july 2014 summer professional development series
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Using the neweNglish Language Development standards Learning and Teaching Lizette Diaz, Director II English Learners. July 2014 Summer Professional Development Series. Prepare all kids, including every English Learner , for College and Career success!. - PowerPoint PPT PresentationTRANSCRIPT
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July 2014 Summer Professional DevelopmentSeries
USING THE NEWENGLISH LANGUAGE DEVELOPMENT STANDARDS
Learning and Teaching
Lizette Diaz, Director II English Learners
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PREPARE ALL KIDS, INCLUDING EVERY ENGLISH LEARNER, FOR COLLEGE AND CAREER SUCCESS!
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Designated and Integrated ELD
Interacting in Meaningful Ways
Learning about how English Works
Using Foundational Literacy Skills
TODAY’S OUTCOME IS TO BEGIN TOLEARN ABOUT…:
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DESIGNATED AND INTEGRATEDENGLISH LANGUAGE DEVELOPMENT*ELD is both: DESIGNATED
ELD: • Learning to Use
English • Learning About How
English Works Protected time during
the school day
INTEGRATED ELD: • Learning Content through
English
Throughout the school day
What? CA 2012 ELD Standards
ALL Content Standards
Whom? In as few proficiency levels grouped together
Heterogeneous grouping
How long?
30 Minutes - Elementary1 Block - Middle School
Throughout the day
*Draft ELA/ELD Framework
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Designated and Integrated ELDInteracting in Meaningful Ways
Learning about how English WorksUsing Foundational Literacy Skills
ENGLISH LANGUAGE DEVELOPMENT COMPONENTS
Understanding Standards
Utilizing ELD Strategies
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2012 English Language Development StandardsCopy for each teacherElectronic Versions, by grade level both in B/W and Color
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
2014 California English Language Arts/English Language Development Framework July 2014 Adoptionhttp://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp
CURRENT NEWS ON THE ELD STANDARDS AND NEW FRAMEWORK
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KEY SHIFTS1999 CA ELD Standards
From… 2012 CA ELD Standards
To…
Simplified texts and activities that are separate from content knowledge
Instruction that treats reading, writing, listening, and speaking as isolated and separate skills
Complex texts and intellectually challenging activities with content integral to language learning
Instruction that artfully integrates reading, writing, speaking and listening, and language
Spycher, 2012
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Emerging(CEDLT:
Beginning/Early Intermediate)
Expanding (CELDT: Early
Intermediate/Intermediate)
Bridging(CELDT: Early
Advanced/Advanced)
Corresponding Instructional Level of Support
Substantial Support
Moderate Support
Light Support
NEW!
FROM FIVE TO THREE PROFICIENCY LEVELS
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Emerging Expanding BridgingEnglish learners enter the Emerging level
Enter having limited receptive and productive English skills.
English learners progress through the Bridging level
Move from refashioning learned phrases and sentences
Towards being able to increasingly engage in using English in more complex, cognitively demanding situations.
English learners progress through the Expanding level Communicate
effectively with various audiences on a wide range of familiar and new topics to meet academic demands across a variety of disciplines.
Become lifelong academic language learners.
Complete overview of the ELD Proficiency Level Descriptors found on page 1-9 of the ELD Standards.
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Designated and Integrated ELD
Interacting in Meaningful Ways
Learning about how English Works
Using Foundational Literacy Skills
REACH AN APPLIED LEVEL OF UNDERSTANDING IN:
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Designated and Integrated ELD
Interacting in Meaningful Ways
Learning about how English Works
Using Foundational Literacy Skills
REACH AN APPLIED LEVEL OF UNDERSTANDING IN:
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CALIFORNIA DEPARTMENT OF EDUCATIONENGLISH LANGUAGE DEVELOPMENT
STANDARDS FOR GRADE 4: SECTION 1
Corresponding Common Core Standards cluster
CorrespondingELD Standard
Standards are now by grade level: Kindergarten-8th Grade
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ELD #6 Reading closely
literary and informational texts
and viewing multimedia to determine how
meaning is conveyed explicitly and
implicitly through language.
Cluster of ELA Standards
Reading Literature 4.1-7, 9-10Reading Informational 4. 1-7, 9-10Speaking and Listening 4.2-3Language 4.3,4,6
Correlation between
ELD and ELA
Correspondence between ELD and ELA Standards…Up Close
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ELD #6 Reading closely
literary and informational
texts and viewing
multimedia to determine how
meaning is conveyed
explicitly and implicitly through
language.
RL 4.1 Reading Literature
Refer to details and examples in a
text when explaining what
the text says explicitly and when drawing
inferences from the text.
Reading 1Read closely to determine what
the text says explicitly and to
make logical inferences from it;
cite specific textual evidence when writing or
speaking to support
conclusions drawn from the text.
Remember: Anchor Standard
1Is mapped
backward across all grade level
standards.
Correlation between
ELD and ELA
Part I: Interacting in Meaningful WaysCollaborative (ELD Strands 1-4)Interpretive (ELD Strands 5-8)Productive (ELD Strands 9-12)
THE ARCHITECTURE OF THE ELD STANDARDS
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PART I: INTERACTING IN MEANINGFUL WAYS
COLLABORATIVE
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PART I: INTERACTING IN MEANINGFUL WAYS
INTERPRETIVE
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PART I: INTERACTING IN MEANINGFUL WAYS
PRODUCTIVE
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Designated and Integrated ELD
Interacting in Meaningful Ways
Learning about how English Works
Using Foundational Literacy Skills
:
Part II: Learning About How English WorksStructuring Cohesive Texts (ELD Strands 1-2)Expanding and Enriching Ideas (ELD Strands 3-5)Connecting and Condensing Ideas(ELD Strands 6-7)
Teaching Strategies:Found in Appendix B: The California English Language Development Standards
THE ARCHITECTURE OF THE ELD STANDARDS
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PART II: LEARNING ABOUT HOW ENGLISH WORKS
STRUCTURING COHESIVE TEXTS
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PART II: LEARNING ABOUT HOW ENGLISH WORKS
EXPANDING AND ENRICHING IDEAS
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PART II: LEARNING ABOUT HOW ENGLISH WORKS
CONNECTING AND CONDENSING IDEAS
Part III: Using Foundational Skills
Teaching Strategies:Found in Appendix A: Foundational Literacy Skills for English Learners
THE ARCHITECTURE OF THE ELD STANDARDS
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Designated and Integrated ELDInteracting in Meaningful Ways
Learning about how English WorksUsing Foundational Literacy Skills
ENGLISH LANGUAGE DEVELOPMENT COMPONENTS
Understanding Standards
Utilizing ELD Strategies
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…in meaningful and relevant ways to gain and exchange information and ideas across three communicative modes:CollaborativeInterpretiveProductive
…for academic tasks via three cross-mode language processes:Structuring cohesive textsExpanding and enriching ideasConnecting and condensing ideas
STRATEGIES THAT SUPPORT ENGLISH LEARNERS TO USE LANGUAGE…
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A TOOL TO SCAFFOLD INSTRUCTION FOR ENGLISH LEARNERS
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BLOOMS LEVELS + DOK LEVELS,QUESTIONS AND SENTENCE FRAMES
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STRATEGIES AND LEARNING PRODUCTS
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PLANNING FOR ELD INSTRUCTION
What question stems will support students in mastering the ELD Standard using interpretative and collaborative language domains?
What response frames will support students in using the productive and collaborative language domains for academic tasks?
What knowledge about vocabulary and how English works should be taught so that English Learners may build upon their lexicon and increase their level of English proficiency?What strategies and scaffolds are needed to support English Learners during both Designated and Integrated ELD?
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THINKING ABOUT THE ELD STANDARD #6 … FOR EACH PROFICIENCY LEVEL
What questions would you use to prompt an English Learner to describe ideas, phenomena, and text elements during a close read activity?
What language frames would you use to have an English Learner respond with?
What knowledge of word structure or vocabulary can you teach English Learners to determine the meaning of unknown words?
What would instructional supports look like across the different proficiency levels to help English Learners access the meaning of text?
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Emerging (Teacher 1) Expanding (Teacher 2) Bridging (Teacher 3)Select the main events of this story from this chart after listening and talking about the story in your group, tell (show) me about them?
The main events of this story are_________.
Teaching sequence, pre- (before): prepay (pay before)
visuals, pre-tech vocabulary, limited vocabulary use, listen to story, talk in small groups
FOR EXAMPLE…USING THE TOOLKIT, PAGE 3, AND ELD
STANDARD 6, PART 1
The first example uses Toolkit, page 3
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LEARN AND APPLY
With a partner, pretend you are each part of a PLC, planning Designated ELD for a corresponding ELA Standard you are teaching in your grade level.
Then find the corresponding ELD Standard from Part 1, Interacting in Meaningful Ways
Using the ELD Standards for your grade level, planning guide template, and Toolkit to Scaffold Instruction for English Learners…
Select one English Learner proficiency level and plan for that level using the template in your folder, like the example shown. You may also reference the Overview of the Proficiency Level Descriptors found on pages 5-9.
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Appendix C: Theoretical Foundations and Research Base for the CA ELD Standards
Appendix D: Context, Development, and Validation of the CA ELD Standards
IN ADDITION…THE APPENDICES