ELP Standards: Organization &...
Transcript of ELP Standards: Organization &...
ELP Standards: Organization & Correspondences
ELP Standards 1 construct meaning from oral presentations and literary and informational text through grade-
appropriate listening, reading, and viewing
2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3 speak and write about grade-appropriate complex literary and informational texts and topics
4 construct grade-appropriate oral and written claims and support them with reasoning and evidence
5 conduct research and evaluate and communicate findings to answer questions or solve problems
6 analyze and critique the arguments of others orally and in writing
7 adapt language choices to purpose, task, and audience when speaking and writing
8 determine the meaning of words and phrases in oral presentations and literary and informational text
9 create clear and coherent grade-appropriate speech and text
10 make accurate use of standard English to communicate in grade-appropriate speech and writing
Goals for the New ELP Standards
Create fewer, clearer standards with strategic correspondences to: • CCSS ELA & Literacy • CCSS for Mathematics • NGSS
Specify key language
functions that students must be able to carry out
in discipline-appropriate ways
Express target language uses in
clear and meaningful
progressions
Enable collaborative use by both ELD/ESL and content-area
teachers
Influenced by the Understanding Language video of Aída Walqui: Language and the Common Core State Standards: http://www.youtube.com/watch?v=T3YJx8ujoto
ELP Standards 1
construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3 speak and write about grade-appropriate complex literary and informational texts and topics
4 construct grade-appropriate oral and written claims and support them with reasoning and evidence
5 conduct research and evaluate and communicate findings to answer questions or solve problems
6 analyze and critique the arguments of others orally and in writing
7 adapt language choices to purpose, task, and audience when speaking and writing
8 determine the meaning of words and phrases in oral presentations and literary and informational text
9 create clear and coherent grade-appropriate speech and text
10 make accurate use of standard English to communicate in grade-appropriate speech and writing
Language functions
Language features or forms
Types of Modalities
Receptive: refers to the language students must understand in order to complete task
Productive: refers to language students must use to complete task
Interactive: kind of productive modality that involves two-way interactive communication and negotiation of meaning
Modalities Domains Corresponding ELP Standards
Receptive Listening and Reading
1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
8 determine the meaning of words and phrases in oral presentations and literary and informational text
Productive Speaking and Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics
4 construct grade-appropriate oral and written claims and support them with reasoning and evidence
7 adapt language choices to purpose, task, and audience when speaking and writing
Interactive Listening, reading, speaking and writing
2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
5 conduct research and evaluate and communicate findings to answer questions or solve problems
6 analyze and critique the arguments of others orally and in writing
Alternative Organization of the Standards
Goals for the New ELP Standards
Create fewer, clearer standards with strategic correspondences to: • CCSS ELA & Literacy • CCSS for Mathematics • NGSS
Specify key language
functions that students must be able to carry out
in discipline-appropriate ways
Express target language uses in
clear and meaningful
progressions
Enable collaborative use by both ELD/ESL and content-area
teachers
Influenced by the Understanding Language video of Aída Walqui: Language and the Common Core State Standards: http://www.youtube.com/watch?v=T3YJx8ujoto
Grade Level Bands & Proficiency Levels
• Ten core standards applicable to every grade, but standards also detailed for different grade-level bands by English proficiency levels
• Grade-level bands include: o Kindergarten o 1st Grade o 2nd – 3rd Grades o 4th – 5th Grades o 6th – 8th Grades o 9th – 12th Grades
Standards & Proficiency Levels
• Ten core standards applicable to every grade level • More detailed grade-level bands further explicate
each core standard by describing what an ELL should be able to do with regards to each standard according to proficiency level
• Five proficiency levels • Proficiency level descriptors vary according to
standard and grade-level band
Proficiency Levels Fluid
• Proficiency levels NOT fixed statuses • ELPA21 assessments “assign” a proficiency level to
ELLs by domain (i.e. listening , speaking, etc.), but proficiency level descriptors are organized by standard
• Students may demonstrate different levels of proficiency for different standards
• Proficiency level descriptors useful tools for formative assessment
Goals for the New ELP Standards
Create fewer, clearer standards with strategic correspondences to: • CCSS ELA & Literacy • CCSS for Mathematics • NGSS
Specify key language
functions that students must be able to carry out
in discipline-appropriate ways
Express target language uses in
clear and meaningful
progressions
Enable collaborative use by both ELD/ESL and content-area
teachers
Influenced by the Understanding Language video of Aída Walqui: Language and the Common Core State Standards: http://www.youtube.com/watch?v=T3YJx8ujoto
MP1. Make sense of problems and persevere in solving them
MP2. Reason abstractly and quantitatively
MP6. Attend to precision
MP7. Look for and make use of structure
MP8. Look for and express regularity in repeated reasoning
SP1. Ask questions and define problems
SP3. Plan and carry out investigations
SP4. Analyze and interpret data
SP6. Construct explanations and design solutions
EP4. Build and present knowledge through research by integrating, comparing, and synthesizing ideas from text
EP5. Build upon the ideas of others and articulate their own clearly when working collaboratively
EP6. Use English structures to communicate context specific messages
EP7*. Use
technology and digital media strategically and capably
MP5. Use appropriate tools strategically
SP8. Obtain,
evaluate, and communicate
information
EP2. Produce clear and coherent writing
in which the development, organization,
and style are appropriate to task, purpose, and audience
SP2. Develop and use models
MP4. Model with mathematics
SP5. Use mathematics and computational thinking
EP1. Support analysis of a range of grade-level complex texts with evidence
MP3 and EP3. Construct viable and valid arguments from evidence and critique reasoning of others
SP7. Engage in argument from evidence
Relationships and Convergences
EDUCATIONGRADUATE SCHOOL OF
Found in:1. CCSS for Mathematics (practices)2a. CCSS for ELA & Literacy (student capacity)2b. ELPD Framework (ELA “practices”)3. NGSS (science and engineering practices)
Notes: 1. MP1–MP8 represent CCSS
Mathematical Practices (p. 6–8).2. SP1–SP8 represent NGSS Science and
Engineering Practices.3. EP1–EP6 represent CCSS for ELA
“Practices” as defined by the ELPD Framework (p. 11).
4. EP7* represents CCSS for ELA student “capacity” (p. 7).
Suggested citation:Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA
practices. Refined version of diagram created by the Understanding Language Initiative for ELP Standards. Stanford, CA: Stanford University.
ELP Correspondences to Practices
• Explicit correspondences identified for: o ELA “Practices” o Mathematics Practices o Science Practices
ü Practices matrix for K-12 available
ELP Correspondences to ELA Standards
• ELA standards matrices available at every grade-level band
• Useful tools when focusing on particular standard and when collaborating with colleagues
ELP Correspondences for Grade-Level Bands
• Correspondences (i.e. practices and ELA standards) also listed for each core standard at each grade-level band
Goals for the New ELP Standards
Create fewer, clearer standards with strategic correspondences to: • CCSS ELA & Literacy • CCSS for Mathematics • NGSS
Specify key language
functions that students must be able to carry out
in discipline-appropriate ways
Express target language uses in
clear and meaningful
progressions
Enable collaborative use by both ELD/ESL and content-area
teachers
Influenced by the Understanding Language video of Aída Walqui: Language and the Common Core State Standards: http://www.youtube.com/watch?v=T3YJx8ujoto
Reflection Questions
• How could the original organization of the ELP standards (i.e. functional standards followed by form-focused) OR the alternative organization (i.e. by receptive, productive, and interactive modalities) inform curricular planning in your context?
• Examine the standards for one grade level-band, as well as the related standards a
few grade level-bands above and below. How do the English language proficiency knowledge and skills described develop progressively?
• How might ELD/ESL teachers use the ELP standards documents to collaborate with content-area teachers? How could the grade-level band standards, K-12 practices matrix, and grade-level band ELA standards matrices inform that collaboration?