ELD STANDARDS AWARENESS Training Module #3 Presenter Preparation: Be sure to have copies of the grade-level ELD Standards, the appendices for the ELD Standards, an index card, the matching document, the grade level standards for strand 1 (grades 1, 6, and 9-10), and the comparison chart for strand 1 for each teacher. http://www.cde.ca.gov/sp/el/er/eldstandards.asp

AMENDED TIMELINE FOR ELD STANDARDS IMPLEMENTATION STATE TIMELINE PUSD TIMELINE AMENDED TIMELINE FOR ELD STANDARDS IMPLEMENTATION 2012 Adoption of ELD Standards 2013-2014 ELD Standards Awareness Phase 2014-2015 ELD Standards Transition Phase ELD Standards to be integrated with ELA Standards 2015-2016 ELD Standards Implementation Phase ELD Standards to be updated to include NGSS and Math Standards ELPAC Pilot 2016-2017 ELPAC Implementation 2012-2013 ELD Standards Awareness Phase 2013-2014 ELD Standards Transition Phase 1 Modules 1 and 2 completed New ELL Progress Report pilot (Pomerado) 2014-2015 ELD Standards Transition Phase 2 Module 3 completed Module 4 completed Pomerado continues Progress Report pilot , which will now include TK 2015-2016 ELD Standards Implementation Phase Progress Report Implementation 2016-2017 ELPAC Implementation

SECTION 1 – GOAL, CRITICAL PRINCIPLES, AND OVERVIEW

Ask participants to locate their standards and review that each grade level set includes: Section 1 – Overview and Section 2 - Grade Level Standards (which will be reviewed later) Click 1 - Remind Participants that Section 1 is the Goal, Critical Principles, and Overview and has two parts – Interacting in Meaningful Ways and Learning About How English Works – pages 1 and 2. These are considered “strands.” Click 2 – This is page 1 and these are the strands for Interactining in Meaningful Ways – which correspond to the Collaborative, Interpretive, and Productive Modes. Remember that the collaborative mode corresponds to listening and speaking; the interpretive mode corresponds to reading and listening; and the productive mode corresponds to speaking and writing.

SECTION 1 PART I: INTERACTING IN MEANINGFUL WAYS Section 1: Overview (page 1) – complete strands (big ideas) – they are actually the same TK-12 (with a couple of exceptions) You see the three modes of communication: collaborative, interpretive, and productive, which were reviewed in Module 2. Corresponding CCSS for ELA on the right side SECTION 1 PART I: INTERACTING IN MEANINGFUL WAYS This should be page 1 (with the green, blue, and purple sections) in any grade level that you’re looking at. TK is implied in K for the rest of the slides. It is recommended that they take pages 1 and 2 out of their packets/binders at this time and have them off to the side. Let’s take a look at the two exceptions.

EXCEPTIONS TO THE STRANDS C. Productive (see Section 1 Part 1) Strand 10 EXCEPTIONS TO THE STRANDS K Grades 1-12 Composing/Writing literary and informational texts to present,describe, and explain ideas and information,using appropriate technology Writing literary and informational texts to present,describe,and explain ideas and information,using appropriate technology This strand is from Part 1: Interacting in Meaningful Ways – Productive (green) section “Please take a moment to read the slide.” “Note that in Kindergarten the inclusion of composing in addition to writing which is not used in the strand 10 for any other grade level.”

EXCEPTIONS TO THE STRANDS C. Productive – (see Section 1 Part 1) Strand 11 EXCEPTIONS TO THE STRANDS K-5 6-12 Supporting own opinions and evaluating others’ opinions in speaking and writing Justify own arguments and evaluating others’ arguments in writing This strand is from Part 1: Interacting in Meaningful Ways – Productive (green) section “Please take a moment to read the slide.” “Note the shift from supporting and opinions in grades K-5 to justify and argument in grades 6-12.” “Also see the reference to speaking and writing in the K-5 span versus just writing in the 6-12 span.” Now let’s take a look at page 2 – the strands for Learning About How English Works

Find page 2 – with the red, orange, and gold sections. Click 1 – These are the strands for Learning About How English Works and they include three language processes corresponding to the three different colors.

SECTION 1 PART II: LEARNING ABOUT HOW ENGLISH WORKS Section 1: Overview (page 2) Includes three language processes: A. Structuring Cohesive Texts B. Expanding and Enriching Ideas C. Connecting and Condensing Ideas Strands were abbreviated for some reason – they are the same TK-12 SECTION 1 PART II: LEARNING ABOUT HOW ENGLISH WORKS Just like Interacting in Meaningful Ways has three modes – collaborative, interpretive, productive; Learning About How Language Works has three language processes. Structuring Cohesive Texts applies to reading and writing – how to connect pronouns with the nouns they refer to, how transition words show relationships between ideas, understanding long noun and verb phrases Expanding and Enriching Ideas – focus on expanding sentences. Connecting and Condensing Ideas – ways to make writing more academic and less simplistic – this is also modeled in the complex texts they read – academic reading and writing are connected. These processes are embedded in the Collaborative, Interpretive, and Productive modes – i.e. you can be connecting and condensing ideas while you are working in the productive mode.

MATCHING “Please locate your matching document.” “With a partner match the language processes with their corresponding strand.” Use the abbreviated strands to help you. Allow enough time for participants to complete the activity before showing the answers.

SECTION 1 PART III: USING FOUNDATIONAL LITERACY SKILLS These are at the bottom of page 2 in any of the grade level standards. They will be discussed later in the presentation.

SECTION 2 – ELABORATION ON CRITICAL PRINCIPLES FOR DEVELOPING LANGUAGE & COGNITION IN ACADEMIC CONTEXTS “Beyond the few exceptions we discussed, there is a great deal of consistency in the language used in the ELD standards. Now let’s move to exploring a standard in more depth.” Section 2 is the Elaboration on Critical Principles for Developing Language and Cognition in Academic Context, but has the same two parts – Interacting in Meaningful Ways and Learning About How English Works. These are the actual standards.

Here we see the standards for Part 1 – Interacting in Meaningful Ways – which will include the Collaborative, Interpretive, and Productive Modes. Starts on page 3 in any grade level packet. The strands in Section 1 are repeated in Section 2 in the same numerical order.

SECTION 2 PART 1: INTERACTING IN MEANINGFUL WAYS Section 2: Grade level standards (Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts) are listed under the abbreviated strands Corresponding CCSS for ELA, purposes for using language, text types, and audiences are included on the left side SECTION 2 PART 1: INTERACTING IN MEANINGFUL WAYS The standards are listed underneath each numbered strand which correspond to the strands on pages 1 and 2 that we just looked at. The strands are the same going across the different levels of proficiency – emerging, expanding, and bridging, but the standards underneath are differentiated.

Take a look at one strand and its corresponding standard going across the proficiency levels and see what differences you notice. Expectations increase as you go across the chart. Let’s take a look at one strand and its corresponding standard working across grade levels. Working with 3 grade level standards (1, 6, 9-10) Examine the standards for Strand 1 in each grade level for a student at the Emerging level within the Collaborative mode. Complete the organizer with words that indicate the differences between grade levels FIND THE DIFFERENCES Hand out the pages with the different grade levels and the comparison chart. It’s good to see the vertical articulation.

Contribute to conversations Using gesture, words Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Emerging Expanding Bridging Grade 1 Contribute to conversations Using gesture, words Grade 6 -Engage in conversational exchanges -on familiar topics Grades 9-10 -on familiar current events and academic topics -short sentences “For example in grade one we find the phrases: contribute to conversations, using gesture and words.”

Contribute to conversations Using gesture, words Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Emerging Expanding Bridging Grade 1 Contribute to conversations Using gesture, words Grade 6 -Engage in conversational exchanges -on familiar topics Grades 9-10 -on familiar current events and academic topics -short sentences “For grade 6 we find the phrases: engage in conversational exchanges and on familiar topics.”

Contribute to conversations Using gesture, words Strand 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics Emerging Expanding Bridging Grade 1 Contribute to conversations Using gesture, words Grade 6 -Engage in conversational exchanges -on familiar topics Grades 9-10 -on familiar current events and academic topics -short sentences “While on grades 9-10 we find the phrases: on familiar current events and academic topics as well as short sentences.” “Please complete the organizer for the expanding and bridging levels.”

Part II’s colors are shades of red, orange, and gold Part II’s colors are shades of red, orange, and gold. They represent the standards for the three different language processes – Structuring Cohesive Texts, Expanding and Enriching Ideas, and Connecting and Condensing Ideas. Starts right after the green pages – page 7 for K-2 and 4th, page 6 for third grade, page 8 for 5-8, and page 10 for 9-12. The strands back on page 2 correspond to the strands for these standards and are in the same numerical order.

SECTION 2 PART 2: LEARNING ABOUT HOW ENGLISH WORKS Part II is organized to be applied to activities in all three modes (collaborative, interpretive, productive) in Part I. Once again we see that the corresponding CCSS for ELA, purposes for using language, text types, and audiences are included on the left side. Both parts of the standards work together – students may be producing a piece of writing (productive), but it could include understanding text structure (structuring cohesive texts). For instance – in Grade 1, you could be working with the standard for strand 12 in the “Productive” mode – selecting language resources – having students retell texts and recount experiences, but in doing so you might also be applying strand 2 in “Structuring Cohesive Texts” – understanding cohesion – having students apply basic understanding of how ideas, events, or reasons are linked throughout a text.

PART III: FOUNDATIONAL LITERACY SKILLS FOR ENGLISH LEARNERS (Appendix A) These are located on the last page of your grade level standards – the white section at the end. However, we will be looking at them in greater detail in Appendix A. Appendices weren’t part of the grade level packets ordered for teachers. I have them in PDF form on ELL Central, so be sure to have them for the teachers.

See Appendix A – don’t use Part III in the ELD Standards Considerations for Foundational Literacy Skills - instruction based on their existing oral and print skills in English and their primary language – tells you what they need Literacy Standards taken from CCSS – they are not a separate set of standards – tells you what CCSS to teach Applied appropriately depending on individual student’s needs – not all students will need this For grades K-5 they are cumulative – e.g. third grade standards include K-3 For grades 6-12 they will need to be adapted for student’s age, cognitive level, and educational experience WHAT ARE THEY? It makes a difference whether a child has native language literacy in a language represented by a non-Latin alphabet versus a Latin alphabet. These Foundational Literacy Skills are not represented on the ELL Progress Report because they are not separate standards from the CCCSS. The appendices are a very important part of the document.

COMPLEX TEXTS AND SCAFFOLDING We mediate the rigor of the CCSS and ELDS through scaffolding and support Appendix B has great information on how to support EL students to better understand the complex texts they will encounter. Use of primary language – students should be allowed to use it See Appendix C pages 3-5 for excellent examples Use of graphic organizers LACOE Scaffolding Tool Formative Assessment is crucial COMPLEX TEXTS AND SCAFFOLDING Teachers can use primary language dictionaries or cognates to help students connect concepts in English. The L.A. County Office of Education Scaffolding Tool was provided to the ELL Coordinators.

SAVE THE LAST WORD FOR ME – PART 1 On your index card… Draw a horizontal line Above the line – copy a quote (1-2 sentences) from Appendix C, p. 3-5, “Scaffolding” section Below the line – put quote into your own words Back of the card – write why you selected the quote SAVE THE LAST WORD FOR ME – PART 1

SAVE THE LAST WORD FOR ME – PART 2 Decide on a Parliamentarian who makes sure you’re following procedures Number yourselves 1-3 1st person reads his/her quote and his/her “own words” sentence Persons 2 and 3 take turns commenting on what the first person shared End of round - 1st person reads the back of his/her index card Continue the entire process for each person SAVE THE LAST WORD FOR ME – PART 2