Webinar 5: California English Language Development Standards Part II: Learning About How English Works by Christine Snyder

ELD Standards

csnyder216 — 2024-05-20 15:34:05 UTC

ELA Standards

csnyder216 — 2024-05-20 15:34:05 UTC

Mathematics Standards

csnyder216 — 2024-05-20 15:34:05 UTC

Next Generation Science Standards

csnyder216 — 2024-05-20 15:34:05 UTC

All Content Standards

csnyder216 — 2024-05-20 15:34:05 UTC

Standards for Mathematical Practice

csnyder216 — 2024-05-20 15:34:05 UTC

Science and Engineering Practices

csnyder216 — 2024-05-20 15:34:05 UTC

Standards Exploration

csnyder216 — 2024-05-20 15:34:05 UTC

Option 1: Select an ELD Standard and explore the corresponding ELA Standards.

Option 2: Explore the Mathematical Practices or the Science and Engineering Practices or other content standards to identify the language demands.

Part II Standard 3 (Using Verbs and Verb Phrases), Standard 4 (Using Nouns and Noun Phrases) and Standard 5 (Modifying to Add Details)

csnyder216 — 2024-05-20 15:34:05 UTC

Analyze the ELD Standard. Explore one or all of the following:
- What language features and structures do EL students need to know? What do I need to teach?
- How do I scaffold the instruction so they understand the language they are using?
- How do I engage them to practice using the language?
What shifts do I notice in the ELD Standard? How does each level build on the one before?

Part II Standard 1 (Understanding Text Structure) and Standard 2 (Understanding Cohesion)

csnyder216 — 2024-05-20 15:34:05 UTC

Analyze the ELD Standard. Explore one or all of the following:
- What language features and structures do EL students need to know? What do I need to teach?
- How do I scaffold the instruction so they understand the language they are using?
- How do I engage them to practice using the language?
What shifts do I notice in the ELD Standard? How does each level build on the one before?

Part II Standard 6 (Connecting Ideas) and Standard 7 (Condensing Ideas)

csnyder216 — 2024-05-20 15:34:05 UTC

Analyze the ELD Standard. Explore one or all of the following:
- What language features and structures do EL students need to know? What do I need to teach?
- How do I scaffold the instruction so they understand the language they are using?
- How do I engage them to practice using the language?
What shifts do I notice in the ELD Standard? How does each level build on the one before?

Grade 5 ELA-Social Studies Designated ELD: Oral Language Analysis

csnyder216 — 2024-05-20 15:34:05 UTC

As you watch the video, please feel free to share comments, questions, etc.

Attending to precision

csnyder216 — 2024-05-22 23:06:51 UTC

I never thought about how "attend to precision" in the Mathematical Practices is about linguistic precision, too! Great to keep in mind!

Math Practice 3

2024-05-22 23:07:40 UTC

Construct viable arguments and critique the reasoning of others.

Being able to understand someone's thinking and verbalize how it makes sense or doesn't.

Kinder Standards & ELPAC Questions Comparison

2024-05-22 23:08:47 UTC

I notice that the K ELD Standard Part I, Part 9 corresponding K ELA Standard SL 4-6, closely mirror the "Talk About a Scene" in the K Summative ELPAC. It's nice to see that the test closely mirrors the standards.

History-Social Studies

2024-05-22 23:10:04 UTC

The history standards explores the narrative instruction of a specific area of historical topics by grade level. Content driven.

Language Features & Structures

2024-05-22 23:19:25 UTC

Purpose for using language; informational text types; literacy text types

Part II Standard 1

csnyder216 — 2024-05-22 23:19:45 UTC

For Standard 1, at the Emerging level, it says to apply knowledge of familiar language resources for referring to make texts more cohesive-- for example, how pronouns refer back to nouns in text-- to comprehending texts and writing brief texts. EL students at the emerging level in this standard would need to know about the language resource of "pronouns" as something they probably use every day, certainly in their home language... i.e. "Ms. Sanchez" + "she." That's a language resource that every student can use and also analyze... what does the "she" do? Why is it better than just saying "Ms. Sanchez" every time? etc. etc.

Kindergarten

2024-05-22 23:20:24 UTC

In Kindergarten, students need to know nouns and noun phrases, verbs and verb phrases, identify letters and their sounds, identify sight words and their sounds, and so many other things! 😅. I need to teach them, for example, recognizing the alphabet and their sounds, how to identify nouns in pictures and in words, and basic parts of speech.
I can project one-syllable words on the white board and as a group go over each letter, identify letters and their sounds, and ask them to read the word. And then follow it up with a picture of the word and see if they can identify.

2024-05-22 23:29:27 UTC

Standards 3 and 4 - The GLAD strategy "Sentence Patterning Chart" is awesome for teaching parts of speech and engaging in authentic practice with the language.

Standard 3, Using Verbs and Verb Phrases

csnyder216 — 2024-05-22 23:30:01 UTC

I always think about these standards-- that use lots of "grammar-y" words-- as helpful for me as a teacher to make explicit for ME the language features I need to ensure my EL students can use proficiently and recognize and analyze. So for example, they need to know that in their literary essays, they write "The author writes" or "the character rides a bike,"- i.e. the simple present for literary analysis. And why? Because we talk about books as if they're happening now, as if the author is writing now. And we could keep asking... why? Why do we do that in English? etc. To make language explicit to to our EL students- so they can USE language intentionally-- and not purely through decontextualized grammar worksheets. :)

2024-05-22 23:38:38 UTC

Connecting and condensing ideas can be scaffolded with lots of modeling and partner work to revise writing pieces during Writer's workshop. Students can be given sentence stems or word banks to help them incorporate the language in their own work.

Making a game out of condensing ideas

csnyder216 — 2024-05-22 23:38:55 UTC

I think it would be fun for students to really understand why it's EFFECTIVE to condense in writing... but having a competition. Give students a long sentence. Then give an incentive (sticker, stamp) to the team that can condense the ideas to the fewest number of words. They can't LOSE any of the meaning- it's truly about "condensing." Maybe show condensed milk as an example. Same ingredients, just packed together.

I notice that though the standard seems complex, the examples are grade level appropriate.

2024-05-22 23:40:52 UTC

Part 2, Standard 6: Kindergarten

2024-05-22 23:41:47 UTC

Scaffolding a Read Aloud: Read what a character does/did in the story, use a personal example: "I like to celebrate my birthday by eating cake," and then ask, "How do you celebrate your birthday?" and use the sentence structure: "I like to celebrate my birthday by eating _____ or drinking ____."

Standard 3, Using Verbs and Verb Phrases

jchahal2 — 2024-05-22 23:41:49 UTC

While it is important to teach students to use Verbs and Verb phrases, Nouns and Noun phrases, teachers should not teach in isolation. As students are construction their own meanings and building conceptual understandings, teachers can embed the instruction of language. Example: Student is learning how early Mesopotamian leadership, students are synthesizing their ideas. Teacher can support the usage of language during this time.

Connecting and Condensing ideas

jchahal2 — 2024-05-22 23:43:50 UTC

As students co-construct knowledge, give them time to share out their thoughts in small groups. Encourage them to synthesize the ideas into a few sentences. Help students construct their words using sentence frames and modeling.

Text structure and understanding Cohesion

jchahal2 — 2024-05-22 23:51:00 UTC

The genre you want students to practice depends on the summative or your goals. Teach structure and cohesion by giving students a slew of tasks that practice the genre. examples of tasks include jigsaw readings, identifying typical language used in the genre, what is the purpose of the genre, what is the structure of the genre or how is it organized, graphic organizers, categories, synthesis, theme, etc, etc.

Exposing students to the targetted genre prior to assigning them tasks benefits the student. They have a better understanding of the expectations. Be explicit and strategic so that your tasks build on each other and lead to your summative.

2024-05-22 23:51:33 UTC

I've used this strategy before and find it so beneficial for monitoring student's oral language development. This strategy encourages students to engage in longer oral responses and helps teachers to monitor development in speaking and consider next steps for instruction.

So Informative!

2024-05-22 23:53:32 UTC

Geez, I wish I had sometime to meet with to go over ELD Standards! I was sent a link to the ELD Standards to study on my own without any follow up. Well, it's nice to see that this happens, regularly.

Video

jchahal2 — 2024-05-22 23:54:09 UTC

Students do not get enough opportunities to co-construct their thoughts to make meaning and connections. Analyzing is beneficial, but perhaps more tasks to get the to engage in academic discourse will strengthen not only their oral skills but student engagement and understanding will improve.