Terry  Barrón  Norma  Gómez-­‐Michel  

Ø Form  a  group  of  4  Ø Number  off  in  the  group  from  1-­‐4  

Ø Write  your  number  in  large  font  on  your  “card”  

Ø Stand  up  Ø When  the  music  plays,  trade  cards  

Ø When  the  music  stops,  look  at  the  screen  for  the  next  instruction  

¡  Form  a  pair:  an  even  number  with  an  odd  number.  

¡  Besides  family,  friends,  and  work,  what  are  you  passionate  about?  

       I  am  passionate  about…    

¡  Form  a  triad  with  all  even  numbers  or  all  odd  numbers.  

¡ What  inspired  you  to  become  a  teacher?              I  was  inspired  to  become  a  teacher…  

 

¡  Form  a  group  of  four,  all  different  numbers  ¡  Share  what  you  understand  about  the  new  ELD  standards.  

     What  I  understand  about  the  new  ELD  standards  is  …  

¡  Six  Key  Principles  for  ELD  Instruction  

¡  ELD  Proficiency  Level  Descriptors    

¡  Architecture  of  the  ELD  standards    

6  

¡  Identify  the  proficiency  levels  of  two  students  using  the  new  proficiency  level  descriptors  

 ¡  Explain  to  others  how  to  navigate  the  2012  ELD  Standards  

     

7  

9  

¡  Describe  student  knowledge,  skills,  and  abilities  across  a  continuum,  identifying  what  ELs  know    and  can  do  

¡  Provide  three  proficiency  levels:  Emerging  ,Expanding,  and  Bridging  –at  early  and  exit  stages  

¡  Guide  targeted  instruction  in  ELD,  as  well  as  differentiated  instruction  in  academic  content  areas  

10  

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October 19, 2012 10

Proficiency Level Descriptors for California English Language Development Standards

Mode ofCommunication

English Language Development: Proficiency Level Continuum

Emerging Expanding

At the early stages of the Emerginglevel, students are able to:

At exit from the Emerging level,students are able to:

At the early stages of the Expandinglevel, students are able to:

At exit from the Expanding level,students are able to:

Collaborative

express basic personal andsafety needs, ideas, and respondto questions on social andacademic topics with gesturesand words or short phrases;

use basic social conventions toparticipate in conversations;

express basic personal andsafety needs, ideas, and respondto questions on social andacademic topics with phrasesand short sentences;

participate in simple, face toface conversations with peersand others;

express a variety of personalneeds, ideas, and opinions andrespond to questions using shortsentences;

initiate simple conversations onsocial and academic topics;

express more complex feelings,needs, ideas, and opinions usingextended oral and writtenproduction; respond toquestions using extendeddiscourse

participate actively incollaborative conversations in allcontent areas with moderate tolight support as appropriate;

Interpretive

comprehend frequentlyoccurring words and basicphrases in immediate physicalsurroundings;

read very brief gradeappropriate text with simplesentences and familiarvocabulary, supported bygraphics or pictures;

comprehend familiar words,phrases, and questions drawnfrom content areas;

comprehend a sequence ofinformation on familiar topics aspresented through stories andface to face conversations;

read brief grade appropriatetext with simple sentences andmostly familiar vocabulary,supported by graphics orpictures;

demonstrate understanding ofwords and phrases frompreviously learned contentmaterial;

comprehend information onfamiliar topics and on someunfamiliar topics incontextualized settings;

independently read a variety ofgrade appropriate text withsimple sentences ;

read more complex textsupported by graphics orpictures;

comprehend basic concepts incontent areas;

comprehend detailedinformation with fewercontextual clues on unfamiliartopics;

read increasingly complex gradelevel text while relying oncontext and prior knowledge toobtain meaning from print;

read technical text on familiartopics supported by pictures orgraphics;

Productive

produce learned words andphrases and use gestures tocommunicate basic information;

express ideas using visuals suchas drawings or charts, or graphicorganizers; and

write or use familiar words andphrases related to everyday andacademic topics.

produce basic statements andask questions in directinformational exchanges onfamiliar and routine subjects;

express ideas using informationand short responses withinstructured contexts; and

write or use learned vocabularydrawn from academic contentareas.

produce sustained informationalexchanges with others on anexpanding variety of topics;

express ideas in highlystructured and scaffoldedacademic interactions; and

write or use expandedvocabulary to provideinformation and extendedresponses in contextualizedsettings.

produce, initiate, and sustainspontaneous interactions on avariety of topics; and

write and express ideas to meetmost social and academic needsthrough the recombination oflearned vocabulary andstructures with support.

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1.   Collaborative  –  Engagement  in  dialogue  with  others  

2.  Interpretive  –  Comprehension  and  analysis  of  written  and  spoken  texts  

3.   Productive  –  Creation  of  oral  presentations  and  written  texts  

Activity:  Non-­‐linguistic  Representation  

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Proficiency Level Descriptors for California English Language Development Standards

Knowledge ofLanguage

English Language Development: Proficiency Level Continuum

Emerging Expanding

At the early stages of the Emerginglevel, students are able to:

At exit from the Emerging level,students are able to:

At the early stages of the Expandinglevel, students are able to:

At exit from the Expanding level,students are able to:

MetalinguisticAwareness

Apply to their learning of English anemerging awareness about:

differences and similaritiesbetween their native languageand English;

ways in which different kinds oflanguage are appropriate fordifferent tasks, purposes, andaudiences;

and how to: intentionally and purposefullyuse a limited range of everydayvocabulary, phrases, andmemorized statements andquestions in English;

Apply to their learning of English anawareness about:

differences and similaritiesbetween their native languageand English;

ways in which different kinds oflanguage are appropriate fordifferent tasks, purposes, andaudiences;

and how to: intentionally and purposefullyuse mostly everyday, and alimited range of generalacademic vocabulary anddomain specific vocabulary,phrases, and memorizedstatements and questions inEnglish related mostly to familiartopics;

Apply to their learning of English anexpanding awareness about:

differences and similaritiesbetween their native languageand English;

ways in which language may bedifferent based on task,purpose, and audience;

and how to: intentionally and purposefully

use mostly everyday vocabulary,and an expanding range ofgeneral academic and domainspecific vocabulary in Englishrelated mostly to familiar topics;

extend discourse in limited waysin a range of conversations;

recognize language differencesand engage in some selfmonitoring;

Apply to their learning of Englishawareness about:

differences and similaritiesbetween their native languageand English;

ways in which language may bedifferent based on task,purpose, and audience;

and how to: intentionally and purposefullyuse both everyday vocabularyand a range of general academicand domain specific vocabularyin English related to familiar andnew topics;

extend discourse in a variety ofways in a range ofconversations;

recognize language differences,engage in self monitoring, andadjust oral and writtenlanguage;

Accuracy ofProduction

be comprehensible when usingmemorized or copied words orphrases; and

may exhibit frequent errors inpronunciation, grammar, andwriting conventions that oftenimpede meaning.

be comprehensible when usingsimple or learned phrases andsentences; and

may exhibit frequent errors inpronunciation, grammar, andwriting conventions thatsometimes impede meaning.

be comprehensible when usingsimple and some expandedsentences and discourse ortexts; and

may exhibit fairly frequenterrors in pronunciation,grammar, and writingconventions thatmaysometimes impede meaning.

be comprehensible when usingexpanded sentences, discourseor texts; and

may exhibit fairly frequenterrors in pronunciation,grammar, and writingconventions that usually do notimpede meaning.

October 19, 2012 12

15  

¡ Metalinguistic  Awareness-­‐  the  extent  of  language  awareness  and  self-­‐monitoring  students  have  at  a  level  

¡  Accuracy  of  Production  –  the  extent  of  accuracy  in  production  ELs  can  be  expected  to  exhibit  at  the  level;  English  learners    increase  in  accuracy  of  linguistic  production  as  they  develop  proficiency  in  English  

16  

Activity:  Non-­‐linguistic  Representation  

¡  Mix  up  your  5  non-­‐linguistic  representations  and  ask  your  partner  to  match  them  to  3  modes  of  communication  and  the  2  knowledge  of  language  elements    

¡  Select  one  proficiency  level  and  follow  the  level  vertically  through  all  the  colors    

¡  Compare  “early  stage”  to  “exit”  and  highlight  words  that  indicate  the  difference  between  the  two  

 Pair  Discussion:  What  did  you  notice?      

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Read  the  descriptors  across  proficiency  levels  for  these  categories:    ¡  Collaborative  ¡  Productive  ¡  Accuracy  of  Production    

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Collaborative     Productive   Accuracy  of  Production  

Rafael  

Marcos  

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¡ With  a  partner,  determine  each  students’  proficiency  level    in  the  following  categories  § Collaborative  § Productive  § Accuracy  of  Production  

 

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Collaborative     Productive   Accuracy  of  Production  

Rafael  

Marcos  

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¡  Section  1:  “At  a  glance”    ¡  Section  2:  Grade  level  standards  (official  title:  Elaboration  on  Critical  Principles  for  Developing  Language  &  Cognition  in  Academic  Contexts)  

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California  Department  of  Education  website  link:  http://www.cde.ca.gov/sp/el/er/eldstandards.asp    

¡  Appendix  A:  Foundational  Literacy  Skills  for  English  Learners  

¡  Appendix  B:  California  English  Language  Development  Standards  Part  II:  Learning  About  How  English  Works    

¡  Appendix  C:  Theoretical  Foundations  and  Research  Base  for  California’s  English  Language  Development  Standards    

¡  Appendix  D:  Context,  Development,  and  Validation  of  the  California  English  Language  Development  Standards    

¡  Glossary  of  Key  Terms  ¡  Glossary  of  Key  Terms  (Accessible  Alternate  Version)  

With  a  partner,  practice  locating,  naming,  and  explaining  the  following  components:  

§  Sections  (2)  §  Parts  (3)  § Modes  of  Communication  (3)  §  Language  Processes  (2)  §  Strands  (19)  §  Alignment  to  CCSS  

Question?�Comments?�Concerns?�

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¡   What  is  the  significance  of  including  the  Student  Capacities  (Native  Language  and  High  Level  Thinking  and  Linguistic  Support)    column  in  the  Proficiency  Level  Descriptors  (PLDs)?  

¡  What  is  the  significance  of  including  the  Lifelong  Language  Learning  column  in  the  Proficiency  Level  Descriptors  (PLDs)?  

 ¡   Share  three  things  you  learned  about  the  ELD  Standards  from  today’s  session.  

¡  ELD  Standards:    http://www.cde.ca.gov/sp/el/er/eldstandards.asp    Understanding  Language  –  Stanford  University  http://ell.stanford.edu/papers/language            

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Terry  Barron  tbarron@sdcoe.net    Norma  Gomez-­‐Michel  ngomezmichel@sdcoe.net        

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