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The aligned assessment systems (SBAC and PARCC) focus instruction around learning progressions and integrate teaching, learning, and assessment across districts. The document details how ELA and mathematics emphasize text complexity, informational knowledge, evidence-based argumentation, language-rich problem situations, and multiple representations. It further explains NGSS expectations for science-specific vocabulary, visual literacy, and discourse through evidence and models, shaping implications for professional development.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-development-to-support-english-language-learners-in-the-context-of-common-core-state-standards/605576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-development-to-support-english-language-learners-in-the-context-of-common-core-state-standards/605576.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why do the Common Core and aligned assessments require more advanced preparation for English language learners?","Question",{"text":111,"@type":112},"The standards and assessments create deeper content, performance, and language demands than prior state standards, which increases the need for targeted teacher preparation and professional development for English language learners.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What key shifts does the document describe for CCSS ELA/Literacy?",{"text":116,"@type":112},"It highlights emphasis on text complexity and academic vocabulary, increased building of knowledge from informational text, and expectations that students produce and use evidence from text to justify their views.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the document describe the role of argumentation across ELA, mathematics, and science?",{"text":120,"@type":112},"Across disciplines, tasks require greater written and oral discourse and argumentation from evidence, with a shared claim-and-evidence structure, while the nature of evidence use differs by discipline (textual evidence in ELA, viable arguments in mathematics, and models and explanation from evidence in science).","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},605576,1792174644,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teacher Development to Support English Language Learners in the Context of Common Core State Standards  \nMaría Santos , Oakland Unified School District Linda Darling-Hammond, Stanford University Tina Cheuk, Stanford University  \nThe Common Core State Standards (CCSS) define the knowledge and skills in English language arts and mathematics that students need for success in college and careers upon highschool graduation. These widely adopted documents create powerful, unique and unprecedented opportunities to design and implement high quality education across the majority of states. The Next Generation Science Standards (NGSS) are expected to do the same in the sciences.  \nAssessments aligned to the CCSS are being developed by two assessment consortia (SBAC and PARCC) to track students’progress over time. The standards and the work of the assessment consortia aim to focus the academic core and to organize instruction around a set of learning progressions along multiple dimensions within subject areas. They promise to integrate the teaching, learning, and assessment systems that have grown fragmented in many American school districts and to transform teaching and learning across classrooms and schools.  \nThe content, performance, and language demands in the new standards and assessments are deeper and greater than those in most previous state standards. These challenges will impact all students and are especially challenging for English Language Learners (ELLs) .  \nDemands of the New Standards  \nThe new standards require students to engage deeply with complex text within and across all three disciplines. The CCSS for ELA/Literacy include three key shifts that reflect the demands of college and career readiness:  \n• An emphasis on text complexity and language (academic vocabulary and function) .  \n• Increased emphasis on building knowledge from informational text.  \n• An expectation that students will produce and use evidence in text to justify their views.  \nThe CCSS for Mathematics move instruction and assessment beyond the notion of answergetting driven by procedurally-based questions to one that focuses attention on students’mathematical sense making and understanding. The standards envision:  \n© Stanford University  \n• Problem situations that are language-rich and require multiple steps. Students will be expected to decipher text for relevant phrases and for specific use of language structures and vocabulary, relationships, important concepts, and goals to tackle problems situations.  \n• Concepts represented in multiple ways. Text can require students to translate between and among words, numbers, tables, diagrams, and symbols. Students will need to understand these various representations and move among these various types of texts (representations) in mathematics.  \n• Procedures that constitute a special narrative. They are step-by-step actions that lead reliably to a result. They are not merely procedures for getting answers. Students will be called on to determine relevant ideas and the reasonableness of an answer.  \nThe Next Generation Science Standards (NGSS) are currently being developed based on a recently-released Framework for K-12 Science Education written by an expert panel convened by the National Research Council. The framework reflects leading thinking on the nature of the science and engineering education that is needed in the 21st century. Its vision of science learning is predicated on language and literacy and builds on the CCSS in ELA and math. Based on the Framework and the nature of the field, we can expect the science standards, and related instruction and assessment, to pose the following expectations:  \n• A technical vocabulary that is peculiar to each science discipline, requiring students to codeswitch from everyday uses of language to the language of science (Brown & Ryoo, 2008; Moje, Collazo, Carillo, & Marx, 2001) .  \n• Information conveyed not just through texts, but also through visual represen","cbCaiqrxj2Qrc928","https://ap.wps.com/l/cbCaiqrxj2Qrc928","pdf",180986,11,"English","# Demands of the New Standards\n## Text complexity and language in ELA/Literacy\n## Mathematics: sense making and multiple representations\n## NGSS expectations for science learning\n# Implications for Teacher Development","[{\"question\":\"Why do the Common Core and aligned assessments require more advanced preparation for English language learners?\",\"answer\":\"The standards and assessments create deeper content, performance, and language demands than prior state standards, which increases the need for targeted teacher preparation and professional development for English language learners.\"},{\"question\":\"What key shifts does the document describe for CCSS ELA/Literacy?\",\"answer\":\"It highlights emphasis on text complexity and academic vocabulary, increased building of knowledge from informational text, and expectations that students produce and use evidence from text to justify their views.\"},{\"question\":\"How does the document describe the role of argumentation across ELA, mathematics, and science?\",\"answer\":\"Across disciplines, tasks require greater written and oral discourse and argumentation from evidence, with a shared claim-and-evidence structure, while the nature of evidence use differs by discipline (textual evidence in ELA, viable arguments in mathematics, and models and explanation from evidence in science).\"}]","Teacher Development to Support English Language Learners in the Context of Common Core State Standards | PDF",1792132756,28]