Introductions
Kelsie Berg, SIOP Coach
kelsie.berg@bcsemail.org
Revae Bostwick, ESL Lead Teacher
revae_bostwick@nccs.k12.nc.us
Nadja Trez, DPI Consultant
nadja.trez@dpi.nc.gov
Ice Breaker - 4 Corner Activity
1) Go to the corner marked with your ideal vacation spot
2) Discuss the following types of information:
* names, current role(s) in district,
* teaching experience
* attendance at previous WIDA conferences
* reason for attending this conference, etc.
3) Report out with a group identity statement once
finished.
Today’s Objectives
1. Evaluate the elements of WIDA’s English Language
Development Standards through interaction.
1. Interpret WIDA’s Guiding Principles of Language
Development.
1. Understand how WIDA, CCRS (College and Career
Ready Standards), & Academic Language fit together
and develop MPIs specific to our instructional goals.
Logistics
* restroom locations
* break times
* wifi passwords
* group norms
Today’s Agenda
7:30 - 8:30
Registration/Breakfast
8:30 - 10:00
Opening Session
10:00 - 10:15
Break
10:15 - 12:00
Concurrent Sessions
12:00 - 1:00
Lunch
1:00 - 2:30
Concurrent Sessions
2:30 - 2:45
Break
2:45 - 4:00
Concurrent Sessions
Schedule Overview
Day 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA
buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Rank your WIDA knowledge level
Survey “Questions”
PollEv.com/eslcc
1. I can explain the 6 language proficiency levels.
2. This is what I know about the WIDA performance definitions...
3. I can explain the differences among vocabulary usage, language forms &
conventions, and linguistic complexity.
4. I can utilize WIDA standards to develop lesson plans.
5. I am able to develop MPIs for content standards based on students’
language proficiency levels
6. I can recognize whether WIDA standards are being utilized within
instruction.
What is WIDA?
Each participant has a (blue) card or a
(yellow) card containing a question or
response pertaining to WIDA.
Find your match and hold up your cards briefly
to let us know you have been successful. ^_^
WIDA ELD
Standards
So many layers to
consider!
WIDA’s Guiding Principles of Language
Development
Cards with one guiding principle each
are on each table.
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.)
WIDA Components
* Proficiency Levels
* Performance Definitions (old & new)
* Vocabulary Usage, Linguistic Complexity, Language
Forms and Conventions
* Can Do Descriptors
* Components of new MPIs in the 2012 handbook
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)
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.
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.
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
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
Sociocultural Context
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
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?
Inside-Outside Circle
1. Think about a skill you have and can do well.
2. Form an inside & outside circle following facilitators’
directions.
3. When the music stops, discuss your skill with the
person standing opposite from you.
4. Identify reasons why the partner is able to do that skill
& determine supports that might help you be able to
do that skill right now.
A Reflective Moment
What about WIDA has
been an important
reminder for you today?
Click on this link:
PADLET to share your
thoughts.
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
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
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
Q & A; Wrap-up
Day 2
Day 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA
buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Today’s Agenda
8:00 - 10:15
Concurrent Sessions
10:15 - 10:30
Break
10:30 - 12:00
Concurrent Sessions
12:00 - 1:00
Lunch
1:00 - 2:30
Concurrent Sessions
2:30 - 2:45
Break
2:45 - 4:00
Concurrent Sessions
Today’s Objectives
1. Develop formative assessments to authentically gauge
academic language and content knowledge based on
the MPIs that were created.
2. Analyze data and design actions based on data
implications.
Bridging Yesterday’s Work with our NEW DAY!
•What image symbolizes the
way you see WIDA
Standards, College & Career
Ready Standards, and
Academic Language
blending/fitting together?
•Time to share!
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, mark the text individually and share
with your group after reading. 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
Formative Assessment Examples
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
Grades 1 - 3 Language Strand
Formative Assessment / Staff Communication
www.toondo.com
SIOP Walkthrough Google Form
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?
Example of Using Formative Assessment in PLCs
•Analyzing student work
for evidence of outcomes
by standard.
Revisit Your MPIs
Based on your reminders about formative
assessment, brainstorm some authentic ways
to assess your MPI strand.
Let’s examine the data
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?
** See, “Data Analysis Cycle Summary and Questions”**
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?
1. What is the purpose of analysis?
ACCESS LISTENING
& READING RESULTS
Grade
2. What data do we have?
Soc &
Inst
Lang.
Arts
Math
Science
Soc. St.
4
100%
50%
75%
44%
55%
4
100%
50%
58%
33%
67%
4
100%
92%
75%
89%
89%
4
50%
25%
33%
55%
44%
4
83%
83%
83%
67%
67%
4
100%
58%
83%
44%
78%
4
83%
78%
100%
100%
83%
4
83%
75%
50%
44%
78%
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?
What does the data
tell me?
What patterns do I
observe?
What may be some
contributing
factors?
What additional
information do I
need?
What steps should I
take from here?
Hypothesis:
● What is one hypothesis we could make based on this data?
● What is a strategy that could be incorporated based on your
hypothesis?
Strategy:
Grade
Linguistic
Complexity
Vocabulary
Usage
Language
Control
Linguistic
Complexity
Vocabulary
Usage
Language
Control
LANGUAGE ARTS & SOCIAL STUDIES
MATH & SCIENCE
4
3
4
3
4
3
3
4
3
3
2
3
4
3
4
4
4
3
4
3
3
4
2
3
2
3
2
3
4
4
4
4
4
3
3
4
3
4
3
3
3
2
4
2
2
1
3
2
2
4
3
3
3
3
2
2
ACCESS Writing Scores
A District Example
•ESL teachers charted and graphed the percentage of
reading scores at 4+ by grade level for 2 consecutive
years.
•Using the visual, they recorded observations and
hypotheses.
•Afterwards, next steps were recorded.
•Finally, “Building Blocks” were considered and shared
with building administrators and instructional coaches.
Next Steps- Tool for Implementing Strategies
How about your district?
•How has data been used to drive
instruction?
It’s Data Time!
Apply the same process to
analyze data from YOUR
district or school.
Once completed, we will
share our findings in a Padlet
(link on next slide).
What were your findings?
• What were your strengths?
• Which content areas were weaker than others?
• Were 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?
• Click on this link: PADLET to share your thoughts
Activity - 15 Essential Actions
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).
Reflection
How will our data discoveries change our
practice (district, clasroom, and/or school)?
Please record thoughts on chart paper (2 per table).
We will do a gallery walk after completion. : )
Let’s Revisit Our MPIs and Formative
Assessment Now That We’ve Reflected on
Data
Do the MPIs correlate with what actions we need to take
now that we are more informed of our district’s needs?
Using Bloom’s, Edynn Sato, etc. documents, revise the
constructed MPIs using the templates.
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!
Day 3
Day 1
Review of WIDA basics
Develop MPIs based on students’ language performance
Day 2
Create formative assessments utilizing the created MPIs
Utilize data to make adjustments to district or school LIEP plan
Day 3
Collaboration with content area teachers and getting WIDA
buy-in -- why we all have to be language teachers
Sharing with colleagues in our districts
Today’s Agenda
8:00 - 10:15
Concurrent Sessions
10:15 - 10:30
Break
10:30 - 12:00
Concurrent Sessions
12:00 - 1:00
Lunch
1:00 - 2:30
Concurrent Sessions
2:30 - 2:45
Break
2:45 - 4:00
Concurrent Sessions
Bringing It All Back Home
Individual Reflection Time with 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 . . .
Guiding questions for discussion of responses
• What stood out to you in your reflection?
• So what are the implications?
• Then what action is needed?
Please share with your group.
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
Dialectical Journal
What are your thoughts?
• Take one of the quotes and
write a response.
• Pass the paper to the left.
• 2nd person responds to and
builds upon the 1st response.
We are all language teachers!
“Language and the Common Core State
Standards”
Leo van Lier, Monterey Institute of International Studies
Aída Walqui, WestEd
What might you need to share or
remind your district of from the
article?
“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
What comes to mind when you hear
“Academic Language?”
Write Around Activity
1. One person writes 1 word associated with “academic
language.”
2. Pass the paper to the person on the right and he/she
writes an additional word.
3. Continue passing the paper around your table until time
has been called.
Academic Language and Literacy
http://www.jeffzwiers.org/index.html
Teachers don’t need more strategies, they
need to know more about language
acquisition & development.
Why Do Teachers Need to Know More About Language?
Teacher as ….
1) Communicator
2) Educator
3) Evaluator
4) Linguist
5) Socio-culturalization
What is the language of the
content areas?
(a.k.a. disciplinary literacy)
Reading Instruction Suggestions for ELLs
Structured Conversation Practice
http://www.jeffzwiers.org/interaction.html
Additions to the Language of English
Language Arts?
5 Interdependent Strands of Math
Planning and Delivering Effective Math Instruction
1) Early, explicit, and intensive instruction and intervention in basic math
concepts and skills
2) Purposeful academic language instruction
•polysemous words
•complex phrases
•language functions: explain, solve, discuss
•passive voice
3) Academic language support
• content of the question; elements of word problem; function of language
What would cause difficulties for ELLs?
Math Paired
Conversation Protocol
http://www.jeffzwiers.org/interaction.html
Science language functions
Teaching Students to “Speak” Science
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?
The Language of Social Studies
Disciplinary
Thinking
Lens- History
How would vocabulary
and expressions
change when
discussing this event
from the British
perspective?
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
What feedback would you provide?
My metaphor for “A poison tree” is - wrath is like the seed was hiding into an
apple, nobody can see it.
Wrath means very angry, very angry to somebody. It may happen on you
friend or you rival. But you can’t see that just from the outlooking because it
was hiding in your heart and just you know that. so I use “the seed was
hiding into an apple, nobody can see it.”
First of all, I made this comparison because it is the good way to show and
make people to understand the word of “wrath.” Besides, then I can spend
this metaphor to express my internal world. In my heart there has many
wraths. Something is about the teacher; something is about my relative; and
something is about love. But I almost forget it, expect one thing was
happened in XYZ High School.
Bringing It All Back Home
Our Past Three Days- What Now?
• WIDA
• MPIs
• Formative
Assessment
• Data revelations
• Academic
Language
Who, what, when, where,
and how will these
things be addressed in
your district for the
2014-2015 school year?
Let’s use- Action Plan:
Creating a SMARTEST
Plan to plan next steps.
Ready, Set, Go! Time for ACTION!
Let’s use- Action
Plan: Creating a
SMARTEST Plan to
plan next steps.
Final Thoughts
Kelsie Berg, 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