Using Your ELDA Results to Serve English Language Learners.

Using Your ELDA Results to Serve English Language Learners

Composite Proficiency Levels

Iowa ELDA

IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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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:– 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.)

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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.)

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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.)

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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).

7 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

8 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

9 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

10 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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).

11 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

12 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

13 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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.

14 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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.

15 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

16 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

17 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

18 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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

19 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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.).

20 IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

Assessment Strategies@ ELDA Level 5

Grade-level assessments without accommodations.

IA DE. Guidelines for the Inclusion of ELLs in K-12 Assessments. (2007 rev.)

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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.)

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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.)

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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)