Meeting the Needs of English Language

Learners in the Common Core

ClassroomRebekah McConnell, M.A.

Lancaster School District

Department of Curriculum, Instruction, and Assessment

ObjectivesUnderstand how ELs and their proficiency

levels are identified.

Explore the new requirements for English Language Development, as outlined in the SBE-Adopted ELA/ELD Framework (2014).http://www.cde.ca.gov/ci/rl/cfelaeldfrmwrksbeadopted.asp

Explore how to use the CCSS-aligned English Language Development Standards (2012) to design integrated and designated ELD lessons.

Initial Identification of English Learners

Home Language SurveyFilled out by the parent/guardian

when they enroll a student

If any language other than English is indicated, we consider the student to be a possible English Language Learner (ELL)

CELDTEnglish learners take the California English

Language Development Test (CELDT) Initial test based on Home Language Survey (First

time they are tested)Annual test given every fall to monitor progress

The CELDT covers 4 domains:1. Listening2. Speaking3. Reading4. Writing

CELDT Proficiency Levels

Students’ English language proficiency levels are determined by their CELDT scores.

Students have a proficiency level in each of the 4 domains, as well as an overall proficiency level.

There are 5 proficiency levels:1: Beginning2: Early Intermediate3: Intermediate4: Early Advanced5: Advanced

CELDT 1: BeginningSilent Phase

Listen Attentively

Repeat words and phrases

Respond to visuals, gestures, and other forms of TPR (Total Physical Response)

Focus on listening comprehension and building receptive vocabulary

http://www.everythingesl.net/inservices/language_stages.php

CELDT: 1 Beginning Cont.Yes/no and either/or questions

one or two word responses

Use pictures and realia to support learning

Provide listening activities

Focus on key vocabulary and concepts

Support learning with TPR, graphic organizers, charts, graphs., and sentence frames

CELDT 2: Early Intermediate Sound out stories phonetically

Read short, modified texts in content area subjects

Complete graphic organizers with word banks

Understand and answer questions about charts and graphs

Match vocabulary words to definitions

Participate in duet, pair, and choral reading activities

Understand simple teacher explanations and two-step directions

Compose brief stories based on personal experience

Write in dialogue journals

Support learning with TPR, graphic organizers, charts, graphs., and sentence frames

CELDT 3: IntermediateUse more complex sentences when speaking and

writing

Express opinions and ideas

Ask clarifying questions

Increasing comprehension in content areas

Students sound like “they speak English just fine.”

Limited academic English

Support learning with TPR, graphic organizers, charts, graphs., and sentence frames

CELDT 4 & 5: Early Advanced & Advanced

Proficient on the CELDT

Near native fluency

Considered for Reclassification

Placement of ELLsSEI vs. ELM Classrooms

Sheltered English Immersion (SEI)Teacher with classroom that contains a cluster of

CELDT 1-3 students. Integrated ELD Designated ELD

English Language Mainstream (ELM)Teacher with a classroom that contains a cluster of

CELDT 4-5 students. Integrated ELDDesignated ELD

Discussion Point

Why is it important for teachers to be familiar with the CELDT levels of their students? How can teachers use CELDT levels to help inform instruction and assessment of

English learners?

Communication: Listening and Speaking the Language of

Academics

“Ordinarily, language learning happens when learners come into close and

frequent contact with speakers of the target language, and efforts are made

both by the learners and target language speakers to communicate by

use of that language.”

Fillmore & Fillmore, 2012, p. 2

Paper presented at the Understanding Language Conference, Stanford, CA. Available at http://ell.stanford.edu/papers/practice

Scaffolding for the Needs of English Learners in the

Common Core ClassroomCalifornia English Language Development Standards

(2012)

http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Appendix AFoundational Literacy Skills

for English LearnersOutline of the Document

Pages 1-4: Research, Overview, & References

Pages 5 – 18: Grade Level Specific Pages

How to read the Grade Level Specific Pages:

Column 1: Student Profile

Column 2: Considerations

Column 3: Applicable CCSS ELA Foundational Literacy Standards

Structure of CA ELD Standards

LET’S LOOK AT ELD STANDARDS

17

17

CA ELD to CCSS ELA Correlation

2.ELD.I.A.1: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using gestures, words, and learned phrases.

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L.2.6: Use words and phrases acquired through conversations, reading, and being read to, and responding to tests, including using adjective and adverbs to describe.

SL.2.1, SL.2.3

Collaborative Mode 19

19

CELDT 1 &

2

CELDT 3

CELDT 4 &

5

ActivityTake a moment to read through and examine the ELD Standards for your Grade Level and think About…How would you correlate your current

instruction to the ELD standards?

How would you determine which ELD standards to focus on?

How would you use the ELD standards in your classroom?

BREAK

English Language Development and the Common Core

Activity

Quick Write: What experience have you had with ELD?Who gets ELD?Why do we provide ELD?Who teaches ELD?When is ELD taught?What is used to teach ELD?

English Language Development

“…ELs face the unique challenge of learning English as an additional language as they are also learning grade-level content through English. This challenge creates a dual responsibility for all teachers who teach ELs. The first is to ensure that ELs have full access to grade-level curriculum in all content areas, and the second is to ensure that ELs simultaneously develop advanced levels of English necessary for success with academic tasks and texts in those content areas.”

-California Department of Education (2014), Chapter 2, page 75

ELD Instruction

“All teachers should attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levels of English. In this section, ELD instruction will be described first generally and then in terms of using the CA ELD standards in two ways:

1. Integrated ELD; and

2. Designated ELD.”

California Department of Education (2014)adapted from English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten through Grade Twelve

Both/And“ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD.”

California Department of Education (2014)English Language Arts/English Language Development Framework

for California Public Schools: Transitional Kindergarten through Grade Twelve

Integrated + Designated

Key Features of Integrated ELD

Figure 2.21Effective instructional experiences for ELs throughout the day and across the disciplines:

Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging

Are appropriately scaffolded in order to provide strategic support that moves learners toward independence

Build both content knowledge and academic English

Value and build on primary language and culture and other forms of prior knowledge

California Department of Education (2014)English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten through Grade Twelve

Designated ELD

“Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English.”

“During this protected time, ELs should be actively engaged in collaborative discussions where they build up their awareness about language and develop their skills and abilities to use language.”

California Department of Education (2014)English Language Arts/English Language Development Framework

for California Public Schools: Transitional Kindergarten through Grade Twelve

Key Features of Designated ELD

Figure 2.23

Intellectual Quality, Academic English Focus, Extended Language Interaction, Focus on Meaning, Focus on Forms, Planned and Sequenced Events, Scaffolding, Clear Lesson Objectives, Corrective Feedback

Integrated ELD in Action

Integrated ELD Science:

Focus on Academic Language (Grade 4)

Designated ELD in Action

Integrated ELD Science:

Focus on Science (Grade 4)

Additional Resources for Integrated and Designated

ELDAsking and Answering Questions About Soil (Grade 2)

- Integrated and Designatedhttps://www.teachingchannel.org/videos/ask-answer-questions-nea

Analyzing Texts: Putting Thoughts on Paper (Grade 5 ) –Designated ELDhttps://www.teachingchannel.org/videos/analyzing-text-writing

Preparing Learners: Ethos, Pathos, & Logos (Grades 6-8) – Integrated ELD https://www.teachingchannel.org/videos/ethos-pathos-logos

Integrated & Designated ELD in Action (Vignettes)

What is the role of content, and how does this lesson build into and from the content students are learning the rest of the day?

What kind of Language are students using, and how are they developing it?

How does the teacher determine when students need additional support, and how is the support provided?

Designated ELD in Action

What role does language play in Designated ELD?

Review and Reflect

What is your responsibility to English learners in your classroom?

What services are English learners entitled to, and who is responsible for providing those services?

Who are the English learners in your classroom and what are their levels?

How will you use the ELD standards to help meet the needs of English learners in your classroom?

How will you provide integrated AND designated ELD for your students?