kelsie berg, siop coach [email protected] revae bostwick, esl lead teacher...
TRANSCRIPT
Kelsie Berg, SIOP Coach [email protected]
Revae Bostwick, ESL Lead Teacher [email protected]
Nadja Trez, DPI Consultant [email protected]
Introductions
Ice Breaker - 4 Corner Activity1) Go to the corner marked with your ideal vacation spot2) Discuss the following types of information:
* names, current role(s) in district, * teaching experience
* attendance at previous WIDA conferences* reason for attending this conference, etc.
3) Report out with a group identity statement once finished.
Today’s Objectives
1. Evaluate the elements of WIDA’s English Language Development Standards through interaction.
2. Interpret WIDA’s Guiding Principles of Language Development.
3. Understand how WIDA, CCRS (College and Career Ready Standards), & Academic Language fit together and develop MPIs specific to our instructional goals.
Logistics
* restroom locations* break times* wifi passwords* group norms
Today’s Agenda
7:30 - 8:30 Registration/Breakfast
8:30 - 10:00 Opening Session
10:00 - 10:15 Break
10:15 - 12:00 Concurrent Sessions
12:00 - 1:00 Lunch
1:00 - 2:30 Concurrent Sessions
2:30 - 2:45 Break
2:45 - 4:00 Concurrent Sessions
Schedule OverviewDay 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Rank your WIDA knowledge levelSurvey “Questions” PollEv.com/eslcc1. I can explain the 6 language proficiency levels.2. This is what I know about the WIDA performance definitions...
3. I can explain the differences among vocabulary usage, language forms &
conventions, and linguistic complexity.4. I can utilize WIDA standards to develop lesson plans.5. I am able to develop MPIs for content standards based on students’ language proficiency levels6. I can recognize whether WIDA standards are being utilized within instruction.
What is WIDA?Each participant has a (blue) card or a (yellow) card containing a question or response pertaining to WIDA.
Find your match and hold up your cards briefly to let us know you have been successful. ^_^
WIDA ELDStandards
So many layers to consider!
WIDA’s Guiding Principles of Language Development
Cards with one guiding principle each are on each table.
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.)
WIDA Components* Proficiency Levels* Performance Definitions (old & new)* Vocabulary Usage, Linguistic Complexity, Language Forms and Conventions
* Can Do Descriptors* Components of new MPIs in the 2012 handbook
Proficiency Levels
Performance DefinitionsAt a given proficiency level, what the ELL student will process, understand, produce, or use.
(Page RG44 in the 2007 Edition)
New Performance Definitions
Receptive Productive
p. 8 in 2012 version
p. 9 in 2012 version
Your Turn!
Take the speaking and writing performance definition elements and arrange them appropriately according to proficiency level.
Speaking Rubric
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.
Writing Rubric
Found on page RG-56 in the 2007 WIDA Handbook Resource Guide.
ACCESS writing domain is evaluated via this rubric.
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.
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
Linguistic Complexity vs Language Forms & Conventions
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
DISCOURSE LEVEL SENTENCE LEVEL
Sociocultural Context
The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…
• Register• Genre/Text type• Topic• Task/Situation• Participants’ identities and social roles
Bringing together all the aspects of Academic Language
Stepping up the language!
Let’s practice!
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.
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?
Inside-Outside Circle1. Think about a skill you have and can do well.2. Form an inside & outside circle following facilitators’ directions.3. When the music stops, discuss your skill with the person standing opposite from you.4. Identify reasons why the partner is able to do that skill & determine supports that might help you be able to do that skill right now.
A Reflective Moment
What about WIDA has been an important reminder for you today?
Click on this link: PADLET to share your thoughts.
2012 WIDA MPI Format (Overview)
Our tool to optimize learning!
How do we create an MPI?3 components of an MPI
* additional components from 2012 WIDA handbook
Support Examples
What is transformation?(in relation to an MPI)
As the name implies, transformation simply means to change or convert something. And in the case of MPIs, transformation occurs when we change one or more of its three elements: the language function, the content stem, or the instructional supports to make it specific to our own use within our own lessons.
Examples of transformed MPIs
http://www.livebinders.com/play/play?id=1089921&backurl=/shelf/my
Links to the Standards:Math Science
ELA Social Studies
What guides MPI construction?
ALSO: Assessment & Feedback
Process for Developing MPIs
Practice & ApplicationAt 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
Work with a partner to develop a strand of MPIs.
Links to NC Standards:
Math
Science
ELASocial Studies
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 3 - 4 people to come up with an image that represents the way in which you see them all fitting/working together
Q & A; Wrap-up
Day 2Day 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Today’s Agenda8:00 - 10:15 Concurrent Sessions
10:15 - 10:30 Break
10:30 - 12:00 Concurrent Sessions
12:00 - 1:00 Lunch
1:00 - 2:30 Concurrent Sessions
2:30 - 2:45 Break
2:45 - 4:00 Concurrent Sessions
Today’s Objectives
1. Develop formative assessments to authentically gauge academic language and content knowledge based on the MPIs that were created.
2. Analyze data and design actions based on data implications.
Bridging Yesterday’s Work with our NEW DAY!
•What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together?
•Time to share!
FORMATIVE ASSESSMENTConstruct a circle map that gathers what you know about formative assessment as a table group.
formative assessment
monitors student learning
In your table groups, assign sections of the article, “Formative Assessment: What Do Teachers Need to Know and Do?” by Heritage, mark the text individually and share
with your group after reading. Decide if this information should be added to your group’s circle map (in a different
color).
Share new/added info with the whole group.
www.flareassessment.org
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: WestEdLaura Alvarez, Sri Ananda, Aida Walqui, Edynn Sato, Stanley Rabinowitz
Formative Assessment Exampleshttp://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
Observations - keep a notebook of only observations3 - 2 - 1 Exit SlipsReading Response LogsQuestioning based on Bloom’s Taxonomy (Stick Pick App)Checklists based on Can Do Descriptors, Linguafolio, WIDA rubricsSelf-evaluationsIndividual Whiteboards
Grades 1 - 3 Language Strand
Formative Assessment / Staff Communication
www.toondo.com
SIOP Walkthrough Google Form
Are your formative assessments IDEAL?
I - IntegratedD - DynamicE - EnlighteningA - AttainableL - Linked
source: Wisconsin Center for Education Research (FLARE) www.flareassessment.org
Take a moment to evaluate your formative assessments using the IDEAL Formative Assessments Rating Tool.
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?
Example of Using Formative Assessment in PLCs
•Analyzing student work for evidence of outcomes by standard.
Revisit Your MPIs
Based on your reminders about formative assessment, brainstorm some authentic ways to assess your MPI strand.
Let’s examine the data
Data Analysis Sequence
Guidance for the Data Analysis Process
Step 1: Pose Q(s) - What questions will be addressed?Step 2: Slice and visualize - How will the data be visualized?Step 3: Observe - What does the data reveal?Step 4: Hypothesize - What meaning does the data have?Step 5: Strategize - What actions will be taken?
** See, “Data Analysis Cycle Summary and Questions”**
What were the steps again?
Step 1=
Step 2=
Step 3=
Step 4=
Step 5=
My Question (purpose):
What areas should I target to better facilitate language development for my 4th grade students?
1. What is the purpose of analysis?
2. What data do we have?
3. What patterns do we see in the data?
4. What questions and assumptions are raised by our data?
5. What might be contributing to these patterns?
6. What steps might we take to combat these potential contributing factors?
Grade Soc & Inst
Lang. Arts Math Science Soc. St.
4 100% 50% 75% 44% 55%
4 100% 50% 58% 33% 67%
4 100% 92% 75% 89% 89%
4 50% 25% 33% 55% 44%
4 83% 83% 83% 67% 67%
4 100% 58% 83% 44% 78%
4 83% 78% 100% 100% 83%
4 83% 75% 50% 44% 78%
ACCESS LISTENING & READING RESULTS
What does the data tell me?
What patterns do I observe?
What may be some contributing factors?
What additional information do I need?
What steps should I take from here?
Hypothesis:
Strategy:
● What is one hypothesis we could make based on this data?● What is a strategy that could be incorporated based on your
hypothesis?
ACCESS Writing Scores Grade Linguistic
ComplexityVocabulary
UsageLanguage
ControlLinguistic
ComplexityVocabulary
UsageLanguage
Control
MATH & SCIENCE LANGUAGE ARTS & SOCIAL STUDIES
4 3 4 3 4 3 3
4 3 3 2 3 4 3
4 4 4 3 4 3 3
4 2 3 2 3 2 3
4 4 4 4 4 3 3
4 3 4 3 3 3 2
4 2 2 1 3 2 2
4 3 3 3 3 2 2
A District Example•ESL teachers charted and graphed the percentage of reading scores at 4+ by grade level for 2 consecutive years.
•Using the visual, they recorded observations and hypotheses.
•Afterwards, next steps were recorded.•Finally, “Building Blocks” were considered and shared with building administrators and instructional coaches.
Next Steps- Tool for Implementing Strategies
How about your district?
•How has data been used to drive instruction?
It’s Data Time!
Apply the same process to analyze data from YOUR district or school.
Once completed, we will share our findings in a Padlet (link on next slide).
What were your findings?• What were your strengths?• Which content areas were weaker than others?• Were your students better at academic vocabulary than
language forms and conventions?• What types of professional development should you
provide your teachers or administrators this year?• What strategies should you implement to improve any
weak areas?• Click on this link: PADLET to share your thoughts
Activity - 15 Essential Actions
Review of data & its implications
Information about student background, including linguistic and content abilities, is key to plan and deliver instruction to optimize opportunities for learning (Tomlinson, 2003; Fairbairn & Jones-Vo, 2010).
ReflectionHow will our data discoveries change our
practice (district, clasroom, and/or school)?
Please record thoughts on chart paper (2 per table).We will do a gallery walk after completion. : )
Let’s Revisit Our MPIs and Formative Assessment Now That We’ve Reflected on
Data
Do the MPIs correlate with what actions we need to take now that we are more informed of our district’s needs?
Using Bloom’s, Edynn Sato, etc. documents, revise the constructed MPIs using the templates.
Stop and Jot
How has the awareness reached through data analysis shifted your perspective when looking at MPIs and formative assessment? Has it? Why or why not?
Turn and Talk from Your Stop and Jot!
Day 3
Day 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Today’s Agenda
8:00 - 10:15 Concurrent Sessions
10:15 - 10:30 Break
10:30 - 12:00 Concurrent Sessions
12:00 - 1:00 Lunch
1:00 - 2:30 Concurrent Sessions
2:30 - 2:45 Break
2:45 - 4:00 Concurrent Sessions
Bringing It All Back Home
Individual Reflection Time with the Essential Actions
ACTION 1 Guiding Questions Participant Response
1. How do the resources and experiences of students impact their engagement with the curriculum and their learning?
2. What might you do to learn more about students’ resources and experiences?
3. What are some examples of how you might incorporate students’ resources and experiences into the curriculum?
So . . .Guiding questions for discussion of responses -
• What stood out to you in your reflection?• So what are the implications?• Then what action is needed?
Please share with your group.
A Huge Responsibility for ALL!
Academic achievement—for all students—requires mastering academic language, and since students are primarily only exposed to the academic language of science, or social studies, or any other content area in those classes, this emphasizes the imperative that all teachers are responsible for helping students develop academic language in their own subjects. It’s not going to happen elsewhere.
Collaboration Is Key!
How do you currently collaborate with your colleagues to meet the needs of your ELLs?
Schoolnet Resources
https://buncombe.powerschool.com/admin/home.html
“Can Do” Sharing
http://widaatwcer.blogspot.com/2012/05/can-do-descriptors-in-grades-3-5.html
Dialectical Journal
What are your thoughts?
• Take one of the quotes and write a response.
• Pass the paper to the left. • 2nd person responds to and
builds upon the 1st response.
We are all language teachers!
“Language and the Common Core State Standards”
Leo van Lier, Monterey Institute of International StudiesAída Walqui, WestEd
What might you need to share or remind your district of from the
article?
“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
What comes to mind when you hear “Academic Language?”
Write Around Activity1. One person writes 1 word associated with “academic language.”
2. Pass the paper to the person on the right and he/she writes an additional word.
3. Continue passing the paper around your table until time has been called.
Academic Language and Literacy http://www.jeffzwiers.org/index.html
Teachers don’t need more strategies, they need to know more about language acquisition & development.
Why Do Teachers Need to Know More About Language?
Teacher as ….1) Communicator2) Educator3) Evaluator4) Linguist5) Socio-culturalization
What is the language of the content areas?
(a.k.a. disciplinary literacy)
Reading Instruction Suggestions for ELLs
Structured Conversation Practice
http://www.jeffzwiers.org/interaction.html
Additions to the Language of English Language Arts?
5 Interdependent Strands of Math
Planning and Delivering Effective Math Instruction
1) Early, explicit, and intensive instruction and intervention in basic math concepts and skills
2) Purposeful academic language instruction•polysemous words•complex phrases•language functions: explain, solve, discuss•passive voice
3) Academic language support• content of the question; elements of word problem; function of language
What would cause difficulties for ELLs?
Math Paired Conversation Protocol
http://www.jeffzwiers.org/interaction.html
Science language functions
Teaching Students to “Speak” Science
Conversation Analysis Tool1. 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 - ½ or more turns do so clearly & concisely3 - ½ or more turns do, but not clearly2 - few turns do1 - no turns do
adapted from the work of Kenji Hakuta, Jeff Zwiers and Sara Rutherford-Quach, Stanford University
What from the “Constructive Conversation Skills Poster” could we incorporate for an academic conversation in science?
The Language of Social Studies
Disciplinary Thinking Lens- History
How would vocabulary and expressions change when discussing this event from the British perspective?
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
What feedback would you provide?
My metaphor for “A poison tree” is - wrath is like the seed was hiding into an apple, nobody can see it.
Wrath means very angry, very angry to somebody. It may happen on you friend or you rival. But you can’t see that just from the outlooking because it was hiding in your heart and just you know that. so I use “the seed was hiding into an apple, nobody can see it.”
First of all, I made this comparison because it is the good way to show and make people to understand the word of “wrath.” Besides, then I can spend this metaphor to express my internal world. In my heart there has many wraths. Something is about the teacher; something is about my relative; and something is about love. But I almost forget it, expect one thing was happened in XYZ High School.
Bringing It All Back Home
Our Past Three Days- What Now?
• WIDA• MPIs• Formative
Assessment• Data revelations• Academic
Language
Who, what, when, where, and how will these things be addressed in your district for the 2014-2015 school year?
Let’s use- Action Plan: Creating a SMARTEST Plan to plan next steps.
Ready, Set, Go! Time for ACTION!
Let’s use- Action Plan: Creating a SMARTEST Plan to plan next steps.
Final Thoughts
Kelsie Berg, Buncombe County SIOP Coach
Revae Bostwick, Newton-Conover City Schools ESL Lead Teacher
Nadja Trez, ESL DPI Consultant
ReferencesDeveloping Content Area Literacy, http://www.sagepub.com/upm-data/34121_Section1.pdfFillmore, L. W., & Snow, C.E. (2002) What Teachers Need to Know about LanguageFrancis, D.J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of
English Language Learners.Lemke, J.L. (1990). Talking Science: Language, Learning, and Values.Scarcella, R. (2003). Academic English: A Conceptual FrameworkSato, Edynn. Language for Achievement.
http://www.cde.ca.gov/sp/el/er/documents/achievementlang.pdfWalqui, A. (2003). Conceptual Framework: Scaffolding for English Learners.
Zwiers, Jeff. Academic Language and Literacy. http://www.jeffzwiers.org/index.html Linguafolio self-assessmenthttp://esllfpilot.pbworks.com/f/LFGridNCES.pdf