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Using the ELPBO: Curriculum Guidance for
ELDELL Statewide Conference: January
24, 2006
Katherine EarleyDepartment of Education
Office of Language Acquisition and Academic Achievement
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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 levelo Need to define role & nature of effective ESL/ELD instruction o Need to define link between content standards & ELPBO standards
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January 24, 2006
The Curriculum Work Group 2005
Partnership with Center for Applied Linguistics
Call for Participantso Resumes Collected
o Graduate Degreeo ESL/ELL/ELA Experience
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January 24, 2006
The Curriculum Work Group (Cont.)
Teachers: k – 12Department HeadsSpecialistsResource TeachersCurriculum LeadersCALMADOE
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January 24, 2006
The Work to Date ~ July 2005
Four Day Meeting
Hands on the ELPBO
Planning Guide
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January 24, 2006
Sample Planning GuideBeginner Early
IntermediateIntermediate Transitionin
g
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
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Sample Planning Guide (continued)
Beginner Early Intermediate
Intermediate Trans
Reading
R.2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.9
R.1.2, 1.4, 1.5
R.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
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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
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Standards/Outcomes-Benchmarks Suggested Topics, Themes, UnitsEssential 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 Colors, 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: 3-4 Proficiency Level: Beginner
Communities · School· Careers/Occupations· Transportation· Neighborhood·
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January 24, 2006
The Work to Date (continued)July 2005 ~ October 2005
Continued Revisions of SaS
Addition of Content Based Unit Plans
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English Language Development Scope and Sequence ChartGrade 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
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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
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January 24, 2006
Content Based ELD (Continued)
Content Might Differ by Proficiency Level
o Beginners: BICSo Past beginners: content increasing academic & complex
Language Skills Practiced in a Highly
Integrated Communicative Fashion
through Content Format
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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
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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)
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January 24, 2006
The Work to Date (October & on)
Continued review of workMeetings with CALMarch 2006 ~ final session
o Edito Units/lessonso Formatting
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January 24, 2006
Suggested ELD, Content-Based Instructional Topics
(ESL Teacher plans/selects in consultation with content teachers)
BICS*:(as needed) CALP: MathSchool orientation Functions
CALP: Science & Technology CALP: ELAComputer Dictionary Skills
CALP: Social Studies/History CALP: Other Content AreasGeography Physical Fitness
*Cummins, J. (1978, 1981)
Scope & Sequence: SAMPLE
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January 24, 2006
Sample Scope & Sequence (cont)
Listening & Speakingo Vocabularyo Social Interactiono Academic Interactiono Presentation
Writingo Prewritingo Writingo Revisingo Editingo Media
Readingo Vocabulary & Syntax
in Printo Beginning to Read in
Englisho Comprehensiono Literary Elements &
Techniqueso Informational/
Expository Texto Research
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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
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January 24, 2006
ELD Curriculum Guidance
Phase I: SaS
Phase II: Instruction
Phase III: Performance Assessments
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January 24, 2006
Future Considerations
Formatting
Technology
Piloting
Professional Development
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January 24, 2006
Feedback ~ Questions
The project?
Usefulness?
The formatting?
The piloting?