1. CA 2012 ELD Standards Session 3 ESC North 2/5/15

2. 1. English Learners (ELs) are held to the same high expectations of learning established for all students. 2. ELs develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading & writing. 3. ELs are taught challenging academic content that enables them to meet performance standards in all content areas. 4. ELs receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels. 5. ELs are evaluated with appropriate and valid assessments that are aligned to state and local standards and that take into account the language development stages & cultural backgrounds of the students. 6. The academic success of ELs is a responsibility shared by all educators, the family and the community. English Learner Master Plan, 2012 Pages 2-3 Guiding Principles

3. English Learner Master Plan pg. 51 ELs and SELs possess a variety of linguistic and cultural abilities viewed as assets. Focused instruction for these students builds on cultural and linguistic strengths and provides meaningful access to a curriculum that is standards-based, cognitively complex, rigorous and coherent. All teachers of ELs and SELs are teachers of both language and content. Instructional Guiding Principles

4.  Understand key components of the 2012 California ELD Standards  Review Shifts  Develop an understanding of Appendix C:  Theoretical Foundations for the ELD Standards Objectives

5. Phase-In Plan for 2012 ELD Standards 2014-2015 Transition 2015-2016 Implementation

6. OldNew Shifts in 2012 CA ELD Standards 1.Review the labels provided 2.Discuss whether the statement written on the label describes a new shift in the CA ELD Standards or if it describes the 1999 ELD Standards, “old” 3.Place the label on the T-Chart in the column your group agrees in

7. OldNew Shifts in 2012 CA ELD Standards 1.Review the labels provided 2.Discuss whether the statement written on the label describes a new shift in the CA ELD Standards or if it describes the 1999 ELD Standards, “old” 3.Place the label on the T-Chart in the column your group agrees in

8. Old School VS Shift OldNew Shifts in 2012 CA ELD Standards Standards and PLDs focusing on models of communication (collaborative, interpretive, and productive); and language knowledge awareness and use (interweaving S, L, R, W ) Standards and PLDs focusing on four isolated domains: listening, speaking, reading and writing as isolated domains 5 proficiency levels Use of complex texts and intellectually challenging activities with content integral to language learning Standards in Grade Spans (K-2, 3-5, 6-8, 9-12) Use of simplified texts and activities, often separate from content knowledge 3 proficiency levels; Emerging, Expanding, Bridging (Proficiency Level Descriptors (PLDs): Determine early stages and exit for each level) Standards in grade level/spans that parallel CCSS (K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11-12)

9. CA 2012 ELD Standards: Appendix C

10. Appendix C Read Overview on page 1 Highlight key points about the development of the 2012 CA ELD Standards

11. Appendix C: Jigsaw Reading Assignments: 1. Theoretical Foundations and Research Base and Interacting in Meaningful and Intellectually Challenging Ways (pages 1-2) 2. Scaffolding (pages 3-5) 3. Developing Academic English & The Importance of Vocabulary (pages 5-6) 4. Importance of Grammatical and Discourse Level Understanding (pages 6-8)

12. Purpose For Reading 1.Highlight words, phrases, or sentences that are important to you as an instructional leader 2.Write down questions/comments you may have based on the reading and the implications for instruction

13. Paraphrase Create a visual, use words or images that highlight key points of the section you read Summarize your section in 10 words or less

15. Video Debrief What was the gist of the video? What teaching strategies did the presenter use to make the content understandable? What level of support would you need to fully understand the content of the video?

16. Demystifying Academic Language

17. A.Collaborative 1.Exchanging information and ideas with each other through oral collaborative conversation on a range of social and academic topics. B.Interpretive 6.Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language. C.Productive 11.Supporting own opinions and evaluating others’ opinions in speaking and writing.

18. 2012 CA ELD Standards Part I: Interacting in Meaningful Ways Part II: Learning About How English Works Part III: Foundational Skills

19.  Understand key components of the 2012 California ELD Standards  Review Shifts  Develop an Understanding of Appendix C:  Theoretical Foundations for the ELD Standards Objectives