Common Core State Common Core State Standards:Standards:

Considerations forConsiderations forEnglish Language English Language

LearnersLearners

General Considerations for General Considerations for ImplementationImplementationSpecific—based on individual students

Follow program requirementsEvidenced-based, best practices

Ongoing monitoring

ELLs and CCSSELLs and CCSSELLs must be provided access to

core content and instruction in English language development.

Districts determine how they will provide instruction for ELLs.

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Oral Language Oral Language DevelopmentDevelopment

Language learning:• is social learning.• is most effective when the environment is supportive and adapting.•must be meaningful, purposeful, authentic, and cognitively appropriate to the learner.• requires comprehensible input and opportunities for language output.

Principles of Instruction Principles of Instruction for ELLs for ELLs

Focus on academic language, literacy, and vocabulary.

Link background knowledge and culture to learning.

Increase comprehensible input and language output.

Promote classroom interaction.Stimulate higher order thinking skills

and the use of learning strategies.

Listening ComprehensionListening ComprehensionHearing:• Physical process (perceiving sounds with our ears)• Being able to hear individual sounds in language is dependent upon prior experience with the sounds of that language• Unintentional• Can be prevented by physical disability

Listening ComprehensionListening Comprehension continued… continued…

Listening:• Mental process (perceiving content with our minds)• Enhanced by knowledge of the topic and the structure of the language• Dependent on the active construction of meaning• Intentional• Cannot be prevented by physical disability

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Listening ComprehensionListening Comprehension continued… continued…

One-Way Listening:• Listener is not required to respond

orally to the input• Typical of school learning experiences• More difficult than two-way listening

opportunities• More demanding because of the

nature of the input

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Listening ComprehensionListening Comprehension continued… continued…

Two-Way Listening:• Listener responds as a speaker to

the input• Children learn quickly how to

negotiate face-to-face conversations• Gestures and context provide help in

comprehension• Topics are typically not complex

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Common Core Anchor Common Core Anchor StandardStandard for English Language Arts for English Language Arts

1. Comprehension and Collaboration Students are able to: • prepare for and participate effectively in a

range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively; • integrate and evaluate information

presented in diverse media and formats, including visually, qualitatively, and orally; and • evaluate a speaker’s point of view,

reasoning, and use of evidence and rhetoric.

Common Core Anchor Common Core Anchor StandardStandard for English Language Arts for English Language Arts2. Presentation of Knowledge and Ideas

Students are able to: • present information, findings, and supporting

evidence that listeners can follow the line of reasoning and make sure the organization, development, and style are appropriate to task, purpose, and audience; • make strategic use of digital media and

visual displays of data to express information and enhance understanding of presentations; and • adapt speech to a variety of contexts and

communicative tasks, demonstrating command of formal English when indicated or appropriate.

Scaffolding Techniques to Assist ELLs Scaffolding Techniques to Assist ELLs Achieve the CCSS for Oral LanguageAchieve the CCSS for Oral Language

Social Scaffolds:• Small group learning • Interactive structures that encourage discussion and active participation • Cooperative learning structures • Study buddies/Learning Partners • Study groups

Scaffolding Techniques to Assist ELLs Scaffolding Techniques to Assist ELLs Achieve the CCSS for Oral LanguageAchieve the CCSS for Oral LanguageVisual and Graphic Scaffolds:• Gestures, chalkboard, pictures, props • Graphic organizers • Tables, charts, graphs, diagrams • Demonstrations and role-plays • Advance organizers, outlines, structured

notes, T-lists, sentence frames • Picture dictionaries, learner dictionaries,

translation dictionaries, word source software • Alternative and modified texts

Common Core State StandardsCommon Core State Standardsfor Mathematics for Mathematics

Processes, proficiencies, and varieties of expertise that should be developed in students

Conceptual understanding in addition to procedural skills

Common Core State Standards Common Core State Standards for Mathematics continued…for Mathematics continued…

Language skills: • Produce language to explain and analyze

problems. • Manipulate abstract symbols and

decontextualized mathematics language to create a coherent representation of a problem. • Demonstrate an understanding of stated

assumptions and established results in an argument. • Build a logical progression of statements

to justify conclusions.• Communicate precisely to others about

problems and findings

Higher Order Thinking Higher Order Thinking SkillsSkills

Must be explicitly taught.ELL students may need instruction

on the meaning of the word:• some words are polysemous • some words are used as a noun and

verbTeachers need to model the skill as

well as expect students to use the skill.

Developing Higher-Order Developing Higher-Order ThinkingThinking Skills in Math and Science Skills in Math and Science (Blooms)(Blooms)

Developing Higher-Order ThinkingDeveloping Higher-Order Thinking Skills in Math and Science Skills in Math and Science (Blooms)(Blooms)

Developing Higher-Order Developing Higher-Order ThinkingThinking Skills in Math and Science Skills in Math and Science (Blooms)(Blooms)

Webpage and Title III Webpage and Title III ContactsContactsCCSS and ELL webpagewww.ode.state.or.us/search/page/?id=3823

Kim Miller, Education SpecialistKim.a.miller@state.or.us