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.
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.

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.

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

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!!!!