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In 2010, the California State Board of Education (SBE) adopted California’s Common Core State Standards for English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects.

California strongly believes that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners.

California’s ELs may need instructional support in developing proficiency in English language and literacy as they engage in learning academic content based on these new, rigorous standards.

In response to this legislation, the California Department of Education (CDE), with conducted an extensive and validate new CA ELD Standards that align to California's Common Core State Standards for English Language Arts and address English language and literacy skills ELs need in key content areas.

California English Language Development Standards (ELD)

& Proficiency Level Descriptors (PLDs)

CA ELD STANDARDS INTRODUCTION

EDTE 416

SPRING 2015

10:14

Connie Benjamin

Phil Covelo

Sara Seaney

Melissa Steele

ELD Standards & PLD Used In Lesson Planning

Section 1

Goals, Guiding Principles, and Overview are generally consistent across all grades.

Section 2

Part 1 - Interacting in Meaningful Ways

What are the Key Shifts From the Old ELD Standards?

Part 2 - Learning about how English Works

Part 3 - Using foundational Literacy

PLD's describe student knowledge, skills & abilities across the continuum.

These guide teachers and provide EL's with targeted instruction in ELD as well as differentiated instruction in academic content areas.

- Fewer standards that are necessary for development

and success.

- Clearer standards that are coherent and link to curriculum.

- Higher standards aligned with the Common Core State

Standards for ELA

How do the ELD Standards & PLD's relate to Language Arts Frameworks & Common Core Standards?

What are the New ELD Standards & PLDs?

Common Core Standards (1st Grade)

Demonstrate understanding of the organization and basic features of print.

Demonstrate understanding of spoken words, syllables, and sounds

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds.

c. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of

individual sounds.

Language Arts Frameworks (1st grade)

Reading

Word Analysis, Fluency, Systematic Vocabulary Development

Reading Comprehension

Literary Response and Analysis

Writing

Writing Strategies

Writing Applications

Written and Oral English Language Conventions

Listening and Speaking

Listening and Speaking Strategies

Speaking Applications

Sources

PROFIECENCY LEVEL DESCRIPTORS

PLD'S:

DESCRIBE THE STUDENTS KNOWLEDGE, SKILLS & ABILITY.

WHAT THEY KNOW AT AN EARLY STAGE & HOW THEY EXIT WITH 3 PROFICIENCIES

http://www.corestandards.org/wp-content/uploads/ELA_Standards.pdf

http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf

https:// www.youtube.com/ watch?v=al2X4MjPKD0

Three Proficiency

Levels

Emerging : learning English for immediate needs as well as beginning vocabulary.

Expanding: Increase English Skills in more contexts making it age and grade level approiate.

Bridging: students at this level continue to learn and apply a range of high-level English language skills

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