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Sharon Rodriguez, Coordinator, Elementary Instruction Alicia Bernal, Coordinator, Secondary Instruction Lizza Irizarry, Coordinator, EL Programs September,

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Presentation on theme: "Sharon Rodriguez, Coordinator, Elementary Instruction Alicia Bernal, Coordinator, Secondary Instruction Lizza Irizarry, Coordinator, EL Programs September,"— Presentation transcript:

1 Sharon Rodriguez, Coordinator, Elementary Instruction Alicia Bernal, Coordinator, Secondary Instruction Lizza Irizarry, Coordinator, EL Programs September, 2014 ESC North 2012 CA ELD Standards Session 1

2 Chalk Talk: CA ELD Standards Read the Appendix D quotes on the perimeter of the room silently. Respond to the quote by either: Adding your comment, reflection, or idea Responding to someone else’s comment

3 ELD Standards Transition Sessions Session 1: ELD Standards Introduction Shifts, Layout, & Development Session 2: Proficiency Levels Session 3: Theory that Informs Layout (Appendix C) Session 4: How English Works (Appendix B)

4 Phase-In Plan for ELD Standards Awareness Transition Implementation

5 Objectives 1.Explore the context, development and validation of CA ELD Standards (Appendix D) 2.Become familiar with the layout of the ELD standards 3.Understand CA ELD Standard Shifts

6 District Instructional Priorities Common Core (The What) TGDC Teaching & Learning Framework (The How) Master Plan (The Who)

7 LAUSD TEACHING AND LEARNING FRAMEWORK FOCUS ELEMENTS

8 LAUSD Students LAUSD Classrooms EO/IFEP/RFEP/EL /SEL English Learners 157,000 Standard English Learner Programs 57 Schools Reclassified English Learners 138,000 Dual Language and Bilingual Programs 79 programs Long Term English Learners 38,000 Special Education English Learners 45% of SWD are ELs

9 1. English Learners (ELs) are held to the same high expectations of learning established for all students. 2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing. 3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas. 4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels. 5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students. 6. The academic success of ELs is a responsibility shared by all educators, the family and the community. English Learner Master Plan, 2012, Pages 2-3 Guiding Principles

10 ELA/Literacy CCSS “Students can, without significant scaffolding: comprehend and evaluate complex texts across a range of types and disciplines construct effective arguments and convey intricate or multifaceted information discern a speaker’s key points request clarification and ask relevant questions build 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) What must students be able to do with language?

11 Math CCSS “Mathematically proficient students: understand and use stated assumptions, definitions, and previously established results in constructing arguments 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 for Mathematics, p.6) What must students be able to do with language?

12 Next Generation Science Standards What are the language demands within the essential science practices: construct explanations and designated solutions engaging in argument from evidence obtain, evaluate, and communicate information K-12 Science Framework NRC 2012 pg 45, 49 What must students be able to do with language?

13 ? If language is embedded within CCSS, then why do we have ELD Standards? Instructional Strategy: Turn & Talk

14 Overview & Proficiency Level Descriptors (PLDs): Alignment to CCSS for ELA & Literacy CA’s EL Student Proficiency Level Descriptors (PLDs) Structure of the grade level standards Grade Level 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 Foundation Skills 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 CA ELD Standards Document

15 CA Legislative Process for Development & Validation of the New CA ELD Standards 2011 Assembly Bill - Update, and Revise CA ELD Standards Stakeholder Review Focus group Review: County Office of Educations Principals Faculty of ELs Researchers 2 Public Hearings Oral Written feedback over over one month period. Teachers, Principals County Administrators Advocacy groups Community members CA State Board Adoption November 2012

16 Purpose of The New ELD Standards Designed to be used in tandem with CCSS for ELA & Literacy Highlight and amplify the critical knowledge about language and skills using language in CCSS for ELA/Literacy necessary for ELs to be successful in school and life Provide fewer, clearer, higher standards so teachers can focus on what’s most important Strengthen ELD opportunities in core content instruction and in targeted ELD in light of new content standards

17 Appendix D Goals of the CA ELD Standards What the CA ELD Standards Are NOT Fewer, Clearer, and Higher Standards The CA ELD standards are not to be used in isolation from CCSS Promote EL abilities to interact in meaningful ways during rich instruction so that they both develop English and content knowledge The CA ELD standards are not to be used piecemeal at a given proficiency level Develop proficiency in shifting register based on content. The CA ELD standards do not provide an exhaustive list of all the linguistic processes. Be aware that different languages and variations of English exist and recognize their home languages and cultures as resources to value in their own right and draw upon in building proficiency in English The CA ELD standards are not a curriculum or a curriculum framework

18 Review 1999 ELD Standards Table Talk How are our current set of ELD Standards organized?

19 2012 ELD Standards Layout- Handout 1 Table Talk Scan the Text What do you notice? Group Share

20 Process: Label key sections Section I- Parts I & II Modes Processes Strands 2012 ELD Standards Layout- Handout 1

21 Layout of the ELD Standards Pictorial Input Process: Label key sections Section I  Modes  Processes  Cluster Standards  Strands Section II  Teacher Resources  Proficiency levels  Strands  Standards Purpose: To understand the layout of the ELD standards document. Section 1-Part I is the same at each grade level. It lists 3 Modes of Communication: B. Interpretive A.Collaborative C. Productive

22 Layout of the ELD Standards Pictorial Input Process: Label key sections Section I  Modes  Processes  Cluster Standards  Strands Section II  Teacher Resources  Proficiency levels  Strands  Standards Purpose: To understand the layout of the ELD standards document. The Strands appear beneath.

23 Layout of the ELD Standards Pictorial Input Process: Label key sections Section I  Modes  Processes  Cluster Standards  Strands Section II  Teacher Resources  Proficiency levels  Strands  Standards Purpose: To understand the layout of the ELD standards document. A.Structuring Cohesive Texts Section 1-Part II is the same at each grade level. It lists 3 Processes: B. Expanding and Enriching Ideas C. Connecting and Condensing Ideas

24 Layout of the ELD Standards Pictorial Input Process: Label key sections Section I  Modes  Processes  Cluster Standards  Strands Section II  Teacher Resources  Proficiency levels  Strands  Standards Purpose: To understand the layout of the ELD standards document. The Strands appear beneath.

25 Layout of the ELD Standards Pictorial Input Process: Label key sections Section I  Modes  Processes  Cluster Standards  Strands Section II  Teacher Resources  Proficiency levels  Strands  Standards Purpose: To understand the layout of the ELD standards document. The only thing that differs on page 1-2 of the ELD Standards for each grade level is the CCSS standards it corresponds to.

26 Process: Label key elements Section II  Teacher Resources  Proficiency levels  Strands  Standards 2012 ELD Standards Layout- Handout 2

27 Teacher Resources Section II – Lists the specific grade level ELD Standards for Part I and Part II Proficiency levels Strands Standards

28

29 Deeper Understanding of Section 2 Part I: Interacting in Meaningful Ways Part II: How English Works Part III: Foundational Skills

30 2012 ELD Standards: Dig-in 1. Work with a partner 2. Choose a grade level to review 3. Scan the standards for Part I: Interacting in Meaningful Ways 4. Scan the standards for Part II: Learning About How English Works

31 Old School VS Shift OldNew Conceptual Shifts in 2012 CA ELD Standards Standards and PLDs focusing on models of communication (collaborative, interpretive, and productive); and language knowledge awareness and use (interweaving S, L, R, W) Standards and PLDs focusing on four isolated domains: listening, speaking, reading and writing as isolated domains 5 proficiency levels Use of complex texts and intellectually challenging activities with content integral to language learning Standards in Grade Spans (K-2, 3-5, 6-8, 9-12) Use of simplified texts and activities, often separate from content knowledge 3 proficiency levels; Emerging, Expanding, Bridging (Proficiency Level Descriptors (PLDs): Determine early stages and exit for each level) Standards in grade level/spans that parallel CCSS (K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11-12)

32 The Common Core Standards Call for: Attention to literacy and language across the curriculum both as subject and a vehicle for learning. They call upon all academic content teachers to focus more explicitly upon the vocabulary, the oral language and discourse patterns so essential to participation in academic work- foundational to the development of language among English Learners. The Opportunities in the Common Core For English Learners

33 What do teachers need to know? As a result, ALL teachers (not just ELD teachers) will need an understanding of literacy and language, and the strategies to promote active engagement with language in the classroom. Teachers need to know how to teach reading to second language learners to enhance comprehension. The Opportunities in the Common Core For English Learners

34 The Opportunities in the Common Core For English Learners

35 Objectives 1.Explore the context, development and validation of CA ELD Standards (Appendix D) 2.Become familiar with the layout of the ELD standards 3.Understand CA ELD Standard Shifts

36 3 – 2 – 1

37 Chalk Talk3-2-1 Turn and TalkWhole Group Share Out Instructional Strategies


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