1. The Idaho Map of Standards for English Learners Product of Idaho State Board of Education © 2006 John Carr Sr. Research Associate WestEd Jcarr@wested.org

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4. E nglish L anguage D evelopment Standards L anguage A rts Standards

6. Workshop Targets Participants will understand how to: 1.Navigate The Idaho Map of Standards for English Learners 2.Use the Map as a teaching tool & design standards-based lesson plans 3.Use the Map as an assessment tool & integrate instruction and assessment

8. Corrective Feedback

10. Instruction + Assessment Powerful Teaching & Learning

11. 5 English Language Development (ELD) Levels 5 levels that reflect major steps in acquiring English as second language –Spanning grades K-12 Idaho’s labels: Fluent Early Fluent Intermediate Advanced Beginning Beginning Proficiency on LA Standards No English

12. LA Standards ELD Standards What all students are expected to know and be able to do ISAT: –Advanced –Proficient –Basic –Below Basic What all English Learners are expected to know and be able to do… at each level IELA: –Fluent –Early Fluent –Intermediate –Advanced Beginning –Beginning Content Standards Content/Performance Standards

13. ELD Standards begin the journey to all core content Standards Math LA ELD Science

14. Fluent Early Fluent Intermediate Advanced Beginning Beginning 5 ELD Performance Levels LA Standards ELD Standards Content ELD SDAIE SDAIE = Specially Designed Academic Instruction in English

15. ELD Performance Levels Program Decisions Differentiated Instruction Interventions No Yes

16. New Idaho ELD Standards Adopted August 2006 Developed by WestEd in consultation with Idaho panel of educators Process: 1.Identified most important LA Objectives for English learners 2.Created ELD Objectives from Beginning to Fluent levels 3.Matched ELD & LA Objectives in Map

17. Organization of Standards ELD LA Objectives Goals 4 Domains 6 Standards Objectives Goals 4 Standards 4 Domains

18. ELD Standards LA 1.Reading Process 2.Comprehension /Interpretation 3.Writing Process 4.Writing Applications 5.Writing Components 6.Communication 1.Listening 2.Speaking 3.Reading 4.Writing

19. ELD Standards & Objectives Standards summarize expectations for English learners at the Fluent level for listening, speaking, reading, and writing. Objectives state expectations at each ELD level in measurable terms for specific skills within standards –Reflect 2 nd language development theory For each grade span: K-2, 3-5, 6-8, 9-12

20. Understanding How to Navigate the Map ELD cluster = ELD Objectives that target the same concept/skill for Beginning to Fluent English learners (e.g., main idea) ELD clusters are matched to LA Objectives Select an ELD cluster (levels for your EL students) and matching LA Objective to teach and assess as an integrated, differentiated lesson

21. ELD and LA Objectives by Grade Level/Span Each grade level K-12 –Grades 9-12 or 9- 10 and 11-12 may have same Objectives Grade spans: –K-2 –3-5 –6-8 –9-12 Find in Map ELD Objectives LA Objectives

22. Labels Big Ideas Grade Span ELD Cluster #s ELD Levels Pagination restarts each grade span Simple Match

23. Not Appropriate for grade K

24. Summary ELD Clusters Matched to LA Objectives ELD Clusters Cluster = Beginning to Fluent Objectives about the same topic Each cluster has Big Idea (label) LA Objectives 1 or more LA Objectives matched to 1 ELD cluster (weak to strong) match – some LA Objectives closer match than others Heavy line across ELD and LA columns separates ELD-LA clusters

25. Navigating the Map: Understanding the Standards Select a grade span & grade Follow from Beginning to Fluent ELD –Highlight key words at each ELD level Compare highest ELD level to LA –Less, same, more rigor for students? How can this Map help you teach?

26. Grades K-2: Listening, p.1, ELD Cluster 1.1.1 Follow Oral Directions Follow simple one-step oral directions. Follow simple two-step oral directions. Follow two-step oral directions. Follow multi-step oral directions. ELD 1.1.1 B AB I EF/F 2.LA.6.1.3 (Grade 2) Listen and follow multiple-step oral directions.

27. Using the Map to Select Cohesive Objectives Develop standards-based lesson plan, identifying cohesive objectives –Cohesive Objectives target the same general skill (e.g., describing main idea & drawing conclusions) –May connect across domains/standards: Listening, Speaking, Reading, Writing

28. Standards-Based Lesson Planning 1.Identify Objectives for unit/chapter lesson 2.Select cohesive Objectives as a “superset” Emphasis of instruction and assessment 3.Select & modify an assessment to fit ELs –Clear vision of mastery 4.Plan diverse learning activities 5.Plan diverse teaching strategies

29. Cohesive Set of Big Ideas: The Key to Teaching All Standards Select a chunk of cohesive Objectives Address very similar skills –ELD 1.1.3 (Listening): Understand Main Idea of Information Presented Orally –ELD 3.2.2 (Reading): Describe Main Idea in Text Form a natural sequence in teaching –ELD 2.1.1 (Speaking): Ask and Answer Questions –ELD 3.2.2: (Reading) Describe Main Idea in Text –ELD 3.2.3: (Reading) Draw Conclusions Based on Text Grades 3-5

30. Finding Cohesive Big Ideas: Your 1 st of 5 Big Ideas: Expository text: ELD 3.2.2 –K-2: Identify Topic in Text –3-12: Describe Main Idea in Text –For literary text, ignore “informational text” Find “tip of the iceberg” cohesive Big Ideas Find about 5 Big Ideas Order for Searching: 1 st : Read Comprehension 2 nd :Listening & Speaking 3 rd : Writing Applications

31. Unit Lesson Plan Template Grade: ELD Levels: Lesson Title: Core Question: Time: Cohesive Objectives: ELD# LA# ELD Big Idea Materials: Learning Activities (what students will do; practice leading to assessment) Assessment (of cohesive objectives) Instructional Strategies (what teacher will do; groups or whole class) Draft & complete poster 1 2 3 4

32. Starter Example Grade: 3 ELD Levels: B to I Lesson Title: Charlotte’s Web Core Question: What is friendship and how would you feel if your best friend died? Co-Objectives: ELD LA ELD/LA Big Idea LC 1.1.3 6.1.2 Understand Main Idea of Information Presented Orally RC 3.2.2 2.2.4 Describe Main Idea in Text LC = Listening Comprehension SA = Speaking Applications (RP = Reading Process) RC = Reading Comprehension WA = Writing Applications (WC = Writing Conventions) 5 Big Ideas across domains (Goals)

33. Using the Map as an Assessment Tool 1.Use the Map to judge ELD level for 1 ELD cluster based on a student’s work sample 2.Testing: standardized vs. differentiated 3.Analyze various types of classroom assessments Danai

34. What is Natapon’s ELD Level for Reading Comprehension: Main Idea? Grade 4 Student, ELD 3.2.2 (rubric) book report: The Bad Beginning by Lemony Snicket, lexile 1010 (grade 6 level) –Read independently; oral summaries after each reading; write book report What ELD level? –What is the evidence? Underline it. –What assessment accommodations would you use to accurately assess his ELD level?

35. ELD 3.2.2Describe Main Idea in Text (grades 3-5) BIdentify orally some facts in simple text with visuals read aloud. ABIdentify orally facts in brief text read with support and retell facts in logical order. IIdentify main ideas in text at independent reading level and retell important information from the text. EFIdentify main ideas and summarize important information in text near grade- level. FIdentify main ideas and summarize information in grade-level text.

36. What is Danai’s ELD Level for Reading Comprehension: Main Idea? Grade 6 Student, ELD 3.2.2 (rubric) book report: The Bad Beginning by Lemony Snicket, lexile 1010 (grade 6 level) –Background: some assistance reading; oral summary end of each chapter; self-typed book report into computer What ELD level? –What is his evidence? Underline it. –What assessment accommodations would you suggest to be confident of his ELD level?

37. 3.2.2Describe Main Idea in Text (grades 6-8) BIdentify orally the main idea in brief text read aloud with visuals. ABIdentify orally the main idea and some supporting details in brief text with visuals read with support. ISummarize the literal or inferential main idea and some critical details from text at independent reading level. EFSummarize the literal and inferential main ideas and critical details from near grade-level text. FSummarize the literal and inferential main ideas and critical details from grade-level text.

38. Differentiating Assessment What strategies would you use to accurately assess this English learner? Can he can perform at a higher level than the “one way fits all” test? Differentiating Instruction & Assessment

39. Lesson Plan: Assessment Assessment: Test form, alternative ways to assess –Differentiated for ELD levels Directions –Comprehensible for English learners Scoring guide –Map of Standards Measure both LA and ELD Objectives?

40. A Good Assessment Includes testing accommodations to fit students’ needs and strengths Targets challenging standards All students have equal opportunity to learn what will be assessed –differentiated instruction

41. Equity for All Students To learn: diverse strategies to help diverse learners build new knowledge & skills –Teach to all learning strengths –Scaffold learning for ELs To be assessed: diverse strategies to communicate what was learned –Assess to students’ strengths –Scaffold performance for ELs Same challenging standards for all students Beginning Intermediate Early Fluent Advanced Beginning Fluent Access to Challenging Standards

42. 2 Types of Assessment Formative – checking for understanding –Before and during lesson delivery to adjust instruction to fit students –Student metacognition & empowerment Summative – quiz/test, project, notes… –after lesson to adjust next lesson plan –Student & parent monitoring progress

43. Formative Assessment Strategies For feedback from all students What strategies do you use?

44. Impact of Formative Assessment Bloom (1984) Effect Size = 1.0 Average student with FA outscored 84% of group with no FA Attention, attitude, motivation higher for FA group (Meta-analysis of multiple studies ES =.4 to.7) Teaching with no feedback Teaching with ongoing feedback 84%

45. Challenges to Equitable Assessment of EL Students Producing an Answer Comprehending the Instructions

46. Rank the assessments from easiest (1) to most difficult (6) in terms of producing responses (right or wrong answer)  Cloze items with word bank  Cloze items without word bank  Multiple-choice items  Oral short-answer items  Written short-answer items  Written performance task

47. Cloze items with word bank Cloze items w/o word bank Multiple choice Items Oral short answer items Written short answer items Written performance task

48. Rank the assessments from easiest (1) to most difficult (6) in terms of comprehending the test directions  Cloze items with word bank  Cloze items without word bank  Multiple-choice items  Oral short-answer items  Written short-answer items  Written performance task

49. Cloze items with word bank Cloze items w/o word bank Multiple choice Items Oral short answer items Written short answer items Written performance task

53. Communicating Answers: Differentiating for ELs Show & clarify model responses Provide extra time & word bank Encourage self-editing for essays Allow oral responses & illustrations, provide graphic organizers to clarify writing Segment multi-step instructions Ignore language convention errors –Judge performance of target standards

54. Comprehending Directions: Differentiating for ELs Rewrite test directions to simplify vocabulary & syntax; provide context & redundancy Use key words, same directions during instruction Read directions aloud; clarify Add glossary, visual supports –underline key words, use graphic organizer

55. Reflection & Action How can you provide professional development –for all teachers with English learners –about best practices & ELD standards –and raise the capacity of continuing teachers as new teachers arrive each year?

56. Some Resources http://www.boardofed.idaho.gov/lep/LEPDirectorInfo.asp Personality Test/Profile http://www.uri.edu/volunteer/PDF/Pig_personality.pdf Making Science Accessible to English Learners: A Guidebook for Teachers (Carr, Sexton, Lagunoff – WestEd) Classroom Instruction that Works (Marzano et al – www.ASCD.org) Differentiated Instruction The Differentiated Classroom (Carol Ann Tomlinson, ASCD) So Each May Learn (Silver, Strong, Perini - ASCD) Differentiated Instructional Strategies (Gregory & Chapman - Corwin) Educating Everybody’s Children (Cole (Ed.) - ASCD) Graphic Organizers www.thinkingmaps.com www.inspiration.com & www.kidspiration.comwww.inspiration.comwww.kidspiration.com