1 / 22

Using the ELPBO: Curriculum Guidance for ELD

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. The Need: Background. What was happening in the state?.

lundy
Download Presentation

Using the ELPBO: Curriculum Guidance for ELD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 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

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

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

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

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

  6. Sample Planning Guide January 24, 2006

  7. Sample Planning Guide (continued)

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

  9. English Language Development Scope and Sequence Chart Grade Span: 3-4 Proficiency 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. 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. Me, Myself and I ·Family ·Feelings ·Colors, Numbers, Shapes ·Body Parts · 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 ·       

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

  11. Work to Date ~ October 2005 English Language Development Scope and Sequence Chart Grade Span: Proficiency Level:

  12. 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 January 24, 2006

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

  14. 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 January 24, 2006

  15. 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) January 24, 2006

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

  17. Scope & Sequence: SAMPLE 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 & Technology CALP: ELA Computer Dictionary Skills CALP: Social Studies/History CALP: Other Content Areas Geography Physical Fitness *Cummins, J. (1978, 1981) January 24, 2006

  18. Sample Scope & Sequence (cont) Listening & Speaking Vocabulary Social Interaction Academic Interaction Presentation Writing Prewriting Writing Revising Editing Media Reading Vocabulary & Syntax in Print Beginning to Read in English Comprehension Literary Elements & Techniques Informational/Expository Text Research January 24, 2006

  19. Sample Scope and Sequence • 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) January 24, 2006

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

  21. Future Considerations • Formatting • Technology • Piloting • Professional Development January 24, 2006

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

More Related