English Language English Language Development Standards: Development Standards: An Overview An Overview

Curriculum and Instructional Services

How Much Do You Know?• As a school group, write down everything

you know about the current ELD Standards in 2 minutes.

• A spokesperson from each group will share out with the whole group one “novel” idea from their group’s list.

• Participants must listen attentively to ensure that no group repeats information already provided by another group.

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Start on time Silence phones Be present Resist urges to check

email and text Encourage and support Examine our own

assumptions & practices

As colleagues, we agree to:

GOALS FOR CA ELD STANDARDS OVERVIEW

1. To review the critical components of language in the state ELA Common Core as it relates to language acquisition, text complexity, and academic language, the underpinnings of the ELD Standards.

2. To understand the shifts to the new ELD standards and the role of language in the process of attaining literacy.

3. To understand how ELD Standards focus on meaning and interaction first, then knowledge about language and how it works.

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ELD PANEL OF EXPERTS:ELD PANEL OF EXPERTS:STIPULATIONS OF AB 124STIPULATIONS OF AB 124

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• EC 60811.3 (a) states ELD standards shall be aligned by grade level and be as rigorous and specific as the ELA content standards.

• EC 60811.3 (b) calls for the State Superintendent of Public Instruction (SSPI) to convene a group of experts.

• EC 60811.3 (e) requires a schedule and implementation plan for integrating the ELD standards

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Use of The CA Common Core ELD Standards

“…serve as the focal standards in settings specifically designed for ELD - such as

designated ELD instruction in secondary school or designated block of time for ELD in elementary school where ELs are grouped by

English language proficiency level.”

From: Appendix B The CA ELD Standards, Part II: Learning About How English Works, p. 18

Paving the path to success for ELs

Looking forward.....

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SMARTER BALANCE CLAIMS: TARGET IMPLEMENTATION YEAR 2014

Claim #1 – Reading• Students can read closely and analytically to comprehend a

range of increasingly complex literary and informational texts. Claim #2 – Writing• Students can produce effective and well-grounded writing for a

range of purposes and audiences. Claim #3 – Speaking and Listening• Students can employ effective speaking and listening skills for a

range of purposes and audiences. Claim #4 – Research/Inquiry• Students can engage in research and inquiry to investigate

topics, and to analyze, integrate, and present information.

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WHAT IS LANGUAGE?

At your table, brainstorm what you know about:

• language acquisition

•text complexity

•academic language

•Use “Understanding Language Worksheet” to take notes.

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http://ell.stanford.edu/

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Debrief

At your table, discuss the key ideas from this reading.

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IMPLICATIONS OF ELA CCS FOR ELD STANDARDS

Uncover and delineate language uses in ELA Common Core State Standards:

• Social and general/discipline-specific academic, e.g.• Obtain information, request clarification• Demonstrate understanding, confirm being understood • Build on others’ ideas and articulate own ideas• Construct explanations, engage in arguments

Express target language uses in progressions

• Help teachers appropriately scaffold and support language used for content knowledge and action

• Help ELD assessment developers design appropriate tasks to measure growth

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ELD STANDARDS ARE THEORY AND RESEARCH BASED

Theoretical Base:• Socio-cultural and socio-linguistic approaches• Genre and meaning-based approaches• Scaffolding for ELs

Research Base:• Stages of cognitive development• Native language instruction• Effective instructional practices

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WE NOW HAVE 3 PROFICIENCY LEVELS!

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Substantial LightModerate

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Using the new ELD descriptors, read the vignette with a partner and determine at which EL level each student is most likely functioning academically.

Also, see Overview of The California English Language Development Standards and Proficiency Level Descriptors, pp.8-9.

PROFICIENCY LEVEL ACTIVITY

LET’S LOOK AT ELD STANDARDS

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PART I: INTERACTING IN MEANINGFUL WAYS

Communicative Modes:

A.Collaborative (engagement in dialogue with others)1. Exchanging information/ideas via oral communication and

conversations2. Interacting via written English (print and multimedia)3. Offering opinions and negotiating with/persuading others4. Adapting language choices to various contexts

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Collaborative Mode

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Collaborative Mode

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Knowledge of Language

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PART I: INTERACTING IN MEANINGFUL WAYS

B.Interpretive (comprehension, and analysis of written and spoken texts)5. Listening actively and asking/answering questions

about what was heard6. Reading closely and explaining interpretations/ ideas

from reading7. Analyzing how writers use vocabulary and other language resources

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INTERPRETIVE MODE

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PART I: INTERACTING IN MEANINGFUL WAYS

C.Productive

9. Expressing information and ideas in oral presentations

10.Composing/writing literary and informational texts

11.Supporting opinions or justifying arguments and evaluating others’ opinions or arguments

12.Selecting and applying varied

and precise vocabulary and

other language resources

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PRODUCTIVE MODE

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Language and the CCSS

• Read “Language and the Common Core State Standards”

• Take Notes• What implications do the different

perspectives of language learning have on ELs and the teaching/learning in your classroom?

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LANGUAGE FUNCTIONS

Purposes for using language include:

describing entertaining

informing interpreting analyzing recounting explaining persuading negotiating justifying evaluating and many more!

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Language Functions and Patterns

PredictI predict that this chapter will be about . . . because . . . The evidence for this is . . .

SummarizeIn summary, the . . . (describe key points)

InferenceI think this means . . ., because . . . Since . . . , then . . .

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LANGUAGE FUNCTIONS SCAVENGER HUNT

Locate language functions in the ELD Standards at the grade level you have been examining and highlight them.

Find another person with a different grade level and examine how the language functions at each grade build upon academic language in previous grades.

Find another person and discuss how the standards build upon previous grade level standards.

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PART II: LEARNING HOW ENGLISH WORKS

Organization of Part II:

–Structuring Cohesive Texts-understanding text structure-understanding cohesion

–Expanding and Enriching Ideas-using verbs and verb phrases-using nouns and noun phrases-modifying/adding details

–Connecting and Condensing Ideas-connecting ideas-condensing ideas

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PART II: LEARNING HOW ENGLISH WORKS

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STRUCTURING COHESIVE TEXTS

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EXPANDING

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ENRICHING IDEAS

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CONNECTING AND CONDENSING IDEAS

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Using the new ELD standards, review the vignette and EL level with a partner and determine the scaffolding and strategies that each student might need to move toward the next EL level.

Also, see Overview of The California English Language Development Standards and Proficiency Level Descriptors, pp.8-9.

PROFICIENCY LEVEL ACTIVITY

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PART III: FOUNDATIONAL LITERACY SKILLS

Research on English Learners:– Some ELs benefit from reading foundational skills

instruction– Oral English proficiency is crucial for English literacy– Native language literacy facilitates English literacy learning–Focuses on foundational literacy skills

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KEY SHIFTS IN ELD STANDARDS

1999 CA ELD Standards From the idea of…

To the Understanding of…

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Instruction in ELD that is separate from and isolated from instruction in ELA or that is indistinguishable from ELA.

Dedicated instruction in ELD that build into and from instruction in ELA and literacy in content areas.

- from WestEd and CDE 36

KEY SHIFTS IN ELD STANDARDS

•Shifting to a higher gear……

Table activity and discussion:

Are we ready for these shifts?What do we need as a district/school?What structures do we have in place to support

implementation? 3737

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Q & A

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