New English Language Proficiency Standards Training for General Education Classrooms

Bilingual Education – OSPIAdapted by Elizabeth Urmenita

ELL Instructional CoachELL and Int’l Programs Department

Seattle Public Schools

Objectives

Participants will…

understand the background of the new ELP standards

understand the major shifts between the previous Washington ELD Standards and the new English Language Proficiency Standards

understand language function and language form as it relates to ELP Standards and lesson planning

Background: Why new standards?• US DOE flexibility waiver for Washington requires the adoption of

new English Language Proficiency (ELP) standards which show correspondences to the CCSS.

• In December of 2012, our state entered into an agreement with the ELPA21 consortium of eleven states (led by Oregon) to develop and adopt new ELP standards and an English language proficiency assessment to measure students’ progress toward the new standards.

• In spring of 2013, CCSSO commissioned the standards work to be done by WestEd.

Background

ELPA21 11-State Consortium

•Arkansas

• Florida

• Iowa

•Kansas

• Louisiana

•Nebraska

•Ohio

•Oregon*

• South Carolina

•Washington

•West Virginia

Background

Management Partner

Authors

3 Thought Partners

Feedback

8 Guiding Principles1. Potential2. Funds of Knowledge3. Diversity in ELL Progress in Acquiring English

Language Proficiency4. Scaffolding5. Students with Limited or Interrupted Formal

Education6. Special Needs7. Access Supports and Accommodations8. Multimedia, Technology, and New Literacies

Jigsaw the Guiding Principles

• Form groups of 8

• In your groups, count 1-8

• Read the Guiding Principle that corresponds to your number and record “Take-Aways” that resonate with you from that Guiding Principle (2 min.)

• When everybody is ready, share your “Take Aways” with your Group (1-2 min.)

The Shifts: Moving from ELD to ELP Standards

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A Time of Change in Washington

From…

• EALRs and GLEs for Reading, Writing, and Communication

• 2008 Mathematics Learning Standards

• 2009 Science Learning Standards

• ELD Standards

To…

• Common Core State Standards in English Language Arts & Literacy

• Common Core State Standards in Mathematics

• Next Generation Science Standards

• ELP Standards

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Connection to Content

Previously…• The WA ELD

standards showed correspondence to the GLEs in Reading, Writing, and Communication.

Now…• The New ELP

Standards more strongly and intentionally support ELLs’ participation in content area classes.

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From Separation to Integration

Previously…Four Domains:

• Listening

• Speaking

• Reading

• Writing

Now…

Three Modalities:

• receptive

• productive

• interactive

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Language as Action: Aida Walqui

What’s Different?

http://www.youtube.com/watch?v=T3YJx8ujoto

Expanded Focus

Similar to the increased language demands of CCSS and NGSS,

• the New ELP Standards have an expanded focus on Function over Form.

• How language is used is given more prominence than the discrete skills focus of previous standards.

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Function: How Language is Used

• Social Functions• Asking permission• Asking for assistance• Asking for directions• Denying• Promising• Requesting• Suggesting• Wishing/Hoping

Adapted from Gibbons, 1999(In Herrel & Jordan, 2012)

• Academic Functions• Classifying• Comparing• Giving/ Following Directions• Describing• Questioning• Evaluating• Expressing Position• Explaining• Hypothesizing• Planning/Predicting• Reporting• Sequencing

Overview and Organization of the ELP Standards Document

10 Standards (same across grade levels) (p. 4)

ELP Standards by grade level (p. 6-29) – serves as overview

“Supporting Tools” (p. 30)• Relationships and Convergences (p. 32-33)• K-12 Practices Matrix (p. 34)• Standards with Correspondences (p. 35-210)

Standards 1-7: Content-Area Practice FocusStandards 8-10: Language Specific Focus

1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3 speak and write about grade-appropriate complex literary and informational texts and topics

4 construct grade-appropriate oral and written claims and support them with reasoning and evidence

5 conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

8 determine the meaning of words and phrases in oral presentations and literary and informational text

9 create clear and coherent grade-appropriate speech and text

10 make accurate use of standard English to communicate in grade-appropriate speech and writing

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Language Planning Framework

• A tool for teachers to identify language demands in specific lessons and activities

• Helps identify language forms and functions to pre-teach or support student participation and engagement

• Assists in focusing on the various language needs in the lesson, therefore allowing for differentiation

Form

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Topic /Lessonincludes these Activities

which require these language Functions

using these languageStructures

using this Vocabulary

Language Form

Topic includes these Activities

which require these language Functions

using these languageStructures

using this Vocabulary

Geometry Sorting attribute blocks by size, shape, and color

Classifying

Comparing

Analyzing

Describing

Explaining

This one is a (shape).

These are all (shapes).These are all (color).

This one is (bigger/smaller).

These are the same (size/color/shape).

There are more/fewer (shapes) than (shapes).

Red, blue, yellow, orange, green

triangle, trapezoid, hexagon, rhombus, square, parallelogram

Language Form

Content Objective:SWBAT sort attribute blocks by size, shape and color.

Topic includes these Activities

which require these language Functions

using these languageStructures

using this Vocabulary

Science -Making fossil models

Make imprints in plaster of Paris

Write directions

Write reflection

Sequencing

Giving/Following Directions

Reflecting

Analyzing

First, you mix the plaster with water…(Transitions)

I learned…(past tense usage)

My fossil shows more ridges than … (subject-verb agreement, comparative language)

Sequence words (first, next,…)PlasterSetShellFossilMixMixtureRidges

Language Form

Content Objective:SWBAT explain the process of making fossil models using plaster of Paris.

Topic Activities which require these language Functions

using these languageStructures

using this Vocabulary

Your turn! 1) Use the blank form for a draft.

2) Copy your plan onto poster paper to post on the wall.

With a partner, pre-plan a lesson/activity that you will teach in the next week.

K-12 Practices Matrix

See Page 34

ELA Standards Matrix

See Page 35

Correspondences to Practices

See Page 36

Correspondences to ELA Standards

Supporting Tools

• Design Features of the Correspondences (p. 31)

• Relationships and Convergences (p. 32-33)

• K-12 Practices Matrix (p. 34)

• ELP Standards with Correspondences (p. 35-210)• K, 1, 2-3, 4-5 Grades • ELP Standards w/ELA Correspondences

• 6-12 Grades (2 sections/Grade Level)• ELP Standards with ELA Correspondence • ELP Standards with Literacy Correspondences

Did we meet our objectives?

Participants will…

understand the background of the new ELP standards

understand the major shifts between the previous Washington ELD Standards and the new English Language Proficiency Standards

understand language function and language form as it relates to ELP Standards and lesson planning

Thank You!!!

Please fill out an exit ticket.