Transcript CCSSO_PowerPoint

ENGLISH LANGUAGE LEARNERS AND THE NEXT
GENERATION SCIENCE STANDARDS:
USING THE ENGLISH LANGUAGE PROFICIENCY
DEVELOPMENT (ELPD) FRAMEWORK
A webinar hosted by the Council of Chief State School Officers
Guadalupe Valdés, Stanford University and Okhee Lee, New York University
Members of the ELPD Framework Writing Committee
Webinar will begin at 1 p.m. ET
All participants are muted upon entry.
Please use Q&A function to ask questions.
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To find the ELPD Framework online: Google ELPD CCSSO
The Focus of Today’s Presentation
Today’s presentation will look at:
Purpose and Components of the Framework
Language Demands and Practices in the Next Generation
Science Standards
Section 2.3: Standards Match
 Science tables begin on page 26
Section 2.4: Classroom Match
 Science table is found on page 35
To find the ELPD framework online: Google ELPD CCSSO
The Purpose and Vision of the Framework is:
 To communicate to ELL stakeholders in states the
language practices that all ELLs must acquire in order to
successfully engage in the CCSS and NGSS and to
develop English as a second language.
 To outline the underlying English language practices and
uses found in the CCSS and the NGSS.
 To delineate a procedure by which to evaluate the
degree of alignment between the framework (which
represent the language demands of the CCSS and
NGSS) and the ELP standards under consideration or
adopted by states.
What the Framework does not do:
Offer a specific set of ELP standards
Spell out what ELLs should be taught
Provide a guide for developing assessments
Articulate how schools should approach the
teaching of English to ELLs
Outline of the Framework
 There are seven sections in the Framework:
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Section 1: Introduction to the Framework
Section 2: The Framework
Section 3: The Alignment Protocol
Section 4: Sample Models of Selective ELP Standards Aligned
to Framework
 Section 5: Conclusion
 Section 6: Glossary
 Section 7: Supplementary Materials
Please note: an overview of the framework was provided on October 11, 2012.
To listen to the recording and view the PowerPoint, please visit
http://www.ccsso.org/Resources/Digital_Resources/CCSSO_Webinar_ELPD_Frame
work_Overview_.html.
To find the ELPD framework online: Google ELPD CCSSO
Structure of the ELPD
• Theory
behind ELP
standards
• The
connection to
the
classroom
• The reasoning
for sequencing
ELP standards
Foundation
Progressions
Classroom
Match
Standards
Match
• The
connection to
the CCSS
and NGSS
Focus on Language Demands: Next Generation
Science Standards
 Engaging in science and engineering practices involves
both scientific sense-making and language use.
 Performing these science and engineering practices is
also language intensive in that they both demand and
afford rich student discourse.
 Language used within the science classroom, and of
science textbooks as well, differs greatly from the
everyday discourse of students. It is also distinct from the
professional discourse and writing of scientists
To find the ELPD framework online: Google ELPD CCSSO
Focus on Language Demands: Next Generation
Science Standards
Students must:
 read, write, view, and visually represent as they develop
their models and explanations.
 speak and listen as they present their ideas or engage in
reasoned argumentation with others to refine their ideas
and reach shared conclusions.
To find the ELPD framework online: Google ELPD CCSSO
Section 2.3: Standards Match
“The development of state ELP standards must be
undertaken with a deep knowledge of the relationships
between the CCSS and the NGSSS and the language
practices needed to engage with the content.”
Page 6, Section 2.3, Standards Match
To find the ELPD framework online: Google ELPD CCSSO
Section 2.3: Standards Match
 This section includes two sets of tables for each
discipline (ELA, Math, and Science):
 The first table notes key practices and disciplinary core
ideas of each discipline.
 The second table unpacks how ELLs engage in these key
practices by performing certain analytical tasks through
engaging in both receptive and productive language
functions.
We will review the Science tables starting on page 26.
To find the ELPD framework online: Google ELPD CCSSO
Snapshot of Science Table One (page 26):
Table 5: Key Practices and Disciplinary Core
Ideas of the NGSS
 This table outlines:
 The eight science and engineering practices
 The four disciplinary core ideas in: physical sciences; life sciences;
earth and space sciences; and engineering, technology and
applications of science.
 The practices outlined here serve as the basis for Table 6,
which unpacks these practices into:
 Analytical tasks
 Receptive language functions
 Productive language functions
Snapshot of Table 6: Unpacking the
language demands in the NGSS
Snapshot of Table 6: Unpacking the
language demands in the NGSS
Section 2.4: Classroom Match
 The tables in this section are offered to:
 Conceptualize the multiple features of students’ and
teachers’ language use in the disciplines while engaged in
the learning of the key practices in the CCSS and NGSS.
 Provide a better understanding of what is currently being
referred to as academic language and academic literacy
Please note that some areas within the tables (e.g. language tasks),
are representative and not exhaustive.
To find the ELPD framework online: Google ELPD CCSSO
Snapshot of Science Classroom Match Table (Page 35)
How to read this table
 The two major columns of Table 9 suggest unique elements of
classroom language for both teachers and students
How to read this table
 The column for student language use and tasks is further
subdivided into receptive and productive elements.
How to read this table
 The rows are divided into:
 Modality
 Registers
 Examples of registers
First row: Modality
The characteristics of the “channels” through which
language is used, as in oral and written language versus
receptive and productive language skills. Examples include:
Communication between individuals in pairs (one-to-one)
or small groups (one-to-group)
Communication by students or teachers with entire class
(one-to-many)
Communication by students with various written materials,
through oral, written, and multimodal communication.
Rows Two and Three: Registers
 The second row indicates that embedded within
modalities are distinct language-related tasks and
activities that require unique registers of language:
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Colloquial registers
Classroom registers
Discipline-specific language and terminology
Disciplinary discourse conventions
 The third row identifies some of the registers relevant to
teachers’ language use and students’ oral and written
language use
One possible use
The development of
science-specific “Can Do”
statements for ELLs
Practice Two – Develop Models
Examples of “can do” statements:
Practice Two
Advanced Level ELLs can…
 Communicate orally and in writing ideas, concepts and
information related to a phenomenon or system using a model
developed for this purpose
 Describe a how a model relates to a phenomenon or system with
little support
 Respond to questions by amplifying information
 Discuss limitations of the model
Examples of “can do” statements:
Practice Two
Low Level ELLs can…
 Label diagrams of a model and makes lists of parts
 Interpret the meaning of models presented in texts and diagrams
 Interact with others in exploring and examining models and
jointly crafting basic explanations using emerging English as well
as diagrams and illustrations
Examples of “can do” statements:
Practice Two
Intermediate Level ELLs can…
 Ask more detailed questions about models
 Interact with others in producing a revised version of model
based on suggestions made by others
 Produce written descriptions or explanations of models using
examples of such descriptions and explanations as a basis for
their own texts
In sum, The Framework:
 Helps educators identify specific language demands in
the CCSS & NGSS
 Outlines a procedure for creating and/or evaluating state
ELP standards
 Encourages states to adopt a simultaneous theory of
action so that ELP standards and the CCSS and NGSS
are mutually reinforcing
Final thought
As the Common Core State Standards states:
“The development of native like proficiency in English takes
many years and will not be achieved by all ELLs especially
if they start schooling in the US in the later grades.
Teachers should recognize that it is possible to achieve the
standards for reading and literature, writing & research,
language development and speaking & listening without
manifesting native-like control of conventions and
vocabulary.”
Quoted from:
Application of Common Core State Standards for English Language Learners,
Common Core State Standards
Q&A
Please submit questions through the
Q&A Box.
Learn more about the Framework!
Please visit
http://www.ccsso.org/Resources/Digital_Resources/
Common_Core_Webinar_Series.html
to listen to recordings of the
other three webinars in this series.
To find the ELPD framework online: Google ELPD CCSSO
Thank you for attending!
For questions, please contact:
Katey McGetttick
CCSSO Program Associate, Common Core
[email protected]