The Common Core and ELLs

In thinking about the demands that the Common Core places on both teachers and students, it is rather noteworthy that the CCSS provide NO instructional guidance to teachers with English Language Learners(ELLs) to reach these standards. Teachers must rely on districts to hire licensed ESL instructors to support them with the rigors of what lies ahead. Currently most educators in Massachusetts are also relying on the training they are receiving in the Sheltered English Instruction(SEI) course required for teacher recertification.

As one such teacher, it has become increasingly clear that we need to keep our ELLs at the forefront of our mind when thinking about our instruction. Being thrown into a new country, culture, and school can be challenging and scary to say the least. Add to that the demands of language acquisition, and you will set students up for failure if you are not intentional about your teaching practices. In order for all students, not just ELLs, to meet the rigors of the CC, explicit listening and speaking activities must be part of what we do on a daily basis. Oracy is defined as listening comprehension and production of oral language. We all know that there is a direct link between listening/speaking and reading/writing, hence oracy lays the foundation for reading and writing. Therefore we must expose students repeatedly to the four language processes ( reading, writing, listening, speaking) in less formal ways, every day. It must be inherent in the way we instruct and think about curriculum. All aspects of literacy should be what drives much of our time in the classroom, no matter what subject we teach.

For our students, especially the ELLs, the demands of the CC require them to learn vocabulary in ways like never before. Gone are the days of rote recall. Today’s children are faced with increased text complexity. They need to understand wide-ranging terms (sometimes phrases/multiple words), and they need to be secure with both formal/informal speaking and listening skills. Subsequently, vocabulary knowledge has a direct correlation with academic success. Research shows that by the start of 3rd grade, students need to know between 2,000 and 3,000 new words per year for the rest of their academic life! Therefore, in order to improve the overall literacy of all students, scaffolding and modeling the instruction explicitly will be crucial for our students, especially our ELL population.

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