Transcript California ELD Standards

California ELD
Standards
San Bernardino City Unified School District
1
SBCUSD
Meeting Guidelines for Excellence
1.
We start and end on time.
2.
We focus on positive outcomes for students.
3.
We are productive and focus on solutions for our stakeholders.
4.
We have clear objectives and outcomes that are purposeful.
5.
We collaborate honestly and in a way that encourages and engages each
person to share his/her knowledge.
6.
We value and respect the knowledge of our diverse group of participants.
7.
We take ownership and responsibility for individual and group decisions.
8.
Have fun!
2
SBCUSD
BASICS FOR EXCELLENCE
1.
Focus on Results: We work collaboratively to produce exemplary outcomes for our
SBCUSD community.
2.
Service: We achieve success by consistently and effectively serving others.
3.
Sense of Purpose: Our actions are focused and contribute to the attainment of our
mission.
4.
Positive Passion: We experience enthusiasm and encouragement as evidenced by our
excitement and joy in what we do every day.
5.
Emotional Commitment: We exhibit inspired behaviors that reflect pride, motivation,
and empowerment through involvement.
6.
Parameters of Trust: We establish consistent parameters of trust that are characterized
by honesty, transparency and collaboration.
7.
Professionalism: We exhibit professionalism by providing superior customer service
while adhering to quality professional standards.
3
What Do You Know?
What do you know about the Common Core State
Standards (CCSS) and the California ELD Standards?
Example: “Something that I understand about common core
is_____.”
Something you understand about
Common Core/ELD
Something that excites you about
Common Core /ELD
Something you would like to learn
about Common Core/ELD
Something you made connections
with related to Common Core /ELD
4
Day 1 Outcomes
•
Review the State’s goals for English learners
•
Annual Measureable Achievement Objectives (AMAO) Accountability
•
Examine the structure and content of the ELD Standards
•
Identify the essential components of ELD instruction
•
Discuss instructional approaches for implementing Common Core and
ELD Standards in tandem
•
•
Close Analytical Reading Activity
Develop a plan of action to begin implementing the new learning at
your site
5
State’s Goals for English Learners

Acquire full proficiency in English as
rapidly and effectively as possible
 Meet state standards for academic
achievement
6
The Reality
 America’s 5.4 million Limited English Proficient (LEP) students
represent the fastest growing student population, expected to
make up one of every four students by 2025.
 Since success in the 21st century calls for all students to be
proficient in academic English as does No Child Left Behind
schools must be prepared to identify English language learners,
measure what they know and teach them effectively.
www2.ed.gov/nclb
7
Annual Measurable Achievement Objectives
(AMAO)
 AMAO 1- Annual Growth Expectations
 The percentage of English learners moving up at least one English language
proficiency level annually as measured by the California English Language
Development Test (CELDT)
 AMAO 2- Attaining English Proficiency
 The percentage of English learners that reach the proficient level on the CELDT

Cohort 2a- less than 5 years in U.S. schools

Cohort 2b – 5 or more years in U.S. schools
 AMAO 3 – Attaining ELA and Math proficiency on the state assessment
 The percentage of English learners that reach the proficiency level or have
sufficient growth on the ELA and Mathematics portions of the AYP measures
8
AMAO 1 - Annual Growth Expectations
English learners are expected to grow at least one English language
proficiency level a year
State Target 2012-2013 : 57.5%
SBCUSD: 51.7% - Target Not Met
9
AMAO 2 – Attaining English Proficiency on the CELDT
2 - Cohorts
10
AMAO 2 – Attaining English Proficiency on the CELDT
2 - Cohorts
Less than 5 Years State Target 2012-2013: 21.4%
More than 5 Years State Target 2012-2013: 47.0%
SBCUSD: 20.2% - Target Not Met
SBCUSD: 40.8%- Target Not Met
11
AMAO 3 – Attaining ELA and Math
proficiency on the state assessment
ELA Target 2012-2013 89%
ELs: 34.4% - Target Not Met
District-wide 41.5% - Target Not Met
12
Math Target 2012-2013 89%
ELs: 48% - Target Not Met
District-wide 49.5 – Target Not Met
Reflection
Analyzing Site Data
Factors
Factors
AMAO I
Factors
Factors
Take a look at your data
 As you review your data, discuss the current state of
English language development instruction at your school.
 What factors may have contributed to the results of your
data?
13
Please take a 15 minute break
14
CA ELD Implementation
Significant Milestones
2013-14:
October
2011:
August 2, Assembly
2010: SBE Bill 124
mandates
Adopts
revision of
CCSS
the ELD
Standards
California Department of Education
November
2012: SBE
adopts the
new CA ELD
Standards
15
• ELD
Standards
professional
development
materials
produced
• ELA/ELD
Curriculum
Framework
• Brokers of
Expertise
2016-17:
ELD
Standards
assessment
developed
(ELPAC)
Key Shifts from
Current 1999 ELD Standards to
California ELD Standards
FROM A
CONCEPTUALIZATION
OF…1999
TO UNDERSTANDING…2012
1. Language acquisition as an
individual process
 1. Language acquisition as a
developmental linguistic and
social process
2. Language as structures or
functions
 2. Language as action,
subsuming structure and function
3. L2 acquisition as a linear and
progressive process aimed at
accuracy and grammatical
correctness
 3. L2 acquisition as non linear
and complex developmental
process aimed at comprehension
and effective communication
4. Use of simplified texts with
minimal context
 4. Use of complex texts with
ample context and temporary
16 supports
FROM A
CONCEPTUALIZATION OF…
1999
TO UNDERSTANDING… 2012
5. Use of activities that preteach content or simply “help
students get through texts”
 5. Activities that scaffold students’
development and autonomy as part
of learning and development
6. Isolated, discrete, structural
features of language
 6. Exploration of how language is
purposeful and patterned to do its
particular rhetorical work
7. Traditional grammar as a
starting point to access texts
 7. Multimodal grammar addressed
within a context of texts and
academic tasks
8. Literacy foundational skills as
one-size-fits-all, neglecting
linguistic resources
 8. Literacy foundational skills
targeting varying profiles of ELs,
tapping linguistic resources
17
Processing Activity
In groups, create a T-Chart listing how the shifts would
“look” and “sound” in your classroom
18
Language Uses Within Content Practices
Language
,
Linquanti & Hakuta (2012) WEST ED
Moving Forward Conference (2013)
19
CA ELD Standards: Alignment with the CCSS
 Designed to be used in tandem with CCSS for ELA/Literacy
 Highlight and amplify the critical knowledge about
language and skills using language in the CCSS for
ELA/Literacy necessary for ELs to be successful in school
 Provide fewer, clearer, higher standards so teachers can
focus on what’s most important
WEST ED, Linquanti & Spycher Moving Forward Conference (2013)
20
21
22
23
24
25
26
ELD Grade Level Standards
Review Section 2
ELD Standards in teams
 What do they
communicate to
students and
teachers?
 What changes across
proficiency levels?
Part I:
 Standard #1 (exchanging
information/ideas)
 Standard #6 (reading/viewing
closely)
 Standard #12 (selecting
language resources)
Part II
 Standard #1 (understanding
text structure)
 Standard #4 (using nouns &
noun phrases)
 Standard #6 (connecting &
condensing ideas)
WestED
27
Lunch!
28
Taking a closer
look at
CCSS/ELD
Standards
29
Taking a Closer Look at the CCSS/ELD Standards
Third Grade MODEL
CCSS: RI 3.1 – Ask and Answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
Part I: ELD Interpretive Mode, Standard 6 – Reading/viewing closely
PI.3.6 (Section Part 1 or Part II, Grade Level, Standard Number)
Emerging: Describe ideas, phenomena (e.g., insect metamorphosis), and text
elements (e.g., main idea, characters, setting) based on understanding of select set of
grade-level texts and viewing of multimedia with substantial support.
Expanding: Describe ideas, phenomena (e.g., how cows digest food). And text
elements (e.g., main idea, characters, events) in greater detail based on
understanding of a variety of grade-level texts and viewing of multimedia with
moderate support.
Bridging: Describe ideas, phenomena (e.g., volcanic eruptions), and text elements
(e.g., central message, character traits, major events) using key details based on
understanding of a variety of grade-level texts and viewing of multimedia with light
support .
30
Examining How CCSS /ELD Standards Work in Tandem
1.
In your ELD Standards document, find the ELD correlation for CCSS RI
#5 on the planning pages in Part I (Interacting in Meaningful Ways) and
Part II (How English Works)
2.
Highlight or circle any differences at each of the three proficiency levels
(e.g., Emerging, Expanding and Bridging) in your ELD Standards
document
3.
Go to your grade level poster with your group. Choose 1 proficiency
level (Emerging, Expanding and Bridging), circle key descriptors, and
brainstorm specific strategies that you would use to help your ELs
reach this standard, (e.g. SIOP, GLAD, SDAIE) then write them on the
poster
4.
Be prepared to share the proficiency level and specific strategies
discussed to address the learners’ language needs
31
ELD Instruction
 Integrated ELD, in which all teachers with ELs in their
classrooms use the CA ELD Standards in tandem with the
focal CA CCSS for ELA/Literacy and other content
standards.
 Designated ELD, or a protected time during the regular
school day in which teachers use the CA ELD Standards as
the focal standards in ways that build into and from
content instruction in order to develop critical language
ELs need for content learning in English.
32
Draft ELA/ELD Framework November 2013
Essential Components for
Effective ELD Instruction

Clear Lesson Objectives: Lessons are designed using the CA ELD standards grounded in the
appropriate content standards.

Academic English Focus: Time to focus on the language of the content areas in ways that are
closely aligned with what is happening in content instruction.

Focus on Forms: Instruction explicitly focuses on learning how English works, based on
purpose, audience, topic, and text type. This includes attention to the discourse practices,
text organization, grammatical structures, and vocabulary that enable us to make meaning as
members of discourse communities.

Planned and Sequenced Events: ELD instruction should include interactive activities among
students, but they must be carefully planned and aligned to the CCSS/ELD standards in order
to strategically build language proficiency along with content knowledge.

Scaffolding: Teachers contextualize language instruction, build on background knowledge,
and provide the appropriate level of scaffolding based on individual differences and needs.
Scaffolding is both planned in advance and provided “just-in-time.”

Feedback: Teachers frequently monitor language usage and provide students with selective
corrective feedback in ways that are explicit and meaningful to the student.
33
Draft ELA/ELD Framework November 2013
Close Reading & Text Dependent Questions
Questions
•What are students expected
to do with what they have
read?
•How can Close Reading help
students meet the reading
expectations of CCSS?
•What role does Text
Dependent Questions play in
reading and making meaning?
•Close Reading Video
•Action Plan
• Standard (4)
Interpret words and
phrases as they are
used in a text,
including determine
technical,
connotative, and
figurative
meanings, and
analyze how
specific word
choices shape
meaning or tone.
Integration of Knowledge and Ideas
• Standard (1)
Read 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.
Craft and Structure
Key Ideas and Details
Anchor Reading Standards:
What are students expected to do with what they have read?
• Standard (8)
Delineate and
evaluate the
argument and
specific claims in
text, including the
validity of the
reasoning as well
as the relevance
and sufficiency of
the evidence.
What is Close Reading?
Close Reading is an instructional routine
In which students critically examine
complex text by:
1. Repeated Readings of complex text
2. Interacting with short complex text (3 to
9 paragraphs) with tool in handannotating
3. Responding to text dependent
questions
4. Limited Frontloading
5. Completing post-reading tasks requiring
that they return to text (e.g., write an
argumentative piece, Socratic seminar,
debate a topic, design a research report,
deliver a speech)
How might close reading benefit EL Students?
Fisher and Frey
Assimilate new textual
information with their existing
background knowledge and
prior knowledge
Knowledge builds from literal
comprehension to
inferential/analytical
comprehension
The Objective
Objective of Close Reading
Build habits, stamina and
persistence when tackling
complex text
Develop a rich vocabulary
and sensitivity to how
English works
Fisher and Frey
Close Reading in the Classroom
What are the Students doing?
What is the Teacher doing?
 Students should read like a
 Teacher sets a purpose or focus




“text-detective”
They are more attentive to the
text
Students should read and reread
deliberately
There is a focus on Tier II words
and on particular phrases or
sentences the author uses
Students present their thinking,
observations, and analyses
through speaking, writing or
technology
Fisher and Frey
for reading (aligns to the
standard(s)
 Teacher selects “worthy” text
that is rich enough for
students to draw good
evidence ( Appendix B CCSS)
 Teacher assigns a post-reading
activity that require that
students go back to the text
Please take a 15 minute break
39
Text-Dependent
Questions
Text-Dependent Questions
 Specifically asks a question that can only be answered by
referring back to the text
 Does not rely on any particular background information
nor depend on students having other experiences or
knowledge
 Uses the text and what students can extract from the
information
Non-Text Dependent Questions
Questions
 Why do you think the
North fought in the Civil
War?
 Have you ever been to a
funeral or gravesite?
 Lincoln says that the nation
is dedicated to the
proposition that “all men
are created equal.” Why is
equality an important value
to promote?
Rationale
 The question seeks to elicit a
personal or general response
that relies on individual
experience and opinion
 The question takes students
away from the text
 Requires no familiarity at all
with Lincoln’s speech in order
to answer
Text-Dependent Questions
Questions
Rationale
 What type of poem is this?
 A focus on specific words and
Knowing the structure, what
do we expect?
 How would you describe the
condition of the borogoves?
 According to the poem, how
should we construct our
notions of good and evil?
phrases as well as text
structure
 Students would need to have
read the text and understood
it, to describe the condition of
the borogoves. Focusing on
key details.
 Students have to use evidence
from the text to define good
and evil.
How could you encourage EL students to use academic language
when responding to these questions?
Fisher and Frey
Progression of Text Dependent
Questions
Frey, N. & Fisher, D (in press). Common Core State Standards in Literacy (Grades 305), Bloomington, IN: Solution Tree
Text Dependent Questions
How might these questions help ELs build language and literacy?
45
Aspen Institute
Close Reading: Video
Jigsaw with Article
“Close Reading in Elementary Schools” Fisher and Frey
1.
Number off 1 to 4 at your table
2.
1’s and 3’s read pages 181-184
Close Reading
Discuss the issue of frontloading for our English Learners (182184)
3.
2’s and 4’s read pages 184-187
Text-Dependent Questions
4. 1’s and 3’s teach Close Reading to 2’s and 4’s at your table
5.
2’s and 4’s teach Text Dependent Questions to 1’s and 3’s
at your table
Tab
Action Plan
 As you plan your staff professional development on ELD
Standards, brainstorm how you can present this
information to your staff
 Refer to your ELD Components matrix used when reviewing
the video
 Prepare an Action Plan that outlines your next steps to
apply the new learning.
 Example: ELD Standards, ELD Components, Close Reading and Text
Dependent Questions
 Be prepared to present your plan to the whole group
Thank you!
 Reminders: Bring your binder on Day 2, Be prepared to
share about your experience at your site as you shared this
information and your action plan with them.
 Contacts: If you have any questions, please call our office
at 909-891-1006 and ask for Angelica Hurtado for ELM
Programs or Melanie McGrath for ABE/DI Programs
49