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LANGUAGE LITERACY
LEARNINGCA ELD Standards: EDMU 521
Adapted from Achieve the CoreCDE
LAUSD
Cue Systems
forEnglish
Speaking Children
BICS and CALP
California ELD Standards
CCSS for ELACollege and Career Readiness (CCR) Anchor
Standards are divided into four interrelated literacy strands.
College & Career Readiness Anchor Standards
Students who are college and career ready…… demonstrate independence… build strong content knowledge… comprehend as well as critique… value evidence… respond to the varying demands of audience,
task, purpose, and discipline… use technology and media strategically and
capably… come to understand other perspectives and
cultures
ELA / Literacy: Major ShiftsBalance of Literary and Informational Texts
Increased Complexity of Text
Writing Using Evidence
Text-based Questions and Answers
Academic Vocabulary
Literacy in the Content Areas
Balance of Writing Text Types
In grades K-5, the term opinion refers to persuasive writing
Argumentative is a form of persuasion but brings in evidence from both sides of the issue.
Narrative strategies are important component to developing both argumentative and explanatory writing
Grade Level
To Persuade (Argumentative)
To Explain (Informative)
To Convey Experience (Narrative)
4 30% 35% 35% 8 35% 35% 30%
12 40% 40% 20%
ELA/Literacy CCSS
“Students can, without significant scaffolding:comprehend and evaluate complex texts across a range of types and disciplinesconstruct effective arguments and convey intricate or multifaceted information discern a speaker’s key pointsrequest clarification and ask relevant questionsbuild on others’ ideasarticulate their own ideas, and confirm they have been understood” (CCSS for ELA Literacy in History/ Social Studies, Science and Technical Subjects, p.7)
What must students be able to do with language?
California English Learners 2013-14
CCSS for English LearnersWhat are the BENEFITS of CCSS for English Learners?
What are the CHALLENGES of CCSS for English Learners?
Purpose of The New ELD Standards• Designed to be used in tandem with CCSS for ELA &
Literacy
• Highlight and amplify the critical knowledge about language and skills using language in CCSS for ELA/Literacy necessary for ELs to be successful in school and life
• Provide fewer, clearer, higher standards so teachers can focus on what’s most important
• Strengthen ELD opportunities in core content instruction and in targeted ELD in light of new content standards
Goals of the CA ELD StandardsFewer, Clearer, and Higher StandardsPromote EL abilities to interact in meaningful ways
during rich instruction so that they both develop English and content knowledge
Develop proficiency in shifting register based on content.
Be aware that different languages and variations of English exist and recognize their home languages and cultures as resources to value in their own right and draw upon in building proficiency in English
1. English Learners (ELs) are held to the same high expectations of learning established for all students.
2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing.
3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas.
4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels.
5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students.
6. The academic success of ELs is a responsibility shared by all educators, the family and the community.
English Learner Master Plan, 2012, Pages 2-3
Guiding Principles
CCSS for English LearnersWhat are the BENEFITS of CCSS for English Learners?
What are the CHALLENGES of CCSS for English Learners?
Use of complex text and text-dependent questioning which no longer relegates English Learners to the exclusive use of simplified text
Students make claim and use supporting evidence to make an argument
A focus on oral language development for all students as called for in EL Master Plan
Provide access to complex text to students of varying English proficiency levels as called for in the EL Master Plan
Understand language and text of argument, its structures and ways to use supporting evidence
Students will need to discern and use formal registers of language that are designed for the audience, task and purpose
Key Conceptual Shifts in 2012 CA ELD Standards
FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING…
FROM A CONCEPTUALIZATION OF… TO UNDERSTANDING…
Key Conceptual Shifts in 2012 CA ELD Standards
Overview & Proficiency Level Descriptors (PLDs):Alignment to CCSS for ELA & LiteracyCA’s EL StudentProficiency Level Descriptors (PLDs)Structure of the grade level standards
Grade Level StandardsSection 1: Goal, Critical Principles, At-a-glance OverviewSection 2: Elaboration on Critical Principles
• Part I: Interacting in Meaningful Ways• Part II: Learning About How English Works• Part III: Using Foundation Skills
Appendices:Appendix A: Foundational Literacy SkillsAppendix B: Learning About How English WorksAppendix C: Theory and ResearchAppendix D: Context, Development, Validation
Glossary of Key Terms
CA ELD Standards Overview
Layout of the CA ELD Standards
CCSS
ELD Standards LayoutSection I, Part I: Interacting in Meaningful Ways
CCSS
Proficiency levels
EmergingExpandingBridging