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CELDS: California English Language Development Standards Introduction

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1 CELDS: California English Language Development Standards Introduction
Presented by Patricia Russell, Title III Coach GALLERY WALK: Walk around and read the quotes around the room. Leave a response/comment on a post-it and tear off half the raffle ticket to be entered into our raffle. 1 Response per poster.

2 With your Cell Phones or Laptops, go to the following link.
https://todaysmeet.com/PDTuesday Next I will have a specific question for you to respond to and then you may comment throughout the PD via Todaysmeet

3 Modern Family

4 https://todaysmeet.com/PDTuesday
Think about it… “Do you know how frustrating it is to have to translate everything in my head before I say it?” “Do you even know how smart I am in Spanish?” These are the thoughts that go through our student’s heads. In math…in science…in history…all day long! How are we going to help them? That’s what I want you to think about as we go though today’s PD. https://todaysmeet.com/PDTuesday

5 Why are we here? ALL teachers (not just ELD teachers) will need an understanding of the strategies and standards needed to promote active engagement with language across content areas. (1 minute) As we look at the CCSS and the ELD standards, all teachers need to understand the need for language development across the content areas and give ample opportunities for ELs to safely practice in a classroom setting where content and language learning coexist.

6 California English Language Development
Tom Torlakson STATE SUPERINTENDENT OF PUBLIC INSTRUCTION California English Language Development Standards

7 Phase-In Plan for ELD Standards
Awareness Transition Implementation Slide 4: (1 minute) Purpose To ensure that participants know how LAUSD is phasing in the CA ELD Standards. LAUSD is following the CA roll out of the new ELD standards How Say, “Let’s take a minute to look at the phase-in plan, which is aligned with the state’s plan: Awareness – During this time, district leadership (directors, principals and central and ESC staff) were provided information sessions around the NEW ELD standards Transition – building resources, implementing needs assessments, and continued learning for the school sites Implementation – expansion of professional learning and alignment of curriculum instruction and assessment along with integration throughout the district. At the end of this phase students will be assessed using the new assessment: ELPAC (English Language Proficiency Assessment for California). ELPAC will replace CELDT.

8 What is the name of the document on the next screen?
Don’t scream the name out loud, raise your hand.

9 LAUSD TEACHING AND LEARNING FRAMEWORK 2014-2015 FOCUS ELEMENTS
Slide 10: (1 min) Why/Purpose: To connect our work as educators and our professional goals. How: Read the 3 focus elements, tell the participants that the arrows point to the highlighted focus elements that apply to the work we will engage in today. *

10 The English learner master plan Acronyms game
Strategy: Introduce Vocabulary in a fun way Give one/take one: If you need help, ask a partner. Give them one of your answers as you take one of their answers. The person(s) with the most correct earns a raffle ticket.

11

12 Why are the ELD Standards Important?
ELD assessments: CELDT, SRI, LAS Links (Assessments to monitor EL students’ ELD progression) CCSS: Common Core State Standards TGDC: Teachers Growth and Development Cycle

13 Why are ELD Standards Important?
Designed to be used in tandem with CCSS Provide fewer, clearer, higher standards so teachers can have a focus Strengthen ELD opportunities in core content instruction and in targeted ELD in light of new content standards Highlight and amplify the critical knowledge about language and skills using language in CCSS necessary for ELs to be successful in school and life

14 What must all students be able to do with language?
ELA and Literacy in History, Social Studies, Science, and Technical Subjects MATH SCIENCE 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 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 Construct explanations and designated solutions Engaging in argument from evidence Obtain, evaluate, and communicate information The CA ELD Standards AMPLIFY the CCSS for ELA/Literacy Slide 12 (1 minute) Purpose/Why: To visually show how the ELD Standards align and correlate to the new CCSS and review the language demands across content areas How: Review the language demands of each column. Remind participants that the CA ELD Standards highlight and amplify the Common Core State Standards so that students develop both English and content knowledge. Remind participants that the CA ELD Standards guide teachers to build ELs’ knowledge about how the English language works in different contexts to achieve specific communicative purposes.

15 Where can I find the CCSS?

16 California English Language Development Standards OR
OUR FOCUS California English Language Development Standards OR

17 1999 vs 2012

18 1999 vs 2012

19 1999 2012 Believe- Cher Titanium- David Guetta No Scrubs- TLC
This is a list of Billboard magazine's Top Hot 100 songs of 1999 & 2012. 1999 Believe- Cher No Scrubs- TLC Angel of Mine- Monica Heartbreak Hotel- Whitney Houston Baby, One more time- Britney Spears 2012 Titanium- David Guetta Give your heart a Break- Demi Lovato Payphone- Maroon 5 Call Me Maybe- Carly Rae Jepsen Stronger- Kelly Clarkson

20 Matrix American Beauty The Sixth Sense The Green Mile Fight Club 1999
This is a list of Billboard magazine's Top Hot 100 songs of 1999 & 2012. 1999 Matrix American Beauty The Sixth Sense The Green Mile Fight Club 2012 Hunger Games The Avengers Django Unchained Silver Linings Playbook Brave

21 The look…

22 New: ELD proficiency Levels
The levels… OLD: Previous ELD Proficiency Levels 1-Beginning 2-Early Intermediate 3-Intermediate 4-Early Advanced 5-Advanced New: ELD proficiency Levels Emerging Expanding Bridging

23 OLD: DOMAINS Listening Speaking Reading Writing
The domains… OLD: DOMAINS Listening Speaking Reading Writing New: MODES Collaborative Interpretive productive

24 Grade level/spans parallel to CCSS
The grade level… OLD: Grade Spans K New: Grade level/spans parallel to CCSS K 1 2 3 4 5 6 7 8 9 10 11-12

25 1999 vs 2012

26 2 volunteers Old vs new standards

27 https://www.polleverywhere.com/multiple_choice_polls/AAQFKGkHrdkMfvE

28 Conceptual Shifts in 2012 CA ELD Standards
Standards in Grade Spans (K-2, 3-5, 6-8, 9-12) Standards and PLDs focusing on four isolated domains: listening, speaking, reading and writing as isolated domains Standards and PLDs focusing on models of communication (collaborative, interpretive, and productive); and language knowledge awareness and use (interweaving S, L, R, W) 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) Use of complex texts and intellectually challenging activities with content integral to language learning Conceptual Shifts in 2012 CA ELD Standards 5 proficiency levels 1999 2012 Use of simplified texts and activities, often separate from content knowledge Old School VS Shift Slide 31: (5 minutes) Purpose: To ensure that participants understand the purpose of the new ELD Standards. How: Processing Activity to review the shifts in the 2012 CA ELD standards Have participants identify if the information has been used in the past or if it is a new element of the 2012 ELD standards.

29 CELDS Structure

30 Review of ELD Standards: Part I, II & III
Part I & II are intentionally presented separately in order to call attention to the need for both a focus on meaning and interaction and a focus on building knowledge about the linguistic features and structures of English. Part III outlines the foundational literacy skills ELs may need, depending on their previous literacy and educational experiences. 10:37 – 10:40

31 { { The Strands appear underneath
For every Grade level, the ELD Standards have the same ‘Section 1’ { The same Goal is listed at each grade level The same Critical Principles for Developing Language and Cognition in Academic Contexts is at each grade level { Part I of the ELD Standards: Interacting in Meaningful Ways is the same at each grade level. It lists 3 Modes (Ways of Using Language) Collaborative- engagement in dialogue with others Interpretive- comprehension & analysis of written & spoken texts Productive- creation of oral presentations & written texts 10:15 – 10:20 The Strands appear underneath

32 The only thing that differs on page 1-2 of the ELD Standards for each grade level is the CCSS standards it corresponds to. 10:20 – 10:23

33 Part III: Using Foundational Literacy Skills
The Strands appear beneath. Part II: Learning about How English Works is the same at each grade level. It lists 3 Key Language Processes (Purpose for using Language) Structuring Cohesive Texts Expanding and Enriching Ideas Connecting and Condensing Ideas 10:23 – 10:26 Part III: Using Foundational Literacy Skills

34 Language of the Standards
Section II Teacher Resources- Variables to consider in designing & implementing instruction for EL Proficiency levels Strands Mode Language of the Standards 10:26 – 10:29 Now we will review Section 2. Section 2 is the Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts- It unpacks the Critical Principles via a set of standards for each grade level K-8 and for the grade spans 9-10 & On the right side we begin with the ELD Level Continuum that distinguishes three overall levels- Emerging, Expanding & Bridging. In this sheet we are looking at only one MODE- Collaborative. The pages that follow unpack the standards for the other 2 MODES as well as the 3 PROCESSES in Part II Learning About How English Works The STRANDS are listed above the specific standard in number format. There are 4 STRANDS to the Collaborative Mode. The Standards are identified for each strand within each proficiency level of the key knowledge, skills, and abilities in English Language Development. Each grade with have standards for each proficiency level in each of the 19 strands. The left side identifies the Teacher Resources that are to be considered in designing and implementing instruction for ELs- Corresponding ELA CC Standards, Purpose for Using the Language- featured in CC- Teachers support ELs to develop an awareness of these purposed for language as they progress in language proficiency & through the grades Text Types- Each text has particular language features- based on discipline, content, purpose, and audience. Informational are presented first to emphasize their importance in College & career Ready Audiences- ELs need to consider the audience, partner, small collaborative group or whole group audience.

35 Horizontal Progression
Part 1- Interacting in Meaningful Ways Mode: Collaborative Your task is to highlight the differences in a Emerging student, expanding and bridging student Part II - Learning About How English Works Process: Structuring Cohesive Texts Slides (12 minutes= 10 minutes for activity, 2 minutes for debrief) Purpose/Why: To dig into the standards and understand the language within the progression of the standards How: There are two sets of standards. Part 1 Collaborative (purple strips) and Part II Structuring Cohesive Texts (orange strips) Participants are asked to sit in groups of four One pair will work with the purple strips and the other pair with the orange strips Participants will look at the vertical progression of the ELD Standards by manipulating the strips and putting them in order based on key words that show greater level of specification. Recommend to participants to look at the Expanding descriptors as a guide to put the strips in progression. Suggestion: Make copies in color to support and differentiate the learning between Part 1 and Part II (modes and processes).

36 Password: a fun way to reinforce vocabulary I need 3 volunteers

37 Password Expanding

38 Password Strands

39 Password Collaborate

40 Password

41 Password

42 LTEL Dinner and the Meeting
Thank you to all who have donated and/or are participating: Lesley Broyles Tom Carrola Patricia Castillo Arelis De La Vega Ana Fonseca Karen Gonzalez Jennifer Macon Victoria Mares Laurie Neustaedter Maura Penders Theresa Quandt Runa Ray Evelyn Seubert Bill Smith Shirley Stewart Magnet Department for the Paper Goods

43 I’d love to share my ideas with you.
Patricia Holguin Russell Room G9 Extension 2393

44 RAFFLE!!!!


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