1. IMPLEMENTATION OF THE ELD STANDARDS December, 2015

2.  Be able to reference/cite an ELD Standard  Understand the difference between Integrated and Designated ELD  Be able to include ELD Standards when planning lessons in any content area  Become familiar with scaffolding and teaching strategies that are targeted for ELL students Desired Outcomes

3.  Since the new ELD Standards were adopted by the CDE in 2012, California has become the first state in the country to create a framework document which connects the ELD Standards to the state standards.  This framework was adopted in July, 2014, and includes a requirement that districts use a comprehensive approach to ELD – including both designated and integrated ELD for ELL students at all levels.  The framework can be found at http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp. http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp Background Information

4.  ELD.PI.9.1.BR PI – refers to the part  Part I – Interacting in Meaningful Ways – purple, blue, and green sections – sets expectations for ELL students to participate in meaningful, relevant, and intellectually challenging ways, in various contexts and disciplines via the three modes – collaborative, interpretive, and productive.  Part II – Learning About How English Works – red, orange, and gold sections – these offer guidance on how to support ELs to develop a deep understanding of how English is structured and organized, and to improve their ability to comprehend and produce academic texts in various content areas.  Part III – Foundational Literacy Skills – white section - these are already embedded in the state standards for ELA/Literacy, and should be applied when needed with ELs – there are no separate standards. 9 – refers to the grade level 1 – refers to the strand number BR – refers to the level of the ELL student  EM – emerging  EX – expanding  BR – bridging How do we reference/cite an ELD Standard?

7.  “Protected time during the regular school day in which teachers use the CA ELD Standards…in ways that build into and from content instruction, in order to develop critical language ELs need for content learning in English.”  Designated ELD should not be “isolated from ELA, science, social studies, mathematics, and other disciplines, but rather an opportunity to support ELs to develop the discourse practices, grammatical structures, and vocabulary necessary for successful participation in academic tasks across the content areas…It is a time to focus on the language of the content area in ways that are closely aligned with what is happening in content instruction.” What is Designated ELD? Taken from The ELA/ELD Framework - California Department of Education - 2014

8.  This video is from a series available on Colorin Colorado’s website – great resources for teaching ELL students are available here!  The ELL students are high schoolers who are primarily newcomers and refugees. They are grouped homogeneously.  The video clip you will see shows students engaged in learning a series of academic vocabulary words as a lead in to reading a letter that Captain John Smith wrote to Queen Anne.  This lesson hits many different ELD Standards, but the video specifically addresses the following:  ELD.PI.9-10.12.EM – Selecting language resources  ELD.PII.9-10.4.EM – Using nouns and noun phrases Video Set Up

9.  http://www.colorincolorado.org/classroom- video/instruction-key-academic-vocabulary-high- school-ells (3:19) http://www.colorincolorado.org/classroom- video/instruction-key-academic-vocabulary-high- school-ells Video Clip

10.  “All teachers with ELs in their classrooms (even just one) use the CA ELD Standards in addition to their state standards for ELA/Literacy and other content standards to support their ELs’ linguistic and academic progress.”  Students can be grouped heterogeneously. What is Integrated ELD? Taken from The ELA/ELD Framework - California Department of Education - 2014

11.  e-Standards app  Refer to the ELD standards themselves for cross-references to ELA/Literacy state standards - also found in the LAUSD version.  Augmentation documents for math and science are in draft form at this time. How do we use the ELD Standards in tandem with the State Standards?

12.  The snapshot example provided is from the framework document.  It is a seventh grade example.  Notice that the state standards for ELA/Literacy and science are cited, in addition to ELD Standards for Part I and II.  We are assuming most of the ELL students would be at the expanding level.  Read the vignette. Use the graphic organizer provided and work with a partner or in a group to cite evidence that the teacher is addressing:  ELD.PI.7.3.EX – Negotiate with or persuade others in conversations…  ELD.PI.7.6b.EX – Explain ideas, phenomena, processes, and text relationships based on close reading…  ELD.PI.7.11a.EX – Justify opinions by providing relevant textual evidence or relevant background knowledge…  ELD.PI.7.12a.EX – Use a growing set of general academic words, domain-specific words...to create some precision while speaking and writing  ELD.PII.7.6.EX – Combine clauses in an increasing variety of ways to make connections between and join ideas… Snapshot Analysis

13.  What are the English language proficiency levels of my ELL students?  SRC, ELL IA, cumulative record  Which CA ELD Standards amplify the state standards for ELA/Literacy at students’ English language proficiency levels? Include them in your lesson planning.  Refer to the ELD Standards to see the correlation  What language might be new for students and/or present challenges?  How will students interact in meaningful ways and learn about how English works in collaborative, interpretive, and/or productive modes?  Parts I and II of the ELD Standards Framing Questions for Instructional Planning Taken from The ELA/ELD Framework - California Department of Education - 2014

14.  We are using an existing lesson plan outline from a video lesson available on Colorin Colorado for middle schoolers. The teacher leads with a focus on vocabulary before beginning the close reading lesson on Travels With Charley by Steinbeck. Review the lesson with a partner or group keeping expanding (intermediate) level ELL students in mind.  Identify at least one ELD standard from Part I (blue, green, and purple side of the handout) which is embedded in this lesson, and cite it (see above) at the bottom of page 3.  Identify one standard from Part 2 (red, orange, and gold side of the handout), and follow the same procedure. Lesson Plan Template ELD.PI.7.__.EX

15.  Examples of scaffolding – Aida Walqui  Teacher strategies for listening/speaking, reading, and writing by proficiency level – Sally Fox (SDCOE)  Show What You Know - handout What works for ELL students as we transition to the new State Standards?

16.  ccloutier@powayusd.com ccloutier@powayusd.com  858-521-2748  The timeline for facilitation at the sites is before the end of May. Questions??/Next Steps