UBD and ESL, ELl Dr. Deborah Brady

AGENDA The English Language Learner curriculum development considerations (ESE document: Next Generation ESL Project: Curriculum Resource Guide ) UbD—Overview Stage I, II and III Backward design Massachusetts Model Units for ELL Select your unit ELL considerations preliminary to Stage 1: Targets Stage 1 ELL considerations preliminary to Stage 2: Assessments Stage 2: CEPA development and ELL Stage 2 Stage 3 The lesson sequence Next steps: Assessing Quality: Wida, Frameworks, UbD Developing and assessing lessons

ICEBREAKER Introduce yourself grades taught what brought you to ELL? what do you hope to achieve today? In curriculum?

Two Essential Perspectives Need to see the whole Need to know each step in sequence Define the destination UbD Template Examples of finished unit(s) “Critical Stances” for ELL Methods for assessing unit quality EQUiP UBD DESE’S Next Generation ESL Project: Curriculum Resource Guide UbD template—3 stages WIDA materials Reiterative, Messy Process

Materials Handouts On-line Access http://wellesleyubdell.wikispaces.com/ Critical Stance (whole) Language Objective Scaffolds (part) WIDA academic language (part) Go-To Strategies (whole) Next Generation ESL Project: Curriculum Resource Guide (steps) http://www.doe.mass.edu/ell/curric ulum/ResourceGuide.pdf#search= %22next generation%22 Model Curriculum Units for ELL (whole/part) http://www.doe.mass.edu/CandI/m odel/download_form.aspx Wiki—resources—Everything!

Next Generation ESL Document Focus of ESL Instruction in MA (Section 2.2 pages 17-38 program examples) page 19 quote 01 Collaborative Tool Pages 38, 39, 42 (next slide) 02 Unit and Lesson Plan Templates Page 72-86 On—line option * 03 MCU; ELL MCU on-line access** 04 *http://www.doe.mass.edu/ell/curriculum/ResourceGuide.pdf#search=%22next generation%22 ** http://www.doe.mass.edu/CandI/model/download_form.aspx

Take a Sip—What resonates with you? Although ESL instruction is focused on language, academic content and disciplinary practices are used as a vehicle for language development within a sociocultural context. This means that the ESL curriculum integrates language development standards with content area standards. It also means that English discourse features, language functions, forms, and vocabulary are taught within contextualized and meaningful circumstances that integrate grade-level academic standards. Most importantly, in order to effectively support students’ academic achievement, the ESL curriculum should be developed and implemented through skilled collaboration between ESL and other academic teachers. Such partnerships between language and content teachers are extremely important for planning, assessing, and coordinating effective curriculum for Els (pp. 19-20).

What is your PLC/curriculum goal for this work? Single unit plan or year-end destination? How will you work? By content area? (math, ELA, social studies, science) By grade levels (K-2, 3-5, 6-8, 9-12) By ELP levels 1/2 or 2/3? By year-end language goals no matter the content? Based on DESE units that are aligned with what is now taught? All of you do one unit? This summer 2 full days--Goals September Meet again: Goals

The Tools and Processes page 39 Draft: Stage 1 (Targets): FLG’s plus Stage 1 components Stage 2 (Assessments): Formative, summative Stage 3 (Sequence of teaching): Chunked description of the unit Check the quality of the unit draft Go on to develop lessons

56 42—whole chart Thinking Space 57 49 51= Discourse, sentence, 54, 55

Thinking Space 2: Where are the students now?

Exemplar walkthrough—handout “Unit Plan”plus (video) Water Video: http://www.doe.mass.edu/candi/model/videos/ESLg7-CleanWater.mp4 See page 60 for an explanation of entire process from FLG development to end using the Water Unit 72 ff. provides whole journey using this finished unit Assessment Video Readingrockets.org/webcasts/1003

Content Standard Goals Wida Standards Focus Lang.Goals Connect to Goals Language + Content Content Standard Goals FLGs unpacked Academic Lang Micro-function Reading, Writing, Speaking, Listening CEPA pages 99- 100 Formative Assessments Gradual Release Direct Teaching Pages 73-86

Department of Education’s Model Curriculum Units for ESL http://www.doe.mass.edu/CandI/model/download_form.aspx http://www.doe.mass.edu/CandI/model/files.aspx?id=304D6C15BBA7DD37FA458818A43505C1 071496A2 Video: http://www.doe.mass.edu/candi/model/videos/ESLg7-CleanWater.mp4

ASSESSMENT EVIDENCE: Language Development Stage 2—Evidence EVALUATIVE CRITERIA ASSESSMENT EVIDENCE: Language Development Accurate use of topic vocabulary in context (e.g., access, responsibility, human right). Effective use of cause and effect language (e.g., because, since, as a result). Appropriate construction and use of fact/evidence and opinion/claim statements. Student use of language at the discourse, sentence, and word/phrase levels at the expected level of linguistic complexity. CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (Performance Tasks) PT As a result of: Reading abridged articles about access to clean water Drawing conclusions about graphs, charts, and videos about access to clean water Analyzing and using the language of facts/evidence and opinions/claims Analyzing and using the language of cause and effect Identifying and using sequence signal words Studying simple present tense statements, and questions with auxiliary and modal verbs Students will be able to write a script and create a PSA video about the challenges to and benefits of access to clean water around the world. They will be able to: Discuss opinions/claims and facts/evidence about clean water access. Use cause and effect language to explain the effects of a lack of access to clean water. Use cause and effect language to explain the benefits of access to clean water. Make linguistic choices (considering discourse, sentence, and word/phrase dimensions) about how to best process and produce language regarding the issue of access to clean water. PSA: Goal—Raise awareness of the global clean water access problem. Role—Advocate for clean water access. Audience—School community on World Water Day (March 22) with an optional fundraising component. Situation—You have been asked to present the challenges to and solutions for those in countries without access to clean water in a PSA. Product performance and purpose—You are writing, appearing in, and designing a PSA to raise awareness in the school community about the world clean water crisis. Reflection: Yes/no question checklist   OTHER EVIDENCE OE Formative assessments: exit ticket, sorting and matching activities, warm-ups, think-pair-share, turn-and-talk, pre/free-writing, response boards, homework, total physical response, sentence starters and graphic organizers, journals, know–want to know–learned (K-W-L), role-play, etc.

Questions about: Whole? Parts? What will you do? Whole year course by bands

Next Steps For a step-by-step guide begin page 102-112 or use the Water Unit Critical stance—159 (Destination critical view) Resources—178-183 ff. Handout: Discourse, Sentence, Word level GoTo Strategies for R, W, S, L for Levels 1-5 Scaffolds for writing effective language objectives (R,W, S, L) Specific Activities that support ELL skills 183 ff. (jigsaw, KWL, Gallery Walk “The Launch” How do you start off the year? Routines, expectations, norms, activities to develop community, behavior, cultural awareness

Next Steps Cultural Considerations of language 127-128 Quality of the unit Rubrics for UbD 130-133 EQuiP rubrics (Frameworks alignment) 135-140 Lesson development 144-159 Assessing the effectiveness of lessons and smart goals 160 to end