1. 1 Presentation PURPOSE is to build awareness and knowledge of the ELD standards and how they relate to the content areas Master the knowledge of ELD Stds Practice the application of Standards in the content areas

2. 2 Standards can be taught across the curriculum Cooking and Woodworking can teach math Music and Art can teach history and literature Relate standards to real activities: finding perimeter, area, and volume…measuring the dimension of a house PE classes can teach integration of movement and games with measurement and strategy…vocabulary and thinking skills from the other curricular areas Learning is enjoyable when you can perform and demonstrate knowledge

3. 3 THE “RIGHT” ANSWER Mary had four balls, John had three balls. How many balls did they all have together? (Show your work.) 4 + 3 = 7 OR ●● + ● = ●●● ●● ●● ●●●●

4. 4 Mastery vs. coverage Standards need to be mastered vs. “getting through the text” Give multiple chances to be successful (achieve) Attorneys, Physicians, and Teachers need to be certified…. With Standards, Assessment informs curriculum and gives you a “roadmap” on what you need to teach…

5. 5 Academic standards should… Be rigorous and challenging Be related to the technological forces that will mold the 21st century in which today’s students will live and work Provide a fair and equitable basis for evaluation (Question: What about English language learners? Where do they fit in?) …Reeves, 2002

6. 6 Instant Poll: “Read" or used the Map of Standards for English Learners? Never Read Read version 1 or 2 Read version 3 Read version 4 Attended John's workshop on version 3 or 4 Have been using version 3 or 4 in my classroom

7. ELD Standards begin the journey to all Core Content Standards Math ELA 7 ELD

8. 8 ELA Standards ELD Standards What all students are expected to know and be able to do Performance (how well) defined by test –Advanced –Proficient –Basic –Below Basic –Far Below Basic What all English Learners are expected to know and be able to do… at each proficiency level –Advanced –Early Advanced –Intermediate –Early Intermediate –Beginning Content StandardsContent/Proficiency Standards

9. 9 ELD Performance Levels Program Decisions Instruction to Strategic Groups Interventions No Yes

10. ELD and ELA Standards by Grade Level/Span K-8 Each grade level Grade spans 9-10, 11-12 Grade spans: –K-2 –3-5 –6-8 –9-12 Find in Map ELD Standards ELA Standards 10

11. 11 Organization of Standards 3 Domains Listening/ Speaking ReadingWriting Listening & Speaking Word Analysis Fluency & Vocabulary Development Comprehension Literary Response & Analysis Strategies & Applications Conventions Strands Find in Map

12. 12 Part 1: Understanding How to Navigate the Map ELD cluster = ELD standards that target the same concept/skill for Beginning to Advanced English learners (e.g., main idea) ELD clusters are matched to ELA standards –ELD clusters have reference #s & labels –ELA standards use CA reference #s

13. 13 Strand Cluster ELD Labels ELD Cluster #s

14. 14 Essential Standards/ELD Clusters

15. 15 Expectation for grade 2 only

16. 16 ELD cluster 3 matched with grade 6 ELA 2.4, grade 7 ELA 2.4 grade 8 ELA 2.3

17. 17

18. 18 Part 2: Using the Map as a Teaching Tool Identify the essential standards –Appendix: bird’s eye view –Essential standards are embedded in the Map (ES and ES*) Develop a standards-based lesson plan focused on the essentials

19. 19 Purpose of Essential Standards Starting point for designing and practicing standards- based lessons Match resources (funds, people, time) to priority levels (1 st = essential, 2 nd = important) –varied, flexible opportunities to learn essentials Monitor and report student progress –Decisions about promotion and interventions –Communicating with parents

20. 20 Standards-Based Instruction TRADITIONAL Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade/feedback Move onto a new topic STANDARDS-BASED Select standard(s) Design an assessment to show mastery Plan diverse learning activities Plan diverse teaching strategies Use data for feedback: move on or re-teach Adapted from Western Assessment Collaborative at WestEd

21. 21 Co-Standards: The Key to Teaching All Standards Do NOT try to teach & assess standards individually; find “co-standards” (ELD clusters) that are complementary –Address similar concepts/skills; go together –May form a natural sequence in teaching –Use ELD cluster labels to help in the search –1 st – Look in the strand (e.g., Comprehension) –2 nd – Look in other strands and domains

22. 22 Starter Example Grade: 6 ELD Levels: EI, I Lesson Title:Comprehending a Story in Literature Target Standard(s): ELD ELA Label RC-4 2.3 Explain Main Idea Co-Standards: ELD# ELA# Label RC-3 2.4 Respond to Comprehension Question RFV 3 1.4 Decode New Words RFV5 1.2 Use Analogies & Metaphors LRA5 3.6 Analyze Themes WSA5 3.6 Write responses to Literature In the strand In other domain RC = Reading Comprehension RFV =Reading Fluency & Voc. Dev. LRA= Literary Response& Analysis WSA = Writing Strategies & Applications In other strand

23. 23 Activity: Analyze ELD Standards & Compare to ELA Select your preferred grade span Follow from Beginning to Advanced ELD –What key words reflect higher levels? –Note: Reading – Advanced: student must read grade appropriate texts Follow from highest ELD level to ELA standards –Which is more rigorous – highest ELD or ELA? –What are the implications for instruction?

24. 24 Part 3: Reporting & Monitoring Report cards for English learners –Grading practices, profiles, portfolios Reclassification in California Monitoring expected progress

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26. 26 Anchor Paper Activity Purpose: provide experience in determining EL proficiency levels based on student writing Use cluster 2 (WSA)—Write Narratives and Biographies, pg 16, grades 6-8 Determine/discuss the proficiency level of the writing piece handed out with your group