# data[].attributes.body
EL and Classroom teachers need to work together to support our EL learners make progress in the their levels of language proficiency.

# data[].attributes.body
I notice student's have voice by expressing their ideas.

# data[].attributes.body
I wonder if teachers understand what specific prompts, guidance and supports are appropriate and successful for students.

# data[].attributes.body
I wonder if teachers are aware of these standards

# data[].attributes.body
I noticed that at all grade levels K-12, students at a Level 1 or 2 always need prompting and support and that students at a Level 3 always need guidance and support.  The these supports drop off as soon as a student reaches Level 4 and 5.

# data[].attributes.body
I wonder if teachers are using these standards to modify expectations for EL Level 1 learners

# data[].attributes.body
ok

# data[].attributes.body
I notice sentence starters and multiple opportunities are CCT strategies and should be used with fidelity throughout these standards

# data[].attributes.body
I notice the amount of pre-teaching required to help students grasp the academic vocabulary

# data[].attributes.body
I noticed similar progressions in CCSS ELA standards

# data[].attributes.body
As an EL teacher I tried to aligned the the standards to what they were learning in class to support the students participating in cass at their level. I think EL and reg teachers have to work together to find the connection between the grade level standard and the CELP

# data[].attributes.body
Are these grade level progressions based upon universal cognitive development "rates"

# data[].attributes.body
Level 1 for standard 2 is identical 6-8 and 9-12 but vary significantly at level 5.

# data[].attributes.body
I noticed alignment to PoG at all grades

# data[].attributes.body
I noticed that in level three students move from short conversations to feeling words, to opinions.  This is important information for teachers to know what is expected from students and how they can better assist the students in their classes

# data[].attributes.body
I noticed alignment to PoG, for example:

An EL can . . .

construct grade-

appropriate oral and

written claims and support

appropriate oral and

written claims and support them with reasoning and evidence.

# data[].attributes.body
I notice ALL students can benefit from the CELP standards

# data[].attributes.body
I noticed with use of SIOP and literacy strategies students will be successful with key components for ELA, SS classes  will meeting grade level standards

# data[].attributes.body
Celp standards tie to the CCSS, which aligns to the units

# data[].attributes.body
I notice that standard 1.4, which has to do with expressing one's opinion, might be an area where a student will find early success, given the relevance their opinion has to them. This skill will also help in daily life.

# data[].attributes.body
CELP standards are good standards for all students

# data[].attributes.body
This document allows teachers to see that ELs are not all the same,  They need differentiation even as a subgroup.

# data[].attributes.body
Wanda, can teachers use the LAS Links level to approximate the Level they would look at in the CELP standards?

# data[].attributes.body
I noticed that the progression of CELP is similar to the progression of the CCSS ELA standards from K-8

# data[].attributes.body
Teachers can use the different levels to really analyze where their students are and what the next steps in development look like.

# data[].attributes.body
You can look at the standard and differentiate instruction by going up or down in the levels depending on where the student is. A great support for teachers who might struggle with how to differentiate.

# data[].attributes.body
I notice that the CELP standards can also be aligned with T1 levels of instruction

# data[].attributes.body
I noticed that Levels 1, 2, 3 at all Grade levels need prompting and support, and visual aids

# data[].attributes.body
I am wondering what "with prompting and support" means.  How much prompting and support is appropriate and when are you just giving the answers.

# data[].attributes.body
Teachers can see the importance and relevance of planning with CELP standards since it aligns to the CSDNB POG.  Ex:  An EL can . . . analyze and critique the arguments of others orally and in writing.