Introductions Kelsie Berg, former ESL/ SIOP Coach
Revae Bostwick, ESL Lead Teacher Nadja Trez, DPI Consultant Have each participant give name, district, role in that district.Explain that they will have opportunities to speak with various people throughout the day to get to know them a little better, so we are keeping it brief at first. Lets Put Our Thinking Caps On!
1) Grab a notecard from the center of your table. 2) Think independently about language development. 3) Choose one word to represent your thoughts about language development. 4) Write your word on your notecard. Lets Move It! With notecard in hand, get up and choose your favorite sport (or one you hate the least). Once youre in your corner, divide yourselves into groups of 3-5. Go with your group to a private area and construct a sentence to share with the whole group about language development using each of your words from the notecards. Lets hear your thinking!
Sharing our Thoughts Lets hear your thinking! Todays Objectives Interpret WIDAs Guiding Principles of Language Development. 2.Utilize WIDAs Can Do Philosophy to evaluate our own districts. 3.Understand sociocultural contexts. 4.Evaluate use of academic/disciplinary language and academic conversations in the classroom Logistics * restroom locations * wifi passwords * group norms
* daily schedule on next slide For Group Norms, mention respect for one anothers responses and plan to have active participation ^_^ (and any other norms that the group would like to add ^_^) Todays Agenda 7:30 - 8:30 Registration/Breakfast 8:30 - 10:00
Opening Session 10: :15 Break 10: :15 Concurrent Sessions 11: :15 Lunch 12:15 - 2:15 2:15 - 2:30 2:30 - 4:00 Schedule Overview Day 1 Day 2 Day 3
Discuss WIDAs Guiding Principles and Can Do Philosophy Using Academic Language in Sociocultural Contexts Day 2 Differentiating Language for Various English Language Proficiency Levels Evaluating Formative Assessments Day 3 Analyze Data and Design Actions Based on Data Implications Collaboration and Implementing the Smartest Plan WIDA standards are an overarching framework that need to support all interactions with our students. Content teachers, ESL teachers, Department Chairs alike need to have an understanding of these standards and how to utilize them within day-to-day teaching. We hope that over the course of these next 3 days that you come to realize how the elements of WIDA should be infused into every aspect of instruction to optimize learning for all students.It is much more than just 5 language development standards and 6 language proficiency levels. Whats your confidence level?
Utilize a Plickers multiple choice survey to understand participant knowledge of certain WIDA elements. Questions asked during the presentation: Rate your confidence level for the following: Confidence in identifying and coaching others on academic language in multiple disciplines. Confidence in analyzing data to make decisions for the district and for individual students. Confidence in explaining how to create MPIs. Confidence in explaining the 3 features of language (linguistic complexity, language forms and conventions, & academic vocabulary) Confidence in recognizing the usage of WIDA standards in instruction. Confidence in explaining the 6 WIDA language proficiency levels. What is WIDA? Guiding Principles Can Do Philosophy Can Do Descriptors
Academic Language Sociocultural Context Performance Definitions Proficiency Levels ELD Standards MPIs & Their Components source: During these 3 days, we will be going through the elements of WIDA from the more broad, over-arching concepts to the more specific components. Talk briefly about each of these elements. What is WIDA? Each participant has a blue question card or a yellow card containing a response. Find your match and line up in 2 parallel lines- questions on one side, answers on the other. ^_^ After participants have found their match, stand and talk for a moment until we have all found the appropriate question & answer match. Review answers to these questions by having participants read aloud the card they are holding. WIDAs Guiding Principles of Language Development
Participant 1 reads the card. Participant 2 responds to the card. Participant 3 adds an additional response. Participant 4 summarizes what has been said. (Add additional responses before the summary as needed based on the number at your table.) image source: Cards with one guiding principle each written on them are passed out to each table. Allow Participant #1 to select the card from out of the group of cards at the table. Participants participate in a zip-around activity. This can be done with multiple cards. If more than one item is to be discussed in the group, Participant #2 becomes #1 and each person shifts one virtual position. Once they finish, compare this activity to actual students participating in a group activity such as this one. Is this an appropriate activity for ELLs of all proficiency levels?What would participation of various proficiency levels of ELLs look like? What supports would be needed if any? Reflection Which one resonated with you? Any anecdotes to share?
What is something you feel we should share with our colleagues? WIDAs Can Do Philosophy
What are we doing well? Where can we improve? Empowers: Linguistically diverse students & peers Families Communities Educators Administrators Researchers & Policymakers Located within the Download Library under Academic Language on Assign 1 category to each table. Allow participants time to read through the Can Do Philosophy (2 pages long). Have groups create a T-chart of + / delta items for their collective situations on chart paper. This should highlight what they are doing well and where improvements can be made to further capitalize on students experiences. Post around the room and do a gallery walk & allow participants to add to the posters as they walk. Sociocultural Contexts
Understanding vocabulary: execubabble Edward Cullen laundry limbo Lebron James How does sociocultural context affect language comprehension? What do you think the definitions of these words are? Talk with an elbow partner execubabble:using a lot of technical language likely to be used in an executive-level meeting Edward Cullen:watching a woman sleeping laundry limbo: intentionally washing clothes again so you dont have to put them away Lebron James: deserting your team when the times get tough Sociocultural Contexts
Why and how does language change when used in various contexts? Ask participants to reflect on sociocultural contexts and how that might shape language.What affects language usage? GENRE, SITUATION, TOPIC, TEXT, REGISTER, PARTICIPANT ROLES & RELATIONSHIPS, MOOD, REGISTER:Who is the audience? How is the landscape impacted by the people in the conversation? Is it informal or formal communication? GENRE/TEXT TYPE:What is the subject matter?How is language used and organized in that subject matter? TOPIC:What is the communication about? TASK/SITUATION:What language does the situation demand? IDENTITIES & SOCIAL ROLES:How is the environment organized?What is the relationship of the people involved in the discussion? Who is the audience (who will be listening or reading?) ** Speak about the variations in ways of speaking in Japanese to superiors ** Participants will get into groups of 3s at their tables. On the cards are listed topics and some guiding contexts. How would the language used change?Why would the language differ? missing a test getting a speeding ticket arriving to school late missing the bus attending a funeral applying for a job attending a wedding inviting someone to dinner pointing out a mistake wearing religious clothing celebrating a holiday tradition attending a protest attending a rally writing a letter rules/regulations wearing uniforms a sports event Sociocultural Contexts
Volunteers??? image: Ask for group volunteers to act out a topic in various contexts. it is the differences in the ways people use language to accomplish goals and conduct their relationships that may have the most powerful consequences for student interactions in the classroom source: WestEd Next slides are on academic language relative to content. Academic & Content Language
Optical illusions used to represent the way academic language is intertwined with content language. They are inseparable, but may look differently when looked at from various viewpoints. Instructional leaders need to help teachers, all teachers, see the interconnectedness of the two and work on instructing as if they were inseparable. 1st image:old woman or young woman 2nd image: man playing a sax or a woman Academic Language Instruction
https://vimeo.com/ High School Example image source:en.wikipedia.org Imagine your kindergarten students or students at the emerging and developing stages..Think about their typical language usage and comprehension. Show part of video. Explain that if done properly, it is possible to have your students use academic language! Words from this Wordle help to illustrate that we can no longer focus on academic vocabulary in isolation. We have to utilize academic texts in order for students to have opportunities to see the words used in context.They have to be able to understand and produce the language associated with terms such as argumentation. Reminder that academic language is not just vocabulary
Reminder that academic language is not just vocabulary.Academic language includes the grammar structures, discourse features, genre-specific text features, etc. WIDA Consortium How would you describe this if.
Image source:en.wikipedia.org (apple) Other images:openclipart.org Dogwood or Apple Activity This activity combines the ELD standards with academic language within the disciplines. Number off individuals at the table, #1 - #5 All participants who are #1, will describe the apple (dogwood flower) in general terms. #2, will describe the apple (dogwood flower) using the heart, mind, and soul of a poet. (storyteller, etc) #3, will describe the apple (dogwood flower) using the heart, mind, and soul of a mathematician #4, will describe the apple (dogwood flower) using the heart, mind, and soul of a scientist/botanist/biologist. #5, will describe the apple (dogwood flower) using the heart, mind, and soul of a historian Number 3 will start off serving as the scribe and then the task will rotate to #4, then #5, then #1, etc. Have participants at each table listen to the speaker and assist the scribe in jotting down phrases used by the person describing the apple (dogwood).Put comments on separate sticky notes per content area.Allow participants in these groups to reflect on the differences in the uses of language. Now have all participants divide into content-specific groups based on the numbers they counted off for this activity.Discuss in their new groups about what the language of ____ looks like. Take this one step further by dividing the groups up into 2 sociocultural context groups. (example:the two groups of participants talking in the language of math will now be given a context in which to present their information. 1 group will pretend as though they are talking to their fellow teachers; the other group will pretend they are presenting this at a math conference.) Gallery walk to go around and compare the differences in language use. What are the characteristics of disciplinary language?
Utilizing the online resources on the next few slides or sources ofyour own choosing, read the information and then add variouscharacteristics of your designated content area to the VIRTUALCHART PAPER via the PADLET link on the slide for yourcontent area. Padlets for Academic Language
Language of Language Arts: Language of Math: Language of Science: Language of Social Studies: Language of English Language Arts
Grades K - 2 Phonics & Phonemic Awareness Letter & Word Recognition Grades Explicit, intensive systematic instruction on complex vocabulary Reading strategy instruction Genre text instruction Repeated readings Constructive feedback Structured academic discussion opportunities OTHER LINKS: Common Core Standards Ways to read like a detective source:Practical Guidelines for the Education of English Language Learnersby Francis, D.J., Lesaux, N., Kieffer, M., & Rivera, H. (2006) Phonics, Phonemic Awareness, Fluency, Vocabulary Knowledge,Comprehension, & Academic Language Knowledge all influenceoverall reading comprehension. More notes from the article: 1. ELLs need early, explicit, and intensive instruction in phonological awareness andphonics in order to build decoding skills.It is not OK to take a wait-and-see approach.Cannot wait until the student has acquired language proficiency to conduct intenseletter and word reading skills instruction.Improved proficiency in English is not likelyto remediate difficulties in understanding the sound structure of the language. 2. K-12 classrooms across the nation must increase opportunities for ELLs to developsophisticated vocabulary knowledge.Little systematic and explicit vocabularyinstruction is incorporated into the curriculum, especially at middle and high schoollevel. Students need 12 14 exposures to a word and its meaning in multiplecontexts in order to gain a deep understanding of a word.(sometimes students hearit only and dont know it when they see it and dont know how to spell it. giveexample). Vocabulary instruction is often only on the highlighted words in the text andinvolves merely looking the word up in the dictionary and then creating a sentencewith that word. Effective vocabulary instruction must be frequent, intensive,systematic, and complex. differences between conversational language and academic language difference between having word labels and understanding deep conceptsbehind the word how words relate to one another (word families, roots, affixes) interrelatedness of content-area knowledge and academic language various levels of word knowledge including the need to know multiple meanings vocab instruction occurs through listening, reading, writing, and speaking strategies to learn words independently 3.Reading instruction must equip ELLs with strategies and knowledge tocomprehend and analyze challenging narrative and expository texts. Unfortunately in our classrooms today,instruction is almost exclusively focusedon the product of comprehension rather than on the process of comprehension. example: students are asked to identify the main idea rather thanmore process- oriented factors such as active strategies and conscious monitoring involved innegotiating text for meaning. (assessments ask for these types of answers, causinginstruction to focus on these skills).This causes students to become passive readers. Results in lack of ability to extract meaning from text, lack of appropriate strategies tofoster comprehension, purposes for reading text, understanding genres and thus thestrategies we need to use). should reflect on the strategies being used while reading adjusting strategies based on the genre of text promotes metacognition students ability to reflect on, monitor and controltheir own thinking processes TECHNIQUES o teaching students to make predictions consciously BEFORE reading o teaching students to monitor their understanding DURING reading o teaching students to summarize what they have read AFTER reading students have to synthesize information STRUCTURED discussions about text students often have difficulty applying the strategies to new texts in K-2, students should participate in discussions regarding read-aloud texts afterteacher modeling of predicting, monitoring, summarizing 4.Instruction and Intervention to promote ELLs reading fluency must focus onvocabulary and increased exposure to print. students with higher levels of fluency (rate, prosody, inflection, etc.) have betteraccess to word meanings and ability to hold information in working memory whileconstructing and extracting meaning from text. The link between fluency andcomprehension is bi-directional. repeated readings of the same text to help in reading with appropriate pausing, etc. SUCCESSFUL STRATEGIES o oral reading o corrective feedback from adults o discussions and questioning o increased exposure to print o increased engagement and motivation 5.ELLs need significant opportunities to engage in structured academic talk a significant factor in developing sophisticated language skills is time-on-taskproducing academic language in interactive educational settings where there isopportunity for repeated exposure to and use of words and opportunity for feedback provide opportunities to talk and discuss oral language is a cumulative process and must be supported K 12 developing language should be connected to reading and writing read alouds and shared readings accompanied by structured discussion (withscaffolds) effective language practice and production needs to be supported by teachers, butnot necessarily led by teachers.Should be able to practice with those who are nativespeakers or have slightly higher language skills structured discussions could provide for formative assessment opportunities andthus guide future instructional decisions 6.Independent reading is only beneficial when it is structured and purposeful andthere is a good reader-text match. independent reading should be done for a purpose follow-up activities should take place Other ideas to consider when planning instruction or intervention: consider the function of instruction (is it remedial? preventive?augmentive?) many ELLs suffer from lack of exposure to appropriate instructiontailored to their own needs all learners need explicit instruction on academic language Language of Math polysemous words complex phrases
OTHER LINKS: Common Core 8 Practices 1)conceptual understanding (comprehend math concepts, operations, and relations) 2)procedural understanding (carry out procedures flexibly, accurately, efficiently, and appropriately) 3)strategic competence (formulate, represent, and solve math problems) 4)adaptive reasoning (logical thought, reflection, explanation, justification) 5)productive disposition (see math as sensible, useful, worthwhile) Language features to explicitly teach: polysemous words complex phrases language functions: explain, solve, discuss passive voice MATH - What would cause difficulties for Level 3 - 4 ELLs?
shout out or allow discussion at table complex phrase structure (speeches that could be given in a two-hour class) complex prepositional phrase (multiple times) passive construction (could be given) to give a speech - expression 7 to 10 means anywhere between 7 and 10 pronoun (they) vocabulary (sea level, surface) Language of Science OTHER LINKS: ASCD site
California State University site Article:Talking Science 1)Students need opportunities to practice talking aboutscience content * fewerquestion-and-answer sessions * allow students to ask questions, do reports in small groups, have dialogues, writing 2)Provide explicit instruction on combining science terms in complex sentences * teacher models complex structures (active & passive voice, gerunds) * point out synonyms and antonyms 3)Instruction in the minor and major genres of science writing 4)Explicit instruction in translation of colloquial and scientific language 5)Teach about text structure - reports, notes, experiments, explanations 6)Adapt instruction to students language and culture SEMIOTICS: the study of all systems of signs and symbols (including gestures, pictures, hairstyles, etc.) and how we use them to communicate meaning. FUNCTION VERBS FOR SCIENCE (what language would be necessary to perform these language functions?): compare observe generalize report study analyze evaluate judge talk decide experiment conclude challenge follow hypothesize write discuss classify describe theorize question design argue sort Language of Social Studies
OTHER LINKS: Wisconsin State site Even to explain a chart or map, there could be an abundance of academic and content language necessary to explain the information shown. Take a look at this content standard: Grade 3ELA & Literacy Standards for Use in Social Studies Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Keep these factors in mind (Information from Jeff Zwiers, Building Academic Language:Essential Practices for Content Area Classrooms) Point of view (articles appearing in newspapers in England and U.S. about the declaration of independence.would they look the same?) Empathy & Perspective (thoughts and feelings of others) Effects (long-term & short-term); What/How?? Apply, Interpret, Connect Contextualize (Who did what?Where?What else was happening at this same time?) Causes (Why did it happen?How did it happen?) Sourcing and Corroborating (Challenge the source or quality of evidence? Is there any bias? Is there truth?What does the person have to gain by publishing this?) What may be missing? * presentation orally & in writing
* content context * frequent exposure and practice over a long period of time * conversation practice with learners w/higher language skills * scaffolding * rigorous academic language (juicy text) * constructive feedback on language development Think about your own instruction.Do you provide these? An Example of Prioritizing Vocabulary
Take the EOG/ EOC question stems of released tests. Copy and paste them into Wordsift or Wordle. Evaluate the bigger words for their bang for the buck value. Make these Tier 2 words a priority by grade level, school, content area, etc. Achieve the Core - copy and paste text into filter for Tier 2 words A Reflective Moment What about WIDA has been an important reminder or aha for you today? This can be where we have them jot down on sticky notes for Gots and Wants Q & A; Wrap-up Day 2 Day 1 Discuss WIDAs Guiding Principles and Can Do Philosophy Using Academic Language in Sociocultural Contexts Day 2 Differentiating Language for Various English Language Proficiency Levels Evaluating Formative Assessments Day 3 Analyze Data and Design Actions Based on Data Implications Collaboration and Implementing the Smartest Plan Also review other housekeeping items such as break times, restroom locations, wifi passwords, etc. Todays Agenda 8:00 - 10:00 Concurrent Sessions 10:00 - 10:15 Break
10: :15 11: :15 Lunch 12:15 - 2:15 2:15 - 2:30 2:30 - 4:00 Unfinished Business from Yesterday
Ideas for using WIDA tools to make RTI decisions for struggling students Reconciling gap between ACCESS scores, academic performances, and EOG scores, AMAOs, and whether or not someone gets mods and explaining to classroom teacher Is push-in an acceptable method for ELL instruction? K-6 WIDA lesson plans Todays Objectives Implementing academic conversations into lessons
Review the ELD Standards and Performance Definitions 3.Differentiation for ELLs based on language proficiency level by constructing MPIs 4.Evaluate formative assessments Academic Language and Literacy
Click on link & explain that some of the resources we will use today come from this website. Sometimes it is easy for educators to know what the 3 tiers of vocabulary are and they know how to teach them.Sometimes they do not remember to have the students USE them in the course of the lesson.Remember that, in general, students need to have an opportunity to use a word in a comprehensible way at least 12 times in order to make it their own. Today we are going to use some tools that might help you motivate students to use academic discourse in your classroom more often. Utilize the Math Conversation Tool to discuss the problem and different methods of solving it. Math Paired Conversation Protocol
We can explain and have participants actually use. Structured Conversation Practice
Show video - Utilize the Argument & Evidence Scale Organizerfrom Jeff Zwiers to evaluate supporting evidence (?) Conversation Analysis Tool
1.Do conversation turns build on previous turns to build up an idea? 2.Do conversation turns focus on the knowledge or skills presented in the objectives? Rating Criteria: 4 - or more turns do so clearly & concisely 3 - or more turns do, but not clearly 2 - few turns do 1 - no turns do adapted from the work of Kenji Hakuta, Jeff Zwiers and Sara Rutherford-Quach, Stanford University participants look at conversation about a science topic andevaluate it using the rubric above. and generic conversation skills poster- show how could use theskills as table tent sentence starters? What from the Constructive Conversation Skills Poster could we incorporate for an academic conversation in science? This can be used to discuss how elicit more academic conversation from students compared to the examples used in the previous activity. ONLINE RESOURCES ASCD ELL Resources Scholastic Teacher Resources
Cathys ESL Symbaloo Writing Activities Reading Activities Speaking Activities Listening Activities Duolingo Flocabulary How do the pieces fit together?
What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together? ** take some time to process this & then work with a group of people to come up with an image that represents the way in which you see them all fitting/working together * participants draw a picture or find an online image to represent the combination of these three components. Elements of WIDA Just one sample image. WIDA ELD Standards So many layers to consider!
We are going to start with the outside layer and work inwards. WIDAs ELD Standards To continue on with some of the layers from the previous slide, as a quick reminder, these 5 standards all break out into an endless web of language appropriate for each grade level and each domain.I think WIDA realized that the smartest thing to do in order to cover every possible situation and nuance of language that might arise throughout the school, it was best to keep standards that were simple and fluid. Proficiency Levels Performance Definitions
At a given proficiency level, what the ELL student will process, understand, produce, or use. (Page RG44 in the 2007 Edition) ** ask participants if they know that . (allow them time to ponder what they correspond to) each bullet point corresponds to vocabulary usage, linguistic complexity, and language forms & conventions ** current ACCESS tests are based on these performance definitions Reminder that these criteria are broken down into academic vocabulary, language forms and conventions, and linguistic complexity SpeakingRubric Found on p. RG-55 in the Resource Guide of the 2007 WIDA Standards handbook. This is the rubric that W-APT and ACCESS administrators should be utilizing to evaluate responses. Mention how the ACCESS scores are based on the speaking and writing of the 2007 performance definitions. WritingRubric Found on page RG-56 in the 2007 WIDA Handbook Resource Guide. ACCESS writing domain is evaluated via this rubric. Mention how the ACCESS scores are based on the speaking and writing of the 2007 performance definitions. Upon Review of the Rubrics.
DISCUSS: 1.What is the purpose of the rubrics? 2.How are these useful and how do you use them in your districts? 3.What are the implications for ELLs? please discuss & then share out your table responses in a few minutes. New Performance Definitions
Productive Receptive images from At what level can we place a classroom textbook in students hands and expect them to comprehend everything? At what level should students be expected to comprehend some technical language? These still maintain the linguistic complexity, language control (now forms and conventions) and vocabulary usage.Note the additional references to discourse level, sentence level, and word/phrase level. p. 8 in 2012 version According to WIDA, which level have students reached when they begin to show some varying grammatical structures in their speaking and writing? ACTIVITY:on next slide:place the text boxes in the right location in the above chart p. 9 in 2012 version Your Turn! Take the speaking and writing performance definition elements and arrange them appropriately according to proficiency level. Participants work with others at their tables (groups of 2 - 3) to put the elements of an MPI strand together in the right order. Vocabulary Usage (Specificity of word or phrase choice)
General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations Talk about the 3 tiers of vocabulary here if necessary Collocations - talk about some common ones (peanut butter & jelly, cheese and crackers, macaroni & cheese).Also mention some that dont seem to go together (from the movie Rio -- Cheese & Sprinkles.)* Point out that we dont usually say jelly & peanut butter or crackers and cheese. Tiered Vocabulary Standard Language of Grade Level Cluster General
Move from general language to specific language to specialized or technical language. Standard Language of GradeLevelCluster General Language SpecificLanguage TechnicalLanguage Mathematics 1-2 in all total sum Language Arts 3-5 person character protagonist Science 6-8 knee kneecap patella Social Studies 9-12 people population demographics Linguistic Complexity vs Language Forms & Conventions
DISCOURSE LEVEL SENTENCE LEVEL Linguistic Complexity * quality & variety of oral and written text amount of speech/written text structure of speech/written text density of speech/written text organization & cohesion of ideas variety of sentence types Language Forms & Conventions * types, array, & use of language structures types and variety of grammatical structures conventions, mechanics, & fluency match of language forms to purpose/perspective A Nursery Rhyme for Academia
A young male human was situated near the intersection of two supporting structural elements at right angles to each other: said subject was involved in ingesting a saccharine composition prepared in conjunction with the ritual observance of an annual fixed-day religious festival. Insertion into the saccharine composition of the opposable digit of his forelimb was followed by removal of a drupe of genus prune. Subsequently the subject made a declarative statement regarding the high quality of his character as a young male human. Source:DPI Introduction to ELD Standards 2011 SAMPLE OF AN INCREASE IN LANGUAGE DIFFICULTY Little Jack Horner Sat in the corner, Eating a Christmas pie; He put in his thumb, And pulled out a plum, And said 'What a good boy am I!' Bringing together all the aspects of Academic Language
Stepping up the language! Lets practice! Now its your turn! Use the Stepping Up the Language to a Level 5 document. Each participant has a different standard to change the simplified language of to raise the language use to a level 5. Participants need to reference the speaking and writing rubric to meet the level 5 criteria. What are the instructional implications of moving students up the scale?
Share challenges and celebrations of how you increase the use of the upper level academic language features. Discuss with members at their tables When talking about academic language, ask participants how they get students to increase the level of their language output Can Do Descriptors More specific to grade level than language performance definitions Focus more on academic tasks Detailed by language domain What are the instructional implications of utilizing the Can Do Descriptors? How do you use them? Review how these are different from performance definitions Participants can click on the title to access Pre-K through 12 Can Do Descriptors Ask participants if they recognize this form.
Does anyone use any information from this form to inform instruction?If so what?Allow for some discussion. Point out scale score and proficiency level information. Point out the other sections of the form and find out how they use this to inform instruction/processes/ PD, etc. Student profile or portrait.
Ask participants to look at this slide and the next 2 slides.What additional information is provided by these 3 slides above and beyond the teacher report?How could this be utilized to determine what a student CAN do?How about using it to inform instruction?Are there any disadvantages to utilizing a form such as these?How could it be constructed? 2nd example of a student profile or portrait 3rd example of a student profile/portfolio Implications for Instruction? Use Can Do Philosophy
Source NCDPI Intro to ELD Standards 2011 Participants should focus on what the student CAN DO.Construct a mini profile/portrait. What type of instruction would be beneficial to this student?Vocabulary? Grammar? Discourse? A Reflective Moment What has been an important reminder for you today? 2012 WIDA MPI Format (Overview) Explain an overview of the components of the 2012 Amplified MPI Our tool to optimize learning! * additional components
How do we create an MPI? 3 components of an MPI * additional components from 2012 WIDA handbook * provide blank templates for constructing MPIs Support Examples p. 11 in 2012 WIDA edition RG-21 in the 2007 version What is transformation? (in relation to an MPI)
As the name implies, transformation simply means tochange or convert something. And in the case of MPIs,transformation occurs when we change one or more of itsthree elements: the language function, the content stem, orthe instructional supports to make it specific to our ownuse within our own lessons. Depending on participants answers to our Day 1 Survey, we can have participants do the activity in which they construct MPIs by the following: participants at each table are assigned an element of an MPI. For example, each participant at Table 1 writes a language function.Each participant at Table 2 writes a content stem.Those at Table 3 write a support. Continue on for as many tables as there are.(Alternate method is to have participants number off 1 - 3).Participants must get up and walk around the room to find a set of 1, 2, 3 to form an MPI. Have several groups read aloud their MPIs.Mix it up and have them move again to repeat this activity with a new trio. Examples of transformed MPIs
Links to the Standards: MathScience ELASocial Studies Show how the transformed MPIs require increasing levels of language proficiency and reduced levels of support when reading left to right, yet still maintain consistency with the demands of the content standard. What guides MPI construction?
* participants work as a table group.Give them 3 minutes to list as many factors they can think of that might affect their MPI production. What do we need to take into consideration to make the perfect MPI? After 3 minutes, show next slide and allow participants to discuss at table & share out other factors that may not have been listed. * use handouts from Edyn Satos work, Blooms Taxonomy verbs, Common Core & Essential State Standards, Supports, to construct examples of MPIs that will serve them well in their districts. also:immigration timing
* educational placements (always grouped with ELLs?) * additional items that participants may/may not have listed. Process for Developing MPIs
ALSO:Assessment & Feedback Need to provide template also : ) Try to keep the cognitive function the same all the way across. If your goal is to have students analyze at the level 5 or 6 proficiency levels, try to form an MPI that will allow students to analyze at even the entering proficiency level.What kinds of supports might be necessary for entering and emerging to do this? Look at samples in the WIDA books if participants need some examples of what this might look like. Practice & Application
At your table discuss possible MPIs that could be created based on the following information & select 1 person from your table to share with the whole group. ELD Standard: Language of Science Content Standard: Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun Cognitive Function: your choice Language Proficiency Level:Level 3 Put up an MPI template to write on while people give examples. Work with a partner to develop a strand of MPIs.
Links to NC Standards: Math Science ELA Social Studies Just in case participants need such a tool to assist in the identification of language objectives. MPI Sharing image source: FORMATIVE ASSESSMENT Construct a circle map that gathers what you know about formative assessment as a table group. monitors student learning formative assessment In your table groups, assign sections of the article, Formative Assessment: What Do Teachers Need to Know and Do? by Heritage, share any reminders or new information with your group after reading and decide if this information should be added to your groups circle map (in a different color). Share new/added info with the whole group. Effective Use of Formative Assessment
In order to use formative assessment effectively with ELLs, teachers must be cognizant of students needs in content area learning and language development. source:WestEd Laura Alvarez, Sri Ananda, Aida Walqui, Edynn Sato, Stanley Rabinowitz not all students have the same background in 1st language not all are at the same proficiency level * compounds the problem of trying to meet their needs What types of formative assessments do you use?
Observations - keep a notebook of only observations Exit Slips Reading Response Logs Questioning based on Blooms Taxonomy (Stick Pick App) Checklists based on Can Do Descriptors, Linguafolio, WIDA rubrics Self-evaluations Individual Whiteboards Have the title only appear and allow time for discussion. Have the rest pop up after discussion/jotting down of formative assessments has been completed. Click on link to show some more options. Are your formative assessments IDEAL?
I- Integrated D - Dynamic E - Enlightening A - Attainable L - Linkedsource:Wisconsin Center for Education Research (FLARE) Take a moment to evaluate your formative assessments using the IDEAL Formative Assessments Rating Tool. Have participants use the rater tool to evaluate their own formative assessments. 6 Guiding Principles for Formative Assessment 1.Promotes Student Learning 2.Elicits Evidence of Learning Through a Variety of Tasks 3. Changes the Roles of Teachers and Students 4. Uses learning Progressions to Anchor Learning Goals &Monitor Learning 5.Results in Meaningful Feedback and Adjustments toInstruction 6.Enables Students to Become Autonomous Learners source: WestEd Technically Sound * Rigorous PD * Dynamic * Integrated * Highlight Gaps * Embedded & Ongoing * Learning Goals * Examples * Identify Current Skills source:WIDAConsortium Now What? What realizations did you come to after evaluating your formative assessments? What resources do you need to help you incorporate IDEAL formative assessment? Revisit Your MPIs Based on your reminders about formative assessment, brainstorm some authentic ways to assess your MPI strand. Maybe here participants could post their strands and use sticky notes for the formative assessments. Then we could have them do a gallery walk to see what has been accomplished so far. Q & A; Wrap-up