2. Using the ELPBO: Curriculum Guidance for ELD ELL Statewide Conference: January 24, 2006 Katherine Earley Department of Education Office of Language Acquisition and Academic Achievement

3. January 24, 2006 The Need: Background  What was happening in the state? o November 2002, MGL Ch. 71a (Question 2) o June 2003, ELPBO  Why did MADOE go forward with the project? o Need for ELD curriculum at district level o Need to define role & nature of effective ESL/ELD instruction o Need to define link between content standards & ELPBO standards

4. January 24, 2006 The Curriculum Work Group 2005  Partnership with Center for Applied Linguistics  Call for Participants o Resumes Collected o Graduate Degree o ESL/ELL/ELA Experience

5. January 24, 2006 The Curriculum Work Group (Cont.)  Teachers: k – 12  Department Heads  Specialists  Resource Teachers  Curriculum Leaders  CAL  MADOE

6. January 24, 2006 The Work to Date ~ July 2005  Four Day Meeting  Hands on the ELPBO  Planning Guide

7. January 24, 2006 Sample Planning Guide Beginner Early Intermediate IntermediateTransitioning Listening S.1.1, 1. 2, 1.3 S.2.1, 2.2, 2.3, 2.4 S.3.1, 3.2, 3.3, 3.6, 3.7, 3.10, 3.23, 3.26, 3.27 S.1.12, 1.14, 1.9, 1.23, 1.24 S. 2.21, 2.45 S.3.4, 3.5, 3.8, 3.9, 3.22, 3.28, 3.29, 3.30, 3.45, 3.49, 3.50, S. S.1.13, 1.14, 1.19, 1.23, 1.24 S. S. 2.22, 2.32, 2.34, 2.35 S.3.29, 3.31, 3.32, 3.33, 3.34, 3.35, 3.36, 3.37, 3.50, 3.53 S.1.15, 1.25, 1.26, 1.30, 1.31, 1.32, 1.33 S.2.44, 2.45, 2.46, 2.47, 2.48, 2.59 S.3.52, 3.54, 3.55, 3.56, 3.57, 3.58, 3.59 Speaking S.1.4, 1.5, 1.8, 1.11.2.5, 2.7. 2.8, 2.11, 2.13, 2.19, 2.20, 2.28 S.3.11, 3.12, 3.13, 3.14, 3.15, 3.17, 3.18, 3.20, 3.24 S.2.9, 2.10, 2.11, 2.13, 2.14, 2.15, 2.16, 2.17, 2.18, 2.19, 2.20, 2.25, 2.26 S.3.14, 3.15, 3.16, 3.17, 3.18, 3.19, 3.20, 3.21, 3.22, 3.24, 3.25, 3.44, 3.46 S.4.1, 4.2, 4.3, 4.4.60, 3.61, 3.62, 3.63, 3.64, 3.65, 3.66, 3.67, 3.68, 3.69 S.4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.17, 4.18.1.21, 1.22, 1.27, 1.28, 1.29 S.2.49, 2.50, 2.52, 2.53, 2.54, 2.55, 2.56, 2.57, 2.58, 2.60, 2.61, 2.62, 2.63, 2.64, 2.65, 2.66, 2.67, 2.68, 2.69, 2.70

8. Sample Planning Guide (continued) Beginner Early Intermediate IntermediateTrans Reading R.2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.9 R.1.2, 1.4, 1.5R.1.6. R.2.10 R. 3.2, 3.3, 3.4, 3.5 R.4.3, 4.4, 4.6, 4.7 R.5.1, 5.2, 5.4, 5.5 R.4.1, 4.2 R.5.6, 5.7 R.6.1, 6.2 Writing W.2.1, 2.4 W.4.1 W.5.3 W.1.2, 1.3 W. 2.2, 2.5 W.4.2 W.5.1 W.1.1 W.2.6 W.3.1, 3.2, 3.4 W.4.3 W.5.4 W.W. 2.3 W.W.3.3, 3.5, 3.6 W.5.2, 5.5, 5.6, 5.7, 5.8

9. The Work to Date (July 2005)  Preliminary Scope and Sequence o By Grade Span  K-2 & 3-4 (split)  5-8  9-12 o By Proficiency Level  Beginner  Early Intermediate  Intermediate  Transitioning

10. English Language Development Scope and Sequence Chart Grade Span: 3-4Proficiency Level: Beginner Time Period: Annual Standards/Outcomes-Benchmarks Suggested Topics, Themes, Units Essential Question/Big Picture Listening S1.1 Demonstrate comprehension of everyday words and phrases using pictures, actions and/or objects. S2.2 Demonstrate comprehension of words, phrases and sentences used in social interactions related to everyday topics. Me, Myself and I  Family  Feelings  Col ors, Numbers, Shapes  Body Parts  Speaking S1.4 Express basic personal needs and information and school-related information using spoken words and phrases. S1.11 Clarify meanings of words using beginning and bilingual dictionaries. Reading R1.1a Reading previous words with personal meaning that have been presented as images, objects and/or printed text. R2.5a Identify the initial sounds of familiar words. Writing W1.3a Organize ideas related to writing topic using graphic representations. W2.1a Write words that have personal meaning. *****SAMPLE PRELIMINARY WORK: DRAFT ONLY**** English Language Development Scope and Sequence Chart Grade Span: 3-4Proficiency Level: Beginner Communities · School · Careers/Occupations · Transportation · Neighborhood ·

11. January 24, 2006 The Work to Date (continued)  July 2005 ~ October 2005  Continued Revisions of SaS  Addition of Content Based Unit Plans

12. English Language Development Scope and Sequence Chart Grade Span: Proficiency Level: Standards/Outcomes Suggested ESL Content-Based Topics (ESL teacher plans/selects in consultation with content teachers) Listening Students will Science & Technology/Engineering Math English Language Arts Social Studies/History Other Content Areas Basic Interpersonal Communication Skills (as needed) Speaking Students will Reading Students will Writing Students will Work to Date ~ October 2005

13. January 24, 2006 Content Based ELD  Integrates English with Subject-Matter Instruction  Provides Students with an Opportunity to Learn CALP  Provides a Less Abrupt Transition from the ESL Classroom to an All-English-Medium Academic Program

14. January 24, 2006 Content Based ELD (Continued )  Content Might Differ by Proficiency Level o Beginners: BICS o Past beginners: content increasing academic & complex  Language Skills Practiced in a Highly Integrated Communicative Fashion through Content Format

15. January 24, 2006 Effective Content Based ELD  A systematic coordination between content teachers and ESL teachers must exist  Relationships among and between teachers must be redesigned  All teachers as teachers of language

16. January 24, 2006 Content-Based ELD ~ Rationale  Students are expected to acquire subject matter knowledge as they are acquiring English – Why postpone the teaching of content material?  Students deserve to know the academic secrets* of each subject they study *Kinsella, (1997)

17. January 24, 2006 The Work to Date (October & on)  Continued review of work  Meetings with CAL  March 2006 ~ final session o Edit o Units/lessons o Formatting

18. January 24, 2006 Suggested ELD, Content-Based Instructional Topics (ESL Teacher plans/selects in consultation with content teachers ) BICS*:(as needed)CALP: Math School orientation Functions CALP: Science & TechnologyCALP: ELA ComputerDictionary Skills CALP: Social Studies/HistoryCALP: Other Content Areas GeographyPhysical Fitness *Cummins, J. (1978, 1981) Scope & Sequence: SAMPLE

19. January 24, 2006 Sample Scope & Sequence (cont)  Listening & Speaking oVocabulary oSocial Interaction oAcademic Interaction oPresentation  Writing oPrewriting oWriting oRevising oEditing oMedia  Reading oVocabulary & Syntax in Print oBeginning to Read in English oComprehension oLiterary Elements & Techniques oInformational/Expository Text oResearch

20. January 24, 2006 STUDENT LEARNING OUTCOMES Vocabulary: Listening & Speaking ~ Students will Listening: Demonstrate comprehension of everyday words and phrases, using pictures, actions, and/or objects (S.1.1) Demonstrate comprehension of words that express basic personal needs, personal likes and dislikes, personal information, and school related information (S.1.2) Speaking: Express basic personal needs and information and school-related information, using spoken words and phrases (S.1.4) Employ vocabulary essential for grade-level content learning (S.1.5) Sample Scope and Sequence

21. January 24, 2006 ELD Curriculum Guidance Phase I: SaS Phase II: Instruction Phase III: Performance Assessments

22. January 24, 2006 Future Considerations  Formatting  Technology  Piloting  Professional Development

23. January 24, 2006 Feedback ~ Questions  The project?  Usefulness?  The formatting?  The piloting?