DESIGNING ELD CURRICULUM JENNIFER J DANIELS CO CABE CONFERENCE, DENVER, CO OCTOBER 14, 2010.
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Transcript of DESIGNING ELD CURRICULUM JENNIFER J DANIELS CO CABE CONFERENCE, DENVER, CO OCTOBER 14, 2010.
DESIGNING ELD CURRICULUM
JENNIFER J DANIELS
CO CABE CONFERENCE, DENVER, CO
OCTOBER 14, 2010
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
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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.
Use it, own it!
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
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
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 LanguageCan-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
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
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
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
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
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
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
CONTENT STANDARDS, ELD STANDARDS, & LANGUAGE OBJECTIVES
Content Standards are a comprehensive description of the essentials within an academic content area for a grade level or grade span.
ELD Standards describe language behavior along a developmental continuum.
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
ELD STANDARDS & ASSESSMENTS
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
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
Jennifer J. Daniels COCABE, Denver, Oct. 2010
WHAT GOOD ARE ELD (ELP) STANDARDS?
They are great for:
Describing language behaviors at different stages of language acquisition (language continuum)
Providing models of differentiation for content teachers
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
ELD CURRICULUM DESIGN – STEP 1STATUS: DRAFTGRADE SPAN: 3RD – 5TH ELD LEVEL: BEGINNER
What do I already know how to do?Smile… (non-verbal communication, gestures, facial expressions); Social languageSingle words/short phrases/scripted phrases; Personal needsRead symbols/cognates/numbers/single letters/colorsWrite name and math factsCopy modeled writing
What do I need to know how to do by the end of the year?Understand and initiate social language with peersWrite patterned sentences, independently Use correct punctuationRead patterned sentences, independently
How are you going to teach me?Model (speech, reading, writing, listening)Repetitious practiceUse visuals whenever possible
How will I show you how well I can do it?PortfolioRunning recordTeacher observation/evaluation
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
Jennifer J. Daniels COCABE, Denver, Oct. 2010
Jennifer J. Daniels COCABE, Denver, Oct. 2010
D51 ELD CURRICULUM PROJECT
Step 2 – Curriculum teams create 1st 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
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
Revise LLEs
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
Revise LLEs
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
Revise LLEs
Jennifer J. Daniels COCABE, Denver, Oct. 2010
QUILT REVIEW
Jennifer J. Daniels COCABE, Denver, Oct. 2010
FINAL REVISION
Jennifer J. Daniels COCABE, Denver, Oct. 2010
READ COMMENTS AND REVISE LLES
Jennifer J. Daniels COCABE, Denver, Oct. 2010
REVIEW 1 GRADE SPAN ABOVE AND BELOW
Jennifer J. Daniels COCABE, Denver, Oct. 2010
D51 ELD CURRICULUM PROJECT
Step 6 – Create Draft ELD Frameworks
• Grade span teams finalize LLEs into draft document
Revise LLEs
Jennifer J. Daniels COCABE, Denver, Oct. 2010
D51 ELD CURRICULUM PROJECT
Step 7 – Begin to use the draft ELD Frameworks
• Record Benchmark Activities for at least one LLE in each domain at 4 language levels
• Example: Listening, 6th-8th, Low Intermediate
Category: Main Idea
LLE: Categorize or sequence oral information
using pictures and objects.
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
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
Revise LLEs
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
CURRICULUM PLANNERLanguageDomain
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
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
DIFFERENT TYPES OF ELD INSTRUCTION
Fish Dinner
Fishing Lesson
Industrial
Strength ESL
Jennifer J. Daniels COCABE, Denver, Oct. 2010
Teacher survey - Sharepoint
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
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
BENCHMARK ACTIVITIES - TEMPLATE
Benchmark Activities
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
X X
Progress monitoring tool
X X
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
9/2/20101
9/9/20101
9/16/20103
9/23/20104
9/30/20104
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
STUDENT CELA RESULTS 700
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
2004-2005 2005/2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 - Tracy Hughes
English language growth for _____Listening ReadingSpeaking Writing
Jennifer J. Daniels COCABE, Denver, Oct. 2010
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
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
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
TEAM FEEDBACKTeam 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
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