Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5) Course... · Web view2019-11-18 · Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5) Curriculum Essentials. Document

Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5)

Curriculum EssentialsDocument

Boulder Valley School DistrictDepartment of English Language Development

May 2015Access for All

Colorado English Language Proficiency StandardsCELPS

Boulder Valley School District is committed to providing access to all students through including the CELP Standards (WIDA) in this Curriculum Essentials Document and through building and utilizing a comprehensive RtI system.

CELPS/WIDA

World-Class Instructional Design and Assessment On December 10, 2009, the Colorado State Board of Education voted unanimously to adopt the

World-Class Instruction Design and Assessment standards (WIDA) as the Colorado English Language Proficiency standards.

What is WIDA?

CELP Standards (WIDA) is now used by a consortium of 22 states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners (ELLs).

CELP Standards (WIDA) is a framework for instruction for English language development. There are five CELP Standards (WIDA) English language proficiency standards/content areas:

• ELLs communicate for Social and Instructional purposes within the school setting.

• ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

• ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

• ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.

• ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

How is CELPS/WIDA organized?

Grade Level ClustersCELP Standards (WIDA) is organized in five grade‐level clusters: Pre K–K, 1–2, 3–5, 6–8, and 9–12.

Language DomainsEach of the five English language proficiency standards encompasses four language domains (listening, speaking, reading, and writing) 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.

Proficiency LevelsThere are six English language acquisition proficiency levels:

1‐Entering, 2‐Beginning, 3‐Developing, 4‐Expanding, 5‐Bridging, and 6‐Reaching

Proficiency Levels identification must include looking at:

Linguistic Complexity: The amount and quality of speech or writing for a given situation

Forms and Conventions: The types and variety of grammatical structures, conventions, mechanics and fluency

Vocabulary Usage: The specificity of words or phrases for a given context

What are CAN DO Descriptors?

The CAN DO Descriptors are examples of expectations of English language learners for each of the four language domains—listening, speaking, reading, and writing—and six levels of English language proficiency—Entering, Beginning, Developing, Expanding, Bridging and Reaching. There are CAN DO descriptors for each grade level clusters as well as the general PreK-12 spectrum. These differences must be taken into account when using the Descriptors. It is important to acknowledge the variability of students’ cognitive development due to age, grade level spans, diagnosed learning disabilities (if applicable) and their diversity of educational experiences. Expectations of young ELLs differ substantially from those of older students.

The CAN DO Descriptors provide a starting point for working with ELLs and a collaborative tool for planning.

What are Model Performance Indicators?

The CELP Standards (WIDA) English language proficiency standards document includes some examples of formative and summative model performance indicators (MPIs). The MPIs are assessable tasks which students can be expected to do as they approach the transition to the next level of English language proficiency. In addition Model Performance Indicators can be developed to differentiate instruction for ELLs.

An MPI include three components:

Language function- how ELLS process or use language to communicate in a variety of situations (Identify, describe, summarize, answer, etc).

Topics- provide the context or backdrop for language interaction (basic operations, life cycles, facts/opinions, communities etc).

Support- provide scaffold (sensory, graphic or interactive).

Some examples are provided of MPIs for all content areas. Content teachers and ESL teachers work together to develop MPIs for the grades they are teaching.

What assessments will be used with WIDA?

The state of Colorado is in the process of developing or adopting an assessment which will replace the CELA by Spring 2014. For more information see www.wida.us.

http://www.wida.us/

Colorado English Language Proficiency Standards (CELPS)

The following are example pages from the CELPS/WIDA standards. The complete CELPS/WIDA documents can

be accessed at:http://www.wida.us/index.aspx

3/30/2012 BVSD Curriculum Essentials 4

http://www.wida.us/index.aspx



Examples of Elementary Level Descriptors






Elementary ELD Beginner Intermediate Overview

Course DescriptionBeginning Elementary ELD provides training in general study techniques and specific English Language Arts strategies and concepts necessary for an understanding of core content area topics. This course aids ELD students, especially those with little previous schooling, in making the transition from training classes to mainstream curriculum. Students are introduced to and review accurate, effective expression, interpretation of content reading, and test taking techniques.

Topics at a Glance Social and academic language The language of Language Arts The language of Mathematics The language of Science The language of Social Studies

Assessments Colorado English language assessment DRA2/EDL Oral presentations Informal Assessments Tests/Quizzes Writing Samples Self assessments Galileo English Language Development Profile Projects

Standards for English Language Development1. ELLs communicate for Social and

Instructional purposes within the school setting.

2. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

3. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

4. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.

5. ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Course Content Listen to process, understand,

interpret, and evaluate spoken language in a variety of situations

Speak to engage in oral communication in a variety of situations for a variety of purposes and audiences

Read to process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Write to engage in written communication in a variety of situations for a variety of purposes and audiences


Content Area: PreK - K English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: ELLs communicate for Social and Instructional purposes within the school setting. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.Performance level: Entering - BeginningConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can:

EnteringListen:

• Match oral language to classroom and everyday objects • Point to stated pictures in context • Respond non-verbally to oral commands or statements (e.g., through physical movement) • Find familiar people and places named orally

Speak:• Identify people or objects in illustrated short stories • Repeat words, simple phases • Answer yes/no questions about personal information • Name classroom and everyday objects

Read:• Match icons and symbols to corresponding pictures • Identify name in print • Find matching words or pictures • Find labeled real-life classroom objects

Write:• Draw pictures and scribble • Circle or underline pictures, symbols, and numbers • Trace figures and letters • Make symbols, figures or letters from models and realia (e.g., straws, clay)

BeginningListen:

Sort pictures or objects according to oral instructions • Match pictures, objects or movements to oral descriptions • Follow one-step oral directions (e.g., “stand up”; “sit down”) • Identify simple patterns described orally • Respond with gestures to songs, chants, or stories modeled by teachers

Speak:• Restate some facts from illustrated short stories • Describe pictures, classroom objects or familiar people using simple phrases • Answer questions with one or two words (e.g., “Where is Sonia?”) • Complete phrases in rhymes, songs, and chants

Read:• Match examples of the same form of print • Distinguish between same and different forms of print (e.g., single letters and symbols) • Demonstrate concepts of print (e.g., left to right movement, beginning/end, or top/bottom of page) • Match labeled pictures to those in illustrated scenes

Write:• Connect oral language to print (e.g., language experience) • Reproduce letters, symbols, and numbers from models in context • Copy icons of familiar environmental print • Draw objects from models

Inquiry Questions: 1. What do ELLS need to know, understand and be able to

do to effectively communicate?2. How does a learner’s culture affect their interaction

with content?3. How does a learner’s culture affect their interactions

with others?Relevance and Application:1. Increased access to all content classes2. English language development

Nature of Discipline:1. ELLs use language appropriate for purpose and

audience2. Successful language learners use and adapt

comprehension strategies for various situations.


Content Area: 1 - 2 English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: Communicate for Social and Instructional purposes within the school setting: Language Arts, Mathematics, Science and Social Studies.Performance level: Entering - BeginningConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.


EnteringListen:

• Follow modeled, one-step oral directions (e.g., “Find a pencil.”) • Identify pictures of everyday objects as stated orally (e.g., in books) • Point to real-life objects reflective of content-related vocabulary or oral statements • Mimic gestures or movement associated with statements (e.g., “This is my left hand.”)

Speak:• Repeat simple words, phrases, and memorized chunks of language • Respond to visually-supported (e.g., calendar) questions of academic content with one word or phrase • Identify and name everyday objects • Participate in whole group chants and songs

Read:• Identify symbols, icons, and environmental print • Connect print to visuals • Match real-life familiar objects to labels • Follow directions using diagrams or pictures

Write:• Copy written language • Use first language (L1, when L1 is a medium of instruction) to help form words in English • Communicate through drawings • Label familiar objects or pictures

BeginningListen:

• Match oral reading of stories to illustrations • Carry out two- to three-step oral commands (e.g., “Take out your science book. Now turn to page 25.”) • Sequence a series of oral statements using real objects or pictures • Locate objects described orally

Speak:• Use first language to fill in gaps in oral English (code switch) • Repeat facts or statements • Describe what people do from action pictures (e.g., jobs of community workers) • Compare real-life objects (e.g., “smaller,” “biggest”)

Read:• Search for pictures associated with word patterns • Identify and interpret pre-taught labeled diagrams • Match voice to print by pointing to icons, letters, or illustrated words • Sort words into word families

Write:• Provide information using graphic organizers • Generate lists of words/ phrases from banks or walls • Complete modeled sentence starters (e.g., “I like ____.”) • Describe people, places, or objects from illustrated examples and models




with others?

Relevance and Application:1. Increased access to all content classes2. English language development





Content Area: 3 - 5 English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: Communicate for Social and Instructional purposes within the school setting: Language Arts, Mathematics, Science and Social Studies.Performance level: Entering - BeginningConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.


EnteringListen:

• Point to stated pictures, words, or phrases • Follow one-step oral directions (e.g., physically or through drawings) • Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”) • Match classroom oral language to daily routines

Speak:• Express basic needs or conditions • Name pre-taught objects, people, diagrams, or pictures • Recite words or phrases from pictures of everyday objects and oral modeling • Answer yes/no and choice questions

Read:• Match icons or diagrams with words/concepts • Identify cognates from first language, as applicable • Make sound/symbol/word relations • Match illustrated words/ phrases in differing contexts (e.g., on the board, in a book)

Write:• Label objects, pictures, or diagrams from word/phrase banks • Communicate ideas by drawing • Copy words, phrases, and short sentences • Answer oral questions with single words

BeginningListen:

• Categorize content-based pictures or objects from oral descriptions • Arrange pictures or objects per oral information • Follow two-step oral directions • Draw in response to oral descriptions • Evaluate oral information (e.g., about lunch options)

Speak:• Ask simple, everyday questions (e.g., “Who is absent?”) • Restate content-based facts • Describe pictures, events, objects, or people using phrases or short sentences • Share basic social information with peers

Read:• Identify facts and explicit messages from illustrated text • Find changes to root words in context • Identify elements of story grammar (e.g., characters, setting) • Follow visually supported written directions (e.g., “Draw a star in the sky.”)

Write:• Make lists from labels or with peers • Complete/produce sentences from word/ phrase banks or walls • Fill in graphic organizers, charts, and tables • Make comparisons using real-life or visually-supported materials




with others?Relevance and Application:1. Increased access to all content classes2. English language development





Elementary ELD Academic Vocabulary Glossary

academic content standards: the skills and knowledge expected of students in the core content areas for each grade level

academic language: the oral and written text required to succeed in school that entails deepunderstanding and communication of the language of content within a classroom environment; revolves around meaningful application of specific criteria related to Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level within the particular context in which communication occurs

amplified strands: a framework for representing the WIDA English Language Development Standardsthat extends to include examples of the three performance criteria of academic language (LinguisticComplexity, Language Forms and Conventions, Vocabulary Usage) across levels of language proficiency

cognitive functions: the mental processes involved in learning

cohesion: a feature of academic language at the discourse level involving the grammatical and lexicalelements within and across sentences that hold text together to give it meaning

collocations: words or phrases that naturally co-occur with each other, (e.g., “peanut butter and jelly,” or “a strong resemblance”)

Common Core State Standards: the skills and knowledge expected of students in English languagearts, mathematics (Kindergarten–Grade 12), and literacy in history/social studies, science, and technical subjects, (Grades 6–12); adopted by the vast majority of states in the U.S. in 2010

complementary strands: the use of the standards framework to represent critical areas of schoolingoutside the five English language development standards, including music and performing arts, thehumanities, visual arts, health and physical education, technology, and engineering

complex sentence: one independent clause joined by one or more dependent clauses with asubordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which (e.g., “When school started, the students were excited.”)

compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for,and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., “Schoolstarted today; the students were excited.”)

content stem: the element of model performance indicators, derived from state and national contentstandards, including the Common Core State Standards and Next Generation of Science Standards, thatprovides a standards-referenced example for contextualizing language development

connections to academic content standards: examples of the association or correspondence ofcontent to language standards

discourse: extended oral or written language conveying multiple connected ideas; its language features are shaped by the genre, text type, situation, and register

domains: see language domains

English language learners (ELLs): linguistically and culturally diverse students who have beenidentified (by a WIDA screener and other placement criteria) as having levels of English languageproficiency that require language support to achieve grade-level content in English

example context for language use: element of the standards matrix situating the representation ofthe English language development standards within a sociocultural setting that considers the register,genre/text type, topic, and task3/30/2012 BVSD Curriculum Essentials 16

example topic: element of the standards matrix listing a theme or concept derived from state andnational content standards that provides a context for language development

expanded sentences: complete thoughts that contain descriptive language or two ideas that arecombined using connectors (and, but, or)

features of academic language: the performance criteria of oral and written communication thatinclude Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentencelevel, and Vocabulary Usage at the word/phrase level

formulaic expressions: a feature of academic language at the sentence level that represents a string of words acquired as a single chunk, such (e.g., “How are you?”)

framework: see standards framework

general language: words or expressions not typically associated with a specific content area (e.g.,describe or book)

genres: socially-defined ways in which language (e.g., oral and written) is used to participate inparticular contexts to serve specific purposes

instructional language: the language that typifies classroom discourse from teacher to teacher across content areas, such as “Open your books to page ___.”

instructional supports: sensory, graphic, and interactive resources embedded in instruction andassessment that assist students in constructing meaning from language and content

integrated strands: a framework for representing the WIDA ELD Standards in which grade levels,language domains, and standards are combined in different configurations

L1: the first language a student acquires; usually refers to a home language(s) other than English,although for some English language learners, L2 (English) may be developing simultaneously alongsideL1

L2: the second language a student acquires; usually refers to English as an additional language

language development standards: language expectations for English language learners representedwithin progressive levels of language proficiency

language domains: the modalities of language; listening, speaking, reading, and writing

language function: the purpose for which oral or written communication is being used; languagefunctions guide the choices in language use and structure as well as the social relationships beingestablished; first element of model performance indicators that indicates how English language learners process or use language to demonstrate their language proficiency

language proficiency: a person’s competence in processing (through listening and reading) andproducing (through speaking and writing) language

Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanicsassociated with sentence level meaning; one of three criteria that constitute the Performance Definitions

levels of language proficiency: the division of the second language acquisition continuum into stages descriptive of the process of language development; the WIDA ELD Standards have six levels of language proficiency: 1–Entering, 2–Emerging, 3–Developing, 4–Expanding, 5–Bridging, and 6–Reaching

Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the


variety and kinds of sentences that make up different genres and text types in oral or written language at the discourse level; one of three criteria that constitute the Performance Definitions

model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a specific level of English language development for a language domain within a grade or grade-level cluster

Next Generation Science Standards: the skills and knowledge expected of students in science andengineering; draft released for states’ review in May 2012

Performance Definitions: the criteria that define the Linguistic Complexity, Language Forms andConventions, and Vocabulary Usage for receptive and productive language across the five levels oflanguage proficiency

productive language: communicating meaning through the language domains of speaking andwriting

proficiency: see language proficiency

realia: real-life objects used as instructional supports for language and content learning

receptive language: the processing of language through listening and reading

register: features of language that vary according to the context, the groups of users and purpose of the communication (e.g., the speech used when students talk to their peers versus their principal)

scaffolding: careful shaping of the supports (e.g., processes, environment, and materials) used tobuild on students’ already acquired skills and knowledge to support their progress from level to level oflanguage proficiency

simple sentence: an independent clause with a subject and a predicate; can also have a compoundsubject and/or predicate (e.g., “The students and teachers were excited.”)

social language: the everyday registers used in interactions outside and inside school

sociocultural context: the association of language with the culture and society in which it is used; inreference to schooling, understandings of sociocultural context revolve around the interaction betweenstudents and the classroom language environment, which includes both curriculum and those involved in teaching and learning

specific language: words or expressions used across multiple academic content areas in school (e.g.,chart, total, individual)

standards framework: the components representing WIDA’s five ELD Standards, including thestandards themselves, the Features of Academic Language, the Performance Definitions, and the strands of model performance indicators (standards matrix)

standards matrix: the basic framework for representing the English language development standardsincluding a strand of model performance indicators, connection to state content standards, examplecontext for language use, cognitive function, and topic-related language

strands of model performance indicators (MPIs): the five sequential or scaffolded levels of English language proficiency for a given topic and language domain within the standards matrix

supports: see instructional supports

technical language: the most precise words or expressions associated with topics within academiccontent areas in school

text types: categories of text that employ particular language features for specific purposes


topic-related language: grade-level words and expressions, including those with multiple meaningsand cognates, that are associated with the example topic within the standards matrix

visual support: accompanying the use of written or oral language with illustrations, photographs,charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning

Vocabulary Usage: the specificity of words or phrases for a given topic and context; one of threecriteria that constitute the Performance Definitions


Properties of the CED



EE10BI

Beginning Elementary ELD provides training in general study techniques and specific English Language Arts strategies and concepts necessary for an understanding of core content area topics. This course aids ELD students, especially those with little previous schooling, in making the transition from training classes to mainstream curriculum. Students are introduced to and review accurate, effective expression, interpretation of content reading, and test taking techniques.

3 Trimesters

[Course Fees]

1

[Elective Required]

Active

Elementary3fe1a62f-cdc9-49fb-bb5d-19c2fbe409ae

[Effective Date]

[Expiration Date]

[NCAA]

[Hear]

[Subject Area]

4.0

0510 - English As A Second Language

Elementary Education


Documents

Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5) Course... · Web view2019-11-18 · Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5) Curriculum Essentials. Document