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Using Your ELDA Results to Serve English Language Learners

Using Your ELDA Results to Serve English Language Learners. Composite Proficiency Levels. Iowa ELDA. ELDA Level 1- Pre-functional TESOL Level: Starting. Official Name: Preproduction Other Names: Pre-speech Silent Period Non English Proficient (NEP) – Beginner Variety of Language:

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Using Your ELDA Results to Serve English Language Learners

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  1. Using Your ELDA Results to Serve English Language Learners

  2. Composite Proficiency Levels Iowa ELDA

  3. ELDA Level 1-Pre-functionalTESOL Level: Starting • Official Name: Preproduction • Other Names: • Pre-speech • Silent Period • Non English Proficient (NEP) – Beginner • Variety of Language: • Fluency – (Basic Interpersonal Communication Skills [BICS]) • Timeline (relative): 2 weeks to 2 months IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  4. ELDA Level 1-Pre-functional • Characteristics typical of a student at ELDA Level 1: • Beginning to understand short utterances • Beginning to use gestures and simple words to communicate • Beginning to understand simple printed material • Beginning to develop communicative writing skills IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  5. Teaching Strategies@ ELDA Level 1 • Use commands to teach receptive language (TPR). • Require physical response to check comprehension. • Ask students to show/draw answers to questions. • Ask “yes/no” questions. • Use manipulatives and props. • Show/write key words after oral presentation. • Engage student in higher-order thinking skills (H.O.T.S.). • Focus on the student’s message rather than on grammar, syntax, or pronunciation. • Simplify language, paraphrase often and make sure directions are understood. • Increase wait time; do not force reticent students to speak. • Provide age-appropriate and interesting supplementary reading materials with strong picture support that relate to the cultural backgrounds of students. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  6. Assessment Strategies@ ELDA Level 1 • Accept non-verbal responses such as sequencing pictures, drawing, and matching. • Allow extra time. • Test orally (rather than using a written test). • Vary the weighting of grade components as appropriate (e.g., give more credit for content learning than grammatical competence). IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  7. ELDA Level 2-BeginningTESOL Level: Emerging • Official Name: Early Production • Other Names: • Telegraphic Stage • Limited English Proficient (LEP) – Emergent • Variety of Language: • Fluency – (Basic Interpersonal Communication Skills [BICS]) • Timeline (relative): 2 to 4 months IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  8. ELDA Level 2-Beginning • Characteristics typical of a student at ELDA Level 2: • Understand simple statements, directions, and questions • Use appropriate strategies to initiate and respond to simple conversation • Understand the general message of basic reading passages • Compose short informative passages on familiar topics IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  9. Teaching Strategies@ ELDA Level 2 • Continue to expand receptive language (TPR). • Encourage all attempts to respond. • Ask students questions that require one/two words to answer: Who? What? Where? When? Which one? • Use concrete objects. • Display print to support oral presentation. • Engage student in higher-order thinking skills (H.O.T.S.). • Focus on the student’s message rather than on grammar, syntax, or pronunciation. • Simplify language, paraphrase often and make sure directions are understood. • Increase wait time; do not force reticent students to speak. • Provide age-appropriate and interesting supplementary reading materials with strong picture support that relate to the cultural backgrounds of students IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  10. Assessment Strategies@ ELDA Level 2 • Accept non-verbal responses such as sequencing pictures, drawing, and matching. • Allow extra time. • Test orally (rather than using a written test). • Vary the weighting of grade components as appropriate (e.g., give more credit for content learning than grammatical competence). IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  11. ELDA Level 3-IntermediateTESOL Level: Developing • Official Name: Speech Emergence • Other Names: • Simple-Sentence Stage • Limited English Proficient (LEP) – Intermediate • Variety of Language • Fluency – (Basic Interpersonal Communication Skills [BICS]) • Timeline (relative): 1 to 3 years IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  12. ELDA Level 3-Intermediate • Characteristics typical of a student at ELDA Level 3: • Understand standard speech delivered in school and social settings • Communicate orally with some hesitation • Understand descriptive material within familiar contexts and some complex narratives • Write simple texts and short reports IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  13. Teaching Strategies@ ELDA Level 3 • Expand receptive language through comprehensible input. • Engage student in producing language such as describing, re-telling, comparing, contrasting, defining, summarizing, reporting. • Ask application questions: What do you do when? How do you react when? • Incorporate more writing • Engage student in higher-order thinking skills (H.O.T.S.). • Focus on the student’s message rather than on grammar, syntax, or pronunciation. • Simplify language, paraphrase often and make sure directions are understood. • Provide age-appropriate and interesting supplementary reading materials with strong picture support that relate to the cultural backgrounds of students. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  14. Assessment Strategies@ ELDA Level 3 • Allow extra time. • Test orally (rather than using a written test). • Vary the weighting of grade components as appropriate (e.g., give more credit for content learning than grammatical competence). • Provide state-approved accommodations on district assessments and standardized tests. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  15. ELDA Level 4-AdvancedTESOL Level: Expanding • Official Name: Intermediate Fluency • Other Names: • Bridging Stage • Limited English Proficient (LEP) – Advanced • Variety of Language: • Fluency (BICS) and some Proficiency (Cognitive Academic Language Proficiency [CALP]) • Timeline (relative): 3-10 years to approach peer-appropriate proficiency IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  16. ELDA Level 4-Advanced • Characteristics typical of a student at ELDA Level 4: • Identify the main ideas and relevant details of discussions or presentations on a wide range of topics • Actively engage in most communicative situations familiar or unfamiliar • Understand the context of most text in academic areas with support • Write multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with some errors IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  17. ELDA Level 5 – Full English ProficiencyTESOL Level: Bridging • Official Name: Advanced Fluency • Other Names: • Fluent English Proficient (FEP) • Variety of Language: • Fluency in BICS and CALP • Timeline (relative): 3-10 years to approach peer-appropriate proficiency IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  18. ELDA Level 5 – Full English Proficiency • Characteristics typical of a student at ELDA Level 5: • Understand and identify the main ideas and relevant details of extended discussion or presentations on familiar and unfamiliar topics • Produce fluent and accurate language • Use reading strategies the same as their native English-speaking peers to derive meaning from a wide range of both social and academic texts • Write fluently using language structures, technical vocabulary, and appropriate writing conventions with some circumlocutions IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  19. Teaching Strategies@ ELDA Level 5 • Continue to develop cognitive academic language: oral and written • Provide templates to scaffold language to appropriate academic register • Continue to ask “why” questions soliciting opinion, judgment, prediction, hypothesis, inference, creation. • Engage student in higher-order thinking skills (H.O.T.S.). IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  20. Assessment Strategies@ ELDA Level 5 • Grade-level assessments without accommodations. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  21. Teaching Strategies – All Levels • Create a welcoming classroom environment including artifacts, posters, alphabets, words, or pictures from the culture represented by each student. • Teach students to the academic content standards set for all students, remembering to incorporate daily language and content objectives. • Connect students’ prior knowledge, interests, and life experiences to instruction. • Bring the student’s home culture and language into the classroom, providing multicultural and take-home books in the students’ first languages. • Increase interaction through cooperative activities and mixed grouping. • Encourage the development of literacy skills and proficiency in the student’s first language in order to enhance English language acquisition. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  22. Teaching Strategies – All Levels • Shorten and modify assignments as appropriate. • Use visual aids, pictures, clear and large print, realia, videos, computer-assisted instruction, gestures, modeling, and graphic organizers. • Demonstrate abstract concepts by first demonstrating application (i.e., experiment, manipulatives). • Provide explicit vocabulary instruction for all ELLs. • Accompany oral directions with written directions for student reference. • Provide peer or cross-age tutoring. • Post models, rubrics, and daily objectives for student reference. IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

  23. Assessment Strategies – All Levels • Grade students according to achievement of standards rather than in comparison with other students’ performance. • Create performance-based assessments that enable students to demonstrate knowledge without language mastery. • Utilize maps, models, journals, diagrams, collages, displays, role-playing, art projects, and demonstrations as assessment instruments. • Assess oral language development through students’ story retelling, verbal summarizing, answering questions orally, and teacher observation. • Provide state-approved accommodations on district assessments and standardized tests. (See Guidelines for Including ELLs in K-12 Assessments at www.state.ia.us/educate /ecese/is/ell/documents. html) IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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