LA1 - High School English Language

Development 1 Curriculum Essentials

Document

Boulder Valley School District Department of Curriculum and Instruction

April 2012

Access for All

Colorado English Language Proficiency Standards CELPS

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 Clusters CELP Standards (WIDA) is organized in five grade‐level clusters: Pre K–K, 1–2, 3–5, 6–8, and 9–12. Language Domains Each 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 Levels There 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.

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

Examples of High School Model Performance

Indicators (Summative & Formative)

3/30/2012 BVSD Curriculum Essentials 20

English Language Development Overview

Course Description ELD 1 emphasizes listening, speaking, reading, and writing. Students study practical English vocabulary and sentence structure. They develop reading and writing skills through participation in acculturation activities. Students will learn skills applicable to content area classes. This is a two-hour block class.

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 Development

1. 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

3/30/2012 BVSD Curriculum Essentials 21

Content Area: English Language Development 1 Standard: CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting. Prepared Graduates: Communicate for Social and Instructional purposes within the school setting. Performance level: Entering-Beginning Concepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings.

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Listen:

• Point to or show basic parts, components, features, characteristics and properties of objects, organisms, or persons named orally

• Match everyday oral information to pictures, diagrams, or photographs

• Match or classify oral descriptions to real-life experiences or visually-represented, content-related examples

• Sort oral language statements according to time frames • Sequence visuals according to oral directions

Speak: • Answer yes/no or choice questions within context of lessons or

personal experiences • Provide identifying information about self • Name everyday objects and pre-taught vocabulary • Repeat words, short phrases, memorized chunks of language • Describe persons, places, events, or objects • Ask WH-questions to clarify meaning • Give features or content-based material (e.g., time periods) • Characterize issues, situations, regions shown illustrations

Read: • Read everyday signs, symbols, schedules, and school-related

words/phrases • Classify or organize information presented in visuals or graphs

Write: • Label content-related diagrams, pictures from work/phrase banks • Provide personal information on forms read orally • Produce short answer responses to oral questions with visual supports • Supply missing words in short sentences • Formulate yes/no choice and WH-questions from models • Correspond for social purposes (e.g., memos, e-mails, notes)

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 classes 2. English language development

Nature of the Discipline: 1. ELLs use language appropriate for purpose and audience 2. Successful language learners use and adapt comprehension

strategies for various situations.

3/30/2012 BVSD Curriculum Essentials 22

Content Area: English Language Development 1 Standard: Colorado English Language Proficiency Standard 3, ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Prepared Graduates:

English language Learners will communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

Performance level: Entering-Beginning Concepts and skills students master:

English language learners will process, understand, produce and use general language related to Mathematics

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: Listen:

• Match everyday oral information to pictures, diagrams, or photographs

• Group visuals by common traits named orally (e.g., “These are polygons.”)

Speak: • Answer yes/no or choice questions within context of lessons or

personal experiences • Repeat word, short phrases, memorized chucks of language • Ask WH-questions to clarify meaning

Read: • Match visual representation to words/phrases • Respond to WH-questions related to illustrated text • Follow multi-step instructions supported by visuals or data • Compare content-related features in visuals and graphics

Write: • Produce short answer responses to oral questions with visual support • Supply missing words in short sentences • Make content-related lists of words, phrases, or expressions • Take notes using graphic organizers or models • Formulate yes/no, choice and WH-questions 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 classes 2. English language development

Nature of the Discipline: 1. ELLS use language appropriate for purpose and audience 2. Successful language learners use and adapt

comprehension strategies for various situations.

3/30/2012 BVSD Curriculum Essentials 23

Content Area: English Language Development 1 Standard: Colorado English Language Proficiency Standard 4,ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science. Prepared Graduates:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science. Performance level: Entering-Beginning Concepts and skills students master: English language learners will process, understand, produce and use general language related to Science

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Listen:

• Point to or show basic parts, components, features, characteristics, and proprieties of objects, organisms, or persons named orally

• Match everyday oral information to pictures, diagrams, or photographs • Group visuals by common traits named orally (e.g., “These are living

organisms”) • Identify resources, places, products, figures from oral statements, and visuals • Sequence visuals according to oral directions

Speak: • Answer yes/no or choice questions within context of lessons or

personal experiences • Repeat words, short phrases, memorized chunks of language • Ask WH-questions to clarify meaning • Give features of content-based material (e.g., time periods) • Repeat words, short phrases, memorized chunks of language

Read: • Match visual representations to words/phrases • Responds to WH-questions related to illustrated text • Use references (e.g., picture dictionaries, bilingual glossaries,

technology) • Match data or information with its source or genre (e.g., description

of element to its symbol on periodic table) • Classify or organize information presented in visuals or graphs • Follow multi-step instructions supported by visuals or data • Compare content-related features in visuals and graphics • Locate main ideas in a series of related sentences • Match sentence-level descriptions to visual representations

Write: • Produce short answer responses to oral questions with visual support • Supply missing words in short sentences • Make content-related lists of words, phrases, expressions • Take notes using graphic organizers or models • Formulate yes/no, choice and WH-questions 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 classes 2. English language development

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

audience 2. Successful language learners use and adapt

comprehension strategies for various situations.

3/30/2012 BVSD Curriculum Essentials 24

Content Area: English Language Development 1

Standard: Colorado English Language Proficiency Standard 5 ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Prepared Graduates:

Communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Performance level: Entering-Beginning Concepts and skills students master: English language learners will process, understand, produce and use general language related to Social Studies

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Listen:

• Match everyday oral information to pictures, diagrams, or photographs

• Group visuals by common traits named orally (e.g., “These are polygons”)

• Match or classify oral descriptions to real-life experiences or visually-represented, content-related examples

• Sort oral language statements according to time frames • Sequence visuals according to directions

Speak: • Answer yes/no or choice questions within context of lessons or

personal experiences • Repeat words, short phrases, memorize checks of language • Ask WH-questions to clarify meaning • Give features of content-based material (e.g., time periods) • Characterize issues, situations, regions shown in illustrations

Read: • Read everyday signs, symbols, schedules, and school-related

words/phrases • Classify or organize information presented in visuals or graphs

Write: • Label content-related diagrams, pictures from word/phrases

banks • Produce short answer responses to oral questions with visual

support • Supply missing words in short sentences • Make content-related lists of words, phrases or expressions • Take notes using graphic organizers or models • Formulate yes/no, choice and WH-question 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 classes 2. English language development

Nature of the Discipline: 1. ELLs use language appropriate for purpose and audience 2. Successful language learners use and adapt comprehension

strategies for various situations.