english language learners and common core english language arts: using the english language...

ENGLISH LANGUAGE LEARNERS AND COMMON CORE ENGLISH LANGUAGE ARTS:

USING THE ENGLISH LANGUAGE PROFICIENCY DEVELOPMENT (ELPD) FRAMEWORK

A webinar hosted by the Council of Chief State School Officers

Aída Walqui, WestEd & Amanda Kibler, University of VirginiaMembers of the ELPD Framework Writing Committee

Webinar will begin at 3 p.m. ETAll participants are muted upon entry.

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To find the ELPD Framework online: Google ELPD CCSSO

The Focus of Today’s Presentation: Section 2

Today’s presentation will look at:

Purpose and Components of the Framework

Language Demands and Practices in the CCSS ELA Standards

Section 2.3: Standards Match ELA tables begin on page 11

Section 2.4: Classroom Match ELA table is found on page 32

To find the ELPD framework online: Google ELPD CCSSO

The Purpose and Vision of the Framework is:

To communicate to ELL stakeholders in states the language practices that all ELLs must acquire in order to successfully engage in the CCSSs and NGSSs and to develop English as a second language.

To outline the underlying English language practices and uses found in the CCSSs and the NGSS.

To delineate a procedure by which to evaluate the degree of alignment present between the framework (which represent the language demands of the CCSS and NGSS) and the ELP standards under consideration or adopted by states.

What the Framework does not do:

Offer a specific set of ELP standards

Spell out what ELLs should be taught

Provide a guide for developing assessments

Articulate how schools should approach the teaching of English to ELLs

Structure of the ELPD

Outline of the Framework

There are seven sections in the Framework: Section 1: Introduction to the Framework Section 2: The Framework Section 3: The Alignment Protocol Section 4: Sample Models of Selective ELP Standards Aligned

to Framework Section 5: Conclusion Section 6: Glossary Section 7: Supplementary Materials

Please note: an overview of the framework was provided on October 11, 2012. To listen to the recording and view the PowerPoint.


A Snapshot of Sections 2.1 and 2.2 of the Framework: Foundations & Progressions

Section 2.1: Foundations: explains why state ELP standards should transparently articulate the theoretical foundations upon which they are based.

Section 2.2.: Progressions: explains how the ELP Standards should offer a sequence of language development that is grounded in the theoretical foundations for the standards, responsive to the various backgrounds of students, and attuned to the varying language growth trajectories of different ELLs.


Focus on Language Demands: Common Core ELA Reading Standards

Students must:

Grasp ever-increasing layers of text complexity as they progress through the grades in order to gain deep content understanding (Reading Standard 10)

Become increasingly adept at performing a range of difficult practices (involving conceptual understanding, skills, and language), such as: Critically weighing and employing a growing range of evidence

drawn from texts Becoming more attuned to discerning nuance, logic, ambiguity,

and even inconsistency in an author’s reasoning


Practices: Common Core ELA Writing Standards

Students must (continued):

Develop the ability to construct narratives as well as written arguments and explanations about what they have read keeping audience and purpose in mind.

Write effectively about what they have read using evidence from literary and informational texts


Practices: Common Core ELA Speaking and Listening Standards

Students must:

Learn important aspects of successful teamwork: listening to one another critically but respectfully while expressing one’s own ideas with increasing specificity and precision

Use their oral and aural skills to integrate and evaluate what they see and hear, adapting their interpretation and use of tone, context, and audience contingently.


Practices and a Focus on Language: Common Core ELA Standards

English structure: grammar, syntax, mechanical conventions, word meanings

Structure runs as a continuous thread throughout all of the standards

Students must grow in their ability to utilize these language practices to craft prose and make strategic decisions with regard to the language they employ in varying contexts


Section 2.3: Standards Match

“The development of state ELP standards must be undertaken with a deep knowledge of the relationships between the CCSS and the NGSSS and the language practices needed to engage with the content.”

Page 6, Section 2.3, Standards Match


Section 2.3: Standards Match

This section includes two sets of tables for each discipline (ELA, Math, and Science):

The first table notes key practices and disciplinary code ideas of each discipline.

The second table unpacks how ELLs engage in these key practices by performing certain analytical tasks through engaging in both receptive and productive language functions.

We will review the ELA tables starting on page 11.


Snapshot of ELA Table One (page 11):

Table 1: Key Practices and Disciplinary Core Ideas of the ELA CCSS

This table outlines: six key CCSS ELA practices the disciplinary core ideas in reading, writing, speaking, and

listening, and language

The practices outlined here serve as the basis for Table 2, which unpacks these practices into: Analytical tasks Receptive language functions Productive language functions

Katey McGettrick

Would it be helpful if I put this information into slides? I was not sure if you wanted to refer to the table in the publication or if you wanted it on the screen on slides. Please let me know!

Snapshot of ELA Table Two (starts on page 12):

Katey McGettrick

Same thing here - for table 2, would you want me to pull out one or two of the practices into slides for you to review or will you walk people through tables directly from the document? Happy to put slides together if you like.

Section 2.4: Classroom Match

State ELP Standards should reference the different types of communicative activities embedded in subject matter pursuits, such as:

Listening closely Asking questions Engaging in sustained dialogue Arguing claims


Section 2.4: Classroom Match

The tables in this section are offered to:

Conceptualize the multiple features of students’ and teachers’ language use in the disciplines while engaged in the learning of the key practices in the CCSS and NGSS.

Provide a better understanding of what is currently being referred to as academic language and academic literacy

Please note that some areas within the tables (e.g. language tasks),

are representative and not exhaustive.


Snapshot of ELA Classroom Match Table (Page 32)

How to read this table

The two major columns of Table 7 suggest unique elements of classroom language for both teachers and students


The column for student language use and tasks is further subdivided into receptive and productive elements.


The rows are divided into: Modality

Registers

Examples of registers

First row: Modality

The characteristics of the “channels” through which language is used, as in oral and written language versus receptive and productive language skills. Examples include:

Communication between individuals in pairs (one-to-one) or small groups (one-to-group)

Communication by students or teachers with entire class (one-to-many)

Communication by students with various written materials, through oral, written, and multimodal communication.

Rows Two and Three: Registers

The second row indicates that embedded within modalities are distinct language-related tasks and activities that require unique registers of language:

Colloquial registers Classroom registers Discipline-specific language and terminology Disciplinary discourse conventions

The third row identifies some of the registers relevant to teachers’ language use and students’ oral and written language use

Supplementary Materials: The Understanding Language Taskforce (Valdés, Walqui, Kibler, and Alvarez) developed sample proficiency descriptors supporting the CCSSs and instructional scenarios

To find this document online: google ELPD CCSSO

To find this document online: google ELPD CCSSO

Scenarios

Future Webinars

Learn more about the Framework!

Please visit

http://www.ccsso.org/Resources/Digital_Resources/

Common_Core_Webinar_Series.html

to register for additional webinars.


For questions, please contact:

Katey McGetttickCCSSO Program Associate, Common Core

[email protected]

Thank you for attending!

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