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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 may be modified as needed (see Facilitators Guide for more information). Content provided by the California Comprehensive Center at WestEd

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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

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

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

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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

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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.

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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

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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

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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

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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

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Numbering of the CA ELD Standards

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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

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Part III: Using Foundational Literacy Skills

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

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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

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

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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

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18 Appendix C: Theoretical Foundations and Research Base

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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.

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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.

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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

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What are the Proficiency Level Descriptors?

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

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Native Language EmergingExpandingBridging Lifelong Language Learning A Continuum of English Language Development Across Three Levels

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Emerging Substantial Support Expanding Moderate Support Bridging Light Support Lifelong Language Learning Occasional Support High Level Thinking with Linguistic Support

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

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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

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

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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

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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