Getting Started with the CA ELD Standards Slide Bank* *These slides may be used as graphic representations of some concepts presented in the module and may be modified as needed (see Facilitator’s Guide for more information). Content provided by the California Comprehensive Center at WestEd

Some of the Big Pedagogical Shifts of the CA CCSS for ELA/Literacy Spycher & Linquanti, WestEd. 10/9/13 Some of the Big Pedagogical Shifts of the CA CCSS for ELA/Literacy Close readings of complex informational and literary texts Taking a stand and supporting it with evidence Engaging in collaborative conversations about intellectually rich content Using academic language and developing language awareness Valuing multilingualism and cultural diversity Across the disciplines The CA Common Core State Standards set high expectation for students, including ELs, to use English in advanced ways - across the disciplines. These expectations represent significant shifts from previous standards, and they necessitated key shifts in the CA ELD Standards.

the CCSS for ELA/Literacy. Spycher & Linquanti, WestEd. 10/9/13 The CA ELD Standards AMPLIFY the CCSS for ELA/Literacy. The CA ELD Standards were designed to amplify those language skills, abilities, and understandings that are crucial for successful engagement in school. In this way, the CA ELD Standards are nested within the CCSS for ELA/Literacy. They focus on using English purposefully. They focus on interacting in meaningful ways through three communicative processes – collaborative, interpretive, and productive. And they focus on the language resources students need in order to interact meaningfully and use English purposefully. This includes structuring cohesive texts, expanding and enriching ideas, and connecting and condensing ideas. Spycher, WestEd (2013)

Key Shifts: 1999 to 2012 CA ELD Standards When you look at the 2012 CA ELD Standards, there are some noticeable shifts from previous ELD Standards. One shift features an expanded notion of language. In this expanded view, language is seen as a resource for making meaning with different language choices available depending on who we’re communicating with, what we’re trying to get done with language, and the mode of our communication. Language development is seen as non-linear, dynamic, and spiraling. These shifts have some important instructional implications, as well as implications for the way we observe and assess our students’ language development. CA ELD Standards, Appendix B, CDE

CA ELD Standards: Elements Overview & Proficiency Level Descriptors (PLDs): Correspondences to the CA CCSS for ELA/Literacy CA’s EL Students Proficiency Level Descriptors (PLDs) Structure of the grade level standards Grade Level ELD Standards: Section 1: Goal, Critical Principles, At-a-glance Overview Section 2: Elaboration on Critical Principles Part I: Interacting in Meaningful Ways Part II: Learning About How English Works Part III: Using Foundational Literacy Skills Soon, the appendices will be chapters in a published volume of the CA ELD Standards. Appendices: Appendix A: Foundational Literacy Skills Appendix B: Learning About How English Works Appendix C: Theory and Research Appendix D: Context, Development, Validation Glossary of Key Terms

Three English Language Proficiency Levels Native Language Emerging Expanding Bridging Lifelong Language Learning Lifelong Language Learning: Students who reach proficiency in English must continue to build breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts. Native Language: Students come to school with a wide range of home language resources to be tapped. One of the key differences you’ll find in the CA ELD Standards is that there are three proficiency levels. Another is the recognition of the primary language resources students bring to school: their Native Language. All ELs come to school with language resources, and these primary language resources are viewed in the CA ELD Standards as valuable in their own right and as useful for learning English.

The CA ELD Standards: Structure Spycher & Linquanti, WestEd. 10/9/13 The CA ELD Standards: Structure Section 1: 2-page “Goals, Critical Principles, and “At a Glance” overview Section 2: Grade level standards by proficiency levels

Section 1: Goals, Critical Principles, and “At-a-Glance” Overview Goal we have for our EL students in CA Critical Principles for carrying out the goal Correspondences to the CA CCSS for ELA/Literacy Taking a closer look at section 1, you’ll find that at the very top, there are some statements that articulate the goals we have for all ELs. This is followed by Critical Principles for Developing Language and Cognition in Academic Contexts. These critical principles are then put into actions via interacting in meaningful ways and learning about how English works. These actions are the colorful parts you see here. In the right hand column.

Part I: Interacting in Meaningful Ways Section 2: Grade Level ELD Standards by Proficiency Levels Part I: Interacting in Meaningful Ways Part III: Foundational Literacy Skills Taking a closer look at section 2, you’ll find the same two parts you saw in section 1 – interacting in meangingful ways or Part I, and learning about how English works, or part 2. Part III of the ELD standards aren’t standards. but rather, this part signals to teachers that there are some tings about learning foundational skills in an additional language that teachers need to consider. Part II: Learning About How English Works

ELD Standards: The Left Hand Column Signals that language development occurs in the context of using a variety of texts and engaging in meaningful discourse Shows the “many-to-many” correspondences between the CA CCSS for ELA/Literacy and the CA ELD Standards Related to how we make language choices depending on: Our purpose for using language The text types we’re using (both oral and written) and how they’re structured The relationship between the people using the language Zooming in on the left hand column in section 2, we can see that it’s titled Texts and Discourse in Context. This signals that language development occurs in the context of using a variety of texts and engaging in meaningful discourse Below the title, we see the “many-to-many” correspondences between the CA CCSS for ELA/Literacy and the CA ELD Standards Below that, there’s a reminder that we use language to achieve a purpose, whether its describing, entertaining, persuading, etc. Below that, you can see that a variety of informational and literary text types are identified. This signals to teachers that ELs need to engage with many different text types. \ And finally, we need to support our students to make informed choices about using language, depending on their audience, and we need to ensure that they have plenty of opportunities to communicate with different audiences.

Numbering of the CA ELD Standards

CA ELD Standards Appendices: Resources to Support Implementation Appendix A: Foundational Literacy Skills Appendix B: Learning About How English Works Appendix C: Theory and Research Appendix D: Context, Development, Validation

Part III: Using Foundational Literacy Skills Spycher & Linquanti, WestEd. 10/9/13 Part III: Using Foundational Literacy Skills Part III of the standards here really serves as a signal to remind teachers about things they need to consider when teaching foundational literacy skills to ELs in K-12

Spycher & Linquanti, WestEd. 10/9/13 Appendix A: Foundational Literacy Skills Instruction for English Learners in K-12 Appendix A: Foundational Literacy skills outlines general guidance on providing instruction to ELs on foundational literacy skills in K-12. The charts address student language and literacy characteristics, considerations for literacy foundation skills instruction, and corresponding CCSS foundational reading standards, each across both oral and print skills. This guidance is intended to provide a general overview. It doesn’t address all of the individual characteristics of ELs that need to be considered when designing and providing foundational literacy skills instruction. 14

Appendix B: Part II: Learning About How English Works Provides guidance on how to apply Part II of the standards in tandem with Part I Discusses some of the language demands of the CA CCSS for ELA/Literacy Shows differences between everyday and academic English Provides practical ideas and instructional strategies 15

Appendix B: Part II: Learning About How English Works

Appendix C: Theoretical Foundations and Research Base Theories and research discussed in sections: Interacting in Meaningful and Intellectually Challenging Ways Scaffolding Developing Academic English The Importance of Vocabulary The Importance of Grammatical and Discourse-Level Understandings Other Relevant Guidance Documents 17

Appendix C: Theoretical Foundations and Research Base 18

Glossary: Your Secret Source of Knowledge about Language! Provides definitions, explanations, and examples of key terms in the ELD Standards and the CCSS for ELA/Literacy.

Integrated & Designated ELD Both/And Integrated ELD: 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: A protected time during the regular school day when 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. Lots of people are asking about ELD. The CA ELD Standards can be used for both integrated ELD and designated ELD. For content instruction, the CA ELD Standards should be used by all teachers who have English learners in their classes in tandem with the CA CCSS for ELA/Literacy and other content standards. The CA ELD St. should be used as the focal standards for designated ELD, or a protected time when we focus on the particular language learning needs of our ELs in ways that build into and from content instruction.

Comprehensive ELD Instruction: Three Interrelated Areas Learning to use English Learning content through English English Language Development Learning about how English works From the draft CA ELA/ELD Framework for review by the IQC November 2013 Based on Halliday, 1978 Gibbons, 2002 Schleppegrell, 2004 The CA ELD Standards push us to think about adopting a comprehensive approach to ELD, one that ensures that as English learners are learning to use English and learning content knowledge through English, they also learn about how English works to make meaning. With this comprehensive approach, ELs can be more analytical and discerning about how language is used when they read and listen and make informed choices about using language when they write and speak.

Proficiency Level Descriptors? What are the Proficiency Level Descriptors?

Turn to pages 8 and 9 of your print-out. Now turn to pages eight and nine of your print-out of the Overview of the California English Language Development Standards and Proficiency Level Descriptors.

A Continuum of English Language Development Across Three Levels Native Language Emerging Expanding Bridging Lifelong Language Learning The PLDs are designed to show language development as a continuum of continuously improving English language skills. The continuum starts with the native—or primary--language that all English learners bring with them to school—they can use their previous experiences with language and possibly literacy in their primary language to help them learn English. Students continue to build their knowledge and skills in English language and literacy through three general levels: Emerging, Expanding, and Bridging. We know second language acquisition may not occur in a purely linear fashion, but rather spirals as students gain greater proficiency in different language skill areas in various contexts. However, we do expect students to make steady progress through the levels as long as they have appropriate opportunities to learn. The continuum also shows the final–but not ending—stage, Lifelong Language Learning, as even proficient speakers of a language continue to build more depth and complexity of skills as they experience new texts and new contexts of language use.

High Level Thinking with Linguistic Support Emerging Substantial Support Expanding Moderate Support Bridging Light Support Lifelong Language Learning Occasional Support Another important element of the PLDs—also shown on pages eight and nine—is the notion that students at all levels can engage in and express high level thinking as long as they receive the right kinds of linguistic support. While the extent of support needed varies within each proficiency level, in general, students at the Emerging level need more substantial support for complex tasks, while those at the Expanding and Bridging levels need moderate to light support. Students who are proficient in English may need occasional linguistic support, for example when reading highly complex technical texts on a new topic.

Turn to pages 10 and 11 of your print-out. Now turn to pages ten and eleven of your print-out of the Overview of the California English Language Development Standards and Proficiency Level Descriptors.

Progression of Language Development in Three Modes of Communication Engagement in dialogue with others Collaborative Comprehension and analysis of written and spoken texts Interpretive Creation of oral presentations and written texts Productive These rows of the PLDs provide more detailed descriptors for each level, following the same organization as the grade-level standards. First are descriptors for the three modes of communication in Part One of the standards: Collaborative (in purple), Interpretive (in blue), and Productive (in green). The PLDs provide a general guide to the extent of English language proficiency English learners have at a given stage of English langugage development in the knowledge, skills, and abilities described in more detail in the grade-level standards.

Turn to pages 12 and 13 of your print-out. Now turn to pages twelve and thirteen of your print-out of the Overview of the California English Language Development Standards and Proficiency Level Descriptors.

Progression of Knowledge of Language in Two Dimensions Language awareness and self-monitoring Metalinguistic Awareness Increasing accuracy with variation depending on context Accuracy of Production The PLDs describe increasing proficiency in two dimensions of Knowledge of Language: Metaglinguistic Awareness and Accuracy of Production. These correspond to both Pats one and Part of the grade-level standards: Part One, Interacting in Meaningful Ways; and Part Two, Learning About How English Works. Metalinguistic awareness involves the ability to be aware of the language one is using to make choices about what types of language to use when, and to monitor and adjust one’s own production. Accuracy involves being comprehensible in speaking and writing in English. Note that accuracy may vary within a level, for example during a task that is highly complex or introduces new content. Take a look at how these skills change across the levels. Note that these skills are not specifically detailed in the grade-level standards, though they provide a guide to how students can apply the grade-level skills to their learning and production of English.

Purpose of the Proficiency Level Descriptors Describe what ELs know and can do Present a continuum of knowledge, skills, and abilities Guide targeted instruction in ELD Inform local and state assessment To summarize, there are four main purposes of the Proficiency Level Descriptors for the Califorina ELD standards: --The first is to describe what English learners generally know and can do as they progress through stages of English language development, specifically the extent to which English learners can understand and use spoken and written English, independently or with support. --The second purpose is to emphasize that language development progresses along a spiraling continuum of proficiency across three general levels of second language development: Emerging, Expanding, and Bridging. --Thirdly, the PLDs are intended to serve as a guide to providing appropriate instruction for English learners. The PLDs can help teachers to gauge where their students are, and to provide instruction that accelerates their learning of English so they can get where they need to be in all content areas. --Finally, tying together the first three purposes, the PLDs are used to inform assessment—to place students appropriately so they get the services they need, and to measure their progress in English language development. Thank you for participating in this tutorial and enjoy reading the overview of the proficency level descriptors.