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Literacy & Language: Integrating ELA/ELD across Content Areas

Karen Cadiero-Kaplan, Ph.D.�kcadiero@mail.sdsu.edu

Department of Dual Language & English Learner Education

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Session Objectives

Understanding Classroom Context for English Language Arts and English Language Development in High School Settings
Awareness of the CA ELA/ELD Framework
Awareness of the Proficiency Level Descriptors (PLDs) and how can they be useful to content teachers
Utilizing the ELD Grade Level Standards as a guide for understanding communication modes for ELs and all students and for guiding instruction
Developing a Lesson using ELD Standards

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�What must students do with �language in light of Common Core? �

K-12 Science Framework (NRC, 2012, pp. 45, 49)

Among essential science practices:

Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

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Engaging in Academic Discourse: �Common Core Example: Part 1

Topic: Literacy in Physics: Reading a �Primary Source (9th–12^th):

Focus: Analyzing Complex Texts

Observe how Ms. Banks teaches her students how to analyze a complex informational text — a scientific journal article.
Observe how she supports her students to identify language that is challenging and to work together to understand the language better in order to make meaning.

Link: https://www.teachingchannel.org/videos/ccss-literacy-science-classroom

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Classroom Learning Environment:�Video Reflection Part 1

Focus on students: What did you see that interrelates language and content? �Consider:

Use of academic English for meaningful interactions
Features of academic language use (word, sentence, discourse)
Integrating language development & content instruction

Focus on teaching: What are some things you imagine the teacher did to foster this learning environment?� Consider:

Instructional �practices that promote student interactions and academic language use
Routines and structures that scaffold this activity

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CA ELA/ELD Framework Overview

California Department of Education (2014):� English Language Arts/English Language Development Framework

The outer ring represents the vision we have for all CA students, including ELs and other culturally and linguistically diverse students. Here you’ll see the capacities of literate individuals and the belief that we’ll prepare all CA students to be ready for college, career, and citizenship in the 21^st century.

Strong literacy and language skills across the disciplines are critical for realizing the CA vision. Being broadly literate, along with positive dispositions toward learning, allows students to access the thinking of others and to learn more about who they are themselves.

Within that ring, you’ll see that achieving this vision requires us to ensure that all students are engaged with an intellectually rich and integrated curriculum in classrooms that are motivating, engaging and respectful.

The five cross-cutting themes for ELA and ELD instruction are represented by the blue circles. These themes are making meaning, effective expression, language development, content knowledge, and foundational skills.

Inside the blue circle in the center, you can see the CA CCSS for ELA/Literacy, which provide guidance to teachers in supporting students to develop the capacities of literate individuals, become broadly literate, and be ready for college, career, and citizenship in the 21^st century.

And finally, this graphic represents how the CA ELD Standards are nested within not only the CA CCSS for ELA/Literacy but also within rich and respectful contexts for learning.

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The CA ELD Standards

AMPLIFY

the CA CCSS for ELA/Literacy.

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Title

The CA ELD Standards

AMPLIFY

the CCSS for ELA/Literacy.

California Department of Education (2014): English Language Arts/English Language Development Framework

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Reading, writing and speaking grounded in evidence from text

Regular practice with complex text and its academic language

Build knowledge through content-rich nonfiction and informational text

Language is a meaning‐making resource and not a set of rules.

Students can learn how to make intentional choices about language.

Language development is

not always linear.

Meaningful interaction with others and with texts is essential for learning language.

Students will learn language through intellectually challenging

tasks and texts.

CA CCSS for ELA/Literacy BIG IDEAS

CA ELD Standards

BIG IDEAS

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Engaging in Academic Discourse: �Video Reflection Part 2

Topic: Literacy in Physics: Reading a �Primary Source (9th–12^th): Focus: Analyzing Complex Texts

How did Ms. Banks incorporate “the BIG Ideas” from ELA/ELD Framework?
How did she engage students in …

meaning making?
content knowledge?
effective expression?
foundational skills?
language development?

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Overview of the PLDs

Native Language	Emerging	Expanding	Bridging	Lifelong Language Learning

Native Language:

Students come to school with a wide range of home language resources to be tapped.

Lifelong Language Learning:

Students who reach proficiency in English must continue to build breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts.

California Department of Education (2012): English Language Development Standards

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See Handout

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Read, Highlight, Question�Proficiency Level Descriptors

Native Language	Emerging	Expanding	Bridging	Lifelong Language Learning

Step 1: Read the Overview of the PLDs,
Step 2: highlight one or two phrases or sentences that stand out to you or have significant meaning to your work.
Step 3: Note a question mark next to a phrase or statement for something you want to learn more about.
Step 4: Share with your table group either #1 or #2 above

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Identifying Proficiency Levels for ELs

We are going to view 2 short videos of � English learners speaking.

Refer to the Proficiency Level Descriptors after watching the videos and with your elbow partner determine:

The proficiency level you believe the student performs at orally.
The proficiency level descriptors used to determine language proficiency?
They type of instructional support�– substantial, moderate or light?

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From: Douglas Martin, GUHSD and SDCOE

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Student #1

https://youtu.be/Bk9s28Ke-h4?list=FLXM6Cuusvw7YvvS5y37hGMQ

From: Douglas Martin, GUHSD and SDCOE

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Student #1: Reflection

What proficiency level do you believe the student performs at?
What descriptors did you utilize to determine her oral language proficiency?
What types of supports would guide your instruction – substantial, moderate or light?

Adapted From: Douglas Martin, GUHSD and SDCOE

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Student #1: Assessment

Her English is most likely expanding.

Why?

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Student #2

https://youtu.be/D6HUv2eFdLg

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Student #2: Reflection

What proficiency level do you believe the student performs at?
what descriptors did you utilize to determine his oral language proficiency?
What types of supports would guide your instruction – substantial, moderate or light?

Adapted From: Douglas Martin, GUHSD and SDCOE

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Student #2: Assessment

His English is mostlikely emerging.

Why?

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Identify Supports: �Substantial, Moderate or Light?

With your elbow partner consider what sentence frame you could develop to go from Substantial to Light Support in response to the prompt:
“Can you explain a strategy you use to clarify meaning while reading?”
“When I do not understand what I read, I__________. This helps me by__________.”

Adapted From: Douglas Martin, GUHSD and SDCOE

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English Learner Supports

Established routines and expectations for equitable and accountable conversations (e.g., specific roles in a conversation, such as “facilitator”);�
Carefully constructed questions that promote extended discussions about academic content (e.g., questions that require students to infer or explain something for which they have sufficient background knowledge);

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English Learner Supports

Providing appropriate linguistic support (e.g., a sentence stem, such as “I agree with that . However, .”.

Use of strategic scaffolding, students can learn to adopt particular ways of organizing their discourse during group work.

Practicing” aspects of academic English that approach the more “literate” ways of �communicating that are highly valued in �school

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Pedagogical Shifts

Native Language as Resource
Language & Academic Scaffolds/Supports

Differentiation of Instruction:
Pedagogy
Content
Process
Product
Environment
Assessment

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English Learners in High School: �Part 1: Introduction

https://www.teachingchannel.org/videos/deeper-learning-for-ell-inps

What types of supports can you identify being used at this school?
What expectations do leaders have for these students?
What would structures would you think support this school environment?

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California English Language Development Standards Structure

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Section 1:

2-page “At a Glance” overview

Section 2: Grade level standards by proficiency levels

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Section 1: At-a-Glance Overview

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Similar to the CCSS anchor standards

California Department of Education (2012): English Language Development Standards

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Section 2: Parts I, II, and III

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Part I: Interacting in meaningful ways

Part II:

Learning about

how English works

Part III: Foundational literacy skills

California Department of Education (2012): English Language Development Standards

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Reading Across the ELD Standards: �Left Hand Column

Emphasizes interconnectedness of

content knowledge and language uses

Shows the “many-to-many” correspondences between the CCSS and ELD Standards

Signals how we shift language use depending on:

Social purposes for using language
Types of oral and written texts, how they’re structured
Relationship between people using language

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English Learners in High School: �Part 2

https://www.teachingchannel.org/videos/deeper-learning-for-ell-inps

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Subject: Humanities

What are teacher expectations?
How does he support English Learners use of academic language?

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Section 2, Part I ELD Standards: �Interacting in Meaningful Ways

Collaborative: Engaging in dialogue with others

Standards #1−4

Interpretive: Comprehending and analyzing spoken and written texts

Standards #5−8

Productive: Creating oral presentations and written texts

Standards #9−12

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Table Discussion 1: ELD Standards Interacting in Meaningful Ways

With your partners select one strand � from Part 1 to read across.
What do you notice about the language as you read across?
How can you use the strand for both teaching and formative assessment?

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English Learners in High School: �Part 2~Science

https://www.teachingchannel.org/videos/ell-support-through-pbl-inps

How does Deeper Learning happen with students who are new to English?
In what ways do students and teachers both leverage students’ native languages as an asset for learning?
How does project-based learning lead to deep and integrated learning of language and content?

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Section 2, Part II ELD Standards:�Learning About How English Works

Structuring Cohesive Texts: Understanding text structure, organization, and cohesion

Standards # 1−2

Expanding and Enriching Ideas: Using verbs & verb phrases, nouns & noun phrases, and modifiers to create precision, clarity, and expand ideas.

Standards # 3−5

Connecting and Condensing Ideas: Connecting, combining, and condensing ideas within sentences.

Standards # 6−7

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Table Discussion 2: ELD Standards:�Learning About How English Works

With your partners select one strand in Part 1 to read across.
What do you notice about the language?
How can you apply this strand in your content area instruction?

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Differentiation: Assessment Example

Elements are developmental
Rubrics based on production
Grading based same assignment

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Differentiation: Assessment Example

How would you utilize this rubric to differentiate assessment

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1. Team Planning with ELD Standards

Consider in your department team a topic, concept or skill you will teach the first week of school.
Identify the reading material/s you will most likely use to teach this topic, concept or skill.
What is the “learning outcome” you will have (e.g., written, oral, performance, individual, collaborative)
Identify at least two ELD Standards, select one standard each from Part 1 and Part 2 you would use and why.

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2. Summary Poster

With your team create a poster that outlines the lesson/activity and identifies the standards.
Include the Core Content Standard (PE, Art, ELA, Math, Science, Social Studies) you are addressing in this lesson/activity.
Identify how you will engage all students

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3. Gallery Walk

Select one team member to stay with your poster.
Visit other team posters and reflect on approaches, commonalities and differences.
What ideas did you gain?
How will you apply what you learned today in the coming academic year?
What questions still remain?

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Ghandi

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Resources

CA ELA/ELD Framework: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp
CA ELD Standards Publication AND
Integrating the CA ELD Standards into K-12 Mathematics and Science Teaching and Learning: A Supplementary Resource for Educators Implementinghttp://www.cde.ca.gov/sp/el/er/eldstandards.asp
Common Core Professional Learning Modules�https://www.mydigitalchalkboard.org/portal/default/Group/Viewer/GroupView?action=2&gid=2996