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ELP Standards Intro for Gen Ed
- 1. New English Language Proficiency Standards Training for General Education Classrooms Bilingual Education – OSPI Adapted by Elizabeth Urmenita ELL Instructional Coach ELL and Int’l Programs Department Seattle Public Schools
- 2. Objectives Participants will… understand the background of the new ELP standards understand the major shifts between the previous Washington ELD Standards and the new English Language Proficiency Standards understand language function and language form as it relates to ELP Standards and lesson planning
- 3. Background Background: Why new standards? • US DOE flexibility waiver for Washington requires the adoption of new English Language Proficiency (ELP) standards which show correspondences to the CCSS. • In December of 2012, our state entered into an agreement with the ELPA21 consortium of eleven states (led by Oregon) to develop and adopt new ELP standards and an English language proficiency assessment to measure students’ progress toward the new standards. • In spring of 2013, CCSSO commissioned the standards work to be done by WestEd.
- 4. ELPA21 Background 11-State Consortium • Arkansas • Florida • Iowa • Kansas • Louisiana • Nebraska • Ohio • Oregon* • South Carolina •Washington •West Virginia
- 5. Management Partner 3 Thought Partners Authors Feedback
- 6. 8 Guiding Principles 1. Potential 2. Funds of Knowledge 3. Diversity in ELL Progress in Acquiring English Language Proficiency 4. Scaffolding 5. Students with Limited or Interrupted Formal Education 6. Special Needs 7. Access Supports and Accommodations 8. Multimedia, Technology, and New Literacies
- 7. Jigsaw the Guiding Principles • Form groups of 8 • In your groups, count 1-8 • Read the Guiding Principle that corresponds to your number and record “Take-Aways” that resonate with you from that Guiding Principle (2 min.) • When everybody is ready, share your “Take Aways” with your Group (1-2 min.)
- 8. The Shifts: Moving from ELD to ELP Standards Shifts
- 9. A Time of Change in Washington From… • EALRs and GLEs for Reading, Writing, and Communication • 2008 Mathematics Learning Standards • 2009 Science Learning Standards • ELD Standards To… • Common Core State Standards in English Language Arts & Literacy • Common Core State Standards in Mathematics • Next Generation Science Standards • ELP Standards Shifts
- 10. Connection to Content Previously… • The WA ELD standards showed correspondence to the GLEs in Reading, Writing, and Communication. Now… • The New ELP Standards more strongly and intentionally support ELLs’ participation in content area classes. Shifts
- 11. From Separation to Integration Previously… Four Domains: • Listening • Speaking • Reading • Writing Now… Three Modalities: • receptive • productive • interactive Shifts
- 12. What’s Different? Language as Action: Aida Walqui http://www.youtube.com/watch?v=T3YJx8ujoto
- 13. Expanded Focus Similar to the increased language demands of CCSS and NGSS, • the New ELP Standards have an expanded focus on Function over Form. • How language is used is given more prominence than the discrete skills focus of previous standards. Shifts
- 14. Function: How Language is Used • Social Functions • Asking permission • Asking for assistance • Asking for directions • Denying • Promising • Requesting • Suggesting • Wishing/Hoping Adapted from Gibbons, 1999 (In Herrel & Jordan, 2012) • Academic Functions • Classifying • Comparing • Giving/ Following Directions • Describing • Questioning • Evaluating • Expressing Position • Explaining • Hypothesizing • Planning/Predicting • Reporting • Sequencing
- 15. Overview and Organization of the ELP Standards Document 10 Standards (same across grade levels) (p. 4) ELP Standards by grade level (p. 6-29) – serves as overview “Supporting Tools” (p. 30) • Relationships and Convergences (p. 32-33) • K-12 Practices Matrix (p. 34) • Standards with Correspondences (p. 35-210)
- 16. Standards 1-7: Content-Area Practice Focus Standards 8-10: Language Specific Focus 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing 7 adapt language choices to purpose, task, and audience when speaking and writing 8 determine the meaning of words and phrases in oral presentations and literary and informational text 9 create clear and coherent grade-appropriate speech and text 10 make accurate use of standard English to communicate in grade-appropriate speech and writing Form Function
- 17. Language Planning Framework • A tool for teachers to identify language demands in specific lessons and activities • Helps identify language forms and functions to pre-teach or support student participation and engagement • Assists in focusing on the various language needs in the lesson, therefore allowing for differentiation Form and Function
- 18. Topic /Lesson includes these Activities which require these language Functions Language Form using these language Structures using this Vocabulary
- 19. Topic includes these Activities which require these language Functions using these language Structures Language Form using this Vocabulary Geometry Sorting attribute blocks by size, shape, and color Classifying Comparing Analyzing Describing Explaining This one is a (shape). These are all (shapes). These are all (color). This one is (bigger/smaller). These are the same (size/color/shape). There are more/fewer (shapes) than (shapes). Red, blue, yellow, orange, green triangle, trapezoid, hexagon, rhombus, square, parallelogram Content Objective: SWBAT sort attribute blocks by size, shape and color.
- 20. Topic includes these Activities which require these language Functions Language Form using these language Structures using this Vocabulary Science - Making fossil models Make imprints in plaster of Paris Write directions Write reflection Sequencing Giving/Following Directions Reflecting Analyzing First, you mix the plaster with water… (Transitions) I learned… (past tense usage) My fossil shows more ridges than … (subject-verb agreement, comparative language) Sequence words (first, next,…) Plaster Set Shell Fossil Mix Mixture Ridges Content Objective: SWBAT explain the process of making fossil models using plaster of Paris.
- 21. With a partner, pre-plan a lesson/activity that you will teach in the next week. Topic Activities which require these language Functions using these language Structures using this Vocabulary Your turn! 1) Use the blank form for a draft. 2) Copy your plan onto poster paper to post on the wall.
- 22. K-12 Practices Matrix See Page 34
- 23. ELA Standards Matrix See Page 35
- 24. Correspondences to Practices See Page 36 Correspondences to ELA Standards
- 25. Supporting Tools • Design Features of the Correspondences (p. 31) • Relationships and Convergences (p. 32-33) • K-12 Practices Matrix (p. 34) • ELP Standards with Correspondences (p. 35-210) • K, 1, 2-3, 4-5 Grades • ELP Standards w/ELA Correspondences • 6-12 Grades (2 sections/Grade Level) • ELP Standards with ELA Correspondence • ELP Standards with Literacy Correspondences
- 26. Did we meet our objectives? Participants will… understand the background of the new ELP standards understand the major shifts between the previous Washington ELD Standards and the new English Language Proficiency Standards understand language function and language form as it relates to ELP Standards and lesson planning
- 27. Thank You!!! Please fill out an exit ticket.
Editor's Notes
- Ask participants to write their questions – parking lot **The consortium is currently working on the further development of the Proficiency Level Descriptors. The first draft was not grade level specific, and with the feedback from Washington State, the PLD’s are currently under development to become grade level specific.
- Management Partner (click) The Council of Chief State School Officers (CCSSO) is the same group that managed the development of the Common Core State Standards (CCSS). Thought Partners (click) have provided expertise in each of their respective areas and have participated in various aspects of development. Author (click) While WestEd was contracted by the ELPA21 consortium to author the new ELP standards, practitioners in Washington State have played a very active role in reviewing and providing feedback as various drafts were made available. (click) The Washington ELP standards that are posted for our state not only contain the new ELP standards as provided by the ELPA21 consortium, but include various formatting adaptations to reflect specific needs as expressed by practitioners and experts across the state. Implementation of Standard: 2014-2015: Transition to the new ELP standards 2015-2016: Full Implementation
- In the beginning stages of writing the ELPD Framework, the guiding principles were developed to frame the ELP Standards. The goal was to write standards that measure not only what language students have but what they do with language in the different content areas.
- Change from ELD standards to the new ELP standards NOT one more thing! the new ELP standards take into account and show correspondences to the new Common Core and Next Gen Science standards Language proficiency is integral to all of these other areas
- (Click) While our previous ELD standards included correspondences to the Grade Level Expectations (GLEs) in the language arts, they were not explicitly designed to support content area instruction beyond the language arts. (Click) /The new ELP standards have a very intentional correspondences not only to ELA and Literacy standards, but to Common Core Math and Next Gen. Science Practices.
- Look at p. 5 – modalities corresponding to ELP Standards – ELP Standards #9 and #10 correspond to all modalities
- When not using article: As you watch the video, listen for ideas that you might ---- Agree with Argue about Aspire to Jigsaw Understanding Language: Language and the Common Core State Standards article. Use graphic organizer from MOOC session One.
- Ask participants to define FUNCTION and FORM P. 214 -- glossary
- Ask participants to define FUNCTION and FORM P. 214 – glossary List ways you ask permission. “May I…” --- structure and vocab that make up the form
- The purpose of this slide is to let participants know what we’re about to go through, NOT to expand on key differences. This will be addressed as we go through everything, so don’t let this become a scavenger hunt yet.
- Page 4. Here are the 10 ELP Standards. Point out – for people who are familiar with CCSS they will recognize the concept of “anchor standards” – that there are 10 ELPS common to all grade levels (on page 4). The ELP Standards address areas that are central to more rigorous college-and-career-ready standards: Standards 1 through 7 involve the language necessary for ELLs to engage in the content-specific practices associated with ELA & Literacy, mathematics, and science. In other words, FUNCTION. They begin with a focus on extraction of meaning and then progress (CLICK HERE TO REVEAL ARROW) to engagement in these standards. In other words, they build on each other so the depth at which a student can “do” these standards increases. Standards 8 through 10 hone in on some of the more micro-level linguistic features that are undoubtedly important to focus on but especially in the service of the other seven standards. In other words, FORM. Note: 8-10 are more reminiscent of the previous WA ELD Standards.
- A pre-planning framework is a tool teachers can use while planning lessons and activities in which the language demands are explicitly considered. The framework helps identify language forms and functions that may need to be pre-taught. or what supports will need to be in place for full participation and engagement in content
- This shows how form interacts with and supports the language functions.
- This shows how form interacts with and supports the language functions.
- This shows how form interacts with and supports the language functions.
- You have 20 minutes to complete this. Post your finished chart on the wall. Gallery walk during break.
- Turn to page 34 to see the K-12 Practices Matrix Usefulness of this matrix is to identify a practice (Math and Science primarily since those are explicitly connected to Math CCSS and NGSS) and its corresponding ELP Standard The Matrices help teachers design lesson plans that leverage the strongest correspondences between the ELP Standards and the CCSS and NGSS Briefly model how to read the chart – for example, if I want to see which standards address MP1, I will look at ELP Standards 1, 2, 3, 5, 6, 8, and 9 For ELA Correspondences there is another Matrix on the following slide is an example of the ELA Correspondences for Kindergarten so there we will see how the ELPS intersect with CCSS for ELA . (Reminder: the “ELA Practices (EP)” do not link to CCSS but were rather created through the ELPD Framework)
- More useful probably than using the “English Practices” on the K-12 Matrix that we just went over – Use the ELA Standards Matrix to identify an ELA CCSS and its corresponding ELP Standard(s). P 35 is an example for Kindergarten. P 46 Grade 1 P 57 Grade 2 P 68 Grade 3 P 79 Grade 4 P 90 Grade 5 For this example, let’s look at K--- ELP.K.1 corresponds to K.RL.2, etc…
- Click 1 – Let’s look at an example of ELP Standards with Correspondences page. These are the tools we’re really excited about. Click 2 – Here are the correspondences to the English, Math and Science Practices Click 3 – This is what changes with each grade level – the CCSS ELA Correspondences Click 4 – Because the CCSS ELA Correspondences change with each grade level, it is important that you are always using the ELP Standards for a specific grade level regardless of grade bands.
- We’re going to go through what is called “Supporting Tools”. This is where we believe you find the best resources. For example, this is where you go to see alignment with CCSS and NGSS Note: Kindergarten and 1st grade are the only ones that aren’t part of a Grade Band. However, participants should be aware that when looking at Grade 2 ELP Standards, for example, they do not want to be looking at Grade 3 ELPS even though they are in the same Grade Band
- Ask participants to write their questions – parking lot **The consortium is currently working on the further development of the Proficiency Level Descriptors. The first draft was not grade level specific, and with the feedback from Washington State, the PLD’s are currently under development to become grade level specific.
- What are my major “Take-Aways” from today’s session? How might I use this learning in the next few days?