Silvia C. Dorta-Duque de Reyes! San Diego County Office of Education! sreyes@sdcoe.net! What is California Language Arts Content Standards: Side by Side? A document to address the California Language Arts Content Standards by levels of language acquisition at each grade level. 1!
8/4/11! California Language Arts Content Standards: Side by Side It is a practical tool to facilitate cognitive planning and differentiation of the California Language Arts Content Standards for English Learners. Documents that inform Side by Side: 2!
8/4/11! Document How each document informs: Side by Side ELA Content Standards Fundamental content and structure Domains, Strands, Sub-strands, Standards Benchmarks for the critical developmental differences at each level of language acquisition. Augmented correlation to ELA standards by grade and language acquisition levels. ELD Standards Estándares de Lecto-Escritura en Español Translation and correlation of the English Language Arts standards augmented to include specific linguistic elements of the Spanish language. Guidance for the identification of transferable language skills and concepts. California Language Arts Content Standards: Side by Side Affirms that all students must have access and opportunity to learn and achieve the same rigorous content standards regardless of language of instruction 3!
California Language Arts Content Standards: Side by Side Recognizes that students acquiring and learning a second language progress through different stages of language acquisition Beginning Early Intermediate Intermediate Early Advanced Advanced 4!
Designed to portray a visual representation of the: English Language Arts Content Standards ELD standards Estándares de Lecto-Escritura en Español by grade and language acquisition levels How is it structured? Adherence to the structure and organization of the English Language Arts Content Standards for California Public Schools through the domains, strands and sub-strands provide the seamless parallel structure needed for clear articulation. 5!
Domain Strand Sub-Strand Spanish E L D English 1.1 standard B EI I EA A 1.1 standard 1.2 standard 1.2 standard 1.3 standard 1.3 standard ELA Strand ELA Domain ELA Sub-strand ELD Levels of Language Proficiency ELD Standards Spanish Language Translation and Linguistic adaptation of ELA Standards English Language Arts Standards ELA Standards Differentiated by Levels of Language Acquisition Academic Words Highlighted 6!
It also visually depicts transference! of Spanish to English skills! and a pathway for! continuous movement towards! the achievement of the English Language Arts Content Standards.! How to Read Side by Side 7!
Horizontal Perspective Horizontal reading of the Side by Side matrix provides differentiation and progression towards the ELA content standard. 8!
Vertical Perspective Vertical reading of the Side by Side matrix provides a developmental profile of students performance at each language proficiency level. 9!
Backwards Mapping A backward mapping reading of the Side by Side matrix provides an outline of prerequisite skills embedded in each ELA standard by language proficiency level. 10!
Zone of Proximal Development Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance.! He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD).! California Language Arts Side by Side! provides key performance indicators guided by the ELD standards that are sequenced to assist teachers in guiding students through their zone of proximal development towards the ELA standard.! Think - Pair - Share 1. Take a moment to think about the Side by Side document: - One thought - One application or idea - One question Record your thoughts on a post it note 3. Share your thoughts with a partner 11!
Construction and Design Side by Side was constructed to provide: Differentiation of English Language Arts content standards by levels of language acquisition What is differentiation? The Differentiated Classroom: Responding to the Needs of All Learners Carol Ann Tomlinson 12!
Planning for Academic Differentiation! Carol Ann Tomlinson! Simple Complex! Concrete Abstract! Slower Faster! Small Leap Great Leap! Single Facet Multiple Facets! More Structured Less Structured! Clearly Defined Ambiguous! Foundational Transformational! Less Independence More Independence! There are two more dimensions or considerations for the differentiation of Instruction for English Learners that need to be considered 13!
Differentiation of Instruction for English Learners Consideration #1 from receptive to productive Receptive - observe - identify - match - copy - sort - listen - read Productive - imitate - generate - create - draw - speak - write Differentiation of Instruction for English Learners Consideration #2 Levels of Language Acquisition ELD Beginning ELD Early Intermediate ELD Intermediate ELD Early Advanced ELD Advanced 14!
Side by Side was constructed to provide: Consistent alignment and cognitive connections to each ELA standard. A. Cognitive Task remains consistent and connected to ELA content standard across levels of language acquisition. Language Task is the scaffold to build capacity from one language acquisition level to the next. Think - Pair - Share What does cognitive task mean? What does language task mean? 15!
Cognitive task: A cognitive task is the thinking task required to fulfill the standard. Cognitive tasks are related to thinking functions. Language task: A language task is the language required for students to show they know the standard. Language tasks are related to the language needed to express the task. 32 16!
Essential Feature: The differentiated content of each standard reflects the reciprocal and related processes of reading, writing, listening and speaking. Reciprocal and Related Language Processes 17!
Reciprocal and Related Language Processes Domains B EI I EA A Listening Speaking Reading Conventions Writing How can Side by Side be used? Instructional and cognitive planning Differentiation of instruction Monitoring student s progress Ensuring access and opportunity to learn Curriculum development Staff development 18!
Benefits to students: Parallel sequential and systematic presentation of standards-based language skills. Scaffolding designed to maximize transferability of skills. Benefits to teachers: 1. Promotes adherence to language concepts and skills progression embedded in core programs Instructional planning and collaboration Effective English Language Development Differentiation of instruction Monitoring student progress Response to intervention 19!
California Language Arts Standards: Side by Side reflect a monumental effort to expand understanding and create common ground. For more information on staff development opportunities for your school district on! California Language Content Standards Arts Side by Side! please contact:! Silvia C. Dorta-Duque de Reyes! San Diego County Office of Education! sreyes@sdcoe.net! 20!