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Transitions Needed by Adult ELL Students Based on
Common Core
Keith Pruitt, Ed.S
www.woweducationalconsulting.com
• Spell as many words as possible
in one minute from the
following word. Use each letter
only once.
• remediation
But I want to suggest
that the real message is
it is time to focus on
the real issue of
education….
What CCSS Means…
1.

2.

3.

4.
5.

There is a higher
expectation!
A direct
emphasis on
comprehension.
A new
connection with
writing.
Listening and
Speaking
Greater
emphasis on
vocabulary

Turn and Talk
What do you know about
CCSS and how they will
impact Adult Learners?
It is now a different time with a
different set of expectations and
needs.
Think of the skill sets that were
needed just twenty years ago.
•
•
•
•
•
•

Computer Skills
Communication Skills
Vocabulary at higher levels
Technical writing skills
Collaborative skills
Ability to solve complex
problems

What are some skills students
need today that would be different
from what was needed 20 years
ago?
So how do we
transition students in
the ELL world to a
place where they are
prepared?
What are the constants?

1. To gain comprehension of
text one must know words.
2. The main reason to engage
text is for comprehension.
3. Students need to express
ideas in writing.
Building Blocks to Meaning
The greatest obstacle to
comprehension for the
English Language Learner
and Struggling Reader is
the inability to know
enough words to engage
the text.
By the time a student
finishes the 12th grade, they
need to have been exposed
to approximately 52,000
new words.
Of the 100,000+ words in the
English language, only the
2,000 most frequent words
(General Service List) are
necessary for students to
understand at least 80% of daily
conversation and writing. If
students know…, in
conjunction with 570 high
frequency academic words
found on the AWL
(Coxhead), they may
understand close to 90% of
academic text. (Nation, 2002, as
sited in Vocabulary Power).
500 Words from General Services
and 400 words from the Academic
Word List.
Determine the meaning of words and phrases as
they are used in the text, including figurative
and connotative meanings; analyze the impact of
specific word choices on meaning and
tone, including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful.
--CCSS, Language Arts Standards 12 Gr
th
Concepts of Instruction to
use for transition:
1. Allow for auditory
language acquisition.
2. Have discussions around
words
3. Substitute words- Build
volume
Concepts of Instruction to
use for transition:
4. Use visuals to teach words
5. Get students using words
in writing
Dictionary Skills as
Reference
Dictionaries can be
a key ingredient in
helping students
gain words.
Pictures help create
schema.
Explanations that
are student friendly
help them
understand how
words are used.
Let’s
Take A
Picture
Break!
Exaggerate

Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
Fatigue

The bear was very fatigued from walking so far.
Symbol
Notice how the explanation of the term
is found on the page with the term.
This is an idea way to keep focus on
the text and help scaffold meaning
through explanation of terms.
Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
achievements, and his leadership of the
Progressive Movement, as well as his “cowboy”
persona and robust masculinity. He was a leader
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore
Roosevelt

This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?
Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
achievements, and his leadership of the
Progressive Movement, as well as his “cowboy”
persona and robust masculinity. He was a leader
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore
Roosevelt

This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?
Theodore Roosevelt, Jr., born October 27, 1958
and died January 6, 1919 was the 26th President of
the United States (1901-1909). He is noted for his
exuberant personality, range of interest and
If leadership of the
achievements, and hissomeone is exuberant
they are very excited or
Progressive Movement, as well as his “cowboy”
outgoing in their
persona and robust masculinity. He was a leader
personality.
of the Republican Party and founder of the first
incarnation of the short-lived Progressive (Bull
Moose) Party of 1912. Before becoming
President, he held offices at the city, state, and
federal levels. Roosevelt’s achievements as a
naturalist, explorer, hunter, author, and soldier
are as much a part of his fame as any office he
held as a politician.
Wikipedia, online entry for Theodore

This is a typical
informational
text at the
higher levels.
What words in
this text would
pose a
roadblock to
comprehension?

Roosevelt

Us a sticky note on the page to help explain the meaning
of unfamiliar words.
What does it mean?
Cite strong and
thorough textual
evidence to support
analysis of what the
text says explicitly
as well as inferences
drawn from the text,
including
determining where
the text leaves
matters uncertain.
--CCSS, LA, 12th gr

The level of questioning
has dramatically
changed. Instead of
superficial and surface
level comprehension,
students are now asked
to do close reading of
text.
Surface level swimming
Swimming Under
the Surface
Old Structure versus Common Core
Here is the conversation of
Comprehension as traditionally taught

Here is the Conversation of
Comprehension based on Common Core

• Who were the main
characters in Charlotte’s
Web?
• Where did they live?
• When animals are given
human characteristics it is
called _______________.
• Can you think of a time
when animals influenced
how you felt about
something?

• What descriptions are used
by the author to indicate
that Wilbur is growing
lonelier at the Zuckerman
farm?
• What is the main point of
the friendship of Charlotte
and Wilbur?
• How does the author let us
know that Fern has grown
disinterested in Wilbur?
Remember comprehension involves the
deep reading of text, not just being in a
textbook.
Giving Wings to Thought
Write arguments to
support claims in an
analysis of
substantive topics or
texts using valid
reasoning and
relevant and
sufficient evidence.
--CCSS, Writing, 12th gr

This is only one of
three different
types (genres) of
writing that is
expected. Let’s
look at the rubric
text that shows the
expectation or goal.
I believe that it would be beneficial for our schools to adopt dress codes.
Although some may argue that this action would restrict the individual
student’s freedom of expression, I do not agree. Our right to express
ourselves is important, but in our society none of us has unrestricted
freedom to do as we like at all times. We must all learn discipline, respect
the feelings of others, and learn how to operate in the real world in order to
be successful. Dress codes would not only create a better learning
environment, but would also help prepare students for their futures.

This is a rubric exemplar text for 12th grade. It is one of five
paragraphs in this paper. The paper was an essay written
for college entrance. This is sited in CCSS Appendix C as an
exemplar text for writing at the 12th grade level. This is
under the category of Opinion/Argument Writing
A Method to Strengthen
Who Went
to the
Writing What did
store?
How did
store
you go?

you go to

We went to the store.
We bought some
clothes. We had fun.
What kind of
clothes did
you buy?

What was
there about
this that was
fun?

When did
you go to
the store?
Did you have the
Now We Have…down? What
top
What was it like
inside the store?

was the weather
like?

Carlos, Maria, and I went to the Wal-mart on Thursday
evening. Maria drove us in her Mazda convertible.
Carlos bought some new shirts to wear. Maria bought
a new dress. I bought a new pair of boots to wear to
work. We had a lot of fun at the Wal-mart. I like being
with my friends. We tell jokes and like being together.

Describe the shirts, dress
and boots. What color
were they?
By just asking questions, you can
flesh out a very simple form of
writing to give it more meat and
build its volume.
Now I’m going to show you a
picture. With a partner, I would
like for you to start telling a story
using the details of what you see
in the picture.
We can then take the list
as a brainstorm (ideas)
list and we can begin to
craft a story.

One day in the winter, I sat
in my chair one morning. It was very
cold outside, so I built a fire in the
fireplace to stay warm. My cat liked
the warm fire and lay on the carpet
at my feet.
I read a book and enjoyed
it so much that when I looked at the
clock I discovered it was already
4:30. So I ate a banana from my fruit
bowl to hold me over until dinner.
In this presentation we have
attempted to examine three core areas
where we must transition our ELL
students to provide them a clearer
path toward success and further
educational opportunities. CCSS is
changing the face of Adult Education
as well as K-12 and we must actively
embrace these changes.
On Behalf of Pearson ELT and
Words of Wisdom

Thank You

Keith Pruitt, Ed.S
www.woweducationalconsulting.com

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Moving forward

  • 1. Transitions Needed by Adult ELL Students Based on Common Core Keith Pruitt, Ed.S www.woweducationalconsulting.com
  • 2. • Spell as many words as possible in one minute from the following word. Use each letter only once. • remediation
  • 3. But I want to suggest that the real message is it is time to focus on the real issue of education….
  • 4. What CCSS Means… 1. 2. 3. 4. 5. There is a higher expectation! A direct emphasis on comprehension. A new connection with writing. Listening and Speaking Greater emphasis on vocabulary Turn and Talk What do you know about CCSS and how they will impact Adult Learners?
  • 5. It is now a different time with a different set of expectations and needs. Think of the skill sets that were needed just twenty years ago. • • • • • • Computer Skills Communication Skills Vocabulary at higher levels Technical writing skills Collaborative skills Ability to solve complex problems What are some skills students need today that would be different from what was needed 20 years ago?
  • 6. So how do we transition students in the ELL world to a place where they are prepared?
  • 7. What are the constants? 1. To gain comprehension of text one must know words. 2. The main reason to engage text is for comprehension. 3. Students need to express ideas in writing.
  • 9. The greatest obstacle to comprehension for the English Language Learner and Struggling Reader is the inability to know enough words to engage the text.
  • 10. By the time a student finishes the 12th grade, they need to have been exposed to approximately 52,000 new words.
  • 11. Of the 100,000+ words in the English language, only the 2,000 most frequent words (General Service List) are necessary for students to understand at least 80% of daily conversation and writing. If students know…, in conjunction with 570 high frequency academic words found on the AWL (Coxhead), they may understand close to 90% of academic text. (Nation, 2002, as sited in Vocabulary Power).
  • 12. 500 Words from General Services and 400 words from the Academic Word List.
  • 13.
  • 14. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. --CCSS, Language Arts Standards 12 Gr th
  • 15. Concepts of Instruction to use for transition: 1. Allow for auditory language acquisition. 2. Have discussions around words 3. Substitute words- Build volume
  • 16. Concepts of Instruction to use for transition: 4. Use visuals to teach words 5. Get students using words in writing
  • 17. Dictionary Skills as Reference Dictionaries can be a key ingredient in helping students gain words. Pictures help create schema. Explanations that are student friendly help them understand how words are used.
  • 18.
  • 20. Exaggerate Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
  • 21. Fatigue The bear was very fatigued from walking so far.
  • 23. Notice how the explanation of the term is found on the page with the term. This is an idea way to keep focus on the text and help scaffold meaning through explanation of terms.
  • 24. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?
  • 25. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and achievements, and his leadership of the Progressive Movement, as well as his “cowboy” persona and robust masculinity. He was a leader of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore Roosevelt This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension?
  • 26. Theodore Roosevelt, Jr., born October 27, 1958 and died January 6, 1919 was the 26th President of the United States (1901-1909). He is noted for his exuberant personality, range of interest and If leadership of the achievements, and hissomeone is exuberant they are very excited or Progressive Movement, as well as his “cowboy” outgoing in their persona and robust masculinity. He was a leader personality. of the Republican Party and founder of the first incarnation of the short-lived Progressive (Bull Moose) Party of 1912. Before becoming President, he held offices at the city, state, and federal levels. Roosevelt’s achievements as a naturalist, explorer, hunter, author, and soldier are as much a part of his fame as any office he held as a politician. Wikipedia, online entry for Theodore This is a typical informational text at the higher levels. What words in this text would pose a roadblock to comprehension? Roosevelt Us a sticky note on the page to help explain the meaning of unfamiliar words.
  • 27. What does it mean?
  • 28. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. --CCSS, LA, 12th gr The level of questioning has dramatically changed. Instead of superficial and surface level comprehension, students are now asked to do close reading of text.
  • 31. Old Structure versus Common Core Here is the conversation of Comprehension as traditionally taught Here is the Conversation of Comprehension based on Common Core • Who were the main characters in Charlotte’s Web? • Where did they live? • When animals are given human characteristics it is called _______________. • Can you think of a time when animals influenced how you felt about something? • What descriptions are used by the author to indicate that Wilbur is growing lonelier at the Zuckerman farm? • What is the main point of the friendship of Charlotte and Wilbur? • How does the author let us know that Fern has grown disinterested in Wilbur?
  • 32. Remember comprehension involves the deep reading of text, not just being in a textbook.
  • 33. Giving Wings to Thought
  • 34. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. --CCSS, Writing, 12th gr This is only one of three different types (genres) of writing that is expected. Let’s look at the rubric text that shows the expectation or goal.
  • 35. I believe that it would be beneficial for our schools to adopt dress codes. Although some may argue that this action would restrict the individual student’s freedom of expression, I do not agree. Our right to express ourselves is important, but in our society none of us has unrestricted freedom to do as we like at all times. We must all learn discipline, respect the feelings of others, and learn how to operate in the real world in order to be successful. Dress codes would not only create a better learning environment, but would also help prepare students for their futures. This is a rubric exemplar text for 12th grade. It is one of five paragraphs in this paper. The paper was an essay written for college entrance. This is sited in CCSS Appendix C as an exemplar text for writing at the 12th grade level. This is under the category of Opinion/Argument Writing
  • 36. A Method to Strengthen Who Went to the Writing What did store? How did store you go? you go to We went to the store. We bought some clothes. We had fun. What kind of clothes did you buy? What was there about this that was fun? When did you go to the store?
  • 37. Did you have the Now We Have…down? What top What was it like inside the store? was the weather like? Carlos, Maria, and I went to the Wal-mart on Thursday evening. Maria drove us in her Mazda convertible. Carlos bought some new shirts to wear. Maria bought a new dress. I bought a new pair of boots to wear to work. We had a lot of fun at the Wal-mart. I like being with my friends. We tell jokes and like being together. Describe the shirts, dress and boots. What color were they?
  • 38. By just asking questions, you can flesh out a very simple form of writing to give it more meat and build its volume. Now I’m going to show you a picture. With a partner, I would like for you to start telling a story using the details of what you see in the picture.
  • 39.
  • 40. We can then take the list as a brainstorm (ideas) list and we can begin to craft a story. One day in the winter, I sat in my chair one morning. It was very cold outside, so I built a fire in the fireplace to stay warm. My cat liked the warm fire and lay on the carpet at my feet. I read a book and enjoyed it so much that when I looked at the clock I discovered it was already 4:30. So I ate a banana from my fruit bowl to hold me over until dinner.
  • 41.
  • 42. In this presentation we have attempted to examine three core areas where we must transition our ELL students to provide them a clearer path toward success and further educational opportunities. CCSS is changing the face of Adult Education as well as K-12 and we must actively embrace these changes.
  • 43. On Behalf of Pearson ELT and Words of Wisdom Thank You Keith Pruitt, Ed.S www.woweducationalconsulting.com