the english language arts (ela)/ english language development (eld) framework overview

This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013 1

The English Language Arts (ELA)/English Language Development (ELD)

Framework Overview


Outcomes• To define the intent of the framework; highlighting

how it is different from our past framework

• To explore the guiding principles, the structure, and the contents of the framework

• To explain why the framework combines English Language Arts and English Language Development standards and expectations

• To illustrate the differences between Integrated and Designated ELD


Why do we have a new framework?

• Locate the handout titled Why Do We Have a New Framework?

• Read the quote and highlight a “golden line” that resonates with you.

• Share the “golden line” with a partner and explain why it resonated with you.


Guiding Principles of the ELA/ELD Framework

• Schooling must help all students achieve their highest potential.

• The responsibility for learners’ literacy and language development is shared.

• ELA/ELD curricula must be well designed, comprehensive, and integrated.

• Effective teaching is essential to student success.• Motivation and engagement play crucial roles in learning.


Why combine the ELA and ELD Framework?


Table of Contentshttp://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp

Review ELD/ELA Framework Chapters

http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrkchptrs2014.asp

Draft ELA/ELD Framework Table of Contents

Introduction to the Framework

Chapter 1 Overview of the

Standards

Chapter 2 Key Considerations in ELA Literacy and

ELD Curriculum, Instruction, and

Assessment Chapter 3

Content and Pedagogy: Transitional

Kindergarten Through Grade One

Chapter 4 Content and

Pedagogy: Grades Two and Three

Chapter 5 Content and

Pedagogy: Grades Four and Five

Chapter 6Content and

Pedagogy: Grades Six Through Twelve

Chapter 7Content and Pedagogy:

Grades Eight Through Twelve

Chapter 8 Assessment

Chapter 9 Access and Equity

Chapter 12Instructional Materials to Support the California Common Core State Standards for English

Language Arts and Literacy for History/Social Studies, Science, and Technical Subjects and English

Language Development Standards, Kindergarten through Grade 12

Chapter 10 Learning in the 21st Century

Chapter 11 Implementing High-Quality ELA/Literacy and

ELD Instruction: Professional Learning, Leadership, and Program Supports


Chapter 1: Overview of the Standards

Outcomes• To explore the goals, contexts and themes of

the Framework • To understand the interrelationship between

the CA CCSS for ELA/Literacy and the CA ELD Standards


GOALS, CONTEXT, AND THEMES OF THE CA CCSS FOR ELA/LITERACY AND

THE CA ELD STANDARDS


Goals

• Readiness for College, Career & Civic Life• Capacities of Literate

Individuals• Broadly Literate• 21st Century


Context

• Integrated• Motivating• Engaging • Respectful• Intellectually

Challenging


Themes

• Meaning Making• Language Development• Effective Expression• Content Knowledge• Foundational Skills


Standards


Develop Understanding of the Key Themes


Develop Understanding of the Key Themes

• Count off 1-5 at your table. 1. Meaning Making2. Language Development3. Effective Expression4. Content Knowledge5. Foundational Skills

• Read about the theme that corresponds to your number in the handout Key Themes.

• Record ideas about your theme in Padlet http://padlet.com/yee_wan/elaeld

http://padlet.com/yee_wan/elaeld




Develop Understanding of the Key Themes• Count off 1-5 at your table.

1. Meaning Making2. Language Development3. Effective Expression4. Content Knowledge5. Foundational Skills

• Read about the theme that corresponds to your number in the handout Key Themes.

• Record four ideas about your theme on the appropriate column of the Key Themes graphic organizer.

• Share ideas with your team and collaborate to complete the graphic organizer.


Structure of the CA CCSS for ELA/Literacy

To learn more about CA CCSS for ELA/Literacy, go to http://www.myboe.org/ Professional Learning Modules.

http://www.myboe.org/



Structure of the CA CCSS for ELA/Literacy





Structure of the CA ELD Standards




Let’s Observe It!

As you watch the video montage, record evidence of the five key themes onto the video note-taking guide.• Meaning Making• Language Development• Effective Expression• Content Knowledge• Foundational Skills


Viewing the Key Themes

• Hypothesizing about Bugs (TK-1st Grade)https://www.teachingchannel.org/videos/pre-k-science-lesson

• Grappling with Complex Informational Text (Grade 5)http://vimeo.com/54007714

• Text Analysis: Questions & Symbols (Grades 9-12)https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson

https://www.teachingchannel.org/videos/pre-k-science-lesson

https://www.teachingchannel.org/videos/pre-k-science-lesson

http://vimeo.com/54007714



https://www.teachingchannel.org/videos/12th-grade-text-analysis-lesson



This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

Collaborative Discussion

At your table, discuss the key ideas from this video.

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Chapter 2: Key Considerations in ELA/Literacy and ELD

Curriculum, Instruction, and Assessment

Outcomes• To review the sections of Chapter 2• To illustrate the differences between Integrated

and Designated ELD


Five Sections

• Goals of ELA/Literacy and ELD• Instructional Context• Key Themes of ELA/Literacy and ELD• Approaches to Teaching and Learning• English Language Development


Jigsaw Activity

Read your assigned section.Create a 3-2-1 Response• 3 Big Ideas of the section• 2 Questions that the section raises• 1 Ah Ha about classroom implications


Jigsaw Activity for Small Group

1. Read Goals of ELA/Literacy and ELD Instruction (pg. 4 line 38 - pg. 15 line 346)

2. Read Context for Learning (pg. 15 line 347 - pg. 24 line 591 including chart)

3. Read Approaches to Teaching and Learning (pg. 55 line 1253 - pg. 63 line 1484)

4. Read Approaches to Teaching and Learning, Using Assessment to Inform Instruction (pg. 63 line 1485 - pg. 72 line 1754)


Jigsaw Activity for Large Group1. Read Goals of ELA/Literacy and ELD Instruction (pg. 4 line 38 - pg. 15 line

346)2. Read Context for Learning (pg. 15 line 347 - pg. 24 line 591 including chart)3. Read Key Themes of ELA/Literacy and ELD Instruction (pg. 25 line 592- pg.

35 line 771)4. Read Key Themes of ELA/Literacy and ELD Instruction, starting with Reading

Closely (pg. 35 line 772 - pg 44 line 965)5. Read Key Themes of ELA/Literacy and ELD Instruction, starting with

Effective Expression (pg 44 line 966 - pg 55 line 1252)6. Read Approaches to Teaching and Learning (pg. 55 line 1253 - pg. 63 line

1484)7. Read Approaches to Teaching and Learning, starting with Using Assessment

to Inform Instruction (pg. 63 line 1485 - pg. 72 line 1754)

This PPT draft is developed by the CISC ELA/ELD Workgroup. June 2013

Process Jigsaw Reading

Participants take turns to share their ideas from the reading.

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The ELA/ELD framework offers guidance on scaffolding, designing and implementing the type of quality instruction that will ensure an English learner’s rapid progression along the ELD continuum, achieving full access to the standards and curriculum thus successfully adding another language.

English as an Additional Language


What Are Some Ways to Provide Language Development and Support for ….

• English Learners in content areas...?• English Learners in their language

development class?


ELD Instruction

Chapter 2 Page 76

All teachers must attend to the language learning needs of their ELs in strategic ways that promote the simultaneous development of content knowledge and advanced levels of English . In this chapter of the Framework, ELD instruction is described generally and then in terms of using the CA ELD standards in two ways:

– Designated ELD; and– Integrated ELD


Both/And

“ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention

to their particular language learning needs, or designated ELD.”

Integrated + Designated


Integrated ELD

Table activity and discussion:

• Individually read in ELA/ELD Framework (pg. 78 lines 1891-1904 and pg. 81 Figure 2.21)

• What are the key words that help you understand Integrated ELD? Highlight these words.

• Discuss with a partner.


Effective instructional experiences for ELs throughout the day and across the disciplines:• Are interactive and engaging, meaningful and relevant, and

intellectually rich and challenging• Are appropriately scaffolded in order to provide strategic

support that moves learners toward independence• Build both content knowledge and academic English• Value and build on primary language and culture and other

forms of prior knowledge

Chapter 2 Figure 2.21. Integrated ELD Page 87

Integrated ELD


Designated ELD

“Teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction in order to develop critical English language skills, knowledge, and abilities needed for content learning in English”

“During this protected time, ELs should be actively engaged in collaborative discussions where they build up their awareness about language and develop their skills and abilities to use language.”

ELA/ELD Framework Chapter2 p. 88


Designated ELD Snapshots

TK-K: 3.6 Designated ELD Connected to Science in Kindergarten

(Emerging and Expanding)1-3: 4.3 Designated ELD Connected to Science in Grade 2

4.10 Designated ELD Connected to ELA in Grade 3 (Expanding)

4-5: 5.4 Designated ELD Connected to Mathematics5.9 Designated ELD Connected to ELA and the Visual Arts (Emerging)

6-8: 6.2 Designated ELD Connected to World History in Grade 6

9-12: 7.4 “Unpacking Sentences” and “Nominalization” in Complex History Texts (Late Emerging to Early Expanding)


Designated ELD in Action!

Locate the handout titled Designated ELD in Action! Record your responses to the following prompts:– What is the role of content and how does this lesson build

into and from the content students are learning the rest of the day?

– What kind of language are students using and how are they developing it?

– How does the teacher determine when students need additional support and how is the support provided?


Designated ELD ~ A Video Example

Designated ELDUsing Sentence Frame to Jumpstart Writing• https://www.teachingchannel.org/videos/ju

mpstart-student-writing

https://www.teachingchannel.org/videos/jumpstart-student-writing

https://www.teachingchannel.org/videos/jumpstart-student-writing


Integrated ELD and Designated ELD

Locate the handout titled ELD Compare and Contrast Graphic Organizer and complete the activity.– What is similar and what is different about

Integrated ELD and Designated ELD? – Complete the ELD Compare and Contrast Graphic

Organizer with a partner


Additional Support for Learning about Integrated and Designated ELD

in the Framework• Grade Span Descriptions of Integrated and Designated ELD• Grade Specific Descriptions• Snapshots by Grade • Vignettes by Grade


Some Considerations

Integrated ELD• Primary Language Support (p. 70)

Designated ELD• Essential Features of Designated English Language

Development (Figure 2.23)• Grouping for Designated ELD


Conclusion: A Comprehensive Approach to ELD

“ELs at all English proficiency levels and at all ages require both integrated ELD and specialized attention to their particular language learning needs, or designated ELD. Such a multilayered application of the CA ELD Standards requires deep collaboration between educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual ELs and a persistent belief that all ELs can achieve the highest levels of academic and linguistic excellence.”

ELA/ELD Framework


California’s Commitment

“California is a vibrant and dynamic state of extraordinary global influence and is unsurpassed in its cultural and linguistic resources, yet too many of its children and youth are ill-prepared for the incredible opportunities that await them. The adoption of the CA CCSS in ELA/Literacy and the CA ELD Standards and the development of the ELA/ELD Framework represent California’s commitment to ensure that all its students receive an education that will enable them to take advantage of possibilities, pursue their dreams, and contribute to the wellbeing of California and the world. The most promising futures await our students and our society when we ensure that all individuals acquire strong literacy and language skills in every discipline.”

ELA/ELD Framework (2014)


Collaborative Summary

• 1: Decide what are the most important ideas in this module.

•Step 2: Summarize the most important ideas in 20 or fewer words. It can be more than one sentence.

the english language arts (ela)/ english language development (eld) framework overview

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