The Common Core State Standards and English

The Common Core State
Standards and English
Language Learners
Presenter:
Giselle Lundy-Ponce
AFT
Washington, DC
[email protected]
Goals of this Presentation
• Provide an introduction to the Common Core
State Standards (CCSS).
• Share information about the supports that
ELLs will need to meet the CCSS, and the
new roles for teachers and educators of ELLs
in the era of the CCSS.
• Give strategies and resources to include
ELLs in the CCSS.
2
Four Stages
How would you rate where you are at with the
Common Core State Standards?
• 1. Still Wondering: formulating questions
• 2. Forming More Awareness: gathering
information and discussing possibilities
• 3. Skill Building: Actually engaged in
professional discussions and/or professional
development around the CCSS
• 4. Application: Actually implementing the CCSS
3
What are Standards?
Standards define the common knowledge
and skills students must acquire in each
subject in each grade
 They articulate goals for student
achievement
 They serve as the basis for developing the
curriculum to prepare students to meet the
standards
 They serve as the basis for developing
assessments to determine if the standards
are met
4
AFT Policy
1983 – “A Nation at Risk”
AFT Resolutions
• 1992 – National Education Standards
and Assessments
• 1996 – A System of High Standards:
What we mean and why we mean it
• 2002 – Achieving the Goals of
Standards-Based Reform
• 2011 – Recommendations of the AFT Ad
Hoc Committee on Standards Rollout
5
How Were the
Standards Developed?
6
The Common Core State
Standards Initiative
Beginning in the spring of 2009, Governors and state
commissioners of education from 48 states, 2
territories and the District of Columbia committed to
developing a common core of state K-12 Englishlanguage arts (ELA) and mathematics standards.
The Common Core State Standards Initiative
(CCSSI) is a state-led effort coordinated by the
National Governors Association (NGA) and the
Council of Chief State School Officers (CCSSO).
www.corestandards.org
7
Why Common Core State
Standards?
Consistency
Equity
Competition
Clarity
Collaboration
• Before this initiative, every state had its
own set of academic standards with
different expectations of student
performance. To date, 45 states have
adopted the Common Core Standards.
• Common standards can help create more
equal access to an excellent education.
• All students must be prepared to compete
not only with their American peers, but also
with students from around the world.
• Clear and coherent standards will help
students (and parents and teachers)
understand what is expected of them.
• Common Standards create a foundation for
districts and states to work collaboratively. 8
Educational Disconnect
• The text complexity of K-12 textbooks has
become increasingly "easier" over the last 50
years. There have been steep declines in average
sentence length and vocabulary level in reading
textbooks.
• The text demands of college and careers have
remained consistent or increased over the same
time period. College students are expected to read
complex text with greater independence than are high
school students.
• As a result, there is a significant gap between
students' reading abilities and the text demands
of their postsecondary pursuits. Research shows
that this gap is equal to a Lexile difference between
grade 4 and grade 8 texts on the National
Assessment of Educational Progress (NAEP)
9
Common Core State
Standards Design
Building on the strength of current state
standards, the CCSS are designed to be:
– Focused, coherent, clear and rigorous
– Fewer, clearer, higher-level
– Internationally benchmarked
– Anchored in college and career readiness*
– Evidence and research based
*Ready for first-year credit-bearing, postsecondary
coursework in mathematics and English without the
need for remediation.
10
Common Core State
Standards Evidence Base
Evidence includes:
– Standards from high-performing
countries, leading states, and nationallyregarded frameworks
– Research on adolescent literacy, text
complexity, mathematics instruction,
quantitative literacy
– Lists of works consulted and research
base included in standards’ appendices
11
Common Core State
Standards Evidence Base
For example: Standards from individual high-performing
countries and provinces were used to inform content,
structure, and language. Writing teams looked for examples of
rigor, coherence, and progression.
English language arts
1.
2.
3.
4.
5.
6.
7.
Australia
•
New South Wales
•
Victoria
Canada
•
Alberta
•
British Columbia
•
Ontario
England
Finland
Hong Kong
Ireland
Singapore
Mathematics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Belgium (Flemish)
Canada (Alberta)
China
Chinese Taipei
England
Finland
Hong Kong
India
Ireland
Japan
Korea
Singapore
12
Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
– College and Career Readiness (CCR) Standards
 Overarching standards for each strand that are further
defined by grade-specific standards
– Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Four strands: Reading, Writing, Speaking and
Listening, and Language
– Standards for Literacy in History/Social Studies, Science,
and Technical Subjects
 Standards are embedded at grades K-5
 Content-specific literacy standards are provided for
grades 6-8, 9-10, and 11-12
13
Common Core State Standards for
Mathematics
Grade-Level Standards
 K-8 grade-by-grade standards organized by domain
 9-12 high school standards organized by conceptual categories
The K- 8 standards:

The K-5 standards provide students with a solid foundation in
whole numbers, addition, subtraction, multiplication, division,
fractions and decimals

The 6-8 standards describe robust learning in geometry, algebra,
and probability and statistics

Modeled after the focus of standards from high-performing
nations, the standards for grades 7 and 8 include significant
algebra and geometry content

Students who have completed 7th grade and mastered the
content and skills will be prepared for algebra, in 8th grade or
after
14
Common Core State Standards for
Mathematics
The high school mathematics standards:
 Call on students to practice applying mathematical ways of
thinking to real world issues and challenges
 Require students to develop a depth of understanding and
ability to apply mathematics to novel situations, as college
students and employees regularly are called to do
 Emphasize mathematical modeling, the use of mathematics
and statistics to analyze empirical situations, understand
them better, and improve decisions
 Identify the mathematics that all students should study in
order to be college and career ready.
15
Overview of Reading Strand
Reading
Progressive development of reading comprehension;
students gain more from what they read
Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social Studies
(6-12)
 Reading Standards for Literacy in Science and Technical
Subjects (6-12)
16
Example of Grade-Level
Progression in Reading
Reading Standard 3: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational
Text
Grade 3: Describe characters in a story
(e.g., their traits, motivations, or feelings)
and explain how their actions contribute to
the sequence of events.
Grade 3: Describe the relationships between
a series of historical events, scientific ideas
of concepts, or steps in technical procedures
in a text, using language that pertains to
time, sequence, and cause/effect.
Grade 7: Analyze how particular
elements of a story or drama interact
(e.g., how setting shapes the characters
or plot)
Grade 7: Analyze the interactions between
individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events, or
how individuals influence ideas or events).
Grades 11-12: Evaluate various
explanations for characters’ actions or for
events and determine which explanation
best accords with textual evidence,
acknowledging where the text leaves
matters uncertain.
Grades 11-12: Analyze a complex set of
ideas or sequence of events and explain how
specific individuals, ideas, or events interact
and develop over the course of the text.
17
Shifts in the CCSS
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Math
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
18
Process and Timeline
Core writing teams in English Language Arts and
Mathematics (See www.corestandards.org for list of
team members)
External and state feedback teams provided on-going
feedback to writing teams throughout the process
Draft K-12 standards were released for public comment
on March 10, 2010; 9,600 comments received
Validation Committee of leading experts reviews
standards
Final standards were released June 2, 2010
19
Feedback and Review
External and State Feedback teams included:
– K-12 teachers
– Postsecondary faculty
– State curriculum and assessments experts
– Researchers
– National organizations (including, but not limited, to):

American Council on
Education (ACE)

National Council of Teachers
of English (NCTE)

American Federation of
Teachers (AFT)

National Council of Teachers
of Mathematics (NCTM)

Campaign for High School
Equity (CHSE)


Conference Board of the
Mathematical Sciences
(CBMS)

National Education
Association (NEA)
Modern Language Association
(MLA)
20
AFT Teacher Participation
• Work Team
– 5 AFT members
• Feedback Team
– 3 AFT members
• Validation Committee
– 1 AFT member
• AFT’s Standards Review Team
– 30 AFT members
21
AFT’s Voices of Support
Posted on YouTube
Search under “Teachers Help Develop
Common Core Standards” or under “AFTHQ”
(AFT’s YouTube Channel)
• http://www.youtube.com/watch?v=XRH_bJF
2XwU&list=UUdaoJ8gUQ12aLC5kZFwUbRQ&i
ndex=3&feature=plcp
22
Intentional Design
Limitations
What the Standards do NOT define:
How teachers should teach
All that can or should be taught
The nature of advanced work beyond the core
The interventions needed for students well below
grade level
 The full range of support for English language
learners and students with special needs
 Everything needed to be college and career ready




Citation: www.corestandards.org/
Recommendations from
the AFT’s Ad Hoc
Committee on Standards
Rollout for Proper
Implementation
24
AFT recommendations:
Proper Rollout of CCSS
Design and development
• Meaningful involvement of teachers and
other stakeholders
• Inclusion of all disciplines
• Commitment to early consideration of
ALL students
25
AFT recommendations:
Proper Rollout of CCSS
Shift in Culture
• A shift away from excessive testing and
test preparation
• Implement the standards as part of a
quality, coherent, consistent system
• 360-degree accountability system
26
AFT recommendations:
Proper Rollout of CCSS
Curriculum
• Options of rich curricula that serve as
thoughtful guides for teachers
• Curricula should not be prescriptive or
scripted, and must allow appropriate
teacher autonomy
27
AFT recommendations:
Proper Rollout of CCSS
Professional Development
• Time for all to participate in
appropriate professional development
• Access to high quality pre-service and
in-service professional development
28
AFT recommendations:
Proper Rollout of CCSS
Instructional Tools, Time and
Resources
• Curricular choices
• Quality teacher developed model lesson
plans and exemplars of model
instructional strategies
• Equitable access to modern technology
29
AFT recommendations:
Proper Rollout of CCSS
Assessments
• High quality, aligned, appropriate,
timely assessments that are not used
excessively or punitively.
30
AFT recommendations:
Proper Rollout of CCSS
• Take a proactive, positive approach to
improving public education
• Level the playing field
• Ensure that teacher voice is interwoven
throughout
• Work collaboratively to ensure lasting
change
31
What Do the CCSS Mean
for ELLs?
32
Existing Challenges
• ELLs will have a wide gap to bridge to
reach the CCSS
• Most ELLs score at the “Below Basic”
level on NAEP (71% in 4th grade / 75%
in 8th grade & 78% in 12th grade) in
reading
• ELLs do not usually have exposure to
complex texts
• ELLs have the highest dropout rate of all
groups – 43 percent
33
Implications for ELLs
• Mainstream and specialized educators
must collaborate so that ELLs acquire
English language proficiency and gradeappropriate content area knowledge
simultaneously
• ELLs will meet language arts standards
according to their English proficiency
levels and grade-by grade progress for
these students in language arts needs to
take this into consideration
34
Implications for ELLs
• ELLs are a heterogeneous group and
effectively educating these students
requires diagnosing each student
instructionally, adjusting instruction to
meet their needs and strengths, and
monitoring their progress
35
Implications for ELLs
“The NGA Center for Best Practices and
CCSSO strongly believe that all students
should be held to the same high
expectations outlined in the CCSS. This
includes students who are ELLs.
However, these students may require
additional time, appropriate instructional
support, and aligned assessments as
they acquire both English language
proficiency and content area
knowledge.”
From “Application of Common
Core State Standards for
English Language Learners”
36
Implications for ELLs
The vision is for ELLs “to be
able to participate on equal
footing with native speakers
in all aspects of social,
economic, and civic
endeavors”
From “Application of Common
Core State Standards for
English Language Learners”
37
Implications for ELLs
To help ELLs meet high academic
standards in language arts it is essential
that they have access to:
• Teachers and personnel at the school and
district levels who are well prepared and
qualified to support ELLs while taking
advantage of the many strengths and skills
they bring to the classroom
• Literacy-rich school environments where
students are immersed in a variety of language
experiences
From “Application of Common
Core State Standards for
38
English Language Learners”
Implications for ELLs
To help ELLs meet high academic
standards in language arts it is essential
that they have access to:
• Instruction that develops foundational skills in
English and enables ELLs to participate fully in
grade-level coursework
• Coursework that prepares ELLs for
postsecondary education or the workplace, yet
is made comprehensible for students learning
content in a second language (through specific
pedagogical techniques and additional
resources)
From “Application of Common
Core State Standards for
39
English Language Learners”
Implications for ELLs
To help ELLs meet high academic
standards in language arts it is essential
that they have access to:
• Opportunities for classroom discourse and
interaction that are well-designed to enable
ELLs to develop communicative strengths in
language arts
• Ongoing assessment and feedback to guide
learning
• Peers and tutors who know the language well
enough to provide ELLs with models and
support
From “Application of Common
Core State Standards for
40
English Language Learners”
Implications for ELLs
To help ELLs meet high academic
standards in language arts it is essential
that they have access to:
• Opportunities to communicate mathematically
and scientifically—this is not primarily a matter
of learning vocabulary. Students learn to
participate in mathematical and scientific
reasoning, not by learning vocabulary, but by
making conjectures, presenting explanations,
and/or constructing arguments
From “Application of Common
Core State Standards for
41
English Language Learners”
Implications for ELLs
To help ELLs meet high academic
standards in language arts it is essential
that they have access to:
• Vocabulary learning that occurs through
instructional environments that are languagerich, actively involve students in using
language, require that students both
understand spoken or written words and also
express that understanding orally and in
writing, and require students to use words in
multiple ways over extended periods of time.
From “Application of Common
Core State Standards for
English Language Learners” 42
Implications for ELLs
The CCSS Will Require Students to:
Participate actively
Persevere and develop stamina
Formulate questions
Investigate
Pose explanations
Develop and write logical arguments with
evidence
• Think creatively
• Work independently
•
•
•
•
•
•
43
The simultaneous pursuit of
language and content
acquisition is absolutely
necessary for students'
success
44
Why Teach Language with
Content?
• How the brain acquires language
• Content is more accessible and
comprehensible
• Better use of time in a standards-based
approach
45
How to Teach Language with
Content?
•
•
•
•
•
Building background
Comprehensible input
Strategies for success
Practice and application
Frequent, formative
assessment
46
What does this look like?
Video Clip from Colorín Colorado
“Watch and Learn” Series
http://www.colorincolorado.org/
multimedia/learn
See “Story set-up: Pre-reading strategies for comprehension”
video of teacher Michelle Lawrence Biggar
47
Some Strategies
48
Tips for Working With the
CCSS
• Select complex texts for students—these texts
include words with multiple meanings (e.g.
great, party, table, etc.) idioms (e.g., “hit a
homerun”, “opened up a Pandora's box”,
“break a leg”) , formulaic expressions (e.g. “to
my knowledge”, “in my opinion”, “no matter
what”, “by the same token”)
• Build on prior knowledge
• Build on background knowledge
49
Tips for Working With the
CCSS
According to Lilly Wong Fillmore
• We must become “contrarian thinkers”
“I’m reminded of Hank Levin’s approach to
educating “at risk” students––Accelerate rather
than remediate. That might seem like contrarian
thinking in the case of English learners––how
could students who have to learn the school
language possibly manage the kind of
complexity being promoted in the CCS
document? I would argue that the only way
students can gain the complex language skills
needed for doing anything in school is by
working with complex demanding materials.” 50
Tips for Working With the
CCSS
• Introductions to complex texts should be:
– Systematic
– Focus on academic vocabulary
• Informational texts should be 50% of reading
• Reading and writing should be based on evidence
• Questions must be text-dependent
• Students must be assessed on careful analyses
and well-researched answers
• Condition students to recognize their gaps in
knowledge and be proactive in seeking answers:
actively consult with educators, peers and
resources (library, technology, print media, etc.)
51
Tips for Working With the
CCSS
• Vocabulary instruction should:
– Include not just word definitions, but also
information about how words are used in
context
– Involve students actively in word learning
(extensive chances for instructional
conversations with teacher and peers)
– Provide multiple exposures to meaningful
information about words
– Include high-frequency vocabulary used
across academic disciplines (e.g.,
democracy, magnetic, analysis)
52
Keep in Mind the
Important Role of
Best Practices and
Experience
53
Resources
http://www.colorincolorado.org/educ
ators/common_core/
http://www.corestandards.org/
http://edpolicy.stanford.edu/multime
dia/video/485
http://blogs.edweek.org/edweek/lear
ning-the-language/
54
Resources
http://www.oercommons.org/
http://educationnorthwest.org/comm
on-core
http://www.scholastic.com/resources
/article/lexile/
http://www.corestandards.org/thestandards
55
Resources
http://www.ode.state.or.us/search/p
age/?id=3424
http://ell.stanford.edu/
http://engageny.org/common-core/
https://www.teachingchannel.org/vid
eos/common-core-standards-ela
56
Resources
http://www.achievethecore.org/
57

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