eld standards in gisd for instructional coaches

ELD Standards in GISDRosalba DurrBertha TagleManny LeyvaJosé ReyesMartha ReyesBilingual Instructional Specialists

Welcome

Three Step Interview

What is WIDA?

•WIDA stands for World-Class Instructional Design and Assessment

•Adopted by 22 states

•Visit the WIDA website: http://www.wida.us/

Why should we implement WIDA Standards?

• Adopted by the NM Dept. of Education Used as a tool for the implementation of the Common Core

State and Essential Standards Every teacher with ELLs needs to weave in ELD

Standards in their instruction daily.

• Supports the teacher! Differentiation made easy! Teachers can use the language provided by WIDA to

formulate measurable objectives.

• Supports all ELLs!

Wida Standards

Gives teachers a framework

to differentiate instruction

Easily altered to fit what we are

teaching

Centered on the language needs of the student to

access grade level content

Coffee

Make a PosterParagraph that summarizes the article.

A “key” sentence.

Key vocabulary.

Content areas have their own language.

New Mexico English Language Development Standards

•The standards were developed to integrate language development, culture & diversity into the curriculum.

•They are not intended to be used in isolation.

www.wida.us

What are the Standards?Language Domains:ListeningSpeakingReading Writing

Standard:Language of Language Arts

Standards:Language of Science

Standard:Language of Math

Standard:Language ofSocial Studies

Standard:Social and Instructional Language

What language do my students need to understand in order to learn the content?

InsideOutsideCircle

Features of Academic Language and Performance Definitions

New Mexico English Language Development Standards

The standards differentiate six general levels of English

language proficiency:▫Entering(Level 1)▫Emerging(Level 2)▫Developing (Level 3)▫Expanding(Level 4)▫Bridging (Level 5)▫Reaching (Level 6)

Stages of Second Language

AcquisitionPreproduction

Early ProductionSpeech Emergence

Intermediate FluencyAdvanced Fluency

Language Domains

Listening: the ability to process, understand, interpret and evaluate spoken language in a variety of situations

Reading: the ability to process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Speaking: oral communication used in a variety of situations for a variety of purposes and audiences

Writing: written communication used in a variety of forms for a variety of purposes and audiences

Features of Academic Language

• WIDA organizes social, instructional, and academic into three levels: discourse level, sentence level, and word/phrase level.

• This gives us the Features of Academic Language at each level of proficiency, which correspond to the performance criteria of Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage.

Think-Pair-Share

Receptive Language

Expressive Language

Performance Definitions These three criteria used to define each level of

language proficiency are displayed in two sets of Performance Definitions:

1. The Receptive Language set represents how ELLs process language to comprehend information, ideas, or concepts in either written or oral communication.

2. The Expressive Language set is for productive language and shows how students use language to express information, ideas or concepts in either oral or written communication.

Performance DefinitionsLinguistic Complexity

The organization, cohesion, and relationship between ideas expressed in the variety and kinds of sentences that make up different genres an texts types in oral or written language at the discourse level

Language Forms and ConventionsThe grammatical structures, patterns, syntax, and

mechanics associated with sentence level meaning

Vocabulary UsageThe specificity of words or phrases for a given topic

and context

RECEPTIVE

EXPRESSIVE

What Language Proficiency Level are you at?

If the topic of instruction is… and the domain being used is …:

•Calculus and Listening•Microbiology and Speaking•Transmission Repair and Reading•Shakespeare and Writing

Entering, Beginning, Developing, Expanding,

Bridging

After Lunch Activity

Student Sample Writings

1st sample

Scoring

Score 2•Rationale:•The writing has short sentences but there

is some attempt at organization with the use of transition words such as first, then, and after that.

•The writing is generally comprehensible when limited to simple text.

2nd sample

Scoring

Score 4•Rationale: 

•As required for 4, a variety of sentence lengths of varying Linguistic Complexity have been used in the writing. There is emerging cohesion; there is an introductory sentence and the student used transition words effectively (e.g., first, next, then, after that, finally).

3rd sample

Scoring

Score 5•Rationale:•The writing has a variety of sentence

lengths of varying Linguistic Complexity in an organized paragraph.

•The writing is approaching comparability to that of English-proficient peers.

Analyze Writing using the Performance Definitions

•Break into groups by grade level•Use the exemplar text and Performance

Definitions to analyze text. •Look for the differences between

Language and Content.

Knowing Our ELL’s

STATE

District

School

Classroom

Understanding Language

Article:“Teacher Development to Support English

Language Learners in the Context of Common Core State Standards”

Welcome Back Day 2 ELD Standards in GISD

Warm Up

Activity

Model Performance Indicator (MPI)

The essential components of a model performance indicator are:

Language Function (Level Specific Task) + Content Stem + Support

MPI Element: Language FunctionWhat do I want

my students to do with language?

How will they use or produce

language in my unit of

instruction?

What are language functions?Language functions

are the linguistic processes used in

receiving or conveying a

message.

Language Functions vs. Depth of Knowledge

Can students at the Entering level of language proficiency be expected to function at level four on

the DOK?Give an example

Language Function

•Mental processes involved in learning•How students are to process or use

language to demonstrate their English language proficiency

Level Specific Task Examples:Point to Select SortDescribe Summarize

PredictMatch Compare ContrastName Arrange Elaborate

Depth of Knowledge

Cognitive Function

•Mental processes involved in learning•How students are to process or use

language to demonstrate their English language proficiency

Level Specific Task Examples:Analyze Understand

EvaluateRemember Create Apply

MPI Element: Content StemHow do I show

that the language my students are

using and producing is tied

to my unit of instruction in a strand of MPIs?

Searching for Content Stems

Common

Core State

Standards

Standards of

Learning

Integrating a Content Standard

Historical UnderstandingsSS5H6 The student will explain the reasons for America’s involvement in World War II.

a. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.

b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.

d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen.

f. Explain the U.S. role in the formation of the United Nations.

Content Stem

Derived from Common Core State Standards that provides an example for contextualizing language development

Examples:Rules AdditionBill of Rights SafetyCell functions Human BodyFact and Opinion FractionsFigures of Speech Civil War

Examples of Supports Page 18

0

20

40

60

80

100

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

East

West

North

Types of Supportfor the Language of Math

Sensory Graphic Interactive

Academic language proficiency

Real-life objects of three-dimensional shapes

Chart of three-dimensional shapes and examples

Paired discussion naming attributes of three-dimensional shapes

Supports

• Instructional strategies or tools• Assist students in accessing content necessary

understanding or communication• Help to construct meaning of oral or written

language• Examples:

▫Teachers employing techniques such as modeling, feedback or questioning

▫Students using visuals or graphics, interacting with others, or using their senses

Affinity Activity

•Create as many types of supports for differentiation that you can think of. One idea per post-it note. No crosstalk.

•Post them with your team on the wall.

•Put like ones together. •Create headings for your supports•Carousel walk, complete supports handout

NM ELD SupportsSensory Graphic InteractiveReal-life objects (realia)ManipulativesPictures or photographsIllustrations, diagrams and drawingsMagazines and NewspapersPhysical activitiesVideos and FilmsBroadcastsModels and Figures

ChartsGraphic OrganizersTablesGraphsTimelinesNumber linesWord WallsAnchor Charts

In pairs or partnersIn triads or small groupsIn a whole groupUsing cooperative group structuresWith the internet (websites) or software programsIn the native language (L1)With mentorsOne on One with teacher

Model Performance Indicator

Match

UpLevel 1

EnteringLevel 2

EmergingLevel 3

Developing

Level 4Expanding

Level 5Bridging

Follow simple oral commands to design area maps using manipulative and illustrated examples (e.g., “make a square like this.”) in small groups

Follow simple oral directions to design area maps using manipulative and illustrated examples in small groups

Follow oral directions to design area maps using manipulative and illustrated examples in small groups

Follow detailed oral directions to design area maps using manipulative in small groups (e.g., “The area for the beans needs to be less than 12 square units. Make the side less than 4 units long.”)

Follow complex oral specifications to design area maps using manipulative in small groups (e.g., “The total area of the garden is 50 square units. Each tomato plant requires 5 square units. Draw an area for the tomatoes.”)

Match the model performance indicator to the appropriate level.

Triad MPI Activity

•Count off in 3’s•1’s Write language function on post it

•2’s Write content topic on post it

•3’s Write support for a level three on post it

Create a Model Performance Indicator

Pieces for an MPI MPI

Level 3Developing

DescribeDaily weather conditionsUsing photographs and class charts with a partner

LanguageFunction

ContentStem Support

Goals, Targets, & Objectives

•Language Goal:▫Students will improve their literacy by more than a

grade per year in English.

•Language Target:▫Students will use comparative language in order to

compare and contrast historical events in their essays.

•Language Objective:▫Students will use comparisons with adjectives (e.g. the

most significant event, more obstacles than…, etc.) in order to compare events during the Civil War with a graphic organizer.

Language Targets

• are beneficial for all students, critical for ELLs • correspond to multiple lessons/unit of instruction • could span multiple content areas and domains • are observable and measurable • specify purpose for language (language function)

Example: Students will use comparative language in order to compare and contrast historical events, characters in a novel and experiments in their science reports.

Language Target

Students will use directional language to identify the location of coordinates on a coordinate plane.

•Content Target:▫Students will discuss impacts of natural

hazards to people, communities, and the environment using multiple points-of-view.

•Language Target:▫Students will use language to explain and

describe events related to natural hazards from multiple perspectives and to various audiences.

MPIs & Language Objectives:What’s the difference?

• Is this specific enough?• What types of

grammatical structures are students processing?

• What types of words or phrases are students processing?

MPIs & Language Objectives:What’s the difference?

• Example: Students will process simple and compound sentences in narrative texts in order to identify terms and phrases that demonstrate the author’s point-of-view such as…

Remember…

•MPIs provide models of assessable language skills and describe how students can use or produce language

•Language objectives identify the specific vocabulary and grammatical structures for students to demonstrate their language learning.

Language Objective•Language Objectives:

▫Articulate for learners the academic language function and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt 2008)

▫Are beneficial not only for language learners but for all student in a class, as everyone can benefit from the clarity that cones with a teacher outlining the requisite academic language to be learned and mastered in each lesson.

Language Objective cont.

•Language objectives involve the four language domains▫Speaking▫Listening▫Reading▫Writing

The language functions relate to the topic of the lesson

Include vocabulary essential to a student being able to fully participate in the lesson

The language of comparison — in order to have students explain what they learned about the normal and cancer cell cycle (e.g., more than…less than)

Sequencing — in order to have students clearly outline the steps in the cycle for each type of cell (e.g., first, second, finally)

Recording ideas in a graphic organizer — for students to be able to identify main ideas and organize them (e.g., Venn diagram)

Summarizing — either orally or in writing, in order to have students demonstrate mastery of the topic.

Sample Language Objective 4th grade Math, Two-Dimensional Figures

Content Area Standard

MPI Language Objective

Common core: draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Label triangles and their angles using an illustrated graphic organizer with a partner.

Students will be able to label triangles and their angles using content language such as…equilateral, acute, scalene using an illustrated graphic organizer with a partner.

Language Objective Sample 29th grade English Language Arts, Informative/Explanatory Texts

Content Area Standard

MPI Language Objective

Common core: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from and supports the argument presented.

Create a conclusion paragraph using template with a partner.

Students will be able to create a conclusion paragraph using transitional phrases (e.g., as a result, in conclusion) on a template with a partner.

Objectives

•Meant to guide us in our instruction/learning

•Based on CCSS•Content objectives are focused on the

content•Language goals and targets are focused on

the language of the content

Both must coexist

Keep in Mind

Linguistic Complexity

Language Forms and Conventions

Vocabulary Usage

Your Input………•Teacher ELD Standards PD

•Topics•Activities

Scavenger Hunt or Presentation Planning•Complete scavenger hunt on WIDA website using your I PAD.

•Work with your group on NMABE Presentation in April

Thanks a latte!!