Using the ELPBO: Curriculum Guidance for

ELDELL Statewide Conference: January

24, 2006

Katherine EarleyDepartment of Education

Office of Language Acquisition and Academic Achievement

January 24, 2006

The Need: Background

What was happening in the state?o November 2002, MGL Ch. 71a (Question 2)o June 2003, ELPBO

Why did MADOE go forward with the project? o Need for ELD curriculum at district levelo Need to define role & nature of effective ESL/ELD instruction o Need to define link between content standards & ELPBO standards

January 24, 2006

The Curriculum Work Group 2005

Partnership with Center for Applied Linguistics

Call for Participantso Resumes Collected

o Graduate Degreeo ESL/ELL/ELA Experience

January 24, 2006

The Curriculum Work Group (Cont.)

Teachers: k – 12Department HeadsSpecialistsResource TeachersCurriculum LeadersCALMADOE

January 24, 2006

The Work to Date ~ July 2005

Four Day Meeting

Hands on the ELPBO

Planning Guide

January 24, 2006

Sample Planning GuideBeginner Early

IntermediateIntermediate Transitionin

g

Listening     

S.1.1, 1. 2, 1.3  S.2.1, 2.2, 2.3, 2.4 S.3.1, 3.2, 3.3, 3.6, 3.7, 3.10, 3.23, 3.26, 3.27 

S.1.12, 1.14, 1.9, 1.23, 1.24 S. 2.21, 2.45  S.3.4, 3.5, 3.8, 3.9, 3.22, 3.28, 3.29, 3.30, 3.45, 3.49, 3.50,

S. S.1.13, 1.14, 1.19, 1.23, 1.24 S. S. 2.22, 2.32, 2.34, 2.35 S.3.29, 3.31, 3.32, 3.33, 3.34, 3.35, 3.36, 3.37, 3.50, 3.53

S.1.15, 1.25, 1.26, 1.30, 1.31, 1.32, 1.33 S.2.44, 2.45, 2.46, 2.47, 2.48, 2.59 S.3.52, 3.54, 3.55, 3.56, 3.57, 3.58, 3.59

Speaking

S.1.4, 1.5, 1.8, 1.11  .2.5, 2.7. 2.8, 2.11, 2.13, 2.19, 2.20, 2.28  S.3.11, 3.12, 3.13, 3.14, 3.15, 3.17, 3.18, 3.20, 3.24

 S.2.9, 2.10, 2.11, 2.13, 2.14, 2.15, 2.16, 2.17, 2.18, 2.19, 2.20, 2.25, 2.26 S.3.14, 3.15, 3.16, 3.17, 3.18, 3.19, 3.20, 3.21, 3.22, 3.24, 3.25, 3.44, 3.46 S.4.1, 4.2, 4.3, 4.4

.60, 3.61, 3.62, 3.63, 3.64, 3.65, 3.66, 3.67, 3.68, 3.69  S.4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.17, 4.18

.1.21, 1.22, 1.27, 1.28, 1.29  S.2.49, 2.50, 2.52, 2.53, 2.54, 2.55, 2.56, 2.57, 2.58, 2.60, 2.61, 2.62, 2.63, 2.64, 2.65, 2.66, 2.67, 2.68, 2.69, 2.70   

Sample Planning Guide (continued)

Beginner Early Intermediate

Intermediate Trans

Reading    

R.2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.9

R.1.2, 1.4, 1.5

R.1.6.  R.2.10 R. 3.2, 3.3, 3.4, 3.5 R.4.3, 4.4, 4.6, 4.7 R.5.1, 5.2, 5.4, 5.5

R.4.1, 4.2 R.5.6, 5.7 R.6.1, 6.2

Writing

W.2.1, 2.4   W.4.1  W.5.3

W.1.2, 1.3 W. 2.2, 2.5   W.4.2 W.5.1

W.1.1 W.2.6 W.3.1, 3.2, 3.4 W.4.3 W.5.4

W.W. 2.3 W.W.3.3, 3.5, 3.6   W.5.2, 5.5, 5.6, 5.7, 5.8

The Work to Date (July 2005)

Preliminary Scope and Sequence

o By Grade Span K-2 & 3-4 (split) 5-8 9-12

o By Proficiency Level Beginner Early Intermediate Intermediate

Transitioning

Standards/Outcomes-Benchmarks Suggested Topics, Themes, UnitsEssential Question/Big Picture

 

Listening  S1.1 Demonstrate comprehension of everyday words and phrases using pictures, actions and/or objects.S2.2 Demonstrate comprehension of words, phrases and sentences used in social interactions related to everyday topics.

  

Me, Myself and I          Family          Feelings          Colors, Numbers, Shapes          Body Parts           

 

 

Speaking S1.4 Express basic personal needs and information and school-related information using spoken words and phrases.S1.11 Clarify meanings of words using beginning and bilingual dictionaries. 

Reading R1.1a Reading previous words with personal meaning that have been presented as images, objects and/or printed text.R2.5a Identify the initial sounds of familiar words.

 

Writing W1.3a Organize ideas related to writing topic using graphic representations.W2.1a Write words that have personal meaning.  

 

*****SAMPLE PRELIMINARY WORK: DRAFT ONLY****

English Language Development Scope and Sequence Chart Grade Span: 3-4 Proficiency Level: Beginner

Communities ·        School·        Careers/Occupations·        Transportation·        Neighborhood·       

January 24, 2006

The Work to Date (continued)July 2005 ~ October 2005

Continued Revisions of SaS

Addition of Content Based Unit Plans

English Language Development Scope and Sequence ChartGrade Span: Proficiency Level:

  

Standards/Outcomes

Suggested ESL Content-Based Topics

(ESL teacher plans/selects in consultation

with content teachers)

Listening

Students will

Science & Technology/Engineering

 Math  English Language Arts Social Studies/History Other Content Areas  Basic Interpersonal Communication Skills(as needed)

Speaking

Students will

Reading

Students will

Writing

Students will

Work to Date ~ October 2005

January 24, 2006

Content Based ELD

Integrates English with Subject-Matter Instruction

Provides Students with an Opportunity to Learn CALP

Provides a Less Abrupt Transition from the ESL Classroom to an All-English-Medium Academic Program

January 24, 2006

Content Based ELD (Continued)

Content Might Differ by Proficiency Level

o Beginners: BICSo Past beginners: content increasing academic & complex

Language Skills Practiced in a Highly

Integrated Communicative Fashion

through Content Format

January 24, 2006

Effective Content Based ELD

A systematic coordination between content teachers and ESL teachers must exist

Relationships among and between teachers must be redesigned

All teachers as teachers of language

January 24, 2006

Content-Based ELD ~ Rationale

Students are expected to acquire subject matter knowledge as they are acquiring English – Why postpone the teaching of content material?

Students deserve to know the academic secrets* of each subject they study

*Kinsella, (1997)

January 24, 2006

The Work to Date (October & on)

Continued review of workMeetings with CALMarch 2006 ~ final session

o Edito Units/lessonso Formatting

January 24, 2006

Suggested ELD, Content-Based Instructional Topics

(ESL Teacher plans/selects in consultation with content teachers)

 

BICS*:(as needed) CALP: MathSchool orientation Functions

CALP: Science & Technology CALP: ELAComputer Dictionary Skills

CALP: Social Studies/History CALP: Other Content AreasGeography Physical Fitness

*Cummins, J. (1978, 1981)

Scope & Sequence: SAMPLE

January 24, 2006

Sample Scope & Sequence (cont)

Listening & Speakingo Vocabularyo Social Interactiono Academic Interactiono Presentation

Writingo Prewritingo Writingo Revisingo Editingo Media

Readingo Vocabulary & Syntax

in Printo Beginning to Read in

Englisho Comprehensiono Literary Elements &

Techniqueso Informational/

Expository Texto Research

January 24, 2006

 

STUDENT LEARNING OUTCOMES

Vocabulary: Listening & Speaking ~ Students will

Listening:•Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects (S.1.1)•Demonstrate comprehension of words that express basic personal needs, personal likes and dislikes, personal information, and school related information (S.1.2)

Speaking:•Express basic personal needs and information and school-related information, using spoken words and phrases (S.1.4)•Employ vocabulary essential for grade-level content learning (S.1.5)

  

Sample Scope and Sequence

January 24, 2006

ELD Curriculum Guidance

Phase I: SaS

Phase II: Instruction

Phase III: Performance Assessments

January 24, 2006

Future Considerations

Formatting

Technology

Piloting

Professional Development

January 24, 2006

Feedback ~ Questions

The project?

Usefulness?

The formatting?

The piloting?