1. ELD STANDARDS AWARENESS Training Module #3
Presenter Preparation:
Be sure to have copies of the grade-level ELD Standards, the appendices for the ELD Standards, an index card, the matching document, the grade level standards for strand 1 (grades 1, 6, and 9-10), and the comparison chart for strand 1 for each teacher.

2. AMENDED TIMELINE FOR ELD STANDARDS IMPLEMENTATION
STATE TIMELINE
PUSD TIMELINE
AMENDED TIMELINE FOR ELD STANDARDS IMPLEMENTATION
2012
Adoption of ELD Standards
ELD Standards Awareness Phase
ELD Standards Transition Phase
ELD Standards to be integrated with ELA Standards
ELD Standards Implementation Phase
ELD Standards to be updated to include NGSS and Math Standards
ELPAC Pilot
ELPAC Implementation
ELD Standards Awareness Phase
ELD Standards Transition Phase 1
Modules 1 and 2 completed
New ELL Progress Report pilot (Pomerado)
ELD Standards Transition Phase 2
Module 3 completed
Module 4 completed
Pomerado continues Progress Report pilot , which will now include TK
ELD Standards Implementation Phase
Progress Report Implementation
ELPAC Implementation

3. SECTION 1 – GOAL, CRITICAL PRINCIPLES, AND OVERVIEW

4. Ask participants to locate their standards and review that each grade level set includes:
Section 1 – Overview and Section 2 - Grade Level Standards (which will be reviewed later)
Click 1 - Remind Participants that Section 1 is the Goal, Critical Principles, and Overview and has two parts – Interacting in Meaningful Ways and Learning About How English Works – pages 1 and 2. These are considered “strands.”
Click 2 – This is page 1 and these are the strands for Interactining in Meaningful Ways – which correspond to the Collaborative, Interpretive, and Productive Modes. Remember that the collaborative mode corresponds to listening and speaking; the interpretive mode corresponds to reading and listening; and the productive mode corresponds to speaking and writing.

5. SECTION 1 PART I: INTERACTING IN MEANINGFUL WAYS
Section 1: Overview (page 1) – complete strands (big ideas) – they are actually the same TK-12 (with a couple of exceptions)
You see the three modes of communication: collaborative, interpretive, and productive, which were reviewed in Module 2.
Corresponding CCSS for ELA on the right side
SECTION 1 PART I: INTERACTING IN MEANINGFUL WAYS
This should be page 1 (with the green, blue, and purple sections) in any grade level that you’re looking at. TK is implied in K for the rest of the slides.
It is recommended that they take pages 1 and 2 out of their packets/binders at this time and have them off to the side.
Let’s take a look at the two exceptions.

6. EXCEPTIONS TO THE STRANDS
C. Productive (see Section 1 Part 1)
Strand 10
EXCEPTIONS TO THE STRANDS K
Grades 1-12
Composing/Writing literary and informational texts to present,describe, and explain ideas and information,using appropriate technology
Writing literary and informational texts to present,describe,and explain ideas and information,using appropriate technology
This strand is from Part 1: Interacting in Meaningful Ways – Productive (green) section
“Please take a moment to read the slide.”
“Note that in Kindergarten the inclusion of composing in addition to writing which is not used in the strand 10 for any other grade level.”

7. EXCEPTIONS TO THE STRANDS
C. Productive – (see Section 1 Part 1)
Strand 11
EXCEPTIONS TO THE STRANDS
K-5
6-12
Supporting own opinions and evaluating others’ opinions in speaking and writing
Justify own arguments and evaluating others’ arguments in writing
This strand is from Part 1: Interacting in Meaningful Ways – Productive (green) section
“Please take a moment to read the slide.”
“Note the shift from supporting and opinions in grades K-5 to justify and argument in grades 6-12.”
“Also see the reference to speaking and writing in the K-5 span versus just writing in the 6-12 span.”
Now let’s take a look at page 2 – the strands for Learning About How English Works

8. Find page 2 – with the red, orange, and gold sections.
Click 1 – These are the strands for Learning About How English Works and they include three language processes corresponding to the three different colors.

9. SECTION 1 PART II: LEARNING ABOUT HOW ENGLISH WORKS
Section 1: Overview (page 2)
Includes three language processes:
A. Structuring Cohesive Texts
B. Expanding and Enriching Ideas
C. Connecting and Condensing Ideas
Strands were abbreviated for some reason – they are the same TK-12
SECTION 1 PART II: LEARNING ABOUT HOW ENGLISH WORKS
Just like Interacting in Meaningful Ways has three modes – collaborative, interpretive, productive; Learning About How Language Works has three language processes.
Structuring Cohesive Texts applies to reading and writing – how to connect pronouns with the nouns they refer to, how transition words show relationships between ideas, understanding long noun and verb phrases
Expanding and Enriching Ideas – focus on expanding sentences.
Connecting and Condensing Ideas – ways to make writing more academic and less simplistic – this is also modeled in the complex texts they read – academic reading and writing are connected.
These processes are embedded in the Collaborative, Interpretive, and Productive modes – i.e. you can be connecting and condensing ideas while you are working in the productive mode.

10. MATCHING “Please locate your matching document.”
“With a partner match the language processes with their corresponding strand.” Use the abbreviated strands to help you.
Allow enough time for participants to complete the activity before showing the answers.

11. SECTION 1 PART III: USING FOUNDATIONAL LITERACY SKILLS
These are at the bottom of page 2 in any of the grade level standards.
They will be discussed later in the presentation.

12. SECTION 2 – ELABORATION ON CRITICAL PRINCIPLES FOR DEVELOPING LANGUAGE & COGNITION IN ACADEMIC CONTEXTS
“Beyond the few exceptions we discussed, there is a great deal of consistency in the language used in the ELD standards. Now let’s move to exploring a standard in more depth.”
Section 2 is the Elaboration on Critical Principles for Developing Language and Cognition in Academic Context, but has the same two parts – Interacting in Meaningful Ways and Learning About How English Works. These are the actual standards.

13. Here we see the standards for Part 1 – Interacting in Meaningful Ways – which will include the Collaborative, Interpretive, and Productive Modes.
Starts on page 3 in any grade level packet.
The strands in Section 1 are repeated in Section 2 in the same numerical order.

14. SECTION 2 PART 1: INTERACTING IN MEANINGFUL WAYS
Section 2: Grade level standards (Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts) are listed under the abbreviated strands
Corresponding CCSS for ELA, purposes for using language, text types, and audiences are included on the left side
SECTION 2 PART 1: INTERACTING IN MEANINGFUL WAYS
The standards are listed underneath each numbered strand which correspond to the strands on pages 1 and 2 that we just looked at. The strands are the same going across the different levels of proficiency – emerging, expanding, and bridging, but the standards underneath are differentiated.

15. Take a look at one strand and its corresponding standard going across the proficiency levels and see what differences you notice. Expectations increase as you go across the chart.
Let’s take a look at one strand and its corresponding standard working across grade levels.
Working with 3 grade level standards (1, 6, 9-10)
Examine the standards for Strand 1 in each grade level for a student at the Emerging level within the Collaborative mode.
Complete the organizer with words that indicate the differences between grade levels
FIND THE DIFFERENCES
Hand out the pages with the different grade levels and the comparison chart.
It’s good to see the vertical articulation.

16. Contribute to conversations Using gesture, words
Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
Emerging
Expanding
Bridging
Grade 1
Contribute to conversations
Using gesture, words
Grade 6
-Engage in conversational exchanges
-on familiar topics
Grades 9-10
-on familiar current events and academic topics
-short sentences
“For example in grade one we find the phrases: contribute to conversations, using gesture and words.”

17. Contribute to conversations Using gesture, words
Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
Emerging
Expanding
Bridging
Grade 1
Contribute to conversations
Using gesture, words
Grade 6
-Engage in conversational exchanges
-on familiar topics
Grades 9-10
-on familiar current events and academic topics
-short sentences
“For grade 6 we find the phrases: engage in conversational exchanges and on familiar topics.”

18. Contribute to conversations Using gesture, words
Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
Emerging
Expanding
Bridging
Grade 1
Contribute to conversations
Using gesture, words
Grade 6
-Engage in conversational exchanges
-on familiar topics
Grades 9-10
-on familiar current events and academic topics
-short sentences
“While on grades 9-10 we find the phrases: on familiar current events and academic topics as well as short sentences.”
“Please complete the organizer for the expanding and bridging levels.”

19. Part II’s colors are shades of red, orange, and gold
Part II’s colors are shades of red, orange, and gold. They represent the standards for the three different language processes – Structuring Cohesive Texts, Expanding and Enriching Ideas, and Connecting and Condensing Ideas.
Starts right after the green pages – page 7 for K-2 and 4th, page 6 for third grade, page 8 for 5-8, and page 10 for 9-12.
The strands back on page 2 correspond to the strands for these standards and are in the same numerical order.

20. SECTION 2 PART 2: LEARNING ABOUT HOW ENGLISH WORKS
Part II is organized to be applied to activities in all three modes (collaborative, interpretive, productive) in Part I.
Once again we see that the corresponding CCSS for ELA, purposes for using language, text types, and audiences are included on the left side.
Both parts of the standards work together – students may be producing a piece of writing (productive), but it could include understanding text structure (structuring cohesive texts).
For instance – in Grade 1, you could be working with the standard for strand 12 in the “Productive” mode – selecting language resources – having students retell texts and recount experiences, but in doing so you might also be applying strand 2 in “Structuring Cohesive Texts” – understanding cohesion – having students apply basic understanding of how ideas, events, or reasons are linked throughout a text.

21. PART III: FOUNDATIONAL LITERACY SKILLS FOR ENGLISH LEARNERS (Appendix A)
These are located on the last page of your grade level standards – the white section at the end. However, we will be looking at them in greater detail in Appendix A.
Appendices weren’t part of the grade level packets ordered for teachers. I have them in PDF form on ELL Central, so be sure to have them for the teachers.

22. See Appendix A – don’t use Part III in the ELD Standards
Considerations for Foundational Literacy Skills - instruction based on their existing oral and print skills in English and their primary language – tells you what they need
Literacy Standards taken from CCSS – they are not a separate set of standards – tells you what CCSS to teach
Applied appropriately depending on individual student’s needs – not all students will need this
For grades K-5 they are cumulative – e.g. third grade standards include K-3
For grades 6-12 they will need to be adapted for student’s age, cognitive level, and educational experience
WHAT ARE THEY?
It makes a difference whether a child has native language literacy in a language represented by a non-Latin alphabet versus a Latin alphabet.
These Foundational Literacy Skills are not represented on the ELL Progress Report because they are not separate standards from the CCCSS.
The appendices are a very important part of the document.

23. COMPLEX TEXTS AND SCAFFOLDING
We mediate the rigor of the CCSS and ELDS through scaffolding and support
Appendix B has great information on how to support EL students to better understand the complex texts they will encounter.
Use of primary language – students should be allowed to use it
See Appendix C pages 3-5 for excellent examples
Use of graphic organizers
LACOE Scaffolding Tool
Formative Assessment is crucial
COMPLEX TEXTS AND SCAFFOLDING
Teachers can use primary language dictionaries or cognates to help students connect concepts in English.
The L.A. County Office of Education Scaffolding Tool was provided to the ELL Coordinators.

24. SAVE THE LAST WORD FOR ME – PART 1
On your index card…
Draw a horizontal line
Above the line – copy a quote (1-2 sentences) from Appendix C, p. 3-5, “Scaffolding” section
Below the line – put quote into your own words
Back of the card – write why you selected the quote
SAVE THE LAST WORD FOR ME – PART 1

25. SAVE THE LAST WORD FOR ME – PART 2
Decide on a Parliamentarian who makes sure you’re following procedures
Number yourselves 1-3
1st person reads his/her quote and his/her “own words” sentence
Persons 2 and 3 take turns commenting on what the first person shared
End of round - 1st person reads the back of his/her index card
Continue the entire process for each person
SAVE THE LAST WORD FOR ME – PART 2