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Transcript of ELD Standards
Align with California's Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science and Technical Subjects.
Highlight and amplify key language knowledge, skills, and abilities in the Common Core State Standards critical for EL's to succeed in school
they are developing English.
Provide opportunities for EL's to access, engage with, and achieve in grade level academic content while they are learning English.
Use in tandem with the Common Core State Standards and not in isolation.
Strengthen English Language Development in light of next-generation content standards.
From a conceptualization of:
Five English Language Proficiency (ELP) levels to Three: Emerging, Expanding, Bridging
Early literacy skills embedded in the ELD standards to Foundational literacy skills aligned and applied appropriately depending on individual student needs
ELD standards as "junior" ELA standards or as an "onramp" to the ELA Standards to ELD standards working in tandem with the ELA and other content standards and seen as the lane for acceleration
Language acquisition as an individual and lock-step linear process
Language development focused on accuracy and grammatical correctness
Use of simplified texts and activities, often separate from content knowledge
English as a set of rules
A traditional notion of grammar with syntax and discrete skills at the center
Literacy foundational skills as one-size fits all, neglecting linguistic resources
Language acquisition as a non-linear, spiraling, dynamic, and complex social process
Language development focused on collaboration, comprehension, and communication with strategic scaffolding to guide appropriate linguistic choices
Use complex texts and intellectually challenging activities with content integral to language learning
English as a meaning-making resource with different language choices based on audience, task, and purpose
An expanded notion of grammar with discourse, text structure, syntax, and vocabulary addressed within meaningful contexts
Literacy foundational skills targeting varying profiles of EL's, tapping linguistic resources and responding to specific needs
with and to be
used in tandem
with CCSS for ELA and Literacy
Highlight and amplify
the critical language uses, knowledge about language, and skills using language in the CCSS necessary for ELs to be successful in school
fewer, clearer, higher standards
so teachers can focus on what's most important
Proficiency Level Descriptors
student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do
three proficiency levels: Emerging, Expanding, and Bridging: at early and exit stages
targeted instruction in ELD, as well as differentiated instruction in academic content areas
A general descriptor of EL's abilities at entry to/progress through, and exit from the level
of linguistic support needed per the linguistic and cognitive demands of tasks, at early stages and as ELs develop
Descriptors for early stages of and exit from each proficiency level
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
Two Dimensions of Knowledge of Language
Metalinguistic Awareness (language awareness & self-monitoring)
Accuracy of Production (acknowledging variation)
Structure and Components
Each grade level's standards include:
Section 1: 2-page "At a glance"
Section 2: Grade level standards
Part I: Interacting in Meaningful Ways
Part II: Learning about how English works
Part III: Using Foundational Literacy
Additional Resources to Support Understanding and Implementation:
A. Foundational Literacy Skills for ELs
B. Part II: Learning about how English works
C. Theoretical Foundations and Research Base
D. Context, Development, and Validation
Kindergarten Appendix A
"At a Glance"
"Whats in the Box"