Cutting to the Common Core
Language Magazine presents a selection of expert advice on how implementation of the Common Core State Standards (CCSS) will affect teaching and discusses what teachers can do ensure their ELLs’ success in the Common Core classroom.

Given the emphasis placed on the acquisition of academic language and advanced vocabulary, the task of educating English language learners to the CCSS presents new and complex challenges. Lauren Davis of Eye on Education remarks that, “Students will have to analyze complex texts, use academic vocabulary, and write logical, research-based arguments. Many teachers are concerned that English language learners are going to be left too far behind as a result of these increased comprehension and language demands. It will be crucial for teachers to provide extra supports and scaffolding to help ELLs reach these high levels of learning."
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Common Core Recommendations from ELL Experts
Colorin Colorado offers perspectives from leading ELL researchers and educators on ideas for introducing the new standards to ELLs and for including ELL educators in the planning and implementing process. The site includes video interviews with Dr. Joanne Urrutia and Diane August, archived webinars and presentations.
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ELLs are Focus in Teacher-Led Project on Common Core
A select group of 1st, 4th, and 8th grade teachers in Albuquerque, N.M., are in the middle of a major project to develop specific lessons and methods for teaching the new, more-rigorous common core standards in English/language arts to English-language learners. These teachers are doing the kind of concrete, nitty gritty work that I suspect scores of their colleagues across the country are hungry for as more states and districts move into the era of putting the common standards into practice in the classroom.
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Justice for ELLs: "The system is preventing this group of students from moving forward."

Dr. Patricia Dickenson writes; "Projections suggest that English language learners will comprise over 40 percent of elementary and secondary students by 2030. The fact that too many schools are struggling to make Adequate Yearly Progress (AYP) because of "subgroups" of English language learners does not mean this particular group of students are holding the school back; rather, I argue it is the system that is preventing this group of students from moving forward." She continues: "In my experience, ELL students do not receive the same education as their English-only peers. That is not to say that ELL teachers are providing an inequitable learning experience; on the contrary, there are some amazing ELL teachers who have proven the achievement gap is all but an illusion. But the reality is most ELL teachers are predominately new to the profession and lack training to work with this particular group of students."
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