Chicagoland Partners for ELL Education
Office of Catholic Schools
Meeting the Needs of All Learners: Identifying
and Planning Instruction for ELLs
December 3, 2013
Facilitated by:
Marla Susman Israel, Ed.D.
Associate Professor
Loyola University Chicago
This presentation was made possible by:
Chicagoland Partners For English Language Learners (CPELL) Loyola
University Chicago project funded by the
Office of English Language Acquisition,
U.S. Department of Education School of Education
Grant # T365Z120068
Loyola University Chicago · 820 N. Michigan Avenue, Chicago, Illinois
60611 Phone:312.915.6318 · Email: [email protected]
Current CPELL Scholars in OCS: Amanda Pantle, Billy Schauer,
OBJECTIVES & AGENDA
Introduction to Session
What we learned in August and
what we want to learn today:
n= 21
All answered “yes” that PD was useful
Minimum Maximum Mean SD
This session provided me with useful
strategies I can use in my classroom
3 4 3.81 .40
This session gave me useful strategies
and/or ideas that I can use to make
instruction and school services more
effective for ELLs
2 4 3.86 .48
This session provided me with useful
information on WIDA and ISBE
standards
2 4 3.38 .67
In this session I had an opportunity to
ask questions about points that I didn’t
understand
1 4 3.71 .78
The materials distributed during the
session were informative
3 4 3.90 .30
I would like to attend additional
sessions like this one in the future
2 4 3.81 .51
Qualitative Data Summary—the following comments represent trends or themes identified in the
responses to open ended questions.
• Strategies that can be used in classroom or school
• Strategic/intentional grouping
• Common planning time with fellow teachers (7x)
• WIDA grouping/planning
• Vocabulary planning time
• TPI model
• LA graphic organizers
• Can Do indicators
• Matching vocabulary to pictures
• Strategies that can make services more effective for ELLs
• Parent communication
• Group sharing/teacher planning (4x)
• Send native language books home
• Utilize resource personnel
• More attention to culture, differentiation and vocabulary
• SMART goals
• WIDA standards
• Have parents and siblings record books on tape
What we learned in August and
what we want to learn today:
What we learned in August and
what we want to learn today:
• Information useful for WIDA and ISBE standards
• Goal of tests and stages
• Awesome updates
• Handout
• How to group and plan for all students
• Can Do descriptors
• New cutoff scores
• Grid lesson plan template
• Wish we had more time/ran out of time (x4)
• Why/why not likely to attend additional sessions
• Support and knowledge
• Currently working on ELL endorsement
• Very informative and useful
• Excited about research and developments in this area
• To better serve my students
• I hope to become endorsed in ESL, however location is difficult to get to
• To share with other teachers
• More practical application in the classroom would be nice
What we learned in August and
what we want to learn today:
• What are elements directly applicable to work?
• Experience of read aloud in another language
• Collaborative planning meetings are new, so now we can do it every Wednesday
• Communication with parents in native languages
• Aligning horizontally and vertically
• Vocabulary aids (x3)
• Help with planning (x3)
• Knowledge of 6-10 key words to use in instruction
• Endorsement that all strategies were helpful for high ELL population (in one case 75% of
class) (x4)
• Remembering that students can learn from one another Strengths of session
• Presentation (materials, activities, practical tips)
• Presenter (knowledgeable, well-prepared, humorous)
• Peer collaboration
• Resources
• Hands on activities
What we learned in August and
what we want to learn today:
• Weaknesses of session
• Not enough time
• Would like more information on assessment and lesson ideas
• Suggestion to split information into two different sessions
• Why session was useful (or not)
• Better understanding of effective strategies for working with ELL students
• Underscore that many of OCS students are ELL
• Encouraged reflection of pedagogy
• Suggestions
• Longer session
• How to identify ELL learners
Today’s Focus
Linguistically responsive practice
Teaching and learning in mainstream classrooms
grounded in the principles and practices of language
development and second language acquisition
Recognizing the language backgrounds, abilities, and
needs of individual students
Analyzing language demands inherent in academic tasks
Scaffolding learning for language development
Lucas, Villegas, & Freedson-Gonzalez, 2008
Today’s Focus
Linguistically responsive practice
Central to linguistically responsive instruction is
recognizing individual students’ backgrounds, abilities,
and needs.
Today’s focus will center on getting to know students’
specific language abilities and needs through use of
WIDA tools.
Lucas, Villegas, & Freedson-Gonzalez, 2008
Today’s Objectives
Leaders will:
Describe how WIDA tools can inform and support
classroom practice with ELLs.
Explain how WIDA Can-Do Descriptors support planning
for individual and whole-group instruction.
Apply WIDA tools to support individual and whole-group
ELLs’ learning needs in classroom instruction.
Discuss next steps to build school systems that support
the screening and assessments of ELLs to create
linguistically responsive practice .
Today’s Norms
Prepared – We are all prepared to commit to this
important work together.
Professional – All discussions are confidential and
respect the reality that sharing involves risk-taking.
Present – Please turn-off laptops and cell phones.
Positive – Maintain a solutions-oriented attitude and use
asset-based language.
Today’s Agenda
15m: Introduction to Session
15m: Accessing Prior Knowledge – Word Sort
30m: Introduction to WIDA & WIDA Tools (I do)
30m: WIDA Tools: Expert Groups by Case (You do)
30m: Reflections & Next Steps (We do)
Word Sort
With your tablemates, please sort the words that are in your envelope.
You may sort these words into categories, semantic maps, whatever makes sense to the group.
You may speak in your native language during the sorting. You must, however, be able to explain the sorting to others in English.
Teaching tip: This can be done as a picture sort for non-English readers. This is a great way to pre-teach and re-teach vocabulary. With P-12 students you would limit this activity to no more than 10 words.
Selecting Words to Teach
(Cloud, Genesee, Hamayan, 2009)
Select words that are important for understanding the essential learnings
and the text.
Do not exceed the number of words that student can remember
(around 6 to 10 per lesson) depending on the learners’ age and/or
stage of proficiency.
Select words that can advance student’s word learning skills (words with
particular prefixes or suffixes for example)
Teach words that are frequent, useful and likely to be encountered in the
content area. They should be highly transferrable to other units or content
areas.
Do not directly teach words if students can use context or structural
analysis skills to discover the word’s meaning.
Be sure that you select an appropriately leveled passage to begin with, one
for which you will only need to teach a small number of words prior to
reading.
Common Core – Instructional Shifts
Regular practice with complex test and its academic vocabulary
Students should practice with academic vocabulary through multiple opportunities
across all four language domains and for multiple academic purposes
Building knowledge through content-rich nonfiction and informational text
• Students should write consistently, during and after reading short and extended texts,
and respond to text dependent questions
Reading and writing grounded in evidence from text
• Students should write daily and consistently during reading of short and extended
texts to show evidence of their application of reading strategies, such as predicting,
visualizing, inferring, summarizing, questioning and connecting.
ELL students are learning to read English while simultaneously reading to learn
English content.
• The older the ELL child, the farther his/her English language peers have progressed in
English language content development.
Introduction to WIDA
World-class Instructional Design and
Assessment (WIDA)
Originated in Wisconsin, but has expanded
to over 25 states in the U.S.
Every state is required to have English
Language Development (ELD) standards
and aligned assessments to support and
measure ELLs’ language development.
Introduction to WIDA
WIDA Standards:
• 2007 ELD Standards
• 2012 Amplified Standards
WIDA Assessments:
• W-APT - screening
• ACCESS – yearly assessment
(k-12)
• MODEL – (screening and yearly
assessment K-12)
WIDA Instruction:
• Can-Do Descriptors
Introduction to WIDA
WIDA tools are helpful to…
Determine where students are at on the
path to English language proficiency.
Recognize what students can do based
on their level of language proficiency.
Plan for instruction that supports
language simultaneous to content.
Introduction to WIDA
WIDA tools are
helpful to recognize
what students can
do based on their
level of language
proficiency.
Listening
Speaking
Reading
Writing
Process, understand, interpret and evaluate spoken
language in a variety of situations
Process, understand, interpret and evaluate written
language, symbols and text with understanding and
fluency
Engage in written communication in a variety of
situations for a variety of purposes and audiences
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Language Domains
English Language Proficiency Levels
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
5 4 3 2 1 6
R
E
A
C
H
I
N
G
• Linguistic Complexity: The amount and quality of speech or writing for a given situation • Vocabulary Usage: The specificity of words or phrases for a given context • Language Control: The comprehensibility of the communication based on the
amount and type of errors Tammy King, IRC, 2010
WIDA’s ELD Standards
Social & Instructional Language
Language of Language
Arts
Language of Mathematics
Language of Science
Language of Social
Studies
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
WIDA, 2013
NEW SCORING RULES
In order to better align measurements of academic achievement with
English language acquisition, the Illinois State Board of Education has
adopted a new definition of English language proficiency for students in
Illinois schools. Effective January 1, 2014, a student must obtain an
overall composite proficiency level of 5.0 as well as a
reading proficiency level of 4.2 and a writing proficiency level of 4.2
on the ACCESS for ELLs to be considered English language
proficient. Students who meet or exceed these proficiency levels may be
transitioned from the TBE/TPI program as allowed under Part 228 of the
Illinois Administrative Code.
What are Can DO Descriptors?
“(Students) are ready to learn something, but
start from different places . . . . When children
enter school we need to observe what they
know and can do, and build on that foundation
whether it is rich or meager.”
Marie Clay
Individual Student Profiles
Work in your expert group:
1. Read your assigned student case study
2. Use the Can-Do Descriptors to complete the
Linguistic Graphic Organizer to profile language
abilities and accommodations.
3. Use the Holistic Graphic Organizer to consider
other data you may need.
Individual Student Profiles:
Linguistic Graphic Organizer
W-APT or ACCESS Score CAN DO descriptors
Listening -
-
-
Speaking -
-
-
Reading -
-
-
Writing -
-
-
Suggested Accommodations:
Individual Student Profiles:
Holistic Graphic Organizer
Dimension Formal Data Anecdotal Data Goals
Sociocultural
Age:
Grade:
Country of Origin:
Prior Schooling:
Time in USA:
Funds of Knowledge (Home):
Prior Knowledge (Community):
Academic Knowledge (School):
Cognitive
Gifted (Y/N):
IEP (Y/N):
RTI Tier:
Other:
Student Processing:
Learning Style(s):
Preferred Grouping:
Linguistic
Native Language (L1):
L1 Reading:
L1 Writing:
Second Language (L2):
L2 Overall:
L2 Listening:
L2 Speaking:
L2 Reading:
L2 Writing:
Academic
Standardized content test
scores:
Reading:
Math:
Science:
Other:
Moving from Individual to Class
In addition to the Teacher Report on
individual students, WIDA also provides a
Student Roster Report with all ELL
student scores on one page.
These reports can be translated to Can-Do
Name Charts to support whole-group
scaffolds and supports in the classroom.
WIDA W-APT Speaking
Listening
W-APT Reading
Writing
1 .15 .35
2 .30 .70
3 .45 1.05
4 .60 1.40
5 .75 1.75
6 .90 2.10
W-APT scores matched to WIDA
Levels
SIOP Lesson Plan Template
Standards:
Theme:
Lesson Topics:
Objectives:
Language
Content
Learning Strategies:
Key Vocabulary:
Materials:
Motivation:
(Building background)
Presentation:
(Language and content objectives, comprehensible input, strategies,
interaction, feedback)
Practical Application:
(Meaningful activities, interaction, strategies, practice/application
feedback)
Review Assessment:
(Review objectives and vocabulary, assess learning)
Extension:
Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making
Content Comprehensible for English Language Learners: The SIOP® Model.)
Moving from Class to Building
As a building team, list your top three
changes that you would like to initiate to
ensure screening and annual assessments
of the ELLs in your building are accurate.
What would be your first steps to
accomplish your first priority?
Thank you and Feedback
Learn more - Please visit our website at www.luc.edu/cpell
Build Capacity – We are recruiting for the 3rd Cohort in M.Ed. in English Language Teaching & Learning with an ESL endorsement or your ESL Endorsement.
Feedback:
• 2 CPDU documents (you keep one for your records, please complete and turn the other in.)
• 1 DOE document (please complete and turn in.)
Please take a SIOP planning book for your professional library to
read and share with others.
