Summary of Feedback on the Draft Augmentation Document:
California English Language Development Standards, California
Standards for Mathematics, and California Science Standards
from
Panel of Experts Members and Public Comment
May 28, 2015, Public Meeting
Note: Panel members reviewed a draft of the augmentation document dated May 13, 2015. The June 3, 2015, version of this May 13 draft contains minor revisions to correct typographical errors and adjust formatting. The page numbers in the charts below refer to the June 3, 2015, version.
I. Draft Augmentation Document
Part I: Introduction
Page/Section # / Comments / Action/Discussion /5 / Boldfaced statement is good. / No Action Needed
5 / Make a stronger statement that ELs in secondary programs should be placed into courses based on their content knowledge, not on their English language proficiency level. / Will Incorporate Suggestion
C / Add explanation of integrated and designated ELD. / Will Incorporate Suggestion
8
Figure 2 / Good chart. Add color coding to show connection to ELD standards in augmentation charts for math and science. [Several recommendations for color coding this figure.] / Will Incorporate Suggestion
12 / Make a note that the SEP, even though sequentially numbered, are not intended to be implemented in a linear or sequential way. / Will Incorporate Suggestion
12 / Explain that the science standards (PEs, SEP/DCI/CCC) are explicitly connected to the ELA/Literacy standards. / Will Incorporate Suggestion
If standard English learners should be addressed―can add them to
Section B, Paragraph 1 of Augmentation Document Introduction. / Will Consider Incorporating Suggestion
Parts II and III: CA ELD Standards Augmentation for Mathematics/Science
General Comments
Page/Section # / Comments / Action/Discussion /Matrices
II‒1‒2
III‒1‒4 / Include page number references to the charts. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Link ELD, Math & Science standards in the matrices either with hovering windows or hyperlinks to another webpage. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Put abbreviation for ELD Standard at top of each Chart so reference can be made back to the matrices. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Include names of ELD Standards. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / It would be helpful to have a key for science domain standards and math domains. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Include a key in the matrices and explain all abbreviations. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Create another lookup table organized by ELD Standard examples across grade levels. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Switch sample standard column to come before domain column. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Add “Sample” before the word Domain or get rid of that column. / Will Consider Incorporating Suggestion
Matrices
II‒1‒2
III‒1‒4 / Pull out Domain columns―not necessary. / Will Consider Incorporating Suggestion
Global / Add a table or key for abbreviations for math and science. / Will Consider Incorporating Suggestion
Global / Should there be a mention of assessment somewhere in the document or samples―intro doc, perhaps? Samples can be used as formative assessments. / Will Consider Incorporating Suggestion
Charts
II and III
Overall / More explicit examples with sample conversations/sentence frames at older grade levels (math pg. 137) and include page numbers to refer to the grade levels (pg. 151) science (pg. 164, 192)―include sample verbs phrasing. / Will Consider Incorporating Suggestion
Charts
II and III
Overall / Make explicit sample content examples consistent―either all for ELs or for other students. / Will Incorporate Suggestion
Charts
II and III
Overall / Consistency of language to give explicit examples of ELLs attending to ELD and Math/Science standards. / Will Incorporate Suggestion
Charts
II and III
Overall / The examples for each standard need more details of the product and process of language support. / Will Consider Incorporating Suggestion
Charts
II and III
Overall / Need to add explicit detailed examples for upper grades. / Will Consider Incorporating Suggestion
Charts
II and III
Overall / In the Notes section under each standard―replace “along” with “in tandem” with the CA ELD Standards. / Will Consider Incorporating Suggestion
II. CA ELD Standards Augmentation for Mathematics
General Feedback on Mathematics Matrices and Charts (II‒1 through II‒198)
Page/Section # / Comments / Action/Discussion /Global / Format mathematics formulas as in the CA CCSSM. / Will Consider Incorporating Suggestion
4 / Sample Mathematics Content Example: consider changing the term “EL children” to “EL students” or “English Learners.” / Will Incorporate Suggestion
151 / Is there room to have examples for ELD condense ideas? All seem to be science and it might be hard to think of math examples. / Will Incorporate Suggestion
98–151 / In looking at the ELD math standards for 6‒8th grade I am quite concerned that they do not seem to address the vocabulary issue, especially for newcomers. I am the English Learner Instruction Specialist at a K-8 school. I think that all too often people see math as an international language and forget the real need of word walls for math. I noticed that in the CA ELD Standards Draft Augmentation for Mathematics there was a mention of a word wall for the younger grades to help students understand the language of math and how words used in language arts may have a more specific use in mathematics. I do not see that in the 6-8 section. In particular I think that would fit in the Part I, C Productive, 12 Selecting Language Resources. / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Clarify what teacher does vs. what student does. / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Include sentence frames in examples of what students do. / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Upper grades need frames. / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Student examples should be more academic. / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Strategies were given at lower grades; also need to include in upper grades / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Consistent reference to what students do / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Use verbs in content examples / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Use descriptors in expressing what students are doing (e.g., “listening”
vs “listening attentively” / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Two subsections within Sample Math Content Examples―lead with
standard then application / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Learning objective for math with language objective for ELD [see Task-
Based Language Objectives document submitted by panel member],
plus, what supports are needed for ELs / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Bolding the ELD portion of the sample / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Explain use of word “text” in examples / Will Incorporate Suggestion
Sample
Mathematics
Content
Example / Instead of “quadrilaterals,” use “polygons” for two-dimensional shapes / Will Consider Incorporating Suggestion
Sample
Mathematics
Content
Example / Suggested titles:
· Math content/English Learner (EL) integration
· Integrating English Language Development Standards (ELD Standards) in Math Instruction / Will Consider Incorporating Suggestion
Notes / Suggest proficiency level expansions; give direction for teachers to
adapt/modify for ELs not at bridging level / Will Consider Incorporating Suggestion
Page/Section # / Comments / Action/Discussion /
Application of
the CA ELD
Standards to
Mathematics
Instruction / Math Content Standard: (e.g., K.CC.4b)
· This is the what
· Actual language from the standard
· A brief explanation of the standard
Math instructional example with integrated ELD:
· This is the how―Language production that centers on math and what supports are needed for ELs to fully participate in the mathematics instruction:
- Include what the teacher is doing to scaffold AND what the students are doing
- Use ELD Standards language in the examples (bolded text)
§ Attending to the ideas of others, affirming ideas
- Include in each: collaborative, interpretive, productive tasks
- Include primary language (e.g., cognates, encouraging students to discuss in their primary language) where applicable / Will Consider Incorporating Suggestion
Notes / This is a sample from one grade level at the bridging level. Adapt based on grade level, math standard, English language proficiency level, and other considerations (e.g., background knowledge). / Will Consider Incorporating Suggestion
Grade‒Level-Specific Feedback on Mathematics Charts
Page/Section # / Comments / Action/Discussion /80–83
Grade 3
Understanding
cohesion / Math content is lengthy:
· Description of ELD integration is not consistent with how standard is written; use wording from standard
· State strategy, not procedure / Will Consider Incorporating Suggestion
80–83
Grade 3
Understanding
Cohesion / What does math writing look like (e.g., for Smarter Balanced performance tasks). / Will Consider Incorporating Suggestion
80–83
Grade 3
Understanding
Cohesion / Provide examples of what language looks like with different verb tenses. / Will Consider Incorporating Suggestion
80–83
Grade 3
Understanding
Cohesion / Students should explain reasoning (not just procedure); example should include the language used to show reasoning, not just procedure. / Will Consider Incorporating Suggestion
80–83
Grade 3
Understanding
cohesion / Identify predictable structures; for example in error analysis: students may use a variety of procedural structures. / Will Consider Incorporating Suggestion
Grade 8 / Include other real examples, such as:
· Debit/credit
· Forward/back
· Money
· Sea level / Will Consider Incorporating Suggestion
Grade 8 / Include academic vocabulary in examples. / Considered in Discussion
Grade 8 / How are new arrivals included? / Considered in Discussion
Grade 8 / Reference use of cognates at higher grade levels. / Considered in Discussion
Grade 8 / Primary language use as bridge. / Considered in Discussion
Sample
Mathematics
Content
Example / Use “understand” (how to communicate that they understand) in examples besides “discuss”. / Will Consider Incorporating Suggestion
III. CA ELD Standards Augmentation for Science
General Feedback on Science Matrices and Charts (III‒1 through III‒202)
Page/Section # / Comments / Action/Discussion /1‒4 / Use same abbreviations as for grade 6‒8 and 9‒12 (E -> ESS, P ->PS,
L->LS). / Will Incorporate Suggestion
Global / Include the standards label in the Science and Engineering Practices. / Will Incorporate Suggestion
Global / Exclude the use of name brands like “Tupperware”. / Will Incorporate Suggestion
Global / Include a key/legend for terms in the grid. / Will Incorporate Suggestion
Global / Some ELD standards have multiple components. Should the examples address all of them? III 167‒170 example clearly addresses a and b but not c of interacting in meaningful ways, interpretive. / Will Consider Incorporating Suggestion
Global / Do we need to clarify the distinction between writing a formal argumentative text and engaging in scientific argumentation? Both occur in the document
(Writing an argument (ELA) versus scientific argumentation). (Engage in
scientific argumentation) III‒15, III‒26; III‒118, III‒131, III‒162 (writing an argument) III‒100, III‒137 (both) III‒103. / Will Consider Incorporating Suggestion
8 / The clarification that in science we make claims and support them with evidence (in place of opinions) will be a very useful and important addition. / Will Consider Incorporating Suggestion
17 / Add sample vocabulary that would be used during “constructing explanations”―concrete examples. / Will Consider Incorporating Suggestion
35 / Sample language was very helpful. / No Action Needed
48 / Language samples of clause combinations do not seem appropriate or natural for even English only students. / Will Consider Incorporating Suggestion
50–101 / No example ETS for grades 3‒5? [Note: there is one on pg. 59.] / Will Consider Incorporating Suggestion
51 / Additional sample questions or prompts for student dialogue would be helpful. / Will Consider Incorporating Suggestion
58 / Excellent example! / No Action Needed
63 / Possible addition of how students’ knowledge of root and base word knowledge to comprehend text on renewable/nonrenewable energy would be helpful. / Will Consider Incorporating Suggestion
80 / SEP #1 needs to be on its own line. / Will Incorporate Suggestion
90 / This could use some examples of present tense used in describing cycling of matter models. What might this look like when students do it? / Will Consider Incorporating Suggestion
112 / Add some examples of prompts students might use to discuss their findings. / Will Consider Incorporating Suggestion
158 / Example would be improved with the addition of examples of types of questions and responses students would use, as well as possible prompts to support the dialogue. / Will Consider Incorporating Suggestion
162 / Sample prompts or types of student statements to support argumentation? / Considered in Discussion
164 / More explanation of “using precise language appropriate for the audience and purpose” is needed to understand what this means. Does this imply that different text types will be used? / Considered in Discussion
166 / 2 or 3 examples needed of probing questions students might be expected to ask. / Considered in Discussion
172 / This statement needs more explanation. Perhaps a few examples? “Students critique the presentations, focusing on the particular vocabulary or phrasing used to explain their findings “ / Considered in Discussion
192 / Include specific examples of appropriate verb tenses as in previous grade spans to explain the sentence: “In their discussions, students describe, using appropriate verb tenses, how the law applies to things such as falling objects, objects rolling down a ramp, or moving objects being pulled by a constant force.” / Considered in Discussion
Edits to Grade 2; Part 1: B. Interpretive; 6. Reading/viewing closely (pg. III‒17)
Page/Section # / Comments / Action/Discussion /First Sentence / Add between students and work, add “are strategically placed with a more language capable peer”. / Will Consider Incorporating Suggestion
First Sentence / “Using observation charts” (GLAD). / Will Consider Incorporating Suggestion
First Sentence / “To make observations in charts”. / Will Consider Incorporating Suggestion
First Sentence / “To make observations in science notebooks”. / Will Consider Incorporating Suggestion
Second Sentence / Chop it into two. / Will Consider Incorporating Suggestion
Second Sentence / Use “earthquakes” instead of “quake”. / Will Incorporate Suggestion
Second Sentence / “Using their social register, students engage in collaborative investigation (with strategic mixed ELD levels”―informal. / Will Consider Incorporating Suggestion
Second Sentence / Using appropriate academic register (within collaborative group). / Will Consider Incorporating Suggestion
Second Sentence / Purposely grouped―collaboration with their collaborative partner. / Will Consider Incorporating Suggestion
Second Sentence / “Students participate in collaborative investigations where they collect data by tumbling…Students compare this data to a water table model of erosion”. / Will Consider Incorporating Suggestion
Third Sentence / “Where they share their data and drawings to identify similarities, differences and questions”. / Will Consider Incorporating Suggestion
Third Sentence / “…using academic language to construct explanations based on evidence of texts and images from student generated observations”. / Will Consider Incorporating Suggestion
Grades K, 1, 2; Part I: B. Interpretative; 8. Analyzing Language Choices