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Designing ELD Curriculum

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

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Designing ELD Curriculum

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  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. Use it, own it! 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 Jennifer J. Daniels COCABE, Denver, Oct. 2010

  6. Mainstream and ELD Educators: Who Does What? ELD &Content Teachers ELD Teachers Content Teachers Jennifer J. Daniels COCABE, Denver, Oct. 2010

  7. 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 EldCurriculum Project – Preliminary steps • Collect teachers’ best thinking about ELD instruction in team meetings (all ESL teachers): • Who am I? (for each language level & grade span) • What do I already know how to do? • What do I need to know how to do by the end of the year? • How are you going to teach me? • How can I show you how well I can do it? • Online Survey: • Keys to learning English • Tools for learning English • 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 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

  15. 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

  16. Jennifer J. Daniels COCABE, Denver, Oct. 2010

  17. 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

  18. ELD Curriculum Design – Step 1Status: DRAFTGrade Span: 3rd – 5thELD Level: Beginner Jennifer J. Daniels COCABE, Denver, Oct. 2010

  19. D51 EldCurriculum 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

  20. Jennifer J. Daniels COCABE, Denver, Oct. 2010

  21. Jennifer J. Daniels COCABE, Denver, Oct. 2010

  22. D51 EldCurriculum 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

  23. D51 EldCurriculum 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

  24. D51 EldCurriculum 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

  25. D51 EldCurriculum 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

  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 EldCurriculum Project • Step 6 – Create Draft ELD Frameworks • Grade span teams finalize LLEs into draft document Revise LLEs Jennifer J. Daniels COCABE, Denver, Oct. 2010

  31. D51 EldCurriculum 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

  32. D51 EldCurriculum 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

  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 Theme for the Year: Essential Question: Students that typify this group are: Jennifer J. Daniels COCABE, Denver, Oct. 2010

  36. Mainstream and ELD Educators: Who Does What? ELD &Content Teachers ELD Teachers Content Teachers 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

  38. Teacher survey - Sharepoint Jennifer J. Daniels COCABE, Denver, Oct. 2010

  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 Benchmark Activities 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 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 4 - Consistently successful 3 - Often successful 2 - Sometimes successful 1 - Rarely successful Jennifer J. Daniels COCABE, Denver, Oct. 2010

  47. Student CELA results English language growth for _____ Listening Reading Speaking Writing • 700 • 675 • 650 • 625 • 600 • 575 • 550 • 525 • 500 • 475 • 450 • 425 • 400 • 375 • 350 • 325 • 300 2004-2005 2005/20062006-20072007-20082008-20092009-2010 2010-2011 - Tracy Hughes 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

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