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Transcript of The Idaho Map of Standards for English Learners Product of Idaho State Board of Education © 2006...
The Idaho Map of Standards for English Learners
Product of Idaho State
Board of Education© 2006
John CarrSr. Research [email protected]
Workshop Targets
Participants will understand how to:1. Navigate The Idaho Map of Standards
for English Learners2. Use the Map as a teaching tool &
design standards-based lesson plans 3. Use the Map as an assessment tool &
integrate instruction and assessment
Instruction + Assessment
Powerful Teaching & Learning
5 English Language Development (ELD) Levels
• 5 levels that reflect major steps in acquiring English as second language– Spanning grades K-12
• Idaho’s labels:
FluentEarly FluentIntermediateAdvanced BeginningBeginning
Proficiency on
LA Standards
No English
LA Standards ELD Standards
• What all students are expected to know and be able to do
ISAT:– Advanced– Proficient– Basic– Below Basic
• What all English Learners are expected to know and be able to do… at each level
IELA:– Fluent– Early Fluent– Intermediate– Advanced Beginning– Beginning
Content Standards
Content/Performance
Standards
ELD Standards begin the journey to all core content Standards
Mat
h
LA
ELD
Scie
nce
• Fluent• Early Fluent• Intermediate• Advanced Beginning• Beginning
5 ELD Performance Levels
LA Standards
ELD Standards
Content
ELD
SDAIE
SDAIE = Specially Designed Academic Instruction in English
ELD
PerformanceLevels
ProgramDecisions
Differentiated Instruction
Interventions
NoYes
New Idaho ELD Standards• Adopted August 2006• Developed by WestEd in consultation
with Idaho panel of educatorsProcess:1. Identified most important LA
Objectives for English learners2. Created ELD Objectives from
Beginning to Fluent levels3. Matched ELD & LA Objectives in Map
Organization of Standards
ELD LA
Objectives
Goals
4 Domains
6 Standards
Objectives
Goals
4 Standards
4 Domains
ELD Standards LA1. Reading Process
2. Comprehension
/Interpretation
3. Writing Process
4. Writing Applications
5. Writing Components
6. Communication
1. Listening
2. Speaking
3. Reading
4. Writing
ELD Standards & Objectives
• Standards summarize expectations for English learners at the Fluent level for listening, speaking, reading, and writing.
• Objectives state expectations at each ELD level in measurable terms for specific skills within standards
– Reflect 2nd language development theory
• For each grade span: K-2, 3-5, 6-8, 9-12
Understanding How to Navigate the Map
• ELD cluster = ELD Objectives that target the same concept/skill for Beginning to Fluent English learners (e.g., main idea)
• ELD clusters are matched to LA Objectives• Select an ELD cluster (levels for your EL
students) and matching LA Objective to teach and assess as an integrated, differentiated lesson
ELD and LA Objectives by Grade Level/Span
•Each grade level K-12
–Grades 9-12 or 9-10 and 11-12 may have same Objectives
Grade spans:
– K-2– 3-5– 6-8– 9-12
Find in Map
ELD Objectives LA Objectives
SummaryELD Clusters Matched to LA Objectives
ELD Clusters• Cluster =
Beginning to Fluent Objectives about the same topic
• Each cluster has Big Idea (label)
LA Objectives• 1 or more LA Objectives
matched to 1 ELD cluster• (weak to strong) match –
some LA Objectives closer match than others
Heavy line across ELD and LA columns separates ELD-LA clusters
Navigating the Map:Understanding the Standards
• Select a grade span & grade• Follow from Beginning to Fluent ELD
– Highlight key words at each ELD level
• Compare highest ELD level to LA– Less, same, more rigor for students?
• How can this Map help you teach?
Grades K-2: Listening, p.1, ELD Cluster 1.1.1
Follow Oral Directions
Follow simple one-step oral directions.
Follow simple two-step oral directions.
Follow two-step oral directions.
Follow multi-step oral directions.
ELD 1.1.1
B
AB
I
EF/F
2.LA.6.1.3 (Grade 2)Listen and follow multiple-step oral directions.
Using the Map to Select Cohesive Objectives
• Develop standards-based lesson plan, identifying cohesive objectives– Cohesive Objectives target the same
general skill (e.g., describing main idea & drawing conclusions)
– May connect across domains/standards: Listening, Speaking, Reading, Writing
Standards-BasedLesson Planning
1. Identify Objectives for unit/chapter lesson2. Select cohesive Objectives as a “superset”
• Emphasis of instruction and assessment
3. Select & modify an assessment to fit ELs– Clear vision of mastery
4. Plan diverse learning activities5. Plan diverse teaching strategies
Cohesive Set of Big Ideas:The Key to Teaching All
Standards• Select a chunk of cohesive Objectives
• Address very similar skills– ELD 1.1.3 (Listening): Understand Main Idea of
Information Presented Orally– ELD 3.2.2 (Reading): Describe Main Idea in Text
• Form a natural sequence in teaching– ELD 2.1.1 (Speaking): Ask and Answer Questions– ELD 3.2.2: (Reading) Describe Main Idea in Text– ELD 3.2.3: (Reading) Draw Conclusions Based on
Text
Grades 3-5
Finding Cohesive Big Ideas:Your 1st of 5 Big Ideas:• Expository text: ELD 3.2.2
– K-2: Identify Topic in Text– 3-12: Describe Main Idea in Text– For literary text, ignore “informational text”
Find “tip of the iceberg” cohesive Big Ideas
Find about 5 Big Ideas
Order for Searching:1st: Read Comprehension2nd:Listening & Speaking3rd: Writing Applications
Unit Lesson Plan TemplateGrade:ELD Levels:
Lesson Title:Core Question:
Time:
Cohesive Objectives:ELD# LA# ELD Big Idea
Materials:
Learning Activities(what students will do; practice leading to assessment)
Assessment
(of cohesive objectives)
Instructional Strategies(what teacher will do; groups or whole class)
Draft & complete
poster
12
3
4
Starter ExampleGrade: 3
ELD Levels: B to I
Lesson Title: Charlotte’s Web
Core Question: What is friendship and how would you feel if your best friend died?
Co-Objectives:ELD LA ELD/LA Big Idea
LC 1.1.3 6.1.2 Understand Main Idea of Information
Presented Orally
RC 3.2.2 2.2.4 Describe Main Idea in TextLC = Listening ComprehensionSA = Speaking Applications(RP = Reading Process)RC = Reading ComprehensionWA = Writing Applications(WC = Writing Conventions)
5 Big Ideasacross domains
(Goals)
Using the Map as an Assessment Tool
1. Use the Map to judge ELD level for 1 ELD cluster based on a student’s work sample
2. Testing: standardized vs. differentiated
3. Analyze various types of classroom assessments
Danai
What is Natapon’s ELD Level for Reading Comprehension: Main
Idea?• Grade 4 Student, ELD 3.2.2 (rubric)• book report: The Bad Beginning by
Lemony Snicket, lexile 1010 (grade 6 level)
– Read independently; oral summaries after each reading; write book report
• What ELD level?– What is the evidence? Underline it.– What assessment accommodations
would you use to accurately assess his ELD level?
ELD 3.2.2
Describe Main Idea in Text (grades 3-5)
B Identify orally some facts in simple text with visuals read aloud.
AB Identify orally facts in brief text read with support and retell facts in logical order.
I Identify main ideas in text at independent reading level and retell important information from the text.
EF Identify main ideas and summarize important information in text near grade-level.
F Identify main ideas and summarize information in grade-level text.
What is Danai’s ELD Level for Reading Comprehension: Main
Idea?• Grade 6 Student, ELD 3.2.2 (rubric)• book report: The Bad Beginning by
Lemony Snicket, lexile 1010 (grade 6 level)
– Background: some assistance reading; oral summary end of each chapter; self-typed book report into computer
• What ELD level?– What is his evidence? Underline it.– What assessment accommodations would
you suggest to be confident of his ELD level?
3.2.2 Describe Main Idea in Text (grades 6-8)
B Identify orally the main idea in brief text read aloud with visuals.
AB Identify orally the main idea and some supporting details in brief text with visuals read with support.
I Summarize the literal or inferential main idea and some critical details from text at independent reading level.
EF Summarize the literal and inferential main ideas and critical details from near grade-level text.
F Summarize the literal and inferential main ideas and critical details from grade-level text.
Differentiating Assessment
What strategies would you use to accurately assess this English learner? Can he can perform at a higher level than the “one way fits all” test?
DifferentiatingInstruction &Assessment
Lesson Plan: Assessment
Assessment:•Test form, alternative ways to assess
–Differentiated for ELD levels•Directions
–Comprehensible for English learners
•Scoring guide–Map of Standards
Measure both LA and ELD Objectives?
A Good Assessment
• Includes testing accommodations to fit students’ needs and strengths
• Targets challenging standards • All students have equal opportunity
to learn what will be assessed– differentiated instruction
Equity for All Students• To learn: diverse strategies to
help diverse learners build new knowledge & skills– Teach to all learning strengths– Scaffold learning for ELs
• To be assessed: diverse strategies to communicate what was learned– Assess to students’ strengths– Scaffold performance for ELs
• Same challenging standards for all students
Beginning
Intermediate
Early Fluent
Advanced Beginning
Fluent
Access toChallenging Standards
2 Types of Assessment
• Formative – checking for understanding– Before and during lesson delivery to adjust
instruction to fit students– Student metacognition & empowerment
• Summative – quiz/test, project, notes…– after lesson to adjust next lesson plan– Student & parent monitoring progress
Formative Assessment Strategies
For feedback from all students
What strategies do you use?
Impact of Formative Assessment
Bloom (1984) Effect Size = 1.0Average student with FA outscored 84% of group with
no FAAttention, attitude, motivation higher for FA group
(Meta-analysis of multiple studies ES = .4 to .7)
Teaching with no
feedback
Teaching with ongoing feedback
84%
Challenges to Equitable Assessment of EL Students
• Producing an Answer• Comprehending the
Instructions
Rank the assessments from easiest (1) to most difficult (6) in
terms of producing responses (right or wrong answer)
� Cloze items with word bank
� Cloze items without word bank
� Multiple-choice items
� Oral short-answer items
� Written short-answer items
� Written performance task
Cloze items with word bank
Cloze items w/o word bank
Multiple choice Items
Oral short answer items
Written short answer items
Written performance task
Rank the assessments from easiest (1) to most difficult (6) in terms of comprehending the test
directions
� Cloze items with word bank
� Cloze items without word bank
� Multiple-choice items
� Oral short-answer items
� Written short-answer items
� Written performance task
Cloze items with word bank
Cloze items w/o word bank
Multiple choice Items
Oral short answer items
Written short answer items
Written performance task
Communicating Answers:Differentiating for ELs
• Show & clarify model responses• Provide extra time & word bank• Encourage self-editing for essays• Allow oral responses & illustrations,
provide graphic organizers to clarify writing
• Segment multi-step instructions• Ignore language convention errors
– Judge performance of target standards
Comprehending Directions: Differentiating for ELs
• Rewrite test directions to simplify vocabulary & syntax; provide context & redundancy
• Use key words, same directions during instruction
• Read directions aloud; clarify• Add glossary, visual supports
– underline key words, use graphic organizer
Reflection & Action
• How can you provide professional development– for all teachers with English learners– about best practices & ELD standards – and raise the capacity of continuing
teachers as new teachers arrive each year?
Some Resourceshttp://www.boardofed.idaho.gov/lep/LEPDirectorInfo.aspPersonality Test/Profile
http://www.uri.edu/volunteer/PDF/Pig_personality.pdf
Making Science Accessible to English Learners: A Guidebook for Teachers (Carr, Sexton, Lagunoff – WestEd)
Classroom Instruction that Works (Marzano et al – www.ASCD.org)
Differentiated Instruction• The Differentiated Classroom (Carol Ann Tomlinson, ASCD)• So Each May Learn (Silver, Strong, Perini - ASCD)• Differentiated Instructional Strategies (Gregory & Chapman - Corwin)• Educating Everybody’s Children (Cole (Ed.) - ASCD)
Graphic Organizers• www.thinkingmaps.com• www.inspiration.com & www.kidspiration.com