Introductions
Kelsie Berg, former ESL/ SIOP Coach
bergkelsie@hotmail.com
Revae Bostwick, ESL Lead Teacher
revae_bostwick@nccs.k12.nc.us
Nadja Trez, DPI Consultant
nadja.trez@dpi.nc.gov
Let’s Put Our Thinking Caps On!
1) Grab a notecard from the center of your table.
2) Think independently about language development.
3) Choose one word to represent your thoughts about
language development.
4) Write your word on your notecard.
Let’s Move It!
With notecard in hand, get up and choose your favorite sport (or one you
hate the least).
Once you’re in your corner, divide yourselves into groups of 3-5.
Go with your group to a “private” area and construct a sentence to share with
the whole group about language development using each of your words
from the notecards.
Sharing our Thoughts
Let’s hear your thinking!
Today’s Objectives
1. Interpret WIDA’s Guiding Principles of Language
Development.
2. Utilize WIDA’s Can Do Philosophy to evaluate our own
districts.
3. Understand sociocultural contexts.
4. Evaluate use of academic/disciplinary language and
academic conversations in the classroom
Logistics
* restroom locations
* wifi passwords
* group norms
* daily schedule on next slide
Today’s Agenda
7:30 - 8:30
Registration/Breakfast
8:30 - 10:00
Opening Session
10:00 - 10:15
Break
10:15 - 11:15
Concurrent Sessions
11:15 - 12:15
Lunch
12:15 - 2:15
Concurrent Sessions
2:15 - 2:30
Break
2:30 - 4:00
Concurrent Sessions
Schedule Overview
Day 1
Discuss WIDA’s Guiding Principles and Can Do Philosophy
Using Academic Language in Sociocultural Contexts
Day 2
Differentiating Language for Various English Language Proficiency Levels
Evaluating Formative Assessments
Day 3
Analyze Data and Design Actions Based on Data Implications
Collaboration and Implementing the Smartest Plan
What’s your confidence level?
www.plickers.com
What is WIDA?
•
•
•
•
•
•
•
•
•
Guiding Principles
Can Do Philosophy
Can Do Descriptors
Academic Language
Sociocultural Context
Performance Definitions
Proficiency Levels
ELD Standards
MPIs & Their Components
source: www.wida.us
What is WIDA?
Each participant has a blue question card or a
yellow card containing a response.
Find your match and line up in 2 parallel linesquestions on one side, answers on the other.
^_^
WIDA’s Guiding Principles of Language
Development
Participant 1 reads the card.
Participant 2 responds to the card.
Participant 3 adds an additional
response.
Participant 4 summarizes what has
been said.
(Add additional responses before the
summary as needed based on the
number at your table.)
Reflection
Which one resonated with you?
Any anecdotes to share?
What is something you feel we
should share with our colleagues?
WIDA’s Can Do Philosophy
What are we doing well?
Empowers:
❏ Linguistically diverse students &
peers
❏ Families
❏ Communities
❏ Educators
❏ Administrators
❏ Researchers & Policymakers
Where can we improve?
Sociocultural Contexts
Understanding vocabulary:
★ execubabble
★ Edward Cullen
★ laundry limbo
★ Lebron James
Sociocultural Contexts
Why and how does language change
when used in various contexts?
Sociocultural Contexts
Volunteers???
“it is the differences in the ways people use language to
accomplish goals and conduct their relationships that
may have the most powerful consequences for student
interactions in the classroom”
source: WestEd
Academic & Content Language
Academic Language Instruction
https://vimeo.com/47315992
High School Example
WIDA Consortium
How would you describe this if….
What are the characteristics of
disciplinary language?
Padlets for Academic Language
Language of Language Arts: http://padlet.com/revae_bostwick/so764krslczt
Language of Math: http://padlet.com/revae_bostwick/moc9ffe4fj3o
Language of Science: http://padlet.com/revae_bostwick/uj569h8rtzn0
Language of Social Studies: http://padlet.com/revae_bostwick/ihse7fjci0wt
Language of English Language Arts
Grades K - 2
●
●
Phonics & Phonemic Awareness
Letter & Word Recognition
Grades 3 - 12
●
●
●
●
●
●
Explicit, intensive systematic instruction on complex vocabulary
Reading strategy instruction
Genre text instruction
Repeated readings
Constructive feedback
Structured academic discussion opportunities
OTHER LINKS:
Common Core Standards
40 Ways to read like a detective
Language of Math
OTHER LINKS:
http://dpi.wi.gov/math/disciplinary-literacy
Common Core 8 Practices
MATH What would cause difficulties for Level 3 - 4 ELLs?
Language of Science
OTHER LINKS:
ASCD site
California State
University site
Language of Social Studies
OTHER LINKS:
Wisconsin State site
What may be missing?
* presentation orally & in writing
* content context
* frequent exposure and practice over a long period of time
* conversation practice with learners w/higher language skills
* scaffolding
* rigorous academic language (“juicy text”)
* constructive feedback on language development
An Example of Prioritizing Vocabulary
Take the EOG/ EOC question stems of released tests.
http://www.ncpublicschools.org/accountability/testing/releasedforms?&print
=true
Copy and paste them into Wordsift or Wordle.
http://wordsift.com/visualize
Evaluate the bigger words for their “bang for the buck” value.
Make these Tier 2 words a priority by grade level, school, content area, etc.
● Achieve the Core - copy and paste text into filter for Tier 2 words
www.achievethecore.org
A Reflective Moment
What about WIDA has
been an important
reminder or “aha” for
you today?
Q & A; Wrap-up
Day 2
Day 1
Discuss WIDA’s Guiding Principles and Can Do Philosophy
Using Academic Language in Sociocultural Contexts
Day 2
Differentiating Language for Various English Language Proficiency Levels
Evaluating Formative Assessments
Day 3
Analyze Data and Design Actions Based on Data Implications
Collaboration and Implementing the Smartest Plan
Today’s Agenda
8:00 - 10:00
Concurrent Sessions
10:00 - 10:15
Break
10:15 - 11:15
Concurrent Sessions
11:15 - 12:15
Lunch
12:15 - 2:15
Concurrent Sessions
2:15 - 2:30
Break
2:30 - 4:00
Concurrent Sessions
Unfinished Business from Yesterday
•Ideas for using WIDA tools to make RTI decisions
for struggling students
•Reconciling gap between ACCESS scores,
academic performances, and EOG scores, AMAOs,
and whether or not someone gets mods and
explaining to classroom teacher
•Is push-in an acceptable method for ELL
instruction?
•K-6 WIDA lesson plans
Today’s Objectives
1. Implementing academic conversations into lessons
2. Review the ELD Standards and Performance Definitions
3. Differentiation for ELLs based on language proficiency
level by constructing MPIs
4. Evaluate formative assessments
Academic Language and Literacy
http://www.jeffzwiers.org/index.html
Math Paired
Conversation Protocol
http://www.jeffzwiers.org/interaction.html
Structured Conversation Practice
http://www.jeffzwiers.org/interaction.html
Conversation Analysis Tool
1. Do conversation turns build on previous turns to build up an idea?
2. Do conversation turns focus on the knowledge or skills presented in the
objectives?
Rating Criteria:
4 - ½ or more turns do so clearly & concisely
3 - ½ or more turns do, but not clearly
2 - few turns do
1 - no turns do
adapted from the work of Kenji Hakuta, Jeff Zwiers and Sara Rutherford-Quach,
Stanford University
What from the “Constructive
Conversation Skills Poster”
could we incorporate for an
academic conversation in
science?
ONLINE RESOURCES
•ASCD ELL Resources
•Scholastic Teacher Resources
•Cathy’s ESL Symbaloo
•Writing Activities
•Reading Activities
•Speaking Activities
•Listening Activities
•Duolingo
•Flocabulary
How do the pieces fit together?
What image symbolizes the way you see
WIDA Standards, College & Career Ready
Standards, and Academic Language
blending/fitting together?
**
take some time to process this & then work with a group
of 3 - 4 people to come up with an image that represents
the way in which you see them all fitting/working together
Elements of WIDA
WIDA ELD
Standards
So many layers to
consider!
WIDA’s ELD Standards
Proficiency Levels
Performance Definitions
At a given
proficiency level,
what the ELL
student will process,
understand,
produce, or use.
(Page RG44 in the 2007
Edition)
Speaking
Rubric
Found on p. RG-55 in
the Resource Guide of
the 2007 WIDA
Standards handbook.
This is the rubric that WAPT and ACCESS
administrators should
be utilizing to evaluate
responses.
Writing
Rubric
Found on page RG-56 in
the 2007 WIDA
Handbook Resource
Guide.
ACCESS writing domain
is evaluated via this
rubric.
Upon Review of the Rubrics….
DISCUSS:
1. What is the purpose of the rubrics?
2. How are these useful and how do you use them in
your districts?
3. What are the implications for ELLs?
please discuss & then share out your
table responses in a few minutes.
New Performance
Definitions
Receptive
Productive
p. 8 in 2012 version
p. 9 in 2012 version
Your Turn!
Take the speaking and writing performance
definition elements and arrange them
appropriately according to proficiency 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
Tiered Vocabulary
•Move from general language to specific language to specialized or technical language.
Standard
Grade
Level
Cluster
Language
Specific
Language
Technical
Language
Mathematics
1-2
in all
total
sum
Language Arts
3-5
person
character
protagonist
Science
6-8
knee
kneecap
patella
Social Studies
9-12
people
population
demographics
Language of
General
Linguistic Complexity vs Language Forms
& Conventions
DISCOURSE LEVEL
Linguistic Complexity
★
★
★
★
★
* quality & variety of oral
and written text
amount of speech/written text
structure of speech/written text
density of speech/written text
organization & cohesion of ideas
variety of sentence types
SENTENCE LEVEL
Language Forms & Conventions
* types, array, & use of
language structures
★ types and variety of grammatical
structures
★ conventions, mechanics, & fluency
★ match of language forms to
purpose/perspective
A Nursery Rhyme for Academia
A young male human was situated near the intersection of two
supporting structural elements at right angles to each other:
said subject was involved in ingesting a saccharine
composition prepared in conjunction with the ritual observance
of an annual fixed-day religious festival. Insertion into the
saccharine composition of the opposable digit of his forelimb
was followed by removal of a drupe of genus prune.
Subsequently the subject made a declarative statement
regarding the high quality of his character as a young male
human.
Bringing together all the aspects of
Academic Language
Stepping up the
language!
Let’s practice!
What are the instructional implications of
moving students up the scale?
Share challenges and celebrations of how you
increase the use of the upper level academic
language features.
Can Do Descriptors
• More specific to grade level than language performance
definitions
• Focus more on academic tasks
• Detailed by language domain
What are the instructional implications of utilizing the
Can Do Descriptors? How do you use them?
Implications for Instruction?
Use Can Do Philosophy
A Reflective Moment
What has been an
important reminder for
you today?
2012 WIDA MPI Format (Overview)
Our tool to
optimize
learning!
How do we create an MPI?
3 components of an MPI
* additional components
from 2012 WIDA handbook
Support Examples
p. 11 in 2012 WIDA edition
RG-21 in the 2007 version
What is transformation?
(in relation to an MPI)
As the name implies, transformation simply means to
change or convert something. And in the case of MPIs,
transformation occurs when we change one or more of its
three elements: the language function, the content stem, or
the instructional supports to make it specific to our own
use within our own lessons.
Examples of transformed MPIs
http://www.livebinders.com/play/play?id=1089921&backur
l=/shelf/my
Links to the Standards:
Math
ELA
Science
Social Studies
What guides MPI construction?
Process for Developing MPIs
ALSO: Assessment & Feedback
Practice & Application
At your table discuss possible MPIs that could be created based on the
following information & select 1 person from your table to share with the
whole group.
•
•
ELD Standard: Language of Science
Content Standard: Explain why Earth sustains life while other
planets do not based on their properties (including types of surface,
atmosphere and gravitational force) and location to the Sun
•
•
Cognitive Function: your choice
Language Proficiency Level: Level 3
Work with a partner to develop a strand of MPIs.
Links to NC
Standards:
Math
Science
ELA
Social Studies
http://www.jeffzwiers.org/tools--resources.html
MPI Sharing
Q & A; Wrap-up
Day 3 Agenda
8:00 - 10:00
Concurrent Sessions
10:00 - 10:15
Break
10:15 - 11:15
Concurrent Sessions
11:15 - 12:15
Lunch
12:15 - 2:15
Concurrent Sessions
2:15 - 2:30
Break
2:30 - 4:00
Concurrent Sessions
Day 3
Day 1
Discuss WIDA’s Guiding Principles and Can Do Philosophy
Using Academic Language in Sociocultural Contexts
Day 2
Differentiating Language for Various English Language Proficiency Levels
Day 3
Evaluating Formative Assessments
Analyze Data and Design Actions Based on Data Implications
Collaboration and Implementing the Smartest Plan
“Wants” from Day 2
•EOG Cut Scores Link
•English Language Arts – Questions by Standard
•Word Reference – online dictionary
•Simplify Difficult Text with Rewordify
•12 Powerful Words
•Grades 9 – 12 ELA Academic Vocab Quizlet
•Critical Words for Common Core – Marilee Sprenger
Today’s Objectives
1. Evaluate formative assessments used in your district or
classroom.
2. Analyze data and design actions based on data
implications.
3. Discuss options for collaboration and develop a plan to
increase implementation of WIDA ideals in your district.
FORMATIVE ASSESSMENT
Construct a circle map that gathers what you know about
formative assessment as a table group.
monitors
student
learning
formative
assessment
In your table groups, assign sections of the article,
“Formative Assessment: What Do Teachers Need to Know
and Do?” by Heritage, share any reminders or new
information with your group after reading and decide if this
information should be added to your group’s circle map (in
a different color).
Share new/added info
with the whole group.
www.flareassessment.org
Effective Use of Formative Assessment
In order to use formative assessment
effectively with ELLs, teachers must be
cognizant of students’ needs in content area
learning and language development.
source: WestEd
Laura Alvarez, Sri Ananda, Aida Walqui, Edynn Sato, Stanley Rabinowitz
What types of formative assessments
do you use?
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
Observations - keep a notebook of only observations
3 - 2 - 1 Exit Slips
Reading Response Logs
Questioning based on Bloom’s Taxonomy (Stick Pick App)
Checklists based on Can Do Descriptors, Linguafolio, WIDA rubrics
Self-evaluations
Individual Whiteboards
Are your formative assessments IDEAL?
I - Integrated
D - Dynamic
E - Enlightening
A - Attainable
L - Linked
source: Wisconsin
Center for Education Research (FLARE)
www.flareassessment.org
Take a moment to
evaluate your formative
assessments using the
IDEAL Formative
Assessments Rating Tool.
Now What?
What realizations did you come to after
evaluating your formative assessments?
What resources do you need to help you
incorporate IDEAL formative assessment?
Revisit Your MPIs
Based on your reminders about formative
assessment, brainstorm some authentic ways
to assess your MPI strand.
I am…. poem
Let’s examine the data
Data and Its Purpose
The ultimate purpose of this data collection and reporting
is to inform decisions that will improve education and
achievement of children. Schmoker (2003) writes: “...the
real work of instructional improvement [is] the
collaborative effort to share, produce, test, and refine
lessons and strategies targeted to areas of low
performance, where more effective instruction can make
the greatest difference for students.”
Data
Analysis
Sequence
Guidance for the Data Analysis Process
Step 1: Pose Q(s) - What questions will be addressed?
Step 2: Slice and visualize - How will the data be
visualized?
Step 3: Observe - What does the data reveal?
Step 4: Hypothesize - What meaning does the data have?
Step 5: Strategize - What actions will be taken?
What were the steps again?
Step 1=
Step 4=
Step 2=
Step 5=
Step 3=
My Question (purpose):
What areas should I target to better
facilitate language development for my
4th grade students?
scale score growth
1. What is the purpose of
analysis?
120
2. What data do we have?
100
80
3. What patterns do we see in
the data?
60
40
Series1
20
Series2
0
Series3
1
2
3
4
5
6
7
-20
-40
-60
-80
-100
Student "Name"
8
9
10
Series4
4. What questions and
assumptions are raised by our
data?
5. What might be contributing to
these patterns?
6. What steps might we take to
combat these potential
contributing factors?
Subject
Subject
Subject
EOG Scores from 3 different schools
GRADE
5th
Science
Reading
Math
GRADE
5th
Science
Reading
Math
GRADE
5th
Science
Reading
Math
1
3
8
2
1
3
5
2
1
5
6
3
1. What is the purpose of
analysis?
2
8
4
4
EOG SCORE
3
1
1
1
4
3
2
8
5
2
0
2
2
4
3
2
EOG SCORE
3
0
1
1
4
4
2
5
5
0
0
1
2
4
3
3
EOG SCORE
3
1
2
4
4
3
1
2
5
0
0
1
2. What data do we have?
3. What patterns do we see in
the data?
4. What questions and
assumptions are raised by our
data?
5. What might be contributing to
these patterns?
6. What steps might we take to
combat these potential
contributing factors?
Hypothesis:
● What is one hypothesis we could make based on
this data?
Strategy:
• What is a strategy that could be
incorporated based on your hypothesis?
It’s Data Time!
How would you apply the
same process to analyze data
from YOUR district or
school?
What would your findings be?
• What would your strengths be?
• Which content areas are weaker than others?
• Are your students better at academic vocabulary than
language forms and conventions?
• What types of professional development should you
provide your teachers or administrators this year?
• What strategies should you implement to improve any
weak areas?
ACCESS LISTENING & READING RESULTS
Student
“Name”
Soc & Inst
1
100%
2
Lang. Arts
Math
Science
Soc. St.
50%
75%
44%
55%
100%
50%
58%
33%
67%
3
100%
92%
75%
89%
89%
4
50%
25%
33%
55%
44%
5
83%
83%
83%
67%
67%
6
100%
58%
83%
44%
78%
7
83%
78%
100%
100%
83%
8
83%
75%
50%
44%
78%
Indicates %
correct on
the ACCESS
assessment
by subject
area
Scores for Individual Students
WIDA Data Dashboard
scale score growth
Review of data & its implications
Information about student background, including
linguistic and content abilities, is key to plan and deliver
instruction to optimize opportunities for learning.
(Tomlinson, 2003; Fairbairn & Jones-Vo, 2010).
Building Blocks
How can data discoveries influence our
practice?
Stop and Jot
How has the awareness reached through data
analysis shifted your perspective when
looking at MPIs and formative assessment?
Has it? Why or why not?
Turn and Talk from Your Stop and Jot!
Bringing It All Back Home
Activity - 15 Essential Actions
Individual Reflection Time with the
Essential Actions
* Each person
chooses at least 2
actions and writes
responses to the
guiding questions
for the essential
actions.
ACTION 1 Guiding
Questions
1. How do the resources and
experiences of students impact
their engagement with the
curriculum and their learning?
2. What might you do to learn
more about students’ resources
and experiences?
3. What are some examples of
how you might incorporate
students’ resources and
experiences into the curriculum?
Participant
Response
So . . .
• What stood out to you in your reflection?
• What are the implications?
• What action is needed?
A Huge Responsibility for ALL!
Academic achievement—for all students—requires
mastering academic language, and since students are
primarily only exposed to the academic language of
science, or social studies, or any other content area in
those classes, this emphasizes the imperative that all
teachers are responsible for helping students develop
academic language in their own subjects. It’s not going to
happen elsewhere.
Collaboration Is Key!
How do you currently collaborate with
your colleagues to meet the needs of
your ELLs?
Schoolnet Resources
https://buncombe.powerschool.com/ad
min/home.html
“Can Do” Sharing
http://widaatwcer.blogspot.com/2012/05/can-do-descriptors-in-grades-3-5.html
We are all language teachers!
“Language and the Common Core State Standards”
Leo van Lier, Monterey Institute of International Studies
Aída Walqui, WestEd
1. Read your section (assigned by table) of the article.
2. Decide as a table group the 3 most important ideas
from your section.
3. Share these ideas (referencing the paragraph/ page #)
with the whole group. Justify why your table considers
these the most important ideas.
What might you need to share or
remind your district of from the
article?
Our Past Three Days- What Now?
• WIDA
• MPIs
• Formative
Assessment
• Data revelations
• Academic
Language
• Can Do
Philosophy
Who, what, when, where,
and how will these
things be addressed in
your district for the
2015-2016 school year?
Ready, Set, Go! Time for ACTION!
Let’s use- Action
Plan: Creating a
SMARTEST Plan to
plan next steps.
Final Thoughts
Kelsie Berg, former Buncombe
County SIOP Coach
Revae Bostwick, Newton-Conover
City Schools ESL Lead Teacher
Nadja Trez, ESL DPI Consultant
References
Developing Content Area Literacy, http://www.sagepub.com/upm-data/34121_Section1.pdf
Fillmore, L. W., & Snow, C.E. (2002) What Teachers Need to Know about Language
Francis, D.J., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of
English Language Learners.
Lemke, J.L. (1990). Talking Science: Language, Learning, and Values.
Scarcella, R. (2003). Academic English: A Conceptual Framework
Sato, Edynn. Language for Achievement.
http://www.cde.ca.gov/sp/el/er/documents/achievementlang.pdf
Walqui, A. (2003). Conceptual Framework: Scaffolding for English Learners.
Zwiers, Jeff. Academic Language and Literacy. http://www.jeffzwiers.org/index.html
Linguafolio self-assessmenthttp://esllfpilot.pbworks.com/f/LFGridNCES.pdf