Presentation PURPOSE is to build awareness and

Presentation • PURPOSE is to build awareness and knowledge of the ELD standards and how they relate to the content areas • Master the knowledge of ELD Stds • Practice the application of Standards in the content areas 1

Standards can be taught across the curriculum • Cooking and Woodworking can teach math • Music and Art can teach history and literature • Relate standards to real activities: finding perimeter, area, and volume…measuring the dimension of a house • PE classes can teach integration of movement and games with measurement and strategy…vocabulary and thinking skills from the other curricular areas • Learning is enjoyable when you can perform and demonstrate knowledge 2

THE “RIGHT” ANSWER Mary had four balls, John had three balls. How many balls did they all have together? (Show your work. ) 4+3=7 OR ●● + ● = ●●● ●●●● 3

Mastery vs. coverage • Standards need to be mastered vs. “getting through the text” • Give multiple chances to be successful (achieve) • Attorneys, Physicians, and Teachers need to be certified…. • With Standards, Assessment informs curriculum and gives you a “roadmap” on what you need to teach… 4

Academic standards should… • Be rigorous and challenging • Be related to the technological forces that will mold the 21 st century in which today’s students will live and work • Provide a fair and equitable basis for evaluation • (Question: What about English language learners? Where do they fit in? ) 5

Instant Poll: “Read" or used the Map of Standards for English Learners? • • • Never Read version 1 or 2 Read version 3 Read version 4 Attended John's workshop on version 3 or 4 Have been using version 3 or 4 in my classroom 6

Ma th ELD Standards begin the journey to all Core Content Standards ELD ELA

ELA Standards ELD Standards Content Standards • What all students are expected to know and be able to do • Performance (how well) defined by test – – – Advanced Proficient Basic Below Basic Far Below Basic Content/Proficiency Standards • What all English Learners are expected to know and be able to do… at each proficiency level – – – Advanced Early Advanced Intermediate Early Intermediate Beginning 8

ELD Performance Levels Instruction to Strategic Groups Program Decisions Yes No Interventions 9

ELD and ELA Standards by Grade Level/Span ELD Standards ELA Standards Grade spans: – K-2 – 3 -5 Find in Map – 6 -8 – 9 -12 K-8 • Each grade level • Grade spans • 9 -10, 11 -12

Organization of Standards 3 Domains Listening/ Reading Writing Speaking • Listening & Speaking • Strategies & Applications Find in Map • Word Analysis • Fluency & Vocabulary • Conventions Development • Comprehension • Literary Response & Analysis Strands 11

Part 1: Understanding How to Navigate the Map • ELD cluster = ELD standards that target the same concept/skill for Beginning to Advanced English learners (e. g. , main idea) • ELD clusters are matched to ELA standards – ELD clusters have reference #s & labels – ELA standards use CA reference #s 12

ELD Cluster #s Strand Cluster ELD Labels 13 13

Essential Standards/ELD Clusters 14 14

Expectation for grade 2 only 15

ELD cluster 3 matched with grade 6 ELA 2. 4, grade 7 ELA 2. 4 grade 8 ELA 2. 3 16 16

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Part 2: Using the Map as a Teaching Tool • Identify the essential standards – Appendix: bird’s eye view – Essential standards are embedded in the Map (ES and ES*) • Develop a standards-based lesson plan focused on the essentials 18

Purpose of Essential Standards • Starting point for designing and practicing standardsbased lessons • Match resources (funds, people, time) to priority levels (1 st = essential, 2 nd = important) – varied, flexible opportunities to learn essentials • Monitor and report student progress – Decisions about promotion and interventions – Communicating with parents 19

Standards-Based Instruction TRADITIONAL • Select a topic from the curriculum • Design instructional activities • Design and give an assessment • Give grade/feedback • Move onto a new topic STANDARDS-BASED • Select standard(s) • Design an assessment to show mastery • Plan diverse learning activities • Plan diverse teaching strategies • Use data for feedback: move on or re-teach 20 Adapted from Western Assessment Collaborative at West. Ed

Co-Standards: The Key to Teaching All Standards • Do NOT try to teach & assess standards individually; find “co-standards” (ELD clusters) that are complementary – – – Address similar concepts/skills; go together May form a natural sequence in teaching Use ELD cluster labels to help in the search 1 st – Look in the strand (e. g. , Comprehension) 2 nd – Look in other strands and domains 21

Starter Example Grade: 6 ELD Levels: EI, I Lesson Title: Comprehending a Story in Literature Target Standard(s): Co-Standards: ELD ELA Label RC-4 2. 3 Explain Main Idea RC = Reading Comprehension ELD# ELA# Label In the strand RC-3 2. 4 Respond to Comprehension Question RFV 3 1. 4 Decode New Words In RFV 5 1. 2 Use Analogies & Metaphors other strand LRA 5 3. 6 Analyze Themes In othe WSA 5 3. 6 Write responses to Literature domain RFV =Reading Fluency & Voc. Dev. LRA= Literary Response& Analysis WSA = Writing Strategies & Applications 22

Activity: Analyze ELD Standards & Compare to ELA • Select your preferred grade span • Follow from Beginning to Advanced ELD – What key words reflect higher levels? – Note: Reading – Advanced: student must read grade appropriate texts • Follow from highest ELD level to ELA standards – Which is more rigorous – highest ELD or ELA? – What are the implications for instruction? 23

Part 3: Reporting & Monitoring • Report cards for English learners – Grading practices, profiles, portfolios • Reclassification in California • Monitoring expected progress 24

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Anchor Paper Activity • Purpose: provide experience in determining EL proficiency levels based on student writing • Use cluster 2 (WSA)—Write Narratives and Biographies, pg 16, grades 6 -8 • Determine/discuss the proficiency level of the writing piece handed out with your group 26