Instructional Equity for ELL: Planning from CCGPS to WIDA

____________________________________________________________________________________ VIRGINIA P. ROJAS Language Education Consultant (732) 940-1860 [email protected]

Instructional Equity for ELL: Instructional Equity for ELL: Planning from CCGPS to WIDAPlanning from CCGPS to WIDA

Dr. Virginia RojasASCD Faculty

October 29, 2012

Institute Goals Institute Goals Monday,Monday, 29th29th Tuesday, 30Tuesday, 30thth

(1) Jigsaw 6 key principles for effective ELL f

(4)Plan multiple paths for English learners’ ffinstruction (formative = alternative assignments) access using brain-based, differentiation, &

scaffolding instructional tools (i.e. examine specific instructional tools) (formative)

(2) Practice translating the CCGPS knowledge and skill standards into content & language learning targets (formative)

(5) Design a unit or lesson plan for immediate transfer into classrooms & self-assess using the checklist (summative)

(3) Organize formative & summative assessment tasks as evidence of standard attainment and for learning (formative)

(6)Describe progressive language-proficiencyexpectations & instructional supports for long-term & newcomer English learning populations (summative) )

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GOAL: Key Principles GOAL: Key Principles (1) Jigsaw 6 key principles for effective ELL instruction

EXPECTATIONSEXPECTATIONS ASSESSMENTSASSESSMENTS LEARNING LEARNING (KNOW(KNOW & DO)& DO) (PROOF(PROOF OR EVIDENCE) OR EVIDENCE) EXPERIENCES EXPERIENCES

Content Target: Content Target:

We can distill principles into We can distill principles into key words and phrases to help key words and phrases to help us remember the big ideas us remember the big ideas (i.e. (i.e. principles). principles).

Language Target Language Target

Formatives:Formatives:

(DI Tasks) (DI Tasks) wordleswordles, acrostic, word web , acrostic, word web

Input: Input: Find Someone Who Find Someone Who (DI Groupings) (DI Groupings)

Intake: Intake: JigsawJigsaw (6)(6)(DI Materials/ Groupings) (DI Materials/ Groupings)

Language Target: Language Target:

We can We can read, discuss, and read, discuss, and represent represent information visually information visually or in writing. or in writing.

We can We can orally present orally present our our visual representations. visual representations.

Oral presentations Oral presentations Alternative Assignments: Alternative Assignments: (1) (1) wordlewordle, (2) acrostic, or (3) , (2) acrostic, or (3) word web word web

Output: Output: One Stray (cooperative One Stray (cooperative learning)learning)

Find Someone Who …Find Someone Who …

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6 Key Principles for ELL Instruction6 Key Principles for ELL Instruction

HOME GROUPS Six-member group / leader reads cover page / & then divides the principles by g yinterest

EXPERT GROUPSParticipants with the same color form groups and become experts on the principle principle

HOME GROUPSReturn to group of six/ take turns summarizing the key principles

Alternative Assignments Alternative Assignments Formative Assessment TaskFormative Assessment Task

Create either a wordle (www.wordle.net/) OR a Create either a wordle (www.wordle.net/) OR a word cloud (www.tagxedo.com) OR a word collage (IPad APP) to represent key words & phrases visually.

Create an acrostic using a key word or phrase as the ‘starter’ to represent key words & phrases verbally. p y p y

Create a word web (your own or a digital one) to represent key words & phrases visually.

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Philosophical paradigm shiftPhilosophical paradigm shift

#1: Language & Culture #1: Language & Culture

“…from a deficit or remedial orientation; that is, ‘different ‘ “…from a deficit or remedial orientation; that is, ‘different ‘ students perceived as a ‘problem’ in need of ‘fixing’ by students perceived as a ‘problem’ in need of ‘fixing’ by specialists and specialists and -- until process complete until process complete –– students seen students seen

as incapable of achieving in gradeas incapable of achieving in grade--level classroomslevel classrooms (e.g. (e.g. lower standards, easier tasks, pass fail option lower standards, easier tasks, pass fail option ORORbothersome to extend or enrich for gifted)…”bothersome to extend or enrich for gifted)…”gg

“…to an orientation focused on potential achievement “…to an orientation focused on potential achievement through explicit support through explicit support building upon learners’ ”funds building upon learners’ ”funds

of knowledge” of knowledge” in order to develop in order to develop “identities of “identities of competence” competence” (Gibbons, 2009)(Gibbons, 2009)

MT, Second Language Acquisition & MT, Second Language Acquisition & Academic Literacy Academic Literacy

Newcomers Newcomers LTELL* LTELL* mmSilent Period

Early Production

Speech Emergence

Born in US

Bilingual/ ESOL classes

MT & English oral

Immediate Fluency

Advanced Fluency

Social Language

Fossilization (AL)

* Olsen, L. (2010). * Olsen, L. (2010). Reparable Harm, Reparable Harm, www.californianstogether.orgwww.californianstogether.org

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““Immersion” Immersion” StrategiesStrategies

Language Culture g guse of L1 (code switching)

visual support

cognates

key vocabulary

adapting to differences

taking risks

making ‘new’ friends

lti l ti f / key vocabulary

practice (structured verbal interaction)

self-monitoring

multiple perspectives for c/c (emic POV)

affirming identity

Emphasis on academic literacy(Emphasis on academic literacy(iesies) ) across each disciplineacross each discipline

#2: Academic Language #2: Academic Language

pp

““teachers help students make explicit connections teachers help students make explicit connections between between the language features of each content the language features of each content area area and the content itself in order to support and the content itself in order to support students in disciplined inquiry (the students in disciplined inquiry (the expression of expression of students in disciplined inquiry (the students in disciplined inquiry (the expression of expression of one’s ideas in extended communication one’s ideas in extended communication rather rather than reductionist forms of language expression).” than reductionist forms of language expression).” (Rojas; 2010) (Rojas; 2010)

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Academic Academic Literacy Literacy

Text TypesText TypesNarrative *

ains

& R

egist

ers

ains

& R

egist

ers

lls (

O, R

, W)

lls (

O, R

, W)

maximummaximum Narrative Descriptive Expository * Persuasion *P d l

Dom

aD

oma

Ski

Ski

minimalminimal

Procedural Report Recount

CC.1.L.5.b CC.1.L.5.b distinguish distinguish shades of meaning shades of meaning among verbs among verbs differing in manner and adjectives differing in intensity differing in manner and adjectives differing in intensity

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CC.8.L.5.c distinguish among CC.8.L.5.c distinguish among connotationsconnotations of of words with similar denotations words with similar denotations

Brave Brave Afraid Afraid

Simon Says, Science Says Simon Says, Science Says

Falls down fast Accelerated

Round & round

Make something

Rotated

Variablea gdifferent

CC.5.L.6 acquire & use accurately gradeCC.5.L.6 acquire & use accurately grade--level general academic level general academic and and domaindomain--specific words & phrases specific words & phrases

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Simon Says, Einstein Says Simon Says, Einstein Says

CC.5.L.6 acquire & use accurately gradeCC.5.L.6 acquire & use accurately grade--level general academic level general academic and and domaindomain--specific words & phrases specific words & phrases

Compare & Contrast “Connectors” Compare & Contrast “Connectors”

just as … so, however, whereas nevertheless

similar to, differs from, as well as, in addition, likewise, moreover, in contrast, by comparison

whereas, nevertheless, while, yet, even though, ironically

the same as, different from, also, or, but

CC.5.L.6 acquire & use accurately gradeCC.5.L.6 acquire & use accurately grade--level general academic level general academic and domainand domain--specific words & phrases , specific words & phrases , including those that signal logical relationships including those that signal logical relationships

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__________ “Connectors”__________ “Connectors”

“Connectors” “Connectors” Linguistic Functions (ESL)/ Reading

Comprehension Skills & Strategies/ Writing Text Structures

Sample Connectors©reprinted from Calderón &Minaya-Rowe, 2011

Cause and effect because due to as a result since for this reason therefore in Cause and effect because, due to, as a result, since, for this reason, therefore, in order to, so that, thus

Compare and contrast Also, as well as, in addition, likewise, moreover, by the way, or, but, although, however, in contrast, whereas, nevertheless, on the other hand, while, on the contrary, by comparison, ironically, yet, even though, just as ...so

Give examples For example, for instance, in particular, such as, in this situation, to illustrate, to demonstrate, in fact, indeed, in this case

l f ll h f llDescribe a sequence First, second, subsequently, following this, next, finally, concurrently, additionally, meanwhile, before (solving.....)

Conclude or report results In conclusion, ultimately, as a result, finally, thus, therefore, hence, accordingly, as we have seen, as we have shown, this led to, in essence

Polite discussions Apparently, probably, likely, might, rarely, seldom, at times, sometimes, occasionally, theoretically, on the one hand, on the other hand

©

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Corners (grade/ subjectCorners (grade/ subject--area teams)area teams)

GOAL: Content & Language Targets GOAL: Content & Language Targets (2) Practice translating the CCGPS knowledge and skill

standards into content & language learning targets EXPECTATIONSEXPECTATIONS ASSESSMENTSASSESSMENTS LEARNING LEARNING EXPECTATIONSEXPECTATIONS(KNOW(KNOW & DO)& DO)

ASSESSMENTSASSESSMENTS(PROOF(PROOF OR EVIDENCE) OR EVIDENCE)

LEARNING LEARNING EXPERIENCES EXPERIENCES


We can view example s of We can view example s of content & language targets content & language targets and THEN translate some of and THEN translate some of our unit’s our unit’s CORE standards into CORE standards into targets. targets.

Formative:Formative:

discussions discussions

Input: Input:

Mentor TextMentor Texts & s & MinilessonMinilesson

Intake: Intake:

llLanguage Target: Language Target:

We can We can read, discuss & write read, discuss & write targets using targets using measureable or measureable or observable language. observable language.

draft content & language draft content & language targets for lesson/ unit targets for lesson/ unit

PartnersPartners (cooperative learning) (cooperative learning)

Output: Output:

Pairs Compare Pairs Compare (cooperative (cooperative learning) learning)

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Narrative (earlier grades) Narrative (earlier grades) CC.1.W.2 Text Types and Purposes: Write narratives in which they recount two or more

appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

ContentContent Targets Targets

We can read ‘small moment ‘ storieWe can read ‘small moment ‘ stories s so we can learn what ‘moments’ writers so we can learn what ‘moments’ writers share. We keep a share. We keep a list list of ‘moments’ we of ‘moments’ we might want to share. might want to share. We can read ‘small moment ‘ storieWe can read ‘small moment ‘ stories s so we can learn the ‘ways (craft)’ so we can learn the ‘ways (craft)’ writers help readers see and feel writers help readers see and feel their their small moments. small moments. We can We can record record these ‘ways’ in our these ‘ways’ in our

Language & Literacy Targets Language & Literacy Targets

We can We can listen to and orally retell listen to and orally retell what what happened in the happened in the beginning, middle & end beginning, middle & end of ‘small moment’ stories. of ‘small moment’ stories.

We can We can draw & write draw & write a list of people, a list of people, places and/ or events for our ‘moments.’ places and/ or events for our ‘moments.’

We can use the We can use the ‘I’ or the ‘he, she, they’ ‘I’ or the ‘he, she, they’ to plan & draftto plan & draft a ‘small moment’ story.a ‘small moment’ story.

Formative Assessments Formative Assessments

We can We can record record these ways in our these ways in our writer’s notebooks. writer’s notebooks. We can We can plan & draft plan & draft our ’small our ’small moment’ stories and share them with moment’ stories and share them with our classmates. our classmates. We can We can revise revise our ‘small moment’ our ‘small moment’ stories after we conference with other stories after we conference with other writers and with our teachers. writers and with our teachers. We can We can edit edit our ‘small moment’ our ‘small moment’ stories so other readers can read our stories so other readers can read our stories. stories.

We add We add describing words describing words so our readers so our readers can see the people in our story. We add can see the people in our story. We add emotion words emotion words so our readers can feel our so our readers can feel our ‘small moment.’ We add ‘small moment.’ We add dialogue dialogue so our so our readers hear our ‘small moment.’ We readers hear our ‘small moment.’ We choose choose ‘sequence’ words & phrases ‘sequence’ words & phrases so our so our readers can follow our story. readers can follow our story.

We ask for help to get rid of We ask for help to get rid of spelling spelling and punctuation mistakesand punctuation mistakes so our readers so our readers can read our stories. can read our stories.

Summative Assessment Summative Assessment

Math (middle grades) Math (middle grades) 8.G.1 verify experimentally the properties of rotations, reflections, and translations

8.G.2 understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by sequence of rotations, translations & dilations; given two congruent

figures, describe a sequence that exhibits the congruence between them

ContentContent Targets Targets Language & Literacy Targets Language & Literacy Targets Formative Assessments Formative Assessments ContentContent Targets Targets

We can showWe can show graphically how graphically how lines, line segments, angles & lines, line segments, angles & parallel lines parallel lines can look the same & can look the same & different different

We can show how We can show how rotationsrotations, , translations, & dilations translations, & dilations work & work & explain explain congruence. congruence.


We can use We can use compare & contrast compare & contrast connectorsconnectors when we describe our when we describe our graphs. graphs.

We can We can definedefine rotations, rotations, translations, & dilations using visual translations, & dilations using visual examples. examples.

We can We can orally tell how orally tell how to do to do l ll l


When given two When given two congruent congruent figures, we can describe how & why figures, we can describe how & why they are. they are.

rotations, translations, & dilations rotations, translations, & dilations

We can tell We can tell why these are why these are importantimportant in mathematics. in mathematics.

Summative AssessmentSummative Assessment

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Argument (later grades) Argument (later grades) CC.9-10.W.1 Writing Text Types & Purposes (supporting information) 1. Write arguments to support claims in an analysis of topics or texts a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with relevant & sufficient evidence, demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d Establish and maintain a formal style d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

ContentContent Targets Targets We can readWe can read examples of ‘argument’ examples of ‘argument’ writing & keep a writing & keep a list of the techniques list of the techniques writers use to build the argument. We writers use to build the argument. We record these techniques in our writer’s record these techniques in our writer’s notebooks so we can refer to them when notebooks so we can refer to them when we start to write our argument. we start to write our argument. We can select an issue & take a point of We can select an issue & take a point of view. We can view. We can gather informationgather information about about the issue (specifically four types of the issue (specifically four types of

Language & Literacy Targets Language & Literacy Targets We We can can recordrecord writer’swriter’s techniques in techniques in our anchor charts & we can discuss how our anchor charts & we can discuss how these techniques are different between these techniques are different between English and our language.English and our language.We can We can take notes take notes when we gather when we gather evidence to support our argument. evidence to support our argument. We can We can organize our notes organize our notes into the into the proposition support graphic organizer. proposition support graphic organizer. We can draft our ideas using We can draft our ideas using present present


p y ypp y ypevidence). evidence). We We organize our argument organize our argument using the using the proposition support graphic organizer. We proposition support graphic organizer. We share our position and evidence in share our position and evidence in conferences in order to get feedback. conferences in order to get feedback. We draft & revise our argument to We draft & revise our argument to make sure we make sure we show cause & effect show cause & effect logically & we sum up with a convincing logically & we sum up with a convincing ending.ending.

gg pptense verbs, nouns and verbs which agree, tense verbs, nouns and verbs which agree, plurals & articles AND THEN we can plurals & articles AND THEN we can support our argument using causal support our argument using causal connectives, thinking verbs, & inclusive/ connectives, thinking verbs, & inclusive/ exclusive pronouns. exclusive pronouns. We can make our argument stronger We can make our argument stronger using using evaluative vocabulary and shades of evaluative vocabulary and shades of modality. modality. We can revise our sentences to use We can revise our sentences to use nominalization of verbs. nominalization of verbs. We can We can edit edit our arguments. our arguments.

Summative AssessmentSummative Assessment

Research (upper grades) Research (upper grades) W.9-10.7 conduct short as well as more sustained research projects to answer a question (including self-generated_ or solve a problem; narrow or broaden the inquiry when appropriate.W.9-10.8 gather relevant information from multiple sources using advanced searches effectively; integrate information selectively to integrate information W.9-10.9 draw evidence to support analysis, reflection & research

ContentContent Targets Targets We can think of a We can think of a research topic research topic and and generate generate questionsquestions to drive our inquiry. to drive our inquiry. We can seek help in our library to We can seek help in our library to identify different identify different types of resources types of resources we we can use to locate the information we need can use to locate the information we need to answer our questions. to answer our questions. We can take notes from different We can take notes from different sources and THEN sources and THEN organize them by organize them by related concepts. related concepts. We can then We can then outline outline how we will draft how we will draft our research paper. our research paper. W d ft d d THEN W d ft d d THEN


We can use We can use whwh--questions. questions. We can use make We can use make connections connections from our own language in order to from our own language in order to find the information we need to find the information we need to take notes. take notes. We can We can take notes in writing take notes in writing & & then organize them into an then organize them into an outline outline in writing.in writing.W d ft i iti g W d ft i iti g i g i g


We can draft our ideas and THEN go We can draft our ideas and THEN go over the draft with a peer and/ or teacher over the draft with a peer and/ or teacher to make sure our to make sure our reasoning is valid reasoning is valid (main (main ideas & supporting details). ideas & supporting details). We can revise our writing for We can revise our writing for sentence sentence variety & word choicevariety & word choice to help our readers to help our readers follow when they read. follow when they read. We can We can edit edit our writing to help our our writing to help our readers read. readers read.

We can draft in writing We can draft in writing using using ‘explaining’ language. ‘explaining’ language. We can We can discuss discuss our writing to get our writing to get feedback about our drafts. feedback about our drafts. We can We can revise our writing revise our writing for for sentence variety & word choicsentence variety & word choicee to to help our readers help our readers follow when they follow when they read. read. We can We can edit for errors edit for errors to help our to help our readers read. readers read.

Summative Assessment

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CoCo--Planning Protocol Planning Protocol CCGPS:

ContentContent Targets Targets Language & Literacy Targets Language & Literacy Targets Formative Assessments Formative Assessments


Intellectual quality aligning assessments Intellectual quality aligning assessments to standards to standards

#3: Evidence#3: Evidence--Centered CurriculumCentered Curriculum

““Traditionally, teachers planned assessments after Traditionally, teachers planned assessments after teaching and tended to use the same kinds of teaching and tended to use the same kinds of assessments they experienced when students. The assessments they experienced when students. The ‘backwards planning’ curriculum model compels ‘backwards planning’ curriculum model compels backwards planning curriculum model compels backwards planning curriculum model compels us to do the reverse, that is, to design assessments us to do the reverse, that is, to design assessments from standards and then teach” (Rojas, 2010)from standards and then teach” (Rojas, 2010)

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GOAL: Formative & Summative GOAL: Formative & Summative (3) Organize formative & summative assessment tasks

as evidence of attainment and for learning EXPECTATIONSEXPECTATIONS ASSESSMENTSASSESSMENTS LEARNING LEARNING EXPECTATIONSEXPECTATIONS(KNOW(KNOW & DO)& DO)




We can We can align formative & align formative & summative assessments summative assessments to the to the identified content & language identified content & language targets. targets.

L T t L T t

Formative:Formative:

aligned formative & aligned formative &

Input: Input:

Mentor TextMentor Texts & s & MinilessonMinilesson

Intake: Intake:

llLanguage Target: Language Target:

We can We can discuss & write discuss & write the the assessment tasks. We can assessment tasks. We can ask ask and/ or and/ or read read for additional for additional examples. examples.

aligned formative & aligned formative & summative assessment tasks summative assessment tasks PartnersPartners (cooperative learning) (cooperative learning)

Output: Output:

Pairs Compare Pairs Compare (cooperative (cooperative learning) learning)

EvidenceEvidence--Based Assessment Design Based Assessment Design

CCGPS

Content Targets Language Targets Assessments(PROOF or EVIDENCE)(PROOF or EVIDENCE)

Formative PROGRES

Summative

ALIGNED

SSIVE

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‘small moment’ TOP 5 list * in writer’s notebooks (based on readings in class & at home and teacher’s examples)

Anchor charts or Quick Write / Quick Draw *

Turn n Talk *

Drafts (point of view) We can We can record record these ways in our these ways in our writer’s notebooks. writer’s notebooks. We can We can plan & draft plan & draft our ’small our ’small moment’ stories and share them with moment’ stories and share them with our classmates. our classmates. We can We can revise revise our ‘small moment’ our ‘small moment’ stories after we conference with other stories after we conference with other writers and with our teachers. writers and with our teachers. We can We can edit edit our ‘small moment’ our ‘small moment’ stories so other readers can read our stories so other readers can read our stories. stories.



pRevisions (word choice, dialogue, sentence openers)

Edits

Summative Assessments Summative Assessments

‘small moment’ narrative & oral ‘small moment’ narrative & oral shareshare out out or Photo Finish * or Photo Finish *












Problem & solutions Graphs

Physical models (geometry software) or Write About * or Noting What I’ve Learned *

F d S Wh * When given two When given two congruent congruent figures, we can describe how & why figures, we can describe how & why they are. they are.



Find Someone Who *

SummativeSmart Cards *

Textbook Page *

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Checklist of criteria of effective arguments My Opinions Journal * Proposition Support Graphic Organizer (4 ways to build argument) or SOS Summary * Peer & teacher conferences p y ypp y yp

evidence). evidence). We We organize our argument organize our argument using the using the proposition support graphic organizer. We proposition support graphic organizer. We share our position and evidence in share our position and evidence in conferences in order to get feedback. conferences in order to get feedback. We draft & revise our argument to We draft & revise our argument to make sure we make sure we show cause & effect show cause & effect logically & we sum up with a convincing logically & we sum up with a convincing ending.ending.


ee & tea he nfe en e Draft Revisions & edits

SummativeWritten Argument (RAFT) (blog)






questions notes (MT or supported) OR 3-2-1 Summarizer * outlinedraftrevisionsedited version We can draft our ideas and THEN go We can draft our ideas and THEN go

over the draft with a peer and/ or teacher over the draft with a peer and/ or teacher to make sure our to make sure our reasoning is valid reasoning is valid (main (main ideas & supporting details). ideas & supporting details). We can revise our writing for We can revise our writing for sentence sentence variety & word choicevariety & word choice to help our readers to help our readers follow when they read. follow when they read. We can We can edit edit our writing to help our our writing to help our readers read. readers read.


edited version

Summative

Final research paper

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CoCo--Planning Protocol Planning Protocol CCGPS:

ContentContent Targets Targets Language & Literacy Targets Language & Literacy Targets Formative Assessments Formative Assessments


Gallery Walk Gallery Walk

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Tools for Instructional Equity Tools for Instructional Equity

Dr. Virginia RojasASCD Faculty

October 30, 2012

Institute Goals Institute Goals Monday,Monday, 29th29th Tuesday, 30Tuesday, 30thth

(1) Jigsaw 6 key principles for effective ELL f

(4)Plan multiple paths for English learners’ ffinstruction (formative = alternative assignments) access using brain-based, differentiation, &

scaffolding instructional tools (i.e. examine specific instructional tools) (formative)

(2) Practice translating the CCGPS knowledge and skill standards into content & language learning targets (formative)

(5) Design a unit or lesson plan for immediate transfer into classrooms & self-assess using the checklist (summative)

(3) Organize formative & summative assessment tasks as evidence of standard attainment and for learning (formative)

(6)Describe progressive language-proficiencyexpectations & instructional supports for long-term & newcomer English learning populations (summative) )

18


GOAL: GOAL: Multiple Paths or Differentiation Multiple Paths or Differentiation (4)Plan multiple paths for English learners’ access using brain-based,

differentiation, and scaffolding tools



We can analyze We can analyze instructional instructional tools itools in order to figure out n order to figure out how to support our ELL. how to support our ELL.


Formatives:Formatives:

Annotated graphic Annotated graphic organizers organizers

Input: Input:

DI FrameworkDI Framework ‘mini‘mini--lesson’ lesson’

Intake: Intake:

ChoiceChoice Board Tasks Board Tasks Language Target: Language Target:

We can We can read information, read information, discuss & annotate in discuss & annotate in writing, writing, & & orally share orally share with with our groups. our groups.

Oral discussions Oral discussions ChoiceChoice Board Tasks Board Tasks

Output: Output:

Selected instructional tools Selected instructional tools

BuildingBuilding ‘Identities of Competence’ ‘Identities of Competence’

#4:Differentiated Instruction#4:Differentiated Instruction

““potentialpotential achievement through explicit support achievement through explicit support rather than on their current levels of achievement ” rather than on their current levels of achievement ” ((ManyakManyak, 2004), 2004)

“When English learners are treated as the people they “When English learners are treated as the people they will become they are given a new identity will become they are given a new identity –– defined defined by their future accomplishments rather by their future accomplishments rather than their than their present limitations in English” (Gibbons, 2009) present limitations in English” (Gibbons, 2009)

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Differentiation Framework Differentiation Framework MaterialMaterial(content(content))

TaskTask(student product)(student product)

StrategyStrategy(learning experiences)(learning experiences)

ConfigurationConfiguration(student groupings)(student groupings)

Same Same Same Same

ffff

Same Same Same Same

ffffDifferent Different Different Different Different Different

High Standards/ Expectations for ALL High Standards/ Expectations for ALL

Different Different

Choice Board CHOOSE ONE CHOOSE ONE CHOOSE ONE

Read ‘Translating Brain Research into Effective Language & Literacy

Look up the designated ‘vocabulary & cooperative

learning’ tools in the

Select specific instructional tools to use with the unit

that you are working in this g g yInstruction’ Principles to

guide your selection of instructional tools

ghyperlink tools & complete

the formative task

y gworkshop

Use the differentiation ‘framework’ to classify the differentiation tools in the

hyperlink folder (i.e. m/ t/ s/ g)

Look up the designated ‘reading (K-2 or 3-12) &

writing’ tools in the hyperlink tools & complete

the formative task

Decide which tasks from your unit would be difficult for your students this year –

and THEN select specific instructional tools to g

scaffold & differentiate Use the 6 Key Principles to come up with a ‘working’ definition for ‘scaffolding’

Look up the designated ‘ELL and graphic organizer’ tools

in the hyperlink tools & complete the formative task

Come up with a generic list of TOP TEN instructional tools that you think could be used for units in your subject area / grade level

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GOAL: Design a Unit /Lesson Plan GOAL: Design a Unit /Lesson Plan (5) Design a unit or lesson plan for immediate transfer into classrooms



We can plan lessons using We can plan lessons using the ‘the ‘inputinput--intakeintake--output’ output’ model. model.

L T t L T t

SUMMATIVE:SUMMATIVE:Input: Input:

Mentor texts Mentor texts

Intake: Intake:

SoloSolo Pair Team Pair Team Language Target: Language Target:

We can We can discuss, write , selfdiscuss, write , self--assess & revise assess & revise our work . our work .

Unit / lesson plans Unit / lesson plans SoloSolo Pair Team Pair Team

Output: Output:

Completed unit / lessons Completed unit / lessons

Enabling second language proficiency & Enabling second language proficiency & academic achievement academic achievement

#5: Targeting Instruction #5: Targeting Instruction

academic achievement academic achievement

“Equity is “Equity is not when we lower our expectations not when we lower our expectations for for English learners but rather when we English learners but rather when we collaboratively plan collaboratively plan backwards from evidencebackwards from evidence--y py pbased assessment tasks in order to ensure that based assessment tasks in order to ensure that English learners have access to gradeEnglish learners have access to grade--level level content through content through scaffoldedscaffolded and differentiated and differentiated learning experienceslearning experiences”(Rojas, 2011) ”(Rojas, 2011)

21











‘small moment’ TOP 5 list * in writer’s notebooks (based on readings in class & at home and teacher’s examples)

Anchor charts or Quick Write / Quick Draw *

Turn n Talk *

Drafts (point of view) We can We can record record these ways in our these ways in our writer’s notebooks. writer’s notebooks. We can We can plan & draft plan & draft our ’small our ’small moment’ stories and share them with moment’ stories and share them with our classmates. our classmates. We can We can revise revise our ‘small moment’ our ‘small moment’ stories after we conference with other stories after we conference with other writers and with our teachers. writers and with our teachers. We can We can edit edit our ‘small moment’ our ‘small moment’ stories so other readers can read our stories so other readers can read our stories. stories.



pRevisions (word choice, dialogue, sentence openers)

Edits

Summative Assessments Summative Assessments

‘small moment’ narrative & oral ‘small moment’ narrative & oral shareshare out out or Photo Finish * or Photo Finish *

Narrative (earlier)Narrative (earlier)Learning Experiences (with the support of …)

INPUT:Mentor Texts & Minilessons (SEED IDEAS & ANCHOR CHARTS)

Learning Networks Sketch to Stretch OR Story Hats OR Story Impression (PK/ K)

Brain Writing (1/2)Draw What I Say

INTAKE:Writer’s Workshop &

Station, Alternative & Parallel Co-Teaching 3-Step Interview OR Corners

Tiered Graphic OrganizersTwo-Column Count

Academic Sentence Frames Connector Charts

Anchor Charts Trash & Treasure

OUTPUT: Tech Connect for publishing

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Problem & solutions Graphs

Physical models (geometry software) or Write About * or Noting What I’ve Learned *

F d S Wh * When given two When given two congruent congruent figures, we can describe how & why figures, we can describe how & why they are. they are.



Find Someone Who *

SummativeSmart Cards *

Textbook Page *

Math (middle grades) Math (middle grades) Learning Experiences (with the support of …)

INPUT:

Teacher Modeling Teacher Modeling Concept Definition Mapping (vocabulary) Concept Definition Mapping (vocabulary)

INTAKE:

Jigsaw Groups with Jigsaw Groups with Tiered Problems & peer coTiered Problems & peer co--teaching teaching

Draw What I Say Draw What I Say

Pass Around Writing Pass Around Writing

Sentence frames Sentence frames

Team Pair Solo Team Pair Solo

OUTPUT:

Textbook Page

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Checklist of criteria of effective arguments My Opinions Journal * Proposition Support Graphic Organizer (4 ways to build argument) or SOS Summary * Peer & teacher conferences p y ypp y yp

evidence). evidence). We We organize our argument organize our argument using the using the proposition support graphic organizer. We proposition support graphic organizer. We share our position and evidence in share our position and evidence in conferences in order to get feedback. conferences in order to get feedback. We draft & revise our argument to We draft & revise our argument to make sure we make sure we show cause & effect show cause & effect logically & we sum up with a convincing logically & we sum up with a convincing ending.ending.


ee & tea he nfe en e Draft Revisions & edits

SummativeWritten Argument (RAFT) (blog)

Argument (later)Argument (later)Learning Experiences (with the support of …)

INPUT:

Mentor Texts & Minilessons (c/c ANCHOR CHART FOR BUILDING ARGUMENTS)Multiple Materials & References

Parallel or Alternative Co-Teaching

INTAKE:

RAFT Choices Writers’ Workshop

MT Cornell Notes (supported note taking for LTELL) Proposition Support Graphic Organizer

Academic Sentence Frames (Newcomers) or Text Frameworks (LTELL)Paraphrase Passport (discussions)

“Connector Chart” Scaffold (casual) T-Chart (informal vs. formal style) (grammar rules)

OUTPUT:

Rate the Arguments Trash & Treasure

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questions notes (MT or supported) OR 3-2-1 Summarizer * outlinedraftrevisionsedited version We can draft our ideas and THEN go We can draft our ideas and THEN go

over the draft with a peer and/ or teacher over the draft with a peer and/ or teacher to make sure our to make sure our reasoning is valid reasoning is valid (main (main ideas & supporting details). ideas & supporting details). We can revise our writing for We can revise our writing for sentence sentence variety & word choicevariety & word choice to help our readers to help our readers follow when they read. follow when they read. We can We can edit edit our writing to help our our writing to help our readers read. readers read.


edited version

Summative

Final research paper

Research Paper (upper grades) Research Paper (upper grades) Learning Experiences (with the support of …)

INPUT:Ask, Answer, Record / Question Consensus/ Question Ladders , , d dd

Google Translations / Rebus Multiple Materials & References

Mentor Texts & MinilessonsAlternative and Parallel Co-Teaching

INTAKE:Web Quest Web Quest

Learning Logs / Supported Note Taking Learning Logs / Supported Note Taking Pass AroundPass Around Writing / Academic Sentence Frames Writing / Academic Sentence Frames Connector Charts & Two-Column Count

Sentence ScaffoldChartsSentence ScaffoldChartsTrash n Treasure / Don’t to Do

OUTPUT: Headline News Summary / Research Paper

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Targeting Instruction Targeting Instruction Students KNOW & DO (THEStudents KNOW & DO (THE WHAT) WHAT) Lesson Design (THELesson Design (THE HOW) HOW)

C t t T t( )C t t T t( ) I p t I p t (T h(T h DODO d li d li Content Target(s)Content Target(s)

Language Target(s) Language Target(s)

Input Input (Teachers(Teachers DODO-- modeling, modeling, demonstrating, explicit instruction) demonstrating, explicit instruction)

Input Input (students DO TOGETHER (students DO TOGETHER –– ZPD, ZPD, verbal interaction, engagement, inquiry) verbal interaction, engagement, inquiry)

Assessment Assessment Output Output (students do alone (students do alone –– formative formative assessment) assessment)

Solo Pairs Team Solo Pairs Team

SOLO each person plans one lesson SOLO each person plans one lesson using the ‘INPUT-INTAKE-OUTPUT’ model

PAIRS share PAIRS share

TEAM share

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GOAL: GOAL: Progressive Progressive Expectations Expectations (6) describe progressive language-proficiency expectations and instructional

supports for long-term and newcomer English learning populations;

EXPECTATIONSEXPECTATIONS ASSESSMENTSASSESSMENTS LEARNING LEARNING EXPECTATIONSEXPECTATIONS(KNOW(KNOW & DO)& DO)




We can describe We can describe progressive progressive language descriptions of our language descriptions of our expectations. expectations.

SUMMATIVESUMMATIVE ::

Input: Input:

MentoMentor Text & r Text & MinilessonMinilesson

Intake: Intake:

TeamTeam Pair Solo Pair Solo


We can We can describe in writing describe in writing progressive language progressive language descriptions of our descriptions of our expectations. expectations.

Completed WIDA Completed WIDA framework framework

Output: Output:

Unit / lesson Unit / lesson (CCGPS & WIDA) (CCGPS & WIDA)

Assessment Assessment ofof vs. vs. forfor LearningLearning

#6: Formative vs. Summative#6: Formative vs. Summative

“Assessment “Assessment of of learning is when teachers design learning is when teachers design Assessment Assessment of of learning is when teachers design learning is when teachers design assessments (tasks & tests) after they teach to assessments (tasks & tests) after they teach to evaluate students’ attainment of expectations …. evaluate students’ attainment of expectations …. It often solidifies a ‘fixed mindset’ for learning” It often solidifies a ‘fixed mindset’ for learning”

Assessment Assessment for for learning is when teachers design learning is when teachers design g gg gformative tasks to prepare students to do the formative tasks to prepare students to do the summative task in order to attain the summative task in order to attain the expectations …… It allows for a ‘growth mindset’ expectations …… It allows for a ‘growth mindset’ for learning” (Rojas, 2012) for learning” (Rojas, 2012)

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‘Language Growth Mindset’ ‘Language Growth Mindset’ (WIDA)(WIDA)Beginning

NewcomersIntermediate

Newcomers & LTELL Advanced & Peer

Competitive

SUMMATIVE TASK: written report VOCABULARY USAGE technical vocabulary,

uses time & reporting connectors (finally, in conclusion, therefore)

SKILLS (COMPLEXITY) writing shows a logical sequence of

factsprovides examples

edits writing with support

VOCABULARY USAGEtechnical vocabulary,

uses reporting connectors (ultimately, as we have seen,

therefore)

SKILLS (COMPLEXITY) revises narrative sentences to

reporting structuresprovides details to support main

ideasedits own writing for errors &

VOCABULARY USAGE technical vocabulary,

& connectors to interpret and conclude (hence, this lead to, in essence)

SKILLS (COMPLEXITY) revises reporting structures for sentence

variety provides compelling evidence for

readers edits own & peers’ writing for errors /

k ti

LANGUAGE FORMS & CONVENTIONS

simple present tense

edits own writing for errors & checks with peer


present tense & linking verbs

makes corrections & tells why


action verbs & verb tense agreement

‘Language Growth Mindset’ ‘Language Growth Mindset’ (WIDA)(WIDA)Beginning

NewcomersIntermediate

Newcomers & LTELL Advanced & Peer

Competitive

SUMMATIVE TASK:

VOCABULARY USAGE

SKILLS (COMPLEXITY)

VOCABULARY USAGE

SKILLS (COMPLEXITY)

VOCABULARY USAGE

SKILLS (COMPLEXITY)




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Team Pairs Solo Team Pairs Solo TEAM completes the ‘language progressions chart’ of the protocol progressions chart of the protocol

PAIRS self-assess the unit/ lesson using the ELL Planning Checklist

SOLO revises

PAIRS & TEAM

Numbered Heads Together Numbered Heads Together

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UBD FOR ELL CURRICULUM PLANNING CHECKLIST TED: ROJAS, STRATEGIES FOR SUCCESS WITH ENGLISH LANGUAGE LEARNERS, ASCD, 20

WIGGINS & MCTIGHE, UNDERSTANDING BY DESIGN, ASCD, 2ND ED., 2005

____________________________________________________________________________VIRGINIA P. ROJAS LANGUAGE EDUCATION SPECIALIST (732) 9401860 [email protected]

STAGE I EXPECTATIONS: CONTENT & SKILLS: To what extent does the unit identify what teachers want students to know and be able to do (e.g. identified standards and benchmarks)? Are... Appropriate standards and benchmarks identified? Valid and unit-relevant content knowledge and skills identified? The unit goals translated into student-friendly content and language targets which portray

what the students will be doing in concrete ways? STAGE II: ASSESSMENT: To what extent do the assessments provide evidence of expectations (e.g. content & language standards & benchmarks)? Are... Students asked to provide evidence of their mastery of knowledge and skills through

authentic performance tasks? The tasks evidence of benchmarks (i.e. formative) and standards (i.e. summative)? The tasks planned to inherently flow from formative to summative assessments as a means

to prepare students along the way? Is it possible for teachers to systematically use the formative assessment data along the

way for learning? In other words, can data from the formative assessments be used to provide 'improvement' feedback to learners?

The formative tasks differentiated for varying language-proficiency levels of English learners or supported with scaffolding strategies (i.e. scaffolded and not 'dummied down')?

Students encouraged to self-assess? STAGE III: LEARNING EXPERIENCES: To what extent does the learning plan prepare learners for success? To what extent does the concept of "the teacher uses _____ so the students can _____" resonate? Will the students...

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UBD FOR ELL CURRICULUM PLANNING CHECKLIST TED: ROJAS, STRATEGIES FOR SUCCESS WITH ENGLISH LANGUAGE LEARNERS, ASCD, 20

WIGGINS & MCTIGHE, UNDERSTANDING BY DESIGN, ASCD, 2ND ED., 2005

____________________________________________________________________________VIRGINIA P. ROJAS LANGUAGE EDUCATION SPECIALIST (732) 9401860 [email protected]

Be supported with specific ELL tools to activate background knowledge, scaffold meaning,

extend language, and affirm identity (i.e. responsive conditions for English language learners)?

Be supported to attain the language text features through the use of vocabulary, reading and writing tools?

Be engaged in verbal interaction with one another (e.g. cooperative learning tools)? Be academically supported with differentiation tools (i.e. material, task, strategy, and/ or

grouping)? Have sufficient opportunities to rethink, rehearse, revise, and refine their work based

upon timely feedback (i.e. more intake than input learning experiences)? Use technology to enhance their learning? LANGUAGE GROWTH PROGRESSIONS Are... Tiered language growth progressions identified for vocabulary, skills, and structures? Progressions described for beginners, intermediates/ LTELL, and advanced English

learners?

REFLECTION Will the teachers (and perhaps the students as well): have an opportunity to reflect upon performance strengths and areas in need of

performance?

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Instructional Equity for ELL: Planning from CCGPS to WIDA

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