1. The California ELD Standards Part 2 Rowland Unified School District Presented by Annabel Dannemann and Danielle Caro

2. Embrace a New Paradigm ELD Standards & ELA Common Core ELD Profile ELD Materials ELPAC CELDT Medallions and Academic Vocabulary

3. Objective Participants will explore the ELD standards and Appendices to understand how they work in tandem with the CCSS ELA standards 4

4. Always Running Read the vignette to yourself. When have you had a similar experience?

5. Provide opportunities for ELs to access, engage with, and achieve in grade-level academic content while they are learning English Designed to be used in tandem with the Common Core State Standards and not in isolation Purpose of the CA ELD Standards

6. Language Demands from the Common Core State Standards The Common Core State Standards set high expectations for all students to participate in academic discourse across the disciplines. 6

7. 9 ELD Standards

8. Getting to know the components Use the tasks to familiarize yourself with the California ELD Standards

9. Task #1 What characteristics contribute to the diversity of our ELs in California? Use pages 1-4 to answer the question.

10. Solution #1 ELs in California are diverse because_____. The range of cultural and linguistic backgrounds Migrant status Experiences with formal schooling Proficiency with native language and English literacy Socio-economic status Experiences in the home, school and community

11. Structure and Components of the 2012 ELD Standards Include: O Part I: Interacting in Meaningful Ways O Part II: Learning about How English Works O Part III: Using Foundational Literacy Skills Page 19

12. Task #2 What are the three levels of ELD proficiency? Use pages 5-7 to answer the question.

13. Solution #2 The three proficiency levels are ______, _____, and _____. EmergingExpandingBridging

14. Task #2 What are the stages within each level? EmergingExpandingBridging Early Emerging Exit Emerging Early Expanding Exit Expanding Early Bridging Exit Bridging

15. Proficiency Level Continuum Page 8 & 9

16. Task #3 What are the three degrees of support at the Early Stages of proficiency levels? Use pages 6-9 to answer the question.

17. Solution #3 The three degrees of support are ___, ____, and ____. SubstantialModerateLight

19. Task #4 What are the three modes of communication? Use pages 10-11 to answer the question.

20. Solution #4 The three modes of communication are ____, ____, and ____. Collaborative Interpretive Productive

21. A Closer Look at ELD Standards Turn to “Page 1” in your grade level standards.

22. Part I: Interacting in Meaningful Ways Organization of Part I: A. Collaborative B. Interpretive C. Productive

23. 23 Part I: Interacting in Meaningful Ways

24. A. Collaborative (engagement in dialogue with others) 1. Exchanging information/ideas via oral communication and conversations 2. Interacting via written English (print and multimedia) 3. Offering opinions and negotiating with/persuading others 4. Adapting language choices to various choices to various contexts Part I: Interacting in Meaningful Ways

25. B. Interpretive (comprehension, and analysis of written and spoken texts) 5. Listening actively and asking/answering questions about what was heard 6. Reading closely and explaining interpretations/ ideas from reading 7. Evaluating language choices 8. Analyzing how writers use vocabulary and other language resources

26. Part I: Interacting in Meaningful Ways C. Productive 9. Expressing information and ideas in oral presentations 10. Composing/writing literary and informational texts 11. Supporting opinions or justifying arguments and evaluating other’s opinions or arguments 12. Selecting and applying varied and precise vocabulary and other language resource

27. 27 Part II: Learning about How English Works

28. Task #5 What are the three ways we focus on how English works?

29. Solution #5 They are ________, _________, and _________. Structuring Cohesive TextsExpanding & Enriching Ideas Connecting & Condensing Ideas

30. Part II: Learning How English Works Organization of Part II: A. Structuring Cohesive texts B. Expanding and enriching ideas C. Connecting and condensing ideas

31. 31 Part III: Using Foundational Literacy S kills Foundational literacy skills alignment charts for ELD in Appendix Secondary Level: Grades 6-12 Appendix A, pg. 16-18

32. Part III: Foundational Literacy Skills O Research on English Learners -ELs benefit from reading foundational skills instruction -Oral English proficiency is crucial for English literacy -Native language literacy facilitates English literacy learning O Reading Foundational Skills Alignment Charts -Student language and literacy characteristics -Considerations for literacy foundational skills instruction -CA Common Core Reading Standards: Foundational Skills O Alignment Charts: K-5, by grade and 6-12, by grade span

33. Implications for Practice How will you address the ELD Standards in your classroom?

34. ELL Vignettes

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