CALIFORNIA ELA/ELD FRAMEWORK 2014

Nancy Brynelson, Hallie Yopp, Pam Spycher CRA 2013

Lead Framework Authors

Hallie Yopp Co-Director, Center for the Advancement of Reading Professor, CSU Fullerton

Nancy Brynelson Co-Director, Center for the Advancement of Reading,

CSU Chancellor’s Office

Pamela Spycher Senior Research Associate, WestEd

ELA/ELD Framework

Purpose/Process/Timeline Guidelines Contents Implications CA ELD Standards Sample Strategy Questions

Process

http://www.cde.ca.gov/ci/cr/cf/index.asp

Timeline Event Schedule CFCC completes work September 27, 2013

IQC acts on draft November 21– 22, 2013

60-day public review Dec 2013 – Feb 2014

IQC analyzes results, recommends edits

Late February 2014

60-day public review March 2014 – May 2014

SBE acts on draft/public hearing July 2014

Framework Implementation 2014 –2015

Smarter Balanced Assessments 2014 –2015

Instructional Materials Reviews Completed

November 2015

Statutory Requirements

CA CCSS for ELA/Literacy CA ELD Standards Students with Disabilities 21st Century Skills Transitional Kindergarten

Contents of Draft

Introduction Overview of the Standards Key Considerations Grade-Level Chapters Assessment Access and Equity Learning in the 21st Century Professional Learning, Leadership, and Program

Supports Criteria for Materials Selection

Implications

Integration Reading, Writing, Speaking and Listening, and

Language ELA/ELD (Integrated and Designated) 21st Century Skills Content Areas

Assessment and Planning Collaboration Professional Learning

Helpful Web Sites

Common Core State Standards http://www.cde.ca.gov/re/cc/

California English Language Development Standards http://www.cde.ca.gov/sp/el/er/eldstandards.asp

CCSS Professional Learning Modules for Educators http://www.cde.ca.gov/re/cc/ccssplm.asp

ELA/ELD Curriculum Framework http://www.cde.ca.gov/ci/rl/cf/

CA ELD Standards: Intent, Design, Purpose

Designed to be used in tandem with CA CCSS for ELA/ Literacy

Highlight and amplify the critical knowledge about language and skills using language necessary for ELs to be successful in school

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

Developed from a teaching and learning perspective Grounded in theory & research on effective instructional

experiences for ELs

CA ELD Standards: Elements

Grade Level ELD Standards: Section 1: Goal, Critical Principles, At-a-glance Overview Section 2: Elaboration on Critical Principles

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

Overview & Proficiency Level Descriptors (PLDs): Correspondences to the CA CCSS for ELA/Literacy CA’s EL Students Proficiency Level Descriptors (PLDs) Structure of the grade level standards

Appendices: Appendix A: Foundational Literacy Skills Appendix B: Learning About How English Works Appendix C: Theory and Research Appendix D: Context, Development, Validation

Glossary of Key Terms

Native

Language

Emerging

Expanding

Bridging

Lifelong

Language Learning

Native Language: Students come to school with a wide

range of home language resources

to be tapped.

Lifelong Language Learning:

Students who reach proficiency in English must continue to build breadth, depth, and

complexity in comprehending and communicating in English in a wide

variety of contexts.

Section 1:

2-page “At a Glance” overview Section 2:

Grade level standards by proficiency levels

The CA ELD Standards: Structure

Section 1: At-a-Glance Overview

Expanded “Critical Principles.” Similar to the CCSS anchor standards.

Part I: Interacting in Meaningful Ways

Part II: Learning About How English Works

Part III: Foundational Literacy Skills

Section 2: Grade Level ELD Standards by Proficiency Levels

An Illustrative Instructional Example …

2. Learning about the

language of text types

3. Jointly constructing

texts

4.Independently constructing

texts

1. Building content

knowledge of the topic

Teaching & Learning

Cycle

Start building meaning here.

Derewianka & Jones (2012); Rose & Martin (2012); Spycher & Nieves (2014)

#1. Building content knowledge:

Lots of reading, writing, and talking about the topic Inquiry-based practices for hands-on experiences Field trips for grounding the information in real contexts Videos and other media for simulating actual contact with

the topic Graphic organizers to organize information (e.g.,

characteristics, behavior, habitats of animals) Structured collaborative conversations about the topic Intentional attention to domain-specific and general

academic vocabulary

An Illustrative Instructional Example …

2. Learning about the

language of text types

3. Jointly constructing

texts

4.Independently constructing

texts

1. Building content

knowledge of the topic

Teaching & Learning

Cycle

Dig deeper into language here.

Derewianka & Jones (2012); Rose & Martin (2012); Spycher & Nieves (2014)

#2. Learning about the language of text types: One example - “Text Reconstruction”

1. Read the text aloud while students just listen. 2. Read the text a second time while students listen for key

words and phrases. 3. Read the text a third time while students listen and take

notes. 4. Have students discuss their notes with a partner and

work together to reconstruct the text. 5. Show the original text to students. Point out key

language features (deconstruction), and invite students to discuss differences or similarities between the original and their texts.

- Gibbons (2009), Spycher & Nieves (2014)

Text Reconstruction

What are Bats?

Bats are mammals, animals that have live babies, are warm-blooded, and usually have hair or fur on their bodies. There are over 1,200 bat species, or different kinds of bats, in the world. For example, there are fruit bats, tiny bumblebee bats, and even vampire bats. Bats make up about one-fifth of all mammal species, and they’re the only mammals that can fly. They use their extremely long fingers and a wing membrane stretched between them to fly. The bat’s wing resembles, or looks like, the human hand.

Why Are Bats Important?

Bats are extremely important to the health of our natural world, and they help people in many ways. Most bats, about 70% of them, eat insects. These bats hunt and eat many insects that are harmful to people, like mosquitoes or insects that destroy the food…

Micro-scaffolding

Through micro-scaffolding, the teacher builds on student language and extends it, providing a bridge between everyday

and academic language.

academic language

everyday language

Micro-scaffolding Example Two kids are working together to reconstruct a text about dogs…

Miguel : Dogs are big and small. (Starts to write.) Araceli: (Nods and starts to write.) Teacher: Can we take a look at your notes? What does it say there? Araceli: Big, small. Teacher: Hmm, let’s think about the sentence you were going to write: Dogs are big and small. Does that make sense?

Micro-scaffolding Example Two kids are working together to reconstruct a text about dogs…

Miguel and Araceli: (Thinking.) No. Miguel: Some dogs are big. Teacher: Yeah, that word “some” really changes the meaning of the sentence doesn’t it? Because the way you had it before, it made me think that all dogs were both big and small. And that’s not what you mean, right? Araceli: Let’s put: Some dogs are big. Some dogs are small. (Begins to write.) Miguel: (Nods and begins to write.)

Step 5: Deconstructing and highlighting Discussions about the grammar of the text type

Some sentences are really long and tricky to figure out:

They use their extremely long fingers and

a wing membrane stretched between them

to fly.

Long noun phrases

Step 5: Deconstructing and highlighting Discussions about the grammar of the text type

Verbs in the timeless present: Bats are ______. Bats can ______. Bats have _____. Bats eat ______.

Adjectives used to show amount:

no a few some a lot of most all

An Illustrative Instructional Example …

2. Learning about the

language of text types

3. Jointly constructing

texts

4.Independently constructing

texts

1. Building content

knowledge of the topic

Teaching & Learning

Cycle

Students are prepared for more independence here.

Spycher & Nieves (forthcoming)

Independent construction of texts What one EL student wrote by herself after reconstructing three sections of the “bat” text with partners:

What’s on the horizon? 1. CA ELD Standards Online Professional Learning Modules

(early 2014)

Practical multimedia tools for understanding and implementing CA ELD standards in tandem with content standards

2. CA ELA-ELD Curriculum Framework (summer/fall 2014) Guidance on implementing the CA CCSS for ELA/Literacy and CA

ELD Standards in tandem (and many other things)

2. English language proficiency assessments for CA – ELPAC (2015)

Separate initial (diagnostic) screener to minimize testing time Annual (Spring) summative assessment to determine ELP level and

assess progress in LSRW