California English Language Development Standards

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

2. Objectives • Explore the logic, structure and content of California English Language Development Standards • Dive into the ELD Standards and the F.A.S.T. Framework

3. ELD Key Shifts (ELD Standards Appendix B)

4. ELD Key Shifts cont.

5. ELD Shifts cont.

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

8. 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

9. “At a Glance”

10. “At a Glance”

11. “At a Glance”

12. “At a Glance”

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

14. “…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

15. 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.

16. 2012 ELD Section 2:

17. Foundational Skills • Appendix A • Organized by Grade Level • Support for grade level • Foundational Skills: ELA

18. ELD Standards and ELA Standards

19. ELA Standards and ELD Standards

20. 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

21. 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

22. 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

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

24. English Language Development

25. ELD Support • 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. (CA ELD Framework: Appendix C)

26. FAST Lesson Videos : ELD Support • 1. What lessons elements did you see? • 2. What other support did you see?

27. Engaging ELs in Intellectually Challenging Instructional Activities (Gibbons, 2009, adapted from Mariani, 1997)

28. Linguistic Support

29. “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)

30. Dig into an ELD lesson. • Grade 1: PI.C3 ELD Lesson

31. How was your lunch? Good. This isn’t enough information for us to understand why. Today we are going to make sure we support our opinions so our classmates know why.

32. Offer and support opinions with others in communicative exchanges

33. Remember… Reference a context (lunch, snack, recess, and book vocabulary)

34. When we talk to others (communicate) about an idea, we can give our thoughts about it (opinion) • Opinion: The thoughts you have about something • Scholars give their opinion to explain and to keep the conversation going.

35. Big Idea • Having a conversation is like tossing a ball back and forth. You need to take turns and keep the ball or conversation moving. • I think snack was ______ because _______. • I think lunch was ______ because _______. • I think recess was _____ because _______.

36. Model Partner A: How was lunch? Partner B: I think lunch was ______ because ________. Partner B: I think lunch was yummy because I had fruit snacks in my lunch bag.

37. Steps 1. at the frame. • about your opinion. • about your reason. 4. sentence.

38. Model How was snack? I think snack was ______ because _______? I think snack was cold because I was last in line.

39. Partners A and B • Partner A: How was snack? • Partner B: I think snack was ________ because ______.

40. Switch • Partner B: How was lunch? • Partner A: I think lunch was ____ because______.

41. Partners Peanut Butter/Jelly • Peanut Butter: How was recess? • Jelly: I think recess was ______ because_______.

42. Jelly: How was the story you read today? • Peanut Butter: I think the story was______ because _________.

43. Closure 1. What did we learn today? 2. What does opinion mean? 3. Why do we need to support our opinion? 4. How do you support your opinion when speaking?

44. Independent Practice • When prompted with the question about recess, lunch, snack, or a story, students will answer verbally using the frames provided if needed.

45. What do we first need to consider when planning an ELD lesson? • Consider ELD Objective • Consider ELD Levels in your classroom

46. ELD Wrap Up • How is Section 1 different than Section 2? • How many Interactive standards are there? How many Modes of Communication? • How many standards in “How English Works”? • What is one major shift in the ELD standards?