Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5)contenthub.bvsd.org/curriculum/Course...

Elementary ELD Intermediate Advanced (PreK-K, 1-2, 3-5)

Curriculum EssentialsDocument

Boulder Valley School DistrictDepartment of English Language Development

May 2015Access for All

Colorado English Language Proficiency StandardsCELPS

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 ClustersCELP Standards (WIDA) is organized in five grade‐level clusters: Pre K–K, 1–2, 3–5, 6–8, and 9–12.

Language DomainsEach 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 LevelsThere 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.

http://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

3/30/2012 BVSD Curriculum Essentials 4

http://www.wida.us/index.aspx

Examples of Elementary Level Descriptors


Elementary ELD 2 Developing Expanding Overview

Course DescriptionElementary ELD provides training in general study techniques and specific English Language Arts strategies and concepts necessary for an understanding of core content area topics. This course aids ELD students, especially those with little previous schooling, in making the transition from training classes to mainstream curriculum. Students are introduced to and review accurate, effective expression, interpretation of content reading, and test taking techniques.

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 Development1. 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


Content Area: PreK - K English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: 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, Mathematics, Science, and Social Studies.Performance level: Developing - ExpandingConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can:

DevelopingListen:

• Follow two-step oral directions, one step at a time • Draw pictures in response to oral instructions • Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down) • Act out songs and stories using gestures

Speak:• Retell short narrative stories through pictures • Repeat sentences from rhymes and patterned stories • Make predictions (e.g. “What will happen next?”) • Answer explicit questions from stories read aloud (e.g., who, what, or where)

Read:• Use pictures to identify words • Classify visuals according to labels or icons (e.g., animals v. plants) • Demonstrate concepts of print (e.g., title, author, illustrator) • Sort labeled pictures by attribute (e.g., number, initial sound)

Write:• Communicate using letters, symbols, and numbers in context • Make illustrated “notes” and cards with distinct letter combinations • Make connections between speech and writing • Reproduce familiar words from labeled models or illustrations

ExpandingListen:

• Find pictures that match oral descriptions • Follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”) • Distinguish between what happens first and next in oral activities or readings • Role play in response to stories read aloud

Speak:• Retell narrative stories through pictures with emerging detail • Sing repetitive songs and chants independently • Compare attributes of real objects (e.g., size, shape, color) • Indicate spatial relations of real-life objects using phrases or short sentences

Read:• Identify some high-frequency words in context • Order a series of labeled pictures described orally to tell stories • Match pictures to phrases/ short sentences • Classify labeled pictures by two attributes (e.g., size and color)

Write:• Produce symbols and strings of letters associated with pictures • Draw pictures and use words to tell a story • Label familiar people and objects from models • Produce familiar words/phrases from environmental print and illustrated text

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 classes2. English language development

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

audience2. Successful language learners use and adapt

comprehension strategies for various situations.


Content Area: 1 - 2 English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: Communicate for Social and Instructional purposes within the school setting: Language Arts, Mathematics, Science and Social Studies.Performance level: Developing - ExpandingConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.


DevelopingListen:

• Follow modeled multi-step oral directions • Sequence pictures of stories read aloud (e.g., beginning, middle, and end) • Match people with jobs or objects with functions based on oral descriptions • Classify objects according to descriptive oral statements

Speak:• Ask questions for social and academic purposes • Participate in class discussions on familiar social and academic topics • Retell stories with details • Sequence stories with transitions

Read:• Put words in order to form sentences • Identify basic elements of fictional stories (e.g., title, setting, characters) • Follow sentence-level directions • Distinguish between general and specific language (e.g., flower v. rose) in context

Write:• Produce original sentences • Create messages for social purposes (e.g., get well cards) • Compose journal entries about personal experiences • Use classroom resources (e.g., picture dictionaries) to compose sentences

ExpandingListen:

• Compare/contrast objects according to physical attributes (e.g., size, shape, color) based on oral information • Find details in illustrated, narrative, or expository text read aloud • Identify illustrated activities from oral descriptions • Locate objects, figures, places based on visuals and detailed oral descriptions

Speak:• Ask questions for social and academic purposes • Participate in class discussions on familiar social and academic topics • Retell stories with details • Sequence stories with transitions

Read:• Put words in order to form sentences • Identify basic elements of fictional stories (e.g., title, setting, characters) • Follow sentence-level directions • Distinguish between general and specific language (e.g., flower v. rose) in context

Write:• Produce original sentences • Create messages for social purposes (e.g., get well cards) • Compose journal entries about personal experiences • Use classroom resources (e.g., picture dictionaries) to compose sentences




with others?

Relevance and Application:1. Increased access to all content classes2. English language development





Content Area: 3 - 5 English Language DevelopmentStandard: 1. CELPS 1- ELLs communicate for Social and Instructional purposes within the school setting.Standard: 2. CELPS 2- ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Standard: 3. CELPS 3- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard: 4. CELPS 4- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard: 5. CELPS 5- ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. Prepared Graduates: Communicate for Social and Instructional purposes within the school setting: Language Arts, Mathematics, Science and Social Studies.Performance level: Developing - ExpandingConcepts and skills students master: English language learners will process, understand, produce and use general language related to Social and Instructional settings. ELLs communicate information, ideas and concepts necessary for academic success in the content area of: Language Arts, Mathematics, Science, and Social Studies.


DevelopingListen:

• Follow multi-step oral directions • Identify illustrated main ideas from paragraph-level oral discourse • Match literal meanings of oral descriptions or oral reading to illustrations • Sequence pictures from oral stories, processes, or procedures

Speak:• Answer simple content-based questions • Re/tell short stories or events • Make predictions or hypotheses from discourse • Offer solutions to social conflict • Present content-based information • Engage in problem-solving

Read:• Interpret information or data from charts and graphs • Identify main ideas and some details • Sequence events in stories or content-based processes • Use context clues and illustrations to determine meaning of words/phrases

Write:• Produce simple expository or narrative text • String related sentences together • Compare/contrast content-based information • Describe events, people, processes, procedures

ExpandingListen:

• Interpret oral information and apply to new situations • Identify illustrated main ideas and supporting details from oral discourse • Infer from and act on oral information • Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media

Speak:• Answer opinion questions with supporting details • Discuss stories, issues, and concepts • Give content-based oral reports • Offer creative solutions to issues/problems • Compare/contrast content-based functions and relationships

Read:• Classify features of various genres of text (e.g., “and they lived happily ever after”—fairy tales) • Match graphic organizers to different texts (e.g., compare/contrast with Venn diagram) • Find details that support main ideas • Differentiate between fact and opinion in narrative and expository text

Write:• Take notes using graphic organizers • Summarize content-based information • Author multiple forms of writing (e.g., expository, narrative, persuasive) from models • Explain strategies or use of information in solving problems




with others?Relevance and Application:1. Increased access to all content classes2. English language development





Elementary ELD Academic Vocabulary Glossary

academic content standards: the skills and knowledge expected of students in the core content areas for each grade level

academic language: the oral and written text required to succeed in school that entails deepunderstanding and communication of the language of content within a classroom environment; revolves around meaningful application of specific criteria related to Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentence level, and Vocabulary Usage at the word/phrase level within the particular context in which communication occurs

amplified strands: a framework for representing the WIDA English Language Development Standardsthat extends to include examples of the three performance criteria of academic language (LinguisticComplexity, Language Forms and Conventions, Vocabulary Usage) across levels of language proficiency

cognitive functions: the mental processes involved in learning

cohesion: a feature of academic language at the discourse level involving the grammatical and lexicalelements within and across sentences that hold text together to give it meaning

collocations: words or phrases that naturally co-occur with each other, (e.g., “peanut butter and jelly,” or “a strong resemblance”)

Common Core State Standards: the skills and knowledge expected of students in English languagearts, mathematics (Kindergarten–Grade 12), and literacy in history/social studies, science, and technical subjects, (Grades 6–12); adopted by the vast majority of states in the U.S. in 2010

complementary strands: the use of the standards framework to represent critical areas of schoolingoutside the five English language development standards, including music and performing arts, thehumanities, visual arts, health and physical education, technology, and engineering

complex sentence: one independent clause joined by one or more dependent clauses with asubordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which (e.g., “When school started, the students were excited.”)

compound sentence: two or more independent clauses joined by coordinating conjunctions (e.g., for,and, nor, but, or, yet, so), semicolons, or a semicolon followed by a conjunctive adverb (e.g., “Schoolstarted today; the students were excited.”)

content stem: the element of model performance indicators, derived from state and national contentstandards, including the Common Core State Standards and Next Generation of Science Standards, that provides a standards-referenced example for contextualizing language development

connections to academic content standards: examples of the association or correspondence ofcontent to language standards

discourse: extended oral or written language conveying multiple connected ideas; its language features are shaped by the genre, text type, situation, and register

domains: see language domains

English language learners (ELLs): linguistically and culturally diverse students who have beenidentified (by a WIDA screener and other placement criteria) as having levels of English languageproficiency that require language support to achieve grade-level content in English

example context for language use: element of the standards matrix situating the representation ofthe English language development standards within a sociocultural setting that considers the register,genre/text type, topic, and task3/30/2012 BVSD Curriculum Essentials 16

example topic: element of the standards matrix listing a theme or concept derived from state andnational content standards that provides a context for language development

expanded sentences: complete thoughts that contain descriptive language or two ideas that arecombined using connectors (and, but, or)

features of academic language: the performance criteria of oral and written communication thatinclude Linguistic Complexity at the discourse level, Language Forms and Conventions at the sentencelevel, and Vocabulary Usage at the word/phrase level

formulaic expressions: a feature of academic language at the sentence level that represents a string of words acquired as a single chunk, such (e.g., “How are you?”)

framework: see standards framework

general language: words or expressions not typically associated with a specific content area (e.g.,describe or book)

genres: socially-defined ways in which language (e.g., oral and written) is used to participate inparticular contexts to serve specific purposes

instructional language: the language that typifies classroom discourse from teacher to teacher across content areas, such as “Open your books to page ___.”

instructional supports: sensory, graphic, and interactive resources embedded in instruction andassessment that assist students in constructing meaning from language and content

integrated strands: a framework for representing the WIDA ELD Standards in which grade levels,language domains, and standards are combined in different configurations

L1: the first language a student acquires; usually refers to a home language(s) other than English,although for some English language learners, L2 (English) may be developing simultaneously alongsideL1

L2: the second language a student acquires; usually refers to English as an additional language

language development standards: language expectations for English language learners representedwithin progressive levels of language proficiency

language domains: the modalities of language; listening, speaking, reading, and writing

language function: the purpose for which oral or written communication is being used; languagefunctions guide the choices in language use and structure as well as the social relationships beingestablished; first element of model performance indicators that indicates how English language learners process or use language to demonstrate their language proficiency

language proficiency: a person’s competence in processing (through listening and reading) andproducing (through speaking and writing) language

Language Forms and Conventions: the grammatical structures, patterns, syntax, and mechanicsassociated with sentence level meaning; one of three criteria that constitute the Performance Definitions

levels of language proficiency: the division of the second language acquisition continuum into stages descriptive of the process of language development; the WIDA ELD Standards have six levels of language proficiency: 1–Entering, 2–Emerging, 3–Developing, 4–Expanding, 5–Bridging, and 6–Reaching

Linguistic Complexity: the organization, cohesion, and relationship between ideas expressed in the


variety and kinds of sentences that make up different genres and text types in oral or written language at the discourse level; one of three criteria that constitute the Performance Definitions

model performance indicator (MPI): a single cell within the standards matrix that is descriptive of a specific level of English language development for a language domain within a grade or grade-level cluster

Next Generation Science Standards: the skills and knowledge expected of students in science andengineering; draft released for states’ review in May 2012

Performance Definitions: the criteria that define the Linguistic Complexity, Language Forms andConventions, and Vocabulary Usage for receptive and productive language across the five levels oflanguage proficiency

productive language: communicating meaning through the language domains of speaking andwriting

proficiency: see language proficiency

realia: real-life objects used as instructional supports for language and content learning

receptive language: the processing of language through listening and reading

register: features of language that vary according to the context, the groups of users and purpose of the communication (e.g., the speech used when students talk to their peers versus their principal)

scaffolding: careful shaping of the supports (e.g., processes, environment, and materials) used tobuild on students’ already acquired skills and knowledge to support their progress from level to level oflanguage proficiency

simple sentence: an independent clause with a subject and a predicate; can also have a compoundsubject and/or predicate (e.g., “The students and teachers were excited.”)

social language: the everyday registers used in interactions outside and inside school

sociocultural context: the association of language with the culture and society in which it is used; inreference to schooling, understandings of sociocultural context revolve around the interaction betweenstudents and the classroom language environment, which includes both curriculum and those involved in teaching and learning

specific language: words or expressions used across multiple academic content areas in school (e.g.,chart, total, individual)

standards framework: the components representing WIDA’s five ELD Standards, including thestandards themselves, the Features of Academic Language, the Performance Definitions, and the strands of model performance indicators (standards matrix)

standards matr ix: the basic framework for representing the English language development standardsincluding a strand of model performance indicators, connection to state content standards, examplecontext for language use, cognitive function, and topic-related language

strands of model performance indicators (MPIs): the five sequential or scaffolded levels of English language proficiency for a given topic and language domain within the standards matrix

supports: see instructional supports

technical language: the most precise words or expressions associated with topics within academiccontent areas in school


text types: categories of text that employ particular language features for specific purposes

topic-related language: grade-level words and expressions, including those with multiple meaningsand cognates, that are associated with the example topic within the standards matrix

visual support: accompanying the use of written or oral language with illustrations, photographs,charts, tables, graphs, graphic organizers, etc. to give ELLs additional opportunities to access meaning

Vocabulary Usage: the specificity of words or phrases for a given topic and context; one of threecriteria that constitute the Performance Definitions


Properties of the CED

Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5)

Elementary ELD Intermediate Advanced (PreK-K, 1-2, 3-5)

EE10IA

Elementary ELD provides training in general study techniques and specific English Language Arts strategies and concepts necessary for an understanding of core content area topics. This course aids ELD students, especially those with little previous schooling, in making the transition from training classes to mainstream curriculum. Students are introduced to and review accurate, effective expression, interpretation of content reading, and test taking techniques.

3 Trimesters

[Course Fees]

1

[Elective Required]

Active

English Language Development (ELD)47c172ba-4686-4452-befc-cc1373463cb7

[Effective Date]

[Expiration Date]

[NCAA]

[Hear]

[Subject Area]

4.0

0510 - English As A Second Language

Elementary Education


Elementary ELD Beginner Intermediate (PreK-K, 1-2, 3-5)contenthub.bvsd.org/curriculum/Course...

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