Integrated and Designated ELD Dr. May Moua & Alma DeLuna Merced County Office of Education

What do you know about the ELD Standards?

9/19/2018 ELA/ELD Framework

Interrelationship of the CA CCSS for ELA/Literacy and the CA ELD Standards 9/19/2018 Bottom to Top: What, How, and Purpose?

(Mode of Communication) California ELD Standards Part I: Interacting in Meaningful Ways (Mode of Communication) Part II: Learning About How English Works (Knowledge of Language) Part III: Using Foundational Literacy Skills Collaborative (engagement in dialogue with others) Interpretive (comprehension and analysis of written and spoken texts) Productive (creation of oral presentations and written texts) Structuring Cohesive Texts Expanding & Enriching Ideas Connecting and Condensing Ideas Considerations for instruction in foundational literacy at each grade level K–5, and the grade span 6–12 When we get down to the standards themselves, they are organized into three parts. Part 1, Interacting in Meaningful Ways, takes priority over Part II, Learning About How English Works. The idea is that we need to get students actually using the language, so when we talk to them about how it works, they have a frame of reference. Part III is going to be most important for early primary teachers, because it aligns to the foundational skills section – learning to read – in the common core. The standards span up to 12th grade acknowledging the special needs of newcomers who arrive with a foundation in a non-Latin alphabet or without literacy skills in any language.

GIST & Cite Evidence Goal Critical Principles… What have you learned? Grade Level Part 1: A B C There are 2 ways to go through the process Lecture Model Romo Way – Travel and Experience the new ELD Standards through a process When you go back you ask yourself which one might work better for your teachers Part 3 Part 2: A B C

Part III: Using Foundational Literacy Skills Appendix A Part III: Using Foundational Literacy Skills Outlines general guidance on providing instruction to ELs on foundational literacy skills aligned to ELA Reading Foundational standards. After Kindergarten, if older students have gaps in learning skills due to schooling gaps, you need to go back to fill in those gaps – Appendix A shows you the ELA RF standards that may be able to assist teachers with filling those skills gaps.

Foundational Literacy Skills TK-12 Critical for English Learners who need to learn basic literacy Print Concepts Phonological Awareness Phonics and Word Recognition Fluency ELA Common Core Reading Standards contain Foundational Skills for Grades K-5. These skills are critical for English learners at all ages who need to learn basic literacy. Instruction in these skills for ELs need to be differentiated depending upon the individual student’s previous literacy experiences in his or her native language, as well as his or her age and level of schooling. Also to be considered: the student’s level of oral proficiency in the native language and in English; how closely the student’s native language is related to English and the type of writing system in the native language. T-Chart: Challenges and Benefits EL’s must develop oral proficiency in English at the same time they are learning to read and write Native language literacy skills can transfer to English literacy learning, if the student has them students’ prior literacy experience (including oral proficiency) in their native language how close the native language is to English and the type of writing system used students’ age and level of schooling

Foundational Literacy Skills TK-12 Grade Span Overview Student Language & Literacy Characteristics Considerations for Foundational Literacy Skills Instruction Oral Print Oral Print Grade Level What might support look like at your grade level and/or content? CCSS for ELA Reading Standards: Foundational Skills Take some time to review Appendix A -your grade level -on chart paper, fill in this graphic ie: 3rd grader with little to no spoken English, how might you support his/her learning by using Appendix A Oral Print

(Mode of Communication) California ELD Standards Part I: Interacting in Meaningful Ways (Mode of Communication) Part II: Learning About How English Works (Knowledge of Language) Part III: Using Foundational Literacy Skills Collaborative (engagement in dialogue with others) Interpretive (comprehension and analysis of written and spoken texts) Productive (creation of oral presentations and written texts) Structuring Cohesive Texts Expanding & Enriching Ideas Connecting and Condensing Ideas Considerations for instruction in foundational literacy at each grade level K–5, and the grade span 6–12 When we get down to the standards themselves, they are organized into three parts. Part 1, Interacting in Meaningful Ways, takes priority over Part II, Learning About How English Works. The idea is that we need to get students actually using the language, so when we talk to them about how it works, they have a frame of reference. Part III is going to be most important for early primary teachers, because it aligns to the foundational skills section – learning to read – in the common core. The standards span up to 12th grade acknowledging the special needs of newcomers who arrive with a foundation in a non-Latin alphabet or without literacy skills in any language.

Part II: Learning About How English Works Appendix B Part II: Learning About How English Works

Appendix B Text Level Understandings p. 6-9 Sentence- and Clause- Level Understandings p. 9-13 Phrase Level Understandings & Word Level Understandings p. 13-15 GIST Example(s) Application Jigsaw Activity Be prepared to share how the information presented can help teachers scaffold complex text for English Learners by producing a graphic organizer.

Theoretical Foundations and Research Base for California ELD Standards Appendix C Theoretical Foundations and Research Base for California ELD Standards

Learner / Engagement (zone of proximal development) High Challenge Frustration/ Anxiety Zone Learner / Engagement (zone of proximal development) Boredom Zone Comfort Zone High Support Low Suppo r t We want to avoid low support and don’t want to allow students too much time in their comfort zone, because they are not moving forward when they spend there time here. We need to aim for the sweet spot of engagement within their ZPD. Low Challenge

https://www.youtube.com/watch?v=YXXgloyYFkw 9/19/2018 Highlight the verbs (functions). How might the required thinking change along the DOK/Bloom’s spectrums. https://www.youtube.com/watch?v=YXXgloyYFkw

Please check the standards that you experienced?

Integrated ELD Designated ELD What is…? 9/19/2018 Integrated ELD Designated ELD

Integrated ELD T-Chart What do you know? Research 2 Slides (8-9), add to chart w/different color Research Technology: CDE and Broker of Expertise and add more What have you learned? Chart, then share out.

Build both content and academic English 9/19/2018 Integrated ELD Effective Instructional experiences for English Learners throughout the day and across disciplines Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging Appropriate scaffolding in order to provide strategic support that moves English Learners toward independence Build both content and academic English Value and build on primary language and culture, and other forms of prior knowledge ELA/ELD Framework, Chapter 3, page 98

Instructional Planning for Integrated ELD 9/19/2018 Instructional Planning for Integrated ELD Routinely examine the texts and tasks used for instruction in order to identify language that could be challenging for ELs Determine where there are opportunities to highlight and discuss particular language resources Observe students to determine how they’re using the language teachers are focusing on Adjust whole group instruction or work with small groups or individuals in order to provide adequate and appropriate support

Designated ELD T-Chart What do you know? Research 3 Slides (11-13), add to chart w/different color Research Technology: CDE and Broker of Expertise and add more What have you learned? Chart, then share out.

Features of Designated ELD 9/19/2018 Features of Designated ELD Intellectual Quality: Students are provided with intellectually motivating, challenging, and purposeful tasks, along with the support to meet these tasks. Academic English Focus: Students’ proficiency with academic English and literacy in the content areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content standards, should be the main focus of instruction. Extended Language Interaction: Extended language interaction between students with ample opportunities for students to communicate in meaningful ways using English is central. Opportunities for listening/viewing and speaking/signing must be thoughtfully planned and not left to chance. As students progress along the ELD continuum, these activities must also increase in sophistication. ELA/ELD Framework, Chapter 3, page 82

Features of Designated ELD 9/19/2018 Features of Designated ELD Focus on Meaning: Instruction predominantly focuses on meaning, makes connections to language demands of ELA and other content areas, and identifies the language of texts and tasks critical for understanding meaning. Focus on Forms: In alignment with the meaning focus, instruction explicitly focuses on learning about how English works, based on purpose, audience, topic, and text type. This includes attention to the discourse practices, text organization, grammatical structures, and vocabulary that enable us to make meaning as members of discourse communities. Planned and Sequenced Events: Lessons and units are carefully planned and sequenced in order to strategically build language proficiency along with content knowledge. ELA/ELD Framework, Chapter 3, page 82

Features of Designated ELD 9/19/2018 Features of Designated ELD Scaffolding: Teachers contextualize language instruction, build on background knowledge, and provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is both planned in advance and provided “just in time.” Clear Lesson Objectives: Lessons are designed using the CA ELD Standards as the primary standards and are grounded in the appropriate content standards. Corrective Feedback: Teachers provide students with judiciously selected corrective feedback on language usage in ways that are transparent and meaningful to students. Overcorrection or arbitrary corrective feedback is avoided. Formative Assessment Practices: Teachers frequently monitor student progress through informal observations and on-going formative assessment practices, and they analyze student writing, work samples, and oral language production in order to prioritize student instructional needs. ELA/ELD Framework, Chapter 3, page 82

Grouping for Designated ELD 9/19/2018 Grouping for Designated ELD During Designated ELD, and only during Designated ELD, ELs should be grouped at similar English language proficiency levels so that teachers can strategically target their language learning needs. It is imperative that grouping during the rest of the day be heterogeneous in order to ensure that ELs interact with proficient English speakers. EL students must not be removed from other core content instruction (e.g., ELA, Science) in order to receive Designated ELD instruction. Designated ELD must be provided in addition to all core content instruction. ELA/ELD Framework, Chapter 3, page 83

Video Vignettes Integrated ELD Designated ELD https://goo.gl/7KnjkL https://goo.gl/cMQqGF

Integrated and Designated ELD: 5th Grade Vignettes 9/19/2018 Integrated and Designated ELD: 5th Grade Vignettes Read the 5th Vignette pages 1-8 (Alone, Jig-saw, or break up into 2 parts). Highlight and make comments to key points. Find support for Integrated ELD and Designated ELD.

Integrated ELD Designated ELD 9/19/2018 Integrated ELD Designated ELD

Integrated & Designated ELD In integrated ELD, there is a focus on both content and academic English whereas, in designated ELD there is a primarily academic English focus. In integrated ELD, all teachers need to be aware of ELD standards and strategies. When grouping in an integrated classroom, make sure to create mixed-level groups. The teacher’s focus is on observing the use of content-specific language. In designated ELD, the teacher needs to be aware of content standards to support ELs. Grouping in a designated ELD classroom should be similar-level. The Teacher’s focus is on stepping-in and giving corrective feedback.

Integrated & Designated ELD There are two types of ELD instruction. Integrated ELD is used to build academic content and language simultaneously within heterogeneous groups throughout the day in individual class periods. Designated ELD instruction is used to build language proficiency by developing skills to understand how the English language works within homogeneous groups in a specific time setting.

What do you know about the ELD Standards?

Questions Dr. May Moua 381-6648 mtmoua@mcoe.org Alma De Luna 381-6649 adeluna@mcoe.org