Deb Bates, ESL Teacher, Norwood Elementary KCS System-Wide Staff Development November 4, 2014

Deb Bates, ESL Teacher, Norwood ElementaryKCS System-Wide Staff Development

November 4, 2014

WIDA English Language Development Standards

Implementation &

Takeaways from the 2014 WIDA National

Conference

Created in 2004 to address the need for students to become fully proficient in both social and academic English

Grounded in scientifically-based research on best educational practices in general and English as a Second Language and bilingual education in particular

Along with their strands of model performance indicators (MPIs) have been augmented by TESOL as the national model.

-WIDA ELP Standards and Resource Guide, pg. RG-5

WIDA ELD Standards

A response to demands to link language learning with state

academic content standardsto address educators’ needs in the areas

ofpedagogyeducational policyassessment

WIDA ELD Standards

Language proficiency involves the language associated with the content areas.

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

Language and Content

Topic-Related Language

• Gives students access to a grade-level language-rich environment while they are acquiring English

• Grade 3 Language of Mathematics example:

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area

Vision of language proficiency has expanded to encompass

Social contextsAcademic contexts tied to schooling,

and particularly to standards, curriculum and instruction

Educational Change

ELD & State Standards

State Content StandardsAcademic 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

Standards were designed in part to guide development of

test blueprintstask specificationsELP measures

Assessment

WHAT THEY ARE

WHAT THEY ARE NOT

DO DON’T DO

WIDA ELD Standards

The WIDA Standards measure English language development (ELD) in the academic content areas – not the academic content knowledge itself; the language of math, for example, what “greater than[>]” and “less than[<]” mean, not the math/computation itself (e.g., 6 [>/<] 5). The standards are designed to provide educational equity to ELLs through language development.

The Standards – What They Measure

Standard 1 - Social and Instructional Language

Standard 2 – Language of Language ArtsStandard 3 - Language of MathStandard 4 - Language of ScienceStandard 5 - Language of Social Studies

The Standards

Standard Abbreviation

English Language Proficiency Standard 1

English language learners communicate for Social and Instructional purposes within the school setting

Social andInstructionallanguage


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

The language of Mathematics


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

The language of Science


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

The language of Social Studies

The Five K-12 ELP Standards

Necessary

Supplies

Academic language proficiency refers to the abilities to construct meaning from oral and written language, relate complex ideas and information, recognize features of different genres, and use various linguistic strategies to communicate.

-Dutro & Moran (2003)

Academic Language Proficiency

Discourse StructuresLanguage Functions

Grammar/SyntaxVocabulary/Word

- Adapted from Boals, 2008

Functional Components of Academic Language

Can Do PhilosophyGuiding Principles of Language

DevelopmentAge-appropriate Academic Language in

Sociocultural ContextsPerformance DefinitionsStrands of Model Performance Indicators

Components of WIDA ELD Standards Framework

Based on the belief that all students bring to their learning cultural and linguistic practices, skills and ways of knowing from their homes and communities

Educator’s role is to craft instruction that capitalizes on and builds upon these assets.

Can Do

The Can Do Descriptors are a resource, in addition to the English language proficiency standards, to use in classrooms with English language learners. As an instructional assessment tool, language teachers may:Share the Descriptors with classroom teachers and

administrators to describe the second language acquisition process around the levels of English language proficiency

Provide resource teachers, such as Title I or literacy coaches, additional information about English language learners

Use to plan with tutors or mentors who work with English language learners

Develop or co-develop lessons and units of study with differentiated language objectives

Uses for the Can Do Descriptors

Set language goals with their English language learners*Explain to parents students’ progress in listening,

speaking, reading, and writing*Suggest language goals to be incorporated into

Individual Education Programs (IEPs) for English language learners with diagnosed disabilities

Translate English language proficiency test scores (i.e., ACCESS for ELLs®, W-APT™, and WIDA MODEL™) into classroom practice

Observe and note levels of student performance as a precursor to using WIDA Speaking and Writing Rubrics for formative assessment

Use the Descriptors to advocate on behalf of English language learners

* For these uses, the Can Do Descriptors are also available in Spanish on pp. 8-11 of the booklet.

Uses for the Can Do Descriptors (cont’d)

Teachers being evaluated by TEAM and TAP love them

Very ‘regular teacher-friendly’Give them a nice profile of each of our

student’s abilitiesWill help the teachers know what they should

be doing with our students

Share the Can Do Descriptors!

Can Do Descriptors

1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)

2. Students’ home, school, and community experiences influence their language development.Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)

3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages.Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991); Cummins (1978)

Guiding Principles of Language Development – The Cornerstone of WIDA’s Standards

4. Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language. Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)

5. Students learn language and culture through meaningful use and interaction. Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987)


6. Students use language in functional and communicative ways that vary according to context. Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)

7. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways. Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)

8. Students’ development of academic language and academic content knowledge are inter-related processes. Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)


9. Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

10. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.

Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)


While classrooms provide the venue for sociocultural context in language learning, they also receive the sociocultural context that each language learner brings, based on their language, culture, and experiences.

-Gottlieb & Ernst-Slavir, 2013

Age-appropriate Academic Language in Sociocultural Contexts

Page 8 and 9 in 2012 GuideCan Do descriptors guide these

Performance Definitions

www.ride.ri.gov

The Performance Definitions describe what students can be expected to do within the four language domains.

http://www.ride.ri.gov/



Strands of Model Performance Indicators (MPIs)

www.ride.ri.gov

Strands of Model Performance Indicators (MPIs)

The Elements of the MPI

The Language Function

The Content Stem/Example Topic

The Support

Language function: describes how students use language to demonstrate their proficiency

Breaking Down an MPI

Elements of MPIs

Follow oral directions to design area maps using manipulatives and illustrated examples in small groups

Content Stem/Example Topic

Language Function

Instructional Support

Content stem/example topic: specifies context for language instruction; derived from state content standards


Elements of MPIs



Language Function


Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content


Elements of MPIs



Language Function


Let’s try teasing out a Kindergarten strand for the Language of Language Arts in listening.

-see page 47 in 2012 Handbook

Teasing Out a Strand….

Level 1 – Identify features of printLevel 2 – Identify features of printLevel 3 – Identify features of printLevel 4 – Identify features of printLevel 5 - Identify features of print

Kindergarten Language Function - Speaking

Level 1 – in response to one-step oral commandsLevel 2 – in response to questions involving a

choice (eg., “Is this the title, or is this the title? Show me the title.”)

Level 3 – in response to Wh- questionsLevel 4 – in response to expanded Wh- questions Level 5 – in response to expanded multi-step oral

instructions (e.g., “Find the author’s first and last name and then show me the upper case letters.”)

Kindergarten Content Stem/Example Topic - Speaking

Level 1 – following a modelLevel 2 – following a modelLevel 3 – following a modelLevel 4 - following a modelLevel 5 – following a model

Kindergarten Instructional Support - Speaking

Pick a grade level from the 2012 book and tease out a strand.

Your Turn…..

Drafting a Strand

Drafting a Strand

Pick: a grade levela language domaina skill to teach

Draft your Strand!

Let’s Draft a Strand

www.wida.us2012 Amplification of the Standards2007 EditionWIDA Standards Framework and its

Theoretical FoundationsEssential Actions (for implementing the

standards)Can Do Booklets

Resources

http://www.wida.us/

www.wida.us/resourcesFocus bulletinsFeatured Educator articlesFeatured videosLesson plan share spaceRTI2 for ELLs

Resources

http://www.wida.us/resources

Guided questions for writing an MPI – 2012 book, pg. 15

Blank template for drafting strands of MPIs – 2012 book, pg. 16 (also found on website) www.wida.us/get.aspx?id=545

Speaking and Writing rubrics – 2007 Resource Guide, pgs. RG54-RG56

Resources

http://www.wida.us/get.aspx?id=545



http://www.doe.in.gov/elme/wida-english-language-development-eld-standards-framework

http://prezi.com/xy7h2g4ljvfp/copy-of-wida-session-2-using-mpis-to-scaffold-content-instruction/

Non WIDA-Sponsored Resources









Email the rest of us with them!!

Other Valuable Resources??

Takeaways from the

2014 WIDA National Conference

Triad Protocols: Scaffolding Oral Language

and Interpersonal Skills

Based on research by Georg Simmel: social relations based on the setting we are ingroup size determines how we actprotocol for different types of groups

Diad – 2 people; intimate; intense; unstable – if one opts out, group falls apart

Triad – 3 people – still intense; more stable; web of relationships; can be rich

Triad Protocols : Scaffolding Oral Language and Interpersonal Skills

Other noted researchers:KrashenCurran – Community Language LearningCummingsLozanov – for learning and retention;

Suggestopedia; breaks down affective barrier; role play; repetition and elaboration

Wilkins – Notional Functional Syllabus


Triad – interactive; incubate language, social, and emotional development; generate good energy and collaboration

Triad – breaks down affective filter; extends proximal zone

Protocols – language and rules or etiquette of academic exchange


CCSS Listening and Speaking standards supported: Listening - evaluate a speaker’s point of viewSpeaking - prepare for and participate in a range of

conversations; reasoning and use of evidence and rhetoric; adapt speech to a variety of settings

CCSS Language and Writing standards supported:Language– conventions of standard English, knowledge

of language, vocab acquisition and use Writing – argumentative writing, informational writing,

narrative writing.Teach students to speak using academic language

and it will improve their writing


Triad template 1: A makes a statementB asks clarifying or probing

question.C summarizes A’s statement

including response to B


EX: Likes/dislikes – Opinion, clarifying, summarizingA – I used to like _______, but I don’t like them

anymore.B – Why do you think that changed? (clarification)A – I think it changed because ______________.C – A said that he/she used to like ________, but

he/she does not like it anymore because __________. (Summary)

Cycle through the roles with the 3 students.Post activity: Ss write a letter to a younger sibling

about changes and things that stay the same.


EX: My NameStructure: Passive voice; preposition; adjectivesHome prep: Interview the family. Where does my first name

come from? How did you choose my name? Where does my last name come from? Is there a story about it? A – My name is ________. I was named by ______________. I was

named for __________. B. – How do you feel about it? A – I feel __________because__________. C – Person 1 feels _____about their name because_________.

Cycle through the roles with the 3 students.

Post activity: Write a paragraph about the origin of your name. How does knowing the history of your name affect how you feel about it?


EX: Agree/DisagreeA – I think that ____ is ____.B – I agree/disagree because____.C – I agree/disagree with a/b because_______.

Cycle through the roles with the 3 students.

Post activity: Write a paragraph about your opinion on the topic and why you feel that way.


For beginners:I like…I want…I need…I don’t like, want, need….


Project-based learning (PBL) activities – Real-life; practical; motivational

Instead of rote repetition, use a project where the students have a real-life, practical situation that motivates them to learn the sentence frames.

The project is not about the product but about the process of creating the product and what they learn through the process.

Hands on Approaches to Increasing Academic Discourse for Beginners

Ex.1: Raise money for a field trip and practice talking to other students to raise the money. Practice sentence frames about things they have for sale.

Ex. 2: Create a “Who am I?” presentation for students to

present to their regular classrooms

Ex. 3: High school students build park benches – Helps them learn skills they want; bring in local carpenter once a week; gives them a sense of ‘giving back’ to the community that has given them so Language frames – talk about it and write about it. Provide sentence frames.

Ex. 4: Conduct a canned goods drive – create posters, etc. Deliver to shelter.


Other Hands on approaches:Use picture word wallsVocabulary sorts and oral modelingProblem/solution sorts using pictures

Reinforcement and review of sentence frames for problem and solution

Have them write out the problem and the solution


See SupportingELLs.com for more ideas

Hands on Activities for Teaching Academic Discourse for Beginners

For session presentations - http://widaconference.us/schedule-sessions.aspx

http://www.supportingells.com/

Websites






Documents

Deb Bates, ESL Teacher, Norwood Elementary KCS System-Wide Staff Development November 4, 2014