Collaborating to Meet the Needs of English Language Learners

Robert Kohl WIDA Consortium © 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

Today’s Topics

Welcome and Introductions Conceptions and misconceptions in language acquisition Levels of Language Proficiency Language proficiency vs Academic Proficiency Student Profiles Building Background Self-assessment on best practices for ELLs Introduction to the WIDA ELP Standards Name of This Presentation 2 WIDA Consortium

Pop Quiz

You must do this quiz with

at least

one other person, but

no more

that two other people Read carefully each statement and decide as a team if the statement is true or not For each statement, you must justify your answer; i.e. “why do you think it is true/false?” WIDA Consortium Name of This Presentation 3

Conceptions & Misconceptions

Younger children learn 2 nd language quickly and easily Children have acquired a second language once they can speak it The more time students spend in the mainstream, the quicker they learn the language Older generations of immigrants learned without all the special language programs that immigrant children receive today and they did just fine ELLs will acquire academic English faster if their parents speak English at home Name of This Presentation 4 WIDA Consortium

More Myths & Misconceptions

Grammar is acquired naturally; it need not be taught The culture of students does not affect how long it takes them to acquire English. All students learn language the same way According to research, students in ESL-only programs with no schooling in their native language take 7-10 years to reach grade level norms The parents of ELLs are generally not as involved in their children’s education Good teaching is good teaching Name of This Presentation 5 WIDA Consortium

Circle of Learning #1

Something I want to think more about… WIDA Consortium Name of This Presentation 6

You learn by experience. However, it is not the experience itself you learn from; it is processing and reflecting on the experience that promotes growth.

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The WIDA ELP Scale

3 2 1 ENTERING BEGINNING DEVELOPING 5 4 EXPANDING BRIDGING 6 R E A C H I N G

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Criteria for Performance Definitions

1

ENTERING

2

BEGINNING

3 4

DEVELOPING EXPANDING

5

BRIDGING Linguistic Complexity: Extent of functional language (text or discourse) Vocabulary Usage: Comprehension and use of the technical vocabulary of the content areas Language Control: Comprehension and use of phonological, syntactic, and semantic structure & rules

6 R E A C H I N G

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Performance Definitions

6 Reaching 5 Bridging 4 Expanding 3 Developing 2 Beginning 1 Entering

  Specialized or technical language reflective of the content area at grade level; A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse as required at the specified grade level;  Oral and written communication of English comparable to that of English proficient peers         The technical language of the content areas; A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse, including stories, essays, or reports;  Oral or written language approaching comparability to that of English proficient peers when presented with grade level material  Specific and some technical language of the content areas; a variety of sentence lengths of varying Linguistic Complexity in oral discourse or multiple, related paragraphs;  Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support General and some specific language of the content areas; Expanded sentences in oral interaction or written paragraphs; Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support General language related to the content areas; Phrases or short sentences; Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support   Pictorial or graphic representation of the language of the content areas; Words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support Name of This Presentation 11 WIDA Consortium

Circle of Learning #2

I think, _____, a student in my class is level _____ because… WIDA Consortium Name of This Presentation 12

What do you see?

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Language across the curriculum

What constitutes

Academic Language

?

What constitutes

Academic Achievement

?

What is the relationship between

Academic Language

and

Academic Achievement

?

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Techniques and Strategies for Integrating Language and Content Instruction

Activities for Multiple proficiency Levels Activities for Presenting New Information “Pre ” Activities Thinking and Study Skill Activities Activities for Checking content comprehension Activities for Language Practice WIDA Consortium Name of This Presentation 15

Why did the chicken cross the road?

Are you telling me the chicken crossed that road? Is that what you're telling me? I envision a world where all chickens, be they black or white or brown or red or speckled, will be free to cross roads without having their motives called into question. In my day, we didn't ask why the chicken crossed the road. Someone told us that the chicken crossed and that was good enough for us. To boldly go where no chicken has gone before.

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More on language proficiency vs academic proficiency

How many different ways can you read the following mathematical expression?

3+2=  WIDA Consortium Name of This Presentation 17

Let’s “discuss” this a little more…

Get into groups of four Assign one number to each member of your group (1-4) Follow directions carefully

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Language versus Content Language proficiency language

involves the associated with the content areas.

Academic achievement

reflects the knowledge and skills associated with the

content

.

WIDA ELP standards focus on academic

language

; academic standards focus on academic

content

.

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Strategies Discussion

What strategies did we use during our first part of the morning?

For each activity, discuss Why we used that specific strategy Who would benefit from that specific strategy How would you use /adapt /change it for use in your classroom WIDA Consortium Name of This Presentation 20

Student profiles

Think back about the student you chose for the first circle of learning Add information to the student profile to describe the student as a learner Write the name of the student at the center Use the bubbles surrounding the center to describe the student Discuss the student with your process partner WIDA Consortium Name of This Presentation 21

Student Profile

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Multiple Intelligences

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My learning profile

Think about your own learning Fill out your own learner profile Discuss your profile with your process partner What does my profile say about you as a teacher? What are your strengths? What are some of your weaknesses?

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Questions to Ponder

What kind of knowledge about this student can you use in my planning?

What information in my profile guides instruction?

What information in my profile can be rewritten to tell more What information is not necessary? WIDA Consortium Name of This Presentation 25

Circle of Learning #3

What implications does my MI profile as a teacher have on my learners?

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Turning lead into Gold

Now go back to your student profile and revise it if needed: What are the student’s strengths and successful methods of expressing knowledge? (Consider Gardner’s MI Theory) What are the expectations of this student in general education activities?

What issues or concerns need to be addressed to achieve successful participation?

What about linguistic needs and expectations?

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Now with your partner…

Describe your focus student in terms of his/her multiple intelligences Identify one or more learning targets appropriate for the focus student Brainstorm some ideas for instruction and assessment Identify the types of adaptations that might be needed to engage the student in learning Identify language issues you may want to help your student with Name of This Presentation 28 WIDA Consortium

If Children Don’t Learn the Way We Teach, We Have to Change the Way We Teach

Ignacio “Nacho” Estrada WIDA Consortium Name of This Presentation 29

Circle of Learning #4

Something I want to remember… WIDA Consortium Name of This Presentation 30

Case Study

Read

the Case Study:

How do I teach grade level content to English beginners?

With another pair of Process Partners

discuss

: •Strategies the teacher used •Other strategies you have used •One strategy you would like to use WIDA Consortium Name of This Presentation 31

Grounding Activity

At your table, discuss one strategy that you talked about that you “just have to” share WIDA Consortium Name of This Presentation 32

Values are the link between emotion and behavior, the connection between what we feel and what we do… With everything changing around us we need something unchanging…to hang on to…Values

are our moral navigational devices.

-James Champy (1995, p.78)

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Self- Assessment

Answer the self-assessment individually Put an X on three (3) items you consider high on your priority list With your table, discuss what priorities from the self assessment are common to most members of the team (NOTE:) You do

not

have to discuss the self assessment, just the priorities) At your table, there are three dots. Post a dot next to each of your table’s three (3) priority areas Name of This Presentation 34 WIDA Consortium

Big picture

What patterns do you see?

As a district, what are the priorities that come up more often?

How are these priorities related?

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A few words on change…

“Letting go” of previously learned ideas and routines or incorporating new information into their practice- choosing what to abandon and what to keep or modify- is a big part of what it means to be a lifelong learner and an adaptive expert. For an adaptive expert, discovering the need to change is perceived not as a failure, but instead, as a success and an inevitable, continuous aspect of effective teaching.

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Circle of Learning #5

What are some changes I would like to make to continue my path as an effective teacher for ELLs?

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Reviewing Language Proficiency and Academic Achievement

Language proficiency

revolves around the

language

associated with the content areas

Academic achievement

reflects the knowledge and skills associated with the

content

.

WIDA ELP standards focus on academic

language ;

Academic standards focus on academic

content .

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WIDA English Language Proficiency Standards

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

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

LANGUAGE ARTS.

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

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

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

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There are 4 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 language, symbols, and text with understanding and fluency process, interpret, and evaluate written Writing engage in written communication in a variety of forms for a variety of purposes and audiences Name of This Presentation 40 WIDA Consortium

There are 5 Grade-Level Clusters

Kindergarten 1-2 3-5 6-8 9-12 WIDA Consortium Name of This Presentation 41

The levels of ELP

6 5 4

BRIDGING

1

ENTERING

2

BEGINNING

3

DEVELOPING EXPANDING Linguistic Complexity: Extent of functional language (text or discourse) Vocabulary Usage: Comprehension and use of the technical vocabulary of the content areas

R E A C H I N G

Language Control: Comprehension and use of phonological, syntactic, and semantic structure & rules WIDA Consortium Name of This Presentation 42

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English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Grade Level Cluster: 1-2 Language Domain Listening Level 1 Entering Level 2 Beginning identify scientific facts about weather or environment depicted in pictures or photographs (such as temperature, seasons, precipitation) from oral statements find examples of scientific hypotheses about weather or environment from pictures or photographs and oral descriptions Level 3 Developing respond to oral questions about weather or environment using pictures or photographs Level 4 Expanding Level 5 Bridging predict results related to scientific hypotheses about weather or environment from pictures or photographs and oral scenarios interpret results, along with reasons, based on scientific hypotheses about weather or environment from pictures or photographs and oral reading of grade level materials

Speaking

Reading

use words or phrases related to weather or environment from pictures/photographs (such as temperatures, seasons, or precipitation)

locate scientific words about weather or environment from pictures or photographs (such as seasons, temperature, precipitation)

restate scientific hypotheses about weather or environment from pictures or photographs

select scientific hypotheses about weather or environment from pictures or photographs with text

ask WH- questions about weather or environment from pictures or photographs

respond to scientific questions about weather or environment from visually supported text

predict results and provide reasons based on scientific hypotheses about weather or environment from oral or written information

match predictions and reasons related to scientific hypotheses about weather or environment to written text

evaluate and weigh options related to scientific hypotheses about weather or environment from oral or written information

infer results and reasons based on scientific hypotheses about weather or environment based on grade level text Writing produce scientific words or diagrams about weather or environment from pictures or photographs (such as seasons, temperature, precipitation) (re)state scientific hypotheses about weather or environment from pictures or photographs answer scientific questions about weather or environment from pictures or photographs make predictions and/or give reasons based on scientific hypotheses about weather or environment explain results and provide reasons based on scientific hypotheses about weather or environment WIDA Consortium Name of This Presentation 44

An Example from Grade 3 Life Science English Language Proficiency Standard 4:

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

Domain:

3-5

Speaking

make collections, organize, and identify natural phenomena (such as leaves, insects, or rocks) describe natural phenomena from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”) report on the physical relationships among natural phenomena Name of This Presentation 45 WIDA Consortium

The Elements of the MPI

The Language Function The Content Stem The Support or Strategy*

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English Language Proficiency Standard 4:

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

Domain:

Speaking

3-5 make collections, organize, and identify natural phenomena (such as leaves, insects, or rocks) describe natural phenomena from real-life examples (e.g., “This leaf has five points.”) describe the step-by step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”) report on the physical relationships among natural phenomena WIDA Consortium Name of This Presentation 47

The Model Performance Indicator/MPI

WIDA Consortium describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) Name of This Presentation 48

The Model Performance Indicator

Language Function

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) WIDA Consortium Name of This Presentation 49

The Model Performance Indicator Language Function

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) WIDA Consortium Name of This Presentation 50

The Model Performance Indicator

Content Stem

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) WIDA Consortium Name of This Presentation 51

The Model Performance Indicator

Content Stem

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) WIDA Consortium Name of This Presentation 52

Homework

“Language teaching to students who are acquiring English should take place all day in all content areas. These students have no time to waste.” Mary Lou McCloskey (1990) Reflect on the needs of ELLs listed on the following slide. With colleagues prepare significant instructional interventions that will enable each student to demonstrate mastery of knowledge and skills.

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Needs of ELLs

Effective teachers Affective support Cognitive support Linguistic support Focused instruction Modified texts Modified and differentiated instruction Opportunities to demonstrate mastery of knowledge and skills Name of This Presentation 54 WIDA Consortium

Questions or Comments?

For more information, please contact the WIDA Hotline: 1-866-276-7735 or [email protected]

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

Metritech, Inc., www.metritech.com

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us