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A Leadership
Perspective: Changing
the Outcome for English Learners
Dr. Nancy Akhavan
Fresno State
Kremen School of Educat...
Knowing the
Instructional
Changes in the
New ELD
Standards
Teacher
Professional
Learning
through
Language
ObjectivesWhat i...
First Look:
Knowing the Instructional
Changes in the New ELD
Standards
The New ELD Standards
The new ELD standards focus on a student
learning that is:
• a personally relevant
• engaging experi...
Vast Differences in New ELD Standards
The new ELD standards are different than past
standards.
Teachers will no longer tea...
Vast Differences in New ELD Standards
Interconnected,
not separate!
Simultaneous, not sequential!
Old vs. New Paradigm ELD Standards
There is a new way of thinking about ELD
instruction based on the development of CCSS
a...
Old vs. New Paradigm ELD Standards
Content Language
Instruction mostly
grammar and
vocabulary
Old Paradigm
Old vs. New Paradigm ELD Standards
Content Language
Discourse, Complex text,
Explanation, Argumentation,
Text Types/ Struc...
New Paradigm
Language is no longer taught as form or
function
-
now language is ACTION that is taught through
meaningful a...
Second Look:How Instruction Will Look with
New ELD Standards
Key Instructional Shifts
• There are several instructional shifts
imbedded in the new ELD standards.
• Instruction will se...
Key Instructional Shifts
Segmented,
Unrelated
Language
Learning
Integrated,
Connected
Language
Learning
From
To
Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Five English proficiency levels Three English pr...
Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Language acquisition as an individual and
lock-s...
Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Simplified texts and activities, often
separate ...
Recap Shifts
From To
five levels three levels
set of rules meaning making
grammar with discrete skills grammar with discou...
Overview of the
Proficiency Level Descriptors
• Three overall levels of English language
proficiency that represent genera...
English Language Development
Level Continuum
English Language Development Level Continuum
Collaborative
Emerging Expanding...
English Language Development
Level Continuum
English Language Development Level Continuum
Interpretive
Emerging Expanding ...
English Language Development
Level Continuum
English Language Development Level Continuum
Productive
Emerging Expanding Br...
Section 2: Elaboration on the Critical
Principals for Academic Language & Cognition
– Part 2:Learning About How English Wo...
English Language Development
Level Continuum
English Language Development Level Continuum
StructuringCohesiveTexts
Emergin...
English Language Development
Level Continuum
English Language Development Level Continuum
Expanding&EnrichingIdeas
Emergin...
English Language Development
Level Continuum
English Language Development Level Continuum
Connecting&Condensing
Ideas
Emer...
Emerging
Expanding
Bridging
Three Proficiency Levels
Three Proficiency Levels
EMERGING
Students at this level typically progress very quickly, learning to
use English for imme...
Three Proficiency Levels
EXPANDING
Students at this level are challenged to increase their English
skills in more contexts...
Three Proficiency Levels
BRIDGING
Students at this level continue to learn and apply a range
of high-level English languag...
English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learnin...
English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learnin...
English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learnin...
English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learnin...
Third Look:Teacher Professional Learning-
Language Objectives
An Example of a Shift in
Lesson Preparation
• Including
–A Content Objective
–AND a Language Objective
Content Objectives:
 Provide a road-map for students and
teachers
 Clearly defined, displayed, and reviewed
with student...
Language Objectives
• Provide a road-map for developing
English language proficiency.
• Clearly defined, displayed, and re...
Language Objectives
Six categories to consider when creating
language objectives:
• Key Vocabulary
• Language Functions
• ...
Integrate All Language Skills
• Create many opportunities for students to
practice and use all four language processes in
...
Let’s Try…
• Content Objective or Language Objective?
– Determine the main idea of a text and explain
how it is supported ...
Let’s Try…
• Content Objective or Language Objective?
– Compare and contrast two or more
characters, settings, or events i...
Let’s Practice…
With your partner, create a language
objectives for each of the four language
processes.
Reading Writing
L...
Questions
Thank you for attending
Dr. Nancy Akhavan
Single Subject Coordinator
nakhavan@csufresno.edu
Dr. Robyn Castillo
Area Superi...
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Akhavan presentation on ca new eld standards ideas slideshare

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Nancy Akhavan shares ideas for the new CA ELD Standards

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Akhavan presentation on ca new eld standards ideas slideshare

  1. 1. A Leadership Perspective: Changing the Outcome for English Learners Dr. Nancy Akhavan Fresno State Kremen School of Education and Human Development
  2. 2. Knowing the Instructional Changes in the New ELD Standards Teacher Professional Learning through Language ObjectivesWhat instruction should look like for English Learners Three Areas of Focus
  3. 3. First Look: Knowing the Instructional Changes in the New ELD Standards
  4. 4. The New ELD Standards The new ELD standards focus on a student learning that is: • a personally relevant • engaging experience for students • furthers student language acquisition
  5. 5. Vast Differences in New ELD Standards The new ELD standards are different than past standards. Teachers will no longer teach isolated lessons.
  6. 6. Vast Differences in New ELD Standards Interconnected, not separate! Simultaneous, not sequential!
  7. 7. Old vs. New Paradigm ELD Standards There is a new way of thinking about ELD instruction based on the development of CCSS and the New ELD Standards.
  8. 8. Old vs. New Paradigm ELD Standards Content Language Instruction mostly grammar and vocabulary Old Paradigm
  9. 9. Old vs. New Paradigm ELD Standards Content Language Discourse, Complex text, Explanation, Argumentation, Text Types/ Structures, Vocabulary New Paradigm
  10. 10. New Paradigm Language is no longer taught as form or function - now language is ACTION that is taught through meaningful and engaging activities across the curriculum (van Lier & Walqui, 2012).
  11. 11. Second Look:How Instruction Will Look with New ELD Standards
  12. 12. Key Instructional Shifts • There are several instructional shifts imbedded in the new ELD standards. • Instruction will seem DIFFERENT to teachers, as the focus in on language production and multiple opportunities to PRODUCE language.
  13. 13. Key Instructional Shifts Segmented, Unrelated Language Learning Integrated, Connected Language Learning From To
  14. 14. Instructional Shifts 1999 ELD Standards From.... 2012 ELD Standards To... Five English proficiency levels Three English proficiency levels: Emerging, Expanding, Bridging (with entry, progress through and exit criteria). English as a set of rules with discrete language focused lessons. English as meaning making with different choices made dependent on lesson, context, task and purpose. Grammar as syntax with discrete skills as the main focus. An expanded notion of grammar with discourse, text structure, syntax, and vocabulary addressed within meaningful contexts.
  15. 15. Instructional Shifts 1999 ELD Standards From.... 2012 ELD Standards To... Language acquisition as an individual and lock-step linear process. Language acquisition as a non-linear, spiraling, dynamic, and complex social process. Language development focused on accuracy and grammatical correctness. Language development focused on interaction, collaboration, comprehension, and communication with strategic scaffolding to guide appropriate linguistic choices.
  16. 16. Instructional Shifts 1999 ELD Standards From.... 2012 ELD Standards To... Simplified texts and activities, often separate from content knowledge. Complex texts and intellectually challenging activities with content integral to language learning. Instruction that treats reading, writing, listening, and speaking as isolated and separate skills. Instruction that artfully integrates reading, writing, speaking and listening, and language awareness.
  17. 17. Recap Shifts From To five levels three levels set of rules meaning making grammar with discrete skills grammar with discourse lock-step linear process. non-linear, spiraling, dynamic, and complex social process. accuracy and grammatical correctness. interaction, collaboration, comprehension, and communication isolated and separate artfully integrates reading, writing, speaking and listening, and language awareness.
  18. 18. Overview of the Proficiency Level Descriptors • Three overall levels of English language proficiency that represent general progressions across three modes of communication: – Collaborative- • Engagement in dialogue with others – Interpretive- • Comprehension and analysis of written and spoken texts – Productive- • Creation of oral presentations and written texts
  19. 19. English Language Development Level Continuum English Language Development Level Continuum Collaborative Emerging Expanding Bridging 1. Exchanging Information and ideas 1. Exchanging Information and ideas 1. Exchanging Information and ideas 2. Interacting with others 2. Interacting with others 2. Interacting with others 3. Offering and supporting opinions/arguments 3. Offering and supporting opinions 3. Offering and supporting opinions 4. Adapting language choices 4. Adapting language choices 4. Adapting language choices Collaborative
  20. 20. English Language Development Level Continuum English Language Development Level Continuum Interpretive Emerging Expanding Bridging 5. Listen actively 5. Listen actively 5. Listen actively 6. Reading/viewing closely 6. Reading/viewing closely 6. Reading/viewing closely 7. Evaluating language choices 7. Evaluating language choices 7. Evaluating language choices 8. Analyzing language choices 8. Analyzing language choices 8. Analyzing language choices Interpretive
  21. 21. English Language Development Level Continuum English Language Development Level Continuum Productive Emerging Expanding Bridging 9. Presenting 9. Presenting 9. Presenting 10. Composing 10. Composing 10. Composing 11. Offering opinions/arguing 11. Offering opinions/arguing 11. Offering opinions/arguing 12. Selecting language resources 12. Selecting language resources 12. Selecting language resources Productive
  22. 22. Section 2: Elaboration on the Critical Principals for Academic Language & Cognition – Part 2:Learning About How English Works • Language Processes – Structuring cohesive texts – Expanding & enriching ideas – Connecting & condensing ideas • Language Structures – Types of text – Types of sentences – Types of clauses – Types of phrases – Types of words • Purposes for Using Language • Audiences
  23. 23. English Language Development Level Continuum English Language Development Level Continuum StructuringCohesiveTexts Emerging Expanding Bridging 1. Text Structure 1. Text Structure 1. Text Structure 2. Cohesion 2. Cohesion 2. Cohesion Structuring Cohesive Texts
  24. 24. English Language Development Level Continuum English Language Development Level Continuum Expanding&EnrichingIdeas Emerging Expanding Bridging 3. Verbs and verb groups 3. Verbs and verb groups 3. Verbs and verb groups 4. Nouns and noun groups 4. Nouns and noun groups 4. Nouns and noun groups 5. Modification 5. Modification 5. Modification Expanding & Enriching Ideas
  25. 25. English Language Development Level Continuum English Language Development Level Continuum Connecting&Condensing Ideas Emerging Expanding Bridging 6. Connecting ideas 6. Connecting ideas 6. Connecting ideas 7. Condensing ideas 7. Condensing ideas 7. Condensing ideas Connecting & Condensing Ideas
  26. 26. Emerging Expanding Bridging Three Proficiency Levels
  27. 27. Three Proficiency Levels EMERGING Students at this level typically progress very quickly, learning to use English for immediate, interpersonal use, and also to begin to understand and use academic language.
  28. 28. Three Proficiency Levels EXPANDING Students at this level are challenged to increase their English skills in more contexts, and learn a greater variety of vocabulary and linguistic structures. They apply their language skills in more sophisticated ways depending on their age and grade level.
  29. 29. Three Proficiency Levels BRIDGING Students at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts including comprehension of and production of highly technical texts. The ‘bridge’ alludes to the transition to full engagement in grade-level academic tasks in a variety of contexts without the need of ELD instruction.
  30. 30. English Language Proficiency Level Continuum Native Language Emerging Expanding Bridging Lifelong English Language Learning •English learners come to school possessing a wide range of competencies in their native language appropriate to their age. Enter: Having limited receptive and productive skills Exit: Having basic communication skills in social and academic context Enter: Being able to refashion learned materials in English to meet immediate communication and learning needs Exit: Using English to learn and communicate about a range of topics and academic content areas Enter: Able to communicate adequately in a variety of social and academic contexts Exit: Communicating effectively with various audiences on a wide range of familiar and new topics to meet academic demands in a variety of disciplines •Continue to build increasing breadth, depth, and complexity in comprehending and communicating in English in a wide variety of contexts
  31. 31. English Language Proficiency Level Continuum Native Language Emerging Expanding Bridging Lifelong English Language Learning •They may have varying levels of literacy in their native language depending on their prior experiences in the home, community, and school. Extent of Support: Substantial Extent of Support: Moderate Extent of Support: Light Extent of Support: Occasional
  32. 32. English Language Proficiency Level Continuum Native Language Emerging Expanding Bridging Lifelong English Language Learning •Gain metacognitive awareness of what language is and how it is used •Apply this awareness in their language learning strategies, including drawing upon knowledge of their native language. Metalinguistic Awareness: Students become aware of differences and similarities between features of their native language and English and apply this awareness in learning English. Metalinguistic Awareness: Students gain increasing understanding of the features and structures of English language and, with guidance, can revise their own and others’ production for accuracy and precision. Metalinguistic Awareness: Students gain sophisticated understanding of nuances of the features and structures of English language and apply this understanding to self‐monitoring and providing feedback to others on various elements of production. Metalinguistic Awareness : Students continue to build and apply highly sophisticated understanding of nuances of the features and structures of English language and apply them in a variety of contexts for multiple purposes.
  33. 33. English Language Proficiency Level Continuum Native Language Emerging Expanding Bridging Lifelong English Language Learning They may have varying levels of literacy in their native language depending on their prior experiences in the home, community, and school. Accuracy: Students exhibit frequent errors in pronunciation, grammar, and writing conventions that often impede meaning. Accuracy: Students exhibit fairly frequent errors in pronunciation, grammar, and writing conventions that may sometimes impede meaning. Accuracy: Students exhibit some errors in pronunciation, grammar, and writing conventions that usually do not impede meaning. Accuracy Students exhibit occasional errors in pronunciation, grammar, and writing conventions that do not impede meaning.
  34. 34. Third Look:Teacher Professional Learning- Language Objectives
  35. 35. An Example of a Shift in Lesson Preparation • Including –A Content Objective –AND a Language Objective
  36. 36. Content Objectives:  Provide a road-map for students and teachers  Clearly defined, displayed, and reviewed with students  At the end of the lesson teachers can determine who has met them and who has not
  37. 37. Language Objectives • Provide a road-map for developing English language proficiency. • Clearly defined, displayed, and reviewed with students. • The academic language you will be teaching and the language processes you expect the students to use during the lesson
  38. 38. Language Objectives Six categories to consider when creating language objectives: • Key Vocabulary • Language Functions • Language Skills • Grammar or Language Structures • Lesson Tasks • Language Learning Strategies
  39. 39. Integrate All Language Skills • Create many opportunities for students to practice and use all four language processes in an integrated manner – Reading – Writing – Listening – Speaking
  40. 40. Let’s Try… • Content Objective or Language Objective? – Determine the main idea of a text and explain how it is supported by key details (RI 4.2) – Students will use academic vocabulary to discuss the main idea of a text with a partner using the frame: “I think the main idea of the text is ______. Key details that supports this main idea are ______________".
  41. 41. Let’s Try… • Content Objective or Language Objective? – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).(RL 5.3) – Students will write five or more statements comparing and contrasting two characters from the story using academic language from the compare and contrast signal chart using specific details from the text.
  42. 42. Let’s Practice… With your partner, create a language objectives for each of the four language processes. Reading Writing Listening Speaking
  43. 43. Questions
  44. 44. Thank you for attending Dr. Nancy Akhavan Single Subject Coordinator nakhavan@csufresno.edu Dr. Robyn Castillo Area Superintendent, Clovis Unified RobynCastillo@clovisusd.k12.ca.us

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