Incorporating English Language Development (ELD) Standards into Classroom Instruction

88th Virginia Middle and High School Principals’ Conference and Exposition

Hotel Roanoke & Conference CenterJune 28-July 1, 2015

Today’s Highlights include…

•English Language Learner (ELL) Demographics/Terminology

•Suggestions for Incorporating English Language Development (ELD) Standards into Classroom Instruction

English Language Learner Demographics

ELLs: 8% of ALL Student Enrollment

ELL Growth in Virginia

1999 (31,787)

2002 (49,840)

2006 (78,216)

2010 (90,341)

2013 (93,746)

2014 (97,169)

0

20,000

40,000

60,000

80,000

100,000

120,000

Immigrant Children and Youth Enrollment

2006 (27,150)

2008 (27,261)

2010 (24,352)

2013 (22,847)

2014 (29,336)

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Division Name ELL Enrollment 1,000 or More

Fairfax County 35,035Prince William County 13, 960

Loudoun County 6,519Arlington County 4,973Alexandria City 4,019

Chesterfield County 3,192Henrico County 2,813Manassas City 2,442

Harrisonburg City 1,807Richmond City 1,807

Newport News City 1,804Stafford County 1,183

Manassas Park City 1,082Roanoke City 1,048

Division Name ELL Enrollment 500 to 999

Spotsylvania County 965

Virginia Beach City 942

Albemarle County 924

Norfolk City 854

Winchester City 813

Chesapeake City 805

Accomack County 772

Rockingham County 702

Frederick County 561

Culpeper County 557

Fauquier County 525

Division ELL Enrollment 1 - 499

1- 499 No ELLs Reported

99 Divisions 8 Divisions

Fairfax

(36

,054

)

Prin

ce W

illia

m (

13,6

10)

Loud

oun

(5,2

34)

Arling

ton

(4,5

59)

Alexa

ndria

(3,2

43)

Chest

erfie

ld(2

,903

)

Hen

rico

(2,7

03)

Man

assa

s(2,

317)

Har

rison

burg

(1,7

27)

Richm

ond

(1,1

73)

05,000

10,00015,00020,00025,00030,00035,00040,000

Largest ELL Student Enrollment(Top 10 Divisions)

0%5%

10%15%20%25%30%35%40%45%

Largest Percentage of ELL Students(Compared to ALL Student Enrollment)

Top 10 Divisions

Number of Languages Reported in Virginia Schools

223

Span

ish

Arabi

c

Vietn

ames

e

Urd

u

Korea

n

Amha

ric (E

thio

pia)

Chine

seFar

si

Twi (

Africa)

Taga

log

(Phi

llipi

nes)

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

Top Ten Languages

Terminology

Acronym Clarification

•The student▫LEP: Limited English Proficient ▫ELL: English Language Learner ▫EL: English Learner ▫FLEP: Formerly LEP

•The teacher/program▫ESL: English as a Second Language▫ESOL: English for Speakers of Other

Languages▫ELD: English Language Development▫LIEP: Language Instructional Education

Program

Know your ELL students…

ELLs may be…•LT-ELLs: Long Term ELLs•R-ELLs: Reclassified ELLs•M-ELLs: Migrant ELLs•SLIFE: Students with Limited or

Interrupted Formal Education•SE-ELLs: Special Education ELLs•Newcomers: Refugees, Immigrants•HSN: Highly Schooled Newcomers•Struggling Readers•Gifted and Talented•Homeless

Incorporating English Language Development (ELD) Standards into Classroom Instruction

ESEA Requirement Section 3113(b)(2) of the Elementary and

Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), requires state agencies to establish standards and objectives for raising the level of English proficiency in the four recognized domains of speaking, listening, reading,

and writing, and that are aligned with challenging state academic standards.

 

WIDA Consortium Member StatesServicing over 1.2 Million ELLs

Virginia represents over 97,000 ELLs, 4th largest member state in the WIDA consortium

MissionTo advance academic language development

and academic achievement for linguistically diverse students

through high quality standards, assessments,research, and professional development for educators

ELD Standards

Social & Instruction

al Language

Language of

Language Arts

Language of

Mathematics

Language of Science

Language of Social Studies

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of situations for a variety of purposes and

audiences

Language Domains

6

ENTERING

EMERGING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

Levels of English Language Proficiency• Instructional Levels:1-5•Monitoring Level:6 (for two years after meeting exit criteria)

Follow the course…

Step 1: Make the Connection

Language Content

Standards

Assessment

Curriculum & Instruction

Language Proficiency

Academic Achievement

ELD Standards

Standards of Learning

Aca

dem

ic Lan

gu

ag

e

Step 2: Understand Core Instruction, Core Language Instruction, and

Supplemental Support

C

SupplementalTitle III Services

SupplementalTitle I Services

Core Language (Lau)

(ELD Standards)

Core(SOL)

Essential Strategies for Core Classroom Teachers

▫Training on modifying lessons to incorporate the ELD Standards

▫Training on academic language strategies

▫Cultural considerations for English Language Learners

www.wida.us

Language Instruction Educational Programs (LIEP) for Core Language Acquisition

▫Pull-out ESL Model

▫Structured English Immersion Model

▫Sheltered English Instruction Model

Note: Collaboration between ESL and mainstream teachers is necessary.

www2.ed.gov/.../title-iii/language-instruction-ed-programs-report.pdf

Cultural Resources

Culture Grams is an interactive Web site with information about over 200 countries of the world: http://online.culturegrams.com

The World Factbook provides information on the history, people, government, economy, geography, communications, transportation, military, and transnational issues for 267 world entities: https://www.cia.gov/library/publications/the-world-factbook/

Ethnologue: Languages of the World is a searchable database of language resources: www.ethnologue.com

Cultural Portraits provides a framework for developing cultural proficiency: www.BBCultures.com

Developing a Cadre of ESL certified teachers

▫Recruiting certified ESL teachers

▫Grooming existing staff to receive ESL certification

▫Providing online courses to support certification efforts

ESL Teacher Endorsement RequirementsInstitutes of Higher Education (IHEs) with Pre-K ESL Endorsement Offering

Step 3: Incorporate ELD Standards Into Classroom Instruction

•Lesson Plans

•Pacing Guides

•Curriculum Maps

•Curriculum Frameworks

•Instructional Strands

Sample Science Lesson PlanSOL 4.4 The student will investigate and understand basic plant anatomy and life processes.

Key concepts include the structures of typical plants and the function off each structure;

processes and structures involved with plant reproduction; photosynthesis; and

adaptations allow plants to satisfy life needs and respond to the environment.

 

WIDA Standard 4: The language of science

Linguistic Complexity (discourse level)

What part of the plant _______________? The _____ part of the plant does _______________.

How are plants pollinated? Plants are pollinated _______.

Language Forms and Conventions (sentence level)

Pollinate-pollinated

Reproduce-reproducing

Vocabulary Usage (word/phrase level)

root, stem, leaves, flower, transport, photosynthesis, environment

 

Differentiated Practice (Remediation): Provide the student with a flower drawn by the teacher. Have the students label it and write the

function of each flower part using a word bank (created by the teacher). Finally, have the students color in the flower.

 

Differentiated Practice (Enrichment): Have the students create their own model of a flower using modeling clay. The students can then

create an index card booklet to list the parts of the flower and explain each part’s function.

 

Sample English Pacing Guide3rd Nine Weeks

Continue to review and expand skillsfrom previous nine weeks and add:

SOL 4th Nine Weeks

Continue to review and expand skillsfrom previous nine weeks and add:

SOL

Writing: Usage/mechanics/grammar: Use adverbs instead of adjectives

where appropriate Use conjunctions Composing/Written Expression: Research Formulate questions about a topic Identify key terms to use in

searching for information Identify, locate, explore and

effectively use a variety of resources Skim and select information Combine related information from

two or more sources Use facts and details in sentences to

elaborate the topic Use specific vocabulary, words and

phrases Develop notes Give credit to sources used in

research

5.8

5.7

Writing:Usage/mechanics/grammar: Select items for review based on student needsComposing/Written Expression: Self-select narrative or expository topic for independent

writing Compose persuasive papers incorporating shared writing on

student and teacher selected topics Apply knowledge of writing domains Connect writing mode with the appropriate pattern of

organization Edit for fragments and run-ons Use hyphens to divide words at the end of a line

5.8

5.7

WIDA English Language Development StandardsTo be incorporated within the daily delivery of instruction for ELL students.

Standard Abbreviation

English Language Proficiency Standard 1 English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional language

English Language Proficiency Standard 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

The language of Language Arts

Sample Curriculum MapSOL Standard of

LearningTime Curriculum

FrameworkEssential Knowledge

Essential Vocabulary

Teacher Resources & Enhanced Scope and

Sequence Lessons (ESS)

WIDA English Language Development

Standards

1.11*not tested until 3rd 9

weeks

MeasurementCalendar Language

*Use calendar language appropriately (e.g., names of the months, today, yesterday, next week, last week).

9/3 – 9/64 days

(ongoing)

p. 18 month; today; yesterday; next week; last week; calendar

Calendar Connections Standard 1: Social and Instructional Language

Standard 2: Language of Language Arts

Standard 3: Language of Mathematics –

Domains include:Listening, Speaking, Reading, Writing

1.14*not tested until 3rd 9

weeks

Probability & Statistics

Data Collection/Graphs

*Investigate, identify, and describe various forms of data collection (e.g., recording daily temperature, lunch count, attendance, favorite ice cream), using tables, picture graphs, and object graphs

p. 25 data; count (ing); tally (ing); picture graph; object graph

Data in our World

Sample Curriculum FrameworkStandard 11.2 Strand: Communication: Speaking, Listening, Media Literacy

11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess.

b) Use media, visual literacy, and technology skills to create products.

c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion.

d) Determine the author’s purpose and intended effect on the audience for media messages.

UNDERSTANDING THE STANDARD(Teacher Notes)

ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

• Students will continue to develop media literacy by examining how media messages influence people’s beliefs and behaviors.

All students should• recognize that media messages express viewpoints and contain values to influence the beliefs and behaviors of the intended audience.

To be successful with this standard, students are expected to• organize knowledge and display

learning using visual images, text, graphics, and/or music to create media messages with visual, audio, and graphic effects.

COGNITIVE FUNCTION: ANALYZE

LANGUAGE DOMAIN:LISTENING

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6-Reaching

Listen to and match media samples to specific purposes using visuals and a bilingual dictionary and working with a partner

Listen to and label media samples with a specific purpose using a word bank and bilingual dictionary and working with a partner

Listen to and categorize media samples by specific purpose working with a partner

Listen to, identify, and discuss how characteristics of media samples relate to a specific purpose working with a partner

Listen to and compare and contrast by purpose the characteristics of media samples working with a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: values, point of view, influence, belief, behavior, evaluate, advertisement, blog, editorial, intent, content, opinion, purpose, effect, audience, objectivity, subjectivity, bias, media, connotation, symbol, metaphor, imagery, visual, audio, graphic, audience, context, word choice, impact, public opinion, analyze, critique, persuade, entertain, appeal, ethics, and belief

ELD Standard 1: Social and Instructional LanguageELD Standard 2: The Language of Language Arts Example Context for Language Use: Students listen to sample advertisements (video, radio, etc.) to assess the use of persuasive techniques in the media.

Sample English Instructional StrandSOL 11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

ELD Standard 1: Social and Instructional languageELD Standard 2: The language of Language Arts

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Listen to and match media samples to specific purposes using visuals and a bilingual dictionary and working with a partner

Listen to and label media samples with a specific purpose using a word bank and bilingual dictionary and working with a partner

Listen to and categorize media samples by specific purpose working with a partner

Listen to, identify, and discuss how characteristics of media samples relate to a specific purpose working with a partner

Listen to and compare and contrast by purpose the characteristics of media samples working with a partner

Language develops across different levels of language proficiency.

Sample Mathematics Instructional StrandSOL. 5.12 The student will classify

a) angles as right, acute, obtuse, or straight; and b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.

ELD Standard 1: Social and Instructional LanguageELD Standard 2: The language of Language ArtsELD Standard 3: The language of Mathematics

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Ask and answer yes/no questions related to types of angles using teacher oral scaffolding and visual supports

Ask and answer simple questions related to types of angles using sentence frames and visual supports

Describe the relationship between types of angles using a word bank and visual support

Describe the relationships among multiple angles using visual support

Explain how to classify angles with and without visual support

Language develops across different levels of language proficiency.

Sample Science Instructional StrandSOL 4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the

nature of science by planning and conducting investigations

ELD Standard 1: Social and InstructionalELD Standard 2: The language of Language ArtsELD Standard 4: The language of Science

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

State reasons for outcomes of experiments on electricity using illustrations or realia and teacher guidance (i.e. “electricity goes, “electricity stops” when circuit is opened or closed

State reason for outcomes for experiments on electricity using illustrations or realia, oral sentence starters, and teacher guidance (i.e. “the bulb turned on because…”, “the balloons attracted/repelled because…”)

Explain outcomes of experiments of electricity using illustrations and oral sentence frames

Explain in detail outcomes of experiments on electricity using illustrations and with word/phrase banks

Explain in detail outcomes of experiments on electricity using illustrations or realia

Language develops across different levels of language proficiency.

Sample History/Social Science Instructional StrandSOL 1.6 The student will describe how the location of his/her community, climate, and physical surroundings affect the way people live, including their food, clothing, shelter,

transportation, and recreation.

ELD Standard 1: Social and InstructionalELD Standard 2: The language of Language ArtsELD Standard 5: The language of History/Social Science

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Name weather conditions and their effects on people using calendars, maps, charts, and graphs

Restate weather conditions and their effects on people using calendars, maps, charts, and graphs

Describe weather conditions and their effects on people using calendars, maps, charts, and graphs

Discuss weather conditions and their effects on people using calendars, maps, charts, and graphs

Explain weather conditions and their effects on people using calendars, maps, charts, and graphs

Language develops across different levels of language proficiency.

Classrooms

ESL Core (SOL) and Core Language (ELD Standards)

Building Bridges

MainstreamCore (SOL) and Core Language (ELD Standards)

Collaboration

Professional Development

Collaboration

How can support be provided to balance the instructional scale?

Standards of Learning

ELD Standards

SUCCESSon

SOL Assessmentsand

ACCESS for ELLs®

So that ALL students including ELLs are…

Statewide Title III AMAO Results

Objective Assessment

State Target for 2013-

2014Assessments

State Result for 2014-

2015 Accountabilit

y Year

Met Target?

AMAO 1 (Progress)

ACCESS for ELLs® 68% 80% Yes

AMAO 2 (Proficiency)

ACCESS for ELLs® 19% 19% Yes

AMAO 3 (AMO Reading)

Standards of Learning

52% 54% Yes

AMAO 3 (AMO Mathematics)

Standards of Learning

53% 62% Yes

AMAO 3(Federal Graduation Indicator added for the 2013-2014 school year)

Standards of Learning

(standard or advanced diplomas)

80% 68% No

Virginia Department of Education 2015 Professional Development Support

• Introduction to the ELD Standards (Day 1) Dynamic Differentiation for Linguistically Diverse Students (Day 2)

• Expediting Comprehension for English Language Learners (ExC-ELL )101

• ExC-ELL for Instructional Leaders

• Accommodations for Limited English Proficient Students

• ACCESS 2.0

• Parents as Educational Partners (PEP)

Time to share…1. How does your school division ensure the core

programs and services include core language programs and services for ELLs?

2. What type of Title III supplemental support does your school division provide?

Virginia Department of Education

Title III ContactsVeronica Tate

DirectorProgram Administration and Accountability

Veronica.Tate@doe.virginia.gov(804) 225-2870

Judy Radford ESL Professional Development Coordinator

Judy.Radford@doe.virginia.gov(804) 786-1692