Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.

1. KEY PRINCIPLES & DIGITAL TOOLS
FOR ENGLISH LEARNERS
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
IN COMMON CORE

2. GET THE PRESO!
bit.ly/DTELL

3. The 1,413,549 English
learners constitute 22.7
percent of the total
enrollment in California
public schools.
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
KEY PRINCIPLES & DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS

4. A total of 2,685,793
students speak a language
other than English in their
homes. This number
represents about 43.1
percent of the state's
public school enrollment.
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
KEY PRINCIPLES & DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS

5. The majority of English
learners (73%) are enrolled
in the elementary grades,
K-6th. The rest (27%) are
enrolled in the secondary
grades, 7-12th, and in the
ungraded category.
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
KEY PRINCIPLES & DIGITAL TOOLS FOR ELL
INSTRUCTION IN CCSS

6. Although English
learner data are
collected for 60
language groups, 95
percent speak one of
the top ten
languages in the
state.
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org

7. COMMON CORE & ELD STANDARDS
WHERE ARE WE? Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org

8. California ELD Standards
8
goo.gl/pnXkwL

9. California ELD Standards
9
goo.gl/ku1OV

10. CALIFORNIA ELD STANDARDS
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

11. WHERE IS THE
CONNECTION?
Source: https://goo.gl/A1Q5a8

12. WHERE ENGLISH LEARNERS DEMONSTRATE
LITERACIES
Source: goo.gl/WVZag

13. 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
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org

14. Provide literature
that is culturally
relevant, age
appropriate, and
accessible to ELs at
their current level
of English
acquisition
CLASSROOM IMPLICATIONS
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
newsela.com
Google Advanced Search
crafty184.com

15. CLASSROOM IMPLICATIONS
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
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
docs.google.com
todaysmeet.com
padlet.com

16. CLASSROOM IMPLICATIONS
Allow students to
research topics of
interest. If students
are truly interested in
a topic, they will
probably learn more
language
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
Google Search Education
Google App Search
agoogleaday.com

17. CLASSROOM IMPLICATIONS
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
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
awwapp.com
Google Drive
Google Translate Tools

18. CLASSROOM IMPLICATIONS
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)
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
TESOL.org
NABE.org
twitter.com

19. CLASSROOM IMPLICATIONS
Get to know students
as human beings.
Honor the resources
they bring to the
classroom and
recognize their
multiple literacies
Martin Cisneros
Academic Technology Specialist
MCisneros@sccoe.org
Music
Literature
Google Cultural Institute

20. WHAT ARE SOME
Speak slower, not louder.
Provide outlines, advanced organizer, or visual
guides.
Write down key terms on the board.
Integrate games.
Read written instructions. Repeat.
Write key concept vocabulary on a Word Wall.
Integrate listening centers.
Model new skills.
Extend test time.
Don’t rescue ELLs when they struggle to speak -
smile,
relax your feet, face, and hands, and wait (it’s hard
to be tense when those body parts are loose).
Think-pair-share.
Provide exemplars of successful projects.
Let students use their home language in the
classroom
to solve work.
Use pictures, sketches, and graphic organizers.
Make videos of presentations for ELLs to replay if
needed.
Liberally use checks for understanding.
Pair up ELLs with strong oral and written English
skills.
Share a picture glossary.
Teach with cooperative learning.
Provide opportunities for low-stakes writing.
STRATEGIES? Source: goo.gl/vsOjOD

21. 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

22. 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

23. 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

24. 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

25. WE ARE JUST BEGINNING
WE NEED TO GO FROM FISHING TO FLYING

26. 26
M A R T I N
R I C A R D O
C I S N E R O S
A C A D E M I C
T EC H N O LO GY
S P EC I A L I S T
E:
mcisneros@sccoe.org
Web:
sccoe.org/edtech
Site:
about.me/MarGnCisneros@TheTechProfe
@sccoetech
Learn,
Teach,
Help,
Enjoy!
Enhancing
Your
Ed
Tech
Superpowers