Eye on the ELL in California`s System of Standards

Teaching & Assessing English
Learners on California’s Standards
© Northern California Comprehensive Assistance Center, WestEd, 2001
John Carr jcarr@wested.org
Reading Standards
• Word Analysis,
• Word Analysis
Fluency, &
• Fluency & Systematic
Systematic Vocabulary
Vocabulary Development
• Comprehension
• Comprehension
• Literary Response
& Analysis
• Literary Response &
Writing Standards
• Strategies
• Applications
• Written (& Oral)
English Language
• Strategies &
• Conventions
A Map for Teaching and Assessing California’s ELD
and ELA Standards for English Learners
ELD Standards
Orally identify the basic sequence of written text using
simple sentences.
Identify some significant structural (organizational)
patterns in text, such as sequence/chronological order,
and cause/effect.
Identify significant structural (organizational) patterns
in text, such as compare/contrast, cause/effect, and
sequence/chronological order.
Orally identify examples of fact/opinion in familiar
texts read to them.
Identify the basic sequence of events in stories read to
them, using key words or pictures.
ELA Standards
2.6 Distinguish between
cause and effect and between
fact and opinion in expository
Read and orally identify examples of fact/opinion and
cause/effect in literature and content area texts.
Distinguish between explicit examples of fact, opinions,
inference, and cause/effect in texts.
Distinguish between fact/opinion, inference, and
cause/effect in text.
Understand and follow simple one-step directions for
classroom or work-related activities.
Understand and follow simple two-step directions of
classroom or work-related activities.
Understand and follow some multi-step directions for
classroom-related activities.
2.1 Identify structural patterns 2.2 Analyze text that is
found in informational text
organized in sequential or
chronological order.
(e.g., compare and contrast,
cause and effect, sequential or
chronological order, proposition
and support) to strengthen
2.7 Follow simple multiplestep written instructions
(e.g., how to assemble a
product or play a board
2.7 Follow multiple-step
instructions in a basic
technical manual (e.g., how to
use computer commands or
video games).
2.5 Distinguish facts,
supported inferences, and
opinions in text.
English Language Proficiency Levels
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
At any given proficiency level, a student can
perform the specified task independently and
English Language Proficiency Levels
• You will divided into groups of 5, as indicated by the Roman numeral
on your slip of paper.
• You will start in your expert group, e.g. beginning, early intermediate,
• Each group member will be assigned one proficiency level to become
an expert at that level.
• Using the ELD Standards, work with the expert group to provide
examples of skills a student at your level can do independently and
• Your expert group should have examples of skills for each Language
Area; Listening / Speaking, Reading, and Writing.
• Individually, record the skills on the mini-poster paper, by proficiency
level AND language area, to teach to your home group (I., II., III., IV.,
V., VI.)
English Language Proficiency Levels
Beginning (B)
Early Intermediate (EI)
Intermediate (I)
Early Advanced (EA)
Advanced (A)
Instruction should be targeted to the skill level
ABOVE current abilities
Standards-Based Assessment
• Measures content standard(s)
• Yields performance levels
Mainstream Classroom in a
Standards-Based District
• Reasonably Fluent ELs learn grade
level content standards with
• Instruction primarily on ELA standards
assess ELA standards
• Instruction primarily on ELD standards
 assess ELD standards
Reasonable Fluency is ...
ELL students at “reasonable fluency” receive
instruction and assessment on grade level
content standards
How do you define reasonable fluency?
– Ready to learn ELA standards?
– Ready to learn content area standards?
– (does it depend on grade level?)
A Good Assessment
• Is accurate for every student (to
what extent is this possible?)
• is aligned to standards
• provides useful feedback to teachers to
guide instruction
– and to students to guide learning
Equitable Assessment
for All Students
• Same Content Standards
• Same Performance Standards
• Modifications & Alternative
Assessments for equal opportunity
Equity = diverse opportunities
• To learn: diverse teaching strategies to meet
students’ diverse learning needs & interests
• To be assessed: diverse assessment strategies to
meet students’ performance needs & interests
• Same Content & Performance Standards
with diverse strategies to meet diverse student needs
Challenges to Equitable
Assessment of EL Students
• Comprehending the Instructions
• Producing an Answer
• Understanding the Culture
Production Challenges:
Modify the Procedures
• Show samples of responses,
clarify form of desired response
• Provide extra time, breaks, several
• Use editing process to support
writing for essays/reports
Production Challenges:
Modify the Assessment
• Allow illustrations to support text;
provide graphic organizers
• Shorten response length; segment
• Correct language convention errors,
respectfully, privately, and in a focused
• Provide word bank
• Allow oral responses
Mixed Classroom
(Native English speakers and English Learners)
1 Lesson + 1 Assessment
Standards-Based Instruction
• Select a topic from
the curriculum
• Design instructional
• Design and give an
• Give grade/feedback
• Move onto a new
• Select standard(s)
• Design an assessment to
show mastery
• Plan diverse learning
• Plan diverse teaching
• Use data for feedback:
move on or re-teach
Adapted from Western Assessment Collaborative at WestEd
1. Standards inform
5b. If students don’t
experience success and
understand the concepts, the
teacher Re-teaches and
modifies instruction based
on Assessment results
2. Assessment informs
Instructional practices
5a. Students experience
Learning and
transition to the
next level in their
academic career
3. Students engage in
Learning what they
need to know and be
able to do
4. Students Demonstrate
what they know and
can do
How will you use the ELD Standards in
your content classrooms?
• Instructional Planning
– Where do the ELD Standards “fit” into your
curriculum throughout the year?
– Are you covering ELD Standards in all the
language areas?
• Individual Students
– Map their current abilities and target instruction
one level above
Student Profile
English Proficiency Levels
Listening / Speaking
Literary Response & Analysis
Reading Word Analysis
Writing Strategies & Applications
Reading Fluency & Systematic
Vocabulary Development
Writing Conventions
Reading Comprehension
ELD Standards:
Listening / Speaking
Follow Directions
Listen Attentively
Speak to be Understood
Vary Ways of Speaking
Use Figurative Language
Participate in Social Conversations
Identify Media Messages
Ask and Answer Questions
Deliver Oral Presentations
ELD Standards
• In content area groups, read through the
each language area of the ELD Standards
• Try to match the ELD Standard to a Content
Standard, curriculum area, or activity that
you cover / do in your content classroom
• Share some of your “matches” with the