we will: provide an overview of how to interpret access for ells scores for instructional purposes....
TRANSCRIPT
SAMUEL IInterpreting ACCESS for ELLs Scores, Student Goal
Setting & Creating Language Objectives
October 2011
We will:
•Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes.
•Review the importance of student goal setting and learn how to write instructional goals for EL students.
•Learn to write language objectives and find practical ways of incorporating language objectives into lesson plans.
•Provide a basic understanding of WIDA and ACCESS for ELLs •Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels.
OBJECTIVE ONE
ACCESS for ELLs: JUST ANOTHER STANDARDIZED TEST?
World-Class Instructional Design & Assessment
(WIDA) Consortium
Five WIDA ELP Standards
WIDA Consortium / CAL / MetriTech
Standard 1- English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
Standard 2 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
Standard 3 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
Standard 4 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Standard 5 –English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
Four Language DomainsListening ─ process, understand, interpret, and evaluate spoken language in a variety of situations Speaking ─ engage in oral communication in a variety of situations for a variety of purposes and audiences Reading ─ process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences
Five Grade-Level Clusters
•PreK−K•Grades 1−2•Grades 3−5•Grades 6−8•Grades 9−12
The WIDA ELP Standards are organized by the following Grade-Level clusters:
WIDA Consortium / CAL / MetriTech
Levels of English Language Proficiency
6
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
REACHING
ACCESS for ELLsREPORTS TO INTERPRET
• School Frequency Report• Student Roster Report• Teacher Report
PROFICIENCY LEVELS
75
40
65
REPORTS TO INTERPRET
• School Frequency Report(Grouped scores for grade level)
• Student Roster Report• Teacher Report
STUDENT ROSTER REPORTS
REPORTS TO INTERPRET
• School Frequency Report(Grouped scores for grade level)
• Student Roster Report(Scores for grade level by individual students)
• Teacher Report
LANGUAGE DOMAINS
REPORTS TO INTERPRET
• School Frequency Report(Grouped scores for grade level)
• Student Roster Report(Scores for grade level by individual students)
• Teacher Report(Scores for individual students)
We will learn how to read the ACCESS for ELLs Report to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels for instructional purposes.
OBJECTIVE ONE
We will learn how to use Proficiency Level data to maximize strengths and challenge weak areas through collaborative student goal setting with other faculty members for instructional purposes.
OBJECTIVE TWO
HOW IS THIS DIFFERENT FROM WHAT I ALREADY DO?
The doctor replies, “You’re not eating properly.”
A man walks into a doctor’s office. He has a cucumber up his nose, a carrot in his left ear, and a banana in his right. “What’s the matter with me?” he asks the doctor.
STUDENT ROSTER REPORTS
TRENDS TABLE Student Watch List AMAO-A (.5 Growth)
Student Name
2009 2010 2011 Yes/No
Juan 2.3 2.4 3.0 Y
Luis 1.9 2.1 2.3 N
Karla 1.5 1.7 3.1 Y
Gloria 3.3 3.3 3.4 N
Danael 2.2 2.7 4.2 Y
Jonathon 2.0 3.9 4.2 N
Qi Ling Li 1.1 4.2 5.0 Y
Student “Watch” ListLuis
Gloria
Jonathon
Now It’s Your Turn
ACTIVITY: Make a Student “Watch” List• Use Student Scores and Trend Table
Sheets• Compare student scores for the past 3
yrs• Make a watch list of students to target• Discuss with your table which language
domain(s) each student would require intervention in.
• Share findings in whole group
STUDENT GOAL SETTING FORM
STUDENT GOAL SETTING FORM(continued)
TIER CHOICE
USING STUDENT GOAL SETTING FORMS TO INFORM CLASSROOM INSTRUCTION
QUESTIONS OR COMMENTSABOUT STUDENT GOAL SETTING?
-----ABOUT ANYTHING?
LUNCH
We will learn how to use our students’ Proficiency Levels to create meaningful Language Objectives that each include a Language Function, Content Skill, and Differentiated English Learner Support to improve instructional practice.
Objective Three
I KNOW EXACTLY WHAT MY STUDENTS NEED…
-Oscar Wilde
I’VE LOOKED AT ALL THE NUMBERS… OR DO I?
The play was a great success,
but the audience was a
disaster.
• To increase student’s content learning, regardless of their English level, through purposeful and differentiated supports.
Purposes for Creating Language Objectives
BICS
CALP
(social)
(academic)
BICS
CALP
Cummins’ Iceberg Analogy
• To increase students’ content learning, regardless of their English level, through varied and purposeful supports.
• To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and application.
Purposes for Creating Language Objectives
Academic Vocabulary(language Objective)
• To increase students’ content learning, regardless of their English level, through varied and purposeful supports.
• To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and practice.
• To plan explicitly students’ regular use and improvement in the domains of writing, speaking, listening and reading.
Purposes for Creating Language Objectives
Language Function
Content Stem Support
Language Objective
3 Parts of a Language Objective
A language function describes what you expect the students to be able to do and how the students will communicate what they know.
Language Function
Level 1 Level 2 Level 3 Level 4 Level 5
IdentifyFollowLocateNameListenPointSelectRespondCircleSortLabelDrawColorMatchRepeat
IdentifyFollowLocateDescribeRole playPredictCompare & ContrastRespondClassify
IdentifyDescribeRole playPredict Compare & ContrastInferSequenceIllustrateNarrateSummarizeRewriteInterpret
IdentifyDescribePredictAnalyzeApplyCompare & ContrastInferNarrateSummarizeRewriteDepictExplainCategorize
PredictSummarizeRewriteParaphraseAnalyzeApplyDefendPersuadeDebateEditReviseJustifyCreateGenerateInterpret
Language FunctionsWriting-
1.8
Now It’s Your TurnACTIVITY: Language Function Consensus
• Use Handout Part C• Follow the handout directions with your
table to practice choosing appropriate Language Functions from the chart
• Be prepared to share one conversation your group had about which function to choose and why.
The content stem is what is being covered in class based on the
Alabama Course of Study
Content Stem
Supports are the tools or strategies you will provide to assist students in ACCESS for ELLs in using the language and knowledge required for the content.
Support
Sensory Supports Graphic Supports Interactive supports
• Real-life objects• Manipulatives• Picture/photos• Illustrations• Diagrams• Drawings• Videos• Broadcasts• Models• Magazines• Newspapers
• Charts• Graphic
organizers• Tables• Graphs• Timelines• Number lines
• Pairs/Partners• Small groups• Whole group• Websites/software• Native language• Peers/mentors
Support
WIDA Consortium (pg. RG 21)
STAND. SIT. SHAKE HANDS.Language Arts Mathematics Science Social Studies• Illustrated
word/phrase wall• Felt or magnetic
figures of story elements
• Sequence blocks• Environmental
print• Posters, bulletin
boards or displays• Audio books• Songs/Chants
• Blocks/Cubes• Models of
geometric figures
• Calculators• Protractors,
compasses• Rulers,
yards/meter sticks
• Counters• Coins
• Scientific instruments
• Physical models, • Measurement
tools• Posters/ Illustrations of
process or cycles• Actual
substances, objects or organisms
• Natural materials
• Maps and Atlases• Globes• Compasses• Timelines• Multicultural
artifacts/photo• Arial & satellite
photographs• Video clips
Support
Language Function
Content Stem Support
Language Objective
3 Parts of a Language Objective
Interpreting ACCESS for ELLs
Student Goal Setting
Language Objectives
SAMUEL I: THE BIG PICTURE
SAMUEL I: THE BIG PICTURE
1- Read the teacher report and highlight the weak areas
2-Fill in steps 4, 6 & 7 on the Student Goal Setting Form
3-Write any one language objective for this student.
Resources:
• WIDA Consortium, English Language Proficiency Standards And Resource Guide (2007 edition)
• WIDA website: www.wida.us
• Alabama Department of Education, Policies and Procedures Manual for English Learners (2011 draft edition)
Contact Information
• Dely V. Roberts – Title III/EL Specialist • [email protected]
• Dr. Tammy Hallman Starnes– Title III/EL Coordinator [email protected]
5348 Gordon Persons Building--50 North Ripley Street Montgomery, AL--334-242-8199