ENGLISH LANGUAGE LEARNERS AND COMMON CORE
ENGLISH LANGUAGE ARTS:
USING THE ENGLISH LANGUAGE PROFICIENCY
DEVELOPMENT (ELPD) FRAMEWORK
A webinar hosted by the Council of Chief State School Officers
Aída Walqui, WestEd & Amanda Kibler, University of Virginia
Members of the ELPD Framework Writing Committee
Webinar will begin at 3 p.m. ET
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To find the ELPD Framework online: Google ELPD CCSSO
The Focus of Today’s Presentation: Section 2
Today’s presentation will look at:
Purpose and Components of the Framework
Language Demands and Practices in the CCSS ELA
Standards
Section 2.3: Standards Match
 ELA tables begin on page 11
Section 2.4: Classroom Match
 ELA table is found on page 32
To find the ELPD framework online: Google ELPD CCSSO
The Purpose and Vision of the Framework is:
 To communicate to ELL stakeholders in states the
language practices that all ELLs must acquire in order to
successfully engage in the CCSSs and NGSSs and to
develop English as a second language.
 To outline the underlying English language practices and
uses found in the CCSSs and the NGSS.
 To delineate a procedure by which to evaluate the
degree of alignment present between the framework
(which represent the language demands of the CCSS
and NGSS) and the ELP standards under consideration
or adopted by states.
What the Framework does not do:
 Offer a specific set of ELP standards
 Spell out what ELLs should be taught
 Provide a guide for developing assessments
 Articulate how schools should approach the teaching of
English to ELLs
Structure of the ELPD
• Theory
behind ELP
standards
• The
connection to
the
classroom
• The reasoning
for sequencing
ELP standards
Foundation
Progressions
Classroom
Match
Standards
Match
• The
connection to
the CCSS
and NGSS
Outline of the Framework
 There are seven sections in the Framework:




Section 1: Introduction to the Framework
Section 2: The Framework
Section 3: The Alignment Protocol
Section 4: Sample Models of Selective ELP Standards Aligned
to Framework
 Section 5: Conclusion
 Section 6: Glossary
 Section 7: Supplementary Materials
Please note: an overview of the framework was provided on October 11, 2012.
To listen to the recording and view the PowerPoint.
To find the ELPD framework online: Google ELPD CCSSO
A Snapshot of Sections 2.1 and 2.2 of the
Framework: Foundations & Progressions
Section 2.1: Foundations: explains why state ELP
standards should transparently articulate the theoretical
foundations upon which they are based.
Section 2.2.: Progressions: explains how the ELP
Standards should offer a sequence of language
development that is grounded in the theoretical foundations
for the standards, responsive to the various backgrounds of
students, and attuned to the varying language growth
trajectories of different ELLs.
To find the ELPD framework online: Google ELPD CCSSO
Focus on Language Demands: Common Core
ELA Reading Standards
Students must:
 Grasp ever-increasing layers of text complexity as they
progress through the grades in order to gain deep
content understanding (Reading Standard 10)
 Become increasingly adept at performing a range of
difficult practices (involving conceptual understanding,
skills, and language), such as:
 Critically weighing and employing a growing range of evidence
drawn from texts
 Becoming more attuned to discerning nuance, logic, ambiguity,
and even inconsistency in an author’s reasoning
To find the ELPD framework online: Google ELPD CCSSO
Practices: Common Core ELA Writing Standards
Students must (continued):
 Develop the ability to construct narratives as well as
written arguments and explanations about what they
have read keeping audience and purpose in mind.
 Write effectively about what they have read using
evidence from literary and informational texts
To find the ELPD framework online: Google ELPD CCSSO
Practices: Common Core ELA Speaking and
Listening Standards
Students must:
 Learn important aspects of successful teamwork:
listening to one another critically but respectfully while
expressing one’s own ideas with increasing specificity
and precision
 Use their oral and aural skills to integrate and evaluate
what they see and hear, adapting their interpretation and
use of tone, context, and audience contingently.
To find the ELPD framework online: Google ELPD CCSSO
Practices and a Focus on Language: Common
Core ELA Standards
 English structure: grammar, syntax, mechanical
conventions, word meanings
 Structure runs as a continuous thread throughout all of
the standards
 Students must grow in their ability to utilize these
language practices to craft prose and make strategic
decisions with regard to the language they employ in
varying contexts
To find the ELPD framework online: Google ELPD CCSSO
Section 2.3: Standards Match
“The development of state ELP standards must be
undertaken with a deep knowledge of the relationships
between the CCSS and the NGSSS and the language
practices needed to engage with the content.”
Page 6, Section 2.3, Standards Match
To find the ELPD framework online: Google ELPD CCSSO
Section 2.3: Standards Match
 This section includes two sets of tables for each
discipline (ELA, Math, and Science):
 The first table notes key practices and disciplinary code ideas
of each discipline.
 The second table unpacks how ELLs engage in these key
practices by performing certain analytical tasks through
engaging in both receptive and productive language functions.
We will review the ELA tables starting on page 11.
To find the ELPD framework online: Google ELPD CCSSO
Snapshot of ELA Table One (page 11):
Table 1: Key Practices and Disciplinary Core
Ideas of the ELA CCSS
 This table outlines:
 six key CCSS ELA practices
 the disciplinary core ideas in reading, writing, speaking, and
listening, and language
 The practices outlined here serve as the basis for Table 2,
which unpacks these practices into:
 Analytical tasks
 Receptive language functions
 Productive language functions
Snapshot of ELA Table Two (starts on page 12):
Section 2.4: Classroom Match
 State ELP Standards should reference the different
types of communicative activities embedded in subject
matter pursuits, such as:
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
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Listening closely
Asking questions
Engaging in sustained dialogue
Arguing claims
To find the ELPD framework online: Google ELPD CCSSO
Section 2.4: Classroom Match
 The tables in this section are offered to:
 Conceptualize the multiple features of students’ and teachers’
language use in the disciplines while engaged in the learning of
the key practices in the CCSS and NGSS.
 Provide a better understanding of what is currently being
referred to as academic language and academic literacy
Please note that some areas within the tables (e.g. language tasks),
are representative and not exhaustive.
To find the ELPD framework online: Google ELPD CCSSO
Snapshot of ELA Classroom Match Table (Page 32)
How to read this table
 The two major columns of Table 7 suggest unique
elements of classroom language for both teachers and
students
How to read this table
 The column for student language use and tasks is further
subdivided into receptive and productive elements.
How to read this table
 The rows are divided into:
 Modality
 Registers
 Examples of registers
First row: Modality
The characteristics of the “channels” through which
language is used, as in oral and written language versus
receptive and productive language skills. Examples include:
Communication between individuals in pairs (one-to-one)
or small groups (one-to-group)
Communication by students or teachers with entire class
(one-to-many)
Communication by students with various written materials,
through oral, written, and multimodal communication.
Rows Two and Three: Registers
 The second row indicates that embedded within
modalities are distinct language-related tasks and
activities that require unique registers of language:



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Colloquial registers
Classroom registers
Discipline-specific language and terminology
Disciplinary discourse conventions
 The third row identifies some of the registers relevant to
teachers’ language use and students’ oral and written
language use
Supplementary Materials: The Understanding Language Taskforce (Valdés,
Walqui, Kibler, and Alvarez) developed sample proficiency descriptors supporting
the CCSSs and instructional scenarios
To find this document online:
google ELPD CCSSO
Scenarios
To find this document online:
google ELPD CCSSO
Future Webinars
Learn more about the Framework!
Please visit
http://www.ccsso.org/Resources/Digital_Resources/
Common_Core_Webinar_Series.html
to register for additional webinars.
To find the ELPD framework online: Google ELPD CCSSO
Thank you for attending!
For questions, please contact:
Katey McGetttick
CCSSO Program Associate, Common Core
kateym@ccsso.org