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Lesson Planning & Differentiation:

Enacting a lesson based on the ELP Standards

Don BouchardMaine Department of Education ESL/Bilingual Programs

Professional development online webinarJanuary 13, 2010

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Agenda *Lesson Planning & Differentiation overview

- language objectives- performance indicators

*Enacting the lesson by:- language domains- content- cognitive function

*Gradual Release of Responsibility- focused lesson- guided instruction- collaborative learning- independent learning

*Putting it all together

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Lesson Planning & Differentiation Overview

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Lesson Planning and Differentiation

ACCESS for ELLs

Teacher Report(+ background information)

LESSON PLANNING

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Lesson Planning Process

Content Standard

Content Objective

Language Objective

Performance Indicator(s) [PIs]

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Language Objective

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.

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Language Objective

The language objective describes the intentionality of language assessment of an ELL’s performance in a content lesson.

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Language Objective

A language objective contains the following language -related

elements:Function

TopicDomain

Language Outcome

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Language Objective

A language objective should be written with one language domain in mind: listening, speaking reading, or writing; there can be more than one language objective for the content lesson.

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Performance Indicator

PI = Language Function

(Resource Guide has examples scattered throughout the MPI strands)

+Topic

(Topics are derived from the state content standards)

+Support

(See WIDA Resource Guide RG 21 for list of supports)

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Model MPIs

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Language Objective + Performance Indicators

SWABAT describe the stages of the water cycle orally using increasingly complex sentences.

I: Name the parts of the water cycle using a diagram.II: Describe the water cycle with pictures.III: Describe the changes in 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 without

rain or snow with a partner.

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Activity

Examine the language objectives & PIs in the following slides. Can you identify the components?

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Language Objective: function, topic, domain, language outcome

Performance Indicator: Language Function, Topic, Support

SWABAT orally describe the sequence of herbivores within food chains with increasingly complex language.• I: Identify components of herbivores in a food chain from a diagram.• II: Give examples of herbivores within a food chain from a diagram.• III: Describe the sequence of animals within a food chain with a partner.• IV: Explain the difference between herbivores with carnivores in a food chain with a partner.• V: Discuss herbivores in the food chain within an ecosystem with a partner.

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Language Objective + Performance Indicators

SWABAT orally describe the sequence of herbivores within food chains with increasingly complex language.

• I: Identify components of herbivores in a food chain from a diagram.

• II: Give examples of herbivores within a food chain from a diagram.

• III: Describe the sequence of animals within a food chain with a partner.

• IV: Explain the difference between herbivores with carnivores in a food chain with a partner.

• V: Discuss herbivores in the food chain within an ecosystem with a partner.

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Language Objective + Performance Indicators

SWABAT identify the U.S. Congress and their responsibilities in print using related vocabulary and descriptors.

• I: Name the Houses of Congress and their responsibilities using a visual.

• II: Sort the responsibilities of the Houses of Congress using a T-chart.

• III: Compare and contrast the responsibilities using a Venn diagram.

• IV: Describe the responsibilities of each House of Congress from a list.

• V: Write an essay about the responsibilities of one House of Congress.

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Language Objective + Performance Indicators

SWABAT connect “The Magician” to their lives through writing using phrasal verbs.

• I: Identify phrasal verbs from “The Magician” list using home language translations.

• II: Write sentences about “The Magician” using a word list.

• III: Compare and contrast “The Magician” with a legend from culture of origin using a Venn diagram.

• IV: Describe “The Magician” using a word list.• V: Analyze “The Magician” using a word list.

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Key Notion #1

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.

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Key Notion #2

Write PIs only for the ELP levels represented by the students

in your classroom.

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ELL participation level

Comprehensible Input i + 1i = ACCESS ELP level

+1 = Delivery of instruction (the next ELP level?);

Zone of Proximal DevelopmentZPD = Delivery of Instruction

with support

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Question

What are the ways to enable ELLs to participate in the

lesson at an appropriate level of language proficiency?

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Enacting the Lesson through

Strategies and Activities

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Activities

Domain Specific

ContentSpecifict Funct.

Specific

Gradual Release of Responsibility Strategies

Performance Level Criteria

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Performance Level Criteria: Linguistic Complexity

Level 1 – EnteringSingle words

Level 2 – BeginningPhrases, short sentences

Level 3 – Developing Series of related sentences

Level 4 – ExpandingModerate discourse

Level 5 – BridgingComplex discourse

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Performance Level Criteria: Vocabulary usage

Level 1 – EnteringEveryday vocabulary Level 2 – Beginning

High frequency vocabularyLevel 3 – Developing

General and some specific vocabularyLevel 4 – Expanding

Specialized and some technical vocabularyLevel 5 – Bridging

Specialized and technical vocabulary

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Performance Level Criteria: Language Control

Level 1 – EnteringMemorized language Level 2 – Beginning

Language w/errors minimizing communicationLevel 3 – Developing

Meaning overrides communication errorsLevel 4 – Expanding

Language w/minimal errorsLevel 5 – Bridging

Language comparable to English peers

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Performance Definitions, p. RG-45

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Domain-specific activities

Listening Speaking Reading Writing

What are the activities specific to each or a combination of the language domains?

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Activity

What activities are specific to. . . .

Listening. . . (what can we have our students listen to)?

Speaking . . . (what can we have our students talk about)?

Reading . . . (what can we have our students read?)

Writing . . . (what can we have our students write about?

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Examples of language domain-specific activities

Story reading DictationQuestion response DiscussionText chapter EssayReport LetterNote taking Etc.PresentationNovelPoster

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Content-specific activities

Language Arts Mathematics Science Social Studies

What are the activities specific to each of the content areas?

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Activity

What activities are specific to . . .

Language arts . . . (what do students normally engage in at grade level?)

Mathematics . . . (what do students normally engage in at grade level?)

Science . . . (what do students normally engage in at grade level?)

Social Studies . . . (what do students normally engage in at grade level?

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Examples of content-specific activities

Poem Fairy taleFormula TheoremExperiment VideoTimeline Role playPlay Etc.EquationLab reportDebate

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Cognitive function-specific activities

Predicting Sequencing Classifying Summarizing etc.

What are the activities specific to cognitive functions?

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Activity

What activities can our students engage in to practice. . .

Sequencing PredictingComparing/contrasting ReasoningClassifying DescribingProblem-solving ParaphrasingSummarizing Hypothesizing

Etc.

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Examples of cognitive function-specific activities

Paraphrasing a storySequencing steps in the causes of a civil warComparing & contrasting characters in a storyClassifying flora and faunaProblem solving a math problemAnalyzing a theoremHypothesizing from an experiment

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‘Sifting’ the activities through the Gradual

Release of Responsibility Strategies

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Gradual Release of Responsibility Model

The Gradual Release of Responsibility Model is the scaffolded delivery of instruction following a progression in which teachers gradually do less work and students gradually assume more and more responsibility for their learning through 4 stages:

I. Focused lessonII. Guided instructionIII. CollaborationIV. Independent Learning

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Gradual Release Model

Teacher Responsibility

___________Focus Lesson________________________

_________Guided Instruction______________________

__________________________Collaborative__________ ___________________________Independent_________

Student Responsibility

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Strategies for the Focus Lesson

1. Modeling the language to be used in the content

2. Direct but scaffolded explanation of the content with demonstrations

3. Think-alouds, write-alouds, shared reading focusing on language

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1. Modeling the Language

a. Name the aspect of language.

b. State its purpose.

c. Explain when the aspect is used.

d. Use analogies to link prior knowledge to new learning.

e. Provide examples.

f. Alert learners about errors to avoid.

g. Assess its use.

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2. Direct, scaffolded explanation

Good with:

1) mathematical processes (e.g., explaining how to solve problems); and

2) scientific experiments (e.g. transforming liquid to gas in a boiling water experiment)

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3. Think-alouds, write-alouds, and shared readings

a. Think-alouds –- Be brief, use “I” statements, think carefully

through the process.

b. Write-alouds –- Literally speaking out loud as you write an

explanation

c. Shared reading – - Use of a projector for teacher-led reading.

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Strategies for Guided Instruction

1. Guided reading

2. Guided writing

3. Student think-alouds

4. Misconception analysis

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1. Guided reading

Small groups of students meet with teacher to read portions of new material.

Time for analyzing how effectively students are comprehending.

Teaching specifics comes after the reading.

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2. Guided Writing

Students apply what they have learned through sentence or paragraph frames, graphic

organizers and/or cloze technique.

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3. Student Think-Aloud

As student reads text or performs task, pause to explain thinking, including what to do next.

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4. Misconception analysis

Teacher knowledge of possible misconceptions student will make in math, science, social studies through a careful focus on factual

knowledge.

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Strategies for Collaboration

1. Reciprocal teaching

2. Listening/viewing stations

3. Visual displays

4. Book circles, labs, & simulations

5. Jigsaw

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1. Reciprocal Teaching

Groups of four read a text and:

SummarizeQuestion

ClarifyPredict

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2. Listening/viewing stations

Small group listening/viewing of audio and/or visual content support film/CD/DVD etc.

connected to the content lesson.

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3. Visual Displays

Student-created posters/graphic organizers, etc. to support the facts, terms, and ideas present

in the content lesson.

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4. Book Circles, Labs, & Simulations

Reading support material (any content) selected by student appropriate to their reading proficiency level or interest; laboratory

experiments (science), and simulations (social studies) as the basis for teacher-led oversight

and review.

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5. Jig-Saw

Each student is responsible for his/her “piece” of the content and shares or teaches it to the

other members of the group.

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Tasks for Independent Learning

1. Independent Learning Centers

2. Independent Reading

3. Writing-to prompts

4. Conferring

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1. Independent Learning Centers

Space in the classroom for students to engage in independent projects.

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2. Independent Reading

Time set aside in the class for students to engage in their personal exploration of some aspect of the content from choices given by

the teacher.

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3. Writing-to Prompts

Entry slips (review of previous material), prediction slips (‘crystal ball’) and/or exit slips designed to elicit the thinking and learning of

students.

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4. Conferring

Students meet individually with teacher to review, ask questions, obtain feedback, and

do planning around the content being taught.

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Summary Notion

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.

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PUTTING IT ALL TOGETHER

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Enacting as lesson. . . summary

1. ELP data from ACCESS for ELLsTeacher report

- listening- speaking- reading - writing domain levels

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Enacting a lesson. . . summary

2. Choosing a language domain(s) to focus on

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Enacting a lesson . . . summary

3. Selecting a content-specific activity

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Enacting a lesson. . . summary

4. Selecting an appropriate cognitive function

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Enacting a lesson. . . summary

5. Deliver the lesson by. . . .- creating a language objective

- writing specific PIs-selecting from the array of activity choices- sequencing with Gradual Release Model

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Enacting the lesson: questions to ask:

1. What is the content standard? √2. What is the content objective? √3. What is the language objective for the ELL(s)? √4. What are the PIs for the ELL(s)? √5. What is a language domain-specific activity? √6. What is a content-specific activity? √7. What is a cognitive function-specific activity? √8. How will I sequence the lesson delivery? √

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Bibliography

Fisher, Douglas, and Frey, Nancy (2008). Better Learning through Structured Teaching. Alexandria, VA: ASCD.

Gottlieb, Margo and Diep, Nguyen (2007). Assessment & Accountability in Language Education Programs. Philadelphia, PA: Caslon Publishing.

WIDA Consortium English Language Proficiency Standards and Resource Guide. 2007 Edition.

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Lesson Planning & Differentiation Part III:

Developing and Structuring Formative Assessments webinar

March 16, 20104:00 – 5:30 p.m.

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Thank you!Thank you!