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Tier 1 Sheltered Instruction &
Academic Language Collaboration
Module 2: Standards
Module Agenda• Review the connections between Tier 1 Best Practices,
Colorado Academic Standards (CAS), SVVSD unit plans, and Colorado English Language Proficiency (CELP)/WIDA standards
• Explore how CAS, CELP/WIDA standards and PARCC language expectations impact content area writing instruction
• Create writing tasks for a content lesson that address content language expectations
Objectives
• Teachers will explore how academic language expectations impact content area writing (ACCESS, PARCC) using rubrics, assessment sample items, and CELP standards
• Teachers will create writing tasks that address content area language expectations with Tier 1 SIOP strategy supports
Tier 1 Best Practices Focus
Content Area Writing Instruction
What does content area writing look like in your classroom?
What are PARCC and ACCESS content area writing expectations?
Step 1
• Examine the WIDA writing rubric for academic language demands and expectations
Resources:WIDA
• WIDA 1-12 Writing Rubric
Optional Resources
● WIDA Features of Academic Language Rubric
● WIDA Speaking and Writing Performance Definitions
● ACCESS Sample Items
● PARCC Summative Sample Items (select ELA or Math items by grade level along left column)
● PARCC Math Prototype Sample Items (select items by grade level along left column-then scroll across about task menu)
● Engage NY Common Core sample questions
ACCESS Sample Content Area Writing Task
Write a well organized paragraph comparing and contrasting Alicia's heart rate during these three activities.
What are the academic language demands and expectations?
PARCC SampleContent Area Writing Task
What are the academic language demands and expectations?
Step 2
• Identify language needed to access content and demonstrate content learning in your SVVSD unit plan and curriculum
Resources:• SVVSD Unit Plans
• CELP/WIDA standards
• SIOP Feature 9: Key Vocabulary Emphasized (pg 68-75)o Academic Vocabulary (pg 69)
o Academic Word List (pg 73)
o 1,2&3 Tier Words (pg 73)
o Word Consciousness (pg 74)
o Teaching Academic Vocabulary (75)
What Academic Language Is Needed to Access Content?
English Language Proficiency Standard 3: The language of Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
What Academic Language Is Needed to Demonstrate Content Understanding?
English Language Proficiency Standard 3: The language of Mathematics
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics
Step 3
• Review rubric(s) to select criteria to assess the writing assignment
• Develop a plan to share task rubric criteria with students
Resources:
SVVSD 6 Traits rubric
WIDA
• WIDA 1-12 Writing Rubric
PARCC Resources
• PARCC Writing Rubric Grades 6-11
Step 4• Create a content writing
assignment that addresses evidence outcomes and academic language expectations.
• Consider...o text complexity with
academic language
o text evidence and writing from sources
o knowledge through content rich non-fiction
Resources:
• 6 Traits Writing exemplars
• Engage NY common-core shifts
• CELP/WIDA standards
• WIDA Content Area Standard Search
• Examples of content writing tasks by content area and grade level
• PARCC Mathematics Writing Tasks
Step 5
• Create performance objectives for the writing task and differentiate for language needs
• Connect to SIOP strategies, Depth of Knowledge levels and WIDA CAN DO Descriptors
Resources:• WIDA CAN DO Descriptors (see pg 9
for writing descriptors)
o 9-12
• Depth of Knowledge Levels
• Module 1: Performance Objectiveso Language Functionso Language Supports/Scaffolds
Next StepsBring 3 examples of students' work (at different levels; low,
medium, high) to module 3 to collaboratively evaluate for academic language expectations
This work might be used as evidence of for Teacher
Effectiveness Evaluation St. 1-El.d; St. 1-El.a
