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 JohnsonD49 - Martina Meadows

Supported by UCCS - Leslie Grant, Ph.D. Linguistically Diverse Education

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? Need to Know:

Big Overview of ComponentsNEW Performance DefinitionsCan Do Descriptors

CELP GOAL:

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

AGENDA April 21, 2012

1. Welcome 2. Homework Review 3. Unpacking MPI Activity BREAK - 10 minutes4. RAMP to Standards Resource Sheet 5. MPI Lesson Template 6. Final Project – 1st page in class work 7. Home work - 2nd page 8. Presentations of Final Product at next session

on May 19th

9. Closure

Homework Review: ArticleArticle Key Point – 4 into 1 with Whip-around

1. Discuss at your table the key points from each tablemate

2. Then create a summary from each of the key points that will be shared out the entire group

3. Each table will need to choose a person that will share out

4. Each table will take turns sharing out their summarized key points – IF anyone hears something that contains whole/parts of their summary – STAND UP!

5. Continue until each group has the opportunity to share out

Vocabulary review:1. As a group, each person will share ONE

word they picked

2. Then, come to a consensus on ONE word that the table will share out to the entire group

3. Using the chart paper, markers and the homework, create a poster-size visual and be prepare to share with the whole group.

MPI

CELP Standards

CAN DO DescriptorsLANGUAGE DOMAIN & GRADE LEVEL

CLUSTERS

Performance Definitions

COLORADO ENGLISH LANGUAGE

PROFICIENCY STANDARDS

KEY COMPONETS Our Journey Begins

Colorado English Language Proficiency CELP Standards

Social Instructional Language

Language of

Language Arts

Language of

Mathematics

Language of

Science

Language of Social Studies

Academic Language

All Students, All StandardsAll Learners are Post-Secondary and Workforce Ready

ScienceSocial Studies

Mathematics

Reading, Writing &Communicating

21st Century SkillsAcademic Language

English Language ProficiencyExtended Evidence Outcomes

World Languages

Music

Comprehensive Health and P.E.

Dance

Visual Arts

Drama and Theatre Arts

Personal Financial Literacy

CELP Standards:• CELP Standards link language learning to academic content

(Language Arts, Mathematics, Science, and Social Studies)

• Expand upon social and instructional language to explicitly include academic language standards in the content of language arts, mathematics, science, and social studies.

• Provide students access to concepts and skills and the support needed to meaningfully engage with academic learning while they are developing English language skills.

• Serve as a bridge between the Colorado Academic Standards (CAS) and the Colorado English Language Proficiency (CELP) Standards.

WIDA LEVEL CDE PROFICIENCY PROGRAM CELA

SCORE LAU

1 NEP 1 ACTIVE CELA 1 A

2 NEP 2 ACTIVE CELA 2 B

3 LEP 3 ACTIVE CELA 3 C

4 LEP 4 ACTIVE CELA 4 D

5 FEP 5 MONITOR CELA 5 E

6 FEPe EXITED N/A N/A

ENTERING

EMERGING

DEVELOPING

EXPANDING

BRIDGING

REACHING

COMPARISON CHART OF PROFICIENCY LEVELS

4 Corners

•My favorite season is…•Winter = #1•Spring = #2•Summer = #3•Fall = #4

•If I worked in the circus…

•Acrobat = #1•Lion Tamer = #2•Emcee = #3•Clown = #4

•I prefer to play…•Baseball = #1•Soccer = #2•Basketball - #3•Volleyball - #4

•I primarily work with…

•Kindergarten = #1•1-2 = #2•3-5 = #3•6-8 = #4•9-12 = #5

MPI• MPI = Model Performance Indicator• It’s like a puzzle:

1. Language Function2. Content Stem3. Language Scaffold

Breaking Apart the Puzzle…Together• Grade 6 Level (Entering) 1 MPI Mathematics• Topic: Ratio & Rate

List choices for use of rate in real-life situations using templates with a partner.

List choices for use of rate in real-life situations using templates with a partner.

Breaking Apart the Puzzle…With a Partner• With your shoulder partner, determine the language

function, content stem, and language scaffold in this MPI:• Grade 9-12 Level 1 Language Arts• Topic: Point of View

Identify examples of facts from visually supported captions (e.g. of newspaper or magazine photographs) with a partner in L1 or L2.

Identify examples of facts from visually supported captions (e.g. of newspaper or magazine photographs) with a partner in L1 or L2.

Breaking Apart the Puzzle…By Yourself• By yourself, determine the language function,

content stem, and language scaffold in this MPI:• Grade 1 Level 1 Social & Instructional Language• Topic: Recreational Activities:

Match icons or pictures to written and oral directions for games or activities with a partner.

Match icons or pictures to written and oral directions for games or activities with a partner.

RAMP to STANDARDS

R - Readily A - Available

M - Multi- P - Purpose Tool

A template that provides access and aligns instruction of the Colorado

Academic Standards for ALL Learners.

Front Page: CAS, Extended Outcomes and ELL Can Do Descriptors

Let’s look at the front page of our RAMP Tool:1st - Top of page is the CAS for your grade level

2nd - Middle of page is the Extended Evidence Outcomes for Spec Ed. Students

3rd - Bottom of page are the Can Do Descriptors for your grade level span: 9 -12, 6-8, 3 -5, 1 -2, and K .

CAN DO Descriptors provide information on the language English learners are able to understand and produce

• Are a resource to support all five English language proficiency standards

• Are a Tool for collaborative instructional planning.• Are verbs that represent the linguistic complexity, not the

level of thinking required.• Illustrate what English language learners can do at a

particular language proficiency level and language domain for a given grade level cluster

• In other words, remember ELLs have limited English language proficiency. They are capable of high cognitive demand with linguistic scaffolding

COLORADO ACADEMIC STANDARDS - CAS

KEY COMPONENTS:• Prepared Graduates• Grade Level Expectations• Evidence Outcomes • 21st Century Skills

Extended Evidence Outcomes for Spec Ed. Students

Language Functions & Scaffolds• Building your own puzzle…

1. When you create an MPI, begin with the content stem.

2. Then consider the proficiency level of the student (Entering, Emerging, Developing, Expanding,

Bridging)3. Look at the language function options for the

domain that you want to work on.4. Determine the appropriate function to focus on

for the MPI5. Then look at the language scaffolds and

determine which supports that student will need to meet that standard.

Grand Puzzle Master…• Imagine you have a 5th grade student at the Emerging

(formerly Beginning) level. • Your content standard is: Analyze key historical periods and

patterns of change over time within and across nations and cultures

• Concepts and skills students master: The historical eras, individuals, groups, ideas, and themes in North America from 1491 through the founding of the United States government

• Your evidence outcome is: Identify and describe the significant individuals and groups of Native Americans and European colonists before the American Revolution Language Functions

1. Respond 2. Produce phrases or short sentences 3. Describe pictures of _____ 4. Compare 5. Paraphrase information 6. Define

Language Scaffolds1. Picture prompts 2. Realia 3. Illustrations 4. Illustrated examples

1, 2 or 3

• As groups share their MPIs, hold up your pinky finger if you had one of the same components.

• Hold up your pinky and index finger if you had two of the same components (like Hook ‘em Horns)

• Hold up your pinky, index and thumb if you had all three of the same components (“I love you” in sign language)

MPI PLANNING TEMPLATE

Let’s try your hand at using our new RAMP Tool to create MPI aligned to

your grade level CAS.

Model Performance Indicators (MPIs) provide anchors for curriculum, instruction and assessment

MPIs, components of the CELP Standards:• Include three components: language function,

content/topic, and language support;

• Are listed by grade level cluster for each standard

• Provide the context for English language development

• Describe how students can use the language.

• Provide multiple pathways (sensory, graphic, and interactive) for processing and producing

language

MPI Template Components• CAS – alignment to core content• 4 Domains of ELA: speaking, listening, reading ,

writing• 5 language acquisition levels: differentiated

functions/scaffolds• Vocabulary: what words do they need to know • Cognitive Function: DOK Alignment wth

Evidence Outcomes• Context for Language Use: Prepared Graduate

Expectation

Second page: SIOP Lesson Template

• Differentiated Instruction by Language Level• Formative/Summative Assessments• Vocabulary Instruction• Connection to Prior Learning• Gradual Release• Group Structures• Before • During • After

Work in Grade level Teams

1) Select a standard to align your instruction

2) create your MPI – 1st page3) Homework - complete the first page

using your MPI for direction4) Be prepared to present your MPI and

Lesson at the next session5) Please send electronic copy of completed

work to lynda.espinoza-idle@d11.org

REFLECTION:Please answer the questions and turn in.

Something that squares with my me…

Something I see from a different angle…

Something that is circling around in my mind…

Thank you!