Professional DevelopmentJuly 23, 2015

Facilitators: Judi Pontonio, Ed.S Cindy Tu, Ed.D

Effective Strategies for Navigating the CCGPS with English Learners

Agenda

Language in Context Social Vs. Academic Language Defining Academic Language Language Proficiency Levels (W_APT / ACCESS)

Language and Content Integration WIDA Standards Features of Academic Language Amplified WIDA Standards

Resources for Adapting PowerPoint January 29, 2013 CCGPS Implementation Update -

PowerPoint by Sandi Woodall, Dr. Brenda Schultz, Mr. Brooke Kline, and Carol Johnson.

www.WIDA.us

Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera (2010). A Review of the literature on Academic English: Implications for K-12 English Language Learners. Arlington, VA: The George Washington University Center for Equity and Excellence in Education. Report available at www.ceee.gwu.edu

Statistics and Implications

Currently, ELs make up 10% of all public school students in the U.S. (estimated 4.7 million based on US DOE census 2013).

In Georgia, based on DOE 2010-11 data, 67,000 enrolled in EL programs.

These numbers are lower than the actual number of students who speak a language other than English at home.

ELs play a major role in supplying our future work force.

Has significant implication on country’s economic future, particularly in high impact states.

Language in Context

https://www.youtube.com/watch?v=iVru71mocRk&feature=kp7zharp_a/edit/#113_13415665

Teacher discussion on key issues/perspectives

Who are our EL students?

They are not homogeneous

Diverse languages and cultures

Majority are u.s. born

Various Language proficiency levels

Unique funds of knowledge

Social language vs. Academic language

Academic Language (AL)

Evidence in the literature points to academic language as the key variable impacting the academic achievement of English learners.

Academic language is both oral and written (Nagy & Townsend, 2012)

Zwiers (2008) concluded: Academic language is (1) intricately linked to higher-order thinking processes, (2) developed by extensive modeling

and scaffolding of classroom talk, and (3) accelerated by weaving direct teaching of its features while teaching content concepts

AL refers to the language used in school to help students acquire and use knowledge (Bailey & Heritage, 2008; Chamot & O’Malley, 1994, Schleppergrell, 2004)

Consensus on AL: Students must be able to understand and use language in a variety of situations to be successful in school (Valdes, 2004)

Learners of AL includes nonnative speakers, speakers of nonstandard varieties, and native speakers with little exposure to AL

Definition of Academic Language in the

Broadest Sense

Academic language is:

• the language used in the classroom and workplace• the language of text• the language assessments• the language of academic success• the language of power

Scarcella (2011)

Professor Baker from UCI forwarded to Dr. Scarcella the following e-mail message by a student named Duy who wanted to work in his lab:

How do you do? My name is Duy Nguyen. I am a student in UCI currently on the freshman level. I am going to be atend Biology 5C next year, but during the summer, I would like to continue my study on the subject. Although my major is in Social Science, I am consider to have Biology as my second major. I am currently attending Pofessor Campbell lecture. He suggested to me that maybe I should seek around to for research projects, since it would be much more beneficial and interesting to have actual hands on experience. He suggest that maybe I should contact you to see would it be possible for you to provide me with some information. As I have understand that you are currently conducting a research on the subject of plasma, and I would like to know more about it, that is, if I am not costing any inconvenience. Thank you very much, and have a good day.

Duy was unable to obtain his academic goals

Scarcella reports that Professor Baker did not allow Duy to work on his research project, and

He did not allow him to major in Biology as a second major.

He forwarded Duy’s message to Dr. Scarcella with the following comment about Duy’s language use: “Syntax, spelling, whew!”

Anne Dolan, 2014 – WIDA Trainer

Academic language is an elusive concept. I can talk about it but am wary when it comes to defining it. So, here is a description rather than a definition:

Academic language is the register of school and academic settings. It is the complex integration of language and content which requires knowledge of the vocabulary, grammar and discourse of a specialized field.

It is not finally mastered at any set time but involves a continuum of deeper understanding across a wide spectrum of subjects. We should all be lifelong academic language learners.

The Complex Nature of Academic Language Defined by Experts Developing AL is not exclusively about acquiring academic

vocabulary.

AL includes discourse features such as language functions, grammar/structure, and vocabulary,

1. Across modalities (listening, speaking, reading, and writing)

2. Across content areas.

3. With increase in complexity of linguistic features and

sophistication of language use as students move up grade levels.

By understanding the interaction of these elements within sociolinguistic, sociocultural, and cognitive settings, educators can effectively help students develop AL skills.

About WIDA

WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners.

The acronym stands for “World Class Instructional Design and Assessment”. Georgia joined the consortium in November 2005.

35 WIDA Consortium Members

Identification of English Learners

W_APT: screener

ACCESS: annual assessment

Test Alignment with Proficiency LevelsTest Alignment with Proficiency Levels

Annual ACCESS for ELLs®

W-APT™

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING

Levels of English Language Proficiency

Entering, Level 1 Limited or no understanding of English Responds non-verbally at first to simple words, phrases Begins to speak in simple words and short phrases Constructs meaning from text mostly through visual and

graphic supports.

Beginning, Level 2 Understands phrases and short sentences Communicates limited information (social and academic

language) Reads simple words or phrases. Writes with errors that often hinder communication.

Levels of English Language Proficiency

Developing, Level 3 Understands more complex speech, but needs repetition Speaks and writes sentences, with restricted vocabulary

and structures. Constructs meaning from text, with background info.

Expanding, Level 4 Has language skills adequate for school communication Reads and comprehend independently, but still has

challenges with complex texts or structures. Has minimal errors in writing, but do not impede meaning

Levels of English Language Proficiency

Bridging, Level 5 Speaks fluently and spontaneously on social and academic

topics. Errors in speaking and writing are minimal Reads grade level materials, with some modification needed Works with native speaking peers with minimal language

support. Not yet fully proficient

Reaching, Level 6Close to proficient as native speaking peers

How Do We Support Academic Language Development?

Language and Content integration Interdependence Complementary

NCLE’s 2012-13 studyRemodeling Literacy Learning

Key Findings

1. Literacy is not just the English teacher’s job anymore

2. Working together is working smarter

Impact of Common Core State Standards

CCSS demands literacy development across the content areas.

All teachers are required to make the major shift, being a language teacher.

Implications

All teachers must see themselves as language teachers.

Academic language instruction must be explicit within each discipline.

It must happen within a context

Requires teachers to be metacognitive of the language of their discipline.

Every Teacher is a Language Teacher

The language of each subject area is highly specific

Must be explicitly taught Intentional about developing ELs’ Listening

and speaking skills To support reading and writing skills

Academic Oral Language (AOL)

Kinsella (2012) endorses the importance of AOL development as a prerequisite for accessing written academic language.

Kinsella asserts that EL students “understandably struggle to read and write what they cannot articulate verbally” (p.2).

What will it take?

Collaboration

Collaboration

Collaboration

Collaboration with the ESOL Teacher/s

Differentiation using WIDA ELD Standards

ELD = English Language Development

Academic Language Vs. Academic Achievement

Academic Language Proficiency

Language-based

Reflective of the varying

stages of second language

acquisition

Representative of social and

academic language contexts

Tied to a state’s English

Language Proficiency

Standards (WIDA)

Academic Achievement

Content-based

Reflective of conceptual development

Representative of the

school’s academic curriculum

Tied to a state’s academic

content standards (CCGPS)

There are Five ELP Standards

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

ELP Standard 2:

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

ELP Standard 3:

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

ELP Standard 4:

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

ELP Standard 5:

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

What are the features of WIDA standards?

Language Domains

Grade Level Clusters

Levels of Language Proficiency Standards

Sample Performance Indicators

WIDA standards address the four language domains (L, S, R, W)

Language Domains

Listening – process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking – engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading – process, interpret, and evaluate written language, symbols, and text with understanding and fluency

Writing – engage in written communication in a variety of forms for a variety of purposes and audiences

What are Sample Performance Indicators?

Exemplars of what English language learners can do

Measurable indicators of the four language domains (L,S,R,W).

Presented in a developmental sequence across language proficiency level and grade clusters.

Developmental and additive; they scaffold from lower to higher levels of language proficiency

Exception: Teachers may adapt lower grade cluster for students with educational gaps.

Organization of ELP Standards’ MatrixOrganization of ELP Standards’ Matrix

Each Sample Performance Indicator (SPI) Includes:

A language function, A content area stem, and A support for the language learner

The above three items are the key essentials for lesson planning and teaching using the WIDA standards.

Example of SPI parts:(Mathematics, Prof Level 3, Listening)

Language Function

Compare two dimensional figures (using pictures of the shapes) based on oral descriptions.

Content Stem

Strategy or Support

Elements of a Sample Performance Indicator

Elements of a Sample Performance Indicator

Content stem or topic derived from grade-level content standards

Elements of a Sample Performance Indicator

Support is Essential for English Language Learners

Types of support for ELLs include: (Gottlieb, 2006)

Sensory Support Graphic Support Interactive Support

•Real objects (i.e., maps, coins, rocks)•Manipulatives (i.e. cubes, Cuisenaire rods)•Photographs•Pictures, illustrations•Diagrams•Models (i.e., displays)•Magazines, newspapers•Videos•Multimedia, including Internet

•Charts (i.e., pie, T)•Tables (i.e. histogram)•Timelines, number lines•Graphs•Graphic organizers (i.e.,Venn diagrams, semantic webs)

• Use of native language

• Definition of key terms within sentences

• Modification of sentence patterns (i.e. avoiding passive voice)

• Use of redundancy or rephrasing

• Opportunities to interact with proficient English models

Organization of ELP Standards’ MatrixOrganization of ELP Standards’ Matrix

Content Standard: MathematicsStudents will use appropriate units of measure for finding length, perimeter, area, and volume and will express each quantity using the appropriate unit.

1- Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging

Match vocabulary associated with perimeter or area with graphics, symbols, or figures

Identify visually supported examples of use of perimeter, area, volume or circumference in real-world situations

Classify visually supported examples of use of perimeter, area, volume or circumference in real-world situations

Order steps for computing perimeter, area, volume or circumference in real-world situations using sequential language

Select reasons for use of perimeter, area, volume or circumference in grade level text

WIDA ELP Standard 3: The language of Mathematics Topic: Perimeter/ Area, volume & circumference

Matching Content and ELP Standards

Content Standard: ScienceStudents will investigate the characteristics and basic needs of plants and animals

1- Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging

Identify living organisms from labeled diagrams, pictures in graphs or charts

Sort living organisms according to descriptions of their attributes using pictures and phrases with graphic organizers

Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts

Compare living organisms according to their attributes using illustrated graphs or charts and text

Interpret graphs or charts related to living organisms and their attributes using explicit grade level text

WIDA ELP Standard 4: The language of Science

Topic: Living organisms

Matching Content and ELP Standards

Matching Content and ELP Standards

Content Standard: Social Studies

The student will locate important places in the US

1- Entering 2- Beginning 3- Developing

4- Expanding

5- Bridging

Locate and show places on maps or globes in L1 or L2 with a partner

Define locations of places on maps or globes in L1 or L2 with a partner

Detail locations of places on maps or globes with a partner

Give directions from one place/ location to another on maps or globes to a partner

Give explanations for places/ locations on maps or globes

WIDA ELP Standard 5: The language of Social StudiesTopic: Maps & globes/ Locations

Language functions can be applied across academic content

What’s New with

2012 Amplification

of WIDA Standards?

• Features and examples of academic language

• Connections to CCSS and NGSS

• Higher-order thinking at all levels of language proficiency

The Features of Academic Language operate within sociocultural contexts for language use.

The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the…

•Register•Genre/Text type

•Topic•Task/Situation

•Participants’ identities and social roles

Performance Criteria Features

Discourse Level Linguistic Complexity

(Quantity and variety of oral and written text)

Amount of speech/written text Structure of speech/written text Density

of speech/written text Organization and cohesion of ideas Variety of

sentence types

Sentence Level Language Forms and Conventions

(Types, array, and use of language structures)

Types and variety of grammatical structures Conventions, mechanics,

and fluency

Match of language forms to purpose/perspective

Word/Phrase Level Vocabulary Usage

(Specificity of word or phrase choice)

General, specific, and technical language Multiple meanings of words

and phrases Formulaic and idiomatic expressions Nuances and shades

of meaning Collocations

The Features of Academic Language in WIDA’s Standards

At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce…

…within sociocultural contexts for language use.

Discourse Level Sentence Level Word/Phrase Level

Linguistic Complexity Language Forms and Conventions Vocabulary Usage

Level 6 - Reaching Language that meets all criteria through Level 5, Bridging

Level 5 Bridging

• Multiple, complex sentences• Organized, cohesive, and coherent

expression of ideas

• A variety of grammatical structures matched to purpose

• A broad range of sentence patterns characteristic of particular content areas

• Technical and abstract content-area language, including content-specific collocations

• Words and expressions with shades of meaning across content areas

Level 4 Expanding

• Short, expanded, and some complex sentences

• Organized expression of ideas with emerging cohesion

• A variety of grammatical structures• Sentence patterns characteristic of

particular content areas

• Specific and some technical content-area language

• Words and expressions with expressive meaning through use of collocations and idioms across content areas

Level 3 Developing

• Short and some expanded sentences with emerging complexity

• Expanded expression of one idea or emerging expression of multiple related ideas

• Repetitive grammatical structures with occasional variation

• Sentence patterns across content areas

• Specific content language, including cognates and expressions

• Words or expressions with multiple meanings used across content areas

Level 2 Emerging

• Phrases or short sentences• Emerging expression of ideas

• Formulaic grammatical structures• Repetitive phrasal and sentence patterns

across content areas

• General content words and expressions• Social and instructional words and

expressions across content areas

Level 1 Entering

• Words, phrases, or chunks of language• Single words used to represent ideas

• Phrase-level grammatical structures• Phrasal patterns associated with common

social and instructional situations

• General content-related words• Everyday social and instructional words

and expressions

WIDA Performance Definitions - Speaking and Writing Grades K-12

Bricks and Mortar(Dutro & Moran)

The metaphor of building language with the use of linguistic “bricks & mortar” is helpful in defining what constitutes AL

The bricks are the vocabulary associated with specific content areas

Bricks words extend across a continuum from concrete to abstract

Bricks and Mortar

The importance of vocabulary (the bricks) is obvious and well-documented (Mclaughlin et al, 2000).

Bricks need mortar to adhere to one another and prevent the structure from collapsing.

Examples of Brick Words:

Math: solve, sum; difference; algebraic symbol; integer; proof.

Science: attract; emerge; positive; proton; photosynthesis;

Language Arts: Simile; adverb; plot; theme; character; foreshadowing; cognate.

Social Studies: community; justice; pioneers, federalism; monarchy.

What Constitutes Mortar?

Mortar consists of general academic words that are key to understanding academic expectations

They hold the content specific technical words together

These can be basic, but also include more “academic” vocabulary to promote higher order skills

Examples of “Basic” Mortar Words:

Verbs: describe; represent; choose; list; identify; indicate; support; calculate.

Nouns: Conclusion; prediction; relationship; lecture; point; source; factors.

Adjectives/Adverbs: equals; sometimes; primary; finally; approximate.

Pronouns: who; that; they; mine; each other; these; themselves.

Prepositions/conjunctions: along; with; above; below; but; then; because; yet; between; among.

Examples of “More Academic” Mortar Words:

Verbs: sequence; evaluate; derive; imply; select; illustrate.

Nouns: Criteria; explanation; clarification; contradiction; implications.

Adjectives/Adverbs: equivalent; established; tangible; unforeseen; Arguably.

Pronouns: Whose; whom; whomever; whenever; wherever.

Prepositions/ Conjunctions: against; among; therefore; within; whereas; upon; nevertheless; although; beneath; consequently; moreover; furthermore; not withstanding.

Academic Language:Essential Practices for ELs

Comparisons & Superlatives

Cognates, including false cognates

Greek and Latin roots and affixes

Homophones and Homographs

Multiple meaning words

72

Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Student’s Composite Scores

Student’s Scale Score by Domain

Student’s Scale

Composite Scores

Student’s Comprehension

by Standard

Student’s Speaking Performance by

Standard

Student’s Writing Performance by

Standard

Forming Small Groups for Differentiation

Work with a partner

Use ACCESS Reports (provided by ESOL teacher)

Complete ELL Proficiency Instructional Guide to form small groups

Title III/State Requirements

WIDA Standards must be posted and used in classrooms

All educators working with ELLs must be familiar with and use WIDA Standards to differentiate instruction

Conclusion

ELs are among the hardest working groups of students (Scarcella, 2014)

The development of Academic Language is not just beneficial for English learners, but for all students, because it has a direct and positive impact on their academic progress