DESIGNING
ELD
CURRICULUM
JENNIFER J DANIELS
CO CABE CONFERENCE, DENVER, CO
OCTOBER 14, 2010
PRESENTATION
OUTLINE
Introduction to the ELD Curriculum Project (District 51)
Background Experiences and Resources
Using ELD Standards to Design Curriculum: What has
Worked and What Hasn’t
Connections with Assessment
The ELD Curriculum Project – Steps in the Process,
Challenges, Feedback from Teachers, Next Steps
Professional Documents and Resources
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
PURPOSE FOR ELD
CURRICULUM PROJECT
• ESL/BIED teachers strengthen their professional
skills and become familiar with the documents
that guide quality instruction for English
language development.
• ESL/BIED teachers develop tools for progress
monitoring, ELD interventions, and curriculum
planning.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
PHILOSOPHY
Educating English Learners (ELs) involves:
• Assessment of oracy and literacy in both home and target
language
• Understanding of cultural background and level of
acculturation
• Using the above to build appropriate units that develop
listening, speaking, reading, writing, and comprehension
skills (direct ELD instruction)
• Using the above to develop school know-how, cultural
competency, learning strategies, and technology skills
• Using the above to educate ELs in the mainstream
curriculum
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD CURRICULUM
SOURCES
Curriculum
Focus
Jennifer J. Daniels
CO ELD(P)
Standards
World
CO Content
Languages Standards
Standards
Language
development;
academic
functions and
structures;
patterns of
language;
curriculum
design to move
students up to
the next level;
comprehension/
communication
Cultural
competencies;
ELLs are
learning English
as a world
language;
additional
language
continuum;
COCABE, Denver, Oct. 2010
Concepts,
academic
discourse
associated with
academic field,
specific content
vocabulary,
academic
functions and
structures,
support for
comprehension/
communication
Mainstream and ELD Educators:
Who Does What?
Intensified
instruction to meet
identified need (ELD
or content)
ELD need -> ELD
intervention
Content need ->
Content intervention
(ELL-appropriate)
ELD Teachers
ELD at appropriate
level
Practice 4 skills
Learn how to learn
English
Patterns, keys, and
tools to learning
English
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
High quality
instruction
Visual support
Focused objectives
-Content in
-Language out
General academic
vocabulary
ELD &Content
Teachers
Content Teachers
Content-specific
vocabulary
Student talk supported
Text and teacher talk
easy-to-comprehend
Appropriate tasks and
assessments (based
on English levels)
USING THE WIDA ELP STANDARDS
TO DESIGN SUPPORT FOR ELLS
WIDA ELP
Standards
Social and
Instructional
Language
Can-Do
Indicators
Language of
Language Arts
Language of
Math
Location of
Instruction
ESL classroom
English Language
Development (ELD)
Levels
Levels 1-2 (NEP)
Levels 3-5 (LEP)
ESL classroom
Levels 1-2 (NEP)
Language Arts
classroom
Math classroom
Levels 3-5 (LEP)
Levels 1-2 (NEP)
Levels 3-5 (LEP)
Language of
Science
Science
classroom
Levels 1-2 (NEP)
Levels 3-5 (LEP)
Language of
Social Studies
Social Studies
classroom
Levels 1-2 (NEP)
Levels 3-5 (LEP)
*Language of
all other
content areas
and classes
Content
classroom
(computers, PE,
music,
business, etc.)
Jennifer J. Daniels
Levels 1-2 (NEP)
Levels 3-5 (LEP)
COCABE, Denver, Oct. 2010
Support:
School Level
Support:
Classroom Level
Support:
Individual Students
Support:
Teachers
PROJECT TIMELINE
Fall 2009 – Who am I? activity; Target outcomes survey of
ESL/BIED teachers
Spring 2010 – Grade span curriculum teams, draft LLEs – 2
days
Summer 2010 – Grade span curriculum teams, draft LLEs,
correlations with ELD/ELP standards, horizontal alignment,
benchmark activities – 2 days
Fall 2010 – Grade span curriculum teams , vertical alignment,
benchmark activities - 1 day; Whole team review and training,
unit development, progress monitoring for ELD, content
teacher support – 1 day
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
LEARNING JOURNEY
Designing Curriculum with TESOL Standards
WIDA ELP Standards
Curriculum Mapping
Essential Learnings, Professional Learning Communities
Differentiation, Response to Intervention
Colorado’s Standards Revision and Assessment projects
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
KEY TERMS &
CONCEPTS
ELD/ELP Standards
Can-Do Descriptors
ELD Frameworks
Language Level Expectations (LLEs)
Language Domains
Language Levels
Grade Spans
Benchmark Activities
Progress Monitoring
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
WHAT ARE LANGUAGE LEVEL
EXPECTATIONS (LLE)?
Essential learning points for ELD
Designed with progress in mind, relative to the
language development continuum
“By the end of one learning year in ESL/ELD
instruction, students at this language level will be
able to…”
(Listening, Speaking, Reading, Writing, Using
Language Learning Tools, Demonstrating Cultural
Competence, and Knowing How School Works)
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT – PRELIMINARY STEPS
1. Collect teachers’ best thinking about ELD instruction in
team meetings (all ESL teachers):
1. Who am I? (for each language level & grade span)
2. What do I already know how to do?
3. What do I need to know how to do by the end of the year?
4. How are you going to teach me?
5. How can I show you how well I can do it?
2. Online Survey:
1. Keys to learning English
2. Tools for learning English
3. LSRW – Essential learning points
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD STANDARDS ARE NOT:
Unit level language objectives (esp. when copied from state
doc)
Essential questions to guide a thematic unit
Essential learnings on which to build common/benchmark
assessments
Scope and sequence of grammar and/or functions
Target outcomes for a learning year
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
CONTENT STANDARDS,
ELD STANDARDS, &
LANGUAGE OBJECTIVES
Content Standards are a comprehensive description of the
essentials within an academic content area for a grade level
or grade span.
ELD Standards describe language behavior along a
developmental continuum.
Language Objectives describe the language needed to
comprehend and communicate concepts within a content or
ELD lesson.
- specific target language (sentence frames/stems/starters)
-focus on needed structure in receptive/productive language
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD STANDARDS &
ASSESSMENTS
ELD Standards describe expected language
behaviors along a language development
continuum, not a compendium of essential content
knowledge/skills.
Model Performance Indicators(MPIs) provided for
Social/Instructional Language, Language Arts,
Math, Science, and Social Studies
ELP Standards contain both a formative and a
summative framework.
ELP Standards are used as an assessment
framework to develop ELP assessments.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
WHAT GOOD ARE ELD
(ELP) STANDARDS?
They are great for:
Describing language behaviors at different stages of
language acquisition (language continuum)
Providing models of differentiation for content teachers
Building curriculum that includes attention to language
patterns, academic functions, vocabulary learning
techniques and other learning strategies, speaking/writing to
communicate, listening/reading to comprehend, grammar in
context, oral language practice, strategies for content
reading at frustrational levels, understanding cultural/school
frameworks, recognizing figurative speech, and more.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD CURRICULUM DESIGN – STEP 1
STATUS: DRAFT
RD
TH
GRADE SPAN: 3 – 5
ELD LEVEL: BEGINNER
What do I already know how to do?
Smile… (non-verbal communication, gestures, facial expressions); Social language
Single words/short phrases/scripted phrases; Personal needs
Read symbols/cognates/numbers/single letters/colors
Write name and math facts
Copy modeled writing
What do I need to know how to do by the end of the year?
Understand and initiate social language with peers
Write patterned sentences, independently
Use correct punctuation
Read patterned sentences, independently
How are you going to teach me?
Model (speech, reading, writing, listening)
Repetitious practice
Use visuals whenever possible
How will I show you how well I can do it?
Portfolio
Running record
Teacher observation/evaluation
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 1 – Teacher input on target outcomes
By the end of one year of your instruction and facilitation,
what can you expect for an EL
in (grade span)
with (level of English language skill)
to be able to do in
(domain)?
How? Facilitated discussions, online survey tools
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 2 – Curriculum teams create 1st draft
• Five grade span teams (K, 1-2, 3-5, 6-8, 9-12) examine
target outcomes for 4 language levels
• Identify and name categories
• Align category names vertically
• Write Language Level Expectations for each domain at 4
language levels
• How? Teachers applied to serve on
grade span teams; received stipends and
graduate credit for their work
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 3 – Alignment with professional docs
• Five grade span teams correlate LLEs with:
• Colorado ELD Standards
• WIDA ELP Standard #1: Social/Instructional Language
• WIDA Can-Do Descriptors
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 4 – Horizontal alignment
• Grade span teams examine the logic and flow of LLEs
from language level to language level within each of the 4
domains
• Speaking LLEs: Beginning, Low Intermediate,
Intermediate, Advanced
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 5 – Vertical alignment
• Grade span teams examine the logic and flow of LLEs
from grade span to grade span within each language level
• Low Intermediate: K, 1-2, 3-5, 6-8, 9-12
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
QUILT REVIEW
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
FINAL REVISION
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
READ COMMENTS
AND REVISE LLES
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
REVIEW 1 GRADE SPAN
ABOVE AND BELOW
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 6 – Create Draft ELD Frameworks
• Grade span teams finalize LLEs into draft document
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 7 – Begin to use the draft ELD Frameworks
•
Record Benchmark Activities for at least one LLE in each
domain at 4 language levels
•
Example: Listening, 6th-8th, Low Intermediate
Category: Main Idea
LLE: Categorize or sequence oral information
using pictures and objects.
Benchmark Activity: Listen to a description
of a teenager’s room and move the
pictures to their correct location in the room.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
D51 ELD
CURRICULUM
PROJECT
Step 8 – Community review of draft ELD Frameworks and
Benchmark Activities
• Analyze for logic and flow
• Analyze for missing essential learning targets
• Give editing comments
Grade span teams synthesize community review feedback
and
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD CURRICULUM DESIGN:
WHAT HASN’T WORKED?
ELD Language Objectives at the unit level, especially when
copied from the state doc.
Essential Learnings and common assessments for ESL
curriculum
ESL curriculum mapping as a team (it only revealed the wide
variety of practices and approaches)
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD CURRICULUM DESIGN:
WHAT HAS WORKED?
Curriculum planner
Defining who does what (content teachers v. ELD teachers)
Language objectives at the daily lesson level, rather than at
the unit level
Benchmark activities as ELD assessments (comparable to
common assessments for content)
- repeated at least 4 times/year
- within different thematic units/topics
- same task structure
- same rubric, illustrated by student work samples
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
CURRICULUM
PLANNER
Language
Domain
Desired Outcomes (by the end of
the year)
Projects*/Activities/Assessments
*need rubric
Materials and Resources
Listening
Speaking
Reading
Writing
Study Skills
Social/
Cultural Goals
Jennifer J. Daniels
Theme for the Year:
Essential Question:
Students that typify this group are:
COCABE, Denver, Oct. 2010
Mainstream and ELD Educators:
Who Does What?
Intensified
instruction to meet
identified need (ELD
or content)
ELD need -> ELD
intervention
Content need ->
Content intervention
(ELL-appropriate)
ELD Teachers
ELD at appropriate
level
Practice 4 skills
Learn how to learn
English
Patterns, keys, and
tools to learning
English
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
High quality
instruction
Visual support
Focused objectives
-Content in
-Language out
General academic
vocabulary
ELD &Content
Teachers
Content Teachers
Content-specific
vocabulary
Student talk supported
Text and teacher talk
easy-to-comprehend
Appropriate tasks and
assessments (based
on English levels)
DIFFERENT TYPES OF
ELD INSTRUCTION
Fish Dinner
Fishing Lesson
Industrial
Strength ESL
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
QUILT REVIEW
Analyze Language Level Expectations (LLEs) for Listening,
Speaking, Reading, and Writing for LOGICAL FLOW:
• Quilts – Beginning, Low Intermediate, Intermediate,
Advanced
• On each quilt, analyze the grade level above and below
your own grade span.
• No praise needed, just constructive criticism,
clarifying questions, suggestions
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
SAMPLE BENCHMARK
ACTIVITY
Grade Span – 3-5
Low Intermediate
Speaking
Personal Narrative: Students tell a personal story (narrative)
with a clear beginning, middle, and end, using visual
support.
Grammar focus: past tense verbs
Steps?
Links to Listening, Reading, and Writing?
Resources?
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
ELD ASSESSMENT BANK:
BENCHMARK ACTIVITIES
Grade span
Language level
LLE
Title and description of activity
Prerequisite knowledge
Steps in the process
Possible criteria for rubric
Suggested resources
Recommendations for how often to use
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
BENCHMARK ACTIVITIES TEMPLATE
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
COMMON DEFINITIONS
OF WORKING TOOLS
Benchmark activity
• Student performance or language product
• Listening, Speaking, Reading, or Writing (or combo)
• Part of regular ELD curriculum
• Occurs in different theme-based units
• Rubrics and samples of student work available as support
• Portfolio
Progress monitoring tool
• Diagnosis of individual student’s error patterns
• Intensified ELD instruction
• Analysis and decision
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
FEATURE ANALYSIS
CHART
Focus on
discrete item
Benchmark
activities
Progress
monitoring
tool
Jennifer J. Daniels
X
COCABE, Denver, Oct. 2010
Probably
needs a rubric
Strong links to
standardized
assessment
tasks
X
X
Individualized
by patterns of
student errors
X
BA OR PM?
Applies to selected students
only
Global focus, rather than
discrete focus
Can address multiple domains Observational checklist used
(LSRW)
Designed for a single student
Takes less than 5 seconds to
grade
Used to calculate grades
Used to determine language
growth over time
Could be part of the ELD plan
Repeated at least twice a year
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
SAMPLE: ELD PROGRESS
MONITORING
4 - Consistently successful
3 - Often successful
2 - Sometimes successful
1 - Rarely successful
Language
Domain:
Specific Skill
Focus
Speaking: /d/
or /t/ in final
position
Observation
Date/
Rating 1-4
9/2/2010
1
Observation
Date/
Rating 1-4
9/9/2010
1
Observation
Date/
Rating 1-4
9/16/2010
3
Observation
Date/
Rating 1-4
9/23/2010
4
Observation
Date/
Rating 1-4
9/30/2010
4
Observation
Date/
Rating 1-4
N/A
Description of targeted ELD instruction, including when and for how long:
Student will highlight 10 examples of –ed word endings and the “t” in negative contractions in own writing
and sample text, and then read the words aloud to an adult at least once a week for one month.
Date of Analysis: ___9/30/2010___________
Decisions: Student has learned how to pronounce these ending sounds. Nothing further needed.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
STUDENT CELA
English language growth for _____
RESULTS
Listening
Reading
700
Speaking
Writing
675
650
625
600
575
550
525
500
475
450
425
400
375
350
325
300
2004-2005
Jennifer J. Daniels
2005/2006
2006-2007
COCABE, Denver, Oct. 2010
2007-2008
2008-2009
2009-2010
2010-2011 - Tracy Hughes
PROJECT TIMELINE FUTURE
Spring 2011 – Whole team training, units, ESL materials
scope and sequence, content teacher support with WIDA ELP
standards & SIOP – 1 day
Summer 2011 – Possible 2 days of optional project work to
complete resources for each LLE. Create crosswalk with
district literacy continuum and state English Language Arts
standards.
Fall 2011 – ESL teachers use WIDA ELP standards and the
SIOP model to support high quality instruction in Tier 1;
ELD/BIED use ELD Frameworks to analyze and plan
instruction. The ELD plan is revised to contain the LLEs.
Spring 2012 – Continue developing tools and enriching
banks and resources.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
HOW WILL WE KNOW WHEN
WE ARE FINISHED?
Completed ELD Frameworks
- LLEs for each language domain and level, within 5 grade
spans
- Benchmark activities for each LLE
- Progress monitoring focal points for each LLE
- Resources to teach each LLE
- Verification of each LLE (crosswalk to ELD & ELP
standards, World Languages standards)
Correlation of ELD Frameworks to ESL materials
Revised ELD plan
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
FEEDBACK FROM
TEACHERS
I learned how to use the new WIDA standards.
I learned how our old ELD standards and WIDA standards
meshed together.
I know how to apply ELD standards to planning instruction in
my class.
I learned a better way to create curriculum.
We clarified teaching expectations across the district for
specific language learning levels.
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
TEAM FEEDBACK
Team Notebook – Commendations and Recommendations
Our highlights of our work together:
Some of the challenges we have experienced during this project, including
any adjustments we needed to make as a team in order to continue to work
well together:
Our hopes for what might happen as a result of our work:
Our worries might for what might happen as a result of our work:
Jennifer J. Daniels
COCABE, Denver, Oct. 2010
RESOURCES
Colorado ELD Standards (former)
WIDA ELP Standards and CAN-DO Descriptors (adopted in
2010)
Colorado World Language Standards (adopted in 2010)
CARLA – Writing Great Language Objectives
Colorado & District Guidelines for RTI Process
Jennifer J. Daniels
COCABE, Denver, Oct. 2010