the california eld standards part 2 rowland unified school district presented by annabel dannemann...

The California ELD Standards

Part 2Rowland Unified School District

Presented by Annabel Dannemann

and Danielle Caro

Embrace a New Paradigm

ELD Standards & ELA Common Core

ELD Profile

ELD Materials

ELPACCELDT

Medallions and Academic Vocabulary

Objective

Participants will explore the ELD standards and

Appendices to understand how they work in tandem

with the CCSS ELA standards

4

Always RunningRead the vignette to yourself.

When have you had a similar

experience?

Provide opportunities for ELs to access, engage with, and achieve in grade-level academic content while they are learning English

Designed to be used in tandem with the Common Core State Standards and not in isolation

Purpose of the CA ELD Standards

Language Demands from the Common Core State

Standards

The Common Core State Standards set high expectations for all students to participate in academic discourse across the disciplines.

6

9

ELD Standards

Getting to know the components

Use the tasks to familiarize yourself with the California ELD

Standards

Task #1

What characteristics contribute to the

diversity of our ELs in California?

Use pages 1-4 to answer the question.

Solution #1ELs in California are diverse because_____.

The range of cultural and linguistic backgrounds

Migrant statusExperiences with formal schoolingProficiency with native language and

English literacySocio-economic statusExperiences in the home, school and

community

Structure and Componentsof the 2012

ELD Standards

Include:O Part I: Interacting in Meaningful WaysO Part II: Learning about How English

WorksO Part III: Using Foundational Literacy Skills

Page 19

Task #2What are the three

levels of ELD proficiency?

Use pages 5-7 to answer the question.

Solution #2The three proficiency levels are

______, _____, and _____.

Emerging Expanding Bridging

Task #2

What are the stages within each level?

Emerging Expanding Bridging

BONUSQUESTION

Early Emerging

Exit Emergin

g

Early Expandi

ng

Exit Expandi

ng

Early Bridging

Exit Bridging

Proficiency Level Continuum

Page 8 & 9

Task #3What are the three

degrees of support at the Early Stages of proficiency levels?

Use pages 6-9 to answer the question.

Solution #3The three degrees of support

are ___, ____, and ____.

SubstantialModerate

Light

Task #4What are the three

modes of communication?

Use pages 10-11 to answer the question.

Solution #4The three modes of

communication are ____, ____, and ____.

• Collaborative

• Interpretive

• Productive

A Closer Look at ELD Standards

Turn to“Page 1”in your

grade level standards.

Part I: Interacting in Meaningful Ways

Organization of Part I:

A. CollaborativeB. InterpretiveC. Productive

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Part I: Interacting in Meaningful Ways

A. Collaborative (engagement in dialogue with others)

1. Exchanging information/ideas via oral communication and conversations2. Interacting via written English (print and multimedia)3. Offering opinions and negotiating with/persuading others4. Adapting language choices to various choices to various contexts

Part I: Interacting in Meaningful

Ways

Part I: Interacting in Meaningful

WaysB. Interpretive (comprehension, and

analysis of written and spoken texts)5. Listening actively and asking/answering questions about what was heard6. Reading closely and explaining interpretations/ ideas from reading7. Evaluating language choices

8. Analyzing how writers use vocabulary and other language resources

Part I: Interacting in Meaningful

WaysC. Productive

9. Expressing information and ideas in oral presentations10. Composing/writing literary and informational texts11. Supporting opinions or justifying arguments and evaluating other’s opinions or arguments12. Selecting and applying varied and precise vocabulary and other language resource

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Part II: Learning about How English Works

Task #5What are the three

ways we focus on how English works?

Solution #5They are ________, _________, and

_________.

Structuring Cohesive Texts

Expanding & Enriching Ideas

Connecting & Condensing Ideas

Part II: Learning How English Works

Organization of Part II:A. Structuring Cohesive textsB. Expanding and enriching ideasC. Connecting and condensing ideas

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Part III: Using Foundational Literacy Skills

Foundational literacy skills alignment charts for ELD in Appendix

Secondary Level: Grades 6-12Appendix A, pg. 16-18

Part III: Foundational Literacy SkillsO Research on English Learners

-ELs benefit from reading foundational skills instruction-Oral English proficiency is crucial for English literacy-Native language literacy facilitates English literacy

learning

O Reading Foundational Skills Alignment Charts-Student language and literacy characteristics-Considerations for literacy foundational skills instruction-CA Common Core Reading Standards: Foundational Skills

O Alignment Charts: K-5, by grade and 6-12, by grade span

Implications for Practice

How will you address the ELD

Standards in your classroom?

ELL Vignettes

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Thank you!