1. The Common Core State Standards and the English Language Learners Wen Ma, Ph.D. Le Moyne College

2. Objectives of This Presentation : Provide an Overview of the New Language Arts Progressions for English Language Learners Examine the NLAP Modules Based on the Common Core State Standards Discuss Additional Challenges and Strategies for Teaching ELLs

3. Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects Reading Standards  for Literature  for Informational Text  for Foundational Skills Standards for Writing Standards for Speaking and Listening Language Standards

4. 11 Reading Standards for literature and 10 for informational text, on key ideas and details, craft and structure, integration of knowledge and ideas, range of reading and text complexity, responding to literature 4 Foundational Skills: print concepts, phonological awareness, phonics and word recognition, and fluency 11 Standards for Writing, on text types and purposes, production and distribution of writing, research to build and present knowledge, range of writing, and responding to literature 6 Standards for Speaking and Listening, on comprehension and collaboration, presentation of knowledge and ideas 6 Language Standards, on conventions of standard English, knowledge of language, vocabulary acquisition and use

5. These broad College and Career Readiness Anchor Standards are further defined with more grade and content-area specificity by the Common Core Curriculum, or modules EngageNY: https://www.engageny.org/common- core-curriculumhttps://www.engageny.org/common- core-curriculum

6. Consequently, there are 6 Instructional shifts: file:///C:/Users/maw/Downloads/common-core- shifts%20(8).pdf

7. How do these changes impact the expectations for students who are English Language Learners, with disabilities or special needs, socioeconomically disadvantaged, or those performing below or above grade levels? The simple answer is that they, too, will be held to the same standards, with modified pathways towards these goals.

8. Requirements for English Language Learners: “ The National Governors Association for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English Language Learners (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” (NYSED, http://www.corestandards.org/assets/application- for-english-learners.pdf). http://www.corestandards.org/assets/application- for-english-learners.pdf

9. Since 2012, NYSED launched the Bilingual Common Core Initiative to develop English as a Second Language and Native Language Arts aligned with the CCSS. Consequently, NYSED has developed New Language Arts Progressions (NLAP) and Home Language Arts Progressions (HLAP) for each standard in each grade level (BCCI, https://www.engageny.org/resource/new-york- state-bilingual-common-core-initiative) https://www.engageny.org/resource/new-york- state-bilingual-common-core-initiative

10. New York State Bilingual Common Core Initiative (NYSBCCI) Learning academic English is not only mastering a series of grammatical structures, but also developing the competency to participate in discipline-specific social practices (i.e., acquiring both language structures and disciplinary practices associated with the content areas). Broader goal of bilingualism is that English as a Second Language and native/home language help the development of each other dynamically. NYS aims to promote real bilingual development.

11. New Language Arts Progressions Its goal is provide tools for teachers to plan CCSS lessons for the ELLs. Focus on the needs of ELLs, although maybe applied to students learning a foreign language. Integrate language and content, i.e., helping ELLs acquire academic English and communicative skills to learn across the curriculum. Categorize 4 modalities into 2 skill strands: receptive (listening and reading) and productive (speaking and writing), as well as oral and written domains. Identify 5 levels of progressions: entering, emerging, transitioning, expanding, and commanding (cf. prior beginning, intermediate, advanced, proficient).

12. Instructional Scaffolding for Each Level : Entering: e.g., use of pre-taught words, graphic organizers, home language Emerging: use of pre-identified words, graphic organizers, sentence starters, cloze paragraph Transitioning: use of controlled word glossary to complete a graphic organizer about the content Expanding: use of glossaries with multiple words, phrases, definitions and examples for speaking and writing activities, after teacher modeling Commanding: independent work, with content and language come together without scaffolds

13. New Language Arts Progressions Modules: https://www.engageny.org/resource/ new-york-state-bilingual-common- core-initiative https://www.engageny.org/resource/ new-york-state-bilingual-common- core-initiative

14. Click Grade 3 NLAP link. Examine Standard 2 for Reading and Writing respectively, cf. receptive (listening and reading) and productive (speaking and writing) specifics for each of the 5 levels. Look at the example to address the linguistic demands. Discuss the instructional scaffolding for the same Common Core standard for differing levels.

15. Additional Resources and Strategies Pedagogical Framework for Academic Language Pedagogical Framework for Academic Language

16. English language Puzzle

17. Common Phonological and Morphological Concepts for Teachers

18. Graphic Organizers

19. Moving from Input, Comprehensible Input to Intake

20. References and Resources