California English Language Development Standards

1. California English Language Development Standards Barbra Hoffman RISE Educational Consultant

2. Objectives • Explore the logic, structure and content of California English Language Development Standards • Discover how instruction looks with the ELD Standards

3. ELD Key Shifts (ELD Standards Appendix B)

4. ELD Key Shifts cont.

5. ELD Shifts cont.

7. ELs must have full access to high quality English language arts, mathematics, science, and social studies content, as well as other subjects, at the same time as they are progressing through the ELD level continuum. The CA ELD Standards are intended to support this dual endeavor by providing fewer, clearer, and higher standards: • Fewer: Those standards that are necessary and essential for development and success • Clearer: A coherent body of standards that have clear links to curriculum and assessments • Higher: Correspondence with the elevated standards in the CCSS

8. Part 1:Interact in a Meaningful Way Part 3: Using Foundational Literacy Skills Part 1:Interact in a Meaningful Way Part 2: Learning How English Works Part 2:Learning How English Works Part 3: Using Foundational Literacy Skills C I P SCT EEI CCI Appendix A C Appendix A I P SCT EEI CCI 1 2 6 7 3 4 5 1 2 3 4 5 6 7 8 9 10 11 12 Emerging Expanding Bridging

9. “At a glance”

10. “At a glance”

11. “At a glance”

12. “At a glance”

13. “…the CA ELD Standards are organized with the focus on meaning and interaction first and the focus on knowledge about the English language and how it works afterward. Accordingly, the standards in Part II should not be used in isolation, but rather they should be used in the context of fostering intellectually‐ and discourse‐rich, meaningful interactions outlined in Part I. http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf#search=eld%20common%20core%20standards&view=FitH&pagemode=none

14. The CA ELD Standards are not intended to replace the Common Core State Standards for ELA but instead to amplify the language knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in school while they are developing English.

15. 2012 ELD Section 2:

16. Foundational Skills

17. Section 1 Synthesis • Part I • Part II • Part III

18. ELA and ELD Alignment • Not just one-to-one • One to many • Many to many • One to two

19. ELD Standards and ELA Standards

20. ELA Standards and ELD Standards

21. ELA: RL 6: Distinguish their own point of view from that of the narrator or those of the characters • ELD: B Interpretive • B 6: Reading/Viewing Closely • Emerging • Expanding • Bridging • B 7: Evaluating Language Choices • Emerging • Expanding • Bridging

22. ELA: RL 1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers • ELD: B Interpretive • B 6: Reading/Viewing Closely • Emerging • Expanding • Bridging

23. ELD: Part 1: B Interpretive6: Reading/Viewing closely • ELA: RL 1-10 • ELA: RI 1-10 • ELA: SL 2-3 • ELA: L 3, 4, 6

24. Correlations with ELA and ELD • California E CCSS Standards

25. “If you chase two rabbits both will escape” • Spanish Proverb

26. LTELS • LTELS desperately require form-focused instruction to help them understand the precise words and complex sentence structures of academic English • Instruction partnered with frequent and meaningful practice, higher probability of students mastering new linguistic features

27. Comparisons (Unpacking the California 2012 ELD Standards, Mora, June 21st, 2013)

28. CA ELD Standards Proficiency Levels

31. Scaffolding • Intentionally designed for a learner’s particular needs and then systematically and strategically carried out. • Task • Learner’s Background Knowledge of relevant content • Learner’s Proficiency with the Language required to engage • Learner’s Proficiency with the Language required to complete the task • Does not change the intellectual challenge of the task, but allows for success

32. Examples of Planned Scaffolding (Appendix C) • Sequencing elements, such as modeling and explaining, and providing guided practice, in a logical order • Frequently checking for understanding during instruction, as well as gauging progress at appropriate intervals throughout the year • Choosing texts carefully for specific purposes (e.g., linguistic, content) • Providing a variety of collaborative grouping processes • Constructing good questions that promote critical thinking and extended discourse • Using a range of informational systems, such as graphic organizers, … • Providing students with language models, such as sentence frames/starters, academic vocabulary walls, language frame charts.

33. FAST Lesson Video : Planned Scaffolding • 1. What elements of BBDI did you see? • 2. What other planned scaffolds did you see?

34. Just-in-time Scaffolding (Appendix C) • Flexibly attends to students’ needs as they interact with content and language • Prompt to elaborate on a response • Paraphrase a student’s response, including target academic language as a model while accepting the student’s response using everyday or “flawed” language • Adjusting instruction based on frequent CFUs • Linking prior knowledge to upcoming concepts • *Instruction/strategic support in primary language

35. Scaffolding • Temporary supportive frameworks for accessing meaning and linguistic and cognitive support • Students’ developmental needs • Vygotsky’s(1978) notion of the “Zone of Proximal Development (ZPD),” the instructional space that exists between what the learner can do independently and that which is too difficult for the learner to do without strategic support, or scaffolding.

36. Engaging ELs in intellectually challenging instructional Activities (Gibbons, 2009, adapted from Mariani, 1997)

37. Linguistic Support

38. “I can only ask level 1 questions because I have a lot of English Learners students in my class.” • ELLs possess cognitive abilities appropriate to their age and experience. In order to communicate about their thinking in English, they may need varying linguistic support depending on the linguistic and cognitive demand of the task. (California English Language Development Standards, October, 2012)

39. Decision Making Task Text Linguistic demand of the text Cognitive demand of the text • Linguistic demand of the task • Cognitive demand of the task

40. Example Text and Task • Template

41. Unpack or deconstruct Sentence • “Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.” • Meaning: • ELD Teacher/Content Teacher • Elementary: ELD time/Content time

42. Example of Unpacking: Appendix B

43. English Language Development

45. ELD • Picture cards • Connect to Dr. Desoto story

46. Objective • SWBAT use in oral and written form protection, appreciation and morsel.

47. Vocabulary

48. Reading • Dr. Desoto

49. protect • A _________protects my head. • ___________protect my __________________when I __ • Word banks • gloves shoes helmet hat cap visor • Goggles boots • Glasses mittens

50. Steps • 1. Read frames • 2. Decide on frame • 3. Think of a word or use the word bank words • 4. Read and complete the frame