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Incorporating English Language Development (ELD) Standards into Classroom Instruction
88th Virginia Middle and High School Principals’ Conference and Exposition
Hotel Roanoke & Conference CenterJune 28-July 1, 2015
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Today’s Highlights include…
•English Language Learner (ELL) Demographics/Terminology
•Suggestions for Incorporating English Language Development (ELD) Standards into Classroom Instruction
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English Language Learner Demographics
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ELLs: 8% of ALL Student Enrollment
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ELL Growth in Virginia
1999 (31,787)
2002 (49,840)
2006 (78,216)
2010 (90,341)
2013 (93,746)
2014 (97,169)
0
20,000
40,000
60,000
80,000
100,000
120,000
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Immigrant Children and Youth Enrollment
2006 (27,150)
2008 (27,261)
2010 (24,352)
2013 (22,847)
2014 (29,336)
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
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Division Name ELL Enrollment 1,000 or More
Fairfax County 35,035Prince William County 13, 960
Loudoun County 6,519Arlington County 4,973Alexandria City 4,019
Chesterfield County 3,192Henrico County 2,813Manassas City 2,442
Harrisonburg City 1,807Richmond City 1,807
Newport News City 1,804Stafford County 1,183
Manassas Park City 1,082Roanoke City 1,048
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Division Name ELL Enrollment 500 to 999
Spotsylvania County 965
Virginia Beach City 942
Albemarle County 924
Norfolk City 854
Winchester City 813
Chesapeake City 805
Accomack County 772
Rockingham County 702
Frederick County 561
Culpeper County 557
Fauquier County 525
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Division ELL Enrollment 1 - 499
1- 499 No ELLs Reported
99 Divisions 8 Divisions
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Fairfax
(36
,054
)
Prin
ce W
illia
m (
13,6
10)
Loud
oun
(5,2
34)
Arling
ton
(4,5
59)
Alexa
ndria
(3,2
43)
Chest
erfie
ld(2
,903
)
Hen
rico
(2,7
03)
Man
assa
s(2,
317)
Har
rison
burg
(1,7
27)
Richm
ond
(1,1
73)
05,000
10,00015,00020,00025,00030,00035,00040,000
Largest ELL Student Enrollment(Top 10 Divisions)
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0%5%
10%15%20%25%30%35%40%45%
Largest Percentage of ELL Students(Compared to ALL Student Enrollment)
Top 10 Divisions
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Number of Languages Reported in Virginia Schools
223
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Span
ish
Arabi
c
Vietn
ames
e
Urd
u
Korea
n
Amha
ric (E
thio
pia)
Chine
seFar
si
Twi (
Africa)
Taga
log
(Phi
llipi
nes)
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Top Ten Languages
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Terminology
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Acronym Clarification
•The student▫LEP: Limited English Proficient ▫ELL: English Language Learner ▫EL: English Learner ▫FLEP: Formerly LEP
•The teacher/program▫ESL: English as a Second Language▫ESOL: English for Speakers of Other
Languages▫ELD: English Language Development▫LIEP: Language Instructional Education
Program
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Know your ELL students…
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ELLs may be…•LT-ELLs: Long Term ELLs•R-ELLs: Reclassified ELLs•M-ELLs: Migrant ELLs•SLIFE: Students with Limited or
Interrupted Formal Education•SE-ELLs: Special Education ELLs•Newcomers: Refugees, Immigrants•HSN: Highly Schooled Newcomers•Struggling Readers•Gifted and Talented•Homeless
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Incorporating English Language Development (ELD) Standards into Classroom Instruction
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ESEA Requirement Section 3113(b)(2) of the Elementary and
Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), requires state agencies to establish standards and objectives for raising the level of English proficiency in the four recognized domains of speaking, listening, reading,
and writing, and that are aligned with challenging state academic standards.
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WIDA Consortium Member StatesServicing over 1.2 Million ELLs
Virginia represents over 97,000 ELLs, 4th largest member state in the WIDA consortium
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MissionTo advance academic language development
and academic achievement for linguistically diverse students
through high quality standards, assessments,research, and professional development for educators
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ELD Standards
Social & Instruction
al Language
Language of
Language Arts
Language of
Mathematics
Language of Science
Language of Social Studies
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
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Listening
Speaking
Reading
Writing
Process, understand, interpret and evaluate spoken language in a variety of situations
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Engage in written communication in a variety of situations for a variety of purposes and audiences
Engage in oral communication in a variety of situations for a variety of purposes and
audiences
Language Domains
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6
ENTERING
EMERGING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
REACHING
Levels of English Language Proficiency• Instructional Levels:1-5•Monitoring Level:6 (for two years after meeting exit criteria)
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Follow the course…
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Step 1: Make the Connection
Language Content
Standards
Assessment
Curriculum & Instruction
Language Proficiency
Academic Achievement
ELD Standards
Standards of Learning
Aca
dem
ic Lan
gu
ag
e
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Step 2: Understand Core Instruction, Core Language Instruction, and
Supplemental Support
C
SupplementalTitle III Services
SupplementalTitle I Services
Core Language (Lau)
(ELD Standards)
Core(SOL)
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Essential Strategies for Core Classroom Teachers
▫Training on modifying lessons to incorporate the ELD Standards
▫Training on academic language strategies
▫Cultural considerations for English Language Learners
www.wida.us
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Language Instruction Educational Programs (LIEP) for Core Language Acquisition
▫Pull-out ESL Model
▫Structured English Immersion Model
▫Sheltered English Instruction Model
Note: Collaboration between ESL and mainstream teachers is necessary.
www2.ed.gov/.../title-iii/language-instruction-ed-programs-report.pdf
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Cultural Resources
Culture Grams is an interactive Web site with information about over 200 countries of the world: http://online.culturegrams.com
The World Factbook provides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 267 world entities: https://www.cia.gov/library/publications/the-world-factbook/
Ethnologue: Languages of the World is a searchable database of language resources: www.ethnologue.com
Cultural Portraits provides a framework for developing cultural proficiency: www.BBCultures.com
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Developing a Cadre of ESL certified teachers
▫Recruiting certified ESL teachers
▫Grooming existing staff to receive ESL certification
▫Providing online courses to support certification efforts
ESL Teacher Endorsement RequirementsInstitutes of Higher Education (IHEs) with Pre-K ESL Endorsement Offering
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Step 3: Incorporate ELD Standards Into Classroom Instruction
•Lesson Plans
•Pacing Guides
•Curriculum Maps
•Curriculum Frameworks
•Instructional Strands
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Sample Science Lesson PlanSOL 4.4 The student will investigate and understand basic plant anatomy and life processes.
Key concepts include the structures of typical plants and the function off each structure;
processes and structures involved with plant reproduction; photosynthesis; and
adaptations allow plants to satisfy life needs and respond to the environment.
WIDA Standard 4: The language of science
Linguistic Complexity (discourse level)
What part of the plant _______________? The _____ part of the plant does _______________.
How are plants pollinated? Plants are pollinated _______.
Language Forms and Conventions (sentence level)
Pollinate-pollinated
Reproduce-reproducing
Vocabulary Usage (word/phrase level)
root, stem, leaves, flower, transport, photosynthesis, environment
Differentiated Practice (Remediation): Provide the student with a flower drawn by the teacher. Have the students label it and write the
function of each flower part using a word bank (created by the teacher). Finally, have the students color in the flower.
Differentiated Practice (Enrichment): Have the students create their own model of a flower using modeling clay. The students can then
create an index card booklet to list the parts of the flower and explain each part’s function.
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Sample English Pacing Guide3rd Nine Weeks
Continue to review and expand skillsfrom previous nine weeks and add:
SOL 4th Nine Weeks
Continue to review and expand skillsfrom previous nine weeks and add:
SOL
Writing: Usage/mechanics/grammar: Use adverbs instead of adjectives
where appropriate Use conjunctions Composing/Written Expression: Research Formulate questions about a topic Identify key terms to use in
searching for information Identify, locate, explore and
effectively use a variety of resources Skim and select information Combine related information from
two or more sources Use facts and details in sentences to
elaborate the topic Use specific vocabulary, words and
phrases Develop notes Give credit to sources used in
research
5.8
5.7
Writing:Usage/mechanics/grammar: Select items for review based on student needsComposing/Written Expression: Self-select narrative or expository topic for independent
writing Compose persuasive papers incorporating shared writing on
student and teacher selected topics Apply knowledge of writing domains Connect writing mode with the appropriate pattern of
organization Edit for fragments and run-ons Use hyphens to divide words at the end of a line
5.8
5.7
WIDA English Language Development StandardsTo be incorporated within the daily delivery of instruction for ELL students.
Standard Abbreviation
English Language Proficiency Standard 1 English language learners communicate for Social and Instructional purposes within the school setting
Social and Instructional language
English Language Proficiency Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
The language of Language Arts
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Sample Curriculum MapSOL Standard of
LearningTime Curriculum
FrameworkEssential Knowledge
Essential Vocabulary
Teacher Resources & Enhanced Scope and
Sequence Lessons (ESS)
WIDA English Language Development
Standards
1.11*not tested until 3rd 9
weeks
MeasurementCalendar Language
*Use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week).
9/3 – 9/64 days
(ongoing)
p. 18 month; today; yesterday; next week; last week; calendar
Calendar Connections Standard 1: Social and Instructional Language
Standard 2: Language of Language Arts
Standard 3: Language of Mathematics –
Domains include:Listening, Speaking, Reading, Writing
1.14*not tested until 3rd 9
weeks
Probability & Statistics
Data Collection/Graphs
*Investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs
p. 25 data; count (ing); tally (ing); picture graph; object graph
Data in our World
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Sample Curriculum FrameworkStandard 11.2 Strand: Communication: Speaking, Listening, Media Literacy
11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess.
b) Use media, visual literacy, and technology skills to create products.
c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion.
d) Determine the author’s purpose and intended effect on the audience for media messages.
UNDERSTANDING THE STANDARD(Teacher Notes)
ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES
• Students will continue to develop media literacy by examining how media messages influence people’s beliefs and behaviors.
All students should• recognize that media messages express viewpoints and contain values to influence the beliefs and behaviors of the intended audience.
To be successful with this standard, students are expected to• organize knowledge and display
learning using visual images, text, graphics, and/or music to create media messages with visual, audio, and graphic effects.
COGNITIVE FUNCTION: ANALYZE
LANGUAGE DOMAIN:LISTENING
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Level 6-Reaching
Listen to and match media samples to specific purposes using visuals and a bilingual dictionary and working with a partner
Listen to and label media samples with a specific purpose using a word bank and bilingual dictionary and working with a partner
Listen to and categorize media samples by specific purpose working with a partner
Listen to, identify, and discuss how characteristics of media samples relate to a specific purpose working with a partner
Listen to and compare and contrast by purpose the characteristics of media samples working with a partner
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: values, point of view, influence, belief, behavior, evaluate, advertisement, blog, editorial, intent, content, opinion, purpose, effect, audience, objectivity, subjectivity, bias, media, connotation, symbol, metaphor, imagery, visual, audio, graphic, audience, context, word choice, impact, public opinion, analyze, critique, persuade, entertain, appeal, ethics, and belief
ELD Standard 1: Social and Instructional LanguageELD Standard 2: The Language of Language Arts Example Context for Language Use: Students listen to sample advertisements (video, radio, etc.) to assess the use of persuasive techniques in the media.
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Sample English Instructional StrandSOL 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
ELD Standard 1: Social and Instructional languageELD Standard 2: The language of Language Arts
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Listen to and match media samples to specific purposes using visuals and a bilingual dictionary and working with a partner
Listen to and label media samples with a specific purpose using a word bank and bilingual dictionary and working with a partner
Listen to and categorize media samples by specific purpose working with a partner
Listen to, identify, and discuss how characteristics of media samples relate to a specific purpose working with a partner
Listen to and compare and contrast by purpose the characteristics of media samples working with a partner
Language develops across different levels of language proficiency.
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Sample Mathematics Instructional StrandSOL. 5.12 The student will classify
a) angles as right, acute, obtuse, or straight; and b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.
ELD Standard 1: Social and Instructional LanguageELD Standard 2: The language of Language ArtsELD Standard 3: The language of Mathematics
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Ask and answer yes/no questions related to types of angles using teacher oral scaffolding and visual supports
Ask and answer simple questions related to types of angles using sentence frames and visual supports
Describe the relationship between types of angles using a word bank and visual support
Describe the relationships among multiple angles using visual support
Explain how to classify angles with and without visual support
Language develops across different levels of language proficiency.
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Sample Science Instructional StrandSOL 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning and conducting investigations
ELD Standard 1: Social and InstructionalELD Standard 2: The language of Language ArtsELD Standard 4: The language of Science
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
State reasons for outcomes of experiments on electricity using illustrations or realia and teacher guidance (i.e. “electricity goes, “electricity stops” when circuit is opened or closed
State reason for outcomes for experiments on electricity using illustrations or realia, oral sentence starters, and teacher guidance (i.e. “the bulb turned on because…”, “the balloons attracted/repelled because…”)
Explain outcomes of experiments of electricity using illustrations and oral sentence frames
Explain in detail outcomes of experiments on electricity using illustrations and with word/phrase banks
Explain in detail outcomes of experiments on electricity using illustrations or realia
Language develops across different levels of language proficiency.
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Sample History/Social Science Instructional StrandSOL 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter,
transportation, and recreation.
ELD Standard 1: Social and InstructionalELD Standard 2: The language of Language ArtsELD Standard 5: The language of History/Social Science
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Name weather conditions and their effects on people using calendars, maps, charts, and graphs
Restate weather conditions and their effects on people using calendars, maps, charts, and graphs
Describe weather conditions and their effects on people using calendars, maps, charts, and graphs
Discuss weather conditions and their effects on people using calendars, maps, charts, and graphs
Explain weather conditions and their effects on people using calendars, maps, charts, and graphs
Language develops across different levels of language proficiency.
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Classrooms
ESL Core (SOL) and Core Language (ELD Standards)
Building Bridges
MainstreamCore (SOL) and Core Language (ELD Standards)
Collaboration
Professional Development
Collaboration
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How can support be provided to balance the instructional scale?
Standards of Learning
ELD Standards
SUCCESSon
SOL Assessmentsand
ACCESS for ELLs®
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So that ALL students including ELLs are…
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Statewide Title III AMAO Results
Objective Assessment
State Target for 2013-
2014Assessments
State Result for 2014-
2015 Accountabilit
y Year
Met Target?
AMAO 1 (Progress)
ACCESS for ELLs® 68% 80% Yes
AMAO 2 (Proficiency)
ACCESS for ELLs® 19% 19% Yes
AMAO 3 (AMO Reading)
Standards of Learning
52% 54% Yes
AMAO 3 (AMO Mathematics)
Standards of Learning
53% 62% Yes
AMAO 3(Federal Graduation Indicator added for the 2013-2014 school year)
Standards of Learning
(standard or advanced diplomas)
80% 68% No
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Virginia Department of Education 2015 Professional Development Support
• Introduction to the ELD Standards (Day 1) Dynamic Differentiation for Linguistically Diverse Students (Day 2)
• Expediting Comprehension for English Language Learners (ExC-ELL )101
• ExC-ELL for Instructional Leaders
• Accommodations for Limited English Proficient Students
• ACCESS 2.0
• Parents as Educational Partners (PEP)
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Time to share…1. How does your school division ensure the core
programs and services include core language programs and services for ELLs?
2. What type of Title III supplemental support does your school division provide?
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Virginia Department of Education
Title III ContactsVeronica Tate
DirectorProgram Administration and Accountability
[email protected](804) 225-2870
Judy Radford ESL Professional Development Coordinator
[email protected](804) 786-1692