1 New Jerseys English Language Proficiency Standards Presenters: Raquel Sinai, Bilingual/ESL Coordinator Lori Ramella, Bilingual/ESL Ed. Specialist

2 Previous standards aligned the TESOL ESL standards to New Jerseys Language Arts Literacy Standards Language Arts Literacy Standards were revised in 2002 No Child Left Behind mandates ELP standards that: address the four domains of listening, speaking, reading and writing and are linked to the academic content and achievement standards in reading/language arts, mathematics and science (by )

3 ELP Standards Initiate Develop rationale for format/structure Form Committee Development Work - Classroom Tasks Editing for Revisions Review Process Dissemination Professional Development Training ELP Standards Link on Website

4 Preparation beforehand (readings, standards review) 11 Bilingual/ESL teachers – Pre-K-12 Heterogeneous group Grade clusters

5 To revise New Jerseys English language proficiency standards so they: Focus primarily on Goal 2 of the TESOL standards, Link to NJ CCCS in LAL to language proficiency levels Incorporate Math, Science, & Social Studies vocabulary, tasks, and language functions and Be user-friendly

6 TESOLs ESL Standards New Jersey Language Arts Literacy Core Curriculum Content Standards New Jersey Five Language Proficiency Levels

7 1-Beginners 2-Lower Intermediate 3-Upper Intermediate 4-Advanced 5-Full English Proficient

8 GOAL – The goal of New Jerseys English Language Proficiency Standards is to teach English Language Learners/LEP students to use English to achieve academically in all content areas. Grades English Language Proficiency Standard Cumulative Progress Indicators English Language Proficiency Levels Classroom TasksLAL or TESOL Standard/CPI/Grade By the end of grade ___ students will:

9 To aurally comprehend spoken English in both a social and school setting. To speak English in both a social and school setting. To read (decode and comprehend) texts for recreational and academic purposes. To write for personal and academic purposes. To view, understand, & use non-textual visual information for academic purposes.

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14 Develop Curriculum Based on Topics and Themes, with focus on Content and Specialized Vocabulary Examine Expected Cumulative Progress Indicators and ELP Levels Design Tasks Within the Theme for Differentiated Student Levels of Proficiency Design Assessments Based on SWBAT sample expectations

15 Read Stone Fox and Demonstrate an Understanding of the Theme Those That Want to Be Bad Enough, Will Level 1 – Draw a picture which demonstrates an understanding of the ending of the book or organize picture cards for the correct sequence of events of the story.

16 Level 2 – In pairs, students will ask and answer questions about the key plot points which explain the theme. Level 3 – Students, using a graphic organizer to organize their thoughts, will write an explanation of the quote in a well-organized paragraph.

17 Level 4 – Explain the theme in writing, relating it to the quote and discuss an example of a similar experience in their own lives. Level 5 – Explain the theme in writing, relate the theme to Stone Fox and how past events affected his life and current behavior toward white men. Compare and contrast this information to what you have learned about Native Americans in American history.

18 Bailey, Alison C., Butler, Frances A., LaFramenta, Charmien, Ong, Christine (2001). Towards the Characterization of Academic Language in Upper Elementary Science Classrooms. Los Angeles, CA: CRESST. Chamot, A.U., & OMalley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley Publishing Company. Keene, Ellin Oliver, Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension in a Readers Workshop. Portsmouth, NH: Heinemann. Kinsella, K. (1997). Moving From Comprehensible Input to Learning to Learn in Content-based Instruction. M.A. Snow & D.M. Britton (Eds.), Perspectives on Integrating Language and Content (pp ). White Plains, NY: Addison-Wesley Longman. New Jersey Core Curriculum Content Standards for Language Arts Literacy (2002, 2004). Stevens, Robin A., Butler, Frances A., Castellon-Wellington, Martha (2001). Academic Language and Content Assessment: Measuring the Progress of English Language Learners. Los Angeles, CA: CRESST. TESOL, Inc. (1997). ESL Standards for Pre-K-12 Students. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

19 New Jersey Department of Education Office of Specialized Populations Bureau of Bilingual/ESL Education James F. Curry, Acting Director, Raquel Sinai, Bilingual/ESL Coordinator, Louis DAmato, Bilingual/ESL Education Program Specialist, Lori Ramella, Bilingual/ESL Education Program Specialist, (609)