LANGUAGE LITERACY

LEARNINGCA ELD Standards: EDMU 521

Adapted from Achieve the CoreCDE

LAUSD

Cue Systems

forEnglish

Speaking Children

BICS and CALP

California ELD Standards

CCSS for ELACollege and Career Readiness (CCR) Anchor

Standards are divided into four interrelated literacy strands.

College & Career Readiness Anchor Standards

Students who are college and career ready…… demonstrate independence… build strong content knowledge… comprehend as well as critique… value evidence… respond to the varying demands of audience,

task, purpose, and discipline… use technology and media strategically and

capably… come to understand other perspectives and

cultures

ELA / Literacy: Major ShiftsBalance of Literary and Informational Texts

Increased Complexity of Text

Writing Using Evidence

Text-based Questions and Answers

Academic Vocabulary

Literacy in the Content Areas

Balance of Writing Text Types

In grades K-5, the term opinion refers to persuasive writing

Argumentative is a form of persuasion but brings in evidence from both sides of the issue.

Narrative strategies are important component to developing both argumentative and explanatory writing

Grade Level

To Persuade (Argumentative)

To Explain (Informative)

To Convey Experience (Narrative)

4 30% 35% 35% 8 35% 35% 30%

12 40% 40% 20%

ELA/Literacy CCSS

“Students can, without significant scaffolding:comprehend and evaluate complex texts across a range of types and disciplinesconstruct effective arguments and convey intricate or multifaceted information discern a speaker’s key pointsrequest clarification and ask relevant questionsbuild on others’ ideasarticulate their own ideas, and confirm they have been understood” (CCSS for ELA Literacy in History/ Social Studies, Science and Technical Subjects, p.7)

What must students be able to do with language?

California English Learners 2013-14

CCSS for English LearnersWhat are the BENEFITS of CCSS for English Learners?

What are the CHALLENGES of CCSS for English Learners?

Purpose of The New ELD Standards• Designed to be used in tandem with CCSS for ELA &

Literacy

• Highlight and amplify the critical knowledge about language and skills using language in CCSS for ELA/Literacy necessary for ELs to be successful in school and life

• Provide fewer, clearer, higher standards so teachers can focus on what’s most important

• Strengthen ELD opportunities in core content instruction and in targeted ELD in light of new content standards

Goals of the CA ELD StandardsFewer, Clearer, and Higher StandardsPromote EL abilities to interact in meaningful ways

during rich instruction so that they both develop English and content knowledge

Develop proficiency in shifting register based on content.

Be aware that different languages and variations of English exist and recognize their home languages and cultures as resources to value in their own right and draw upon in building proficiency in English

1. English Learners (ELs) are held to the same high expectations of learning established for all students.

2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing.

3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas.

4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels.

5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students.

6. The academic success of ELs is a responsibility shared by all educators, the family and the community.

English Learner Master Plan, 2012, Pages 2-3

Guiding Principles

CCSS for English LearnersWhat are the BENEFITS of CCSS for English Learners?

What are the CHALLENGES of CCSS for English Learners?

Use of complex text and text-dependent questioning which no longer relegates English Learners to the exclusive use of simplified text

Students make claim and use supporting evidence to make an argument

A focus on oral language development for all students as called for in EL Master Plan

Provide access to complex text to students of varying English proficiency levels as called for in the EL Master Plan

Understand language and text of argument, its structures and ways to use supporting evidence

Students will need to discern and use formal registers of language that are designed for the audience, task and purpose

Key Conceptual Shifts in 2012 CA ELD Standards

FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING…

FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING…

Key Conceptual Shifts in 2012 CA ELD Standards

Overview & Proficiency Level Descriptors (PLDs):Alignment to CCSS for ELA & LiteracyCA’s EL StudentProficiency Level Descriptors (PLDs)Structure of the grade level standards

Grade Level StandardsSection 1: Goal, Critical Principles, At-a-glance OverviewSection 2: Elaboration on Critical Principles

• Part I: Interacting in Meaningful Ways• Part II: Learning About How English Works• Part III: Using Foundation Skills

Appendices:Appendix A: Foundational Literacy SkillsAppendix B: Learning About How English WorksAppendix C: Theory and ResearchAppendix D: Context, Development, Validation

Glossary of Key Terms

CA ELD Standards Overview

Layout of the CA ELD Standards

CCSS

ELD Standards LayoutSection I, Part I: Interacting in Meaningful Ways

CCSS

Proficiency levels

EmergingExpandingBridging