K-6 Preservice
Professional Learning
Implementing the Common Core
nd
ELA/ELD – 2 Grade
Presenter: Pat Gibson, Katie King
K-6 CCSS Instructional Coach
Welcome and Introduction
• Introduction
• Logistics
– Restrooms
– Morning break
– Lunch at 12:00
– Return to sites by 1:00
Resource/Notes Handout
A page listing
relevant sources and
links for today’s
PowerPoint and
handouts has been
provided.
Additionally, there is
room at the bottom
to record personal
notes.
Norms
California Standards for the
Teaching Profession
6.7 Demonstrating professional
responsibility, integrity, and
ethical conduct
Historical Reference
Trainings Preparing for The CCSS
• Summer/Pre Service 2012 :
– 3rd-6th grade (Overview, GRR, Connecting Reading to Writing)
• Summer/Pre Service 2013:
– K-2nd grade (Overview, TDQ, Close Reading, Connecting Reading
to Writing)
Outcomes
•
Begin to develop an understanding of
the ELD standards
•
Identify the corresponding relationships
between Common Core ELA standards
and ELD standards
•
Navigate multiple resources to support
lesson planning and instruction
Connecting the Pieces of ELA and ELD
Considering
Learners’ Needs
Monitoring Student
Progress
Interpreting Text
Interacting in
Meaningful Ways
Connecting Reading
to Writing
Learning How
English Works
Let’s get started!
One of the phrases associated with
CCSS is for students to be “college
and career ready.”
Think about the characteristics, skills,
and knowledge that you want your
students to have when they exit high
school.
English
Language
Development Standards
The CA ELD Standards
HIGHLIGHT
AND AMPLIFY
the CCSS for ELA/Literacy.
CA ELA-ELD Curriculum Framework
New CCSS Paradigm:
LANGUAGE Is Central to all Academic Areas
Math
Science
Language
Language
Arts
Social
Studies
What is ELD?
• English Language
Development
– is strategic instruction
– develops simultaneously
content knowledge and
advanced levels of
English
– provides access to gradelevel standards
Integrated and Designated
Language Development:
Working in Tandem
Integrated ELD:
All teachers with
English learners in
their classrooms use
the CA ELD
Standards in
tandem with the
CA CCSS for
ELA/Literacy and
other content
standards.
Designated ELD:
A protected time
where teachers use
the CA ELD
Standards as the
focal standards in
ways that build into
and from content
instruction.
CCSS Shift: Integration
FROM THIS:
TO THIS:
Chunk and Chew
• Discuss with a partner any “aha’s” or new
understandings you have about English
Language Development and its impact on
CCSS for ELA/Literacy.
Digging into the Proficiency Level
Descriptors (PLDs)
WHO
Proficiency Level
Descriptors =
Considering
Learners’ Needs
What our English
Learners can do
Old vs. New Proficiency Levels
Old
New
Beginning - 1
Early Intermediate - 2
Emerging
The “Old”
Intermediate - 3
Expanding
designations will
continue
in
Early Advanced
-4 to be used
Bridging
SISWEB, however.
Advanced -5
Proficiency Levels
EMERGING
 Students progress quickly
 Students learn English for immediate
needs
 Students begin to understand and use
academic vocabulary
Levels 1-2
Proficiency Levels
EXPANDING
 Students are challenged to increase their English
skills in more contexts
 Students learn a greater variety of vocabulary
and linguistic structures
 Students apply their growing language skills in
more sophisticated ways appropriate to their
age and grade level
Level 3
Proficiency Levels
BRIDGING
Students continue to learn and apply a range of highlevel English language skills in a wide variety of
contexts, including comprehension and production of
highly technical texts.
Students will “bridge” or transition to full engagement
in grade-level academic tasks and activities without the
need for specialized ELD instruction.
Levels 4-5
First EL Resource:
Proficiency Level Descriptors
Proficiency Level Descriptors (PLDs)
3 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)
2 Dimensions of Knowledge of Language
• Metalinguistic Awareness
• Accuracy of Production
Source: Overview of the California ELD Standards and Proficiency Level
Descriptors. CDE, November 2012. (Pages 10-13)
Proficiency Level Descriptors (PLDs)
Handout, page 10
Modes of Communication
1.
Develop a triad. Each of
you choose a different
mode of communication:
Interpretive
2.
Read the descriptions for
what students are able to
do as they enter and exit
each level.

What changes can you
observe within each
level?

Share changes with your
table partners.
Part 1: Interacting in
Meaningful Ways
Part 2: Learning About How
English Works
Part 3: Using Foundational
Literacy Skills
Opportunity to be Learners
SORT
1. Form groups of 3-4 teachers
2. Using the sort placemat, organize the
standards in the following 6 categories
• Collaborative
• Interpretive
• Productive
• Structuring Cohesive Texts
• Expanding and Enriching Ideas
• Connecting and Condensing Ideas
Third EL
Resource
Let’s Check Your Answers
• Compare your sort to the standards handout.
The 2012 ELD Standards Format and
Organization
Contents:
 2-page “At a Glance”
 Part I: Interacting in
Meaningful Ways
 Part II: Learning about
How English Works
 Part III: Using
Foundational Literacy
Skills
Goal: Overarching goal statement
for ELs’ development of academic
English proficiency, grade level
content, and awareness about
language.
Part I: Interacting in Meaningful Ways
Section 1: Goal, Critical Principles, and
Overview Generally consistent across all grades
with some terminology variations reflecting
cognitive differences.
Critical Principles
and Overview
Further details the
goal statement.
Defines experiences
and knowledge that
ELs need to
ultimately achieve
the Goal.
Modes:
Standards are
organized into
three language
modes of
communication:
Retrieved on November 20, 2012 from http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Corresponding
CCSS for ELA
Notes ELA
Standards
alignment
for each
ELD standard
Part II: Learning about How English Works
3 Critical Principles
• Structuring Cohesive Texts
• Expanding & Enriching Ideas
• Connecting & Condensing Ideas
Part III: Using Foundational Literacy Skills
4 Critical Principles
• Print Concepts
• Phonological awareness
• Phonics & word recognition
• Fluency
Source: Overview of the California ELD Standards and Proficiency Level
Descriptors. CDE, November 2012. (Pages 1-11)
ELD Standards
Page 3
Collaborative Standard #3:
Offering and justifying opinions, negotiating with and
persuading others in communicative exchanges
Page 3
What changes across proficiency levels?
What changes across proficiency
levels?
• Partner A:
– One way that Collaborative Standard 3 changes
is that …
• Partner B:
– Another way Collaborative Standard 3 changes is
that…OR
– My idea is similar to yours in that …
• Be prepared to share your partner’s answer
with the group.
Break
Please return in 15 minutes.
Let’s make the ELA connection to ELD
Collaboration…
Considering
Learners’ Needs
Interacting in
Meaningful Ways
SHIFT: We start with standards…not a
selection.
Thank You to Our Curriculum Planners
– 2nd Grade!
OCR Reading Standards Identification- Second Grade
Handouts Needed
• Unit 1 suggested standards resource
• Bank of text-dependent questions
Unit 1- Sharing Stories
The Library
Strong CCSS
Connection
(List all standards)
RL1, RL3, RL6, RL7
(RL9)*
RL1, RL2, RL3, RL4, RL5,
RL6, RL7, L4d
RL1, RL3, RL4, RL5, RL7
Story Hour-Starring
Megan
Tomas and the Library
Lady
RL1, RL2, RL3, RL4, RL5,
RL7
RL1, RL2, RL3, RL4, RL5,
RL6, RL7
Selection Title
Ant and the Three
Little Figs
Come Back, Jack!
Comments
*Consider reading other versions of 3
Little Pigs and compare to selection.
During Getting Started, use “Jackrelated”nursery rhymes for background.
Possible close read
Suggestions:
Use a beginning, middle, end graphic
organizer to sequence events from
the selection.
Make a connection to social studies Unit
4, lessons 3 & 4 to build additional
knowledge on this content.
1. Look at Unit 1 suggested standards.
Selection Title
Strong CCSS
Connection
(List all standards)
Comments
Ant and the Three
Little Figs
RL1, RL3, RL6, RL7
(RL9)*
*Consider reading other versions of 3
Little Pigs and compare to selection.
Come Back, Jack!
RL1, RL2, RL3, RL4, RL5,
RL6, RL7, L4d
During Getting Started, use “Jackrelated”nursery rhymes for background.
The Library
RL1, RL3, RL4, RL5, RL7
Possible close read
Story Hour-Starring
Megan
RL1, RL2, RL3, RL4, RL5,
RL7
Tomas and the Library
Lady
RL1, RL2, RL3, RL4, RL5,
RL6, RL7
Suggestions:
Use a beginning, middle, end graphic
organizer to sequence events from
the selection.
Make a connection to social studies Unit
4, lessons 3 & 4 to build additional
knowledge on this content.
2. Choose a selection with identified
standards.
EXAMPLE: “Story Hour Starring Megan”
• Reading-Literature: #1, #2, #3, #4, #5, #7
• Writing: #3
(Consider Speaking / Listening standards
connections as well.)
3. Write/ask text-dependent questions
using the bank to match standards.
Example: R-L #3…How does Megan respond to
the challenge of learning to read?
Selection Title
Ant and the Three
Little Figs
Come Back, Jack!
The Library
Story Hour-Starring
Megan
Tomas and the Library
Lady
Strong CCSS
Connection
(List all standards)
RL1, RL3, RL6, RL7
(RL9)*
RL1, RL2, RL3, RL4,
RL5, RL6, RL7, L4d
RL1, RL3, RL4, RL5,
RL7
RL1, RL2, RL3, RL4,
RL5, RL7
RL1, RL2, RL3, RL4,
RL5, RL6, RL7
Comments
*Consider reading other versions of 3
Little Pigs and compare to selection.
During Getting Started, use “Jackrelated”nursery rhymes for background.
Possible close read
Suggestions:
Use a beginning, middle, end
graphic organizer to sequence events
from the selection.
Make a connection to social studies Unit
4, lessons 3 & 4 to build additional
knowledge on this content.
Your Turn
• With a partner, look at question stems for RL3
and compose another question or two for this
selection.
4. Record TDQs on sticky notes.
Considering Instructional Choices
ELD Connection
Considering
Learners’ Needs
Interacting in
Meaningful Ways
Question:
HOW do I get my
students collaborating
for the purpose of
deepening reading
comprehension?
Answer:
Incorporate my ELA
Speaking/Listening
Standards
Speaking and Listening Standards
• S/L standard 1 – Participate in collaborative
conversations about grade 2 topics.
• S/L standard 6 – Produce complete sentences
to provide detail and clarification.
ELA/ELD Connection:
Handouts Needed
• Teacher-created text-dependent questions
• ELD matrix
• ELD standards
1. Identify ELD partner standard(s)
S/L 1 & 6
correspond
to
collaborative
1,3,&4
2. Collaborative Standard #3
Offering and supporting opinions and negotiating with
others in communicative exchanges.
3. Create language frames using ELD
support for each proficiency level.
Emerging Example:
• I think Megan responds by _________________.
Expanding Example:
• Megan responds to the challenge of learning to
read by __________ and ___________.
Bridging Example:
• I agree that Megan responds by ____________,
but she also _____________________.
4. Write Language Frames on Sticky Notes.
Big Ideas Regarding Language Frames
Importance for ALL learners:
Language support if needed
Equity for discussion time given
collaborative parameters
Facilitate opportunity to develop
language proficiencies for all students
Big Ideas Regarding Language Frames
Importance for teachers:
Facilitates effective pacing
Provides audio “cues” to effectively listen to
student responses
Offers teachable moment to both discuss the
sentence structure of offered language frames
AND opportunity to encourage students to
challenge themselves linguistically
Continuing ELD Standards Connection
with ELA - Interpretive
Considering
Learners’ Needs
Interpreting Text
Interacting in
Meaningful Ways
Compare ELD Interpretive Standards
to ELA Standards
With a partner, read the Interpretive ELD
standards and discuss the connections with ELA.
Interpretive Standards Debrief
What did you notice as you compared the ELD
and ELA standards?
Continuing ELD Standards
Connection with ELA
Considering
Learners’ Needs
Interpreting Text
Interacting in
Meaningful Ways
Connecting Reading
to Writing
Compare ELD Productive
Standards to ELA Standards
With a partner, read the Productive ELD
standards and discuss the connections with ELA.
Debrief
What did you notice as you compared the
Productive ELD and ELA standards?
Learning How English Works
Considering
Learners’ Needs
Interpreting Text
Interacting in
Meaningful Ways
Learning How
English Works
Compare ELD “Learning About How
English Works” to ELA Standards
With a partner, read the Part II: Learning About
How English Works ELD standards and discuss
the connections with ELA.
Debrief
What did you notice as you compared the Part
II: “Learning About How English Works” ELD and
ELA standards?
How do I check for
student understanding?
Considering
Learners’ Needs
Monitoring Student
Progress
Interpreting Text
Interacting in
Meaningful Ways
Learning How
English Works
Shifts in Assessment
• Focus on the standard—not the
selection
• Emphasis on transferable skill
• Modes of assessment
– Selected response(“multiple choice”)
– Constructed response (short answer)
– Performance task (multiple texts
w/culminating writing task)
Examining Assessments
• Review the provided EGUSDcreated assessments.
• What do you notice that is
different from the traditional
Open Court assessments?
Connecting Writing to Reading
Considering
Learners’ Needs
Monitoring Student
Progress
Interpreting Text
Interacting in
Meaningful Ways
Connecting Reading
to Writing
Learning How
English Works
Writing Instruction:
Connecting Writing to Reading
“Writing is treated as an equal partner to
reading,…..and writing is assumed to be the
vehicle through which a great deal of the
reading work and reading assessments will
occur.”
From Pathways to the Common Core by Calkins, Ehrenworth, & Lehman
Two Ways of Connecting Writing to
Reading
Daily
Reading
Writing
Process
1st Connection: Daily Writing
Daily
Reading
Writing
• Represent reading standards
• Span writing purposes
• Short responses
Writing Instruction Connected to a
Constructed Response
• Review the constructed responses included in
the selection assessments.
• Discuss the type of writing instruction that
would occur during reading to help students
to successfully respond to the mini-prompts.
2nd Connection: Process Writing
• Multiple drafts
• Teacher feedback—timely,
constructive
• Use of mentor/model text
Reading
Writing
Process
Thinking Behind Writing Prompts
• Narrow the teaching focus instead of the
standard in its entirety.
• Provide targeted, timely feedback to one or
two explicit writing skills.
• Look for ways to connect with reading
instruction.
Writing Standard #3
• Write narratives in which they
recount a well-elaborated event or
short sequence
of
events,
include
Focused instruction
details to describe
precludesactions,
a teacher
fromfeelings,
having to teach
thoughts, and
use
all aspects of a
temporal words
tostandard
signalatevent
writing
one time.
order, and provide
a sense of
closure.
Targeted Writing Instruction
Focusing on just a few teaching points means that
the EGUSD rubrics can be used to show students
the continuum of writing description.
Only a few bullet
points need be
used for
instruction!
Writing a Benchmark Paper
• Review the narrative writing prompt.
• Orally rehearse with a partner, OR
independently write a “student” response to
the prompt that would be considered “At
Grade-Level” or above.
Debrief Experience
• What challenges do you foresee for your
students in completing the writing task?
• Consequently, what are the implications for
instruction?
The Result: Integrated Instruction!
Considering
Learners’ Needs
Monitoring Student
Progress
Interpreting Text
Interacting in
Meaningful Ways
Connecting Reading
to Writing
Learning How
English Works
Let’s Break it Down
Collaborative
Engagement in dialogue with others
•Exchange information and ideas with others
•Interact with others in written English
•Offer and support opinions & negotiate with others
•Adapt language choices
Interpretive
Comprehension and analysis of written and spoken text
•Listen actively
•Read closely informational texts & view multimedia to determine
meaning
•Evaluate how writers and speakers use language to support ideas
•Analyze how writers and speakers use vocabulary and other
language resources for specific purpose
Productive
Creation of spoken presentations and written texts
•Express information and ideas orally on academic topics
•Write information to describe and explain ideas and information
•Support opinions and evaluate others opinions in speaking and
writing
•Select and apply precise vocabulary & language structures
Let’s Break it Down
Collaborative
Engagement in dialogue with others
•Exchange information and ideas with others
•Interact with others in written English
•Offer and support opinions & negotiate with others
•Adapt language choices
Interpretive
Comprehension and analysis of written and spoken text
•Listen actively
•Read closely informational texts & view multimedia to determine
meaning
•Evaluate how writers and speakers use language to support ideas
•Analyze how writers and speakers use vocabulary and other
language resources for specific purpose
Productive
Creation of spoken presentations and written texts
•Express information and ideas orally on academic topics
•Write information to describe and explain ideas and information
•Support opinions and evaluate others opinions in speaking and
writing
•Select and apply precise vocabulary & language structures
Let’s Break it Down
Collaborative
Engagement in dialogue with others
•Exchange information and ideas with others
•Interact with others in written English
•Offer and support opinions & negotiate with others
•Adapt language choices
Interpretive
Comprehension and analysis of written and spoken text
•Listen actively
•Read closely informational texts & view multimedia to determine
meaning
•Evaluate how writers and speakers use language to support ideas
•Analyze how writers and speakers use vocabulary and other
language resources for specific purpose
Productive
Creation of spoken presentations and written texts
•Express information and ideas orally on academic topics
•Write information to describe and explain ideas and information
•Support opinions and evaluate others opinions in speaking and
writing
•Select and apply precise vocabulary & language structures
Let’s Break it Down
Collaborative
Engagement in dialogue with others
•Exchange information and ideas with others
•Interact with others in written English
•Offer and support opinions & negotiate with others
•Adapt language choices
Interpretive
Comprehension and analysis of written and spoken text
•Listen actively
•Read closely informational texts & view multimedia to determine
meaning
•Evaluate how writers and speakers use language to support ideas
•Analyze how writers and speakers use vocabulary and other
language resources for specific purpose
Productive
Creation of spoken presentations and written texts
•Express information and ideas orally on academic topics
•Write information to describe and explain ideas and information
•Support opinions and evaluate others opinions in speaking and
writing
•Select and apply precise vocabulary & language structures
Let’s Break it Down
Collaborative
Engagement in dialogue with others
•Exchange information and ideas with others
•Interact with others in written English
•Offer and support opinions & negotiate with others
•Adapt language choices
Interpretive
Comprehension and analysis of written and spoken text
•Listen actively
•Read closely informational texts & view multimedia to determine
meaning
•Evaluate how writers and speakers use language to support ideas
•Analyze how writers and speakers use vocabulary and other
language resources for specific purpose
Productive
Creation of spoken presentations and written texts
•Express information and ideas orally on academic topics
•Write information to describe and explain ideas and information
•Support opinions and evaluate others opinions in speaking and
writing
•Select and apply precise vocabulary & language structures
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