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Helping teachers complement, support and extend curriculum based on the CCSS to improve educational outcomes for all students.
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Teaching Channel: This Week's Playlist - A Common Core Lesson for ELLs

Teaching Channel: This Week's Playlist - A Common Core Lesson for ELLs | CCSS News Curated by Core2Class | Scoop.it

Like me, you’ve probably noticed that almost every educational website or email you read is talking about Common Core State Standards resources. And rightly so. These standards have and will continue to have an impact on our schools and classrooms. So with all the choices available, whom should you trust? And which resources really offer the guidance you’re looking for?

To begin with, I always want to know the purpose of the resource. Is it to sell, to inform, or to teach? Although there will certainly be times when purchasing materials or resources may be important to me, right now I’m still convinced that I need to be a student of the standards. I need resources that expose the gaps in the standards, put them into plain language, and unpack the technical terms. I also appreciate the sources that address the myths that are often perpetuated by the standards: in other words, knowing what they aren’t is just as powerful as knowing what they are.

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The Common Core Is an Opportunity for Education Equity

The Common Core Is an Opportunity for Education Equity | CCSS News Curated by Core2Class | Scoop.it

The Common Core State Standards hold promise for low-income students, students of color, English language learners, and students with disabilities, who traditionally perform significantly worse than their peers. The Common Core helps address inequity in education by ensuring all students are taught to the same high standards and held to the same rigorous expectations. This helps make sure that ZIP codes do not determine education quality. The Common Core-aligned assessments are integral to realizing the promise of the standards; they act as a quality-control check to ensure all students receive a high-quality education.

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When English Proficiency Isn't Enough

When English Proficiency Isn't Enough | CCSS News Curated by Core2Class | Scoop.it

COMPTON, Calif.—A large color photograph of an iceberg on display in teacher Angel Chavarin’s fourth-grade classroom at Laurel Street Elementary may not be the typical prop for a language arts lesson. But Chavarin is hoping visuals like this will help his students better understand the concept of inferences, which are, in effect, “the tip of the iceberg.”

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Language Magazine » Cutting to the Common Core: Changing the Playing Field

Language Magazine » Cutting to the Common Core: Changing the Playing Field | CCSS News Curated by Core2Class | Scoop.it

Before addressing the AEL (Academic English Learner) Shifts, the term used in this article, it is helpful to analyze the commonly cited shifts currently being suggested within the education community and consider their implications for teaching academic English learners. Several of the more better-known shifts for teaching all students are found in the first column of Figure 1. In the second column are several important implications and nuances of these shifts for teaching academic English learners.

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The opportunity is now for English language learners

The opportunity is now for English language learners | CCSS News Curated by Core2Class | Scoop.it

offereEnglish language learners comprise the most rapidly growing segment of students in K-12. More than 10% of students are now identified as foreign language learners of English. Many states, including Alabama, Kentucky, Nebraska, North Carolina, South Carolina, Tennessee and Indiana have seen the number of ELL students increase three times or more over the past 10 years.

 

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Identifies specific strategies for working with ELL students that also incorporate UdL.

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Helping English-Language Learners Adapt Under the Common Core

Helping English-Language Learners Adapt Under the Common Core | CCSS News Curated by Core2Class | Scoop.it
Wendi Pillars offers strategies for supporting the language development of diverse-needs students under the Common Core State Standards.
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Language Magazine » Cutting to the Common Core: Analyzing Informational Text

Language Magazine » Cutting to the Common Core: Analyzing Informational Text | CCSS News Curated by Core2Class | Scoop.it

Given the decisive shift toward informational text reading and evidence-based response, school districts from California to New York are working earnestly to integrate more complex informational text assignments into English language arts curricula and other core subject areas. Similarly, disciplinary and grade-level teams are collaborating on writing text-dependent questions that will ensure students do more than a cursory reading. Close analytic reading of an informational text involves returning to the text to conscientiously identify significant arguments and evidence before scrutinizing the author’s support and language use.


Assessments requiring objective, text-dependent responses are additionally prompting teachers to refrain from instructional practices that actually discourage students from delving into complex nonfiction selections, such as assigning personal response journals or providing detailed Cornell notes for students to copy and study.


While these curricular involvements are well warranted, less-proficient readers and English learners will need far more than an increase in text and task complexity to engage in competent text investigation and response.

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Instructional Suggestions for ELLs: PARCC Assessment Task (Part 2)

Instructional Suggestions for ELLs: PARCC Assessment Task (Part 2) | CCSS News Curated by Core2Class | Scoop.it

In my last post, I analyzed a third grade English PARCC language arts research simulation taskthrough an ELL lens. For that task, students are asked to read one passage (in this case, a text excerpt from the book Eliza’s Cherry Trees) and answer questions about it. Then, they read a second text (a text excerpt titled The Peanut Man) and use the two texts to complete a “prose constructed response” item.

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ELL Considerations for Common CoreAligned Tasks in English Language Arts

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Todd Hansen's comment, July 7, 2013 4:25 PM
Some common core suggestions for English Language arts teachers with ELL students.
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PARCC Releases Draft Policy on ELL Accommodations

PARCC Releases Draft Policy on ELL Accommodations | CCSS News Curated by Core2Class | Scoop.it
PARCC will seek public comment for 30 days on its draft policy for testing accommodations for English-learners and students with disabilities.
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PARCC Releases Draft Policy on ELL Accommodations

PARCC Releases Draft Policy on ELL Accommodations | CCSS News Curated by Core2Class | Scoop.it

The first of two groups of states working to design assessments aligned to the Common Core State Standards today released its recommendations for the types of supports that can be used to help English-learners demonstrate their content knowledge and skills.


The Partnership for Assessment of Readiness for College and Careers, or PARCC—composed of 22 states—has issued its draft accommodations manual for English-language learners and students with disabilities.

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With No Separate Common Core Language and Math Standards for ELLs and Diverse Learners; Steinhardt's Ohkee Lee Says "Do" Language With Science

With No Separate Common Core Language and Math Standards for ELLs and Diverse Learners; Steinhardt's Ohkee Lee Says "Do" Language With Science | CCSS News Curated by Core2Class | Scoop.it

“Typically when you think of a classroom with ELLs or students with disabilities, they are sitting in the back of the room and not participating. What NGSS highlight is that these students should engage in the practice of doing science,” Lee explained. “For example, have students build a model of the ecosystem. This could illustrate the core idea. They could also explain the cause and effect of how the ecosystem develops in response to different factors. Through engagement, language learning and science learning occur simultaneously.”


Lee, an English language learner herself, asserts that having students develop models, construct explanations, and argue from evidence enables these diverse learners to understand core ideas within science while acquiring technical aspects of language like vocabulary or sentence structure. According to Lee, this is extremely important since the CCSS are moving heavily toward building content knowledge across academic disciplines for all students.

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Shanahan on Literacy: English Learners and the Common Core

Shanahan on Literacy: English Learners and the Common Core | CCSS News Curated by Core2Class | Scoop.it

Today, I made a presentation in New York City about the connection between English Language Learners and the Common Core State Standards.


The basic messages were that these standards are for everyone. Unlike instruction or assessment, standards are not adjustable by child--these are goals for all children. Also, English Language teachers have an advantage in working with these issues because they know how to teach language; the challenging text demands of common core will require more explicit teaching of language to all children (including those who are native English speakers).

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Collaborating to Plan Common Core Lessons for ELLs

Collaborating to Plan Common Core Lessons for ELLs | CCSS News Curated by Core2Class | Scoop.it

We’ve partnered with the National Education Association (NEA) on a new series aiming to show some of the “invisible work” that goes into successful teaching. In this series, called Practice, Planning & Collaboration Around the Common Core State Standards, we get to see the end-result classroom lessons and the planning that went into crafting them.

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Achieve the Core: Press Release Path Forward (for ELLs)

Achieve the  Core: Press Release Path Forward (for ELLs) | CCSS News Curated by Core2Class | Scoop.it

The 2013 results of American 12 graders on the reading portion of the National Assessment of Educational Progress (NAEP) are troubling, but they do more than highlight our educational weaknesses. They point to actions that are needed to improve student achievement.

Deb Gardner's insight:

But the results also point to what can be done to improve. Looking at the contextual variables measured by this year’s NAEP, which are often overlooked in media coverage, we learn what instructional practices exist for the most successful students (as reported by the students themselves!), and likewise, what practices are missing from the educational experiences of students that struggle.

Students who strongly disagreed with the statement, “When I read books, I learn a lot” scored 45 points lower than students who strongly agreed with the statement.Students who reported never or hardly ever discussing their interpretations of reading in class had average scores 22 points lower than those who reported doing those tasks every day or almost every day in class.Likewise, students who reported never or hardly ever being asked to explain what they read had average scores 28 points lower than those who reported doing that every day or almost every day in class.

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Dr. Dea Conrad-Curry's curator insight, May 20, 10:18 AM

Achievement or lack thereof is about more than statistics. Educators need to examine outcomes in relationship to items and determine where weakness lies.  

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Educational Leadership:Writing: A Core Skill:Teaching Argument Writing to ELLs

Educational Leadership:Writing: A Core Skill:Teaching Argument Writing to ELLs | CCSS News Curated by Core2Class | Scoop.it

How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?

 

We've been asking that question of ourselves and others over the past two years, and we suspect we're not the only educators doing so. After reviewing the many resources available that attempt to provide guidance to teachers of English language learners (see "Resources of Note") and combining what we've learned through our daily classroom experience, we've developed a tentative answer to that question.

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Statements by CAST UDL on PARCC and SBAC accommodation guide

Statements by CAST UDL on PARCC and SBAC accommodation guide | CCSS News Curated by Core2Class | Scoop.it

“@KarenJan: CAST's responds PARCC/Smarter Balanced - concerns re assmnts and accoms http://t.co/pLZCpISwwo #edchat #udl #atchat” #satchat


Via Darren Burris
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How-To Strategies for ENL Instruction : Teaching Vocabulary with Graphic Organizers

How-To Strategies for ENL Instruction : Teaching Vocabulary with Graphic Organizers | CCSS News Curated by Core2Class | Scoop.it

The use of graphic organizers as a means to teach vocabulary is helpful in providing students with useful tools that encourage them to restate word meanings. Graphic organizers also help students demonstrate their knowledge of the word.

Deb Gardner's insight:

Particularly helpful with academic vocabulary and teaching students with diverse needs.

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Common Core presents challenges - and rewards - to English Language Learners

Common Core presents challenges - and rewards - to English Language Learners | CCSS News Curated by Core2Class | Scoop.it

COMPTON, CALIFORNIA—Remarkable things are happening at Laurel Street Elementary School in Los Angeles. Ninety percent of its 580 students are eligible for free or reduced lunch.

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Smarter Balanced Approves Testing Supports for English-Learners

Smarter Balanced Approves Testing Supports for English-Learners | CCSS News Curated by Core2Class | Scoop.it
The tools include native language translations of test directions and test items in mathematics for students who are not yet proficient in English.
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Analysis of a PARCC ELA Assessment Task Through an ELL Lens (Part 1)

Analysis of a PARCC ELA Assessment Task Through an ELL Lens (Part 1) | CCSS News Curated by Core2Class | Scoop.it

As you may have heard, the Common Core assessment consortium PARCC just released new sample items last week in English language arts (ELA) in grades 3-11 and in mathematics in grades 3-8 and high school. Since teachers will need to plan their CCSS-based instruction around the CCSS standards as well as the CCSS-based assessments, I thought it would be helpful in part 1 of this post to dissect a sample test task from an ELL point of view in order to take a closer look at what the item might mean for ELLs and those who teach them. 

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CCSS and the Changing Role of the ESL Teacher

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Teachers of English to Speakers of Other Languages (TESOL) has released a report summarizing discussions that took place during a convening of English as a Second Language (ESL) teachers and administrators, experts, and thought leaders.


The purpose of the meeting was to give ESL teachers a venue to speak about the Common Core State Standards and discuss their role in implementation. Since the Common Core seeks to ensure all students are college and career ready, ESL teachers will have an important role to play in successful implementation.

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PARCC Accommodations-Public Comments Wanted

PARCC Accommodations-Public Comments Wanted | CCSS News Curated by Core2Class | Scoop.it

Please review and provide feedback on the PARCC Accommodations Manual addressing accommodations for students with disabilities and English Learners. Your feedback is critical and the careful consideration of allowable accommodations will greatly impact our students. PARCC will be accepting public comments from April 18 through May 13, 2013.


The draft  PARCC Accommodations Manual is a comprehensive policy document that will support local educators in the selection, administration, and evaluation of accommodations for the assessment of SWD and ELs on the PARCC End-of-Year, Performance-Based, and Mid-Year assessment components.


The majority of the proposed accommodations policies in the Manual are currently in use across PARCC states. What is different from many current state accommodations manuals, however, is that the draft PARCC Manual includes not only proposed participation and accommodations policies for SWD and ELs, but also information about tools that will be provided through PARCC’s computer-based assessment delivery system for all students to optimize their performance on the assessments.

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The Common Core Oral Language Standards and Accountable Talk Read Aloud

The Common Core Oral Language Standards and Accountable Talk Read Aloud | CCSS News Curated by Core2Class | Scoop.it

For me, oral language has always seemed like the bedrock of my ELL students’ language development.  Often it develops before literacy and when students have strong speaking and listening skills you can use them to develop literacy skills.


This school year, oral language has become a focus for my whole elementary school because the Common Core devotes a whole strand of English Language Arts standards to “Speaking and Listening.”  These standards build on each other so that all students will have effective academic conversation and presentation skills by the time they leave high school.


This new focus on oral language for all students will benefit ELLs because it gives classroom teachers a way to look at teaching oral language, something that may at times seem confusing or imposing to mainstream teachers.  Many teachers are very comfortable teaching content that they know well, but the idea of teaching the language of that content seems foreign to them.

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On K. Joo's curator insight, June 8, 2013 1:51 PM

Accountable Talk Read Aloud or Interactive Read Aloud is a great way for young students to participate in class discussions.

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Testing Consortia Struggle With ELL Provisions

Testing Consortia Struggle With ELL Provisions | CCSS News Curated by Core2Class | Scoop.it

When a low-level English-learner answers a long-division problem incorrectly on a state exam, is it because the student can't do the math? Or is it because the student lacks the English proficiency to understand the directions?


With the tests used now, discerning the reason is difficult, if not impossible.


But as test designers work to craft the new, common assessments set to debut in most of the nation's public schools in the 2014-15 school year, their goal is to provide all English-language learners, regardless of their language-proficiency levels, the same opportunities to demonstrate their content knowledge and skills as their peers who are native English-speakers or former English-learners.

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