SIOP & research 11 The SIOP Model TESOL Instructional practices.
Introductions Kelsie Berg, former ESL/ SIOP Coach
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Transcript of Introductions Kelsie Berg, former ESL/ SIOP Coach
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