This is a re-post from Beth’s blog, the personal blog of Beth Evans, NNETESOL’s President-elect. Since Beth published this post about Navigating the Common Core with English Language Learners, co-author Larry Ferlazzo announced that all lesson plans and student hand-outs book would be made available for free download. Just follow this link to the publisher’s page and scroll down!
It’s about time.
I’m reading a book co-authored by one of my favorite bloggers, Larry Ferlazzo. He chronicles tons of resources for all levels of English . (The most recent entry has to do with Ramadan, which begins Monday.)
And I say, “It’s about time,” because so much of what is in the Common Core State Standards is just unreachable for high school students who immigrate come to the United States. With this resource, I can see some light.
Don’t get me wrong… others have been focusing on how to meet CCSS standards, Like Kenji Hakuta through Understanding Language. There are some really nice things out there.
But I’ve never really thought they’ve spoken to me.
I teach mostly very recent immigrants who belong to the refugee community. Many of them are Students with Limited or Interrupted Schooling (SLIFE, or in some states, SIFE).
And when I read in the CCSS that you should not pre-teach vocabulary, I just kind of wonder how students with limited to no background knowledge about the United States or its history could potentially understand without some frontloading of vocabulary and concepts…
Just last week, I read a book with student that had to do with the automobile. It was a fiction book from the point of view of a young boy whose father was the first in his town to get a horseless carriage.
Now I ask you, how is a third-grader who spent most of his short life in a refugee camp in Nepal supposed to understand anything about that? He read the piece nearly flawlessly, but he had no concept of what an automobile was (had the piece said “car,” he’d have been able to get by just fine) or insight into U.S. history and our particular national affinity with horses and the idealized image of cowboys on the range.
I don’t know that in the Nepali refugee camps that there was much talk about cars. I imagine not many people owned or had access to cars, much less thought about how they affected horses and changed the way of life for millions of people.
So what Larry Ferlazzo and Katie Hull Sypnieski are doing is being CCSS interpreters. I had, for example, never heard that the CCSS writers had “dialed back” the emphasis on not preteaching vocabulary, but rather gleaning meaning from context.
And they seem to “get” where I’m coming from. If a student comes to me in 9th grade with very low literacy skills in any language, I can’t see the goal of “college and career ready,” the mantra of the CCSS movement.
We are all for having our students be “college and career ready,” but we’re not sure that the socioeconomic infrastructure is there yet to support student, teachers, and schools in meeting the Common Core standard’s definition of that state of readiness (p8).
So the setup of most chapters is actually quite predictable, and therefore quite digestible for the average teacher. I don’t know about you, but I tend to skim rather than read deeply, which is what we are supposed to be teaching our students. Because the format’s always the same, I know I can go back and read the information that I know I didn’t absorb before.
First, they give an overview of the CCSS and then “Creating the Conditions for English Language Learners to Be Successful in the Common Core Standards.”
That’s what I’ve been looking for all along. How do I take a student who is not literate in any language in 9th grade and get them to think deeply in a topic in English? These authors get this. This chapter focuses on socio-emotional skills that students need to learn to really play the game of student well, such as goal-setting, meta-cognitive thinking, and asking questions, to name a few. Each of these has lessons and resources to teach these across the continuum of English Language Development.
They split the rest of the book up by domains (reading, writing, speaking/listening) and then go into Language, another focus of the CCSS, as well as content areas, presented by others who know more about it: Math, Social Studies and Science.
Each of the chapters starts with the Anchor Standards, the ones considered to be the most important for all teachers to focus on to help students reach that college and career-ready standard. And then it gives explanations, what it means in the classroom, tech tools, example lessons and tons of resources.
The lessons are well scripted and innovative, beyond the regular stuff.
This book serves a guide to help teachers navigate this course with a special eye on those learners who need that extra support and need to learn how to do it without the scaffolding. And it’s a guide that we’ve needed for a long time.
Some states do a great job making sure all teachers are aware of the CCSS and how it should be affecting our teaching and students’ learning, but here in Vermont, I feel like teachers think this is just the next fad. I heard from the beginning that people thought our Vermont State Standards were so much more rigorous than the Common Core. “Take these rocks from this place and restack them over there.” Just another lens through which we do what we’ve always been doing.
But still, I have to wonder who is holding our feet to the fire. And if we were so much better than the Common Core, why were students still falling through the cracks? Especially the New American students that we expect to conform without really adjusting our teaching?
Teaching is more than standards. And I’m grateful to hear from people who have been in my shoes how I can help hone my practice so I can be a better teacher than I was yesterday, meeting the needs of those kiddos in front of me.
At the end of the year, I always find myself getting very excited about next year. Clean slate and all. And I know this book will help me think about it more deeply.