Presentation

1. Presentation • PURPOSE is to build awareness and knowledge of the ELD standards and how they relate to the content areas • Master the knowledge of ELD Stds • Practice the application of Standards in the content areas

2. Standards can be taught across the curriculum • Cooking and Woodworking can teach math • Music and Art can teach history and literature • Relate standards to real activities: finding perimeter, area, and volume…measuring the dimension of a house • PE classes can teach integration of movement and games with measurement and strategy…vocabulary and thinking skills from the other curricular areas • Learning is enjoyable when you can perform and demonstrate knowledge

3. THE “RIGHT” ANSWER Mary had four balls, John had three balls. How many balls did they all have together? (Show your work.) 4 + 3 = 7 OR ●● + ● = ●●● ●● ●● ●●●●

4. Mastery vs. coverage • Standards need to be mastered vs. “getting through the text” • Give multiple chances to be successful (achieve) • Attorneys, Physicians, and Teachers need to be certified…. • With Standards, Assessment informs curriculum and gives you a “roadmap” on what you need to teach…

5. Academic standards should… • Be rigorous and challenging • Be related to the technological forces that will mold the 21st century in which today’s students will live and work • Provide a fair and equitable basis for evaluation • (Question: What about English language learners? Where do they fit in?) …Reeves, 2002

6. Instant Poll: “Read" or used the Map of Standards for English Learners? • Never Read • Read version 1 or 2 • Read version 3 • Read version 4 • Attended John's workshop on version 3 or 4 • Have been using version 3 or 4 in my classroom

7. ELD Standards begin the journey to all Core Content Standards Math ELA ELD 7

8. What all students are expected to know and be able to do Performance (how well) defined by test Advanced Proficient Basic Below Basic Far Below Basic What all English Learners are expected to know and be able to do… at each proficiency level Advanced Early Advanced Intermediate Early Intermediate Beginning ELA StandardsELD Standards Content Standards Content/Proficiency Standards

9. ELD Performance Levels Program Decisions Progress No Yes Instruction to Strategic Groups Interventions

10. Grade spans: K-2 3-5 6-8 9-12 ELD and ELA Standards by Grade Level/Span ELD StandardsELA Standards K-8 Each grade level Grade spans 9-10, 11-12 Find in Map 10

11. 3 Domains Listening/ Speaking Reading Writing • Listening & Speaking • Word Analysis • Fluency & Vocabulary Development • Comprehension • Literary Response & Analysis • Strategies & Applications • Conventions Find in Map Strands Organization of Standards

12. Part 1: Understanding How to Navigate the Map • ELD cluster = ELD standards that target the same concept/skill for Beginning to Advanced English learners (e.g., main idea) • ELD clusters are matched to ELA standards • ELD clusters have reference #s & labels • ELA standards use CA reference #s

13. ELD Cluster #s Strand Cluster ELD Labels 13

14. Essential Standards/ELD Clusters 14

15. Expectation for grade 2 only

16. ELD cluster 3 matched with grade 6 ELA 2.4, grade 7 ELA 2.4 grade 8 ELA 2.3 16

18. Part 2: Using the Map as a Teaching Tool • Identify the essential standards • Appendix: bird’s eye view • Essential standards are embedded in the Map (ES and ES*) • Develop a standards-based lesson plan focused on the essentials

19. Purpose of Essential Standards • Starting point for designing and practicing standards-based lessons • Match resources (funds, people, time) to priority levels (1st = essential, 2nd = important) • varied, flexible opportunities to learn essentials • Monitor and report student progress • Decisions about promotion and interventions • Communicating with parents

20. TRADITIONAL Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade/feedback Move onto a new topic STANDARDS-BASED Select standard(s) Design an assessment to show mastery Plan diverse learning activities Plan diverse teaching strategies Use data for feedback: move on or re-teach Standards-Based Instruction Adapted from Western Assessment Collaborative at WestEd

21. Co-Standards:The Key to Teaching All Standards • Do NOT try to teach & assess standards individually; find “co-standards” (ELD clusters) that are complementary • Address similar concepts/skills; go together • May form a natural sequence in teaching • Use ELD cluster labels to help in the search • 1st – Look in the strand (e.g., Comprehension) • 2nd – Look in other strands and domains

22. Starter Example In the strand In other strand In other domain RC = Reading Comprehension RFV =Reading Fluency & Voc. Dev. LRA= Literary Response& Analysis WSA = Writing Strategies & Applications

23. Activity: Analyze ELD Standards & Compare to ELA • Select your preferred grade span • Follow from Beginning to Advanced ELD • What key words reflect higher levels? • Note: Reading – Advanced: student must read grade appropriate texts • Follow from highest ELD level to ELA standards • Which is more rigorous – highest ELD or ELA? • What are the implications for instruction?

24. Part 3: Reporting & Monitoring • Report cards for English learners • Grading practices, profiles, portfolios • Reclassification in California • Monitoring expected progress

25. Explore SchoolsMovingUp http://wested.org/schoolsmovingup.net Give us your Feedback http://www.addaform.com/c/@JSWQRd0rbyRL6/Forms/4869InDq/4869InDq.html

26. Anchor Paper Activity • Purpose: provide experience in determining EL proficiency levels based on student writing • Use cluster 2 (WSA)—Write Narratives and Biographies, pg 16, grades 6-8 • Determine/discuss the proficiency level of the writing piece handed out with your group