ELD Standards

1. The Structure of the ELD Standards

2. Objectives
 Outline and present the structure and components of
the ELD Standards
 State the purposes of the Proficiency Level Descriptors
and apply to individual teaching
 Explain the purpose of each of the appendices
 State the basic structure and purpose of the
ELD Framework

3. All students are English Learners!!
The term English Learners traditionally includes
students who are learning English as a second language,
but it can also include all those English-only students
who come from language-poor homes (ie: homes in
which print materials and/or spoken English are a rarity,
because of poverty and as we become a more screen-dependent
society).
http://news.stanford.edu/news/2013/september/toddler
-language-gap-091213.html?view=print

4. What must math students
do with language?
“Mathematically proficient students understand and
use stated assumptions, definitions, and previously
established results in constructing arguments. They
make conjectures and build a logical progression of
statements to explore the truth of their conjectures…
justify their conclusions, communicate them to
others, and respond to the arguments of others.”
(CCSS Math, p. 6)

5. Next-Generation Science Standards:
What must science students do with language?
K-12 Science
Framework
(NRC,
2012, pp. 45, 49)
Among essential science practices:
• Constructing explanations and designing solutions
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information

6. CCSS for Literacy:
What must all students do with language?
“Students can, without significant scaffolding,
comprehend and evaluate complex texts across a
range of types and disciplines…can construct effective
arguments and convey intricate or multifaceted
information…able independently to discern a
speaker’s key points, request clarification, and ask
relevant questions…build on others’ ideas,
articulate their own ideas, and confirm they have
been understood.”
(CCSS for ELA & Literacy in History/Social
Studies, Science, and Technical Subjects, p. 7)

7. CA ELD Standards
 Align with California’s Common Core State
Standards for English Language Arts, Literacy in
History/Social Science, Science, and Technical
Subjects
&
 Are used in tandem with the Common Core State
standards and not in isolation

8. CA ELD Standards Purposes
 Highlight and amplify key language knowledge,
skills, and abilities in the Common Core State
Standards critical for ELs to succeed in school while
they are developing English
 Provide opportunities for English learners to access,
engage with, and achieve in grade-level academic
content while they are learning English
 Strengthen English Language development in light of
next-generation content standards

9. CA ELD Standards Overview
 Overview & Proficiency Level Descriptors (PLDs):
 Alignment to CCSS for ELA & Literacy
 CA’s EL Students
 Proficiency Level Descriptors (PLDs)
 Structure of the grade level standards
Grade Level ELD Standards:
Section 1: Goal, Critical Principles, At-a-Glance Overview
Section 2: Elaboration on Critical Principles
 Part I: Interacting in Meaningful Way
 Part II: Learning About How English Works
 Part III: Using Foundational Literacy Skills
Appendices:
 Appendix A: Foundational Literacy Skills
 Appendix B: Learning About How English Works
 Appendix C: Theory and Research
 Appendix D: Context, Development, Validation
Glossary of Key Terms

10. Structured Group Gather and Share
 Break into groups; assign roles
 Roles for group members:
 Reader – reading through the Overview; sharing info with team members
 Scribe – writing ideas into the graphic organizer
 Presenter – presenting the information from the graphic organizer to the
whole group
 (If you have fewer than three members, all roles can be shared; If you have a
4th member, they will be the Clarifier, making sure each person in the group
understands the task and the information; the 4th member could also be a
Co-Presenter)
 Pick up a graphic organizer .
 Gather information and fill out the graphic organizer.
 Practice presenting essential information to the rest of the
group. (You don’t need to present the entire graphic organizer.)
 Share out essential information.

12. And now a walk through
the ELD Standards….

22. And now a walk
through the Proficiency
Level Descriptors….

23. Proficiency Level Descriptors
 Describe student knowledge, skills, and abilities
across a continuum identifying what ELs know
and can do
• Provide three proficiency levels: Emerging,
Expanding, and Bridging – at early and exit
stages
• Guide targeted instruction in ELD, as well as
differentiated instruction in academic content
areas

24. PLDs continued
Include:
 Overall Proficiency: A general descriptor of ELs’
abilities at entry to/progress through, and exit from
the level
 Extent of linguistic support needed for the
linguistic and cognitive demands of tasks at early
stages and as ELs develop

25. PLDs continued…
 Student Capacities
 Descriptors for early stages of and exit from each proficiency
level, using ELD standard structure:
 Three Modes of Communication
 Collaborative (engagement in dialogue with others)
 Interpretive (comprehension and analysis of written and
spoken texts)
 Productive (creation of oral presentations and written texts)
 Two dimensions of Knowledge of Language
 Metalinguistic Awareness (language awareness & self-monitoring)
 Accuracy of Production (acknowledging variation)

26. And now a walk through
the Appendices…

27. Appendices D & C
 Appendix D – Context, Development, and Validation of the
California English Language Development Standards
 Appendix C – Theoretical Foundations and Research Base
for California’s English Language Development Standards
 are interactive and engaging, meaningful and relevant,
and intellectually rich and challenging;
 are appropriately scaffolded in order to provide strategic
support that moves the learner toward independence;
 value and build on home language and culture and other
forms of prior knowledge; and
 build both academic English and content knowledge.

28. Appendix B
 The CA English Language Development Standards II:
Learning about how English Works
 The Goal: to guide teachers to support EL students, in
ways appropriate to grade level and English language
proficiency level, to
 unpack meaning in written and oral texts they encounter
across the disciplines in order to better comprehend them;
 make informed choices about how to use language
appropriately, based on discipline, topic, purpose, audience,
and task, when producing oral and written texts.

29. Appendix A
 Foundational Literacy Skills for English Learners
 primarily addresses print concepts, phonological
awareness, phonics and word recognition, and fluency,
as described in the Reading Standards: Foundational
Skills (K–5) section of California’s CCSS for English
Language Arts; are critical for English learners at all ages
who need to learn basic literacy.
 ELs face an additional challenge in developing literacy in
English since they must develop oral proficiency in
English—including depth and breadth of vocabulary—
at the same time that they are learning to read and
write.

30. And now a walk through
the ELD Framework….

31. THE CA ELD Framework
• A document designed to support teachers in
implementing instructional practices for ELD students
• Divided into 12 Chapters, plus Resources, Glossary,
and an appendix covering the role of literature
• Chapters 3-7 cover specific grade spans and provide
detailed examples and strategies for teaching ELD
students

32. Chapter 6 at a Glance
Overview of the Span
 An Integrated and Interdisciplinary Approach
 Key Themes of ELA/Literacy and ELD Instruction
Meaning Making
Meaning Making with Complex Text
Language Development
Vocabulary
Grammatical Understandings & Syntax
Effective Expression
Writing
Discussing
Presenting
Using Language Conventions
Content Knowledge
Understanding Disciplinary Literacy
Engaging with Lit. & Informational Text
Engaging in Research
Planning for Wide Reading
Foundational Skills
Foundational Skills for English Learners
 Supporting Students Strategically
 English Language Development
Integrated and Designated ELD
Grade Six
Key Themes of ELA/Literacy and ELD Instruction
Meaning Making
Language Development
Effective Expression
Writing
Discussing
Presenting
Using Language Conventions
Content Knowledge
Foundational Skills
English Language Development
ELA/Literacy and ELD in Action
Conclusion

33. Works Cited
Cadiero-Kaplan, Karen. Transitioning to the 2012 CA English Language
Development Standards: Implications for Policy & Practice.
(PowerPoint) California Department of Education and Fresno State
University, March 15, 2013.
California’s Common Core Content Standards for English Language Arts &
Literacy in History/Social Studies, Science, and Technical Subjects, 2012.
California English Language Development Standards, California Department of
Education, SBE adopted November 7, 2012.
California English Language Development Standards (PowerPoint). Ventura County
Office of Education. (no date)
English Language Arts/English Language Development Standards Framework,
California Department of Education, SBE adopted July 10, 2014.