College and Career Readiness Standards (CCRS)
Raise awareness of the critical skills and knowledge expected and
Incorporating College and Career
Readiness Standards in Beginning
ESL Classrooms
Elizabet Wendt
Lisa Gonzalves
College and Career Readiness Standards (CCRS)
required for success in colleges, technical training programs, and
employment in the 21st century.
Forge stronger link among adult education, postsecondary ed., & work
world
Respond to adult educators in identifying a manageable set of
standards that is indispensable for college and career readiness.
Pimentel, S. (2013, May). College and career readiness standards for adult education. In Presentation at
National Meeting for Adult Education State Directors.
College and Career Readiness Standards (CCRS)
English Language Arts - 5 sections
● Reading
● Writing
● Speaking and Listening
● Language
● Reading Foundations
College and Career Readiness Standards (CCRS) Using CCRS with Literacy/Beginning ESL
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● Scaffolding basic skills from the beginning
● Lower level learners are capable
● Helps ease transition between levels
CCRS - 3 main shifts Literacy level students: Hurdles
➢ Complexity 1. Lack of literacy and metalinguistic skills in L1
○ Practice with complex texts and academic language Exs: parsing sounds, morphemes, syllables, word order,
➢ Evidence agreement, sound-grapheme correspondence, etc.
○ Reading, Writing, & Speaking grounded in evidence
2. Still learning how to ‘do school’
➢ Knowledge
○ Using content-rich non-fiction Exs: abstract thought, academic constructs, etc)
3. Often low L2 spoken/listening skills
Metalinguistic Awareness Today
Literacy affects metalinguistic understanding (Adrián, Alegria, & Morais,1995;
Show you how we tweak the standards so beginning ESL
Castro-Caldas, Petersson, Reis, Stone-Elander, & Ingvar, 1998)
students can begin to build 21st century skills
Literacy affects the use of abstract language (Klein et al, 2010),& capacity
of verbal working memory (Silva, Faísca, Ingvar, Petersson, & Reis, 2012; Reis, Guerreiro & Petersson,
5 examples
2003)
Handout with more examples!
L2 literacy learners did not develop such skills in their L1 (Kurvers, Vallen,
& Hout, 2006; Kurvers 2015; Young-Scholten & Strom, 2006) We’ll let you try
21st century skills - non/low-literate L2 learners must now be
socialized into culturally constructed academic paradigms (DeCapua
Note: Work in progress! More reflection during Q & A.
and Marshall, 2010; Gee, 2008; Schieffelin & Ochs, 1986; Scribner & Cole, 1978).
Reading: Anchor 1
Sample Standard
“Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.”
 Reading: Anchor 1 Reading: Anchor 1
“Logical Inferencing and Citation”
Helps students understand that
comprehension question refers
to text you just read, and not
their own personal lives
Conklin, L. What’s Next? Introductory Book
1. New York; New Readers Press.
Reading: Anchor 1
Example - Oral Citation
Using comprehension questions, students can “cite” by
Teacher: Samsam wakes up at six fifteen?
referencing numbered sentence (from text) in their
answer Ss (all): No.
Teacher: No…...No...
Ss 1: No.
Ss 2: No
Teacher: And how do you know? What number?
Ss 1: Because, ah, Adam at six fifteen. Number five.
Teacher: Yeah, number five. Adam wakes up at six fifteen.
 Reading: Anchor 7 Reading: Anchor 7
“Evaluate Content in Use complex illustrations
Diverse Media and and photographs.
Formats”
Structured conversations
Make sense of encourage students to
illustrations and photos explain, order, and clarify
through discussion and misunderstanding about
manipulation. the images.
Writing: Anchor 3
“Write narratives to develop real or imagined
experiences or events using...event sequences.”
Rather than ‘write’
have students
piece together
written story
Writing: Anchor 3 Writing: Anchor 3
Break (picture) story
out on word slips that
Ss piece together to
form meaningful
sentences
Can be dictated initially
or entirely
Bassano, S. (1994) First Class Reader. Burlingame; Alta Book Center Publishers.
Speaking and Listening Anchor 1 Speaking and Listening Anchor 1
“Participate in a range of conversations”
Frames can be stacked
Helps students respond together to create
Give me paper, appropriately teaching them conversations with a
teacher. different structures for specific purpose.
different situations.
Can you give me a
paper, teacher?
Language Anchor 5 When do you have _______?
Thing
When do you give ________?
“Recognize word Thing
When do you _________?
relationships” Action
Categorizing helps
students move from the
concrete to the abstract.
More examples Now it’s your turn!
Writing Anchor 7: Conduct short as well as more
sustained research projects based on focused questions.
Level A: Participate in shared research and writing
projects
Task: What’s an activity beginning level learners can do to
demonstrate this anchor? You have 10 minutes - Go!
 Any questions?
References
Adrián, J. A., Alegria, J., & Morais, J. (1995). Metaphonological abilities of Spanish illiterate adults. International Journal of
Psychology, 30(3), 329-351.
Bassano, S. (1994) First Class Reader. Burlingame; Alta Book Center Publishers.
Castro-Caldas, A., Petersson, K. M., Reis, A., Stone-Elander, S., & Ingvar, M. (1998). The illiterate brain: Learning to read and
write during childhood influences the functional organization of the adult brain. Brain, 121, 1053-1063.
Conklin, L. What’s Next? Introductory Book 1. New York; New Readers Press.
Decapua, A., & Marshall, H. W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL
Journal, 1(1), 49-70.
Gee, J. P. (2008). A sociocultural perspective on opportunity to learn. Assessment, equity, and opportunity to learn. In Moss, P.
A., Pullin, D. C., Gee, J. P., Haertel, E. H., & Young, L. J. (Eds.) Assessment, equity, and opportunity to learn (pages 76-108).
Cambridge University Press.
Klein, O., Ventura, P., Fernandes, T., Marques, L. G., Licata, L., & Semin, G. R. (2010). Effects of schooling and literacy on
linguistic abstraction: The role of holistic vs. analytic processing styles. European journal of social psychology, 40(7), 1095-1102.
Kurvers, J. (2015). Emerging literacy in adult second-language learners: A synthesis of research findings in the Netherlands.
Writing Systems Research, 7(1), 58-78.
References Contact
Kurvers, J., Vallen, T., & Hout, R. V. (2006). Discovering features of language: metalinguisitc awareness of adult illiterates. LOT
Elizabet Wendt Lisa Gonzalves
Occasional Series, 6, 69-88.
Pimentel, S. (2013, May). College and career readiness standards for adult education. In Presentation at National Meeting for
Adult Education State Directors.
UC Davis
Reis, A., Guerreiro, M., & Petersson, K. M. (2003). A sociodemographic and neuropsychological characterization of an illiterate
population. Applied Neuropsychology, 10(4), 191-204.
Oakland Adult & Career
Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual review of anthropology, 15, 163-191.
Education Alameda Adult School
Scribner, S., & Cole, M. (1978). Literacy without schooling: Testing for intellectual effects. Harvard Educational Review, 48(4),
lisa.m.gonzalves@gmail.com
448-461.
elizabetw@gmail.com
Silva, C., Faísca, L., Ingvar, M., Petersson, K. M., & Reis, A. (2012). Literacy: Exploring working memory systems. Journal of clinical
and experimental neuropsychology, 34(4), 369-377.
Young-Scholten, M., & Strom, N. (2006). First-time L2 readers: Is there a critical period? LOT Occasional Series, 6, 45-68.