Abstract
The new Common Core State Standards (CCSS), adopted by 46 states, are being widely implemented in our schools. A major concern for educators and speech-language pathologists (SLPs) is that English language learners (ELLs), especially those from low-socioeconomic status (low SES) backgrounds, are at risk for not satisfactorily achieving the standards—particularly in English Language Arts. This risk is magnified for low SES ELLs with language impairment. This article describes (a) the overall goals of the standards, (b) specific risk factors for low SES ELLs with language impairment (“at risk” students), (c) the basic nature of the English Language Arts standards, and (d) practical strategies for SLPs to support at-risk students' performance in English Language Arts. There is a particular focus on “Monday morning” strategies for increasing these students' ability to read and comprehend expository text. This can be accomplished specifically through strengthening underlying vocabulary and morphological awareness skills. Practical intervention ideas are provided.