ELD Transition Sessions
Session 1: ELD Standards Introduction
Shifts, Layout, & Development
Session 2: Proficiency Levels
Session 3: Appendix C
Theory that Informs Layout
Session 4: Appendix B
Learning About How English Works
Phase-In Plan for 2012 ELD Standards
2014-2015
2015-2016
•Transition
•Implementation
Objective
•
Develop an understanding of Appendix B:
CA ELD Standards Part II: Learning About How
English Works
District Instructional Priorities
Common Core
(The What)
Master Plan
(The Who)
TGDC
Teaching &
Learning
Framework
(The How)
Guiding Principles
1. English Learners (ELs) are held to the same high expectations of learning
established for all students.
2. ELs develop full receptive and productive proficiencies in English in the domains
of listening, speaking, reading & writing.
3. ELs are taught challenging academic content that enables them to meet
performance standards in all content areas.
4. ELs receive instruction that builds on their previous education and cognitive
abilities and that reflects their language proficiency levels.
5. ELs are evaluated with appropriate and valid assessments that are aligned to
state and local standards and that take into account the language development
stages & cultural backgrounds of the students.
6. The academic success of ELs is a responsibility shared by all educators, the
family and the community.
English Learner Master Plan, 2012
Pages 2-3
What must students be able to do with
language?
ELA
MATH
SCIENCE
Comprehend and evaluate
complex texts across a
range of types and
disciplines
Understand and use stated
assumptions, definitions, and
previously established results
in constructing arguments
Construct explanations and
designated solutions
Construct effective
arguments and convey
intricate or multifaceted
information
Make conjectures and
build a logical progression of
statements to explore the
truth of their conjectures
Discern a speaker’s key
points
Justify their conclusions,
communicate them to
others, and respond to the
arguments of others
Engaging in argument from
evidence
Obtain, evaluate, and
communicate information
CA ELD Standards AMPLIFY the CCSS for ELA/Literacy
Request clarification and
ask relevant questions
Build on others’ ideas
Articulate their own ideas,
and confirm they have been
understood
2012 CA ELD Standards
Part I: Interacting in
Meaningful Ways
Part II: Learning About How
English Works
Part III: Foundational Skills
The Autobiography of Malcolm X
“I became increasingly frustrated at not being
able to express what I wanted to convey in letters
that I wrote,... In the street, I had been the most
articulate hustler out there - I commanded
attention when I said something. But now, trying
to write simple English, I not only wasn’t
articulate, I wasn't even functional…”
Academic Language and its Connection to Catalyzing Comprehension Through Discussion and Debate
SERP: Strategic Education Research Partnership
Whole
Text
Sentence
Level
(Clauses, phrases,
nominalization)
Appendix B
Learning About How English Works
1.
Read page 1, first 2 paragraphs
2.
What connections did you make to Paola’s
explanation of academic English?
3.
Share Out
Interpretive
Mode
Appendix B
Learning About How English Works
Number off from 1 – 4
1.
Read your assigned section
2.
Highlight key phrases and or statements
Reading Sections
1.
2.
Text Level Understanding

Pages 6 – 9

Skim p. 8
Sentence and Clause Level Understanding

3.
Phrase Level Understandings

4.
Page 9 – 12
Page 13 – 14
Word Level Understandings

Pages 14 -15
Appendix B
Learning About How English Works
1.
Read your assigned section
2.
Highlight key phrases and or statements
Interpretive
Mode
Group Work
1.
Form Experts Groups
 1s, 2s, 3s, 4s
2.
Analyze phrases/statements
Collaborative
and
Interpretive
Modes
Summary

Create a Summary


What are the salient points of your
reading
Share Out
Productive
Collaborative
Whole
Text
Sentence
Level
(Clauses, phrases,
nominalization)
Academic English
Before
Now
Academic Writing
Page 8
Reflection
1.
How will I begin to plan lessons that
develop the understanding of academic
English for my ELs?
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
“We do it”
Guided Instruction
Collaborative
“You do it
together”
“You do it
alone”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
Doug Fisher
“As students learn more about the patterns of
English grammar in different communicative
contexts…, they can develop more complex
understandings of English grammar and usage.
Students can use this understanding to make
more purposeful and effective choices in their
writing and speaking and more accurate and
rich interpretations in their reading and
listening.”
Appendix B, page 4