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DESIGNING ELD CURRICULUM JENNIFER J DANIELS CO CABE CONFERENCE, DENVER, CO OCTOBER 14, 2010.

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Presentation on theme: "DESIGNING ELD CURRICULUM JENNIFER J DANIELS CO CABE CONFERENCE, DENVER, CO OCTOBER 14, 2010."— Presentation transcript:

1 DESIGNING ELD CURRICULUM JENNIFER J DANIELS CO CABE CONFERENCE, DENVER, CO OCTOBER 14, 2010

2 PRESENTATION OUTLINE Introduction to the ELD Curriculum Project (District 51) Background Experiences and Resources Using ELD Standards to Design Curriculum: What has Worked and What Hasn’t Connections with Assessment The ELD Curriculum Project – Steps in the Process, Challenges, Feedback from Teachers, Next Steps Professional Documents and Resources Jennifer J. Daniels COCABE, Denver, Oct. 2010

3 PURPOSE FOR ELD CURRICULUM PROJECT ESL/BIED teachers strengthen their professional skills and become familiar with the documents that guide quality instruction for English language development. ESL/BIED teachers develop tools for progress monitoring, ELD interventions, and curriculum planning. Jennifer J. Daniels COCABE, Denver, Oct. 2010

4 PHILOSOPHY Educating English Learners (ELs) involves: Assessment of oracy and literacy in both home and target language Understanding of cultural background and level of acculturation Using the above to build appropriate units that develop listening, speaking, reading, writing, and comprehension skills (direct ELD instruction) Using the above to develop school know-how, cultural competency, learning strategies, and technology skills Using the above to educate ELs in the mainstream curriculum Jennifer J. Daniels COCABE, Denver, Oct. 2010

5 ELD CURRICULUM SOURCES CO ELD(P) Standards World Languages Standards CO Content Standards Curriculum Focus Language development; academic functions and structures; patterns of language; curriculum design to move students up to the next level; comprehension/ communication Cultural competencies; ELLs are learning English as a world language; additional language continuum; Concepts, academic discourse associated with academic field, specific content vocabulary, academic functions and structures, support for comprehension/ communication Jennifer J. Daniels COCABE, Denver, Oct. 2010

6 Intensified instruction to meet identified need (ELD or content) ELD need -> ELD intervention Content need -> Content intervention (ELL-appropriate) ELD at appropriate level Practice 4 skills Learn how to learn English Patterns, keys, and tools to learning English High quality instruction Visual support Focused objectives -Content in -Language out General academic vocabulary Content-specific vocabulary Student talk supported Text and teacher talk easy-to-comprehend Appropriate tasks and assessments (based on English levels) ELD Teachers ELD &Content Teachers Content Teachers Mainstream and ELD Educators: Who Does What? Jennifer J. Daniels COCABE, Denver, Oct. 2010

7 WIDA ELP Standards Location of Instruction English Language Development (ELD) Levels Support: School Level Support: Classroom Level Support: Individual Students Support: Teachers Social and Instructional Language Can-Do Indicators ESL classroom Levels 1-2 (NEP) Levels 3-5 (LEP) Language of Language Arts ESL classroom Levels 1-2 (NEP) Language Arts classroom Levels 3-5 (LEP) Language of Math Math classroom Levels 1-2 (NEP) Levels 3-5 (LEP) Language of Science Science classroom Levels 1-2 (NEP) Levels 3-5 (LEP) Language of Social Studies Social Studies classroom Levels 1-2 (NEP) Levels 3-5 (LEP) *Language of all other content areas and classes Content classroom (computers, PE, music, business, etc.) Levels 1-2 (NEP) Levels 3-5 (LEP) USING THE WIDA ELP STANDARDS TO DESIGN SUPPORT FOR ELLS Jennifer J. Daniels COCABE, Denver, Oct. 2010

8 PROJECT TIMELINE Fall 2009 – Who am I? activity; Target outcomes survey of ESL/BIED teachers Spring 2010 – Grade span curriculum teams, draft LLEs – 2 days Summer 2010 – Grade span curriculum teams, draft LLEs, correlations with ELD/ELP standards, horizontal alignment, benchmark activities – 2 days Fall 2010 – Grade span curriculum teams, vertical alignment, benchmark activities - 1 day; Whole team review and training, unit development, progress monitoring for ELD, content teacher support – 1 day Jennifer J. Daniels COCABE, Denver, Oct. 2010

9 LEARNING JOURNEY Designing Curriculum with TESOL Standards WIDA ELP Standards Curriculum Mapping Essential Learnings, Professional Learning Communities Differentiation, Response to Intervention Colorado’s Standards Revision and Assessment projects Jennifer J. Daniels COCABE, Denver, Oct. 2010

10 KEY TERMS & CONCEPTS ELD/ELP Standards Can-Do Descriptors ELD Frameworks Language Level Expectations (LLEs) Language Domains Language Levels Grade Spans Benchmark Activities Progress Monitoring Jennifer J. Daniels COCABE, Denver, Oct. 2010

11 WHAT ARE LANGUAGE LEVEL EXPECTATIONS (LLE)? Essential learning points for ELD Designed with progress in mind, relative to the language development continuum “By the end of one learning year in ESL/ELD instruction, students at this language level will be able to…” (Listening, Speaking, Reading, Writing, Using Language Learning Tools, Demonstrating Cultural Competence, and Knowing How School Works) Jennifer J. Daniels COCABE, Denver, Oct. 2010

12 D51 ELD CURRICULUM PROJECT – PRELIMINARY STEPS 1.Collect teachers’ best thinking about ELD instruction in team meetings (all ESL teachers): 1.Who am I? (for each language level & grade span) 2.What do I already know how to do? 3.What do I need to know how to do by the end of the year? 4.How are you going to teach me? 5.How can I show you how well I can do it? 2.Online Survey: 1.Keys to learning English 2.Tools for learning English 3.LSRW – Essential learning points Jennifer J. Daniels COCABE, Denver, Oct. 2010

13 ELD STANDARDS ARE NOT: Unit level language objectives (esp. when copied from state doc) Essential questions to guide a thematic unit Essential learnings on which to build common/benchmark assessments Scope and sequence of grammar and/or functions Target outcomes for a learning year Jennifer J. Daniels COCABE, Denver, Oct. 2010

14 CONTENT STANDARDS, ELD STANDARDS, & LANGUAGE OBJECTIVES Content Standards Content Standards are a comprehensive description of the essentials within an academic content area for a grade level or grade span. ELD Standards ELD Standards describe language behavior along a developmental continuum. Language Objectives Language Objectives describe the language needed to comprehend and communicate concepts within a content or ELD lesson. - specific target language (sentence frames/stems/starters) -focus on needed structure in receptive/productive language Jennifer J. Daniels COCABE, Denver, Oct. 2010

15 ELD STANDARDS & ASSESSMENTS language development continuum ELD Standards describe expected language behaviors along a language development continuum, not a compendium of essential content knowledge/skills. Model Performance Indicators(MPIs) provided for Social/Instructional Language, Language Arts, Math, Science, and Social Studies formative summative ELP Standards contain both a formative and a summative framework. ELP Standards are used as an assessment framework to develop ELP assessments. Jennifer J. Daniels COCABE, Denver, Oct. 2010

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17 WHAT GOOD ARE ELD (ELP) STANDARDS? They are great for: language behaviors Describing language behaviors at different stages of language acquisition (language continuum) models of differentiation Providing models of differentiation for content teachers curriculum Building curriculum that includes attention to language patterns, academic functions, vocabulary learning techniques and other learning strategies, speaking/writing to communicate, listening/reading to comprehend, grammar in context, oral language practice, strategies for content reading at frustrational levels, understanding cultural/school frameworks, recognizing figurative speech, and more. Jennifer J. Daniels COCABE, Denver, Oct. 2010

18 ELD CURRICULUM DESIGN – STEP 1 STATUS: DRAFT GRADE SPAN: 3 RD – 5 TH ELD LEVEL: BEGINNER What do I already know how to do? Smile… (non-verbal communication, gestures, facial expressions); Social language Single words/short phrases/scripted phrases; Personal needs Read symbols/cognates/numbers/single letters/colors Write name and math facts Copy modeled writing What do I need to know how to do by the end of the year? Understand and initiate social language with peers Write patterned sentences, independently Use correct punctuation Read patterned sentences, independently How are you going to teach me? Model (speech, reading, writing, listening) Repetitious practice Use visuals whenever possible How will I show you how well I can do it? Portfolio Running record Teacher observation/evaluation Jennifer J. Daniels COCABE, Denver, Oct. 2010

19 D51 ELD CURRICULUM PROJECT Step 1 – Teacher input on target outcomes By the end of one year of your instruction and facilitation, what can you expect for an EL in (grade span) with (level of English language skill) to be able to do in (domain)? How? Facilitated discussions, online survey tools Jennifer J. Daniels COCABE, Denver, Oct. 2010

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22 D51 ELD CURRICULUM PROJECT Step 2 – Curriculum teams create 1 st draft Five grade span teams (K, 1-2, 3-5, 6-8, 9-12) examine target outcomes for 4 language levels Identify and name categories Align category names vertically Write Language Level Expectations for each domain at 4 language levels How? Teachers applied to serve on grade span teams; received stipends and graduate credit for their work Jennifer J. Daniels COCABE, Denver, Oct. 2010

23 D51 ELD CURRICULUM PROJECT Step 3 – Alignment with professional docs Five grade span teams correlate LLEs with: Colorado ELD Standards WIDA ELP Standard #1: Social/Instructional Language WIDA Can-Do Descriptors Jennifer J. Daniels COCABE, Denver, Oct. 2010

24 D51 ELD CURRICULUM PROJECT Step 4 – Horizontal alignment Grade span teams examine the logic and flow of LLEs from language level to language level within each of the 4 domains Speaking LLEs: Beginning, Low Intermediate, Intermediate, Advanced Jennifer J. Daniels COCABE, Denver, Oct. 2010

25 D51 ELD CURRICULUM PROJECT Step 5 – Vertical alignment Grade span teams examine the logic and flow of LLEs from grade span to grade span within each language level Low Intermediate: K, 1-2, 3-5, 6-8, 9-12 Jennifer J. Daniels COCABE, Denver, Oct. 2010

26 QUILT REVIEW Jennifer J. Daniels COCABE, Denver, Oct. 2010

27 FINAL REVISION Jennifer J. Daniels COCABE, Denver, Oct. 2010

28 READ COMMENTS AND REVISE LLES Jennifer J. Daniels COCABE, Denver, Oct. 2010

29 REVIEW 1 GRADE SPAN ABOVE AND BELOW Jennifer J. Daniels COCABE, Denver, Oct. 2010

30 D51 ELD CURRICULUM PROJECT Step 6 – Create Draft ELD Frameworks Grade span teams finalize LLEs into draft document Jennifer J. Daniels COCABE, Denver, Oct. 2010

31 D51 ELD CURRICULUM PROJECT Step 7 – Begin to use the draft ELD Frameworks Benchmark ActivitiesRecord Benchmark Activities for at least one LLE in each domain at 4 language levels Example: Listening, 6 th -8 th, Low Intermediate Category: Main Idea LLE: Categorize or sequence oral information using pictures and objects. Benchmark Activity Benchmark Activity: Listen to a description of a teenager’s room and move the pictures to their correct location in the room. Jennifer J. Daniels COCABE, Denver, Oct. 2010

32 D51 ELD CURRICULUM PROJECT Step 8 – Community review of draft ELD Frameworks and Benchmark Activities Analyze for logic and flow Analyze for missing essential learning targets Give editing comments Grade span teams synthesize community review feedback and Jennifer J. Daniels COCABE, Denver, Oct. 2010

33 ELD CURRICULUM DESIGN: WHAT HASN’T WORKED? ELD Language Objectives at the unit level, especially when copied from the state doc. Essential Learnings and common assessments for ESL curriculum ESL curriculum mapping as a team (it only revealed the wide variety of practices and approaches) Jennifer J. Daniels COCABE, Denver, Oct. 2010

34 ELD CURRICULUM DESIGN: WHAT HAS WORKED? Curriculum planner Defining who does what (content teachers v. ELD teachers) Language objectives at the daily lesson level, rather than at the unit level Benchmark activities as ELD assessments (comparable to common assessments for content) - repeated at least 4 times/year - within different thematic units/topics - same task structure - same rubric, illustrated by student work samples Jennifer J. Daniels COCABE, Denver, Oct. 2010

35 CURRICULUM PLANNER Language Domain Desired Outcomes (by the end of the year) Projects*/Activities/Assessments *need rubric Materials and Resources Listening Speaking Reading Writing Study Skills Social/ Cultural Goals Theme for the Year: Essential Question: Students that typify this group are: Jennifer J. Daniels COCABE, Denver, Oct. 2010

36 Intensified instruction to meet identified need (ELD or content) ELD need -> ELD intervention Content need -> Content intervention (ELL-appropriate) ELD at appropriate level Practice 4 skills Learn how to learn English Patterns, keys, and tools to learning English High quality instruction Visual support Focused objectives -Content in -Language out General academic vocabulary Content-specific vocabulary Student talk supported Text and teacher talk easy-to-comprehend Appropriate tasks and assessments (based on English levels) ELD Teachers ELD &Content Teachers Content Teachers Mainstream and ELD Educators: Who Does What? Jennifer J. Daniels COCABE, Denver, Oct. 2010

37 DIFFERENT TYPES OF ELD INSTRUCTION Fish Dinner Fishing Lesson Industrial Strength ESL Jennifer J. Daniels COCABE, Denver, Oct. 2010

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39 QUILT REVIEW Analyze Language Level Expectations (LLEs) for Listening, Speaking, Reading, and Writing for LOGICAL FLOW: Quilts – Beginning, Low Intermediate, Intermediate, Advanced On each quilt, analyze the grade level above and below your own grade span. No praise needed, just constructive criticism, clarifying questions, suggestions Jennifer J. Daniels COCABE, Denver, Oct. 2010

40 SAMPLE BENCHMARK ACTIVITY Grade Span – 3-5 Low Intermediate Speaking Personal Narrative: Students tell a personal story (narrative) with a clear beginning, middle, and end, using visual support. Grammar focus: past tense verbs Steps? Links to Listening, Reading, and Writing? Resources? Jennifer J. Daniels COCABE, Denver, Oct. 2010

41 ELD ASSESSMENT BANK: BENCHMARK ACTIVITIES Grade span Language level LLE Title and description of activity Prerequisite knowledge Steps in the process Possible criteria for rubric Suggested resources Recommendations for how often to use Jennifer J. Daniels COCABE, Denver, Oct. 2010

42 BENCHMARK ACTIVITIES - TEMPLATE Jennifer J. Daniels COCABE, Denver, Oct. 2010

43 COMMON DEFINITIONS OF WORKING TOOLS Benchmark activity Student performance or language product Listening, Speaking, Reading, or Writing (or combo) Part of regular ELD curriculum Occurs in different theme-based units Rubrics and samples of student work available as support Portfolio Progress monitoring tool Diagnosis of individual student’s error patterns Intensified ELD instruction Analysis and decision Jennifer J. Daniels COCABE, Denver, Oct. 2010

44 FEATURE ANALYSIS CHART Focus on discrete item Probably needs a rubric Strong links to standardized assessment tasks Individualized by patterns of student errors Benchmark activities XX Progress monitoring tool XX Jennifer J. Daniels COCABE, Denver, Oct. 2010

45 BA OR PM? Applies to selected students only Can address multiple domains (LSRW) Takes less than 5 seconds to grade Used to calculate grades Used to determine language growth over time Could be part of the ELD plan Repeated at least twice a year Global focus, rather than discrete focus Observational checklist used Designed for a single student Jennifer J. Daniels COCABE, Denver, Oct. 2010

46 SAMPLE: ELD PROGRESS MONITORING Language Domain: Specific Skill Focus Observation Date/ Rating 1-4 Observation Date/ Rating 1-4 Observation Date/ Rating 1-4 Observation Date/ Rating 1-4 Observation Date/ Rating 1-4 Observation Date/ Rating 1-4 Speaking: /d/ or /t/ in final position 9/2/ /9/ /16/ /23/ /30/ N/A Description of targeted ELD instruction, including when and for how long: Student will highlight 10 examples of –ed word endings and the “t” in negative contractions in own writing and sample text, and then read the words aloud to an adult at least once a week for one month. Date of Analysis: ___ 9/30/2010 ___________ Decisions: Student has learned how to pronounce these ending sounds. Nothing further needed. 4 - Consistently successful 3 - Often successful 2 - Sometimes successful 1 - Rarely successful Jennifer J. Daniels COCABE, Denver, Oct. 2010

47 STUDENT CELA RESULTS / Tracy Hughes English language growth for _____ ListeningReading SpeakingWriting Jennifer J. Daniels COCABE, Denver, Oct. 2010

48 PROJECT TIMELINE - FUTURE Spring 2011 – Whole team training, units, ESL materials scope and sequence, content teacher support with WIDA ELP standards & SIOP – 1 day Summer 2011 – Possible 2 days of optional project work to complete resources for each LLE. Create crosswalk with district literacy continuum and state English Language Arts standards. Fall 2011 – ESL teachers use WIDA ELP standards and the SIOP model to support high quality instruction in Tier 1; ELD/BIED use ELD Frameworks to analyze and plan instruction. The ELD plan is revised to contain the LLEs. Spring 2012 – Continue developing tools and enriching banks and resources. Jennifer J. Daniels COCABE, Denver, Oct. 2010

49 HOW WILL WE KNOW WHEN WE ARE FINISHED? Completed ELD Frameworks - LLEs for each language domain and level, within 5 grade spans - Benchmark activities for each LLE - Progress monitoring focal points for each LLE - Resources to teach each LLE - Verification of each LLE (crosswalk to ELD & ELP standards, World Languages standards) Correlation of ELD Frameworks to ESL materials Revised ELD plan Jennifer J. Daniels COCABE, Denver, Oct. 2010

50 FEEDBACK FROM TEACHERS I learned how to use the new WIDA standards. I learned how our old ELD standards and WIDA standards meshed together. I know how to apply ELD standards to planning instruction in my class. I learned a better way to create curriculum. We clarified teaching expectations across the district for specific language learning levels. Jennifer J. Daniels COCABE, Denver, Oct. 2010

51 TEAM FEEDBACK Team Notebook – Commendations and Recommendations Our highlights of our work together: Some of the challenges we have experienced during this project, including any adjustments we needed to make as a team in order to continue to work well together: Our hopes for what might happen as a result of our work: Our worries might for what might happen as a result of our work: Jennifer J. Daniels COCABE, Denver, Oct. 2010

52 RESOURCES Colorado ELD Standards (former) WIDA ELP Standards and CAN-DO Descriptors (adopted in 2010) Colorado World Language Standards (adopted in 2010) CARLA – Writing Great Language Objectives Colorado & District Guidelines for RTI Process Jennifer J. Daniels COCABE, Denver, Oct. 2010


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