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Portfolios for linguistic Portfolios for linguistic progressprogress

Day 1Day 1Dr. Joan LachanceDr. Joan Lachance

ELL Support Conference 2015ELL Support Conference 2015

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IntroductionsIntroductions

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HousekeepingHousekeeping

http://eldnces.ncdpi.wikispaces.net/Professional+Development

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Our Workshop Agenda!Our Workshop Agenda!

Day 1—A focus on Authentic AssessmentDay 1—A focus on Authentic Assessment

Day 2—A focus on Interculturality and the Day 2—A focus on Interculturality and the LinguaFolio LinguaFolio

Day 3—A focus on LinguaFolio Training Day 3—A focus on LinguaFolio Training Modules, eLinguaFolio, Modules, eLinguaFolio, hands-on hands-on practice, practice, ESL Checklists, and implementation plans!ESL Checklists, and implementation plans!

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A Tool for Reflective A Tool for Reflective Learning Learning

& Student Self-Assessment& Student Self-Assessment in World Languages and in World Languages and

English as a Second English as a Second LanguageLanguage

LinguaFolio: A Quick LinguaFolio: A Quick OverviewOverview

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LinguaFolio—What is it??LinguaFolio—What is it??• standards-basedstandards-based• self-directed self-directed • formative assessmentformative assessment tool tool

that…that…• records ongoing learner progress records ongoing learner progress • displays student-selected evidence to displays student-selected evidence to

validate proficiency self-assessment, validate proficiency self-assessment, and and

• provides a comprehensive view of provides a comprehensive view of student performancestudent performance

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Proficiency StandardsProficiency Standards

ACTFLACTFL• Novice Novice • IntermediateIntermediate• AdvancedAdvanced• SuperiorSuperior(Low, Mid, High for each (Low, Mid, High for each

level until Superiorlevel until Superior)

WIDAWIDA

• EnteringEntering• BeginningBeginning• DevelopingDeveloping• ExpandingExpanding• BridgingBridging• ReachingReaching

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Authentic AssessmentAuthentic Assessment

• ELs are a national resource!ELs are a national resource!• Unique characteristics help teachers understand academic Unique characteristics help teachers understand academic

language development for all studentslanguage development for all students• Culture and language are helping us shape 21Culture and language are helping us shape 21stst Century Century

LearningLearning

• Data come from many sources—tiers of measure (general to Data come from many sources—tiers of measure (general to very specific)very specific)

Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement

Dr. Margo Gottlieb, Corwin Press

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Assessments and English Assessments and English LearnersLearners• First, letFirst, let’’s talk about assessments—purposes for s talk about assessments—purposes for

assessments with English learners. assessments with English learners.

• What are authentic assessments?What are authentic assessments?(multiple forms consistent with classroom goals, curricula, and (multiple forms consistent with classroom goals, curricula, and

instruction)instruction)

• What are alternate assessments?What are alternate assessments?(methods used to show growth and inform instruction—an (methods used to show growth and inform instruction—an

alternative to more traditional forms of testing like multiple alternative to more traditional forms of testing like multiple choice assessments)choice assessments)

O’Malley and Valdez-Pierce, Authentic Assessment for English Learners: Practical O’Malley and Valdez-Pierce, Authentic Assessment for English Learners: Practical Approaches for TeachersApproaches for Teachers

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Authentic Assessments Authentic Assessments Are…Are…

• plannedplanned• content-based with language functions, patterns, content-based with language functions, patterns,

and vocabulary in mindand vocabulary in mind• consider levels of language proficiencyconsider levels of language proficiency• embedded within the instructional processembedded within the instructional process• often performance-basedoften performance-based• include language supports appropriate for include language supports appropriate for

proficiency levels (in all domains of language)proficiency levels (in all domains of language)• facilitate academic language development facilitate academic language development (getting (getting

kids to be okay with taking risks with language use!)kids to be okay with taking risks with language use!)

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Chunk and Chew Chunk and Chew

Turn to your neighbor—tell them something you learned about authentic assessment so far today.

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Assessments and English Assessments and English LearnersLearners

• Things we think about—What makes this Things we think about—What makes this process of authentic assessment process of authentic assessment challenging while working with English challenging while working with English learners? From the teachers’ perspectives learners? From the teachers’ perspectives and from the students’ perspectives?and from the students’ perspectives?

• The Four Corners!The Four Corners!

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Four Corners ActivityFour Corners Activity

•Formative assessmentsFormative assessments•Summative assessmentsSummative assessments•Considering Students’ Proficiency Levels (CAN-Considering Students’ Proficiency Levels (CAN-DO Approach)DO Approach)•Balancing it all (aka—TIME)Balancing it all (aka—TIME)

Assessments and English Assessments and English LearnersLearners

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SUPER QUICK—STRETCH BREAK

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Authentic Assessments Authentic Assessments and English Learnersand English Learners

An Overview of Theory and Practice for Academic Language Development and An Overview of Theory and Practice for Academic Language Development and Supports within the Authentic Assessment ProcessSupports within the Authentic Assessment Process

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WIDA—Proficiency LevelsWIDA—Proficiency Levels

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What Might an What Might an EnteringEntering Student Understand in Student Understand in English?English?Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride.

Texas Education Agency, 2005

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In Other Words…In Other Words…

___________ cars ___ __ __ ___ top __ ___ first ____ __ _ _____. ____ ______ _____ ___ car ___ ___ ____ __ ___ ____. ___ ______ down ___ first ____ ______ __ ______ _____ ___ ___ cars __ ___ __ ___ ____ ____ ___ __ __ _____ ___ end ___ ___ ____.

Texas Education Agency, 2005

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What Might a What Might a DevelopingDeveloping Student Understand in English?Student Understand in English?

Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride.

Texas Education Agency, 2005

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In Other Words…In Other Words…

_________ cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____.

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What Might an What Might an ExpandingExpandingStudent Understand in Student Understand in English?English?

Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride.

Texas Education Agency, 2005

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In Other Words…In Other Words…

Roller-coaster cars are pulled tothe top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The _____ down the first hill _____ __ enough speed for the cars to ___ __ the next hill and __ __ until the end of the ride.

Texas Education Agency, 2005

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LetLet’’s Imagine…s Imagine…Roller-coaster carsRoller-coaster cars ___ ___

______ __ ___ ______ __ ___ top of the top of the first hillfirst hill ___ _ _____. ___ _ _____. ThenThen _______ _______ moves the car for moves the car for thethe rest of therest of the ____. ____. TheThe _____ _____ down the first hilldown the first hill ______ __ ______ __ enough speedenough speed for for the carsthe cars __ ___ __ __ ___ __ the next the next hillhill ___ ___ __ _____ ___ ___ __ _____ thethe end of the end of the ____.____.

According to the According to the text, what causes text, what causes a roller coaster to a roller coaster to go fast?go fast?

A.A. Its motorIts motor

B.B. Its weightIts weight

C.C. A chainA chain

D.D. GravityGravity

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Assessments and Language Assessments and Language SupportsSupportsThings we thought about—remember the Things we thought about—remember the challenges with English learnerschallenges with English learners

SEEKING SUPPORT !!•Pair-up with another support•Discuss the kind of support on your card•Determine how the support works for instruction•Explore how the support could work within the assessment process—BE CREATIVE

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Fundamental Fundamental ConsiderationsConsiderationsfor Assessing English Learnersfor Assessing English Learners

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Scavenger Hunt! Scavenger Hunt! Chapter One:pages 1-

7pages 8-

14

Chapter Two:pages

23-32pages

33-40

Chapter Three:pages

41-49pages

49-58

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Share Out Your Discoveries!Share Out Your Discoveries!

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Performance-based Performance-based Assessments and PortfoliosAssessments and Portfolios

Shaping Assessments for Student Outcomes to Shaping Assessments for Student Outcomes to Demonstrate Academic Language DevelopmentDemonstrate Academic Language Development

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Balanced AssessmentBalanced Assessment

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Portfolios—A Conceptual Portfolios—A Conceptual GlanceGlance

• portfolios are a purposeful collection of work portfolios are a purposeful collection of work (the opposite of (the opposite of randomrandom))

• work samples are demonstrations of work samples are demonstrations of progress, efforts, and increased outcomes progress, efforts, and increased outcomes over time (electronic/paper-based)over time (electronic/paper-based)

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Portfolios—continuedPortfolios—continued

• student-centered with teacher guidancestudent-centered with teacher guidance

• reflectivereflective

• standards-based (tied to lesson objectives standards-based (tied to lesson objectives and students’ objectives)and students’ objectives)

• ____________________________________________________________________________________

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LinguaFolio—RevisitedLinguaFolio—Revisited• standards-basedstandards-based• self-directed (reflective)self-directed (reflective)• formative assessmentformative assessment tool tool

that…that…• records ongoing learner progress records ongoing learner progress • displays student-selected evidence to displays student-selected evidence to

validate proficiency self-assessment, validate proficiency self-assessment, and and

• provides a comprehensive view of provides a comprehensive view of student performance (and growth)student performance (and growth)

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Social Language, Second Social Language, Second Language Acquisition, and Language Acquisition, and

Academic Language Academic Language DevelopmentDevelopment

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The Iceberg TheoryThe Iceberg Theory((Jim Jim Cummins)Cummins)

BICS

CALP

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Dual IcebergDual Iceberg

Common Underlying Proficiency

L1 L2

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• Students with Students with advancedadvanced academic skills and academic skills and somesome English English

• Students with Students with advancedadvanced academic skills and academic skills and nono EnglishEnglish

• Students with Students with somesome academic academic skills and skills and nono English (interrupted English (interrupted education)education)

• Students with Students with no prior no prior schoolingschooling and and nono English English

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Second Language Acquisition—Second Language Acquisition—WHAT WE KNOW ABOUT WHAT WE KNOW ABOUT STUDENTSSTUDENTS

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Second Language Second Language Acquisition-FACTORSAcquisition-FACTORS

• motivation• first language

development-literacy

• language distance and attitude

• access to the language

• home situation

• age• personality and

learning style• peers and role

models• quality of

instruction• cultural background• access to

curriculum

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““I SEEI SEE”” Strategy Strategy II Illustrate: Illustrate: What image(s) What image(s)

come to mind when you come to mind when you hear the term hear the term ““Academic Academic LanguageLanguage””??

S S State State in one simple in one simple sentence what it is. Use sentence what it is. Use your own words. your own words.

EE Elaborate Elaborate on what you on what you have just stated. have just stated.

EE Examples: Examples: Add examples Add examples from your own practicefrom your own practice..

ILLUSTRATE STATE

ELABORATE EXAMPLES

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WIDA’s Features of Academic Language

Word/Phrase

Sentence

Discourse

• General, specific, transitional, and technical language

• Words and phrases with multiple meanings• Formulaic and idiomatic expressions • Collocations, nuances, and shades of meaning

• Types and varieties of grammatical structures• Conventions, mechanics, and fluency• Match of language forms to

purpose/perspective

• Amount of speech/written text • Structure of speech/written text • Density of speech/written text• Organization and cohesion of ideas (thinking) • Variety of sentences and sentence types

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Common every day words that many students know well.

Words that appear in a single context, often domain-specific/technical vocabulary that often needs to be explicitly taught.

High-utility words that occur in many contexts, may have multiple meanings, and are used to process Information. The “power” behind students’ curricular connections.

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Interpersonal Language

Interpretive Language

Presentational Language

Modes of Communication

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A Critical QuestionA Critical QuestionCould you offer three compelling reasons why Could you offer three compelling reasons why immigrants come to the United States today? immigrants come to the United States today?

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Could you offer three compelling reasons why Could you offer three compelling reasons why immigrants come to the United States today? immigrants come to the United States today?

One compelling reason why immigrants come to the U.S. today is _______.

Another compelling reason for immigration to the U.S. is __________.

The most compelling reason why people immigrate to the U.S. is ____________.

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• Understanding • Language Functions• Word/Phrase level,• Sentence level, and• Discourse levels

• What exactly will the students DO with the language in the lesson and how will they USE it?

• Taking risks with language.

• How will you (and they) measure their progress?

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What is the language of…

InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying

What is the language of…

InquirySummarizingInformingComparing/Contrasting SequencingClassifyingAnalyzingPredicting/HypothesizingPersuading/Justifying

And, how does culture/socio-cultural context impact discourse within these functions?

And, how does culture/socio-cultural context impact discourse within these functions?

Understanding And Assessing Academic Language FunctionsThe WIDA Standards in the Classroom

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Let’s Play a Game!!!

Some cards have “language functions” on

them.

Some cards have the associated language of those “language functions” on them.

FIND EACH OTHER!

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JUSTIFICATION

•I believe this because…•My primary reason is…•It’s convincing to me due to…•It says here in the text that….

Now—let’s talk about these in the context of discussing and writing

about a science experiment. What about a literature selection?

Discourse!

Think about the assessment processes and measuring these outcomes. Artifacts?

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The Relationship Between Writing The Relationship Between Writing and Speaking—and Speaking—Oracy Oracy

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The Relationship Between Writing The Relationship Between Writing and Speaking—and Speaking—Oracy Oracy

• Writing is the most difficult domain for most ELs and their Writing is the most difficult domain for most ELs and their teachers. teachers.

• Writing Writing strategiesstrategies work best with ELs when they are taught in work best with ELs when they are taught in the context of of what they are reading and as they use the the context of of what they are reading and as they use the new vocabulary learned.new vocabulary learned.

• Writing can and should be fun and effective for all students to Writing can and should be fun and effective for all students to engage them in the writing process.engage them in the writing process.

(M. Calderón, (M. Calderón, Teaching Reading & Comprehension to English Teaching Reading & Comprehension to English Learners, K-5, Learners, K-5, 2011.) 2011.)

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Some Reflective Questions for UsSome Reflective Questions for Us

• How are we (How are we (and studentsand students) assessing ) assessing speaking? speaking?

• How are we (How are we (and studentsand students) assessing ) assessing writing?writing?

• How does this fit in the concept of How does this fit in the concept of authentic assessments?authentic assessments?

• How does this fit into the concept of a How does this fit into the concept of a portfolio system of assessment?portfolio system of assessment?

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Formative Assessments Formative Assessments and English Learnersand English Learners

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• help teachers and students move learning help teachers and students move learning forward (identify “gaps” in thinking and learning)forward (identify “gaps” in thinking and learning)

• systematic (student-centered)systematic (student-centered)• focused on progression and goals (with thinking focused on progression and goals (with thinking

in mind!)in mind!)• involve multiple strategies with feedbackinvolve multiple strategies with feedback• support growth and achievementsupport growth and achievement

Formative Assessments: What Do Teachers Need to Know and Do?Formative Assessments: What Do Teachers Need to Know and Do?

by Margaret Heritageby Margaret Heritage

Formative Assessments …Formative Assessments …

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•Observations during in-class activities

•Homework exercises

•Class discussions

•Reflections/journals (peer and/or teacher reviews)

Formative Assessments can look Formative Assessments can look like…like…

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•Question and answer sessions—planned or spontaneous

•teacher-student conferences (short and informal) •In-class activities where students present results

•Student to student feedback

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Glenda will add picGlenda will add pic

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Supporting Language Functions Supporting Language Functions

My idea is similar to _______My idea is similar to _______

I agree/disagree with ______ I agree/disagree with ______ because ________________because ________________

My response to _______ builds My response to _______ builds upon ____________________upon ____________________

As it has been established by As it has been established by others, __________________others, __________________

The main points expressed The main points expressed are __________are __________

The significance of ________ is The significance of ________ is __________________________________________________

The notion of _________ can The notion of _________ can be expressed as be expressed as ____________________________

From my perspective, what I From my perspective, what I should tell other about this is should tell other about this is _________________ _________________

Acknowledging Acknowledging ideas:ideas:

Synthesizing:Synthesizing:

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Summative Assessments Summative Assessments and English Learnersand English Learners

heck

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• Can serve as a collectionCan serve as a collection• Given at varying times (end of a lesson, unit, Given at varying times (end of a lesson, unit,

quarter, semester, year, etc.) quarter, semester, year, etc.) • provide a summary of performance provide a summary of performance • classroom/school/district/state classroom/school/district/state • can be large-scalecan be large-scale• *can be *can be high-stakeshigh-stakes• may also be used to measure program may also be used to measure program

effectiveness effectiveness

Summative Assessments …Summative Assessments …

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Summative Assessments Summative Assessments might look like...might look like...

• Exams (finals/semester)Exams (finals/semester)• Term papersTerm papers• Projects (various stages may be Projects (various stages may be

formatively assessed)formatively assessed)• Typically attached to some kind of Typically attached to some kind of

“grading” or meeting a mark“grading” or meeting a mark• Attached to long-term course goalsAttached to long-term course goals

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A Comprehensive, Balanced A Comprehensive, Balanced Assessment System—Aligned with State Assessment System—Aligned with State StandardsStandards

Classroom Assessment(Formative and Summative)

Interim/Benchmark Assessments (Summative)

Statewide Assessments (Summative)

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Reflective thoughts:

How are formative and summative assessments are

connected?

How are they completely separate?

LinguaFolio--an authentic tool for

formative assessment

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It’s Your TurnIt’s Your Turn

• After today, what are your initial After today, what are your initial impressions about LinguaFolio?impressions about LinguaFolio?

• What questions do you have about What questions do you have about LinguaFolio?LinguaFolio?

DiscussDiscuss

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On the horizon for On the horizon for tomorrow…tomorrow…