deb bates, esl teacher, norwood elementary kcs system-wide staff development november 4, 2014
TRANSCRIPT
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Deb Bates, ESL Teacher, Norwood ElementaryKCS System-Wide Staff Development
November 4, 2014
WIDA English Language Development Standards
Implementation &
Takeaways from the 2014 WIDA National
Conference
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Created in 2004 to address the need for students to become fully proficient in both social and academic English
Grounded in scientifically-based research on best educational practices in general and English as a Second Language and bilingual education in particular
Along with their strands of model performance indicators (MPIs) have been augmented by TESOL as the national model.
-WIDA ELP Standards and Resource Guide, pg. RG-5
WIDA ELD Standards
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A response to demands to link language learning with state
academic content standardsto address educators’ needs in the areas
ofpedagogyeducational policyassessment
WIDA ELD Standards
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Language proficiency involves the language associated with the content areas.
Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content
Language and Content
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Topic-Related Language
• Gives students access to a grade-level language-rich environment while they are acquiring English
• Grade 3 Language of Mathematics example:
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area
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Vision of language proficiency has expanded to encompass
Social contextsAcademic contexts tied to schooling,
and particularly to standards, curriculum and instruction
Educational Change
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ELD & State Standards
State Content StandardsAcademic achievement
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum
ELD StandardsAcademic language
development
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts
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Standards were designed in part to guide development of
test blueprintstask specificationsELP measures
Assessment
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WHAT THEY ARE
WHAT THEY ARE NOT
DO DON’T DO
WIDA ELD Standards
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The WIDA Standards measure English language development (ELD) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5). The standards are designed to provide educational equity to ELLs through language development.
The Standards – What They Measure
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Standard 1 - Social and Instructional Language
Standard 2 – Language of Language ArtsStandard 3 - Language of MathStandard 4 - Language of ScienceStandard 5 - Language of Social Studies
The Standards
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Standard Abbreviation
English Language Proficiency Standard 1
English language learners communicate for Social and Instructional purposes within the school setting
Social andInstructionallanguage
English Language Proficiency Standard 2
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts
The language of Language Arts
English Language Proficiency Standard 3
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
The language of Mathematics
English Language Proficiency Standard 4
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science
The language of Science
English Language Proficiency Standard 5
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies
The language of Social Studies
The Five K-12 ELP Standards
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Necessary
Supplies
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Academic language proficiency refers to the abilities to construct meaning from oral and written language, relate complex ideas and information, recognize features of different genres, and use various linguistic strategies to communicate.
-Dutro & Moran (2003)
Academic Language Proficiency
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Discourse StructuresLanguage Functions
Grammar/SyntaxVocabulary/Word
- Adapted from Boals, 2008
Functional Components of Academic Language
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Can Do PhilosophyGuiding Principles of Language
DevelopmentAge-appropriate Academic Language in
Sociocultural ContextsPerformance DefinitionsStrands of Model Performance Indicators
Components of WIDA ELD Standards Framework
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Based on the belief that all students bring to their learning cultural and linguistic practices, skills and ways of knowing from their homes and communities
Educator’s role is to craft instruction that capitalizes on and builds upon these assets.
Can Do
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The Can Do Descriptors are a resource, in addition to the English language proficiency standards, to use in classrooms with English language learners. As an instructional assessment tool, language teachers may:Share the Descriptors with classroom teachers and
administrators to describe the second language acquisition process around the levels of English language proficiency
Provide resource teachers, such as Title I or literacy coaches, additional information about English language learners
Use to plan with tutors or mentors who work with English language learners
Develop or co-develop lessons and units of study with differentiated language objectives
Uses for the Can Do Descriptors
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Set language goals with their English language learners*Explain to parents students’ progress in listening,
speaking, reading, and writing*Suggest language goals to be incorporated into
Individual Education Programs (IEPs) for English language learners with diagnosed disabilities
Translate English language proficiency test scores (i.e., ACCESS for ELLs®, W-APT™, and WIDA MODEL™) into classroom practice
Observe and note levels of student performance as a precursor to using WIDA Speaking and Writing Rubrics for formative assessment
Use the Descriptors to advocate on behalf of English language learners
* For these uses, the Can Do Descriptors are also available in Spanish on pp. 8-11 of the booklet.
Uses for the Can Do Descriptors (cont’d)
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Teachers being evaluated by TEAM and TAP love them
Very ‘regular teacher-friendly’Give them a nice profile of each of our
student’s abilitiesWill help the teachers know what they should
be doing with our students
Share the Can Do Descriptors!
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Can Do Descriptors
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1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)
2. Students’ home, school, and community experiences influence their language development.Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)
3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages.Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991); Cummins (1978)
Guiding Principles of Language Development – The Cornerstone of WIDA’s Standards
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4. Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language. Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)
5. Students learn language and culture through meaningful use and interaction. Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987)
Guiding Principles of Language Development – The Cornerstone of WIDA’s Standards
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6. Students use language in functional and communicative ways that vary according to context. Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)
7. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)
8. Students’ development of academic language and academic content knowledge are inter-related processes. Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)
Guiding Principles of Language Development – The Cornerstone of WIDA’s Standards
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9. Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)
10. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.
Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)
Guiding Principles of Language Development – The Cornerstone of WIDA’s Standards
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While classrooms provide the venue for sociocultural context in language learning, they also receive the sociocultural context that each language learner brings, based on their language, culture, and experiences.
-Gottlieb & Ernst-Slavir, 2013
Age-appropriate Academic Language in Sociocultural Contexts
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Page 8 and 9 in 2012 GuideCan Do descriptors guide these
Performance Definitions
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www.ride.ri.gov
The Performance Definitions describe what students can be expected to do within the four language domains.
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Performance Definitions
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Performance Definitions
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Strands of Model Performance Indicators (MPIs)
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www.ride.ri.gov
Strands of Model Performance Indicators (MPIs)
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The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
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Language function: describes how students use language to demonstrate their proficiency
Breaking Down an MPI
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Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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Content stem/example topic: specifies context for language instruction; derived from state content standards
Breaking Down an MPI
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Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content
Breaking Down an MPI
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Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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Let’s try teasing out a Kindergarten strand for the Language of Language Arts in listening.
-see page 47 in 2012 Handbook
Teasing Out a Strand….
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Level 1 – Identify features of printLevel 2 – Identify features of printLevel 3 – Identify features of printLevel 4 – Identify features of printLevel 5 - Identify features of print
Kindergarten Language Function - Speaking
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Level 1 – in response to one-step oral commandsLevel 2 – in response to questions involving a
choice (eg., “Is this the title, or is this the title? Show me the title.”)
Level 3 – in response to Wh- questionsLevel 4 – in response to expanded Wh- questions Level 5 – in response to expanded multi-step oral
instructions (e.g., “Find the author’s first and last name and then show me the upper case letters.”)
Kindergarten Content Stem/Example Topic - Speaking
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Level 1 – following a modelLevel 2 – following a modelLevel 3 – following a modelLevel 4 - following a modelLevel 5 – following a model
Kindergarten Instructional Support - Speaking
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Pick a grade level from the 2012 book and tease out a strand.
Your Turn…..
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Drafting a Strand
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Drafting a Strand
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Pick: a grade levela language domaina skill to teach
Draft your Strand!
Let’s Draft a Strand
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www.wida.us2012 Amplification of the Standards2007 EditionWIDA Standards Framework and its
Theoretical FoundationsEssential Actions (for implementing the
standards)Can Do Booklets
Resources
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www.wida.us/resourcesFocus bulletinsFeatured Educator articlesFeatured videosLesson plan share spaceRTI2 for ELLs
Resources
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Guided questions for writing an MPI – 2012 book, pg. 15
Blank template for drafting strands of MPIs – 2012 book, pg. 16 (also found on website) www.wida.us/get.aspx?id=545
Speaking and Writing rubrics – 2007 Resource Guide, pgs. RG54-RG56
Resources
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http://www.doe.in.gov/elme/wida-english-language-development-eld-standards-framework
http://prezi.com/xy7h2g4ljvfp/copy-of-wida-session-2-using-mpis-to-scaffold-content-instruction/
Non WIDA-Sponsored Resources
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Email the rest of us with them!!
Other Valuable Resources??
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Takeaways from the
2014 WIDA National Conference
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Triad Protocols: Scaffolding Oral Language
and Interpersonal Skills
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Based on research by Georg Simmel: social relations based on the setting we are ingroup size determines how we actprotocol for different types of groups
Diad – 2 people; intimate; intense; unstable – if one opts out, group falls apart
Triad – 3 people – still intense; more stable; web of relationships; can be rich
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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Other noted researchers:KrashenCurran – Community Language LearningCummingsLozanov – for learning and retention;
Suggestopedia; breaks down affective barrier; role play; repetition and elaboration
Wilkins – Notional Functional Syllabus
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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Triad – interactive; incubate language, social, and emotional development; generate good energy and collaboration
Triad – breaks down affective filter; extends proximal zone
Protocols – language and rules or etiquette of academic exchange
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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CCSS Listening and Speaking standards supported: Listening - evaluate a speaker’s point of viewSpeaking - prepare for and participate in a range of
conversations; reasoning and use of evidence and rhetoric; adapt speech to a variety of settings
CCSS Language and Writing standards supported:Language– conventions of standard English, knowledge
of language, vocab acquisition and use Writing – argumentative writing, informational writing,
narrative writing.Teach students to speak using academic language
and it will improve their writing
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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Triad template 1: A makes a statementB asks clarifying or probing
question.C summarizes A’s statement
including response to B
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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EX: Likes/dislikes – Opinion, clarifying, summarizingA – I used to like _______, but I don’t like them
anymore.B – Why do you think that changed? (clarification)A – I think it changed because ______________.C – A said that he/she used to like ________, but
he/she does not like it anymore because __________. (Summary)
Cycle through the roles with the 3 students.Post activity: Ss write a letter to a younger sibling
about changes and things that stay the same.
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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EX: My NameStructure: Passive voice; preposition; adjectivesHome prep: Interview the family. Where does my first name
come from? How did you choose my name? Where does my last name come from? Is there a story about it? A – My name is ________. I was named by ______________. I was
named for __________. B. – How do you feel about it? A – I feel __________because__________. C – Person 1 feels _____about their name because_________.
Cycle through the roles with the 3 students.
Post activity: Write a paragraph about the origin of your name. How does knowing the history of your name affect how you feel about it?
Triad Protocols : Scaffolding Oral Language and Interpersonal Skills
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EX: Agree/DisagreeA – I think that ____ is ____.B – I agree/disagree because____.C – I agree/disagree with a/b because_______.
Cycle through the roles with the 3 students.
Post activity: Write a paragraph about your opinion on the topic and why you feel that way.
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For beginners:I like…I want…I need…I don’t like, want, need….
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Project-based learning (PBL) activities – Real-life; practical; motivational
Instead of rote repetition, use a project where the students have a real-life, practical situation that motivates them to learn the sentence frames.
The project is not about the product but about the process of creating the product and what they learn through the process.
Hands on Approaches to Increasing Academic Discourse for Beginners
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Ex.1: Raise money for a field trip and practice talking to other students to raise the money. Practice sentence frames about things they have for sale.
Ex. 2: Create a “Who am I?” presentation for students to
present to their regular classrooms
Ex. 3: High school students build park benches – Helps them learn skills they want; bring in local carpenter once a week; gives them a sense of ‘giving back’ to the community that has given them so Language frames – talk about it and write about it. Provide sentence frames.
Ex. 4: Conduct a canned goods drive – create posters, etc. Deliver to shelter.
Hands on Approaches to Increasing Academic Discourse for Beginners
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Other Hands on approaches:Use picture word wallsVocabulary sorts and oral modelingProblem/solution sorts using pictures
Reinforcement and review of sentence frames for problem and solution
Have them write out the problem and the solution
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See SupportingELLs.com for more ideas
Hands on Activities for Teaching Academic Discourse for Beginners
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For session presentations - http://widaconference.us/schedule-sessions.aspx
http://www.supportingells.com/
Websites