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

ELD Standards begin the journey to all Core Content Standards

Mat

h

ELA

7ELD

8

ELA Standards ELD Standards

• 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

Content Standards Content/Proficiency Standards

9

ELDPerformance

Levels

ProgramDecisions

Instruction to Strategic Groups Interventions

NoYes

ELD and ELA Standards by Grade Level/Span

K-8• Each grade level• Grade spans • 9-10, 11-12

Grade spans:– K-2

– 3-5

– 6-8– 9-12

Find in Map

ELD Standards ELA Standards

10

11

Organization of Standards3 Domains

Listening/Speaking

Reading Writing

•Listening & Speaking•Word Analysis•Fluency & Vocabulary Development

•Comprehension•Literary Response & Analysis

• Strategies & Applications

•Conventions

Strands

Find in Map

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

1313

Strand

Cluster ELD Labels

ELD Cluster #s

1414

Essential Standards/ELD Clusters

15

Expectation for grade 2 only

1616

ELD cluster 3 matched with grade 6 ELA 2.4, grade 7 ELA 2.4

grade 8 ELA 2.3

17

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

Standards-Based Instruction

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-teachAdapted 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 ExampleGrade: 6ELD Levels: EI, I

Lesson Title:Comprehending a Story in Literature

Target Standard(s):ELD ELA LabelRC-4 2.3 Explain Main Idea

Co-Standards:ELD# ELA# LabelRC-3 2.4 Respond to Comprehension

QuestionRFV 3 1.4 Decode New WordsRFV5 1.2 Use Analogies & MetaphorsLRA5 3.6 Analyze ThemesWSA5 3.6 Write responses to Literature

In the strand

In other domain

RC = Reading Comprehension RFV =Reading Fluency & Voc. Dev.

LRA= Literary Response& Analysis WSA = Writing Strategies & Applications

In other strand

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

Explore SchoolsMovingUp

http://wested.org/schoolsmovingup.net  

Give us your Feedbackhttp://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