New Jersey’s English Language Proficiency Standards Presenters: Raquel Sinai, Bilingual/ESL Coordinator Lori Ramella, Bi

1. New Jersey’s English Language Proficiency Standards Presenters: Raquel Sinai, Bilingual/ESL Coordinator Lori Ramella, Bilingual/ESL Ed. Specialist

2. Why Revise the ESL Standards? • Previous standards aligned the TESOL ESL standards to New Jersey’s Language Arts Literacy Standards • Language Arts Literacy Standards were revised in 2002 • No Child Left Behind mandates ELP standards that: • address the four domains of listening, speaking, reading and writing and • are linked to the academic content and achievement standards in reading/language arts, mathematics and science (by 2005-06)

3. Overview of English Proficiency Standards Development Process Initiate ELP Standards Link on Website Develop rationale for format/structure Professional Development Training Form Committee ELP Standards Development Work - Classroom Tasks Dissemination Review Process Editing for Revisions

4. Committee Organization • Preparation beforehand • (readings, standards review) • 11 Bilingual/ESL teachers – • Pre-K-12 • Heterogeneous group • Grade clusters

5. The Committee’s Task…. • To revise New Jersey’s English language proficiency standards so they: • Focus primarily on Goal 2 of the TESOL standards, • Link to NJ CCCS in LAL to language proficiency levels • Incorporate Math , Science, & Social Studies vocabulary, tasks, and language functions and • Be user-friendly

6. The Components • TESOL’s ESL Standards • New Jersey Language Arts Literacy Core Curriculum Content Standards • New Jersey Five Language Proficiency Levels

7. NJ Five Language Proficiency Levels PROFICIENCY LEVELS 1-Beginners2-Lower Intermediate3-Upper Intermediate4-Advanced5-Full English Proficient

8. New Template GOAL – The goal of New Jersey’s English Language Proficiency Standards is to teach English Language Learners/LEP students to use English to achieve academically in all content areas. Grades English Language Proficiency Standard

9. 5 English Language Proficiency Standards • To aurally comprehend spoken English in both a social and school setting. • To speak English in both a social and school setting. • To read (decode and comprehend) texts for recreational and academic purposes. • To write for personal and academic purposes. • To view, understand, & use non-textual visual information for academic purposes.

10. NJ English Language Proficiency Standards Grades Pre-K-2 Cluster - Listening Comprehension

11. NJ English Language Proficiency Standards Grades 3-5 Cluster - Reading Comprehension

12. NJ English Language Proficiency Standards Grades 6-8 Cluster - Speaking

13. NJ English Language Proficiency Standards Grades 9-12 Cluster - Writing

14. How Does This Translate Into Curriculum? • Develop Curriculum Based on Topics and Themes, with focus on Content and Specialized Vocabulary • Examine Expected Cumulative Progress Indicators and ELP Levels • Design Tasks Within the Theme for Differentiated Student Levels of Proficiency • Design Assessments Based on SWBAT sample expectations

15. Language Arts Sample Activity and Comprehension Tasks • Read Stone Fox and Demonstrate an Understanding of the Theme “Those That Want to Be Bad Enough, Will” • Level 1 – Draw a picture which demonstrates an understanding of the ending of the book or organize picture cards for the correct sequence of events of the story.

16. Stone Fox Leveled Comprehension Activities • Level 2 – In pairs, students will ask and answer questions about the key plot points which explain the theme. • Level 3 – Students, using a graphic organizer to organize their thoughts, will write an explanation of the quote in a well-organized paragraph.

17. Stone Fox Leveled Comprehension Activities • Level 4 – Explain the theme in writing, relating it to the quote and discuss an example of a similar experience in their own lives. • Level 5 – Explain the theme in writing, relate the theme to Stone Fox and how past events affected his life and current behavior toward white men. Compare and contrast this information to what you have learned about Native Americans in American history.

18. References Bailey, Alison C., Butler, Frances A., LaFramenta, Charmien, Ong, Christine (2001). “Towards the Characterization of Academic Language in Upper Elementary Science Classrooms.” Los Angeles, CA: CRESST. Chamot, A.U., & O’Malley, J.M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley Publishing Company. Keene, Ellin Oliver, Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann. Kinsella, K. (1997). Moving From Comprehensible Input to “Learning to Learn” in Content-based Instruction. M.A. Snow & D.M. Britton (Eds.), Perspectives on Integrating Language and Content (pp. 46-48). White Plains, NY: Addison-Wesley Longman. New Jersey Core Curriculum Content Standards for Language Arts Literacy (2002, 2004). www.state.nj.us/njded/cccs/02/s3_lal.htm Stevens, Robin A., Butler, Frances A., Castellon-Wellington, Martha (2001). “Academic Language and Content Assessment: Measuring the Progress of English Language Learners.” Los Angeles, CA: CRESST. TESOL, Inc. (1997). ESL Standards for Pre-K-12 Students. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

19. New Jersey Department of Education Office of Specialized Populations Bureau of Bilingual/ESL Education James F. Curry, Acting Director, james.curry@doe.state.nj.us Raquel Sinai, Bilingual/ESL Coordinator, raquel.sinai@doe.state.nj.us Louis D’Amato, Bilingual/ESL Education Program Specialist, louis.damato@doe.state.nj.us Lori Ramella, Bilingual/ESL Education Program Specialist, lori.ramella@doe.state.nj.us www.state.nj.us/education www.nj.gov/njded/bilingual (609) 292-8777