1. Common Core State Standards Professional Learning Module Series
A Deeper Dive into the CA ELD Standards
Slide Bank
(Optional*)
*These slides may be used as graphic representations of some concepts presented in the module (see Facilitator’s Guide for more information).
Welcome to the “English Language Arts: Writing to Inform, Argue, and Analyze” module, a part of the Common Core State Standards (CCSS) for California Educators Professional Learning Module Series.
There are two English Language Arts modules: This module, which covers the kindergarten through grade twelve California Common Core writing standards, and another titled, “English Language Arts: Reading Informational Text” which covers the reading standards. The reading and writing standards apply to ELA and all content areas.

2. CA ELA-ELD Curriculum Framework

3. the CCSS for ELA/Literacy.
The CA ELD Standards
AMPLIFY
the CCSS for ELA/Literacy.
CA ELA-ELD Curriculum Framework

4. Evaluating Progress Appropriately
Assessment Cycles
CA ELA-ELD Curriculum Framework (Adapted from Herman and Heritage 2007).

5. Building Content Knowledge & Language in Tandem
Learning to use English
Learning content through English
English Language Development
Learning about how English works
Educating English Learners: Three Interrelated Areas
Halliday (1978),
Gibbons (2002), Schleppegrell (2004)

6. Integrated and Designated ELD: Working in Tandem
Integrated ELD:
All teachers with English learners in their classrooms use the CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.
Designated ELD:
A protected time where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction.
Pam
Big emphasis in the framework on integrated ELD with focused attention to language development in designated ELD that builds into and from content instruction.

7. Pamela Spycher, WestEd
Spycher & Linquanti, WestEd. 10/9/13
Text Reconstruction
Read a short text aloud while students just listen.
Read the text a second time while students listen for key words and phrases.
Read the text a third time while students listen and take notes.
Have students discuss their notes with a partner and then work together to reconstruct the text.
Show the original text to students. Point out key language features, and invite students to discuss differences or similarities between the original and their texts.
-Spycher & Linn-Nieves (2014), adapted from Gibbons (2009)