Facilitated by the Pikes Peaks ELD Directors Forum: D2 - Carol Pollard D11 - Lynda Espinoza-Idle

1. WELCOMETO PIKES PEAK REGIONAL ELD TRAINING: COLORADO ENGLISH LANAGUAGE PROFICIENCY (CELP) STANDARDSSpring 2012 Facilitated by the Pikes Peaks ELD Directors Forum: D2 - Carol Pollard D11 - Lynda Espinoza-Idle D20 - Jennifer Duarte D38 - Stephanie Johnson D49 - Martina Meadows Supported by UCCS - Leslie Grant, Ph.D. Linguistically Diverse Education

2. Traveling Pair Share • On a notecard write : • Your name • Your School/District • What you like to do in your free time Directions: 1. When the music starts, StandUp-HandUp-PairUp. 2. One partner shares his/her information with the other then partners switch roles and the second partner shares. 3. After both partners have shared, appreciate each other, and travel with your hand up to find another partner! 4. Continue until the music stops.

3. Swap Talk • Now, we’re going to switch it up! • When the music starts again, pair up with someone new. • Take turns sharing the information about yourself. • When both partners have shared, appreciate each other, swap cards, put your hand up and find a new partner. • When you find a new partner, introduce yourselves and then you will introduce your last partner using their information card. • After you have shared, swap cards, put your hand up and find a new partner. Continue until the music stops. • With your current partner, find another team to partner with. • Introduce yourselves to the new team, gather your things and find a new home.

4. FIND THE FICTION

5. INTRODUCTIONS Pikes Peaks ELD Directors Forum: • D2 - Carol Pollard • D11 - Lynda Espinoza-Idle • D20 - Jennifer Duarte • D38 - Stephanie Johnson • D49 - Martina Meadows • Teachers from each district stand when your district is named please.

6. GOAL: • To provide an introduction and overview of the CELP/WIDA ELD Standards framework for ELD educators new to the CELP Standards. Participants will explore the background and structure of the CELP Standards and applications to instructional practice. • Essential Question- How can I explain CELP Standards to my colleagues? • NeedtoKnow: • Big Overview of Components • NEW Performance Definitions • Can Do Descriptors

7. At the end of the Four Part Series of Regional Workshops Participants will be able to: • Identify the connection of the CELP Standards to academic language • Identify and describe the levels of Performance Definitions in CELP • Describe the five CELP Standards and their structure • Recognize the elements of the model performance indicators (MPIs) • Discuss ways in which the CELP Standards can be applied to classroom instruction • Teachers will differentiate the language of instruction based on language proficiency information from WIDA/CELP Standards

8. AGENDA 1. Introductions 2. Workshop overview 3. Performance Definitions BREAK 4. Can Do Descriptors 5. Homework Assignment

9. COLORADO ENGLISH LANGUAGE PROFICIENCY STANDARDS KEY COMPONETS Our Journey Begins

10. The Relationship among Performance Definitions and CAN DODescriptors Each of these resources build upon one another. The Performance Definitions are the most global (representing the base of the pyramid) with criteria that reflect the general characteristics of ELLs from Kindergarten through grade 12 for each proficiency level. The CAN DO Descriptors build upon the Performance Definitions by describing what students can do at each proficiency level by domain but do not distinguish among students in different grade levels. The MPIs are the building blocks of the standards’ matrices. Like the Performance Definitions, their strands are assembled according to the progressive levels of English language proficiency. They are divided into the four domains. They are the most detailed representations of the ELP standards.

11. Organization of the CELP Standards

12. CELP Standards Academic Language

13. 5 Types of Standards Activity • When the music starts, find your team number on a wall corner • Without talking, line up based on your years of teaching experience from least to greatest. • Fold the line. • In your new group find the most creative way to get our attention. • Your group will be given an envelope that your assignment. Read your assignment and come to consensus on how you present your information. • When you hear the music start, say goodbye and go back to your table team. • Each team member will share their assignment.

14. Debrief with your table mates: What level of language complexity did you use? How did person number 2 task different from person number 1 etc…

15. Debrief: • Presenters - Not worried about grammar, syntax, etc. relaxed speaking • Person 1 - Still conversational like but at an elevated level of concern over syntax, sentence structure, flow, etc. • Person 2 - Use of visuals, cooperative learning, recall, increase in level of vocab used • Person 3 - Another level of academic language used • Person 4 - Background knowledge, inferences

16. CELP Standards • Standard 1- Social and Instructional Language: English Learners communicate for SOCIAL AND INSTRUCTIONALpurposes within the school setting. • Standard 2 – Language of LA: English Learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. • Standard 3– Language of MA:English Learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. • Standard 4– Language of SC:English Learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. • Standard 5 – Language of SS:English Learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIALSTUDIES.

17. Five Grade-Level Clusters PreK-K 9-12 1-2 3-5 6-8 The clustering of grade levels reflects the fact that language proficiency increases over a time period that does not necessarily correspond with grade level.

19. Levels of English Language Proficiency 6 5 REACHING BRIDGING 4 EXPANDING 3 DEVELOPING 2 EMERGING 1 ENTERING The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. ELL status is restricted to levels 1 through 5.

20. COMPARISON CHART OF PROFICIENCY LEVELS ENTERING EMERGING DEVELOPING EXPANDING BRIDGING REACHING

21. Levels of English Language Proficiency and Performance Definitions The Performance Definitions define the expectations of students at each proficiency level. The Performance Definitions are a key component of the standards documents, and the use of the standards and corresponding MPIs must be in conjunction with the Performance Definitions.

22. Criteria for Performance Definitions Linguistic Complexity: The amount and quality of speech or writing for given situation Forms and Conventions: The types and variety of grammatical structures, conventions, mechanics and fluency OR language control—the comprehensibility of the communication based on the amount and types of errors. Vocabulary Usage: The specificity of words or phrases for a given context 6 REACHING 1 2 3 4 5 ENTERING EMERGING DEVELOPING EXPANDING BRIDGING

23. PERFORMANCE DEFINITION ACTIVITY 1 DIRECTIONS: • Take the 18 colored strips out of the envelope. There are 6 strips of each color • As a table group, analyze each strip and decide which performance level it falls under. • Each Performance level will have one of each color for a total of 3 different color strips. • Use the chart and tape to complete the sorting activity • Role Assignments: Table partner 1 - “clarifier” - this person will be able to look at the completed chart posted and can only confirm if the placement is correct. Table partner 2 - Identifies and sorts the “Linguistic Complexity” strips Table partner 3 - Identifies and sorts the “Conventions”strips Table partner 4- Identifies and sorts the “Vocabulary Usage: ”strips

24. Language Development Language Proficiency Forms and Conventions Vocabulary Usage Linguistic Complexity 5 Bridging 4 Expanding 3 Developing 2 Emerging 1 Entering WIDA Consortium WIDA Consortium

25. Performance Definitions Activity #2 Using your performance definition chart, watch the following video and evaluate the language level of the person you are watching. Write the number (1, 2, 3, 4, 5, or 6) on a sticky note with that persons name.

26. Time for a Break! Make sure you are back in time for the drawing!!

27. Who’s your Winner??

28. The Language Domains Each of the five English language proficiency standards encompasses four language domains that define how ELLs process and use language: • Listening- process, understand, interpret, and evaluate spoken language in a variety of situations • Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences • Reading- process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency • Writing- engage in written communication in a variety of situations for a variety of purposes and audiences

29. The Continuum of Second Language AcquisitionThe second language acquisition process involves the gradual scaffolding. • Concrete ideas and concepts • Explicit meaning • Familiar situations • Informal registers • General vocabulary • Single words and phrases • Non-conventional forms • Abstract ideas and concepts • Implicit meaning • Unfamiliar situations • Formal registers • Technical vocabulary • Extended discourse • Conventional forms FROMEntering (1) TOReaching (6)

30. CAN DO Descriptors • The CAN DO Descriptors expand the Performance Definitions for the ELP standards by giving suggested indicators (not a definitive set) in each language domain: listening, speaking, reading and writing. • More targeted than the Performance Definitions, the Descriptors have greater instructional implications • The information may be used to plan differentiated lessons or unit plans.

31. CAN DO DESCRIPTORS ACTIVITY #1 • Each table retrieves the CAN DO descriptors for a cluster and the CELA descriptors for a corresponding grade level. • With your shoulder partner, compare/contrast what you see between the two grids. Highlight the differences. • Strolling-Pair Share. • Each table follows the 5-3-1 process and gathers their one big idea or take away from the comparison. • A spokesperson will be selected to present the table’s one big idea.

32. CAN DO Descriptors • The CAN DO Descriptors offer teachers and administrators working with ELLs a range of expectations for student performance within a designated ELP level of the WIDA ELP Standards. • The Descriptors are exemplars of what ELLs may do to demonstrate comprehension in listening and reading as well as production in speaking and writing within a school setting. • Unlike the strands of MPIs, the Descriptors do not scaffold from one ELP level to the next. Rather, each ELP level is to be viewed independently.

33. HOMEWORK ASSIGNMENT

34. CAN DO DESCRIPTORS ACTIVITY #2 – Homework Assignment 1. Each person draws a Can Do Descriptor level from a hat. 2. Create a student profile for that student – what would they look/sound like or be able to do in a classroom? 3. You will create the profile for all four domains (listening, speaking,reading, and writing). 4. Assume that the student is on the same level for all of the domains. 5. Your profile doesn’t need to be more than one page, typed if possible. 6. Please bring your assignment to the 2nd session.

35. HOMEWORK A. Review writing rubric and bring writing samples to double score: • Bring samples illustrating ONErubric level of your choice B. Student Profile (see previous slide for more details) 1 page 3-4 Bullets on each domain

36. Start, Stop and Continue • On an index card, please write the following information: • What do you want me to start doing? • What do you want me to stop doing? • What do you want me to continue doing? Thanks for coming and have a great weekend!!