A webinar hosted by the Council of Chief State School Officers

Guadalupe Valdés, Stanford University and Okhee Lee, New York UniversityMembers of the ELPD Framework Writing Committee

Webinar will begin at 1 p.m. ETAll participants are muted upon entry.

Please use Q&A function to ask questions.For technical problems, please contact WebEx directly

1-866-863-3904

ENGLISH LANGUAGE LEARNERS AND THE NEXT GENERATION SCIENCE STANDARDS: 

USING THE ENGLISH LANGUAGE PROFICIENCY DEVELOPMENT (ELPD) FRAMEWORK  

To find the ELPD Framework online: Google ELPD CCSSO

The Focus of Today’s Presentation

Today’s presentation will look at:

Purpose and Components of the Framework

Language Demands and Practices in the Next Generation Science Standards

Section 2.3: Standards Match Science tables begin on page 26

Section 2.4: Classroom Match Science table is found on page 35

To find the ELPD framework online: Google ELPD CCSSO

The Purpose and Vision of the Framework is:

To communicate to ELL stakeholders in states the language practices that all ELLs must acquire in order to successfully engage in the CCSS and NGSS and to develop English as a second language.

To outline the underlying English language practices and uses found in the CCSS and the NGSS.

To delineate a procedure by which to evaluate the degree of alignment between the framework (which represent the language demands of the CCSS and NGSS) and the ELP standards under consideration or adopted by states.

What the Framework does not do:

Offer a specific set of ELP standards

Spell out what ELLs should be taught

Provide a guide for developing assessments

Articulate how schools should approach the teaching of English to ELLs

Outline of the Framework

There are seven sections in the Framework: Section 1: Introduction to the Framework Section 2: The Framework Section 3: The Alignment Protocol Section 4: Sample Models of Selective ELP Standards Aligned to Framework Section 5: Conclusion Section 6: Glossary Section 7: Supplementary Materials

Please note: an overview of the framework was provided on October 11, 2012. To listen to the recording and view the PowerPoint, please visit

http://www.ccsso.org/Resources/Digital_Resources/CCSSO_Webinar_ELPD_Framework_Overview_.html.

To find the ELPD framework online: Google ELPD CCSSO

Structure of the ELPD

Focus on Language Demands: Next Generation Science Standards

Engaging in science and engineering practices involves both scientific sense-making and language use.

Performing these science and engineering practices is also language intensive in that they both demand and afford rich student discourse.

Language used within the science classroom, and of science textbooks as well, differs greatly from the everyday discourse of students. It is also distinct from the professional discourse and writing of scientists

To find the ELPD framework online: Google ELPD CCSSO

Focus on Language Demands: Next Generation Science Standards

Students must:

read, write, view, and visually represent as they develop their models and explanations.

speak and listen as they present their ideas or engage in reasoned argumentation with others to refine their ideas and reach shared conclusions.

To find the ELPD framework online: Google ELPD CCSSO

Section 2.3: Standards Match

“The development of state ELP standards must be undertaken with a deep knowledge of the relationships between the CCSS and the NGSSS and the language practices needed to engage with the content.”

Page 6, Section 2.3, Standards Match

To find the ELPD framework online: Google ELPD CCSSO

Section 2.3: Standards Match

This section includes two sets of tables for each discipline (ELA, Math, and Science):

The first table notes key practices and disciplinary core ideas of each discipline.

The second table unpacks how ELLs engage in these key practices by performing certain analytical tasks through engaging in both receptive and productive language functions.

We will review the Science tables starting on page 26.

To find the ELPD framework online: Google ELPD CCSSO

Snapshot of Science Table One (page 26):

Table 5: Key Practices and Disciplinary Core Ideas of the NGSS

This table outlines: The eight science and engineering practices The four disciplinary core ideas in: physical sciences; life

sciences; earth and space sciences; and engineering, technology and applications of science.

The practices outlined here serve as the basis for Table 6, which unpacks these practices into: Analytical tasks Receptive language functions Productive language functions

Snapshot of Table 6: Unpacking the language demands in the NGSS

Snapshot of Table 6: Unpacking the language demands in the NGSS

Section 2.4: Classroom Match

The tables in this section are offered to:

Conceptualize the multiple features of students’ and teachers’ language use in the disciplines while engaged in the learning of the key practices in the CCSS and NGSS.

Provide a better understanding of what is currently being referred to as academic language and academic literacy

Please note that some areas within the tables (e.g. language tasks), are representative and not exhaustive.

To find the ELPD framework online: Google ELPD CCSSO

Snapshot of Science Classroom Match Table (Page 35)

How to read this table

The two major columns of Table 9 suggest unique elements of classroom language for both teachers and students

How to read this table

The column for student language use and tasks is further subdivided into receptive and productive elements.

How to read this table

The rows are divided into: Modality Registers Examples of registers

First row: Modality

The characteristics of the “channels” through which language is used, as in oral and written language versus receptive and productive language skills. Examples include:

Communication between individuals in pairs (one-to-one) or small groups (one-to-group)

Communication by students or teachers with entire class (one-to-many)

Communication by students with various written materials, through oral, written, and multimodal communication.

Rows Two and Three: Registers

The second row indicates that embedded within modalities are distinct language-related tasks and activities that require unique registers of language:

Colloquial registers Classroom registers Discipline-specific language and terminology Disciplinary discourse conventions

The third row identifies some of the registers relevant to teachers’ language use and students’ oral and written language use

One possible use

The development of science-specific “Can Do”

statements for ELLs

Practice Two – Develop Models

Examples of “can do” statements: Practice Two

Advanced Level ELLs can…

Communicate orally and in writing ideas, concepts and information related to a phenomenon or system using a model developed for this purpose

Describe a how a model relates to a phenomenon or system with little support

Respond to questions by amplifying information

Discuss limitations of the model

Examples of “can do” statements: Practice Two

Low Level ELLs can…

Label diagrams of a model and makes lists of parts

Interpret the meaning of models presented in texts and diagrams

Interact with others in exploring and examining models and jointly crafting basic explanations using emerging English as well as diagrams and illustrations

Examples of “can do” statements: Practice Two

Intermediate Level ELLs can…

Ask more detailed questions about models

Interact with others in producing a revised version of model based on suggestions made by others

Produce written descriptions or explanations of models using examples of such descriptions and explanations as a basis for their own texts

In sum, The Framework:

Helps educators identify specific language demands in the CCSS & NGSS

Outlines a procedure for creating and/or evaluating state ELP standards

Encourages states to adopt a simultaneous theory of action so that ELP standards and the CCSS and NGSS are mutually reinforcing

Final thought

As the Common Core State Standards states:

“The development of native like proficiency in English takes many years and will not be achieved by all ELLs especially if they start schooling in the US in the later grades. Teachers should recognize that it is possible to achieve the standards for reading and literature, writing & research, language development and speaking & listening without manifesting native-like control of conventions and vocabulary.”

Quoted from: Application of Common Core State Standards for English Language Learners,

Common Core State Standards

Q & APlease submit questions through the Q&A

Box.

Learn more about the Framework!

Please visit http://www.ccsso.org/Resources/Digital_Resources/

Common_Core_Webinar_Series.htmlto listen to recordings of the

other three webinars in this series.

To find the ELPD framework online: Google ELPD CCSSO

For questions, please contact:

Katey McGetttickCCSSO Program Associate, Common Core

kateym@ccsso.org

Thank you for attending!