New California ELD Standards

 NEW CALIFORNIA ELD STANDARDS Focus on ELA/ELD IntergraCon Silvia C. Dorta-­‐Duque de Reyes San Diego County Office of EducaCon OUTCOMES FOR TODAY gain an understanding of the: ParCcipants w
ill •  Purpose and G oals of the New California ELD standards •  Principles for ELL Instruc:on •  Architecture of the new ELD Standards Organiza:on of the Proficiency Level Descriptors Organiza:on of the ELD Standards •  Content of Appendixes •  Key Pedagogical ShiEs in ELD Instruc:on AGENDA Welcome! History of ELD Standards in California ELD Standards Review Proficiency Level Descriptors Part I: Interac:ng in Meaningful Ways Part II: Learning About How Language Works Part III: Using Founda:onal Skills Planning for Differen:a:on Best Prac:ces Next Steps OBJECTIVES To increase parCcipants understanding of: Historical perspec:ve for the development of the new CA ELD Standards New ELD Standards Architecture ELD Standards Student Profiles ELD Standards Proficiency Descriptors Part I: Interac:ng in Meaningful Ways Part II: Learning about How Language Works Part III: Founda:onal Skills How the ELD standards work in tandem with the Common Core Standards How to plan for integra:on of ELD standards and Common Core Standards Historical Milestones Supreme Court Lau v. Nichols Supreme Court declared that equality of educa:onal opportunity for students who do not understand English requires: 1. Access to grade level content area instruc:on
2. Access to learning the English language The Court found that: “students who do not understand English are effec:vely foreclosed from any meaningful educa:on” when their opportuni:es to learn are limited to exposure to instruc:on in a language they do not understand. Historical Milestones Castaneda v. Pickard Provides an important criteria for determining a school's degree of compliance with the Equal Educa:onal Opportunity Act of 1974 which requires the sa:sfac:on of three criteria: Theory: The school must pursue a program based on sound educaConal theory. PracCce: The school must actually implement the program with instruc:onal prac:ces, resources, and personnel necessary to transfer theory into reality. Results: The school must not persist in a program that fails to produce results. Historical Milestones First California ELD Standards Created in response to Assembly Bill 748 Requiring that tests assessing the progress of English Learners towards achieving fluency In English be aligned with state standards for English Language Development. •  Grade level spans •  Developmental approach to ELD •  5 Levels or stages of Language Acquisi:on •  Not aligned to ELA standards •  Not part of a textbook adop:on •  Not included in Framework Developed at: The San Diego County Office of Educa:on, Under contract with the Standards and Assessment Division of the California Department of Educa:on Historical Milestones Efforts to map out an ELA/ELD standard alignment Horizontal Progression Towards ELA Developed at San Diego County Office of Educa:on Correlated ELD and ELA standards by grade level and levels of language acquisi:on Proposing: 1. a horizontal progression accross language levels towards ELA standard 2. a ver:cal focus by ELD level 3. affirma:on of student’s primary langugage Ver:cal ELD focus Historical Milestones 1.  Move away from defining language primarily as form or even as funcCon, and towards redefini:on of language as a complex adap:ve system of communica:ve ac:ons to realize key purposes. 2.  Recognize that language learning occurs more effecCvely through indirect intervenCon where learners can acquire language experien:ally rather than through a structural syllabus of language forms. 3.  Broaden the concepCon of literacy and learning and see them as not only being about the development of par:cular kinds of print-­‐based skills but as “par:cipa:on in a range of valued meaning-­‐making prac:ces” both in and out of school. Historical Milestones NEW CALIFORNIA ELD STANDARDS SBE Adopted September 2012 •  Grade level specific •  3 levels of language acquisi:on •  Work in tandem with content standards •  Horizontal progression toward ELA proficiency •  Ver:cal focus on specific ELD level •  Affirma:on of student’s primary language Included in the new ELA/ELD FRAMEWORK! Used to design ELD assessment KEY IDEAS ABOUT STANDARDS-­‐BASED ELD INSTRUCTION 1.  Schools and districts are required by law to provide all English learners with ELD instruc<on appropriate to their English proficiency level un<l students are redesignated. 2. This instruc<on must occur during the regular school day. 3. The law does not require a specific number of minutes of ELD for all English Learners or for EL’s at different English language proficiency levels. 4. The law does not specify how ELD should be taught. 5.  However, districts must have a solid ra<onale for the design of their ELD program, including scheduling and amount of ELD students are receiving that bears rela<on to progress in English and content areas. (Castañeda vs. Pickard, 1981). Frequently Asked QuesCon… Do we sCll need to teach ELD? YES Turn to your partner, use your notes to convey two new ideas learned. TABLE TALK We are at the threshold of challenges and opportuni:es… Challenges: •  Changes in standards •  Changes in classroom prac:ces •  Changes in policy Opportunity to: •  Improve policies •  Improve assessments •  Improve implementa:on •  Improve prac:ces We must find specific and strategic entry points to support needed changes and to turn these opportuni:es into the reality of standards-­‐based implementa:on that includes English Learners as full par:cipants and full beneficiaries. From: Jennifer O’Day -­‐ Understanding Language Conference Overview Paper, April 2012 Let’s begin at the beginning…. Who are English Learners? What are their characteris:cs? What are the stages of language acquisi:on? Proficiency Level Descriptors LEARNING PROFILES !"#"$%&'(&!)*+,)+"&-.'(/0/"*01&)*2&!").*/*+&-.'(/$"%&
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5 LEVELS OF LANGUAGE PROFICIENCY 1. Beginning 2. Early Intermediate 3. Intermediate 4. Early Advanced 5. Advanced B EI I EA A Proficiency Level Descriptors 3 LEVELS OF LANGUAGE PROFICIENCY B EI EMERGING I EXPANDING EA BRIDGING Learning Profiles now include: «  Student Capaci:es with entry and exit thresholds «  Extent of Support «  Modes of Communica:ons «  Dimensions of Language Learning A Proficiency Level Descriptors !
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English learners come to
school possessing a wide
range of competencies in
their native language
appropriate to their age.
They may have varying
levels of literacy in their
native language depending
on their prior experiences
in the home, community,
and school. As learners of
English as a new
language, they gain
metacognitive awareness
of what language is and
how it is used and apply
this awareness in their
language learning
strategies, including
drawing upon knowledge
of their native language.
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High Level Thinking with
Linguistic Support
*
English learners possess
cognitive abilities
appropriate to their age and
experience. In order to
communicate about their
thinking as they learn
English, they may need
varying linguistic support
depending on the
linguistic and cognitive
demand of the task.
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Overall Proficiency
Overall Proficiency
English learners enter the Emerging
level having limited receptive and
productive English skills.
As they progress through the
Emerging level, they start to respond
to more varied communication tasks
using learned words and phrases with
increasing ease.
At exit from the Emerging level,
students have basic English
communication skills in social and
academic contexts.
General Extent of Support:
Substantial
Students at the early stages of the
Emerging level can engage in complex,
cognitively demanding social and
academic activities requiring language
when provided substantial linguistic
support; as they develop more
familiarity and ease with understanding
and using English, support may be
moderate or light for familiar tasks or
topics.
As English learners progress through
the Expanding level, they move from
being able to refashion learned
phrases and sentences in English to
meet their immediate communication
and learning needs towards being able
to increasingly engage in using the
English language in more complex,
cognitively demanding situations.
At exit from the Expanding level,
students can use English to learn
and communicate about a range
of topics and academic content
areas.
General Extent of Support:
Moderate
Students at the early stages of the
Expanding level can engage in
complex, cognitively demanding
social and academic activities
requiring language when provided
moderate linguistic support; as they
develop increasing ease with
understanding and using English in a
variety of contexts, support may be
light for familiar tasks or topics.
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Overall Proficiency
!
As English learners progress
! level, they
through the Bridging
move from being able to
communicate in ways appropriate
to different tasks, purposes, and
audiences in a variety of social
and academic contexts towards
being able to refine and enhance
their English language
competencies in a broader range
of contexts.
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Overall Proficiency
!
Students who have
reached “proficiency” in
the English language as
determined by state
and/or local criteria
continue to build
increasing breadth, depth,
and complexity in
comprehending and
communicating in English
in a wide variety of
contexts.
At exit from the Bridging level,
students can communicate
effectively with various audiences
on a wide range of familiar and
new topics to meet academic
demands in a variety of
disciplines.
General Extent of Support:
Light
Students at the early stages of the
Bridging level can engage in
complex, cognitively demanding
social and academic activities
requiring language when provided
light linguistic support; as they
develop increasing ease with
understanding and using highly
technical English, support may not be
necessary for familiar tasks or topics
using everyday English.
General Extent of Support:
Occasional
Students who have exited the
Bridging level benefit from
occasional linguistic support in
their ongoing learning of English.
Critical Principles
CDE English Language Development Standards, Section I
Part I: Interac:ng in Meaningful Ways 19 Three Modes of Communica:on 1. CollaboraCve 2. InterpreCve Engagement in dialogue with others Comprehension and analysis of wrilen and spoken texts 3. ProducCve Crea:on of oral presenta:ons and wrilen texts 20 Three Modes of Communica:on PAGE LEFT
Proficiency Level Descriptors for California English Language Development Standards
English Language Development: Proficiency Level Continuum
Mode of
Communication
Emerging
At the early stages of the Emerging
level, students are able to:
Collaborative
Interpretive
Productive
October 19, 2012
Expanding
At exit from the Emerging level,
students are able to:
At the early stages of the Expanding
level, students are able to:
At exit from the Expanding level,
students are able to:
express basic personal and
safety needs, ideas, and respond
to questions on social and
academic topics with gestures
and words or short phrases;
use basic social conventions to
participate in conversations;
express basic personal and
safety needs, ideas, and respond
to questions on social and
academic topics with phrases
and short sentences;
participate in simple, face to
face conversations with peers
and others;
express a variety of personal
needs, ideas, and opinions and
respond to questions using short
sentences;
initiate simple conversations on
social and academic topics;
express more complex feelings,
needs, ideas, and opinions using
extended oral and written
production; respond to
questions using extended
discourse
participate actively in
collaborative conversations in all
content areas with moderate to
light support as appropriate;
comprehend frequently
occurring words and basic
phrases in immediate physical
surroundings;
read very brief grade
appropriate text with simple
sentences and familiar
vocabulary, supported by
graphics or pictures;
comprehend familiar words,
phrases, and questions drawn
from content areas;
comprehend a sequence of
information on familiar topics as
presented through stories and
face to face conversations;
read brief grade appropriate
text with simple sentences and
mostly familiar vocabulary,
supported by graphics or
pictures;
demonstrate understanding of
words and phrases from
previously learned content
material;
comprehend information on
familiar topics and on some
unfamiliar topics in
contextualized settings;
independently read a variety of
grade appropriate text with
simple sentences ;
read more complex text
supported by graphics or
pictures;
comprehend basic concepts in
content areas;
comprehend detailed
information with fewer
contextual clues on unfamiliar
topics;
read increasingly complex grade
level text while relying on
context and prior knowledge to
obtain meaning from print;
read technical text on familiar
topics supported by pictures or
graphics;
produce learned words and
phrases and use gestures to
communicate basic information;
express ideas using visuals such
as drawings or charts, or graphic
organizers; and
write or use familiar words and
phrases related to everyday and
academic topics.
produce basic statements and
ask questions in direct
informational exchanges on
familiar and routine subjects;
express ideas using information
and short responses within
structured contexts; and
write or use learned vocabulary
drawn from academic content
areas.
produce sustained informational
exchanges with others on an
expanding variety of topics;
express ideas in highly
structured and scaffolded
academic interactions; and
write or use expanded
vocabulary to provide
information and extended
responses in contextualized
settings.
produce, initiate, and sustain
spontaneous interactions on a
variety of topics; and
write and express ideas to meet
most social and academic needs
through the recombination of
learned vocabulary and
structures with support.
10
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Part II Learning About How English Works Two Dimensions of Knowledge of Language §  MetalinguisCc Awareness: The extent of language awareness and self-­‐monitoring students have at a level. §  Accuracy of ProducCon: The extent of accuracy in producCon English Learners can be expected to exhibit at the level; English learners increase in accuracy of linguisCc producCon as they develop proficiency in English. 24 PAGE LEFT
Proficiency Level Descriptors for California English Language Development Standards
English Language Development: Proficiency Level Continuum
Knowledge of
Language
Metalinguistic
Awareness
Emerging
Expanding
At the early stages of the Emerging
level, students are able to:
At exit from the Emerging level,
students are able to:
At the early stages of the Expanding
level, students are able to:
At exit from the Expanding level,
students are able to:
Apply to their learning of English an
emerging awareness about:
differences and similarities
between their native language
and English;
ways in which different kinds of
language are appropriate for
different tasks, purposes, and
audiences;
and how to:
intentionally and purposefully
use a limited range of everyday
vocabulary, phrases, and
memorized statements and
questions in English;
Apply to their learning of English an
awareness about:
differences and similarities
between their native language
and English;
ways in which different kinds of
language are appropriate for
different tasks, purposes, and
audiences;
and how to:
intentionally and purposefully
use mostly everyday, and a
limited range of general
academic vocabulary and
domain specific vocabulary,
phrases, and memorized
statements and questions in
English related mostly to familiar
topics;
Apply to their learning of English an
expanding awareness about:
differences and similarities
between their native language
and English;
ways in which language may be
different based on task,
purpose, and audience;
and how to:
intentionally and purposefully
use mostly everyday vocabulary,
and an expanding range of
general academic and domain
specific vocabulary in English
related mostly to familiar topics;
extend discourse in limited ways
in a range of conversations;
recognize language differences
and engage in some self
monitoring;
Apply to their learning of English
awareness about:
differences and similarities
between their native language
and English;
ways in which language may be
different based on task,
purpose, and audience;
and how to:
intentionally and purposefully
use both everyday vocabulary
and a range of general academic
and domain specific vocabulary
in English related to familiar and
new topics;
extend discourse in a variety of
ways in a range of
conversations;
recognize language differences,
engage in self monitoring, and
adjust oral and written
language;
Accuracy of
Production
October 19, 2012
be comprehensible when using
memorized or copied words or
phrases; and
may exhibit frequent errors in
pronunciation, grammar, and
writing conventions that often
impede meaning.
be comprehensible when using
simple or learned phrases and
sentences; and
may exhibit frequent errors in
pronunciation, grammar, and
writing conventions that
sometimes impede meaning.
be comprehensible when using
simple and some expanded
sentences and discourse or
texts; and
may exhibit fairly frequent
errors in pronunciation,
grammar, and writing
conventions that may
sometimes impede meaning.
be comprehensible when using
expanded sentences, discourse
or texts; and
may exhibit fairly frequent
errors in pronunciation,
grammar, and writing
conventions that usually do not
impede meaning.
12
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Accuracy of
Production
Metalinguistic Awareness
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At the early stages of
the Emerging level,
students are able to:
At exit from the
Emerging level,
students are able to:
At the early stages of the
Expanding level,
Students are able to:
At exit from the
Expanding level, students
are able to:
At the early stages of the
Bridging level, students
Are able to:
At exit from the
Bridging level, students
Are able to:
Apply to their learning
of English an
emerging awareness
about:
Apply to their learning of
English an awareness
about:
Apply to their learning of
English an expanding
Awareness about:
Apply to their learning of
English awareness about:
Apply to their learning of
English a sophisticated
Awareness about:
Apply to their learning of
English a sophisticated
Awareness about:
Differences and
similarities between their
native language and
English;
Differences and
similarities between their
native language and
English;
Differences and similarities
between their native
language and English;
Differences and similarities
Between their native
Language and English;
Differences and
similarities between their
native language and
English to learning
English;
Differences and similarities
between their native
language and English to
learning English;
Ways in which different
kinds of language are
appropriate for different
tasks, purposes, and
audiences;
Ways in which different
kinds of language are
appropriate for different
tasks, purposes, and
audiences;
Ways in which language
may be different based on
task, purpose, and
audience;
Ways in which language
may be different based on
task, purpose, and
audience;
Ways in which language
may be different based on
task, purpose, and
audience;
Ways in which language may
be different based on task,
purpose, and audience;
And how to:
Intentionally and
Purposefully use a limited
range of everyday
vocabulary, phrases, and
memorized statements and
questions in English;
And how to:
Intentionally and
purposefully use mostly
everyday, and a limited
range of general
academic vocabulary
and domain!specific
vocabulary, phrases,
and memorized
statements and
questions in English
related mostly to familiar
topics;
And how to:
Intentionally and
purposefully use mostly
everyday vocabulary, and an
expanding range of general
academic and domain!
specific vocabulary in
English related mostly to
familiar topics;
And how to:
Intentionally and
purposefully use both
everyday vocabulary and a
range of general academic
and domain!specific
vocabulary in English related
to familiar and new topics;
And how to:
Intentionally and purposefully
use a range of precise and
varied grade!level general
academic and domain!specific
vocabulary in English related
to new topics;
And how to:
Intentionally and purposefully
use a range of precise and
varied grade!level general
academic and domain!specific
vocabulary in English related
to new topics across the
disciplines;
Extend discourse in limited
ways in a range of
conversations;
Extend discourse in a
variety of ways in a range
of conversations;
Recognize language
differences and engage in
some self! monitoring;
Recognize language
differences, engage in
Self!monitoring, and adjust
Oral and written language;
Be comprehensible when
using memorized or copied
words or phrases; and may
exhibit frequent errors in
pronunciation, grammar,
and writing conventions that
often impede meaning.
Be comprehensible when using
simple or learned phrases and
sentences; and may exhibit
frequent errors in
pronunciation, grammar, and
writing conventions that
sometimes impede meaning.
Be comprehensible when using
simple and some expanded
sentences and discourse or
texts; and may exhibit fairly
frequent errors in
pronunciation, grammar, and
writing conventions that may
sometimes impede meaning.
!!"#$%&'())#*!$%&!+#&,%-(.!,)/*0!$&%'!12!345!6)(-*(&*!5%&)(75/8/#!*#!"#0#,9!6#+)#':#&!;9!<=;<!
Be comprehensible when using
expanded sentences, discourse
or texts; and may exhibit fairly
frequent errors in
pronunciation, grammar, and
writing conventions that usually
do not impede meaning.
Extend grade!level academic
discourse in a variety of
ways in a range of
conversations and written
texts of varying lengths and
complexities;
Recognize language differences,
engage in self!monitoring, and
adjust oral and written
language in a range of contexts;
Be comprehensible when using
a variety of grade!level
expanded discourse or texts;
and may exhibit some errors in
pronunciation, grammar, and
writing conventions that usually
do not impede meaning.
Extend grade!level academic
discourse in a variety of ways
in a range of conversations
and written texts of varying
lengths and complexities
across the disciplines;
Recognize language
differences, engage in
self7monitoring, and adjust
oral and written language in a
range of contexts across the
disciplines;
Be comprehensible when using
a variety of grade!level
expanded discourse or texts on
a variety of topics; and may
exhibit some minor errors in
pronunciation, grammar, and
writing conventions that do not
impede meaning.
Table Talk Review What is the relaConship between thought and language? Reading Wri:ng Thinking Speaking Taking a Closer Look: 4th Grade ELD Standards Part I: Interac:ng in Meaningful Ways 29 34 How Does Language Work? Text and Discourse in Context SENTENCES PHRASES WORDS
Thinking Language as AcCon What is it about? Thinking and Language Processes •  Structure and Cohesiveness of Thought Through Text •  Expanding and Enriching Ideas •  Connec:ng and Condensing Ideas ELD Standards Part II: Learning about How English Works Overview of the California ELD Standards and Proficiency Level Descriptors pp. 12-­‐13 Structuring Cohesive Text Expanding and Enriching Ideas Language as Ac:on ConnecCng and Condensing Ideas Skills PART III: F oundaConal What are foundaConal skills? Founda:onal literacy skills as described in the CCSS Reading Standards primarily address: «  print concepts «  phonological awareness «  phonics and word recogni:on «  fluency Part III. Using Founda:onal Skills Foundational Skills Overview
Note: Below Grade Level Standards Need to be Adapted for student Age, Cognitive Level and Experience
ORAL SKILLS
Student Language and
Literacy Characteristics
Considerations for Literacy
Foundational Skills Instruction
CA Common Core Reading Standards:
Foundational Skills
No or little spoken
English proficiency
Phonological Awareness
Students will need instruction in
2. Demonstrate understanding of spoken words,
recognizing and distinguishing the
syllables, and sounds (phonemes).
sounds of English as compared or
RF.K.2
contrasted with sounds in their native
RF.1.2
language (e.g., vowels, consonants,
consonant blends, syllable structures).
Spoken English
proficiency
Students can apply their knowledge of
the English sound system to literacy
foundational learning.
Review of Phonological Awareness skills as
needed
No or little native
language literacy
Students will need to learn print
concepts.
Print Concepts
1. Demonstrate understanding of the
organization and basic features of print.
RF.K.1
RF.1.1
PRINT SKILLLS
Some foundational
literacy proficiency in a
language not using the
Latin alphabet
(e.g., Arabic, Chinese,
Korean, Russian)
Some foundational
literacy proficiency in a
language using the Latin
alphabet (e.g., Spanish)
Students will be familiar with print
concepts generally, and will need
to learn the Latin alphabet for
English, comparing and
contrasting with their native
language writing system (e.g.,
direction of print, symbols
representing whole words,
syllables or phonemes) and
native language vocabulary (e.g.,
cognates) and sentence structure
(e.g., SVO vs. SOVword order).
Students can apply their knowledge of
print concepts and phonics and word
recognition to the English writing
system, comparing and contrasting
with their native language alphabet
(e.g., letters that are the same or
different, or represent the same or
different sounds) and native language
vocabulary (e.g., cognates) and
sentence structure
(e.g., SVO vs. SOV word order).
Phonics and Word Recognition
3. Know and apply grade!level phonics and word
analysis skills in decoding words.
RF.K.3
RF.1.3
RF.2.3
RF.3.3
RF.4.3
RF.5.3
Fluency
4. Read emergent!reader texts with purpose and
understanding.
RF.K.4
RF.1.4
RF.2.4
RF.3.4
RF.4.4
RF.5.4
Phonics and Word Recognition
3. Know and apply grade!level phonics and word
analysis skills in decoding words.
RF.K.3
RF.1.3
RF.2.3
RF.3.3
RF.4.3
RF.5.3
Fluency
4. Read with sufficient accuracy and
fluency to support comprehension.
RF.K.4
RF.1.4
RF.2.4
RF.3.4
RF.4.4
RF.5.4
Reformatted for personal study from CA ELD Standard Dorta-Duque de Reyes, September 30, 2012
If Then… Explicit teaching of skill transference Silvia C. Dorta-­‐Duque de Reyes 44 IT’S ABOUT PURPOSE AND USE Describe – Entertain – Inform -­‐ Interpret -­‐ Analyze Recount – Explain – Persuade-­‐ Nego:ate – Jus:fy – Evaluate -­‐ TEXT AND DISCOURSE IN CONTEXT Making the essenCal connecCon Getting Ready
Texts&and&Discourse&in&Context:&This%column%emphasizes%language%as%a%complex%and%
social%meaning3making%resource%to%be%fostered%via%intellectually%challenging,%interactive,%
and%dialogue3rich%contexts%focused%on%content%knowledge%and%linguistic%development.%
Texts&can%be%written,%spoken,%or%multimodal,%and%in%print%or%digital%forms.%Discourse&is,%in%
broad%terms,%communication%of%meaning%in%any%modality%(e.g.,%spoken,%written,%visual).%
The%language%choices%students%make,%including%which%grammatical%and%lexical%resources%
to%use,%are%influenced%by%context,%which%includes%the%communicative%purpose,%audience,%
text%type,%and%discipline/content%area.%Students%use%their%knowledge%of%the%English%
language%in%the%context%of%intellectually%engaging%instruction%where%the%primary%focus%is%
on%comprehending%and%making%meaning.%This&column&calls&out&some&of&the&variables&
teachers&need&to&consider&when&designing&and&implementing&instruction&for&English&
learners:&
%
1. Corresponding&Common&Core&State&Standards&for&ELA:&The%corresponding%
Common%Core%State%Standards%for%ELA%are%provided%first%so%that%teachers%see%
the%interconnected%nature%of%the%ELA%and%CA%ELD%Standards.%
%
2. Purposes&for&Using&Language:& Purposes%for%using%language%that%are%featured%
prominently%in%the%Common%Core%State%Standards,%and%correspondingly,%in%
the%CA%ELD%Standards.%Teachers%support%ELs%to%develop%an%awareness%of%
these%purposes%as%they%progress%in%language%proficiency%and%through%the%
grades.%
%
3. Text&Types:&Provided%in%the%Common%Core%State%Standards,%each%text%type%has%
particular%language%features,%based%on%the%discipline,%content,%purpose,%and%
audience.%Teachers%help%ELs%develop%an%awareness%of%text%types%and%their%
language%features%as%they%progress%through%the%grades.%Informational%text%
types%are%presented%first%in%order%to%emphasize%their%importance%in%college3%
and%career3%readiness,%as%well%as%in%developing%content%knowledge.%
%
4. Audiences:&As%they%use%language,%ELs%need%to%consider%the%audience,%which%
could%be%a%peer%in%a%one3to3one%conversation%about%a%social%topic,%a%group%of%
peers%engaged%in%an%academic%conversation%(one3to3group),%or%an%academic%
oral%presentation%or%written%task%(one3to3many),%as%well%as%other%types%of%
audience.%
!
ADAPTED!FROM:!Overview of the California English Language Development Standards and
Proficiency Level Descriptors, October 19, 2012
!
Texts and Discourse in Context
What are some of the variables teachers need to consider when designing and implemen:ng instruc:on for English learners? Guiding Question:
1. Corresponding ELA Standards 2. Purpose for Using Language 3. Text Types 4. Audiences
ELD Overview p. 18
Text and Discourse in Context
Guiding QuesCon: What are some of the variables teachers need to consider when designing and implemen:ng instruc:on for English learners? 5. Determine Communica:ve Modes (ELD Part I) 6. Determine a Language Processes (ELD Part II) that supports the communica:ve mode chosen. ELD Overview p. 18
We do it together!
1. 
Read ELA Standard
2.  Consider the purpose for using language
3.  Consider the text type
4.  Consider the audience
5.  Determine a Communicative Mode (ELD Part I)
Determine a Language Process (ELD Part II) that
supports the communicative mode that you chose.
Key Ideas and Details
1.  Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
2.  Determine a central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
6b) Reading/viewing closely
6b) Reading/viewing closely
6b) Reading/viewing closely
Express inferences and
conclusions drawn based on
close reading of grade-level
texts and viewing of
multimedia using some
frequently used verbs (e.g.,
shows that, based on).
Express inferences and
conclusions drawn based on
close reading of grade-level
texts and viewing of multimedia
using a variety of verbs (e.g.,
suggest that, leads to).
Express inferences and
conclusions drawn based on
close reading of grade-level texts
and viewing of multimedia using
a variety of precise academic
verbs (e.g., indicates that,
influences).
3. Using verbs and verb phrases
3. Using verbs and verb phrases
3. Using verbs and verb phrases
Use a variety of verb types (e.g.,
doing, saying, being/having,
thinking/feeling), tenses (e.g.,
present, , and aspects (e.g., simple,
progressive) appropriate for the text
type and discipline (e.g., simple past
and past progressive for recounting
and experience) on familiar topics.
Use a variety of verb types (e.g.,
doing, saying, being/having,
thinking/feeling, reporting), tenses
(e.g., present, past, future), and
aspects (e.g., simple, progressive,
perfect) appropriate for the task, text
type and discipline (e.g., simple
present for literary analysis) on an
increasing variety of topics.
Use a variety of verb types (e.g.,
doing, saying, being/having,
thinking/feeling, reporting), tenses
(e.g., present, past, future), and
aspects (e.g., simple, progressive,
perfect) appropriate for the task,
text type and discipline (e.g., present
prefect to describe previously made
claims or conclusions) on a variety
of topics.
STRUCTURIN
G COHESIVE
TEXT
INTERPRETIVE
ELA
Step I Corresponding ELA/ELD Standards
Silvia C. Dorta-Duque de Reyes Oct. 2013
CogniCve Planning and DifferenCaCon Emerging Expanding Bridging What are the key performance indicators? What are the strategic scaffolds needed at each level? How do we provide support for a gradual increase in complexity? What is the depth of knowledge of the assigned task? Your Turn!
1.  Read ELA Standard
2. 
3. 
4. 
5. 
6. 
Consider the purpose for using language
Consider the text type
Consider the audience
Determine a Communicative Mode (ELD Part I)
Determine a Language Process (ELD Part II) that supports
the communicative mode that you chose.
7. Plan differentiated instruction and scaffolding
ELD P EDAGOGICAL SHIFTS "
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