1. TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Next Generation English Language Development Standards AB 124 ELD Standards Revision California State Board Of Education July 18, 2012

2. TOM TORLAKSON State Superintendent of Public Instruction Presentation Objectives Update on ELD standards revision timeline and process Illustrate ways the ELD standards revised to align to CA Common Core –Note: This is the what and why, not how ELD standards will be implemented Provide overview of draft proficiency level descriptors & standards Highlight next steps in context of CCSS implementation 2

3. TOM TORLAKSON State Superintendent of Public Instruction ELD Standards Development Timeline 3

4. TOM TORLAKSON State Superintendent of Public Instruction 4 CDE Guidance: Design Principles for ELD Standards Revision 1.Based on theory, research, and best practice 2.Understandable, usable, and easily transferrable to classroom curriculum and instruction for ELD 3.Meaningful and coherent 4.Include an appropriate level of specificity/granularity and examples 5.Rigorous 6.Concise and measurable 7.Reflect horizontal and vertical alignment

5. TOM TORLAKSON State Superintendent of Public Instruction 5 Implications of New Content Standards on Next-Generation ELD Standards  Uncover and delineate language uses in CCSS:  Social and general/discipline-specific academic, e.g. Obtain information, request clarification Demonstrate understanding, confirm being understood Build on others’ & articulate own ideas Construct explanations, engage in arguments  Express target language uses in progressions Help teachers appropriately scaffold & support language used for content knowledge and action Help ELD assessment developers design appropriate tasks to measure growth

6. TOM TORLAKSON State Superintendent of Public Instruction Key Shifts from Current CA ELD Standards to Next Generation CA ELD Standards FROM A CONCEPTUALIZATION OF…TO UNDERSTANDING… Language acquisition as an individual process  Language acquisition as a developmental linguistic and social process Language as structures or functions  Language as action, subsuming structure and function L2 acquisition as a linear and progressive process aimed at accuracy and grammatical correctness  L2 acquisition as non linear and complex developmental process aimed at comprehension and effective communication Use of simplified texts with minimal context  Use of complex texts with ample context and temporary supports

7. TOM TORLAKSON State Superintendent of Public Instruction Key Shifts (continued) FROM A CONCEPTUALIZATION OF…TO UNDERSTANDING… Use of activities that pre-teach content or simply “help students get through texts”  Activities that scaffold students’ development and autonomy as part of learning and development Isolated, discrete, structural features of language  Exploration of how language is purposeful and patterned to do its particular rhetorical work Traditional grammar as a starting point to access texts  Multimodal grammar addressed within a context of texts and academic tasks Literacy foundational skills as one-size-fits-all, neglecting linguistic resources  Literacy foundational skills targeting varying profiles of ELs, tapping linguistic resources

8. TOM TORLAKSON State Superintendent of Public Instruction Proficiency Level Descriptors 8

9. TOM TORLAKSON State Superintendent of Public Instruction 9

10. TOM TORLAKSON State Superintendent of Public Instruction Rationale for New ELD Standards Structure Call attention to meaning and interaction and building knowledge of linguistic features and structure of English as interconnected and complementary Just as teachers focus on meaningful and engaging activities to build content knowledge before delving into specifics about how language is structured… –ELD Standards are organized to focus on meaning and interaction first, then knowledge about language and how it works –Literacy foundational skills section is provided separately to highlight potential need for teachers to help EL students develop these when appropriate. (Christie, 2012; Derewianka, 2011; Gibbons, 2009; Hyland, 2004; Schleppegrell, 2004, 2009; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Short & Fitzsimmons, 2007 ) 10

11. TOM TORLAKSON State Superintendent of Public Instruction Walk-Through of Draft Next-Generation ELD Standard Structure: Grade 4 11

12. TOM TORLAKSON State Superintendent of Public Instruction Sample ELD standard: Grade 4 12

13. TOM TORLAKSON State Superintendent of Public Instruction 13 Sample ELD standard: Grade 4

14. TOM TORLAKSON State Superintendent of Public Instruction 14 Sample ELD standard: Grade 4

15. TOM TORLAKSON State Superintendent of Public Instruction 15 Sample ELD standard: Grade 4

16. TOM TORLAKSON State Superintendent of Public Instruction 16 Sample ELD standard: Grade 4

17. TOM TORLAKSON State Superintendent of Public Instruction 17 Sample ELD standard: Grade 4

18. TOM TORLAKSON State Superintendent of Public Instruction 18 Sample ELD standard: Grade 4

19. TOM TORLAKSON State Superintendent of Public Instruction Communicative Modes Collaborative: 1.Exchanging information and ideas with others through oral dialogue on a range of social and academic topics 2.Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3.Offering and supporting opinions and negotiating with others in communicative exchanges 4.Adapting language choices to various contexts (based on purpose, interlocutors, and modality) 19

20. TOM TORLAKSON State Superintendent of Public Instruction Interpretive: 5.Listening actively to spoken English in a range of social and academic contexts 6.Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 7.Evaluating how well writers use language to support ideas & opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area 8.Analyzing how writers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area 20 Communicative Modes

21. TOM TORLAKSON State Superintendent of Public Instruction Productive: 9. Expressing information and ideas in formal oral presentations on academic topics 10. Composing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Supporting own opinions and evaluating others’ opinions in writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas 21 Communicative Modes

22. TOM TORLAKSON State Superintendent of Public Instruction Structuring Cohesive Texts 1. Text structure 2. Cohesion Expanding & Enriching Ideas 3. Verbs and verb groups (phrases, tense, aspect, modals, etc.) 4. Nouns and noun groups 5. Modification (relative clauses, prepositional phrases, etc.) Connecting & Condensing Ideas 6. Connecting ideas 7. Condensing ideas 22 Language Processes

23. TOM TORLAKSON State Superintendent of Public Instruction Structuring Cohesive Texts 1. Text structure 2. Cohesion Expanding & Enriching Ideas 3. Verbs and verb groups (phrases, tense, aspect, modals, etc.) 4. Nouns and noun groups 5. Modification (relative clauses, prepositional phrases, etc.) Connecting & Condensing Ideas 6. Connecting ideas 7. Condensing ideas 23 Language Processes

24. TOM TORLAKSON State Superintendent of Public Instruction Structuring Cohesive Texts 1. Text structure 2. Cohesion Expanding & Enriching Ideas 3. Verbs and verb groups (phrases, tense, aspect, modals, etc.) 4. Nouns and noun groups 5. Modification (relative clauses, prepositional phrases, etc.) Connecting & Condensing Ideas 6. Connecting ideas 7. Condensing ideas 24 Language Processes

25. TOM TORLAKSON State Superintendent of Public Instruction 25 Sample ELD standard: Grade 4

26. TOM TORLAKSON State Superintendent of Public Instruction 26 Sample ELD standard: Grade 4

27. TOM TORLAKSON State Superintendent of Public Instruction 27 Sample ELD standard: Grade 4

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29. TOM TORLAKSON State Superintendent of Public Instruction 29 6 s

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31. TOM TORLAKSON State Superintendent of Public Instruction 31 Sample ELD standard: Grade 4

32. TOM TORLAKSON State Superintendent of Public Instruction 32 Sample ELD standard: Grade 4

33. TOM TORLAKSON State Superintendent of Public Instruction 33 Sample ELD standard: Grade 4

34. TOM TORLAKSON State Superintendent of Public Instruction Next Steps for CA in Larger Context of CCSS Implementation ELD standards revised & approved (2012) ELD implementation plan approved (2013) ELD professional development materials produced (2013-14) ELA/ELD Curriculum Framework developed by Instructional Quality Commission (2014-15) SBAC assessment developed (2014-15) Next-generation ELD assessment developed (2015-16) 34

35. TOM TORLAKSON State Superintendent of Public Instruction Questions and comments… ? 35