Elementary ELD Intermediate Advanced (PreK-K, 1-2, 3-5)
Curriculum Essentials
Document
Boulder Valley School District
Department of English Language Development
May 2015
Access for All
Colorado English Language Proficiency Standards
CELPS
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 Clusters
CELP Standards (WIDA) is organized in five grade‐level clusters: Pre K–K, 1–2, 3–5, 6–8, and 9–12.
Language Domains
Each 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 Levels
There 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.
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
Examples of Elementary Level Descriptors
3/30/2012BVSD Curriculum Essentials20
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 Development
1. 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
3/30/2012BVSD Curriculum Essentials20
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 - Expanding
Concepts 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 Competencies
Students can:
Developing
Listen:
• 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
Expanding
Listen:
• 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 classes
2. English language development
Nature of Discipline:
1. ELLs use language appropriate for purpose and audience
2. Successful language learners use and adapt comprehension strategies for various situations.
Standard: 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 - Expanding
Concepts 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 Competencies
Students can:
Developing
Listen:
• 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
Expanding
Listen:
• 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 / 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 classes
2. English language development
Nature of Discipline:
1. ELLs use language appropriate for purpose and audience
2. Successful language learners use and adapt comprehension strategies for various situations.
Content Area: 3 - 5 English Language Development
Standard: 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 - Expanding
Concepts 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 Competencies
Students can:
Developing
Listen:
• 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
Expanding
Listen:
• 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 / 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 classes
2. English language development
Nature of Discipline:
1. ELLs use language appropriate for purpose and audience
2. Successful language learners use and adapt comprehension strategies for various situations.