ELD Standards Module 2

ELD Standards Module 2The Structure of the ELD Standards

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ObjectivesOutline and present the structure and components of the ELD Standards

State the purposes of the Proficiency Level Descriptors and apply to individual teaching

Explain the purpose of each of the appendices

State the basic structure and purpose of the ELD Framework

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All students are English Learners!!The term English Learners traditionally includes students who are learning English as a second language, but it can also include all those English-only students who come from language-poor homes (ie: homes in which print materials and/or spoken English are a rarity, because of poverty and as we become a more screen-dependent society).http://news.stanford.edu/news/2013/september/toddler-language-gap-091213.html?view=print

And furthermoreall students are English learners in our various subject matters as they learn the academic language of our subject areas.3

What must math students do with language?Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures justify their conclusions, communicate them to others, and respond to the arguments of others.

(CCSS Math, p. 6)

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Next-Generation Science Standards:What must science students do with language?

Among essential science practices: Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating informationK-12 ScienceFramework (NRC,2012, pp. 45, 49)

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CCSS for Literacy:What must all students do with language?Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplinescan construct effective arguments and convey intricate or multifaceted informationable independently to discern a speakers key points, request clarification, and ask relevant questionsbuild on others ideas, articulate their own ideas, and confirm they have been understood. (CCSS for ELA & Literacy in History/Social Studies, Science, and Technical Subjects, p. 7)

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CA ELD StandardsAlign with Californias Common Core State Standards for English Language Arts, Literacy in History/Social Science, Science, and Technical Subjects&

Are used in tandem with the Common Core State standards and not in isolation

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CA ELD Standards PurposesHighlight and amplify key language knowledge, skills, and abilities in the Common Core State Standards critical for ELs to succeed in school while they are developing English

Provide opportunities for English learners to access, engage with, and achieve in grade-level academic content while they are learning English

Strengthen English Language development in light of next-generation content standards

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CA ELD Standards OverviewOverview & Proficiency Level Descriptors (PLDs):Alignment to CCSS for ELA & LiteracyCAs EL StudentsProficiency Level Descriptors (PLDs)Structure of the grade level standardsGrade Level ELD Standards:Section 1: Goal, Critical Principles, At-a-Glance OverviewSection 2: Elaboration on Critical PrinciplesPart I: Interacting in Meaningful WayPart II: Learning About How English WorksPart III: Using Foundational Literacy SkillsAppendices:Appendix A: Foundational Literacy SkillsAppendix B: Learning About How English WorksAppendix C: Theory and ResearchAppendix D: Context, Development, ValidationGlossary of Key Terms

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Structured Group Gather and ShareBreak into groups; assign rolesRoles for group members:Reader reading through the Overview; sharing info with team membersScribe writing ideas into the graphic organizerPresenter presenting the information from the graphic organizer to the whole group(If you have fewer than three members, all roles can be shared; If you have a 4th member, they will be the Clarifier, making sure each person in the group understands the task and the information; the 4th member could also be a Co-Presenter)Pick up a graphic organizer .Gather information and fill out the graphic organizer.Practice presenting essential information to the rest of the group. (You dont need to present the entire graphic organizer.)Share out essential information.

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And now a walk through the ELD Standards.

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And now a walk through the Proficiency Level Descriptors.

Proficiency Level DescriptorsDescribe student knowledge, skills, and abilities across a continuum identifying what ELs know and can do Provide three proficiency levels: Emerging, Expanding, and Bridging at early and exit stages Guide targeted instruction in ELD, as well as differentiated instruction in academic content areas

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PLDs continuedInclude:Overall Proficiency: A general descriptor of ELs abilities at entry to/progress through, and exit fromthe levelExtent of linguistic support needed for the linguistic and cognitive demands of tasks at earlystages and as ELs develop

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PLDs continuedStudent CapacitiesDescriptors for early stages of and exit from each proficiency level, using ELD standard structure:Three Modes of CommunicationCollaborative (engagement in dialogue with others)Interpretive (comprehension and analysis of written and spoken texts) Productive (creation of oral presentations and written texts)Two dimensions of Knowledge of LanguageMetalinguistic Awareness (language awareness & self-monitoring)Accuracy of Production (acknowledging variation)

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And now a walk through the Appendices

Appendices D & CAppendix D Context, Development, and Validation of the California English Language Development Standards

Appendix C Theoretical Foundations and Research Base for Californias English Language Development Standardsare interactive and engaging, meaningful and relevant, and intellectually rich and challenging; are appropriately scaffolded in order to provide strategic support that moves the learner toward independence; value and build on home language and culture and other forms of prior knowledge; and build both academic English and content knowledge.

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Appendix BThe CA English Language Development Standards II: Learning about how English WorksThe Goal: to guide teachers to support EL students, in ways appropriate to grade level and English language proficiency level, to unpack meaning in written and oral texts they encounter across the disciplines in order to better comprehend them; make informed choices about how to use language appropriately, based on discipline, topic, purpose, audience, and task, when producing oral and written texts.

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Appendix AFoundational Literacy Skills for English Learnersprimarily addresses print concepts, phonological awareness, phonics and word recognition, and fluency, as described in the Reading Standards: Foundational Skills (K5) section of Californias CCSS for English Language Arts; are critical for English learners at all ages who need to learn basic literacy. ELs face an additional challenge in developing literacy in English since they must develop oral proficiency in Englishincluding depth and breadth of vocabularyat the same time that they are learning to read and write.

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And now a walk through the ELD Framework.

THE CA ELD FrameworkA document designed to support teachers in implementing instructional practices for ELD students

Divided into 12 Chapters, plus Resources, Glossary, and an appendix covering the role of literature

Chapters 3-7 cover specific grade spans and provide detailed examples and strategies for teaching ELD students

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Chapter 6 at a Glance

Overview of the Span An Integrated and Interdisciplinary Approach Key Themes of ELA/Literacy and ELD Instruction Meaning Making Meaning Making with Complex Text Language Development Vocabulary Grammatical Understandings & SyntaxEffective Expression Writing Discussing Presenting Using Language Conventions Content Knowledge Understanding Disciplinary Literacy Engaging with Lit. & Informational Text Engaging in Research Planning for Wide Reading Foundational Skills Foundational Skills for English Learners Supporting Students Strategically English Language Development Integrated and Designated ELD

Grade SixKey Themes of ELA/Literacy and ELD Instruction Meaning Making Language Development Effective Expression Writing Discussing Presenting Using Language Conventions Content Knowledge Foundational Skills English Language Development ELA/Literacy and ELD in Action Conclusion

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Works CitedCadiero-Kaplan, Karen. Transitioning to the 2012 CA English Language Development Standards: Implications for Policy & Practice. (PowerPoint) California Department of Education and Fresno State University, March 15, 2013.

Californias Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, 2012.

California English Language Development Standards, California Department of Education, SBE adopted November 7, 2012.

California English Language Development Standards (PowerPoint). Ventura County Office of Education. (no date)

English Language Arts/English Language Development Standards Framework, California Department of Education, SBE adopted July 10, 2014.

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