Navigating the Common Core with English Language Learners. Sypnieski Katie

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      In other words, ELLs at all levels are capable of learning how language works and what kinds of choices they can make with language depending on their purpose, audience, etc.

      In other words, ELLs must engage in authentic and engaging conversations around complex ideas and texts. Teachers must provide the scaffolding for ELLs at all levels to build their knowledge of both language and content through these types of interactions.

      In other words, supporting students in reading challenging texts doesn't mean giving them a watered-down version. ELLs must be given access to challenging concepts and texts, but they need to be supported through appropriate scaffolding.

      In later chapters we describe practices we've found successful in addressing the shifts in both Common Core and for English Language Learners.

      ELA Anchor Standards

      In this section, we will summarize the key elements of the College and Career Readiness Anchor Standards for English Language Arts. The anchor standards represent broad standards in ELA for K–12 students. These standards “anchor” the whole document because they represent what students should ultimately be able to do upon graduation in order to successfully transition to college and beyond. The grade-specific ELA standards correspond to the CCR Anchor Standards by number, but also contain added specificity regarding end-of-year expectations. As explained in the standards document, “The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.”72

      The CCR Anchor Standards are divided into four domains: Reading, Writing, Speaking and Listening, and Language. Each domain is divided into smaller sections that we have listed below, along with an “everyday” translation in our own words. For each domain we will also present some general, and certainly not all-encompassing, “don'ts and do's” related to teaching these standards with English Language Learners in mind, which we elaborate on in later chapters. We've decided to lead with the “don'ts” and end with the “do's” to reflect our own learning process of making mistakes and learning from them. The actual Anchor Standards for each domain are reprinted in the appropriate chapters appearing later in the book. A more detailed description and analysis of these standards also appears in these chapters.

      Anchor Standards for Reading

      Key Ideas and Details: Determining what a text says, what it means, and what conclusions can be drawn from it supported by evidence from the text.

      Craft and Structure: Focusing on what a text looks like and analyzing the way language and structure are used to shape its meaning.

      Integration of Knowledge and Ideas: Looking at how a text connects to others, including visual/multimedia texts, and evaluating the validity and reasoning of the claims and evidence presented in the text.

      Range of Reading and Level of Text Complexity: Being able to do all of the above independently with a wide variety of complex texts.

      Reading Don'ts and Do's

      Don't discourage students from tapping prior knowledge while reading. Don't do the reading and thinking for students by going line by line and explaining every word and concept. Don't simplify or translate complex texts for close reading.

      Do help ELLs navigate difficult texts by accessing and building background knowledge, chunking the text, modeling, and using other appropriate scaffolds. Model the reading strategies you use to make sense of text so that these processes are made explicit to students. Choose texts that relate to the teaching goal and that are at an appropriate level of challenge for your students. Provide scaffolding to support students as they work both collaboratively and independently to comprehend, analyze, and evaluate texts.

      Anchor Standards for Writing

      Text Types and Purposes: Writing clear, well-reasoned arguments supported by evidence. Clearly and accurately presenting information and explaining complex ideas. Narrating real or imagined experiences in an interesting and coherent way. In other words, being able to produce good argumentative, informative/explanatory, and narrative writing.

      Production and Distribution of Writing: Producing writing where the development, organization, and style are appropriate to the writer's task, purpose, and audience. Using a process (planning, revising, etc.) to improve one's writing and using technology to collaborate, produce, and publish writing.

      Research to Build and Present Knowledge: Conducting both short and more extensive research projects. Finding information from multiple print and digital sources and assessing its relevance and credibility. Incorporating information without plagiarizing.

      Range of Writing: Having practice with writing in both shorter time frames and extended ones and writing for a variety of tasks, purposes, and audiences.

      Writing Don'ts and Do's

      Don't simply “assign” writing to students and expect them to produce anything good. Don't teach writing in isolation from reading and speaking. Don't ask students to produce claims about unfamiliar topics or issues and come up with evidence to support them.

      Do remind students of the argument, informative, and narrative skills they already use in their everyday lives. Give students multiple opportunities, collaboratively and independently, to practice the thinking and the academic language involved in building arguments. Provide students with the support they need in order to read several texts on a topic so they can build knowledge and formulate evidence-based claims. Use mentor texts (models of good writing) so students can identify the features of effective argument, informational, and narrative writing.

      Anchor Standards for Speaking and Listening

      Comprehension and Collaboration: Being a productive member of academic discussions (whether it be whole class, group, partner) means effectively communicating one's own ideas and being able to build upon, connect, and evaluate the ideas of others.

      Presentation of Knowledge and Ideas: Presenting one's findings and supporting evidence in a logical way appropriate to task, purpose, and audience. Using digital media and visuals to enhance the presentation of one's ideas. Using formal English when appropriate.

      Speaking and Listening Don'ts and Do's

      Don't place a lower priority on the Speaking and Listening standards. Students need this type of practice daily!

      Do give students lots of opportunities to share their ideas with one another. Provide structure and support for conversations so students can practice using academic language in an authentic, engaging way. Post sentence frames СКАЧАТЬ