1. UBD and ESL, ELl
Dr. Deborah Brady

2. 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

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

4. 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

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

6. Next Generation ESL Document
Focus of ESL Instruction in MA (Section 2.2 pages 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
* generation%22 **

7. 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 ).

8. 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

10. 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

11. 56
42—whole chart
Thinking Space 57 49
51=
Discourse, sentence,
54, 55

12. Thinking Space 2: Where are the students now?

13. Exemplar walkthrough—handout “Unit Plan”plus (video)
Water Video:
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

14. 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
Formative Assessments
Gradual Release
Direct Teaching
Pages 73-86

15. Department of Education’s Model Curriculum Units for ESL A2
Video:

19. 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.

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

22. Next Steps
For a step-by-step guide begin page or use the Water Unit
Critical stance—159 (Destination critical view)
Resources— 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

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