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UNDERSTANDING THE BILINGUAL
COMMON CORE INITIATIVE
PATRICIA VELASCO
M A R C H 7 TH, 2 0 1 4
THE ELA CCSS
• Reading for
Information
• Reading Literature
• Writing
• Speaking and
Listening
• Language
Standards
• Foundations of
Reading
• The CCLS include
content area
literacy:
• Reading in
History/Social Studies
• Reading science
• Writing History/
Science
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PURPOSE OF THIS PRESENTATION
• Understanding the CCLS
T integrate
i t
t the
th ‘big
‘bi idea’
id ’ off what
h t th
d what
h t they
th
• To
the CCSS are and
mean for emergent bilingual students.
• To understand the BCCI. What it is and what is not.
• To present pedagogical practices that support bilingual
students.
• To present the supporting documents that will be (or already
are) in the Engage NY website, including the “Exploring”
documents in the BCCI.
UNDERSTANDING THE CCLS: THE
GOOD POINTS FOR EB STUDENTS
• The CCLS are based on the interrelationship of
communicative skills ((reading
g and writing
g and speaking
p
g
and listening) that are integrated into many of the
standards.
• Example 1: RL 2.1 states: Ask and answer such questions
as who, what, where, when, why and how to
demonstrate understanding of key details in a text.
• Example 2: St. 1 states: Read closely to determine what
the text says explicitly and to make logical inferences
g or speaking
p
g
from it;; cite textual evidence when writing
to support conclusions drawn from the text
• NYS CCLS include standards for PreK
• However, there are some areas that are not addressed
by the CCLS, such as background knowledge.
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HOW THE CCLS ARE PRESENTING THE CONCEPT OF LANGUAGE FOR ACADEMIC PURPOSES
FROM A MORE COHERENT AND DEMANDING PERSPECTIVE
Vocabulary (st.
4 in the RL and
RI standards
address word
knowledge
specifically)
Grammar (the
language
standards
address this
aspect
specifically)
The new element that
the CCLS include is
discourse (e. being
able to present an
argument, a point of
view, explain
conflicting evidence)
Language
for
academic
purposes
AND THERE ARE ALSO
MISCONCEPTIONS:
• The main one is that in NYS, the interpretation of the
distribution of the non fiction and fiction texts has
been misunderstood.
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DISTRIBUTION OF LITERARY AND INFORMATIONAL
PASSAGES BY GRADE IN THE 2009 NAEP READING
FRAMEWORK
Grade
Literary (fiction)
Informational (non
fiction)
4th
50%
50%
8th
45%
55%
12th
30%
70%
Source: NAEP (National Assessment of Educational Progress), (2008)
cited in the Common Core State Standards, (2010, p.5)
However, NYS has a standard 11 (for literature and for writing) which
no other state has and it strengthens the point of reading
and writing fiction): With prompting and support, make connections
between self, text, and the world around them
(text, media, social interaction).
CATEGORY AND NUMBER OF
STANDARDS (CCLS)
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THE PRINCIPLES OF THE BILINGUAL
COMMON CORE INITIATIVE
5 PRINCIPLES
THE 5 PRINCIPLES OF THE BCCI:
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PRINCIPLE 1: LANGUAGE(S) AS THE
POINT OF DEPARTURE
• The performance of a bilingual student has to be
considered bilingually; therefore for every standard
there is a New Language Arts Progression and a
Home Language Arts Progression.
• The languages form a dynamic relationship,
supporting and strengthening each other.
• For the NLAP and the HLAP there are five levels of
language proficiency.
PRINCIPLE 1: LANGUAGE(S) AT THE
POINT OF DEPARTURE
• The performance of a bilingual student has to be
considered bilingually; therefore for every standard
there is a New Language Arts Progression and a
Home Language Arts Progression.
• The languages form a dynamic relationship,
supporting and strengthening each other.
• For the NLAP and the HLAP there are five levels of
language proficiency.
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THE POPULATIONS ADDRESSED IN THE
BCCI
• The New Language Arts progressions address
students who are learning/developing oral and
literacy skills simultaneously.
simultaneously
• The Home Language Arts Progressions address
students whose oral skills are more developed than
their literacy skills (please look at the Handout).
PRINCIPLE 1: FOR THE HOME
LANGUAGE STUDENTS:
• Language is never
right nor wrong.
• Language is not to
be evaluated.
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DEVELOPMENT OF ACADEMIC
LANGUAGE IN LANGUAGE LEARNERS
• Research by Saunders, Goldenberg and Marceletti
(2013) based on the five levels of language
proficiency that California previously employed:
Beginner, Early Intermediate, Intermediate, Early
Advanced and Advanced, found that progress
from beginning to middle levels of proficiency is
fairly rapid (from level 1 to 2 but progress from
middle to upper levels of proficiency (level 3 to 5)
slows considerably.
words, there is
considerably In other words
evidence of a plateau effect where many
language learners reach a middle level of English
proficiency and make little progress thereafter.
PRINCIPLE 2: BUILDING ON STUDENTS’ LINGUISTIC
FOUNDATIONS AND BACKGROUND KNOWLEDGE
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STANDARD 10 (HANDOUT)
• In the CCLS, standard is the standard that requires that
students read at g
grade level.
• Please notice that the support it requires changes from
grade level to grade level:
• RL St. 10 for 1st grade: With prompting and support, read
prose and poetry of appropriate complexity for grade 1
• RL St. 10 for 2nd grade: By the end of the year, read and
comprehend literature including stories and poetry, in
the grades 2-3 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
range
• RL St. for 3rd grade: By the end of the year, read and
comprehend literature, including stories, drama and
poetry at the high end of the grades 2-3 text complexity
band independently and proficiently.
STANDARD 10 (CONTINUED)
• RL St. 10 for 4th grade: By the end of the year, read
d comprehend
h d literature,
lit
t
i l di
t i
and
including
stories,
dramas and poetry, in the grades 4-5 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
• RL St. 10 for 5th grade: By the end of the year, read
and comprehend literature, including stories,
dramas and poetry at the high end of the 4th-5
5th
text complexity band independently and
proficiently.
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PRINCIPLE 2: WHAT HAS AN IMPACT ON
READING GRADE APPROPRIATE TEXTS?
• Background knowledge: What we know about a
t i in
i either
ith llanguage.
topic
• Let’s analyze standard 10.
OTHER CONSIDERATIONS ABOUT
STANDARD 10
• The CCLS uses lexiles, which is a measure of
b l
d sentences.
t
E
ti ll th
vocabulary
and
Essentially,
the more
different words and the longer the sentences, the
higher lexile score a text receives.
• Obviously there are many other factors that
contribute to the complexity of a book/text
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BACKGROUND KNOWLEDGE AND TEXT
COMPLEXITY
•
•
In the lexile website: (www.lexile.com)
The Old Man and the Sea receives two
classifications One is
significantly different classifications.
1370L and the other one is 940L. The first level is
associated with 12th grade and beyond,
whereas the second level corresponds to a
sixth grade reading level. Surprisingly, both
levels are right but they take different factors
into consideration. The result for text complexity
(940L), reflects the short and simple sentences
employed throughout the book. The words are
everyday words. The 1370L classification takes
into consideration more than just text
complexity. It takes into account the maturity
and judgment needed to understand the
book. It would have to be a very special 6th
grader who can fully grasp the dignity,
frustration and hope that the book’s main
character, a Cuban fisherman, experiences
throughout the book.
PRINCIPLE 3: INTEGRATING LANGUAGE, EXPERIENCE
AND CONTENT
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PRINCIPLE 3: INTEGRATING LANGUAGE,
EXPERIENCE AND CONTENT
Home
Language
New
Language
• Sample 1
EXAMPLES OF THE
INTERRELATIONSHIP
ACROSS LANGUAGES
Writing is by nature a recursive
process in which there are stages
(planning, drafting, finalizing sections;
then re-planning sections; re-writing,
finalizing)
Using TL in the
p
g process
p
planning
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SAMPLE 2AAND 2B: LEARNING NEW
WORDS
• Transcription: Tube un pero
nombre blackie. La ultima
t b un pero era
ves que yo tube
cuando yo tenia 6 ano pero
haora nolotengo porque un
caro loaplasto y podia verle
las tripas.
•
guts
• [I had a dog named
Blackie. The last time I had a
dog was when I was 6, but
now I don’t
him
d ’ have
h
hi
because a car squashed
him and I could see his
guts.]
•
ASSOCIATING DIFFERENT FEATURES (DESCRIPTION AND
INTERNAL/SOCIAL DIALOGUE) WITH DIFFERENT LANGUAGES
• Sample 3
• Los otros dias yo vi a tres niño y
a 3 niñas juando en la nieve y
los tres niños empujaron a tres
niña en la nieve y las tres niñas
se calleron en la nieve donde
havia poca caca mucho susio.
• I said to my self is she going to
yell then I said it out loud to my
friend.
• [The other days I saw three
boys and 3 girls playing in the
snow and the three boys
pushed three girls in the snow
and the three girls fell on the
snow where there was poo
very dirty. ]
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ASSOCIATING DIFFERENT FEATURES (DESCRIPTION AND
INTERNAL/SOCIAL DIALOGUE) WITH DIFFERENT LANGUAGES
• Sample 3
• Los otros dias yo vi a tres niño y
a 3 niñas juando en la nieve y
los tres niños empujaron a tres
niña en la nieve y las tres niñas
se calleron en la nieve donde
havia poca caca mucho susio.
• I said to my self is she going to
yell then I said it out loud to my
friend.
• [The other days I saw three
boys and 3 girls playing in the
snow and the three boys
pushed three girls in the snow
and the three girls fell on the
snow where there was poo
very dirty. ]
SAMPLE 4: USING
RHETORICAL DEVICES
FOR ENGAGING THE
READER
Transcription: There are 4
butterflies in our class.
How? Why butterflies? Let
me tell you how. Let me
speak in English for a
second. First, it is an egg.
Then larva. Then a
caterpillar. Next it is a
pupa. Then a butterfly.
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PRINCIPLE 4: MASTERING LANGUAGES IN ACADEMIC
SETTINGS
PRINCIPLE 4: MASTERING LANGUAGES IN
ACADEMIC SETTINGS (SCAFFOLDING)
• Each template is divided into Receptive (listening
d reading)
di ) and
d Productive
P d ti ((speaking
ki
d
and
and
writing)
• The communicative skills are addressed strategically
to target the standard.
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PRINCIPLE 4: MASTERING LANGUAGES IN ACADEMIC SETTINGS
(SCAFFOLDING)
Standard RI 4.2
• Determine the main
idea of a text and
explain how it is
supported by key
details; summarize the
text
Addressing the different components of the
standard using
g the 4 communicative skills:
• In listening: In an interactive
read aloud, students can
determine the theme.
• In reading: students can
identify the key details.
• In speaking: students can
explain how the theme is
supported
key details.
d by
b k
d
il
• In writing: students can summarize
the text
PRINCIPLE 4: MASTERING LANGUAGES IN
ACADEMIC SETTINGS (SCAFFOLDING)
Standard RL 4.2
• Determine a theme of
a story, drama, or
poem from details in
the text; summarize the
text.
How would you address the
different components of the
standard:
• In listening:
• In reading:
p
g
• In speaking:
• In writing:
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PRINCIPLE 4: MASTERING LANGUAGES IN ACADEMIC SETTINGS
(SCAFFOLDING)
• What kind of graphic organizers would you use for the following
standards? (to work in groups)
• RI 4.3: Explain events, procedures, ideas or concepts in a historical, scientific or
technical text, including what happened and why, based on specific
information in a text.
• RL 5.4: Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
• W.3.2: Write informatory/explanatory texts to examine a topic and convey
ideas and information clearly. (A) Introduce a topic and group related
information together; include illustrations when useful to aiding
comprehension. (B) Develop the topic with facts, definitions, and details.(c)
Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas
within
id
ithi categories
t
i off information.
i f
ti
• (d) provide a concluding statement or section
• SL. 2.2: Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media
How would you use them (look at the handout) and let’s talk about this.
PRINCIPLE 4: MASTERING LANGUAGES IN ACADEMIC SETTINGS
(THE LINGUISTIC DEMANDS OF THE STANDARDS)
• Some standards make explicit reference to linguistic
k
FFor instance:
i t
W 3 2 (c)
( ) Use
U linking
li ki
d
markers.
W.3.2
words
and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
• Some researchers have associated linguistic
markers with specific genres. For instance, Yopp
and Yopp have described how informational texts
present verbs in a universal present tense (e.g.
(e g
penguins are birds) and technical words (aquatic).
• The Linguistic demand section of the standards
present linguistic markers.
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SUMMARY OF SOME LINGUISTIC
MARKERS
If the standard says:
Some linguistic markers can be:
Theme
(e g friendship,
friendship
Abstract nouns (e.g.
love, sacrifice)
Details
Adjectives (e.g. big, small, narrow)
and adverbs (e.g. quickly,
courageously)
Events
Verbs (e.g. ran, said, came)
Connections (why)
Cause and effect words (e.g.
because, therefore, however, that
is why, as a result)
HOW LINGUISTIC MARKERS WORK
WITHIN A STORY:
Setting and
characters
(nouns and
associated
pronouns: the
princess/she)
Events
leading to
conflict
(
(cause
words:
because, as,
since)
Events leading
to resolution
(effect words)
Therefore, as
a result, due
to,
consequently)
tl )
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DEVELOPING YOUR LINGUISTIC
RADAR:
• RI 1.3: Describe the connection between two
i di id l events,
t ideas
id
i f
ti
i a ttext.
t
individuals,
or information
in
• Text excerpt: Dorros, Arthur (1993). Follow the water
from Brooks to Ocean. In CCSS, Appendix B, p.32.
• Sometimes water collects in a low spot in the landa puddle, a pond or a lake. The water’s downhill
journey may end there. Because water flows down
hill, it will keep flowing until it can’t go any lower.
The lowest parts of the earth are the oceans. Water
will keep flowing until it reaches the ocean.
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ANALYZE THE HOME AND NEW LANGUAGE
TEMPLATES AND IDENTIFY THE PRINCIPLES
THE STANDARDS
• Principle 1:Languages at the point of departure
• Five levels of language
g g proficiency.
p
y
• New and Home Language Arts Progressions: Dynamiuc view of
bilingualism.
• Principle 2: Building on students’ linguistic foundations, and background
knowledge.
• The importance of background knowledge for reading grade
appropriate texts.
• Principle 3: Integrating language, experience and content
• The four communicative skills for scaffolding the standards.
• Strengthening the interrelationship across languages.
languages
• Principle 4: Mastering languages in academic settings.
• Scaffolding using the four communicative skills
• The purpose linguistic demands of the BCCI.
• Principle 5: Bilingualism and Biliteracy as a Goal.
THE BBCI:
What the
project offers
educators:
• The BCCI begins with the Common Core
Anchor Standard
• For each standard, BCCI specifies a Main
Academic Demand (MAD) and Grade
Level Academic Demand (GLAD)
• Each standard is addressed twice: once in
the home language, and once in the new
language.
• Within each grade level or grade band, the
BCCI describes the progression of learning
performance from Entering to Emerging to
Transitioning to Expanding to
Commanding.
• For each CCLS, the BCCI guides teachers
in the creation of scaffolds for Receptive
Skills – Listening and Reading, and
Productive Skills - Speaking and Writing.
• Each standard explains the Linguistic
Demands that the standard entails.
• For each section of the CCLS,
CCLS the BCCI
provides introductory documents that give
educators background knowledge about
the Standards.
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LINGUISTIC DEMAND
SECTION IN THE HOME
LANGUAGE ARTS
PROGRESSIONS
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THE BBCI:
What the
project offers
educators:
• The BCCI begins with the Common Core
Anchor Standard
• For each standard, BCCI specifies a Main
Academic Demand (MAD) and Grade
Level Academic Demand (GLAD)
• Each standard is addressed twice: once in
the home language, and once in the new
language.
• Within each grade level or grade band, the
BCCI describes the progression of learning
performance from Entering to Emerging to
Transitioning to Expanding to
Commanding.
• For each CCLS, the BCCI guides teachers
in the creation of scaffolds for Receptive
Skills – Listening and Reading, and
Productive Skills - Speaking and Writing.
• Each standard explains the Linguistic
Demands that the standard entails.
• For each section of the CCLS,
CCLS the BCCI
provides introductory documents that give
educators background knowledge about
the Standards.
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PEDAGOGICAL
CONSIDERATIONS
SOME EXAMPLES: HOW TO ADDRESS THE
STANDARDS
CYCLE PRESENTED IN THE BCCI
Listening (entry
point,, in
interactive read
aloud,, for
example)
Writing (present an
argument, create
an informational or
narrative)
Reading and
rereading in
shared reading, for
example
Speaking (refine
and clarify ideas
through
conversations and
presentations)
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STANDARD 1:
• Read closely to determine what the text says
li itl and
d tto make
k llogical
i l inferences
i f
ffrom it;
it cite
it
explicitly
textual evidence when writing or speaking to
support conclusions.
STANDARD 1: READING CLOSELY (IT MEANS REREADING OR
ANALYZING THE TEXT (SHARED READING)
• A purposeful and
careful reading of the
text. What the
author’s purpose
was; what the words
mean; and what the
structure of the text
says.
• We give students
questions that make
them go back to the
text and search for
answers.
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A SAMPLE TEXT
• Pseudoscorpions (4th grade)
Actually, it’s a bug and its no more harmful to you
than a housefly. This tiny bathroom bug is called a
pseudoscorpion. But don’t be fooled by its name. Its
not really a scorpion; its just a relative. The
pseudoscorpionis a kind of arachnid, which means it
is closely related to spiders, scorpions and mites. Like
scorpions,
scorpions pseudoscorpions have a segmented body
and two enourmous pincers.
Dangerous
very
small
in parts
claws like
scissors
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COGNATES
3/5 of the words in English and Spanish are cognates
t are easier
i to
t understand
d t d when
h written
itt
cognates
technical and tier 2 words are often cognates
a cognate in Spanish will be more commonly used than in
English, where it will be considered a more sophisticated word:
palido/pale; robusto/robust.
WORKING WITH PRONOUNS
The
h
pseudoscorpion
d
i iis a ki
kind
d off arachnid
h id
which means it is closely related to spiders,
scorpions and mites.
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WORKING WITH SENTENCES
The pseudoscorpion is a kind of arachnid which means it
i closely
l
l related
l t d tto spiders,
id
i
d mites
it .
is
scorpions
and
Breaking it down: the pseudoscorpion is a kind of
arachnid
which means it is closely related to spiders
spiders, scorpions
and mites.
SIGNAL WORDS
The pseudoscorpion is a kind of arachnid which means it
i closely
l
l related
l t d tto spiders,
id
i
d mites.
it
B t
is
scorpions
and
But
pseudoscorpions lack the curved stinger that all true
scorpions have.
But is indicating a change of direction. New information is
going to be presented that contradicts what has been
said before.
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INDEPENDENT PROJECTS:
WRITING
Triggering Background Knowledge:
Semantic Map of Spiders
• Semantic maps help develop
background knowledge
• They help students to clarify
their thinking
• They also function as scaffolds
t develop
to
d
l new concepts
t
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The inferences
that Amaury
makes:
Let’s take a few
minutes to read
and analyze
Amaury’s
iti
writing.
She is a 4th
grade student
who has been in
this country for
3 years.
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What are her
strengths?
What are the
structures you
need to teach
her?
WHAT DO WE NOTICE IN AMAURY’S
WRITING?
Vocabulary: is the student incorporating technical and tier 2
words relevant to the unit?
Sentence structures: Is the student using relative clauses?
Pronouns and signal words: What do you notice?
negatives?
•
•
Does Amary understand that she is writing
An informational, descriptive text?
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CONSIDERATIONS:
The student tries to make a relative clause: “I think is
idb
th still
till can see”.
”
so weird
because th
they gott so many eyes th
thatt they
The student confuses conjunctions: “Spiders have 8 legs
for they could walk”.
Some confusion with plurals: “Spiders usually have eight
leg; ..frog, snake and other animals like birds..”
HOW DO WE TAKE HER TO THE NEXT
STEP: COMPARATIVE ANALYSIS








Spiders usually have eight leg.
Spiders have eight leg for they could walk.
Spiders usually have eight legs.
Spiders have eight legs so they can walk.
I think is so weird because they got so many
eyes that they still can see.
I think it is so weird because
they have so many eyes and they still can’t see..
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AMAURY
You have seen that children like Amaury are not
only learning about language, but in the process
the content is scaffolded. By learning to
manipulate the vocabulary and syntax the
children learn the new content.
YOUR FINAL THOUGHTS:
• The purpose of the Bilingual Common Core Initiative
i tto help
h l us d
b t work
k as bilingual
bili
l tteachers.
h
is
do our best
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QUESTIONS, COMMENTS
• You can access the materials in the Engage NY
b it You
Y
it Bili
website.
can jjustt write
Bilinguall C
Common C
Core
Initiative and it will come out.
• Further questions: [email protected]
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