Key Principles, Strategies, & Digital Tools for ELL Instruction in CCSS 2016

Martin Cisneros @TheTechProfe# 1
Key Principles &
Digital Tools for
ELL Instruction in
CCSS MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST

Martin Cisneros @TheTechProfe#
Source: http://goo.gl/0BPFDa
2

# Martin Cisneros @TheTechProfe3

ESL Ghetto

The CCS ELA/ELD Framework 2014

What will it take to
ensure that THIS
reform era does not
leave ELLs behind?
MARTIN RICARDO CISNEROS ACADEMIC TECHNOLOGY SPECIALIST

Martin Cisneros @TheTechProfe
Misconception #1
Exposure and Immersion Are the Answer
# 9

Misconception #2
One Size Fits All
# 10

Misconception #3
Specially Adapted Instruction in English is “Just Good Teaching”
# 11

# Martin Cisneros @TheTechProfe
English Learners
SOURCE: CA DEPARTMENT OF ED
12
Demographic Trends

THERE ARE MORE
MULTILINGUALS THAN
THERE ARE
MONOLINGUALS
TODAY

1 IN 4 IN CALIFORNIA
ARE FOREIGN BORN

ELL’s in USA come from 400 diﬀerent
language backgrounds
Vietnamese and
Chinese are the next
two most common ﬁrst
languages spoken
among ELLs
(accounting for 1.8%
and 1.4%, respectively,
of the ELL population)
80% of the ELL population
enrolled in our nation's schools

What Do All The
Labels Mean?
ELL, or English language learner. ELL is the most
current term used in the United States to describe
students whose native language is not
English, who are in various stages of acquiring
English, and who require various levels of language
support and development in order to become fully
proficient in English.
16
ELL, ESL, ELD, LEP, EFL

What Do All The
Labels Mean?
ESL, or English as a second language. The term
ESL was formerly used as a designation for ELL
students, but is more commonly used now to refer
to “a program of instruction designed to
support ELL students ” and is often still used at
the postsecondary level to refer to multilingual
students.
17

What Do All The
Labels Mean?
ELD, or English language development. ELD
is often used to describe instruction and
programs for ELL students that focus on
developing English language proficiency in
the domains of reading, writing, listening,
and. speaking.
18

What Do All The
Labels Mean?
LEP, or limited English proficiency. LEP is
used by the U.S. Department of Education
for ELLs who have not yet
demonstrated proficiency in English,
according to state standards and
assessments.
19

What Do All The
Labels Mean?
EFL, or English as a foreign language.
EFL refers to students who are
“nonnative English speakers, but who
are learning English in a country where
English is not the primary language.”
20

Over 1/2 of ELLs in middle and high schools were born in the
United States, are second- or even third-generation immigrants,
and have been enrolled in U.S. schools since kindergarten.
Long-term English language learners, or LT-ELLs
Stuck at the intermediate level.
High levels of oral English
proficiency, but may lack the
academic language and skills
in reading and writing needed
to master subject matter

Researchers and educators
commonly use the term L1
to refer to a student's native
language (also called
primary language, home
language, or heritage
language ) and L2 to refer to
the language a student is
acquiring in addition to their
native language, which in
the United States is English.
L1 - Home Language
L2 - Acquiring Language

What if…
23

COMMON CORE & ELD STANDARDS
WHERE ARE WE?

Interpretive
Productive
Collaborative
Part I:
Interacting in Meaningful Ways
Part II:
Learning About How English Works
Connecting & 
Condensing Ideas
Expanding &  
Enriching Ideas
Structuring 
Cohesive Text
Part III:
Using Foundational Literacy
Native 
Language
Emerging Expanding Bridging
Lifelong Lang 
Learning
California ELD Standards

How is it Different Than What We did
Before?
26

The Big Shift
FROM
27
Separate , self contained
Sequential, set of rules, grammar based
Grade span
Simpliﬁed text - content after English
Integrated with academic content: both
integrated & designated
Spiraling, social, meaning and context
based
Grade level
Complex text - content doesn’t wait for
English
TO

Access to Content
28
Three Components of what ELLs Need
Visuals
TPR Total Physical
Response
Relia
Labeling
Repetition, review
SDAIE - Specially Design
Academic Instruction in
English
Language to Participate &
Process
How English Works
Language Functions
Graphic Organizers
Differentiated Sentence
Frames
Designated ELD
Oral Practice
Explicit Instruction
Contrastive analysis
Unpacking

Math Social Studies
Langage Arts Science
ELD
Separate
Self - contained
Program deﬁned
Minutes deﬁned
ELD/ESL
Sequential
Grammar &  
Rules Based
How we were doing ELD & Content
Teach
English
Access to
Curriculum
AM 
RU 
TS 
I 
C

Language
Science
2010 Common Core ELA Adopted
Math Social Studies
Langage Arts
Language is central to all academic areas

Integrated ELD
Science
Integrated & Designated ELD*
Math Social Studies
Langage Arts
*PernewCAELDStandardsandELA/ELDFramework
Integrated ELD
Designated 
ELD

What are the language
demands for accessing
and participating in this
content?
• Integrated ELD is provided to EL’s
throughout the school day and
across all subjects by all teachers of
ELs. The CA ELD Standards are use
in tandem with the CA CCSS for
ELA/Literacy and other current
standards to ensure students
strengthen their abilities to use
English as they simultaneously learn
content through English.
32

What are the opportunities
presented by the content
for teaching language?
• Designated ELD is provided by skilled
teachers during the regular school
day. Teachers use the CA ELD
Standards as the focal standards in
ways that build into and from content
instruction in order to develop critical
language Els need for content in
learning English.
33

So Where Do We Begin?
Acquaint administrators and teachers with the “Big Picture” of the shifts, and notion of integrated
and designated ELD
Overview of the new ELD standards
# 34

Source: goo.gl/VOCWWt
35
ELD Then & Now

Era of Building Programs, Practices,
Approaches
Lau
V.Nichols
42 31
1 9 7 4 1 9 9 0 ’ S 2 0 0 1 2 0 0 6
5
2 0 1 0
6 7
2 0 1 2 2 0 1 4
English 
Only  
Movement 
Prop 227,  
etc
No Child 
Left
Behind
National
Literacy
Panel on
Language
Minority
Children
and Youth
Common
Core
Standards
adopted
New ELD
Standards
Adopted
The new
EA/ELD
Framework
is adopted!
ELD

NCLB Unintended
Consequences
• Narrowed curriculum
• Mandated minutes in curriculum not designed
• adequately to meet needs of English Learners
• Disappearance of bilingual programs under
• pressure of an English only assessment and
accountability system
• Gap largely remained, long Term English
• Learners identiﬁed
37

Language Development Throughout an Integrated
Curriculum
Thematic Connection 
Science & Social Studies Based Units
Core ELA Math ELD Science Social
Studies
High Leverage Strategies
Academic Language

Awareness of English Learners
40
Are educators aware there are English Learners in their schools|classes? Are they aware of the
magnitude?

Understanding of all ELL Needs
41
Do educators understand English Learner needs? The meaning of proﬁciency levels? The
process of ﬁrst and second language development? The various typologies of English Learners
(e.g., newcomers, Long Term English Learners, RFEPs)? The implications of all of the above for
instruction and services?

Knowledge of How to Dress Needs
42
Do educators know what needs to be done in order to address English Learner needs? Do they
know the research on eﬀective program design and instructional practices that address English
Learner needs?

Capacity (Skills, Strategies) to
Implement Knowledge
43
Do teachers and administrators have a toolkit of skills and strategies to use in addressing the
needs of their English Learners?

Conditions (Resources, Time,
Permission, Policy)
44
Are educators provided the conditions needed in order implement the strategies, programs and
services needed by English Learners? Do they have the time, resources, permission, policy,
class-size, etc. that make it possible to implement what is needed?

Data (Valid and Reliable)
45
Are assessments valid and reliable, timely and relevant for English Learners? Is data analyzed,
shared and discussed regarding implications for addressing needs of English Learners? Is data
disaggregated by English Learner proﬁle/typology?

Will and Belief and Sense of Urgency
46
Do decision-makers care about English Learners and choose to focus on ELL needs? Do
educators believe that English Learners can achieve to high levels with appropriate scaﬀolds
provided? Is there a sense of urgency and focus on addressing English Learner needs?

Accountability
47
Are there clear goals and indicators focusing on English Learners in the LCAP? is there
leadership focus on what is happening with your English Learners?

SEAL  
Model
49
Prevent  
Long Term 
English 
Learners
Enact rigor & 
21st Century 
vision of 
education in the 
Common Core & 
new generation 
standards
Implement new 
convergent English 
Learner Research
SEAL
X
Source: goo.gl/uSfbTm

Begin with
Content
• What are we teaching?
• What analytic task are we asking Ss to do?
• What is the CONTEXT for using language?
• What is the NEED & PURPOSE for using
language?
PICTURE NAME
50

TASK
51
For All Students
What do
you want
your
students
to do?
SUBJECT LANGUAGE
RESOURCES
What is the
content
they are
engaging
with?
What language
resources do
they need in
order to do the
task with thes
content?

Example
• Students will deliver an
oral presentation on how
force effects the motion of an
object using the language of
cause and effect and
academic vocabulary.
52

“Scaﬀolding does not change the intellectual
challenge of the task, but instead allows the
learners to successfully participate in or
complete the task in order to build the
knowledge and skills to be able to perform
similar tasks independently in the future.”
Source: CA ELA/ELD Framework

TASK
54
What do
you want
your
students
to do?
SUBJECT LANGUAGE
RESOURCES
What is the
content
they are
engaging
with?
What language
resources do
they need in
order to do the
task with thes
content?
ELD Standards Part 1 
Interacting in meaningful ways
Content standards & language 
function
ELD Standards Part 2 
How English works

Find the ELD Standards
Look in the ELD standards Part I
(“Interacting in Meaningful Ways") to ﬁnd
the type of INTERACTION this task
requires
writing, listening actively, exchanging
ideas and information, interacting with
others, oﬀering opinions, reading
closely, presenting, selecting and
applying precise vocabulary and
language structures
55

Find the ELD Standards
Look in the ELD Standards Part II (“How
English Works”) to locate the aspects of
language students will need to carry out this
task
Understanding text structure and cohesion,
using verbs and verb phrases, using nouns
and noun phrases, modifying to add details,
connecting ideas and condensing ideas
* Note the suggested scaffolds and
modifications by English proficiency level
56

Example
57
• ELD Standard Part 1.C.9 Interacting
in Meaningful Ways, Productive
Language, Presenting
• ** ELD Standards Part II, B 3, 4 and 5
Learning about how English works,
expanding and enriching ideas,
verbs, nouns and modifying to add
details.

TASK
58
And the ELD standards then delineate how to
differentiate by ELL levels
SUBJECT LANGUAGE
RESOURCES
Scaffolds
Scaﬀolds might include: using visuals or
manipulatives, charts and graphic organizers,
sentence frames and supports and sentence
starters, working in pairs or small groups, with
teacher support and prompting, gestures and
drawing, briefness or extendedness of product
The ELD Standards provide a
continuum of supports and
scaﬀolds that will help with
this!
+ + +

Example of differentiated
language objective with
scaffolds speciﬁed
• * My Emerging Level ELL students.....
will deliver a brief oral presentation
as part of a small group using a
collaboratively developed poster on
how force effects the motion of an
object using a basic
“_____because_____ ” cause and
effect frame and academic vocabulary.
59

Example
60
• * My Emerging Level ELL students.....
will deliver a brief oral presentation
as part of a small group using a
collaboratively developed poster on
how force effects the motion of an
object using a basic
“_____because_____ ” cause and
effect frame and academic vocabulary.
All Students ELL Students

So how can
blending tech
enhance this
process?

Using a toolkit of scaﬀolding strategies
Draw and Label (pictorials) Shared research projects
Graphic organizers Cooperative writing and editing
Structured oral interaction &
collaborative conversations
Interactive dialogic read alouds
Narrative retell Structured team tasks
Content based chants Barrier Games
Vocabulary in Context Researcher centers with hands-on materials
Visuals Total Physical Response And more

Integrated ELD
• When: While you’re teaching the
regular curriculum
• How: You support and scaﬀold
ELs to be active participants in
and successful with the content
• Standards: Content standards
rule, ELD standards used to
guide scaﬀolding
63

Designated
ELD
• When: It's own dedicated time during
the day AND also in small diﬀerentiated
groups throughout the day
• How: “In preparation for" or “In
response to” what is happening in the
regular curriculum and what you notice
about their language needs
• Standards: ELD standards rule, the
language function implied in the
content standards used to guide focus
64

The BIG Idea
• This takes professional development (in
strategies, in understanding the standards,
in understanding the process of planning)
• This takes teacher planning and
collaboration time * This requires clear
messages about expectations regarding
when and how ELD will occur – and how
students should be grouped
• Because it is complex and a major shift from
prior practice, it requires a TRANSITION
65

Caution! • Don’t lose the focus on ELD. We
have to be sure it is happening!
• Don’t lose the intent of CONTENT-
based ELD and basing ELD on
student need because of the relative
ease of just purchasing a program
• Use this as an opportunity to really
deepen teacher understanding of
language and language
development!
66

Transition
• Recognize it will take time.
• Work in increments: e.g., begin using graphic
organizers and language function support
during “integrated ELD", and front loading and
practicing that language function during 2 days
a week of “designated ELD” — continue with
prior ELD approach the other 3 days.
• Encourage teachers to NOTICE language –
use ELD resources to address language needs
• Provide coaching, planning time and
collaboration time
PICTURE NAME
67

1. DISCUSS
PRACTICAL
APPLICATIONS
68

2. MAKE EXPLICIT
CONNECTIONS TO
STANDARDS
69

3. DON’T IGNORE
ASSESSMENT
70

4. INTEGRATE
RESEARCH TO BUILD
CREDIBILITY
71

5. BUILD CAPACITY
72

Oracy, Literacy, & Technology
IT MUST BLEND!
# 73

CLASSROOM IMPLICATIONS
Provide literature that is
culturally relevant, age
appropriate, and accessible to ELs
at their current level of English
acquisition
Use online writing to help
students develop relationships
and practice English with other
students. Make it part of a
language and cultural exchange
where English-speaking students
-- who often take foreign language
classes -- also practice the first
language of the ESL student
Allow students to research topics
of interest. If students are truly
interested in a topic, they will
probably learn more language
Provide a space where all
languages have equal power. Have
students work together to
complete a service-learning task,
interview each other, or work on a
project using both languages
Take advantage of professional
learning opportunities
specifically to benefit English
learners. For example, join a
professional organization such as
TESOL or the National Association
for Bilingual Education (NABE)
Get to know students as human
beings. Honor the resources they
bring to the classroom and
recognize their multiple literacies

Provide literature
that is culturally
relevant, age
appropriate, and
accessible to ELs at
their current level
of English
acquisition
newsela.com
Google Advanced Search
crafty184.com

Use online writing to help
students develop
relationships and practice
English with other students.
Make it part of a language and
cultural exchange where
English-speaking students --
who often take foreign
language classes -- also
practice the first language of
the ESL studentdocs.google.com
todaysmeet.com
padlet.com

Allow students to
research topics of
interest. If students
are truly interested in
a topic, they will
probably learn more
language
Google Search Education
Google App Search
agoogleaday.com

Provide a space where all
languages have equal
power. Have students
work together to
complete a service-
learning task, interview
each other, or work on a
project using both
languages
awwapp.com
Google Drive
Google Translate Tools

Take advantage of
professional learning
opportunities specifically
to benefit English learners.
For example, join a
professional organization
such as TESOL or the
National Association for
Bilingual Education (NABE)
TESOL.org
NABE.org
twitter.com

Get to know students
as human beings.
Honor the resources
they bring to the
classroom and
recognize their
multiple literacies
Music
Literature
Google Cultural Institute

CONCEPT
CHECKING
Benefits of concept checking 3
C’s:
checks for students’
understanding.
clarifies difficult vocabulary for
students who are too shy to ask
questions.
creates a supportive learning
classroom, where students feel
that it’s okay to ask for help.
Source: goo.gl/bcTir3
Google Forms
GoFormative.com
GetKahoot.com

BOARD WORK &
ERROR
CORRECTION
In a non-ELL classroom using the
board and error correction is
important, but in an ELL classroom
it’s a must. Students need to hear
out and see instructions, new
concepts, words, definitions on the
board. Visuals in an ELL classroom
helps students with: memory,
clarification, recognition,
understanding, reminding and
error correction
Source: goo.gl/bcTir3
HaikuDeck.com
Cloud Generators
canva.com
goo.gl/auLfPi

SUPPORT ELL’S
WITH SCANNABLE
TECHNOLOGY
Scannable technology provides
opportunities for students to
quickly and easily interact with a
variety of content. In a
differentiated classroom, children
should have access to resources
and support materials that will push
them toward success.
ELLs can be supported by a variety
of tech tools. This includes
scannable technology like quick
response (QR) codes and
augmented reality (AR) triggers
Source: goo.gl/m4nNQO
Interactive Word Walls
Scannable Vocabulary Lists
Build Background Knowledge
goo.gl/MeyAJq
goo.gl/nW0IQs
aurasma.com & App

WRITTEN VS.
AUDIO VS. MOVIE
DIRECTIONS
Some of your ELLs may be
conversationally fluent in English but
struggle with reading in this language. In
addition to giving them written directions
in English, you can provide an activity
sheet or assignment that will link to a URL
where they can hear the directions read
aloud for them. You may decide to try
this strategy if your students are stronger
readers and you want them to practice
their listening skills. Another option is to
provide audio directions for students in
their native language so that they can
focus on the task at hand rather than
struggle with following written directions.
Source: goo.gl/m4nNQO
kaizena.com
SnagIt
ThingLink.com

Leadership Please!
Protect the space for
teachers to
implement!

Administrators Need 
Clarity about implications of
new standards
Resources
Models
Skills, tools

Intentional Deep
Shift to make
this happen!

Key Principles, Strategies, & Digital Tools for ELL Instruction in CCSS 2016

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