104
1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

Embed Size (px)

Citation preview

Page 1: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

1

Don Bouchard

MDOE ESL Professional Development Thursday, December 3, 2009

Page 2: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

2

I. To provide a brief refresher on ACCESS/ELP Standards;

II. To examine immediate applications of ACCESS test data;

III. To know the general and specific implications for ESL programming and delivery of support services; and

IV. To become familiar with a framework for delivering instruction.

Page 3: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

3

“Learning occurs when students are using

language comprehensibly and with increasing cognitive demand to

demonstrate knowledge and do a variety of things in

new situations. “

Page 4: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

4

I. ACCESS for ELLs&

ELP Standards

Page 5: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

5

Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Page 6: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

6WIDA Consortium / CAL /

Metritech

The language

of…

Social & Instructional

(SI)

Language Arts(LA)

Math

(MA)

Science

(SC)

Social Studies

(SS)

Listening

Speaking

Reading

Writing

Page 7: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

7WIDA Consortium / CAL /

Metritech

Annual ACCESS for ELLs®

W-APT™

ENTERING BEGINNING DEVELOPINGEXPANDINGBRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING

Page 8: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

8WIDA Consortium / CAL /

Metritech

Grade Levels

and Tiers

K

1-2

3-5

6-8

9-12

Adaptive (no tiers)

A B C

A B C

A B C

A B C

102 (roll-out Winter 2007)

103 (roll-out Winter 2008)

200 (roll-out Winter 2009)

Listening — group administered, machine scored

Reading — group administered, machine scored

Speaking — individual administered, TA scored

Writing — group administered, rater scored

Domains

Series

Page 9: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

9WIDA Consortium / CAL / Metritech

Score Report Audience or Stakeholder Types of Information

1. Parent/ Guardian

Students Parents/ Guardians Teachers School Teams

Proficiency levels for each language domain Overall Score ComprehensionAvailable in multiple languages on the WIDA website

2. Teacher Teachers Administrators School Teams

Individual student’s scale scores and language proficiency levels for each language domain, and four composites Raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard

3. Student Roster

Teachers Program Coordinators/

Directors Administrators

Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster

4. School Frequency

Program Coordinators/ Directors

Administrators

Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school

5. District Frequency

Program Coordinators/ Directors

Administrators Boards of Education

Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district

Page 10: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

10

TeacherReport

Demographic Information About the StudentStudent’s

ELP Level by Domain

Student’s Composite

Scores

Student’s Scale

Composite Scores

Student’s Scale Score by Domain

Student’s Speaking

Performance by Standard

Description of the ELP Levels

Student’s Writing

Performance by Standard

Student’s Comprehension by Standard

Page 11: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

11

TeacherReport

Demographic Information About the StudentStudent’s

ELP Level by Domain

Student’s Composite

Scores

Student’s Scale

Composite Scores

Student’s Speaking

Performance by Standard

Description of the ELP Levels

Student’s Writing

Performance by Standard

Student’s Comprehension by Standard

Page 12: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

12

Knowing Your StudentsObtain information on:

-age upon entry to US-home language usage-cultural differences-trauma

Page 13: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

13

-family background-conceptual formation-discontinued schooling-L1 literacy level-family/sibling

responsibilities-differences between L1 & English

Page 14: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

14

Academic Language

Math

LanguageArts

Science

Social Studies

Age, home language, cultural differences,trauma, family background, conceptual formation, discontinued schooling, L1literacy, home responsibilities, L1/L2 diff.

Social & Inst. Lang.

Page 15: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

15

In order for students to achieve academically and exhibit that

learning on large scale, summative assessments, they MUST master

Academic Language.

Page 16: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

16

-regarding the ELP standards?

-regarding ACCESS for ELLs?

-regarding student background information?

Page 17: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

17

Page 18: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

18

Academic Language Proficiency

&Assessment

Page 19: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

19

The continuum of second language acquisition in all aspects of language use (content as well as domain) is mapped through stages of English language development from:

Concrete AbstractExplicit ImplicitFamiliar UnfamiliarInformal FormalGeneral TechnicalSingle word Extended

discourse The process is time consuming, so it must be

strategic.

Page 20: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

20

Academic language development involves knowledge of discrete skills

(e.g., phonological and phonemic awareness, text features) vocabulary

knowledge and development (e.g., social and academic “tool kit”

words), comprehension, and writing genres.

Page 21: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

Academic Language proficiency involves the language associated with the content areas. ACCESS for ELLs provides this data as a summary assessment.

Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. The MEAs and other measurements provides this data as summary assessments.

Page 22: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

22

General Characteristics of Academic Language

(Schleppegrell, 2004)

1. Explicitness – Full and careful articulation of thought.

2. Complexity – Elaborate use of internal clause structure and linkages through subordination.

3. Cognitive Demand – Varied language to perform tasks and engage in higher order thinking.

Page 23: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

23

Performance Criteria(WIDA, 2007)

1. Linguistic Complexity

2. Vocabulary usage

3. Language Control

Page 24: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

24

Linguistic Complexity

The amount and quality of language for writing.

The grammar, organization, and cohesion of ideas and text structure (recount, procedure, description, report, explanation).

Page 25: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

25

Level 1 – EnteringSingle words

Level 2 – BeginningPhrases, short sentences

Level 3 – Developing Series of related sentences

Level 4 – ExpandingModerate discourseLevel 5 – BridgingComplex discourse

Page 26: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

26

Vocabulary Usage

The specialized language of academic discourse, from high frequency words to technical vocabulary.

Page 27: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

27

Level 1 – EnteringMost common vocabulary

Level 2 – BeginningHigh frequency vocabulary

Level 3 – DevelopingGeneral and some specific vocabulary

Level 4 – ExpandingSpecialized and some technical

vocabularyLevel 5 – Bridging

Specialized and technical vocabulary

Page 28: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

28

. . . involves accurate, content-specific vocabulary:

The Rain CycleInstead of. . .

dries up goes up makeschanges into falls

Using. . . evaporates rises forms

condenses precipitates

Page 29: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

29

ScienceStarting from. . .

guess thinkbelieve wonder

Ending with . . .estimate predict

hypothesize surmise

Page 30: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

30

“Cell”

Spread sheetBasic unit of life

Prison/jailConfusion with ‘sell’

Page 31: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

31

. . . involves knowing multiple definitions of words:

“Table”

Table of contentsMultiplication table

Periodic TableParliamentary procedure

Mountain plateau

Page 32: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

32

Consider these words. . .

cell spring point bank

board figure space

chair bug ring log

facility pitcher wave form

Page 33: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

33

Language Control

The “communicability” of writing, i.e., error free way in which the message is conveyed; the fluency (the way we say or write it in English); grammatical accuracy, aspects of phonology; and word choice.

Page 34: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

34

Level 1 – EnteringMemorized language Level 2 – Beginning

Language w/errors inhibiting communication

Level 3 – DevelopingMeaning overrides communication errors

Level 4 – ExpandingLanguage w/minimal errors

Level 5 – BridgingLanguage comparable to English peers

Page 35: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

35

WIDA Consortium / CAL / Metritech

6-

Reaching

specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written

discourse as required at the specified grade level oral and written communication of English comparable to that of English proficient peers

5-

Bridging

the technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in extended oral or written

discourse, including stories, essays, or reports; oral or written language approaching comparability to that of English proficient peers when

presented with grade level material

4-

Expanding

specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple,

related paragraphs; oral or written language with minimal phonological, syntactic, or semantic errors that do not

impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support

3-

Developing

general and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that may impede the

communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support

2-

Beginning

general language related to the content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede the

meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

1-

Entering

pictorial or graphic representation of the language of the content areas; words, phrases, or chunks of language when presented with one-step commands/directions,

WH-questions, or statements with visual and graphic support

Performance Definitions (RG 45)At this level, English language learners process, understand, produce or use:

Page 36: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

36

Assessment

informsCurriculum

informs Instruction

etc.

WIDA Consortium / CAL / Metritech

Page 37: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

37

For ELLs, there are four forms of assessment. .

1. Intake Assessment

2. Formative Assessment

3. Interim Assessment

4. Summative AssessmentWIDA Consortium / CAL /

Metritech

Page 38: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

38

*L1 history and usage at home and school

*Educational history

*Home literacy practices

*L2 diagnostic assessments

*Medical history, etc.

WIDA Consortium / CAL / Metritech

Page 39: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

39

. . . are pivotal portfolios, tests and quizzes to monitor an ELL’s progress, in an independent manner, in aspects of content & language proficiency.

Page 40: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

40

. . .means teachers a) finding out what they are learning about the language they are using in studying content ;

b) helping them learn content through appropriate, scaffolded uses of language in deepening their knowledge of the content.

WIDA Consortium / CAL / Metritech

Page 41: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

41

. . . provides yearly data on Academic Language Proficiency

inSocial/instructional, Language

Arts, Math, Science, Social Studiesacross

Listening, Speaking, Reading, Writing

WIDA Consortium / CAL / Metritech

Page 42: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

42

. . . recommending to teachers what ELLs can do generally based on

their language proficiency for formative assessments.

Page 43: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

43

WIDA Consortium / CAL / Metritech

Can Do Descriptors - ListeningListening

For the given level of English language proficiency level, English language learners can:

Page 44: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

44WIDA Consortium / CAL /

Metritech

Can Do Descriptors - Speaking

Speaking

For the given level of English language proficiency level, English language learners can:

Page 45: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

45

WIDA Consortium / CAL / Metritech

Can Do Descriptors - Reading

Reading

For the given level of English language proficiency level, English language learners can:

Page 46: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

46

WIDA Consortium / CAL / Metritech

Can Do Descriptors - WritingWriting

For the given level of English language proficiency level, English language learners can:

Page 47: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

47

. . . examining individual ELL’s academic language progress

through comparable dataSuch as a scatter plot analysis

WIDA Consortium / CAL / Metritech

Page 48: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

48

. . . Enables you to takes two years of data in the separate language domains and graph them according to the ‘mean’, or average.

Growth above the mean in a particular domain is good; at or below the ‘mean’ is not and needs problem solving.

Page 49: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

49

MEAN Speaking 2 Listening0 Reading 0 9 Writing

2008

Page 50: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

50

Based on the individual language domain proficiency levels, instruction can be

targeted to meet the needs of the ELL in a

strategic manner.

Page 51: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

51

-regarding performance criteria & definitions?

-regarding academic language proficiency?

-regarding assessments?

Page 52: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

52

III. ImplicationsGeneral & Specific

For Programming

Page 53: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

53WIDA Consortium / CAL /

Metritech

If it’s appropriate to exit the student from ELL services? Does this student have the language skills necessary to access the content in the mainstream classroom without additional language support services? What additional evidence is needed to make a determination?

If the student’s English proficiency is weak in a particular language domain (e.g., Writing)?

If the student’s English proficiency is weak in a particular standard area (e.g., the language of Social Studies)?

◦ If so, consider additional content language support.

High scores (Levels 5-6) may indicate a need for Monitoring or Targeted Support. School teams should consider:

Page 54: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

54WIDA Consortium / CAL /

Metritech

Enhancement of both oral language and literacy development

A balanced, long-term approach that focuses on grade-level academic standards and English proficiency standards, and utilizes strategies that increase comprehension and communication in English (e.g., sheltered instruction)

Providing L1 instruction (bilingual education) and/or support where feasible

General General Programmatic Programmatic ImplicationsImplicationsComposite Composite Mid-Level ScoresMid-Level Scores

General General Programmatic Programmatic ImplicationsImplicationsComposite Composite Mid-Level ScoresMid-Level Scores

Mid-level scores (Levels 3-4) may indicate a need for 1-3 more years of ELL support services. School teams should consider:

Page 55: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

55

WIDA Consortium / CAL / Metritech

Providing targeted communicative / social & instructional English briefly

Enrolling student in “newcomer” program if available and appropriate

Using content-based strategies (e.g., sheltered instruction) and L1 instruction, if possible

Scaffolding within programs and school◦ Graphic support◦ Peer support◦ Supplemental and modified materials

General General Programmatic Programmatic Implications: Implications: CompositeComposite Beginner Level Scores Beginner Level Scores

General General Programmatic Programmatic Implications: Implications: CompositeComposite Beginner Level Scores Beginner Level Scores

Beginner level scores (Levels 1-2) may need 5 or 6 more years of ELL support services. School teams should consider:

Page 56: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

56

1. Newly arrived students with adequate formal schooling.

Perform at or near grade level in reading & writing

Strong L1 foundation Demonstrated potential to catch up with

native English-speaking peers.

WIDA Consortium

Page 57: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

57

-intensive, explicit English language instruction

-academic content language

-reading strategies

-explicit writing instruction

-orientation to school culture

WIDA Consortium

Page 58: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

58

No/low L1 Literacy or Schooling -intensive literacy/numeracy

-K-2 concepts & content

-oral language development

-executive skills

-orientation & socialization to schools

WIDA Consortium

Page 59: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

59

2. Newly arrived students with limited formal schooling

◦ Experienced interrupted schooling◦ Limited native-language and literacy skills◦ Could have difficulty learning academic English

WIDA Consortium

Page 60: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

60

-Planning & organization-Time management

-Task initiation & follow through-Working memory

-Sustained attention-Performance

monitoring-Inhibition of impulses

-Goal-directed persistence

WIDA Consortium

Page 61: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

61

3. Long-term English language users

◦ More than 5 years in an English speaking school◦ Literacy skills below grade level◦ Have had previous ELL support◦ Require substantial and ongoing language and

literacy support

WIDA Consortium

Page 62: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

62

-individualized plan to address specific needs

-intensive reading & writing interventions

-use of technology

WIDA Consortium

Page 63: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

63

Specific proficiency level scores lead to lesson

planning and differentiation of instruction through developing strategic

language demands and support around a topic for an

ELL when delivering a lesson.

Page 64: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

64

A performance indicator is a one-sentence descriptor of what an ELL will be expected

to do in a content topic , in a language domain, and at a designated level of

proficiency:

Language function + Topic + Support

Lang. Function Support

Cognitive Demand Amount of support Topic

Page 65: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

65

Language Function + Topic + Support

Describe representations of basic operations from pictures of everyday objects and oral descriptions.

Page 66: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

66

WIDA Consortium English Language Proficiency Standards and Resource Guide 2007 Edition

PreKindergarten through Grade 12

Downloadable at www.wida.us

Page 67: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

67

Example of a language function

WIDA Consortium

Page 68: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

68

-

WIDA Consortium

3-5

make collections, organize, and identify natural phenomena(such as leaves, insects, or rocks)

describe natural phenomena from real-life examples (e.g., “This leaf has five points.”)

describe the step-by-step

process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”)

compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”)

report on the physical relationships among natural phenomena

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

Page 69: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

69

An academic language function is an action verb describing an

ELL’s desired language performance in any

given language domain for a given content

area.

WIDA Consortium

Page 70: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

70

The Language of

Language Functions. . .

WIDA Consortium

Page 71: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

71

. . . is suggested by the MPIs found in the 1) WIDA Consortium English

Language Proficiency Standards and Resource

Guide or2) TESOL PreK-12 English

Language Proficiency Standards

WIDA Consortium

Page 72: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

72

Example of a content stem

WIDA Consortium

Page 73: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

73

-

WIDA Consortium

3-5

make collections, organize, and identify natural phenomena(such as leaves, insects, or rocks)

describe natural phenomena from real-life examples (e.g., “This leaf has five points.”)

describe the step-by-step

process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”)

compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”)

report on the physical relationships among natural phenomena

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

Page 74: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

74

A content stem is a subject-specific topic (generally allied to a

content standard) through which an ELL

demonstrates language competence.

WIDA Consortium

Page 75: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

75

The language

of content stems. . .

WIDA Consortium

Page 76: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

76

. . . is taken directly from state standards

andinstructional units

for mainstream learners

WIDA Consortium

Page 77: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

77

Example of a support or strategy

WIDA Consortium

Page 78: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

78

-

WIDA Consortium

3-5

make collections, organize, and identify natural phenomena(such as leaves, insects, or rocks)

describe natural phenomena from real-life examples (e.g., “This leaf has five points.”)

describe the step-by-step

process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”)

compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”)

report on the physical relationships among natural phenomena

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

Page 79: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

79

A support or strategy is a particular level-specific scaffold to

assist an ELL display language

competence in a content area.

WIDA Consortium

Page 80: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

80

The support

or strategy . . .

WIDA Consortium

Page 81: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

81

. . . is suggested by the WIDA Model

Performance Indicators (MPIs) and

other resources.

WIDA Consortium

Page 82: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

82

Sensory/Visual Graphic Interactive

(pictures, illus., (Charts, (dyads, photos, reprod.) tables, graphs,

triads, etc.) diagrams,

organizerstactile-kines.)

Page 83: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

83

To add support for Limited English Proficient (LEP) ELLs to K-12 instructional units

with PIs so that mainstream teachers will have built-in support for all areas of the

curriculum.WIDA Consortium

Page 84: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

84

To begin collaborative effort with ESOL teachers and selected mainstream teachers.

To provide instruction at an ELL’s

proficiency level in listening, speaking, reading, and writing in the content area based on the lesson being delivered, through transformations.

WIDA Consortium

Page 85: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

85

-regarding programmatic implications?

-regarding types of English Language Learners?

-regarding performance indicators?

Page 86: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

86

IV. A procedure for targeting strategic

instructional support.

Page 87: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

87

ACCESS for ELLs

Teacher Report(+ background information)

LESSON PLANNING/DIFFERENTIATION

Page 88: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

88

Content Standard

Content Objective

Language Objective

Performance Indicator(s) [PIs]

Page 89: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

89

The language objective can provide the basis for the Performance Indicator(s) (PIs) targeted to meet the

appropriate language demands of the content

requirements of the curriculum for an ELL.

Page 90: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

90

A language objective describes the

language intentionality for

formative assessment

Page 91: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

91

A language objective contains the following language -related

elements:General Function

TopicGeneral Language Domain

Language Outcome“SWBAT describe the stages of

the water cycle orally using increasingly complex sentences.”

Page 92: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

92

Aspects of linguistic complexity:-sentence types

-transition signals-paragraph cohesion

Aspects of vocabulary usage:-common, high frequency words

-content specific words-technical words

Aspects of linguistic control:-phonological components

-semantic components-syntactic components

Page 93: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

93

SWBAT + (orally or in print) +general language domain +

topic + (using) general language outcome.

“SWBAT . . . . . .

CAN YOU CREATE ONE?

Page 94: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

94

Content Standard

Content Objective

Language Objective

Performance Indicator(s) [PIs]

Page 95: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

95

PI = Language Function

(Resource Guide has examples scattered throughout the MPI strands)

+Topic

(Topics are derived from the state content standards)

+Support

(See Resource Guide RG 21 for list of supports)

Page 96: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

96

The Performance Indicator provides the context through which the language objective

can be assessed.

Page 97: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

97

I: Name the parts of the water cycle using a diagram.

II: Describe the water cycle with pictures.III: Describe the changes of the water cycle using

a diagram. IV. Explain the importance of the water cycle

with a partner.V: Determine the impact on the water cycle

with a partner.

The resource for creating PIs are the exemplars, or MPIs, located in the WIDA Consortium English

Language Proficiency Standards and Resource Guide, 2007 Edition.

Page 98: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

98

-regarding the lesson planning process?

-regarding the language objective?

Page 99: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

99

All ELLs can participatein a content lesson. The key is to transform the language demands of the content to meet

ELL’s English language proficiency level.

Page 100: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

100

1. Provides valuable academic language proficiency data on how ELLs progress in:

-four language domains (listening, speaking, reading, writing) and

-five content areas: social/instructionallanguage artsmathsciencesocial studies;

Page 101: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

101

2. Provides the means for monitoring the quality and quantity of progress through different data analyses tools;

3. Contributes, through observations and analyses, to general programmatic pathways and ‘best practice’ implementation; and

4. Informs curricular and instructional design through language objectives and PIs geared to the specific proficiency levels of ELLs.

Page 102: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

102

“Equality is everyone getting what they need,

not everyone getting the same.”

Page 103: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

103

. . .will provide a framework for

differentiated delivery of and an examination of

the strategies and activities for ELLs.

Page 104: 1 Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009

104

Thank you!