Designing ELD Curriculum

DESIGNING ELD CURRICULUMJENNIFER J DANIELSCO CABE CONFERENCE, DENVER, COOCTOBER 14, 2010

PRESENTATION OUTLINEIntroduction to the ELD Curriculum Project (District 51)Background Experiences and ResourcesUsing ELD Standards to Design Curriculum: What has Worked and What Hasn’tConnections with Assessment The ELD Curriculum Project – Steps in the Process, Challenges, Feedback from Teachers, Next StepsProfessional Documents and Resources

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!


PHILOSOPHYEducating 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


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


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 skillsLearn how to learn

EnglishPatterns, keys, and

tools to learning English

High quality instruction

Visual supportFocused objectives

-Content in-Language out

General academic vocabulary Content-specific

vocabularyStudent 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?


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


PROJECT TIMELINEFall 2009 – Who am I? activity; Target outcomes survey of ESL/BIED teachers Spring 2010 – Grade span curriculum teams, draft LLEs – 2 daysSummer 2010 – Grade span curriculum teams, draft LLEs, correlations with ELD/ELP standards, horizontal alignment, benchmark activities – 2 daysFall 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


LEARNING JOURNEYDesigning Curriculum with TESOL StandardsWIDA ELP StandardsCurriculum MappingEssential Learnings, Professional Learning CommunitiesDifferentiation, Response to InterventionColorado’s Standards Revision and Assessment projects


KEY TERMS & CONCEPTSELD/ELP StandardsCan-Do Descriptors

ELD FrameworksLanguage Level Expectations (LLEs)

Language DomainsLanguage Levels

Grade SpansBenchmark ActivitiesProgress Monitoring


WHAT ARE LANGUAGE LEVEL EXPECTATIONS (LLE)?Essential learning points for ELDDesigned 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)


D51 ELD CURRICULUM PROJECT – PRELIMINARY STEPS1. 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 English2. Tools for learning English3. LSRW – Essential learning points


ELD STANDARDS ARE NOT:

Unit level language objectives (esp. when copied from state doc)Essential questions to guide a thematic unitEssential learnings on which to build common/benchmark assessments Scope and sequence of grammar and/or functionsTarget outcomes for a learning year


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


ELD STANDARDS & ASSESSMENTSELD 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 StudiesELP Standards contain both a formative and a summative framework.ELP Standards are used as an assessment framework to develop ELP assessments.


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 teachersBuilding 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.


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


D51 ELD CURRICULUM PROJECTStep 1 – Teacher input on target outcomesBy the end of one year of your instruction and facilitation,

what can you expect for an ELin (grade span)

with (level of English language skill) to be able to do in

(domain)?

How? Facilitated discussions, online survey tools


D51 ELD CURRICULUM PROJECTStep 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 ongrade span teams; received stipends and graduate credit for their work


D51 ELD CURRICULUM PROJECTStep 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


D51 ELD CURRICULUM PROJECTStep 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


D51 ELD CURRICULUM PROJECTStep 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


QUILT REVIEW


FINAL REVISION


READ COMMENTS AND REVISE LLES


REVIEW 1 GRADE SPAN ABOVE AND BELOW


D51 ELD CURRICULUM PROJECTStep 6 – Create Draft ELD Frameworks• Grade span teams finalize LLEs into draft document

Revise LLEs


D51 ELD CURRICULUM PROJECTStep 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 IdeaLLE: 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.


D51 ELD CURRICULUM PROJECTStep 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


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 curriculumESL curriculum mapping as a team (it only revealed the wide variety of practices and approaches)


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 levelBenchmark 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


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:


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 skillsLearn how to learn

EnglishPatterns, keys, and

tools to learning English

High quality instruction

Visual supportFocused objectives

-Content in-Language out

General academic vocabulary Content-specific

vocabularyStudent 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?


DIFFERENT TYPES OF ELD INSTRUCTIONFish DinnerFishing LessonIndustrial Strength ESL


Teacher survey - Sharepoint


QUILT REVIEWAnalyze 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


SAMPLE BENCHMARK ACTIVITYGrade Span – 3-5Low IntermediateSpeakingPersonal Narrative: Students tell a personal story (narrative) with a clear beginning, middle, and end, using visual support.Grammar focus: past tense verbsSteps?Links to Listening, Reading, and Writing?Resources?


ELD ASSESSMENT BANK:BENCHMARK ACTIVITIESGrade spanLanguage levelLLETitle and description of activityPrerequisite knowledgeSteps in the processPossible criteria for rubricSuggested resourcesRecommendations for how often to use


BENCHMARK ACTIVITIES - TEMPLATE

Benchmark Activities


COMMON DEFINITIONS OF WORKING TOOLSBenchmark 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


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


BA OR PM?Applies to selected students onlyCan address multiple domains (LSRW)Takes less than 5 seconds to gradeUsed to calculate gradesUsed to determine language growth over timeCould be part of the ELD planRepeated at least twice a year

Global focus, rather than discrete focusObservational checklist usedDesigned for a single student


SAMPLE: ELD PROGRESS MONITORING

Language Domain: Specific Skill Focus

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


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


PROJECT TIMELINE - FUTURESpring 2011 – Whole team training, units, ESL materials scope and sequence, content teacher support with WIDA ELP standards & SIOP – 1 daySummer 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.


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 materialsRevised ELD plan


FEEDBACK FROM TEACHERSI 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.


TEAM FEEDBACKTeam Notebook – Commendations and RecommendationsOur 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:


RESOURCESColorado ELD Standards (former)WIDA ELP Standards and CAN-DO Descriptors (adopted in 2010)Colorado World Language Standards (adopted in 2010)CARLA – Writing Great Language ObjectivesColorado & District Guidelines for RTI Process

Designing ELD Curriculum

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