Getting Started with the CA ELD Standards Slide Bank*

1. Getting Started with theCA ELD Standards Slide Bank* *These slides may be used as graphic representations of some concepts presented in the module and may be modified as needed (see Facilitator’s Guide for more information). Content provided by the California Comprehensive Center at WestEd

2. Some of the Big Pedagogical Shifts of the CA CCSS for ELA/Literacy Close readings of complex informational and literary texts Taking a stand and supporting it with evidence Engaging in collaborative conversations about intellectually rich content Using academic language and developing language awareness Valuing multilingualism and cultural diversity Across the disciplines

3. The CA ELD Standards AMPLIFY the CCSS for ELA/Literacy. Spycher, WestEd (2013)

4. Key Shifts: 1999 to 2012 CA ELD Standards CA ELD Standards, Appendix B, CDE

5. CA ELD Standards: Elements • Overview & Proficiency Level Descriptors (PLDs): • Correspondences to the CA 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 Glossary of Key Terms

6. Three English Language Proficiency Levels Lifelong Language Learning: Students who reach proficiency in English must continue to build breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts. Native Language: Students come to school with a wide range of home language resources to be tapped.

7. The CA ELD Standards: Structure • Section 1: • 2-page“Goals, Critical Principles, and “At a Glance” overview • Section 2: • Grade level standards by proficiency levels

8. Section 1: Goals, Critical Principles, and “At-a-Glance” Overview Goal we have for our EL students in CA Critical Principles for carrying out the goal Correspondences to the CA CCSS for ELA/Literacy

9. Section 2: Grade Level ELD Standards by Proficiency Levels Part I: Interacting in Meaningful Ways Part III: Foundational Literacy Skills Part II: Learning About How English Works

10. ELD Standards: The Left Hand Column Signals that language development occurs in the context of using a variety of texts and engaging in meaningful discourse Shows the “many-to-many” correspondences between the CA CCSS for ELA/Literacy and the CA ELD Standards • Related to how we make language choices depending on: • Our purpose for using language • The text types we’re using (both oral and written) and how they’re structured • The relationship between the people using the language

11. Numbering of the CA ELD Standards

12. CA ELD Standards Appendices: Resources to Support Implementation • Appendices: • Appendix A: Foundational Literacy Skills • Appendix B: Learning About How English Works • Appendix C: Theory and Research • Appendix D: Context, Development, Validation

13. Part III: Using Foundational Literacy Skills

14. Appendix A: Foundational Literacy Skills Instruction for English Learners in K-12 14

15. Appendix B:Part II: Learning About How English Works Provides guidance on how to apply Part II of the standards in tandem with Part I Discusses some of the language demands of the CA CCSS for ELA/Literacy Shows differences betweeneveryday and academic English Provides practical ideas and instructional strategies 15

16. Appendix B: Part II: Learning About How English Works

17. Appendix C: Theoretical Foundations and Research Base • Theories and research discussed in sections: • Interacting in Meaningful and Intellectually Challenging Ways • Scaffolding • Developing Academic English • The Importance of Vocabulary • The Importance of Grammatical and Discourse-Level Understandings • Other Relevant Guidance Documents 17

18. Appendix C: Theoretical Foundations and Research Base 18

19. Glossary: Your Secret Source of Knowledge about Language! Provides definitions, explanations, and examples of key terms in the ELD Standards and the CCSS for ELA/Literacy.

20. Integrated ELD: All teachers with ELs in their classrooms use the CA ELD Standards in tandem with the focal CA CCSS for ELA/Literacy and other content standards. Designated ELD: A protected time during the regular school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical language ELs need for content learning in English. Integrated & Designated ELD Both/And

21. Comprehensive ELD Instruction: Three Interrelated Areas • From the draft CA ELA/ELD Framework for review by the IQC November 2013 • Based on • Halliday, 1978 • Gibbons, 2002 • Schleppegrell, 2004

22. What are the Proficiency Level Descriptors?

23. Turn to pages 8 and 9 of your print-out.

24. A Continuum ofEnglish Language DevelopmentAcross Three Levels

25. High Level Thinkingwith Linguistic Support

26. Turn to pages 10 and 11 of your print-out.

27. Progression of Language Developmentin Three Modes of Communication

28. Turn to pages 12 and 13 of your print-out.

29. Progression of Knowledge of Languagein Two Dimensions

30. Purpose of the ProficiencyLevel Descriptors • Describe what ELs know and can do • Present a continuum of knowledge, skills, and abilities • Guide targeted instruction in ELD • Inform local and state assessment