Common Core State Standards for English

Language LearnersSarah Porter

Coordinator of ESOL and AELJefferson City Public Schools

JUST RELAX! Language proficiency won’t happen

overnight:◦ BICS (Basic Interpersonal Communicative Skills):

3-5 years*◦ CALP (Cognitive Academic Language Proficiency):

4-7 years*

*time estimates vary slightly in research

ELL Basics

“All English Language Learners (ELLs) must participate in all required Grade-Level Assessments. However, ELLs who have been in the United States 12 cumulative months or fewer at the time of administration of the assessments may be exempted from taking the Communication Arts Assessment…All ELLs must participated in the Mathematics and Science Assessments, regardless of the length of time they have been in the United States.” –Test Coordinator’s Manual, p 4.

MAP Concerns

All ELLs, regardless of length of time in the United States, may use approved accommodations.

Handout is from page 43 of Test Examiner’s Manual (2013).

Coordinate with your district ELL staff in advance to determine appropriate accommodations for each student.

MAP Accommodations

“Scores for ELL students who have been in the United States three years or less are disaggregated if the district codes a student as LEP/ELL first year monitoring, second year monitoring, receiving services or not receiving services AND identifies the Number of Months in USA as equal to or less than 36 on the MOSIS April Student Core Submission.”

-DESE, Understanding Your Annual Performance Report (APR), p 4, July 2012.

MAP Formulas

Bricks: Vocabulary Mortar: Form/Grammar/Syntax Foundation: Language Functions

Components of Academic Language

Language Function Examples of Language Forms

Expressing needs and likes Indirect/direct object, subject/verb agreement, pronouns

Describing people, places, and things

Nouns, pronouns, adjectives

Describing spatial and temporal relations

Prepositional phrases

Describing actions Present progressive tense, adverbs

Retelling/relating past events Past tense verbs, perfect (present and past)

Making predictions Future tense, conditionals

Asking informational question Verbs and verb phrases in questions

Examples of Language Functions and Forms

Prepositions:◦ Divided by, divided into◦ 2 multiplied by 6; x exceeds 2 by 7

ComparativesGreater than, less than, fewer than, as much as

ReversalsThe number a is five less than b.

If…then

Language of Math

Cause and effect statements common Wide variety of verb forms:

◦ “I found Rome a city of bricks and left it a city of marble.” Augustus is supposed to have spoken these words as he lay dying. He was Rome’s first emperor, and started the first of its great building programs. He claimed that he had had over 80 temples rebuilt.

Language of Social Studies

Passive voice Long noun phrases serving as subjects or

objects If…then Logical connectors: if, because, however,

consequently

Language of Science

We have curriculum and standards for ELLs, too!

WIDA Model Performance Indicators (MPIs) Indicates grade levels, standards/core

content, language proficiency level, language function, type of support

WIDA MPI

Sample MPI

Grade 6Standards 4: (the language of) Science

Language Proficiency Level: 3 DevelopingLanguage Domain: Reading

Identify characteristics and conditions related to natural disasters based on text

and pictures.

Language function

Content stem

Type of support

CCSS Language Functions Needed

MPI Identify the languageSpeaking and Listening

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Describe Describe the members of a family using pictures and a partner.

Adjectives-colors, size, possessive pronounsNouns and pronouns-family members (parents, siblings, grandparents)Present tense verb “to be”, “have”e.g. My father is tall.e.g. My mother has brown hair.Compound sentences.

Putting it together

MPI Identify the languageSpeaking and Listening

By English Proficiency Level (ELP)

Describe the members of a family using pictures and a partner.

Adjectives-colors, size, possessive pronounsNouns and pronouns-family members (parents, siblings, grandparents)Present tense verb “to be”, “have”e.g. My father is tall.e.g. My mother has brown hair.Compound sentences.

ELP 5: My brother is short and has brown eyes.ELP 4: My brother is short. He has brown eyes.ELP 3: My brother short, brown eyes.ELP 2: Brother, short, brown eye.ELP 1: brother, short, brown (uses gestures for eye)

Sheltered Instruction Observation Protocol Does not water down content, but presents

in a way comprehensible for ELLs Focuses on content instruction and

academic language instruction at the same time

Designed for ELLs, but beneficial for all students

Has 8 components and 30 features for lesson design/delivery

Overview of SIOP

Content objectives are clearly defined, displayed and reviewed with students

Language objectives are clearly defined, displayed and reviewed with students

Content concepts appropriate for age and educational background level of students

#1. Preparation

Supplementary materials used to a high degree to add clarity and meaning (e.g. technology, graphs, models, visuals)

Adaptation of content (e.g. text, assignment) to all levels of proficiency

Meaningful activities that integrate lesson concepts with language practice opportunities for reading, writing, listening, and speaking

#1. Preparation (con’t)

Concepts explicitly linked to prior knowledge

Links explicitly made between past learning and new concepts

Key vocabulary emphasized

#2. Building Background

Speech appropriate for students’ proficiency level

Clear explanation of academic tasks Variety of techniques to make content

concepts clear

#3. Comprehensible Input

Apple opportunities for students to use learning strategies

Scaffolding techniques consistently used Variety of questions that promote

higher-order thinking skills

#4. Strategies

Hierarchy of Questions (keep in mind students’ English proficiency levels!)

◦Point to Yes/No

Either/or Question words (who, what, when,

where, why, how) Open-ended

Frequent opportunities for interaction and discussion between teacher/student and among students which encourage elaborated responses

Grouping configurations support content and language objectives

Sufficient wait time Ample opportunities for students to clarify

key concepts in L1 (first language) as needed with aide, peer, technology, or L1 text

#5. Interaction

Hands-on materials or manipulatives provided for students to practice new content knowledge

Activities provided for students to apply content and language knowledge in the classroom

Activities integrate all language skills (reading, writing, listening, speaking)

#6. Practice/Application

Content objectives supported by lesson delivery

Language objectives supported by lesson delivery

Students engaged Pacing of lesson appropriate to students’

ability levels

#7. Lesson Delivery

Comprehensive review of key vocabulary Comprehensive review of key content

concepts Regular feedback Assessment of student comprehension

and learning (formal and informal) throughout the lesson

#8. Review and Assessment

Video

www.wida.us http://dese.mo.gov/qs/me/ http://ell.stanford.edu/

www.ccssell.weebly.com

Resources

Sarah Porter sarah.porter@jcschools.us

(573) 659-3142

Thank you!