Introduction to the new ELD Standards

1. Objectives: • Describe the continuum of the ELD standards. • Explain how the ELD standards are organized. • Discuss classroom implications and generate questions regarding the ELD standards. Introduction to the new ELD Standards

2. English Language Development generic sense of the term Systematic ELD In many states, the ELD Standards are called ELP Standards. English Language Proficiency

3. intended to amplify those ELA standards that are critical for ELs for all potential EL instructional settings (e.g. tier one ELA, RSP, Social Studies/Science, tier 2 intervention, Systematic ELD, Speech/Language, etc. essential The ELD Standards knowledge and skills critical include entry and exit descriptors for each level

4. used in isolation of the Common Core Standards a curriculum framework The ELD Standards are NOT… an exhaustive list of all of the linguistic processes and linguistic resources that EL students need to develop in order to be successful in school

5. Proficiency Levels Expanding Bridging Emerging Lifelong English Language Learning Native Language Each level provides a snapshot of a prototypical learner of English. The standards should be used flexibly since real students will be at different levels for different skills.

6. Communicative Modes ways students use language to gain and exchange information and ideas collaborative interpretive productive

7. Communicative Modes collaborative interpretive productive Interact and exchange information and ideas with others on a range of topics in speech in writing social print academic communicative technology multimedia Offer and support opinions. Negotiate with others. Adapt language choices to various contexts. interlocutors purpose modality

8. Communicative Modes collaborative interpretive productive Listen Read View multimedia Evaluate how language is used to support ideas & opinions with details or reasons. Analyze how vocabulary and other language resources are used for specific purposes. modality text type purpose audience topic content area

9. Communicative Modes collaborative interpretive productive Expressideas & information oral presentations composing texts informational literary using appropriate technology Select and apply varied effectively convey ideas vocabulary & language structures precise opinions Support own. Evaluate others’.

10. Language Processes ways students apply knowledge of language to academic tasks Structuring Cohesive Texts 1. text structure 2. cohesion Expanding & Enriching Ideas 3. Verb and verb groups (phrases, tense, aspect, modals, etc.) 4. Nouns and noun groups 5. Modification (relative clauses, prepositional phrases, etc.) Connecting & Condensing Ideas 6. Connecting ideas 7. Condensing ideas

11. Part III: Using Foundational Reading Skills Assess native language for potential transference in language and literacy skills. Highlight similarities and differences during instruction. age schooling experience cognates? syntax? syntax? native language text structure? literacy experience and proficiency native language writing system native language some phonemes? some phonemes? English some letter sounds/ decoding? other? other? other? Tier 2 intervention in upper grades. Tiers 1&2 in primary grades.

12. prior knowledge learner profile cognitive demands of the task special services language level Adjust level of scaffolding substantial moderate light temporary The level does not change the intellectual challenge of the task.

13. Vocabulary Conversational Tier 1 Words run table friend General Academic Tier 2 Words devastation reluctance significantly Domain Specific Tier 3 Words hypotenuse chromosome democratic

14. Small Group Discussions What would you look for in tier one ELA instruction? What would you look for tier two ELA interventions? What would you look for during Social Studies, Science, and Math? What questions do you have about the ELD standards?