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The English Language Arts (ELA)/ English Language Development (ELD) Framework Overview Welcome to the English Language Arts/English Language Development.

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Presentation on theme: "The English Language Arts (ELA)/ English Language Development (ELD) Framework Overview Welcome to the English Language Arts/English Language Development."— Presentation transcript:

1 The English Language Arts (ELA)/ English Language Development (ELD) Framework Overview
Welcome to the English Language Arts/English Language Development Framework for California Public Schools’ Introduction. This framework was adopted by the California State Board of Education in July 2014. According to Tom Adams, Curriculum Frameworks and Instructional Resources Division Director for the California State Department of Education, “This framework is not the last word in education. It is the first.”; meaning this is the beginning of a conversation about the literacy and linguistic needs of all students. The groundbreaking work of this framework is about understanding the literacy and language demands of each content area and providing language development for all children. We are asking educators to think differently and consider what this looks like practically. We thank you for joining us today to better understand how this document can frame the important work you do every day with the children of California. SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes MODULE TIME 120 minutes REQUIRED MATERIALS PDF Handout Chapter 2 of the Framework SUPPLIES General table supplies (e.g., pencils, highlighters, post-it notes, chart paper…) HANDOUTS Power point slides with notes PDF handout file This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

2 Outcomes To define the intent of the framework; highlighting how it is different from our past framework To explore the guiding principles, the structure, and the contents of the framework To explain why the framework combines English Language Arts and English Language Development standards and expectations To illustrate the differences between Integrated and Designated ELD SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes State the outcomes This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

3 Why do we have a new framework?
Locate the handout titled Why Do We Have a New Framework? Read the quote and highlight a “golden line” that resonates with you. Share the “golden line” with a partner and explain why it resonated with you. SLIDE TIME IN MINUTES RUNNING TIME 5 minutes minutes Ask participants to read the quote and complete the California’s Children and Youth on the corresponding handout. You may choose to have them complete this activity individually, with a partner, or in small group. Share ahas! HANDOUT Page 1 - Collaborative Summary Task This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

4 Guiding Principles of the ELA/ELD Framework
Schooling must help all students achieve their highest potential. The responsibility for learners’ literacy and language development is shared. ELA/ELD curricula must be well designed, comprehensive, and integrated. Effective teaching is essential to student success. Motivation and engagement play crucial roles in learning. SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes The guiding principles and beliefs that informed the development of the framework are noted on the slide. Take a moment to highlight key words in each of the principles. Be prepared to call out key words and phrases that you highlighted. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

5 Why combine the ELA and ELD Framework?
SLIDE TIME IN MINUTES RUNNING TIME 5 minutes minutes Locate the handout titled “California’s Children and Youth.” Complete the activity to answer the question, “Why combine the ELA and ELD framework?” Have participants complete the activity highlighting the significant demographic data of California’s children and youth that help provide a rationale for why we must do business differently in order to serve the needs of ALL students across our state. HANDOUT Page 2 California's Children and Youth "More than seventy percent of Californians under the age of eighteen are people of color.“ “Moe than 20% of Californians students in kindergarten through grade twelve are designated as ELs.” “… and more than 40 percent come from homes where a language other than English, or in addition to, English is spoken, with close to 60 language groups represented (CDE Dataquest 2013).” This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

6 Table of Contents http://www. cde. ca
Review ELD/ELA Framework Chapters SLIDE TIME IN MINUTES RUNNING TIME 9 minutes (slide 6-7) minutes Locate the 2014 English Language Arts/English Language Development Framework Table of Contents Summary. Allow participants to peruse the table of content in each chapter of the framework in handout, 2014 English Language Arts/English Language Development Framework, Table of Contents Summary. Participants will highlight key features in each chapter, note similarities and emphasis on each chapter. To access the draft 2014 ELA/ELD Framework, visit HANDOUT Page 3-16 California's Children and Youth Pg.1-Framework TOC minute The Framework includes 12 chapters w/ resources, Glossary & Appendix X. A helpful way to chunk the chapters is in the following ways: Note that the introduction, ch. 1 and ch. 2 are important fundamental chapters. Chapters 4-7 are grade-span specific chapters and contain the content and pedagogy for the grade spans. Chapters 8-10 are “very important chapters” in that they provide critical guidance related to assessment, equity and 21st century learning and are carefully woven throughout the framework document. Ch. 11 is a chapter that is key to helping those responsible for the learning of educators’ professional learning. Ch. 12 provides direction for curriculum publishers. The resources and glossary are helpful tools for all audiences and Appendix X attends to questions associated with the role of literature in the CCSS. Pg. 2-Framework TOC minute Now lets take a look at the TOCs for each chapter to get a sense of what is included in each chapter, and also to help understand the organization of each chapter. On pg. 2, we can see both Introduction and ch. 1 Table of Contents. The introduction chapter denotes the intent, rationale and guiding principles of the ELA/ELD Framework. Give participants a few seconds to scan the TOC Ch. 1 introduces both sets of standards. ELA/Literacy and ELD. Notice how each set of standards is introduced in parallel ways (Background, intent, Nature, Organization) and finally, an important section describing the interrelationship of ELA/ELD standards. Give participants a few seconds to scan the TOC Pg mins. Ch. 2 is a must read chapter in that it presents the important ideas and considerations from which much of the content of the ELA/ELD framework is based. Take a brief moment to note familiar concepts and ones that might be new to you. Give participants a few seconds to scan the TOC. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

7 Draft ELA/ELD Framework Table of Contents
Introduction to the Framework Chapter 1 Overview of the Standards Chapter 2 Key Considerations in ELA Literacy and ELD Curriculum, Instruction, and Assessment Chapter 3 Content and Pedagogy: Transitional Kindergarten Through Grade One Chapter 4 Content and Pedagogy: Grades Two and Three Chapter 5 Content and Pedagogy: Grades Four and Five Chapter 6 Content and Pedagogy: Grades Six Through Twelve Chapter 7 Content and Pedagogy: Grades Eight Through Twelve Chapter 8 Assessment Chapter 9 Access and Equity SLIDE TIME IN MINUTES RUNNING TIME 9 min. -Cont. from slide minutes Use the script for TOC Overview Instructor Only handout to talk through the structure and organization of the Framework. Click to highlight each section and chapter on the slide. Pg mins. Pages 4-10 entail displaying the grade span chapters 4-7 in ways that will help us understand the parallel structure within and between these chapters. Each grade span chapter; TK-1, 2-3, 4-5, 6-8 and 9-12 are organized using the 5 Key themes first presented in Ch. 1 and elaborated upon in Ch. 2. Each grade span chapter includes an overview of the grade span, containing important concepts and strategies that are drawn upon for the grade-specific sections in each chapter. So for example, if I taught 1st grade, I would want to read the overview of the grade span in Ch. 4 and them proceed to read the first grade section. For the moment, select the grade span chapter you are most interested in. Note the contents of your chapter. What do you notice about the way the grade span content is presented? **What are some elements that are repeated in each grade span chapter? **What might be different between your grade and the preceding or following grade you teach? Give participants a few seconds to scan their selected grade-span TOC Pg min. Ch. 8 presents educators with information related to assessment. You will find new and exciting ways of thinking about assessment. Give participants a few seconds to scan the TOC. Pg min. Ch. 9 is another very important chapter that supports educators in planning for learning taking into consideration the diversity of culture, language, orientation and learning to help all students succeed in respectful learning environments. Give participants a few seconds to scan the TOC. Pg min. Ch. 10 & 11 TOCs are displayed on the same page. Ch. 10 attends to the 21st century skills our students need in order to learn, collaborate and compete in a 21st century economy. Ch. 11 once again presents important considerations for professional learning, leadership and program supports. Pg min. The intended audience for Ch. 12 is curriculum publishers wishing to submit curriculum to Calif. State Board of Approval. Note the 5 types of programs. Give participants a few seconds to scan both the TOCs. That concludes the end of our walkthrough of the Curriculum Framework. Our next step will be to dig into Chap. 1. Chapter 10 Learning in the 21st Century Chapter 11 Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports Chapter 12 Instructional Materials to Support the California Common Core State Standards for English Language Arts and Literacy for History/Social Studies, Science, and Technical Subjects and English Language Development Standards, Kindergarten through Grade 12

8 Chapter 1: Overview of the Standards
Outcomes To explore the goals, contexts and themes of the Framework To understand the interrelationship between the CA CCSS for ELA/Literacy and the CA ELD Standards SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes So let’s explore the goals, contexts and themes of the Framework and develop our understanding of the relationship between the CA CCSS for ELA/Literacy and the CA ELD Standards. Let’s dive in to Chapter 1. HANDOUTS Page 17 Key Themes and Key Themes Graphic Organizer Page 18 Figure 1.15 Many-to-Many Correspondences between Grade 5 CA CCSS for ELA/Literacy and CA ELD Standards This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

9 GOALS, CONTEXT, AND THEMES OF THE CA CCSS FOR ELA/LITERACY AND THE CA ELD STANDARDS
SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes This graphic, Figure 1.2, is introduced in Chapter 1 page 11. It provides a visual representation of the conceptual design of the Framework and is used as an organizing structure for the grade-span chapters. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

10 Goals Readiness for College, Career & Civic Life
Capacities of Literate Individuals Broadly Literate 21st Century SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes The outer ring identifies the overarching goals of ELA/literacy and ELD instruction. By the time California’s students complete high school they should be ready for college, career, and civic life; have attained the capacities of literate individuals; become broadly literate; and developed the skills for living and learning in the 21st century. You will see evidence of these broad goals woven into the Framework. The overarching goals are: Readiness for College, Career, and Civic Life Capacities of Literate Individuals Broadly Literate 21st Century Learning This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

11 Context Integrated Motivating Engaging Respectful
Intellectually Challenging SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes The white field identifies context characteristics of high quality instruction for all students as called for by the CA CCSS for ELA/Literacy and other content standards. High quality instruction is motivating, engaging, respectful, intellectually challenging, and integrated. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

12 Themes Meaning Making Language Development Effective Expression
Content Knowledge Foundational Skills SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes The five overarching themes are meaning making, language development, effective expression, content knowledge, and foundational skills. These key themes incorporate the strands of reading, writing, speaking and listening, and language. Your grade-span chapters are organized by these themes. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

13 Standards Readiness for College, Career, and Civic Life
Capacities of Literate Individuals 21st Century Learning Broadly Literate Readiness for College, Career, and Civic Life Capacities of Literate Individuals 21st Century Learning Broadly Literate SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes At the center of the Figure 1.2 are the two sets of standards. The center and core of the figure represents how the CA ELD Standards are nested within the CA CCSS for ELA/Literacy. Both sets of standards integrate reading, writing, speaking and listening, and language development as expressed in the key themes. The standards provide year-end outcome statements for student knowledge and abilities and guide instructional planning and observation of student progress. The CA ELD Standards provide EL students with full access to the CA CCSS for ELA/Literacy and other content standards. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

14 Develop Understanding of the Key Themes
Readiness for College, Career, and Civic Life Capacities of Literate Individuals 21st Century Learning Broadly Literate Readiness for College, Career, and Civic Life Capacities of Literate Individuals 21st Century Learning Broadly Literate SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Let’s develop our understanding of the key themes. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

15 Develop Understanding of the Key Themes
Count off 1-5 at your table. Meaning Making Language Development Effective Expression Content Knowledge Foundational Skills Read about the theme that corresponds to your number in the handout Key Themes. Record ideas about your theme in Padlet SLIDE TIME IN MINUTES RUNNING TIME 10 minutes minutes SELECT BETWEEN THE TECHNOLOGY-BASED PADLET OPTION ON SLIDE 14 OR THE TRADITIONAL APPROACH ON SLIDE 15. The facilitator can select to use Padlet or the paper graphic organizer activity on the next slide (slide 15). Clarify the activity directions. 1.Count off 1-5 at your table. 2. Read about the theme on the handout (2014 English Language Arts/English Language Development Framework) that corresponds to your number. 3. Visit the Padlet link and record key ideas under your assigned column. 4. Share your team’s ideas with other teams and collaborate to complete the graphic organizer. HANDOUT Page 17 Key Themes Directions for creating Padlet Padlet is a wall which is the “web page” where people share their thoughts and messages. Having workshop participants share ideas on a wall promotes collaboration because they can see each others’ activity/responses on the wall instantly. Watch a short 6 minute tutorial at https://www.youtube.com/watch?v=UuzciL8qCYM Go to Padlet.com Create an account Log in to Padlet Click “Create new padlet” On the right side of the page, click ”Modify this wall” Under the “Title” heading, type “Five Themes” Under the “Description” heading type “Please share one key point from your designated theme.” Click address, select “Pick a Padlet.com address” Type an address e.g. elaeld Click “Pick” Copy the address from the “Current Address” heading and post it on your PPT slide Click “Privacy” button, you can check the “Moderate posts” box Double click on the wall, begin to type the five themes in five columns horizontally. You can tell your participants to create post it notes below each heading. To see the image of a sample wall, visit Your participants need to have a computer or iPad with internet access to participate in this activity. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

16 Develop Understanding of the Key Themes
Count off 1-5 at your table. Meaning Making Language Development Effective Expression Content Knowledge Foundational Skills Read about the theme that corresponds to your number in the handout Key Themes. Record four ideas about your theme on the appropriate column of the Key Themes graphic organizer. Share ideas with your team and collaborate to complete the graphic organizer. SLIDE TIME IN MINUTES RUNNING TIME 10 minutes minutes Clarify the activity directions. 1.Count off 1-5 at your table. 2. Read about the theme on the handout (2014 English Language Arts/English Language Development Framework) that corresponds to your number. 3. Record four ideas about the theme from your reading in the appropriate column of the graphic organizer. 4. Share your team’s ideas with other teams and collaborate to complete the graphic organizer. HANDOUTS Page 17 - Key Themes Page 18 - Key Themes Graphic Organizer This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

17 Structure of the CA CCSS for ELA/Literacy
To learn more about CA CCSS for ELA/Literacy, go to Professional Learning Modules. SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Before exploring the correlation between the ELA/Literacy standards and the ELD standards, let’s first remind ourselves of the structure and organization of both sets of standards. Figure 1.3 in Chapter 1 (page 13 provides an overview of the structure of the CA CCSS ELA/Literacy standards by strand, domain, sub-strand, and standards. To learn more about CA CCSS for ELA/Literacy, go to Professional Learning Modules. HANDOUT Page 19 Figure 1.3 Structure of the CA CCSS for ELA/Literacy This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

18 Structure of the CA CCSS for ELA/Literacy
To learn more about CA CCSS for ELA/Literacy, go to Professional Learning Modules. SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Continued from slide 18. HANDOUT Page 19 Figure 1.3 Structure of the CA CCSS for ELA/Literacy This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

19 Structure of the CA ELD Standards
To learn more about CA CCSS for ELA/Literacy, go to Professional Learning Modules. SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes Figure 1.11 (page 33 of Chapter 1) provides an overview of the CA ELD standards. To learn more about CA ELD Standards, go to Professional Learning Modules. HANDOUT Page 20 Figure 1.11 Structure of the CA ELD Standards This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

20 Structure of the CA ELD Standards
To learn more about CA CCSS for ELA/Literacy, go to Professional Learning Modules. SLIDE TIME IN MINUTES RUNNING TIME 5 minutes minutes Continued from slide 20. Ask participants to respond to these two questions. How do the 2012 ELD Standards different from the 1999 ELD Standards? What might be some implications? Invite participants to share their responses. HANDOUT Page 20 Figure 1.11 Structure of the CA ELD Standards This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

21 SLIDE TIME IN MINUTES RUNNING TIME
10 minutes minutes Direct participants to page 7 Figure 1.15 of the handout. Figure 1.15 can also be located on pages of Chapter 1 Many-to-Many Correspondences between Grade 5 CA CCSS for ELA/Literacy and CA ELD Standards. The first column includes the CA CCSS for ELA/Literacy Standards that might be taught in a given lesson or unit. Notice that the four strands of reading, writing, speaking and listening, and language are all included. RL.5.5 is a Reading Literature Standard; RI 5.5 is a Reading Informational Text Standard. Next, we see W.5.1, W.5.4 and W.5.5 which are all writing standards. SL.5.4 is a speaking and listening standard and L.5.1 and L.5.3 are language standards. Take a moment to browse the standards in the first column and consider how they might be integrated within a given lesson or unit. Remember the ELD Standards are nested within the CA CCSS ELD/Literacy Standards. For example, if you look at ELD Standards 2b in the Emerging, Expanding, and Bridging columns, you will notice how students are asked to use connecting words and phrases to comprehend text. This ELD Standard links to W.5.1c in the ELA/Literacy column. Next, take a moment to browse Figure Identify additional connections between the CA CCSS ELA/Literacy standards and the ELD standards. Additional connections may include: W 5.1 connects to ELD Standard 1 RI 5.5 connects to ELD Standard 1 HANDOUT Page 21 - Figure 1.15: Many-to-Many Correspondences between Grade 5 CA CCSS for ELA/Literacy and CA ELD Standards POSSIBLE RESOURCE eStandards App This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

22 Let’s Observe It! As you watch the video montage, record evidence of the five key themes onto the video note-taking guide. Meaning Making Language Development Effective Expression Content Knowledge Foundational Skills SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (slides 23 & 24) minutes Let’s wrap up our study of Chapter 1 by observing how the key themes of the Framework play out in classrooms. When we have excellent instruction and ample opportunities to practice, students are able to make meaning and independently apply writing skills. Growth in meaning making, effective expression, content knowledge and foundational skills depend on students increasing their proficiency and sophistication in language. Let’s observe this video and see what practices we can identify that give evidence students are developing meaning making, language development, effective expression, content knowledge or foundational skills. Use your Handout Citing Evidence of the Key Themes: Video Note-taking Guide to capture your ideas. HANDOUT Page 22 - Citing Evidence of the Key Themes: Video Note-taking Guide This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

23 Viewing the Key Themes Hypothesizing about Bugs (TK-1st Grade)
https://www.teachingchannel.org/videos/pre-k-science-lesson Grappling with Complex Informational Text (Grade 5) Text Analysis: Questions & Symbols (Grades 9-12) https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (slides 23 & 24) minutes Identify which of the video examples best meets the needs of your participants. Show the video clip and direct participants to complete the Citing Evidence of the Key Themes: Video Note-taking Guide while watching the video. HANDOUT Page 22 - Citing Evidence of the Key Themes: Video Note-taking Guide This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

24 Collaborative Discussion
At your table, discuss the key ideas from this video. SLIDE TIME IN MINUTES RUNNING TIME 5 minutes minutes Participants debrief the video with their tablemates, emphasizing the implications and adding additional notes to their note-taking guides. Each table representative will report one key idea to the whole group. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

25 Chapter 2: Key Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment
Outcomes To review the sections of Chapter 2 To illustrate the differences between Integrated and Designated ELD SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Introduce the outcomes for Chapter 2, Key Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

26 Five Sections Goals of ELA/Literacy and ELD Instructional Context
Key Themes of ELA/Literacy and ELD Approaches to Teaching and Learning English Language Development SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Introduce the five major sections in Chapter 2. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

27 Jigsaw Activity Read your assigned section. Create a 3-2-1 Response
3 Big Ideas of the section 2 Questions that the section raises 1 Ah Ha about classroom implications SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (Slides 27-29) minutes Instructor Note: Choose the jigsaw option on slide 28 or slide 29 based on the group size. The intent of this jigsaw is to have participants become familiar with the Goals of ELA/ELD literacy instruction, context for learning, and approaches to teaching and learning. Direct particiapants to access Chapter 2 of the ELA/ELD Framework online. They will read the assigned pages. See assignment of the reading on slide 28 or 29. Ask participants to take notes on the Graphic Organizer. HANDOUT Page Handout This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

28 Jigsaw Activity for Small Group
Read Goals of ELA/Literacy and ELD Instruction (pg. 4 line pg. 15 line 346) Read Context for Learning (pg. 15 line pg. 24 line 591 including chart) Read Approaches to Teaching and Learning (pg. 55 line pg. 63 line 1484) Read Approaches to Teaching and Learning, Using Assessment to Inform Instruction (pg. 63 line pg. 72 line 1754) SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (Slides 27-29) minutes Count participants off by fours, and have them read the section associated with their number. Direct participants to locate the Graphic Organizer for note taking. If you have a smaller group, use this slide and grouping. This option does not include the section on Key Themes, with the idea that the overview provided previously was enough to pique their interest. This section will be revisited in every grade level section, with information more specific to each grade level. This jigsaw leaves each participant 8 or 9 pages of reading, which should be doable within a ten minute time span. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

29 Jigsaw Activity for Large Group
Read Goals of ELA/Literacy and ELD Instruction (pg. 4 line 38 - pg. 15 line 346) Read Context for Learning (pg. 15 line pg. 24 line 591 including chart) Read Key Themes of ELA/Literacy and ELD Instruction (pg. 25 line 592- pg. 35 line 771) Read Key Themes of ELA/Literacy and ELD Instruction, starting with Reading Closely (pg. 35 line pg 44 line 965) Read Key Themes of ELA/Literacy and ELD Instruction, starting with Effective Expression (pg 44 line pg 55 line 1252) Read Approaches to Teaching and Learning (pg. 55 line pg. 63 line 1484) Read Approaches to Teaching and Learning, starting with Using Assessment to Inform Instruction (pg. 63 line pg. 72 line 1754) SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (Slides 27-29) minutes Count participants off by sevens, and have them read the section associated with their number. Direct participants to locate the Graphic Organizer for note taking. If you have a larger group, use this slide and grouping. Here we include the section on Key Themes, so that participants can preview the themes that will structure each of the grade level sections. Because these themes will be revisited in every grade level section, with information more specific to each grade level, it could be helpful for each group to have the opportunity to investigate them more deeply. This jigsaw leaves each participant 8 or 9 pages of reading, which should be doable within a ten minute time span. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

30 Process Jigsaw Reading
Participants take turns to share their ideas from the reading. SLIDE TIME IN MINUTES RUNNING TIME 8 minutes minutes Choose from the options below or determine a method for participants to share their notes. Make a list independently, then come together in an expert group to share ideas and create one master list, which they post on chart paper Ideas may be shared through a whole group “call-out” Lists may be created and shared on Google docs Lists may be created and shared on Today’s Meet Lists may be created and shared on Padlet This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

31 English as an Additional Language
The ELA/ELD framework offers guidance on scaffolding, designing and implementing the type of quality instruction that will ensure an English learner’s rapid progression along the ELD continuum, achieving full access to the standards and curriculum thus successfully adding another language. SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes The final major section addressed in Chapter 2 is English language development. The concept of English as an additional language for ELs is introduced in the Framework to propose an additive approach to language learning. Bilingualism is a cognitive asset as explained on page 16 in the framework. Our ELs by default are adding another language and becoming bilingual. As ELs progress along the ELD continuum, teachers adjust the level of support they provide to meet their students’ language learning needs and promote the use of the academic English needed for specific academic topics. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

32 What Are Some Ways to Provide Language Development and Support for ….
English Learners in content areas...? English Learners in their language development class? SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes Allow a moment for participants to think about the two questions. Direct participants to share their responses with an elbow partner. If time allows after partners have shared, pose the follow-up questions below: What is your school currently providing? What would you like to see for your ELs? This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

33 ELD Instruction All teachers must attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levels of English . In this chapter of the Framework, ELD instruction is described generally and then in terms of using the CA ELD standards in two ways: Designated ELD; and Integrated ELD SLIDE TIME IN MINUTES RUNNING TIME 3 minutes minutes Some/many of you mentioned language or vocabulary development. Chapter 2 Page 76 states that all teachers must attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levels of English. In this section, ELD instruction will be described first generally and then in terms of using the CA ELD standards in two ways: Integrated ELD, in which all teachers with ELs in their classrooms use the CA ELD Standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards. Designated ELD, or a protected time during the regular school day in which teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English. Chapter 2 Page 76 This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

34 Integrated + Designated
Both/And “ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD.” Integrated + Designated SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Ask a participant to read the quote. It is important to note that English learners at all proficiency levels receive both integrated and designated ELD. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

35 Integrated ELD Table activity and discussion:
Individually read in ELA/ELD Framework (pg. 78 lines and pg. 81 Figure 2.21) What are the key words that help you understand Integrated ELD? Highlight these words. Discuss with a partner. SLIDE TIME IN MINUTES RUNNING TIME 5 minutes minutes To learn more about integrated ELD, let’s read a section of the framework. Have participants read page 78 lines and page 81 Figure 2.21. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

36 Integrated ELD Effective instructional experiences for ELs throughout the day and across the disciplines: Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging Are appropriately scaffolded in order to provide strategic support that moves learners toward independence Build both content knowledge and academic English Value and build on primary language and culture and other forms of prior knowledge Chapter 2 Figure Integrated ELD Page 87 SLIDE TIME IN MINUTES RUNNING TIME 2 minutes minutes Review the key features of Integrated ELD. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

37 Designated ELD “Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English” “During this protected time, ELs should be actively engaged in collaborative discussions where they build up their awareness about language and develop their skills and abilities to use language.” ELA/ELD Framework Chapter2 p. 88 SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Ask participants to read the quotes defining designated ELD. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

38 Designated ELD Snapshots
TK-K: 3.6 Designated ELD Connected to Science in Kindergarten (Emerging and Expanding) 1-3: 4.3 Designated ELD Connected to Science in Grade 2 4.10 Designated ELD Connected to ELA in Grade 3 (Expanding) 4-5: 5.4 Designated ELD Connected to Mathematics 5.9 Designated ELD Connected to ELA and the Visual Arts (Emerging) 6-8: 6.2 Designated ELD Connected to World History in Grade 6 9-12: 7.4 “Unpacking Sentences” and “Nominalization” in Complex History Texts (Late Emerging to Early Expanding) SLIDE TIME IN MINUTES RUNNING TIME 10 minutes (slide 38-39) minutes Have participants select the snapshots or vignette of their grade-level choice. As they read, ask them to record notes on the Designated ELD in Action handout. TK-K Snapshot 3.6 Chapter 3 Pages Designated ELD Connected to Science in Kindergarten Grades 1-3 Snapshot 4.3 Chapter 4 Pages 63-64 Designated ELD Connected to Science in Grade Two Grades 1-3 Snapshot 4.1 Chapter 4 Pages Designated ELD Connected to ELA in Grade Three Grades 4-5 Snapshot 5.4 Chapter 5 Page 70 Designated ELD Connected to Mathematics    Grades 4-5 Snapshot 5.9 Chapter 5 Pages Snapshot 5.9 Designated ELD Connected to ELA and the Visual Arts Grades 6-8 Snapshot 6.2 Chapter 6 Page 66 Designated ELD Connected to World History in Grade Six Grades 9-12 Vignette 7.4: Designated ELD Instruction in Grade Eleven: “Unpacking Sentences” and “Nominalization” in Complex History Texts Chapter 7 Pages Chapter 2 page 92 Figure Designated ELD Instruction Essential Features HANDOUTS Pages Designated ELD Snapshots Page 36 Connections to Key Themes and the Snapshots This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

39 Designated ELD in Action!
Locate the handout titled Designated ELD in Action! Record your responses to the following prompts: What is the role of content and how does this lesson build into and from the content students are learning the rest of the day?   What kind of language are students using and how are they developing it? How does the teacher determine when students need additional support and how is the support provided? 10 minutes (slide 38-39) cont minutes This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

40 Designated ELD ~ A Video Example
Using Sentence Frame to Jumpstart Writing https://www.teachingchannel.org/videos/jumpstart-student-writing SLIDE TIME IN MINUTES RUNNING TIME 10 minutes minutes This video montage demonstrates how designated ELD works. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

41 Integrated ELD and Designated ELD
Locate the handout titled ELD Compare and Contrast Graphic Organizer and complete the activity. What is similar and what is different about Integrated ELD and Designated ELD? Complete the ELD Compare and Contrast Graphic Organizer with a partner SLIDE TIME IN MINUTES RUNNING TIME 3 minutes minutes Have participants complete the ELD Compare and Contrast Graphic Organizer with a partner. HANDOUT Page 23 - ELD Compare and Contrast Graphic Organizer This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

42 Additional Support for Learning about Integrated and Designated ELD in the Framework
Grade Span Descriptions of Integrated and Designated ELD Grade Specific Descriptions Snapshots by Grade Vignettes by Grade SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Share with participants that the grade level Chapters 3-7 have snapshots and vignettes that will provide greater clarity to help teachers to understand this complex concept. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

43 Some Considerations Integrated ELD Primary Language Support (p. 70)
Designated ELD Essential Features of Designated English Language Development (Figure 2.23) Grouping for Designated ELD SLIDE TIME IN MINUTES RUNNING TIME 1 minute minutes Point out that these are additional considerations when planning for ELD instruction. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

44 Conclusion: A Comprehensive Approach to ELD
“ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration between educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual ELs and a persistent belief that all ELs can achieve the highest levels of academic and linguistic excellence.” ELA/ELD Framework SLIDE TIME IN MINUTES RUNNING TIME 1 minutes minutes Have participants read the quote on the slide. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

45 California’s Commitment
“California is a vibrant and dynamic state of extraordinary global influence and is unsurpassed in its cultural and linguistic resources, yet too many of its children and youth are ill-prepared for the incredible opportunities that await them. The adoption of the CA CCSS in ELA/Literacy and the CA ELD Standards and the development of the ELA/ELD Framework represent California’s commitment to ensure that all its students receive an education that will enable them to take advantage of possibilities, pursue their dreams, and contribute to the wellbeing of California and the world. The most promising futures await our students and our society when we ensure that all individuals acquire strong literacy and language skills in every discipline.” ELA/ELD Framework (2014) SLIDE TIME IN MINUTES RUNNING TIME 4 minutes minutes Ask participants to reread the quote introduced in the Introduction to the Framework. Consider what you have learned in the introduction to the Framework and how it contributes to the vision. This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

46 Collaborative Summary
1: Decide what are the most important ideas in this module. Step 2: Summarize the most important ideas in 20 or fewer words. It can be more than one sentence. SLIDE TIME IN MINUTES RUNNING TIME 3 minutes minutes This is a version of a Collaborative Summary used in the ELA/ELD Framework. Work with a partner to complete your sentences. Decide on what you considered to be the overarching ideas or messages from this module. The sentence might be: The Framework’s goal is to support all students to develop content, literacy and language skills for 21st century success. (19 words) This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013


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