Strategically Enhancing ELL Access to the N xt … · iti bilit b i i Unpack Content Area ... Academic Language Development Network Lesson Plan Toolkit - 7th Grade Math Toolkit

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Strategically Enhancing ELL Access to the Language Demands of the


Next Generation Standards

Lynn Shafer Williner, [email protected]

March 2014

Lessons/Activities . . . 1. Emphasize use of language in context2. Connect with central concepts of content3. Connect with standards for practice

Features which Strategically Prepare ELLs for Increased Language Demands

www.csai‐online.org 2

p4. Emphasize ELL interaction with other

students5. Provide avenues for broader modes of

communication6. Include educative/formative assessment

CONTEXT ORIENTED

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CONTEXT‐ORIENTED LANGUAGE1. Lessons and activitiesemphasize use of language forms andfunctions in context

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Language Proficiency Had Been Configured as a Bridge to First Cross Before Approaching Content

Previously Framed as a Sequential Relationship

Now Framed as a Parallel Relationship

Content

www.csai‐online.org4

ContentELP

ELP standards and instruction provided a foundation from whichto approach content standards

ELP standards and instruction reflect the language expectations contained in content standards

ELP

ELL need more support than decontextualized vocabulary and grammar

www.csai‐online.org

Increase student reading comprehension, content-area understanding, and expository

iti bilit b i i

Unpack Content Area Language Demands Using Text Analysis Approaches –

Mary Schleppegrell, Univ. of Michigan

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writing ability by examining . . . • What a text is about

• How a text is organized

• How the author’s perspectiveis built into text

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Schleppegrell Example: Analyze how definitions and explanations are constructed

Cells divide in two steps. First, the nucleus of the cell divides, and then the cytoplasm divides. Mitosis is the process in which the nucleus di id f id i l l i E hdivides to form two identical nuclei. Each new nucleus is also identical to the original nucleus. Mitosis is described as a series of phases or steps. The steps are named prophase, metaphase, anaphase, and telophase. …

Enlightenment Ideas Influence American Colonists Although a war had begun, the American colonists still debated their attachment to Great Britain. A growing number, however, favored independence. They heard the

Schleppegrell Example: Focus on “Connectors” in Language

, , p ypersuasive arguments of colonial leaders such as Patrick Henry, John Adams, and Benjamin Franklin. These leaders used Enlightenment ideas to justify independence. The colonists had asked for the same political rights as people in Britain, they said, but the king had stubbornly refused. Therefore, the colonists were justified in rebelling against a tyrant who had broken the social contract.

Schleppegrell Example: Unpack Multiple Modalities in Mathematics

Math symbols : a2 + (a + 2)2 = 340

Spoken language : “…and then you’ve got to addon the ‘a’ squareds because of the brackets andon the a squareds because of the brackets andthe squareds, add up the ‘a’ squareds so you gettwo ‘a’ squareds plus your four ‘a’”

Written language : The sum of the squares of twoconsecutive positive even integers is 340

(O’Halloran, 2000:384; 2003:196)

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Use the Core Six Strategies to Unpack Text

The Core Six include:• Reading for Meaning•Compare & Contrast• Inductive LearningCi l f K l d


• Circle of Knowledge• Write to Learn• Vocabulary's CODE

The Core Six: Essential Strategies for Achieving Excellence with the Common Core. (2012). By Harvey F. Silver, R. Thomas Dewing, &Matthew J. Perini

Top Hat Organizers – The Core Six

Similarities

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Differences Differences

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CENTRALIZED2. Lessons andactivities connect with core ideas and concepts in curriculum

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Dramatically Higher Expectations

ELA MathDOK1 25% 24%

DOK2 38% 40%


*Example based Smarter Balanced Specifications/Elementary Grades

DOK3 26% 25%DOK4 11% 11%

Courtesy: Herman (2013)

Increased Rigor Is Due to Added Cognitive and Academic Language Complexity

Academic Language Complexity

DO

K an

Com


Curriculum

nd C

ognitive m

plexity

Simple Language Demands at DOK1 Math – Recall, Draw, Define, List, Label . . .



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Language Demands Increase Slightly at DOK2 Math – Simple Application



At DOK3, ELL Need to Use Language to Draw Conclusions, Cite Evidence, Explain, Revise . . .

Lookatthedrawing.Thenumbersalongsideeachcolumnandrowarethetotalofthevaluesofthesymbolswithineachcolumnandrow.What

numbershouldreplacethequestionmark?


(Webb et al., 2005)Courtesy: Herman (2013)

Much More Complex Language Demands at DOK4

Your class and your teacher are going on a field trip. There are three possible choices for the field trip: an aquarium, a science museum, or a zoo. Your teacher asked students to write down their first and second choices. In this task, you will determine where the class should go on the field trip based on the survey results and the cost per student


results and the cost per student.

• This is a map of your school and the three different field trip locations.

• Here’s how students voted, first and second choice

• Here are costs --in time, fees, transportation costs

Analyze, recommend, justify


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“Water up” the Curriculum (Edwin Ellis)

Focus instruction on• Core Ideas

• Critical details

• [vs. Clarifying details]

Similar to Backwards Design, first stage:

• What is essential to know and be able to do?

• What is important to know and do?

• What is nice to know? What is worth being familiar with?

Content Preview (August, 2011)1. Focus students on important ideas in upcoming text by

asking guiding questions

• specific to the text or use imagination and think beyond the text.

2. Build background knowledge related to the text

• short video clips, visuals, readings in English or in L1 and questions th t d t d t ’ b k d d/ t t l t d


that draw on students’ background and/or connect to related texts/topics.

3. Pre-teach content obligatory vocabulary

• Tier II (general academic terms) or Tier III (high frequency domain-specific terms)

4. Create oral summary of text , then create written summary

Schleppegrell Example: Examining the Language of the Content Area

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Lily Wong-Fillmore: Analyze “Juicy” Sentences Found in Complex Text

A different way to think about text complexity…

• Each day select text to amplify as part of instructional conversations.

• Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information. Secondary teacher example of

juicy sentence type of lessonhttp://indulgy.com/post/cW48ibBa1/good-

lesson-for-making-juicy-sentences

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DEPTH3. Lessons andactivities are designed in relation to the Standards for Practice

Tool Created to Unpack the Language Practices Found in the CCSS and NGSS

Google ELPD Framework to download this document.


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“By explicitly calling attention to these practices, [analyses of the language demands of college and career-ready standards can be used to] cultivate higher order thinking

Strategy: Tie Instruction Related to Student Language Access to Use of the Practices


skills in ELLs and target their ability to comprehend and communicate about complex text.”

(CCSSO, ELPD Framework, 2012, p. 16).

The ELPD Framework provides us with a strategic choice about creating correspondences between ELP standards and CCR standards: Focus on Standards for Practice

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Strategy: Design Language Lessons/Activities Around Instruction Involving These Practices

EP2, EP5, MP3, EP4, SP7: Develop a strong base of e idence to


base of evidence to support arguments, claims, or statements.

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SP2, MP4, SP5: Develop and use models with


mathematical, scientific, and/or computational thinking


SP8, EP2: Take information, evaluate it, and be able to


clearly and effectively communicate an appropriate response.


EP7, MP5: Appropriately and strategically use


g ytechnology and visual media.

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MP1, MP2, MP6, MP7, MP8: Use problem solving strategies


g ginvolving problem definition, modeling, precision, and regularity of reasoning.


SP1, SP3, SP4, SP6: After defining a problem and completing


p ginvestigations, analyze data, construct explanations, and design solutions.



EP4, EP5, EP6: Participate in classroom discourse around a wide range of topics and texts (including complex texts), coming to understand other perspectives and cultures.

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Language Access Demands of the Common Core (Bunch, Kibler, & Pimentel, 2013)

• Engage with complex texts to buildknowledge across the curriculum

• Use evidence to inform, argue, and analyze

W k ll b ti l d t di lti l


• Work collaboratively, understanding multipleperspectives, and presenting ideas

• Use and develop linguistic resources to do allof the above (e.g., vocabulary, grammaticalstructures, and coherent and connecteddiscourse)

The New ELP Standards Emphasize Embedded Use Key Functions Found in the Common Core/NGSS

1construct meaning from oral presentations and literary and informational text through grade‐appropriate listening, reading, and viewing

2participate in grade‐appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

3speak and write about grade‐appropriate complex literary and informational texts and topics

4construct grade‐appropriate oral and written claims and support them with reasoning


4 and evidence

5conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

8determine the meaning of words and phrases in oral presentations and literary and informational text

9 create clear and coherent grade‐appropriate speech and text

10make accurate use of standard English to communicate in grade‐appropriate speech and writing

Connect to Rubrics Rating the Quality of the Content Area Lessons: EQuiP Rubrics

EQUiP Rubric

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http://aldnetwork.org/page/exemplar‐units‐lesson‐plans‐and‐tools

Academic Language Development Network Lesson Plan Toolkit

See Zwiers, O’Hara, & Pritchard (in press) Common Core Standards indiverse classrooms: Essential practices for developing academic languageand disciplinary literacy. Stenhouse Publishers.

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INTERACTIVE4. Lessons and activities which require ELL to interact and collaborate with others

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Emphasis on Interaction and Collaboration

• Two‐way interactive communication involving negotiation of meaning and developing proficiency in socio‐


developing proficiency in sociocultural aspects of English

• Successful instructed language learning also requires opportunities for output (Ellis, 2008)

Anita Archer’s Graphic Organizers

•Strategies for improving comprehension before, during, and after reading.http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementarySchools/TierISupports/ArcherHandouts.aspx


•Active Participation Instruction, Modeling and guided practice are used to teach students class participation strategies and behaviors.http://www.iu17.org/best‐practices/best‐practices‐videos/anita‐archer‐strategies‐engagement‐videos/

http://www.scoe.org/pub/htdocs/archer‐videos.html

North Carolina DPI ENGLISH LANGUAGE ARTS AND MATH GRAPHIC ORGANIZERShttp://www.ncpublicschools.org/acre/standards/common-core-tools/#gomath

English Language Arts Graphic Organizers

•Argument

C d C t t


•Compare and Contrast

•Dialectic Response

•Inquiry

•Synthesizing

•Vocabulary

Math Graphic Organizers

•Number Lines in the Common Core

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http://aldnetwork.org/page/exemplar‐units‐lesson‐plans‐and‐tools

Academic Language Development Network Lesson Plan Toolkit - 7th Grade Math Toolkit


Academic Language Development Network Lesson Plan Toolkit - 7th Grade Math Toolkit


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EQUITY/ACCESS5. Lessons and activities provide avenues for broader modes of communication

Broader Communicative Modes to Support and Enhance ELL Potential to Learn

•Even though ELL will produce language that includes features that distinguish them from their native‐English‐speaking peers, “it is possible [for ELs] to achieve the standards for college‐and‐career readiness” (NGA Center & CCSSO, 2010b, p. 1).


•ELL have the same potential as native speakers of English to engage in cognitively complex tasks.

•Regardless of ELP level, all ELLs need access to challenging, grade‐appropriate curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output (Ellis, 2008a; 2008b).

Broader Interpretation of Communication

Receptive modalities Listening and reading


Productive modalities Speaking and

writing

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Some people STILL think of UDL as a technology initiative or just for students with disabilities or

intensive support needs.

http://udlcenter.org/

UDL is framework for proactively designing learning experiences – from the beginning – that address grade level standards in ways that enable

all students to gain knowledge, skills, and enthusiasm for learning.


Goals

Firm Goals, Flexible Means

• Clearly identifiedClearly identified• Do NOT embed the

means unnecessarily

• Allow multiple paths to achievement


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Principles of UDL

UDL calls for ...

Multiple means of representation, to give learners various ways of acquiring information and knowledge

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various ways of acquiring information and knowledge

Multiple means of expression, to provide learners alternatives for demonstrating what they know

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.


Differentiating Instruction

(Flanagan, Liebling, & Meltzer, 2013)

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EDUCATIVE ASSESSMENT

6. Lessons and activities include formative assessment

A test or instrument

More frequent use of tests A score A one‐time event

Formative Assessment in NOT…


A one‐time event Something that happens at the end of a period of learning

Something only teachers do

Margaret Heritage(2013)

•The use of assessment tasks with real-work implications

•The use of real models of performance

•The use of on-going feedback and guidance from the instructor including negotiated criteria

Educative Assessment (Wiggins)


instructor, including negotiated criteria

•The use of objective, independent assessment criteria

•The use of on-going, recursive opportunities for learners to improve their performances (Wiggins, 1998)

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Assessment/Audit Question: “At what ELP level is the ELL performing?”

Question that uses assessment to inform

Using Formative Assessment with ELLs


Question that uses assessment to inform instruction: “Based on the targets outlined for the end of each ELP levels, what resources and competencies will the ELL need to develop?”

Dufour and Marzano offer the following:

• What is it we want our students to know?

• How will we know if they are learning?

Four questions which serve as a starting point for any PLC:


y g

• How will we respond when individual studentsdo not learn?

• How will we enrich and extend the learningfor students who are proficient?

Intersecting Conversations around Improvement of Instructional Design

Use of Formative/Educative Assessment


Improved Data Literacy

Use of Professional Learning

Communities

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Lessons/Activities . . . 1. Emphasize use of language in context2. Connect with central concepts of content3. Connect with standards for practice

Features which Strategically Prepare ELL for Increased Language Demands

www.csai‐online.org 64

p4. Emphasize ELL interaction with other

students5. Provide avenues for broader modes of

communication6. Include educative/formative assessment



Next Generation Standards

Lynn nn Shafer er Willner, Ph.D.. [email protected]

March 2014

Documents

Strategically Enhancing ELL Access to the N xt … · iti bilit b i i Unpack Content Area ... Academic Language Development Network Lesson Plan Toolkit - 7th Grade Math Toolkit