Transcript No Slide Title - The English Learner Group

TOM TORLAKSON
State Superintendent
of Public Instruction
Next Generation English
Language Development
Standards
AB 124 ELD Standards
Revision
California State Board Of Education
July 18, 2012
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Presentation Objectives
TOM TORLAKSON
State Superintendent
of Public Instruction
• Update on ELD standards revision
timeline and process
• Illustrate ways the ELD standards
revised to align to CA Common Core
– Note: This is the what and why, not how
ELD standards will be implemented
• Provide overview of draft proficiency
level descriptors & standards
• Highlight next steps in context of CCSS
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implementation
ELD Standards Development
Timeline
TOM TORLAKSON
State Superintendent
of Public Instruction
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CDE Guidance: Design Principles for
ELD Standards Revision
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Based on theory, research, and best practice
2. Understandable, usable, and easily
transferrable to classroom curriculum and
instruction for ELD
3. Meaningful and coherent
4. Include an appropriate level of
specificity/granularity and examples
5. Rigorous
6. Concise and measurable
7. Reflect horizontal and vertical alignment
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Implications of New Content Standards
on Next-Generation ELD Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
 Uncover and delineate language uses in CCSS:
 Social and general/discipline-specific academic, e.g.
• Obtain information, request clarification
• Demonstrate understanding, confirm being
understood
• Build on others’ & articulate own ideas
• Construct explanations, engage in arguments
 Express target language uses in progressions
• Help teachers appropriately scaffold & support
language used for content knowledge and action
• Help ELD assessment developers design
appropriate tasks to measure growth
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Key Shifts from
Current CA ELD Standards to
Next Generation CA ELD Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
FROM A
CONCEPTUALIZATION OF…
TO UNDERSTANDING…
Language acquisition as an
individual process
 Language acquisition as a
developmental linguistic and
social process
Language as structures or
functions
 Language as action, subsuming
structure and function
L2 acquisition as a linear and
progressive process aimed at
accuracy and grammatical
correctness
 L2 acquisition as non linear and
complex developmental process
aimed at comprehension and
effective communication
Use of simplified texts with
minimal context
 Use of complex texts with ample
context and temporary supports
Key Shifts (continued)
FROM A
CONCEPTUALIZATION OF…
TO UNDERSTANDING…
TOM TORLAKSON
State Superintendent
of Public Instruction
Use of activities that pre-teach  Activities that scaffold students’
development and autonomy as
content or simply “help
part of learning and development
students get through texts”
Isolated, discrete, structural
features of language
 Exploration of how language is
purposeful and patterned to do its
particular rhetorical work
Traditional grammar as a
starting point to access texts
 Multimodal grammar addressed
within a context of texts and
academic tasks
Literacy foundational skills as
one-size-fits-all, neglecting
linguistic resources
 Literacy foundational skills
targeting varying profiles of ELs,
tapping linguistic resources
Proficiency Level Descriptors
TOM TORLAKSON
State Superintendent
of Public Instruction
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TOM TORLAKSON
State Superintendent
of Public Instruction
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Rationale for New ELD
Standards Structure
TOM TORLAKSON
State Superintendent
of Public Instruction
• Call attention to meaning and interaction and building
knowledge of linguistic features and structure of
English as interconnected and complementary
• Just as teachers focus on meaningful and engaging
activities to build content knowledge before delving into
specifics about how language is structured…
– ELD Standards are organized to focus on meaning
and interaction first, then knowledge about language
and how it works
– Literacy foundational skills section is provided
separately to highlight potential need for teachers to
help EL students develop these when appropriate.
(Christie, 2012; Derewianka, 2011; Gibbons, 2009; Hyland, 2004;
Schleppegrell, 2004, 2009; Francis, Rivera, Lesaux, Kieffer, &
Rivera, 2006; Short & Fitzsimmons, 200710)
TOM TORLAKSON
Walk-Through of Draft
Next-Generation ELD Standard
Structure: Grade 4
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Communicative
Modes
TOM TORLAKSON
State Superintendent
of Public Instruction
Collaborative:
1. Exchanging information and ideas with others
through oral dialogue on a range of social and
academic topics
2. Interacting with others in written English in various
communicative forms (print, communicative
technology, and multimedia)
3. Offering and supporting opinions and negotiating with
others in communicative exchanges
4. Adapting language choices to various contexts
(based on purpose, interlocutors, and modality)
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Communicative
Modes
TOM TORLAKSON
State Superintendent
of Public Instruction
Interpretive:
5. Listening actively to spoken English in a range of social and
academic contexts
6. Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed
explicitly and implicitly through language
7. Evaluating how well writers use language to support ideas
& opinions with details or reasons depending on modality,
text type, purpose, audience, topic, and content area
8. Analyzing how writers use vocabulary and other language
resources for specific purposes (to explain, persuade,
entertain, etc.) depending on modality, text type, purpose,
audience, topic, and content area
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Communicative
Modes
TOM TORLAKSON
State Superintendent
of Public Instruction
Productive:
9. Expressing information and ideas in formal oral
presentations on academic topics
10.Composing literary and informational texts to
present, describe, and explain ideas and
information, using appropriate technology
11.Supporting own opinions and evaluating others’
opinions in writing
12.Selecting and applying varied and precise
vocabulary and language structures to effectively
convey ideas
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Language
Processes
TOM TORLAKSON
State Superintendent
of Public Instruction
Structuring Cohesive Texts
1. Text structure
2. Cohesion
Expanding & Enriching Ideas
3. Verbs and verb groups (phrases, tense, aspect, modals,
etc.)
4. Nouns and noun groups
5. Modification (relative clauses, prepositional phrases, etc.)
Connecting & Condensing Ideas
6. Connecting ideas
7. Condensing ideas
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Language
Processes
TOM TORLAKSON
State Superintendent
of Public Instruction
Structuring Cohesive Texts
1. Text structure
2. Cohesion
Expanding & Enriching Ideas
3. Verbs and verb groups (phrases, tense, aspect, modals,
etc.)
4. Nouns and noun groups
5. Modification (relative clauses, prepositional phrases, etc.)
Connecting & Condensing Ideas
6. Connecting ideas
7. Condensing ideas
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Language
Processes
TOM TORLAKSON
State Superintendent
of Public Instruction
Structuring Cohesive Texts
1. Text structure
2. Cohesion
Expanding & Enriching Ideas
3. Verbs and verb groups (phrases, tense, aspect, modals,
etc.)
4. Nouns and noun groups
5. Modification (relative clauses, prepositional phrases, etc.)
Connecting & Condensing Ideas
6. Connecting ideas
7. Condensing ideas
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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TOM TORLAKSON
State Superintendent
of Public Instruction
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TOM TORLAKSON
State Superintendent
of Public Instruction
s
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State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Sample ELD standard:
Grade 4
TOM TORLAKSON
State Superintendent
of Public Instruction
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Next Steps for CA in Larger
Context of CCSS Implementation
TOM TORLAKSON
State Superintendent
of Public Instruction
• ELD standards revised & approved (2012)
• ELD implementation plan approved (2013)
• ELD professional development materials
produced (2013-14)
• ELA/ELD Curriculum Framework developed by
Instructional Quality Commission (2014-15)
• SBAC assessment developed (2014-15)
• Next-generation ELD assessment developed
(2015-16)
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Questions and
comments…
TOM TORLAKSON
State Superintendent
of Public Instruction
?
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