The Idaho Map of Standards for English Learners

Product of Idaho State

Board of Education© 2006

John CarrSr. Research AssociateWestEdJcarr@wested.org

Workshop Targets

Participants will understand how to:1. Navigate The Idaho Map of Standards

for English Learners2. Use the Map as a teaching tool &

design standards-based lesson plans 3. Use the Map as an assessment tool &

integrate instruction and assessment

Instruction + Assessment

Powerful Teaching & Learning

5 English Language Development (ELD) Levels

• 5 levels that reflect major steps in acquiring English as second language– Spanning grades K-12

• Idaho’s labels:

FluentEarly FluentIntermediateAdvanced BeginningBeginning

Proficiency on

LA Standards

No English

LA Standards ELD Standards

• What all students are expected to know and be able to do

ISAT:– Advanced– Proficient– Basic– Below Basic

• What all English Learners are expected to know and be able to do… at each level

IELA:– Fluent– Early Fluent– Intermediate– Advanced Beginning– Beginning

Content Standards

Content/Performance

Standards

ELD Standards begin the journey to all core content Standards

Mat

h

LA

ELD

Scie

nce

• Fluent• Early Fluent• Intermediate• Advanced Beginning• Beginning

5 ELD Performance Levels

LA Standards

ELD Standards

Content

ELD

SDAIE

SDAIE = Specially Designed Academic Instruction in English

ELD

PerformanceLevels

ProgramDecisions

Differentiated Instruction

Interventions

NoYes

New Idaho ELD Standards• Adopted August 2006• Developed by WestEd in consultation

with Idaho panel of educatorsProcess:1. Identified most important LA

Objectives for English learners2. Created ELD Objectives from

Beginning to Fluent levels3. Matched ELD & LA Objectives in Map

Organization of Standards

ELD LA

Objectives

Goals

4 Domains

6 Standards

Objectives

Goals

4 Standards

4 Domains

ELD Standards LA1. Reading Process

2. Comprehension

/Interpretation

3. Writing Process

4. Writing Applications

5. Writing Components

6. Communication

1. Listening

2. Speaking

3. Reading

4. Writing

ELD Standards & Objectives

• Standards summarize expectations for English learners at the Fluent level for listening, speaking, reading, and writing.

• Objectives state expectations at each ELD level in measurable terms for specific skills within standards

– Reflect 2nd language development theory

• For each grade span: K-2, 3-5, 6-8, 9-12

Understanding How to Navigate the Map

• ELD cluster = ELD Objectives that target the same concept/skill for Beginning to Fluent English learners (e.g., main idea)

• ELD clusters are matched to LA Objectives• Select an ELD cluster (levels for your EL

students) and matching LA Objective to teach and assess as an integrated, differentiated lesson

ELD and LA Objectives by Grade Level/Span

•Each grade level K-12

–Grades 9-12 or 9-10 and 11-12 may have same Objectives

Grade spans:

– K-2– 3-5– 6-8– 9-12

Find in Map

ELD Objectives LA Objectives

SummaryELD Clusters Matched to LA Objectives

ELD Clusters• Cluster =

Beginning to Fluent Objectives about the same topic

• Each cluster has Big Idea (label)

LA Objectives• 1 or more LA Objectives

matched to 1 ELD cluster• (weak to strong) match –

some LA Objectives closer match than others

Heavy line across ELD and LA columns separates ELD-LA clusters

Navigating the Map:Understanding the Standards

• Select a grade span & grade• Follow from Beginning to Fluent ELD

– Highlight key words at each ELD level

• Compare highest ELD level to LA– Less, same, more rigor for students?

• How can this Map help you teach?

Grades K-2: Listening, p.1, ELD Cluster 1.1.1

Follow Oral Directions

Follow simple one-step oral directions.

Follow simple two-step oral directions.

Follow two-step oral directions.

Follow multi-step oral directions.

ELD 1.1.1

B

AB

I

EF/F

2.LA.6.1.3 (Grade 2)Listen and follow multiple-step oral directions.

Using the Map to Select Cohesive Objectives

• Develop standards-based lesson plan, identifying cohesive objectives– Cohesive Objectives target the same

general skill (e.g., describing main idea & drawing conclusions)

– May connect across domains/standards: Listening, Speaking, Reading, Writing

Standards-BasedLesson Planning

1. Identify Objectives for unit/chapter lesson2. Select cohesive Objectives as a “superset”

• Emphasis of instruction and assessment

3. Select & modify an assessment to fit ELs– Clear vision of mastery

4. Plan diverse learning activities5. Plan diverse teaching strategies

Cohesive Set of Big Ideas:The Key to Teaching All

Standards• Select a chunk of cohesive Objectives

• Address very similar skills– ELD 1.1.3 (Listening): Understand Main Idea of

Information Presented Orally– ELD 3.2.2 (Reading): Describe Main Idea in Text

• Form a natural sequence in teaching– ELD 2.1.1 (Speaking): Ask and Answer Questions– ELD 3.2.2: (Reading) Describe Main Idea in Text– ELD 3.2.3: (Reading) Draw Conclusions Based on

Text

Grades 3-5

Finding Cohesive Big Ideas:Your 1st of 5 Big Ideas:• Expository text: ELD 3.2.2

– K-2: Identify Topic in Text– 3-12: Describe Main Idea in Text– For literary text, ignore “informational text”

Find “tip of the iceberg” cohesive Big Ideas

Find about 5 Big Ideas

Order for Searching:1st: Read Comprehension2nd:Listening & Speaking3rd: Writing Applications

Unit Lesson Plan TemplateGrade:ELD Levels:

Lesson Title:Core Question:

Time:

Cohesive Objectives:ELD# LA# ELD Big Idea

Materials:

Learning Activities(what students will do; practice leading to assessment)

Assessment

(of cohesive objectives)

Instructional Strategies(what teacher will do; groups or whole class)

Draft & complete

poster

12

3

4

Starter ExampleGrade: 3

ELD Levels: B to I

Lesson Title: Charlotte’s Web

Core Question: What is friendship and how would you feel if your best friend died?

Co-Objectives:ELD LA ELD/LA Big Idea

LC 1.1.3 6.1.2 Understand Main Idea of Information

Presented Orally

RC 3.2.2 2.2.4 Describe Main Idea in TextLC = Listening ComprehensionSA = Speaking Applications(RP = Reading Process)RC = Reading ComprehensionWA = Writing Applications(WC = Writing Conventions)

5 Big Ideasacross domains

(Goals)

Using the Map as an Assessment Tool

1. Use the Map to judge ELD level for 1 ELD cluster based on a student’s work sample

2. Testing: standardized vs. differentiated

3. Analyze various types of classroom assessments

Danai

What is Natapon’s ELD Level for Reading Comprehension: Main

Idea?• Grade 4 Student, ELD 3.2.2 (rubric)• book report: The Bad Beginning by

Lemony Snicket, lexile 1010 (grade 6 level)

– Read independently; oral summaries after each reading; write book report

• What ELD level?– What is the evidence? Underline it.– What assessment accommodations

would you use to accurately assess his ELD level?

ELD 3.2.2

Describe Main Idea in Text (grades 3-5)

B Identify orally some facts in simple text with visuals read aloud.

AB Identify orally facts in brief text read with support and retell facts in logical order.

I Identify main ideas in text at independent reading level and retell important information from the text.

EF Identify main ideas and summarize important information in text near grade-level.

F Identify main ideas and summarize information in grade-level text.

What is Danai’s ELD Level for Reading Comprehension: Main

Idea?• Grade 6 Student, ELD 3.2.2 (rubric)• book report: The Bad Beginning by

Lemony Snicket, lexile 1010 (grade 6 level)

– Background: some assistance reading; oral summary end of each chapter; self-typed book report into computer

• What ELD level?– What is his evidence? Underline it.– What assessment accommodations would

you suggest to be confident of his ELD level?

3.2.2 Describe Main Idea in Text (grades 6-8)

B Identify orally the main idea in brief text read aloud with visuals.

AB Identify orally the main idea and some supporting details in brief text with visuals read with support.

I Summarize the literal or inferential main idea and some critical details from text at independent reading level.

EF Summarize the literal and inferential main ideas and critical details from near grade-level text.

F Summarize the literal and inferential main ideas and critical details from grade-level text.

Differentiating Assessment

What strategies would you use to accurately assess this English learner? Can he can perform at a higher level than the “one way fits all” test?

DifferentiatingInstruction &Assessment

Lesson Plan: Assessment

Assessment:•Test form, alternative ways to assess

–Differentiated for ELD levels•Directions

–Comprehensible for English learners

•Scoring guide–Map of Standards

Measure both LA and ELD Objectives?

A Good Assessment

• Includes testing accommodations to fit students’ needs and strengths

• Targets challenging standards • All students have equal opportunity

to learn what will be assessed– differentiated instruction

Equity for All Students• To learn: diverse strategies to

help diverse learners build new knowledge & skills– Teach to all learning strengths– Scaffold learning for ELs

• To be assessed: diverse strategies to communicate what was learned– Assess to students’ strengths– Scaffold performance for ELs

• Same challenging standards for all students

Beginning

Intermediate

Early Fluent

Advanced Beginning

Fluent

Access toChallenging Standards

2 Types of Assessment

• Formative – checking for understanding– Before and during lesson delivery to adjust

instruction to fit students– Student metacognition & empowerment

• Summative – quiz/test, project, notes…– after lesson to adjust next lesson plan– Student & parent monitoring progress

Formative Assessment Strategies

For feedback from all students

What strategies do you use?

Impact of Formative Assessment

Bloom (1984) Effect Size = 1.0Average student with FA outscored 84% of group with

no FAAttention, attitude, motivation higher for FA group

(Meta-analysis of multiple studies ES = .4 to .7)

Teaching with no

feedback

Teaching with ongoing feedback

84%

Challenges to Equitable Assessment of EL Students

• Producing an Answer• Comprehending the

Instructions

Rank the assessments from easiest (1) to most difficult (6) in

terms of producing responses (right or wrong answer)

� Cloze items with word bank

� Cloze items without word bank

� Multiple-choice items

� Oral short-answer items

� Written short-answer items

� Written performance task

Cloze items with word bank

Cloze items w/o word bank

Multiple choice Items

Oral short answer items

Written short answer items

Written performance task

Rank the assessments from easiest (1) to most difficult (6) in terms of comprehending the test

directions

� Cloze items with word bank

� Cloze items without word bank

� Multiple-choice items

� Oral short-answer items

� Written short-answer items

� Written performance task

Cloze items with word bank

Cloze items w/o word bank

Multiple choice Items

Oral short answer items

Written short answer items

Written performance task

Communicating Answers:Differentiating for ELs

• Show & clarify model responses• Provide extra time & word bank• Encourage self-editing for essays• Allow oral responses & illustrations,

provide graphic organizers to clarify writing

• Segment multi-step instructions• Ignore language convention errors

– Judge performance of target standards

Comprehending Directions: Differentiating for ELs

• Rewrite test directions to simplify vocabulary & syntax; provide context & redundancy

• Use key words, same directions during instruction

• Read directions aloud; clarify• Add glossary, visual supports

– underline key words, use graphic organizer

Reflection & Action

• How can you provide professional development– for all teachers with English learners– about best practices & ELD standards – and raise the capacity of continuing

teachers as new teachers arrive each year?

Some Resourceshttp://www.boardofed.idaho.gov/lep/LEPDirectorInfo.aspPersonality Test/Profile

http://www.uri.edu/volunteer/PDF/Pig_personality.pdf

Making Science Accessible to English Learners: A Guidebook for Teachers (Carr, Sexton, Lagunoff – WestEd)

Classroom Instruction that Works (Marzano et al – www.ASCD.org)

Differentiated Instruction• The Differentiated Classroom (Carol Ann Tomlinson, ASCD)• So Each May Learn (Silver, Strong, Perini - ASCD)• Differentiated Instructional Strategies (Gregory & Chapman - Corwin)• Educating Everybody’s Children (Cole (Ed.) - ASCD)

Graphic Organizers• www.thinkingmaps.com• www.inspiration.com & www.kidspiration.com