Getting Started with the CA ELD Standards Slide Bank* * These slides may be used as graphic...
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Getting Started with the CA ELD Standards Slide Bank* * These slides may be used as graphic representations of some concepts presented in the module and
Getting Started with the CA 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
Facilitators Guide for more information). Content provided by the
California Comprehensive Center at WestEd
Slide 2
Some of the Big Pedagogical Shifts of the CA CCSS for
ELA/Literacy 1.Close readings of complex informational and literary
texts 2.Taking a stand and supporting it with evidence 3.Engaging
in collaborative conversations about intellectually rich content
4.Using academic language and developing language awareness
5.Valuing multilingualism and cultural diversity Across the
disciplines
Slide 3
The CA ELD Standards AMPLIFY the CCSS for ELA/Literacy.
Spycher, WestEd (2013)
Slide 4
Key Shifts: 1999 to 2012 CA ELD Standards CA ELD Standards,
Appendix B, CDE
Slide 5
CA ELD Standards: Elements 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 Overview & Proficiency Level
Descriptors (PLDs): Correspondences to the CA CCSS for ELA/Literacy
CAs EL Students Proficiency Level Descriptors (PLDs) Structure of
the grade level standards 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
Slide 6
Native Language EmergingExpandingBridgingLifelong Language
Learning Native Language: Students come to school with a wide range
of home language resources to be tapped. 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.
Slide 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
Slide 8
Section 1: Goals, Critical Principles, and At-a- Glance
Overview Goal we have for our EL students in CA Correspondences to
the CA CCSS for ELA/Literacy Critical Principles for carrying out
the goal
Slide 9
Part I: Interacting in Meaningful Ways Part II: Learning About
How English Works Part III: Foundational Literacy Skills Section 2:
Grade Level ELD Standards by Proficiency Levels
Slide 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 were using (both oral and
written) and how theyre structured The relationship between the
people using the language
Slide 11
Numbering of the CA ELD Standards
Slide 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
Slide 13
Part III: Using Foundational Literacy Skills
Slide 14
14 Appendix A: Foundational Literacy Skills Instruction for
English Learners in K-12
Slide 15
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 between everyday and
academic English Provides practical ideas and instructional
strategies
Slide 16
Appendix B: Part II: Learning About How English Works 16
Slide 17
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
Slide 18
18 Appendix C: Theoretical Foundations and Research Base
Slide 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.
Slide 20
Integrated & Designated ELD Both/And 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.
Slide 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 Learning
to use English Learning content through English English Language
Development Learning about how English works
Slide 22
What are the Proficiency Level Descriptors?
Slide 23
Turn to pages 8 and 9 of your print-out.
Slide 24
Native Language EmergingExpandingBridging Lifelong Language
Learning A Continuum of English Language Development Across Three
Levels
Slide 25
Emerging Substantial Support Expanding Moderate Support
Bridging Light Support Lifelong Language Learning Occasional
Support High Level Thinking with Linguistic Support
Slide 26
Turn to pages 10 and 11 of your print-out.
Slide 27
Progression of Language Development in Three Modes of
Communication Engagement in dialogue with others Collaborative
Comprehension and analysis of written and spoken texts Interpretive
Creation of oral presentations and written texts Productive
Slide 28
Turn to pages 12 and 13 of your print-out.
Slide 29
Progression of Knowledge of Language in Two Dimensions Language
awareness and self- monitoring Metalinguistic Awareness Increasing
accuracy with variation depending on context Accuracy of
Production
Slide 30
Purpose of the Proficiency Level 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