july 2014 summer professional development series

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July 2014 Summer Professional DevelopmentSeries

USING THE NEWENGLISH LANGUAGE DEVELOPMENT STANDARDS

Learning and Teaching

Lizette Diaz, Director II English Learners

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PREPARE ALL KIDS, INCLUDING EVERY ENGLISH LEARNER, FOR COLLEGE AND CAREER SUCCESS!

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Designated and Integrated ELD

Interacting in Meaningful Ways

Learning about how English Works

Using Foundational Literacy Skills

TODAY’S OUTCOME IS TO BEGIN TOLEARN ABOUT…:

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DESIGNATED AND INTEGRATEDENGLISH LANGUAGE DEVELOPMENT*ELD is both: DESIGNATED

ELD: • Learning to Use

English • Learning About How

English Works Protected time during

the school day

INTEGRATED ELD: • Learning Content through

English

Throughout the school day

What? CA 2012 ELD Standards

ALL Content Standards

Whom? In as few proficiency levels grouped together

Heterogeneous grouping

How long?

30 Minutes - Elementary1 Block - Middle School

Throughout the day

*Draft ELA/ELD Framework

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Designated and Integrated ELDInteracting in Meaningful Ways

Learning about how English WorksUsing Foundational Literacy Skills

ENGLISH LANGUAGE DEVELOPMENT COMPONENTS

Understanding Standards

Utilizing ELD Strategies

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2012 English Language Development StandardsCopy for each teacherElectronic Versions, by grade level both in B/W and Color

http://www.cde.ca.gov/sp/el/er/eldstandards.asp

2014 California English Language Arts/English Language Development Framework July 2014 Adoptionhttp://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp

CURRENT NEWS ON THE ELD STANDARDS AND NEW FRAMEWORK

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KEY SHIFTS1999 CA ELD Standards

From… 2012 CA ELD Standards

To…

Simplified texts and activities that are separate from content knowledge

Instruction that treats reading, writing, listening, and speaking as isolated and separate skills

Complex texts and intellectually challenging activities with content integral to language learning

Instruction that artfully integrates reading, writing, speaking and listening, and language

Spycher, 2012

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Emerging(CEDLT:

Beginning/Early Intermediate)

Expanding (CELDT: Early

Intermediate/Intermediate)

Bridging(CELDT: Early

Advanced/Advanced)

Corresponding Instructional Level of Support

Substantial Support

Moderate Support

Light Support

NEW!

FROM FIVE TO THREE PROFICIENCY LEVELS

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Emerging Expanding BridgingEnglish learners enter the Emerging level

Enter having limited receptive and productive English skills.

English learners progress through the Bridging level

Move from refashioning learned phrases and sentences

Towards being able to increasingly engage in using English in more complex, cognitively demanding situations.

English learners progress through the Expanding level Communicate

effectively with various audiences on a wide range of familiar and new topics to meet academic demands across a variety of disciplines.

Become lifelong academic language learners.

Complete overview of the ELD Proficiency Level Descriptors found on page 1-9 of the ELD Standards.

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Designated and Integrated ELD

Interacting in Meaningful Ways

Learning about how English Works

Using Foundational Literacy Skills

REACH AN APPLIED LEVEL OF UNDERSTANDING IN:

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Designated and Integrated ELD

Interacting in Meaningful Ways

Learning about how English Works

Using Foundational Literacy Skills

REACH AN APPLIED LEVEL OF UNDERSTANDING IN:

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CALIFORNIA DEPARTMENT OF EDUCATIONENGLISH LANGUAGE DEVELOPMENT

STANDARDS FOR GRADE 4: SECTION 1

Corresponding Common Core Standards cluster

CorrespondingELD Standard

Standards are now by grade level: Kindergarten-8th Grade

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ELD #6 Reading closely

literary and informational texts

and viewing multimedia to determine how

meaning is conveyed explicitly and

implicitly through language.

Cluster of ELA Standards

Reading Literature 4.1-7, 9-10Reading Informational 4. 1-7, 9-10Speaking and Listening 4.2-3Language 4.3,4,6

Correlation between

ELD and ELA

Correspondence between ELD and ELA Standards…Up Close

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ELD #6 Reading closely

literary and informational

texts and viewing

multimedia to determine how

meaning is conveyed

explicitly and implicitly through

language.

RL 4.1 Reading Literature

Refer to details and examples in a

text when explaining what

the text says explicitly and when drawing

inferences from the text.

Reading 1Read 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.

Remember: Anchor Standard

1Is mapped

backward across all grade level

standards.

Correlation between

ELD and ELA

Part I: Interacting in Meaningful WaysCollaborative (ELD Strands 1-4)Interpretive (ELD Strands 5-8)Productive (ELD Strands 9-12)

THE ARCHITECTURE OF THE ELD STANDARDS

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PART I: INTERACTING IN MEANINGFUL WAYS

COLLABORATIVE

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PART I: INTERACTING IN MEANINGFUL WAYS

INTERPRETIVE

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PART I: INTERACTING IN MEANINGFUL WAYS

PRODUCTIVE

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Designated and Integrated ELD

Interacting in Meaningful Ways

Learning about how English Works

Using Foundational Literacy Skills

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Part II: Learning About How English WorksStructuring Cohesive Texts (ELD Strands 1-2)Expanding and Enriching Ideas (ELD Strands 3-5)Connecting and Condensing Ideas(ELD Strands 6-7)

Teaching Strategies:Found in Appendix B: The California English Language Development Standards

THE ARCHITECTURE OF THE ELD STANDARDS

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PART II: LEARNING ABOUT HOW ENGLISH WORKS

STRUCTURING COHESIVE TEXTS

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PART II: LEARNING ABOUT HOW ENGLISH WORKS

EXPANDING AND ENRICHING IDEAS

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PART II: LEARNING ABOUT HOW ENGLISH WORKS

CONNECTING AND CONDENSING IDEAS

Part III: Using Foundational Skills

Teaching Strategies:Found in Appendix A: Foundational Literacy Skills for English Learners

THE ARCHITECTURE OF THE ELD STANDARDS

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Designated and Integrated ELDInteracting in Meaningful Ways

Learning about how English WorksUsing Foundational Literacy Skills

ENGLISH LANGUAGE DEVELOPMENT COMPONENTS

Understanding Standards

Utilizing ELD Strategies

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…in meaningful and relevant ways to gain and exchange information and ideas across three communicative modes:CollaborativeInterpretiveProductive

…for academic tasks via three cross-mode language processes:Structuring cohesive textsExpanding and enriching ideasConnecting and condensing ideas

STRATEGIES THAT SUPPORT ENGLISH LEARNERS TO USE LANGUAGE…

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A TOOL TO SCAFFOLD INSTRUCTION FOR ENGLISH LEARNERS

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BLOOMS LEVELS + DOK LEVELS,QUESTIONS AND SENTENCE FRAMES

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STRATEGIES AND LEARNING PRODUCTS

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PLANNING FOR ELD INSTRUCTION

What question stems will support students in mastering the ELD Standard using interpretative and collaborative language domains?

What response frames will support students in using the productive and collaborative language domains for academic tasks?

What knowledge about vocabulary and how English works should be taught so that English Learners may build upon their lexicon and increase their level of English proficiency?What strategies and scaffolds are needed to support English Learners during both Designated and Integrated ELD?

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THINKING ABOUT THE ELD STANDARD #6 … FOR EACH PROFICIENCY LEVEL

What questions would you use to prompt an English Learner to describe ideas, phenomena, and text elements during a close read activity?

What language frames would you use to have an English Learner respond with?

What knowledge of word structure or vocabulary can you teach English Learners to determine the meaning of unknown words?

What would instructional supports look like across the different proficiency levels to help English Learners access the meaning of text?

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Emerging (Teacher 1) Expanding (Teacher 2) Bridging (Teacher 3)Select the main events of this story from this chart after listening and talking about the story in your group, tell (show) me about them?

The main events of this story are_________.

Teaching sequence, pre- (before): prepay (pay before)

visuals, pre-tech vocabulary, limited vocabulary use, listen to story, talk in small groups

FOR EXAMPLE…USING THE TOOLKIT, PAGE 3, AND ELD

STANDARD 6, PART 1

The first example uses Toolkit, page 3

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LEARN AND APPLY

With a partner, pretend you are each part of a PLC, planning Designated ELD for a corresponding ELA Standard you are teaching in your grade level.

Then find the corresponding ELD Standard from Part 1, Interacting in Meaningful Ways

Using the ELD Standards for your grade level, planning guide template, and Toolkit to Scaffold Instruction for English Learners…

Select one English Learner proficiency level and plan for that level using the template in your folder, like the example shown. You may also reference the Overview of the Proficiency Level Descriptors found on pages 5-9.

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Appendix C: Theoretical Foundations and Research Base for the CA ELD Standards

Appendix D: Context, Development, and Validation of the CA ELD Standards

IN ADDITION…THE APPENDICES