENT OF ED
1 IN 4 IN
CALIFORNIA
ARE FOREIGN
BORN

8. 8
Facts about ELLs
ELL’s in USA come from 400
different language backgrounds
Vietnamese and Chinese
are the next two most
common first languages
spoken among ELLs
(accounting for 1.8% and
1.4%, respectively, of the
ELL population)
80% of the ELL
population enrolled in
our nation's schools are
Spanish speakers

9. What Do All The Labels Mean?
9
ELL, or English language learner.
ELL is the most current term used in
the United States to describe
students whose native language
is not English, who are in various
stages of acquiring English, and who
require various levels of language
support and development in order to
become fully proficient in English.
ELL, ESL, ELD, LEP, EFL

10. What Do All The Labels Mean?
10
ESL, or English as a second
language. The term ESL was formerly
used as a designation for ELL
students, but is more commonly
used now to refer to “a program of
instruction designed to support
ELL students ” and is often still
used at the postsecondary level to
refer to multilingual students.
ELL, ESL, ELD, LEP, EFL

11. What Do All The Labels Mean?
11
ELD, or English language
development. ELD is often used to
describe instruction and
programs for ELL students that
focus on developing English
language proficiency in the domains
of reading, writing, listening, and.
speaking.
ELL, ESL, ELD, LEP, EFL

12. What Do All The Labels Mean?
12
LEP, or limited English proficiency.
LEP is used by the U.S. Department
of Education for ELLs who have
not yet demonstrated
proficiency in English, according
to state standards and assessments.
ELL, ESL, ELD, LEP, EFL

13. What Do All The Labels Mean?
13
EFL, or English as a foreign
language. EFL refers to students who
are “nonnative English speakers,
but who are learning English in a
country where English is not the
primary language.”
ELL, ESL, ELD, LEP, EFL

14. 14
Over 1/2 of ELLs in middle and high schools were born in the United
States, are second- or even third-generation immigrants, and have been
enrolled in U.S. schools since kindergarten.
Long-term English language learners, or LT-ELLs
Stuck at the intermediate level.
High levels of oral English
proficiency, but may lack the
academic language and skills in
reading and writing needed to
master subject matter

15. • Researchers and educators
commonly use the term L1 to refer
to a student's native language (also
called primary language, home
language, or heritage language )
and L2 to refer to the language a
student is acquiring in addition to
their native language, which in the
United States is English. The next
subsection, on ESL best practices,
will discuss the important link
between L1 and L2 in language
learning.
15
L1 - Home Language
L2 - Acquiring Language

16. • also called communicative competence,
refer to the listening and speaking skills
that students tend to acquire quickly in a
new language (within the first couple of
years) in order to communicate in social
situations. For example, BICS enable
one to talk with friends on the soccer
field or to ask someone for directions.
16
BICS: Basic Interpersonal
Communicative Skills (1-2 Years)
CALP: Cognitive Academic Language
Proficiency: (5-7 Years)
• refers to the academic language and more cognitively
demanding skills that are required for academic
success. CALP takes longer for students to develop,
often between five to seven years, but can take
longer for students with less proficiency in their native
language. CALP is required in academic situations
such as lectures, class discussions, and research
projects, and includes skills such as summarizing,
analyzing, extracting and interpreting meaning,
evaluating evidence, composing, and editing.

17. DO CURRENT
INSTRUCTIONAL PRACTICE
MAKE THEM SUCCESSFUL
IN THE REAL WORLD?

18. WHAT ABOUT
STANDARDS?

19. COMMON CORE & ELD STANDARDS
WHERE ARE WE?

20. California ELD Standards
20goo.gl/ku1OV

21. • `
21
PLD - Professional Learning DescriptorsEmerging: Students at this level typically progress very
quickly, learning to use English for immediate needs as well as
beginning to understand and use academic vocabulary and
other features of academic language.
Expanding: Students at this level are challenged to increase
their English skills in more contexts, and learn a greater variety
of vocabulary and linguistic structures, applying their growing
language skills in more sophisticated ways appropriate to their
age and grade level.
Bridging: Students at this level continue to learn and apply a
range of high‐level English language skills in a wide variety of
contexts, including comprehension and production of highly
technical texts. The “bridge” alluded to is the transition to full
engagement in grade‐level academic tasks and activities in a
variety of content areas without the need for specialized ELD
instruction. However, ELs at all levels of English
language proficiency fully participate in grade level
tasks in all content areas with varying degrees of
scaffolding in order to develop both content
knowledge and English.

22. California ELD Standards
22goo.gl/ku1OV

23. California ELD Standards
23
goo.gl/ku1OV

24. California ELD Standards
24
goo.gl/ku1OV

25. CALIFORNIA ELD STANDARDS
Interpretive
Productive
Collaborative
Part I:
Interacting in Meaningful Ways
Part II:
Learning About How English Works
Connecting &
Condensing Ideas
Expanding &
Enriching Ideas
Structuring
Cohesive Text
Part III:
Using Foundational Literacy
Native
Language
Emerging Expanding Bridging
Lifelong Lang
Learning

26. WHERE IS THE
CONNECTION?
Source: https://goo.gl/A1Q5a8

27. 27
The CA ELD Standards ARE NOT INTENDED TO REPLACE the Common
Core State Standards for ELA but instead to amplify the language
knowledge, skills and abilities of those Common Core State Standards
that are critical in order for ELs to simultaneously be successful in
school while they are developing English.

28. 28
Fewer: Those standards that are
necessary and essential for
development and success
Clearer: A coherent body of
standards that have clear links
to curriculum and assessments
Higher: Correspondence with
the elevated standards in the
CCSS.

29. 29
Organization of the California English
Language Development Standards
Section 1: Goal, Critical
Principles, and Overview
An “at-a-glance” overview of Parts I–
III of the CA ELD Standards, with
corresponding grade-level Common
Core State Standards for ELA indicated
Critical Principles for Developing
Language & Cognition in
Academic Contexts
A Goal statement for all
English learners in California

30. 30
Organization of the California English
Language Development Standards
Section 2: Elaboration on
Critical Principles for
Developing Language &
Cognition in Academic
Contexts
Part III: Using Foundational
Literacy Skills
Part I: Interacting in
Meaningful Ways
Part II: Learning About How
English Works

31. 31

32. 32
John Carr Educational
Enterprise (JCEE)
jcarrmaa.com
The matrix shows all of the ELA standards
corresponding to each ELD standard as
identified by the California Department of
Education. The rows labeled “Link” identify
the strongest ELD-ELA links, as determined
by the Link author and advisory panel. The
rows labeled “Other” list the remaining
correspondences. The ELD numbers are
hyperlinks, allowing the user to move back
and forth between the matrix and the text
statements of the standards.
All Linkable!

33. 33
John Carr Educational
Enterprise (JCEE)
jcarrmaa.com
The matrix shows all of the ELA standards
corresponding to each ELD standard as
identified by the California Department of
Education. The rows labeled “Link” identify
the strongest ELD-ELA links, as determined
by the Link author and advisory panel. The
rows labeled “Other” list the remaining
correspondences. The ELD numbers are
hyperlinks, allowing the user to move back
and forth between the matrix and the text
statements of the standards.
All Linkable!

34. WHERE ENGLISH LEARNERS DEMONSTRATE
LITERACIES
Source: goo.gl/WVZag

35. WHERE DO
YOU BEGIN?

36. @TheTechProfe
BUT NO CURRICULUM !?!?!?!?!?!
You have English Language Learners in your class….
@TheTechProfe

37. WHAT ARE SOME
Speak slower, not louder.
Provide outlines, advanced organizer, or visual
guides.
Write down key terms on the board.
Integrate games.
Read written instructions. Repeat.
Write key concept vocabulary on a Word Wall.
Integrate listening centers.
Model new skills.
Extend test time.
Don’t rescue ELLs when they struggle to speak -
smile,
relax your feet, face, and hands, and wait (it’s hard
to be tense when those body parts are loose).
Think-pair-share.
Provide exemplars of successful projects.
Let students use their home language in the
classroom
to solve work.
Use pictures, sketches, and graphic organizers.
Make videos of presentations for ELLs to replay if
needed.
Liberally use checks for understanding.
Pair up ELLs with strong oral and written English
skills.
Share a picture glossary.
Teach with cooperative learning.
Provide opportunities for low-stakes writing.
STRATEGIES? Source: goo.gl/vsOjOD

38. MARTIN CISNEROS KEY PRINCIPALS 4 ELLS
CLASSROOM
STRATEGIES
Quick, you show up on Monday and you now have ELLs…..What do you do?
@TheTechProfe

39. @TheTechProfe
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE ELL
STUDENTS' ENGLISH
LANGUAGE
PRODUCTION AND
PEER
INTERACTION.
◼
Specific and measurable goal: ELL
students will verbally demonstrate their
English speaking abilities in classroom
work at least three times a week.

40. @TheTechProfe
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
EXPLICITLY
TEACH ENGLISH
LANGUAGE
VOCABULARY AND
STRUCTURES.
◼
Specific and measurable resolution: I
will identify, teach, and post key
academic vocabulary and structures for
one content lesson each day.

41. @TheTechProfe
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
BUILD ON ELLS'
BACKGROUND
KNOWLEDGE TO
INCREASE
COMPREHENSION
◼
Specific and measurable goal: I will
elicit background knowledge from ELLs
in one content area through a variety of
activities, including questioning and
graphic organizers.

42. @TheTechProfe
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE ELL
PARENT
INVOLVEMENT
◼
Specific and measurable goal: Teacher
will contact one ELL parent each week
to share information on his/her student
or to inform the parent of a school
event.

43. @TheTechProfe
MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
INCREASE
WRITING
OPPORTUNIT
IES
◼
Specific and measurable goal: Students
will engage in a weekly writing activity
that will focus on developing a certain
skill such as creative vocabulary use,
the correct format of an essay or the
peer editing process.

44. 44
Using Video & Multimedia with ELL’s
Get students moving, talking, writing and speaking!

45. Critical
Pedagogy
• Describe what you see: Who is doing what? What do they
look like? What objects do you see in the video? Summarize
what they are saying.
• What is the problem in the video?
• Have you, your family, or friends ever experienced the
problem? Describe what happened.
• What do you think might be the causes of the problem?
• What solutions could a person do on their own? What
solutions could people do together? Would one be better
than the other? Why or why not?
45
Learn through questioning & looking at real-world problems
that they, their families, and their communities face.
Students could create simple posters and
make presentations (including role-plays)
illustrating the problem, sharing their
personal connection to it, listing potential
solutions, and choosing which one they
think is best and why. As students became
more advanced, they could even develop
this outline into a Problem/Solution essay
using the same outline
goo.gl/KeXvMm

46. Back to the
Screen
• The teacher picks a short engaging clip from a movie
and then divides the class into pairs, with one group
facing the TV and the other with their back to it. Then,
after turning off the sound, the teacher begins playing
the movie. The person who can see the screen tells
the other person what is happening. Then, after a
minute or a few minutes (depending upon the length
of the video), the students switch places. Afterward,
the pairs write a chronological sequence of what
happened, which is shared with another group and
discussed as a class. Finally, everyone watches the
clip, with sound, together
46
Adapted from Zero Prep: Ready-to-Go Activities for the
Language Classroom by Laurel Pollard, Natalie Hess, and
Jan Herron ( http://goo.gl/T5eXiX )
goo.gl/8SrR7S
Using Video & Multimedia with ELL’s

47. 47
The approach describes the process of the entire
class doing an activity, which could very well be
watching a short video, and then discussing and
writing about it.
Immediately following the activity, students are given a
short time to write down notes about what they did
(very early beginners can draw). Then, the teacher
calls on students to share what the class did --
usually, though not always in chronological order. The
teacher then writes down what is said on a document
camera, overhead projector, or web tool.
AWWapp.com
goo.gl/ewJ2p5
Using Video & Multimedia with ELL’s
Language
Experience
Approach

48. Dubbing
• Showing videos without the sound
and having students develop an
imagined dialogue can be a great
language lesson, and a lot of fun. You
can even have students act out the
scenes, too. In fact, you can use this
idea even with videos that don't
include humans! Have students
imagine a galaxy far, far, away!48
goo.gl/ySUafv
Using Video & Multimedia with ELL’s
1. Choose your favorite sound on Dubsmash
2. Record yourself with the sound
3. Share the recorded Dub with your friends
DubSmash

49. Novelty
• Our brains are wired to respond to something
new -- a survival legacy of our ancestors who
had to be acutely aware of any change in
their environment. You are more likely to grab
students' attention by introducing information,
a topic, or a lesson in a different way, and a
video clip can "fit the bill." For example, you
can begin a unit on Natural Disasters by
showing a portion of this first report on the
Japan earthquake and tsunami.
49
goo.gl/Lhfd3H
Using Video & Multimedia with ELL’s

50. Video Clips
and Questions
• Another way to use video to generate student thinking
involves students watching a short video clip and then
writing questions about the clip. Students divide into
pairs, exchange their papers, and answer their
partner's questions. Students then exchange papers
again and ''grade'' their partner's answers. The fact
that students are writing questions for a real audience
(a classmate) tends to lead to better questions.
Students may also take more time answering the
questions because they know a classmate will be
''grading'' them
50
• This activity can be used when teaching students
about different levels of thinking such as the difference
between literal and interpretive questions.
• For example, students could use this worksheet (bit.ly/
12qicbB) and generate some interesting predictions
and questions about an undefeated professional mixed
martial arts fighter who is also an amputee in the video
titled "My Little Arm."
goo.gl/SqmIkf
Using Video & Multimedia with ELL’s

51. Video and
Reading Strategies
• We focus a lot on helping our students
develop and use various reading strategies
such as predicting, summarizing, visualizing,
questioning, connecting, evaluating, etc.
Teachers can use video to give students
further opportunities to practice these
strategies in an engaging way. For example,
students could practice predicting what will
happen next and then summarize what
actually happened in the video "Bike Thief."
51
goo.gl/xQY27z
Using Video & Multimedia with ELL’s

52. CLASSROOM IMPLICATIONS
Provide literature that is
culturally relevant, age
appropriate, and accessible to ELs
at their current level of English
acquisition
Use online writing to help
students develop relationships
and practice English with other
students. Make it part of a
language and cultural exchange
where English-speaking students
-- who often take foreign language
classes -- also practice the first
language of the ESL student
Allow students to research topics
of interest. If students are truly
interested in a topic, they will
probably learn more language
Provide a space where all
languages have equal power. Have
students work together to
complete a service-learning task,
interview each other, or work on a
project using both languages
Take advantage of professional
learning opportunities
specifically to benefit English
learners. For example, join a
professional organization such as
TESOL or the National Association
for Bilingual Education (NABE)
Get to know students as human
beings. Honor the resources they
bring to the classroom and
recognize their multiple literacies

53. Provide literature
that is culturally
relevant, age
appropriate, and
accessible to ELs at
their current level
of English
acquisition
CLASSROOM IMPLICATIONS
newsela.com
Google Advanced Search
crafty184.com

54. CLASSROOM IMPLICATIONS
Use online writing to help
students develop
relationships and practice
English with other students.
Make it part of a language and
cultural exchange where
English-speaking students --
who often take foreign
language classes -- also
practice the first language of
the ESL studentdocs.google.com
todaysmeet.com
padlet.com

55. CLASSROOM IMPLICATIONS
Allow students to
research topics of
interest. If students
are truly interested in
a topic, they will
probably learn more
language
Google Search Education
Google App Search
agoogleaday.com

56. CLASSROOM IMPLICATIONS
Provide a space where all
languages have equal
power. Have students
work together to
complete a service-
learning task, interview
each other, or work on a
project using both
languages
awwapp.com
Google Drive
Google Translate Tools

57. CLASSROOM IMPLICATIONS
Take advantage of
professional learning
opportunities specifically
to benefit English learners.
For example, join a
professional organization
such as TESOL or the
National Association for
Bilingual Education (NABE)
TESOL.org
NABE.org
twitter.com

58. CLASSROOM IMPLICATIONS
Get to know students
as human beings.
Honor the resources
they bring to the
classroom and
recognize their
multiple literacies
Music
Literature
Google Cultural Institute

59. WHAT ARE SOME
Speak slower, not louder.
Provide outlines, advanced organizer, or visual
guides.
Write down key terms on the board.
Integrate games.
Read written instructions. Repeat.
Write key concept vocabulary on a Word Wall.
Integrate listening centers.
Model new skills.
Extend test time.
Don’t rescue ELLs when they struggle to speak -
smile,
relax your feet, face, and hands, and wait (it’s hard
to be tense when those body parts are loose).
Think-pair-share.
Provide exemplars of successful projects.
Let students use their home language in the
classroom
to solve work.
Use pictures, sketches, and graphic organizers.
Make videos of presentations for ELLs to replay if
needed.
Liberally use checks for understanding.
Pair up ELLs with strong oral and written English
skills.
Share a picture glossary.
Teach with cooperative learning.
Provide opportunities for low-stakes writing.
STRATEGIES? Source: goo.gl/vsOjOD

60. CONCEPT
CHECKING
Benefits of concept checking 3
C’s:
checks for students’
understanding.
clarifies difficult vocabulary for
students who are too shy to ask
questions.
creates a supportive learning
classroom, where students feel
that it’s okay to ask for help.
Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com

61. BOARD WORK &
ERROR
CORRECTION
In a non-ELL classroom using the
board and error correction is
important, but in an ELL classroom
it’s a must. Students need to hear
out and see instructions, new
concepts, words, definitions on the
board. Visuals in an ELL classroom
helps students with: memory,
clarification, recognition,
understanding, reminding and
error correction
Source: goo.gl/bcTir3
HaikuDeck.com
Cloud Generators
canva.com
goo.gl/auLfPi

62. SUPPORT ELL’S
WITH SCANNABLE
TECHNOLOGY
Scannable technology provides
opportunities for students to
quickly and easily interact with a
variety of content. In a
differentiated classroom, children
should have access to resources
and support materials that will push
them toward success.
ELLs can be supported by a variety
of tech tools. This includes
scannable technology like quick
response (QR) codes and
augmented reality (AR) triggers
Source: goo.gl/m4nNQO
Interactive Word Walls
Scannable Vocabulary Lists
Build Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App

63. WRITTEN VS.
AUDIO VS. MOVIE
DIRECTIONS
Some of your ELLs may be
conversationally fluent in English but
struggle with reading in this language. In
addition to giving them written directions
in English, you can provide an activity
sheet or assignment that will link to a URL
where they can hear the directions read
aloud for them. You may decide to try
this strategy if your students are stronger
readers and you want them to practice
their listening skills. Another option is to
provide audio directions for students in
their native language so that they can
focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com

64. WE ARE JUST BEGINNING
WE NEED TO GO FROM FISHING TO FLYING

65. MARTIN CISNEROS KEY PRINCIPALS FOR ELLS
@TheTechProfe

66. T H A N K Y O U !
# D I G I TA L R O D E O 1 5 T H E T E C H P R O F E . C O M

67. @TheTechProfe
KEY PRINCIPLES &
DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS
MARTIN RICARDO CISNEROS Academic Technology Specialist
www.slideshare.net/TheTechProfe