1. June 19, 2013 Lorena Tariba, Sylvia Solís and Yee Wan, Ed.D.
California English Language Development Standards: Increasing Access to CCSS
June 19, 2013
Lorena Tariba, Sylvia Solís and
Yee Wan, Ed.D.

2. Objectives Participants will...
understand the alignment between the Common Core State Standards and the California English Language Development Standards (ELD)
Explore how parts of the ELD standards can be integrated into content lessons to strengthen language support
Time: 2 minutes
Intent: Review the objectives of the session.

3. CA ELD Standards: Design
Aligned with and to be used in tandem with CCSS for ELA & Literacy and applied to both ELD and content area instruction
Highlight and amplify the critical language, knowledge about language, and skills using language in the CCSS in order for ELs to be simultaneously successful in school while they are developing language
Provide fewer, clearer, higher standards so teachers can focus on what’s most important
Time: 2 minutes
Intent: Review the design of the ELD standards.

4. Key Shifts Spycher, 2012 1999 CA ELD Standards From…
To…
ELD Standards as “junior” ELA Standards or as an “onramp” to the ELA Standards
Simplified texts and activities, often separate from content knowledge 
ELA Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration
Complex texts and intellectually challenging activities with content integral to language learning
Instruction that treats reading, writing, listening, and speaking as isolated and separate skills
Instruction that artfully integrates reading, writing, speaking and listening, and language
Time: 3 minutes
Intent: Introduce the key shifts in the ELD standards.
Talking points:
How many of you had the opportunity to read the ELD standards? Please raise your hand if you are familiar with the new California ELD standards.
This slide only includes three of the key shifts. The remaining shifts can be found in Appendix B of the ELD standards.
What are some key words you notice from the key shifts? content, integrate,
I would like to point out that to me as an educator, I have been used to departmentalizing my thinking about the standards as listening, speaking, reading, writing and language modes. Now the organization of the new ELD standards is completely different from my old way of thinking.
Spycher, 2012

5. ELD Standards Time: 1 minute
Intent: Show this visual image of the role of the California ELD standards in relation to English learners’ instruction and expectations.
Talking point:
ELD standards are helping English learners accelerate their language development and academic success just like the cars in the diamond lane are helping the drivers and passengers accelerate their speed.

6. What do the shifts in the ELD Standards mean for me?
Select a shift and explain its possible implication for your work.
I selected …
I think an implication for my work is …
Time: 8 minutes
Intent: Provide an opportunity for the participants to think about how the key shifts in ELD standards relate to them.
Talking points:
Each participant has to select and shift and share an implication for their work.
Allow each participant to respond to the prompt in small table groups.
Invite two to three volunteers to share their responses.
I selected ELA Standards working in tandem with ELA and other content standards and seen as the “diamond lane” for acceleration.
I think the implications for my work are that I need to learn more about them and find ways to integrate them into my teaching.

7. ELD Lesson Grades 6-8 Intermediate Level
Total Number of ELs: 25
6 Early Intermediate
15 Intermediate
4 Early Advanced
Length of Lesson: Two periods of 60 minutes for three days
Topic: Oral presentation based on The Circuit by Francisco Jimenez
Time: 5 minutes
Intent: Provide an example to show ELD standards in action.
Talking points:
With a brief introduction up to this point. You may want to dive into the ELD standards now and see what they look like.
Instead of showing you the organization of the standards, we will show you a short video so that you can see how a classroom looks and sounds when the ELD standards are integrated.
This is a strategy for us to flip the instructional sequence so that we have a clear picture of what it looks like first.
Point out that the students had completed reading the novel.
The focus of the group presentation is a culminating project.
The teacher sought student input on who they would like to work with as a team prior to grouping the students.
At this point of the lesson, each team already had the opportunity to select their favorite chapter in the novel and select their project. The team had five choices: Act It Out (writing a script), Picture It (using a picture book), Talk Show, Lessons Learned (using keynote presentation), and Inspired (using poems or songs).
You will see the teacher reviews the rubric, then the teams will share their presentation. After each presentation, their peers will use a rubric to rate the presentation and provide feedback orally.

8. CCSS ELA Standard Presentation of Knowledge and Ideas
SL. 4 Present claims and findings
a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transition to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion.
Time: 1 minute
Intent: Show the corresponding 6th grade Speaking and Listening ELA standard.
Talking points:
Even though this is an ELD class, the content is aligned to the ELA standards.
Remind participants that the skills taught in the ELD lessons can enable English learners’ participation in content classes.

9. ELD Lesson: Through the Lens of the CCSS
Watch the video and record evidence that demonstrates alignment to CCSS and 21st century skills on the note-taking guide.
Time: 2 minutes
Intent: Participants identify evidence that demonstrates alignment to the Common Core and 21st century skills in this lesson.
Talking points:
Provide directions on what to look for. Look for the alignment in the standards (listening, speaking, reading, writing, language and literacy; Do students have the opportunity to communicate and be critical thinkers?)
Point out that it is critical for all students to have full access to the content, rigor and 21 century skills.
Participants take notes on the left column of the Common Core and English Language Development note-taking guide
Review the four Cs: Critical thinking, creativity, collaboration and communication.

10. Time: 1 minute
Intent: Participants take notes as they watch the video and debrief after watching the video.
Talking point:
Remind participants to take notes on the note-taking page.

11. Through the Lens of the CCSS
Time: 12 minutes
Intent: Show the video

12. Time: 10 minutes
Intent: Debrief the video observation
Talking points:
Allow participants 2 minutes to jot down their notes and 4 minutes to discuss their observations with their table groups
Invite volunteers to share their observations on CCSS and 21st century practices
Students were given choices for their project
Students collaborated in teams
Students had the opportunity to interact with each other during the creation of the project
The nature of the assignment provided opportunities for students to communicate with each other in meaningful ways
Students applied their creativity to create their project
Students applied four Cs – creativity, collaboration, communication and critical thinking
Students used rubric to evaluate their peers’ and their own team’s presentations
Students self-reflect on their team’s performance and their own contributions

13. What should you see or hear students do or say in language rich classrooms so that English learners have full access to the Common Core content?
Time: 1 minute
Intent: Make the connection to creating a language rich classroom
Talking points:
How can we increase the alignment and rigor while providing language support to our English learners?
The California ELD standards will play a crucial role in providing access to English learners.

14. CA ELD Standards: Elements
Overview & Proficiency Level Descriptors (PLDs):
Alignment to 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
Appendices:
Appendix A: Foundational Literacy Skills
Appendix B: Learning About How English Works
Appendix C: Theory and Research
Appendix D: Context, Development, Validation
Time: 4 minutes
Intent: Introduce the organization of the ELD standards.
Talking points:
The entire set of ELD standards include all of these elements shown on the slide.
In order for the teachers to fully understand these standards, we suggest that teachers review the overview document, the appendices and the glossary of key terms first.
The ELD standards have three parts. The middle light blue box shows the elements of the ELD standards by grade level.
The Multilingual Education Services team has created a graphic organizer that helps in understanding the grade-level ELD standards. It includes the parts covered in the text in red.
Glossary of Key Terms

15. Time: 8 minutes
Intent: Show participants the organization of the ELD standards graphic organizer
Talking Points:
Explain the layout of this chart: the three parts and the English Language Development level continuum.
Ask participants to review the ELD standards graphic organizer and complete the right side of the video note taking-guide.

16. Time: 4 minutes
Intent: Debrief responses on the right side of the note-taking guide
Talking points:
Possible answers may include: use of sentence stems, word walls, think-pair share, students engagement in academic discourse
Students self-reflect and assess own learning using the rubrics
Students negotiate with each other to both select their presentation type as well as the content within the presentation
Students have to provide rationale for their selection of a presentation type
Growth point: Students should build on ideas of their peers, which can be supported by providing transition stems and phrases for students to use in both discussion and when providing feedback
Growth point: Students would present in ways that challenge them to analyze and/or interpret the content of the novel
Seeing this lesson, what are some elements in this lesson that are connected to the unit design?
Possible responses may include using a rubric, designing a culminating activity, including a project and providing choices for students, forming project groups, providing opportunities for student reflection, etc.

17. California English Language Development Standards
Resources
California English Language Development Standards
eStandards App
Time: 1 minute
Intent: Share resources with participants
Talking points:
Reiterate that the ELD standards should be used in tandem with the ELA and content standards to provide English learners access to the content while developing language.
Share the resources on the slide.