Creating Systematic Change For Academic Achievement 3D Community May 8, 2013 with Nadra Shami, Maura Sedgeman and ELL Resource Teachers

Creating Systematic Change For Academic Achievement

3D Community

May 8, 2013

with Nadra Shami, Maura Sedgeman

and ELL Resource Teachers

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Norms

Collaborate actively

Problem-solve for solutions

Respect all contributions

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Workshop Objectives

Content Objective Participants will…• Demonstrate knowledge of WIDA language

proficiency descriptors and linguistic accommodations by identifying language levels and accommodations appropriate for an English Language Learner

Language Objective Participants will…• Discuss and write a plan for providing appropriate

linguistic accommodations for an ELL by using new acquired vocabulary.

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

The Michigan Board of Education approved the WIDA English Language Development (ELD) Standards and WIDA ACCESS/ASSETS assessment system to replace the current ELD standards and assessment (ELPA).

Presentation to the Board of Education on October 9, 2012; approval in Nov.

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Rationale for WIDA Standards Adoption

• Strong alignment between WIDA Standards and the Common Core Standards

• There is a clear focus on oral language development that is a prerequisite to literacy development

• WIDA Standards incorporate literacy across all content areas

• WIDA Consortia has developed a wealth of instructional and professional development supports

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Intro to WIDA ELD Standards 8WIDA Consortium

ELD & State StandardsContent Standards

(Common Core and GLCEs/HSCEs)

Academic achievement

Content-based

Reflective of conceptual development

Representative of the school’s academic curriculum

ELD StandardsAcademic language development

Language-based

Reflective of the varying stages of second language acquisition

Representative of social and academic language contexts

Student Achievement


Language & Content

Language proficiency involves the language associated with the content areas.

Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

The WIDA Standards measure English language proficiency (ELP) in the academic content areas –

NOT the academic content knowledge itself.


WIDA’s ELD Standards

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5


Overview of WIDA Standards


WIDA Levels of English Language Proficiency

WIDA Consortium

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Comparison of LevelsMI ELPA Test Levels WIDA ELD Levels

5 Basic Level 1 - Entering

4 Low Intermediate Level 2 - Emerging

3 High Intermediate Level 3 - Developing

2 Proficient Level 4 - Expanding

1 Advanced Proficient Level 5 - Bridging

FLEP-monitor 2 years Level 6 - Reaching

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Resource Teachers

Round Table Task and Discussion

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Picture an ELL in your school…

Develop a student profile.

Include Quantitative and Qualitative measures that

will help you make instructional decisions.

One strength _____ has is….

______ is in ___ grade. He/She has been in the US for ___ years. His/Her primary language is…

He/She is comfortable with…

He/She is enthusiastic about…

_____’s most current scores …ELPA: ___ SRI: ____ DRA: ____MEAP: Rdg ___ Math___

He/She enjoys…

____ can…. but does not…

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WIDA Language Development Levels—Listening, Speaking, Reading, Writing

1. Thinking about your student— select the appropriate grade level cluster of the CAN DO descriptors.

2. Scan the descriptors of each proficiency level (1-6): How well can your student listen, speak, read, and write?

3. Place a sticky note in each domain for their level—listening, speaking, reading, writing.

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Linguistic Accommodations Match your descriptors to accommodations chart.

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Le

ve

l 6 - R

ea

ch

ing

LISTENING

Allow for first language supportUse gestures, movement, and visuals to communicateExpect student to struggle with understanding conversationsAllow for peer supportModel "survival" language by saying and showing the meaning. (For example—Say: "Open your book," then open a book while student observes.)

Pre-teach social and academic vocabulary before discussions or readingProvide and point to visuals when speakingTeach phrases for communicationSimplify speechUse gestures for memorization of routines and some academic tasksBreak down multi-step oral directions to one step at a time

Provide opportunities for listening to peers in social and classroom settingsAllow for some processing timeProvide visuals and verbal cues especially for academic tasks

Allow extra processing time when academic tasks are complex and unfamiliarProvide visuals, verbal cues, and gestures when topics are unfamiliarProvide opportunities for requesting clarification, repetition and rephrasing

Allow extra processing time when academic tasks are complex and unfamiliarProvide visuals, verbal cues, and gestures when topics are unfamiliarUnderstand the student may request clarification, repetition or rephrasing

SPEAKING

Provide words and short sentence stems to support speakingAllow non-verbal responses: yes-no, nods, pointingProvide word wall with visualsModel language—pronunciation and phrasing for studentUse visuals and have students point to pictures then say and act out new vocabulary.

Provide sentence stemsModel pronunciation of academic terms and clap out syllablesProvide word walls with visuals and short sentencesAllow for extra processing timeAllow for peer interaction before expecting a response Ask questions that require a short answer and are fairly literal.Focus only on corrections that directly interfere with meaning. Reinforce learning by modeling the correct usage.

Provide sentence stems with more complex grammar, vocabulary and advanced academic language structures (to justify, compare, etc.) Allow extra time when student pausesProvide opportunities for social conversation on unfamiliar topicsProvide students with phrases/language used in presentations and give them opportunities to practice presenting with partners before getting in front of class

Provide opportunities for extended discussionsProvide sentence stems with past, present, future, and complex grammar with unfamiliar academic topicsPractice idiomatic phrases in context

Allow extra time when student pausesProvide sentence stems with past, present, future, complex grammar, content-based vocabulary and abstract termsProvide multiple opportunities for student to speak in varied contexts

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Linguistic Accommodations for Scaffolding Instruction Adapted from “Language and Literacy for ELLs” by John Seidlitz and Melissa Castillo, 2011 and http://www.colorincolorado.org

Level 1

Entering Level 2

Beginning Level 3

Developing Level 4

Expanding Level 5

Bridging

RE

AD

ING

Use visual support Provide leveled readers Allow students to

practice with taped texts

Explain environmental print

Practice high frequency words

Adapt content area texts—words, phrases, simple sentences

Organize reading in chunks

Allow students to work in pairs

Provide visual and linguistic supports

Provide leveled readers in each content area

Allow students to “echo-read” with partners

Use adapted texts—with longer sentences

Pre-teach key vocabulary Using previewing strategies

before reading informational text

Provide adapted texts on unfamiliar topics

Provide higher leveled readers

Allow analysis of reading with peer support

Help students make connections with new vocabulary by teaching derivations or word families such as, "important, importance, importantly."

Provide grade level reading, with vocabulary support with unfamiliar terms

Provide visual and linguistic supports including adapted text for unfamiliar topics

Allow students to collaborate on analysis of texts

Provide abstract grade level reading with support for comprehending and analyzing text

Provide minimal visual and linguistic supports

Allow students to complete graphic organizers to demonstrate comprehension

WR

ITIN

G

Allow drawings with words and use of native language to express concepts

Allow students to “talk out” their writing before committing to paper

Provide short sentence stems to promote writing

Allow students to “copy” from peers

Encourage writing with each reading

Allow drawings and use of native language

Encourage writing on familiar and concrete topics

Provide simple sentence stems and scaffold writing assignments

Allow bilingual dictionaries Provide student with a fill-

in-the blank version of the content assignment with the necessary vocabulary listed on the page.

Provide grade-level appropriate tasks

Model abstract & technical writing

Provide complex sentence stems for scaffolded writing assignments

Use genre and text structure analysis for better writing

Provide a list of signal words for informational writing (structures)

Use structured graphic organizers or thinking maps for students to complete with key information.

Demonstrate effective note-taking and provide a template.

Provide grade-level writing tasks

Give linguistic support for abstract and technical writing that includes modeling and student interaction

Use genre and text structure analysis for better writing

Provide complex sentence stems for scaffolding writing assignments

Provide more complex grade-level writing assignments, with scaffolding as needed

Provide complex sentence stems for scaffolding writing assignments

Provide opportunities for students to use genre analysis to identify and use features of advanced English writing

Le

ve

l 6 - R

eac

hin

g

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Discuss…

One way our we can use the WIDA “Can Do” language proficiency descriptors is…

Our plan for sharing and using appropriate linguistic accommodations is…

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Report Out

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Workshop Objectives

Content Objective Participants will…• Demonstrate knowledge of WIDA language

proficiency descriptors and linguistic accommodations by identifying language levels and accommodations appropriate for an English Language Learner

Language Objective Participants will…• Discuss and write a plan for providing appropriate

linguistic accommodations for an ELL by using new acquired vocabulary.

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Tickets Out

• One new thing I learned today is…

• One question I still have is…

Documents

Creating Systematic Change For Academic Achievement 3D Community May 8, 2013 with Nadra Shami, Maura Sedgeman and ELL Resource Teachers