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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
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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
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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 ●● + ● = ●●● ●● ●● ●●●●
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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…
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Academic standards should…• Be rigorous and challenging• Be related to the technological forces that will mold the 21st
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?)
…Reeves, 2002
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Instant Poll: “Read" or used the Map of Standards for English Learners?
• Never Read
• 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
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ELD Standards begin the journey to all Core Content Standards
Mat
h
ELA
7ELD
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ELA Standards ELD 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
• What all English Learners are expected to know and be able to do… at each proficiency level– Advanced– Early Advanced– Intermediate– Early Intermediate– Beginning
Content Standards Content/Proficiency Standards
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ELDPerformance
Levels
ProgramDecisions
Instruction to Strategic Groups Interventions
NoYes
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ELD and ELA Standards by Grade Level/Span
K-8• Each grade level• Grade spans • 9-10, 11-12
Grade spans:– K-2
– 3-5
– 6-8– 9-12
Find in Map
ELD Standards ELA Standards
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Organization of Standards3 Domains
Listening/Speaking
Reading Writing
•Listening & Speaking•Word Analysis•Fluency & Vocabulary Development
•Comprehension•Literary Response & Analysis
• Strategies & Applications
•Conventions
Strands
Find in Map
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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
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Strand
Cluster ELD Labels
ELD Cluster #s
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Essential Standards/ELD Clusters
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Expectation for grade 2 only
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ELD cluster 3 matched with grade 6 ELA 2.4, grade 7 ELA 2.4
grade 8 ELA 2.3
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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
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Purpose of Essential Standards• Starting point for designing and practicing
standards-based lessons• Match resources (funds, people, time) to priority
levels (1st = essential, 2nd = important)– varied, flexible opportunities to learn essentials
• Monitor and report student progress– Decisions about promotion and interventions– Communicating with parents
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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-teachAdapted from Western Assessment Collaborative at WestEd
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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– 1st – Look in the strand (e.g., Comprehension)
– 2nd – Look in other strands and domains
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Starter ExampleGrade: 6ELD Levels: EI, I
Lesson Title:Comprehending a Story in Literature
Target Standard(s):ELD ELA LabelRC-4 2.3 Explain Main Idea
Co-Standards:ELD# ELA# LabelRC-3 2.4 Respond to Comprehension
QuestionRFV 3 1.4 Decode New WordsRFV5 1.2 Use Analogies & MetaphorsLRA5 3.6 Analyze ThemesWSA5 3.6 Write responses to Literature
In the strand
In other domain
RC = Reading Comprehension RFV =Reading Fluency & Voc. Dev.
LRA= Literary Response& Analysis WSA = Writing Strategies & Applications
In other strand
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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?
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Part 3: Reporting & Monitoring
• Report cards for English learners– Grading practices, profiles, portfolios
• Reclassification in California• Monitoring expected progress
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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