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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.
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. “
4
I. ACCESS for ELLs&
ELP Standards
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.
6WIDA Consortium / CAL /
Metritech
The language
of…
Social & Instructional
(SI)
Language Arts(LA)
Math
(MA)
Science
(SC)
Social Studies
(SS)
Listening
Speaking
Reading
Writing
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
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
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
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
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
12
Knowing Your StudentsObtain information on:
-age upon entry to US-home language usage-cultural differences-trauma
13
-family background-conceptual formation-discontinued schooling-L1 literacy level-family/sibling
responsibilities-differences between L1 & English
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.
15
In order for students to achieve academically and exhibit that
learning on large scale, summative assessments, they MUST master
Academic Language.
16
-regarding the ELP standards?
-regarding ACCESS for ELLs?
-regarding student background information?
17
18
Academic Language Proficiency
&Assessment
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.
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.
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.
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.
23
Performance Criteria(WIDA, 2007)
1. Linguistic Complexity
2. Vocabulary usage
3. Language Control
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).
25
Level 1 – EnteringSingle words
Level 2 – BeginningPhrases, short sentences
Level 3 – Developing Series of related sentences
Level 4 – ExpandingModerate discourseLevel 5 – BridgingComplex discourse
26
Vocabulary Usage
The specialized language of academic discourse, from high frequency words to technical vocabulary.
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
28
. . . involves accurate, content-specific vocabulary:
The Rain CycleInstead of. . .
dries up goes up makeschanges into falls
Using. . . evaporates rises forms
condenses precipitates
29
ScienceStarting from. . .
guess thinkbelieve wonder
Ending with . . .estimate predict
hypothesize surmise
30
“Cell”
Spread sheetBasic unit of life
Prison/jailConfusion with ‘sell’
31
. . . involves knowing multiple definitions of words:
“Table”
Table of contentsMultiplication table
Periodic TableParliamentary procedure
Mountain plateau
32
Consider these words. . .
cell spring point bank
board figure space
chair bug ring log
facility pitcher wave form
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.
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
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:
36
Assessment
informsCurriculum
informs Instruction
etc.
WIDA Consortium / CAL / Metritech
37
For ELLs, there are four forms of assessment. .
1. Intake Assessment
2. Formative Assessment
3. Interim Assessment
4. Summative AssessmentWIDA Consortium / CAL /
Metritech
38
*L1 history and usage at home and school
*Educational history
*Home literacy practices
*L2 diagnostic assessments
*Medical history, etc.
WIDA Consortium / CAL / Metritech
39
. . . are pivotal portfolios, tests and quizzes to monitor an ELL’s progress, in an independent manner, in aspects of content & language proficiency.
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
41
. . . provides yearly data on Academic Language Proficiency
inSocial/instructional, Language
Arts, Math, Science, Social Studiesacross
Listening, Speaking, Reading, Writing
WIDA Consortium / CAL / Metritech
42
. . . recommending to teachers what ELLs can do generally based on
their language proficiency for formative assessments.
43
WIDA Consortium / CAL / Metritech
Can Do Descriptors - ListeningListening
For the given level of English language proficiency level, English language learners can:
44WIDA Consortium / CAL /
Metritech
Can Do Descriptors - Speaking
Speaking
For the given level of English language proficiency level, English language learners can:
45
WIDA Consortium / CAL / Metritech
Can Do Descriptors - Reading
Reading
For the given level of English language proficiency level, English language learners can:
46
WIDA Consortium / CAL / Metritech
Can Do Descriptors - WritingWriting
For the given level of English language proficiency level, English language learners can:
47
. . . examining individual ELL’s academic language progress
through comparable dataSuch as a scatter plot analysis
WIDA Consortium / CAL / Metritech
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.
49
MEAN Speaking 2 Listening0 Reading 0 9 Writing
2008
50
Based on the individual language domain proficiency levels, instruction can be
targeted to meet the needs of the ELL in a
strategic manner.
51
-regarding performance criteria & definitions?
-regarding academic language proficiency?
-regarding assessments?
52
III. ImplicationsGeneral & Specific
For Programming
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:
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:
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:
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
57
-intensive, explicit English language instruction
-academic content language
-reading strategies
-explicit writing instruction
-orientation to school culture
WIDA Consortium
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
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
60
-Planning & organization-Time management
-Task initiation & follow through-Working memory
-Sustained attention-Performance
monitoring-Inhibition of impulses
-Goal-directed persistence
WIDA Consortium
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
62
-individualized plan to address specific needs
-intensive reading & writing interventions
-use of technology
WIDA Consortium
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.
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
65
Language Function + Topic + Support
Describe representations of basic operations from pictures of everyday objects and oral descriptions.
66
WIDA Consortium English Language Proficiency Standards and Resource Guide 2007 Edition
PreKindergarten through Grade 12
Downloadable at www.wida.us
67
Example of a language function
WIDA Consortium
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
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
70
The Language of
Language Functions. . .
WIDA Consortium
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
72
Example of a content stem
WIDA Consortium
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
74
A content stem is a subject-specific topic (generally allied to a
content standard) through which an ELL
demonstrates language competence.
WIDA Consortium
75
The language
of content stems. . .
WIDA Consortium
76
. . . is taken directly from state standards
andinstructional units
for mainstream learners
WIDA Consortium
77
Example of a support or strategy
WIDA Consortium
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
79
A support or strategy is a particular level-specific scaffold to
assist an ELL display language
competence in a content area.
WIDA Consortium
80
The support
or strategy . . .
WIDA Consortium
81
. . . is suggested by the WIDA Model
Performance Indicators (MPIs) and
other resources.
WIDA Consortium
82
Sensory/Visual Graphic Interactive
(pictures, illus., (Charts, (dyads, photos, reprod.) tables, graphs,
triads, etc.) diagrams,
organizerstactile-kines.)
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
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
85
-regarding programmatic implications?
-regarding types of English Language Learners?
-regarding performance indicators?
86
IV. A procedure for targeting strategic
instructional support.
87
ACCESS for ELLs
Teacher Report(+ background information)
LESSON PLANNING/DIFFERENTIATION
88
Content Standard
Content Objective
Language Objective
Performance Indicator(s) [PIs]
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.
90
A language objective describes the
language intentionality for
formative assessment
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.”
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
93
SWBAT + (orally or in print) +general language domain +
topic + (using) general language outcome.
“SWBAT . . . . . .
CAN YOU CREATE ONE?
94
Content Standard
Content Objective
Language Objective
Performance Indicator(s) [PIs]
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)
96
The Performance Indicator provides the context through which the language objective
can be assessed.
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.
98
-regarding the lesson planning process?
-regarding the language objective?
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.
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;
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.
102
“Equality is everyone getting what they need,
not everyone getting the same.”
103
. . .will provide a framework for
differentiated delivery of and an examination of
the strategies and activities for ELLs.
104
Thank you!