We will:
•Provide an overview of how to interpret ACCESS for
ELLs scores for instructional purposes.
•Review the importance of student goal setting and learn
how to write instructional goals for EL students.
•Learn to write language objectives and find practical ways
of incorporating language objectives into lesson plans.
OBJECTIVE ONE
•Provide a basic understanding of WIDA and
ACCESS for ELLs
•Provide an overview of how to interpret ACCESS
for ELLs scores for instructional purposes to
better understand our students’ Listening,
Speaking, Reading, Writing, and Overall English
Proficiency Levels.
ACCESS for ELLs:
JUST ANOTHER STANDARDIZED TEST?
World-Class Instructional
Design & Assessment
(WIDA)
Consortium
Five WIDA ELP Standards
Standard 1- English language learners communicate for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
Standard 2 – English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of
LANGUAGE ARTS.
Standard 3 –English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of
MATHEMATICS.
Standard 4 –English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of
SCIENCE.
Standard 5 –English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of
SOCIAL STUDIES.
WIDA Consortium / CAL / MetriTech
Four 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 ─ process, interpret, and evaluate written
language, symbols, and text with understanding
and fluency
Writing ─ engage in written communication in a
variety of forms for a variety of purposes and
audiences
Five Grade-Level Clusters
The WIDA ELP Standards are organized by
the following Grade-Level clusters:
•PreK−K
•Grades 1−2
•Grades 3−5
•Grades 6−8
•Grades 9−12
Levels of English Language
Proficiency
6
5
4
3
2
1
WIDA Consortium / CAL / MetriTech
R
E
A
C
H
I
N
G
ACCESS for ELLs
REPORTS TO INTERPRET
• School Frequency Report
• Student Roster Report
• Teacher Report
PROFICIENCY LEVELS
65
40
75
REPORTS TO INTERPRET
• School Frequency Report
(Grouped scores for grade level)
• Student Roster Report
• Teacher Report
STUDENT ROSTER REPORTS
REPORTS TO INTERPRET
• School Frequency Report
(Grouped scores for grade level)
• Student Roster Report
(Scores for grade level by individual students)
• Teacher Report
LANGUAGE DOMAINS
REPORTS TO INTERPRET
• School Frequency Report
(Grouped scores for grade level)
• Student Roster Report
(Scores for grade level by individual students)
• Teacher Report
(Scores for individual students)
OBJECTIVE ONE
We will learn how to read the ACCESS for ELLs
Report to better understand our students’
Listening, Speaking, Reading, Writing, and
Overall English Proficiency Levels for
instructional purposes.
OBJECTIVE TWO
We will learn how to use Proficiency Level data to
maximize strengths and challenge weak areas
through collaborative student goal setting with
other faculty members for instructional purposes.
HOW IS THIS DIFFERENT FROM
WHAT I ALREADY DO?
A man walks into a doctor’s office. He has a
cucumber up his nose, a carrot in his left
ear, and a banana in his right.
“What’s the matter with
me?” he asks the doctor.
The doctor replies, “You’re
not eating properly.”
STUDENT ROSTER REPORTS
TRENDS TABLE Student Watch List
AMAO-A (.5 Growth)
Student
Name
Juan
2009
2010
2011
Yes/No
2.3
2.4
3.0
Y
Luis
1.9
2.1
2.3
N
Karla
1.5
1.7
3.1
Y
Student
“Watch” List
Luis
Gloria
3.3
3.3
3.4
N
Gloria
Danael
2.2
2.7
4.2
Y
Jonathon
Jonathon 2.0
3.9
4.2
N
Qi Ling Li 1.1
4.2
5.0
Y
Now It’s Your Turn
ACTIVITY: Make a Student “Watch” List
• Use Student Scores and Trend Table Sheets
• Compare student scores for the past 3 yrs
• Make a watch list of students to target
• Discuss with your table which language
domain(s) each student would require
intervention in.
• Share findings in whole group
STUDENT GOAL SETTING FORM
STUDENT GOAL SETTING FORM
(continued)
TIER CHOICE
USING STUDENT GOAL SETTING FORMS
TO INFORM CLASSROOM INSTRUCTION
QUESTIONS OR COMMENTS
ABOUT STUDENT GOAL SETTING?
----ABOUT ANYTHING?
LUNCH
Objective Three
We will learn how to use our students’ Proficiency
Levels to create meaningful Language Objectives
that each include a Language Function, Content
Skill, and Differentiated English Learner Support to
improve instructional practice.
The play was a
great success,
but the
audience was a
disaster.
I
KNOW
EXACTLY
WHAT
I’VE LOOKED
ATDO
ALL THE
NUMBERS…
ORMY
I?
STUDENTS NEED…
-Oscar Wilde
Purposes for Creating
Language Objectives
• To increase student’s content
learning, regardless of their English
level, through purposeful and
differentiated supports.
BICS
(social)
CALP
(academic)
BICS
CALP
Purposes for Creating
Language Objectives
• To increase students’ content learning,
regardless of their English level, through varied
and purposeful supports.
• To provide a system for students to
interact with content according to their
academic language level and to increase
that level through exposure and
application.
Academic Vocabulary
(language Objective)
Purposes for Creating
Language Objectives
• To increase students’ content learning,
regardless of their English level, through varied
and purposeful supports.
• To provide a system for students to interact with
content according to their academic language
level and to increase that level through exposure
and practice.
• To plan explicitly students’ regular use and
improvement in the domains of writing,
speaking, listening and reading.
3 Parts of a
Language Objective
Language
Function
Content
Stem
Language Objective
Support
Language
Function
A language function describes
what you expect the students
to be able to do and how the
students will communicate
what they know.
Language
Functions
Writing1.8
Level 1
Level 2
Level 3
Level 4
Level 5
Identify
Follow
Locate
Name
Listen
Point
Select
Respond
Circle
Sort
Label
Draw
Color
Match
Repeat
Identify
Follow
Locate
Describe
Role play
Predict
Compare &
Contrast
Respond
Classify
Identify
Describe
Role play
Predict
Compare &
Contrast
Infer
Sequence
Illustrate
Narrate
Summarize
Rewrite
Interpret
Identify
Describe
Predict
Analyze
Apply
Compare &
Contrast
Infer
Narrate
Summarize
Rewrite
Depict
Explain
Categorize
Predict
Summarize
Rewrite
Paraphrase
Analyze
Apply
Defend
Persuade
Debate
Edit
Revise
Justify
Create
Generate
Interpret
Now It’s Your Turn
ACTIVITY: Language Function Consensus
• Use Handout Part C
• Follow the handout directions with your
table to practice choosing appropriate
Language Functions from the chart
• Be prepared to share one conversation
your group had about which function to
choose and why.
Content
Stem
The content stem is what is being
covered in class based on the
Alabama Course of Study
Support
Supports are the tools or strategies
you will provide to assist students in
ACCESS for ELLs in using the language
and knowledge required for the
content.
Sensory Supports
Graphic Supports
Interactive supports
•
•
•
•
•
•
•
•
•
•
•
• Charts
• Graphic
organizers
• Tables
• Graphs
• Timelines
• Number lines
•
•
•
•
•
•
Real-life objects
Manipulatives
Picture/photos
Illustrations
Diagrams
Drawings
Videos
Broadcasts
Models
Magazines
Newspapers
WIDA Consortium (pg. RG 21)
Pairs/Partners
Small groups
Whole group
Websites/software
Native language
Peers/mentors
Support
STAND. SIT. SHAKE HANDS.
Language Arts
Mathematics
Science
Social Studies
• Illustrated
word/phrase wall
• Felt or magnetic
figures of story
elements
• Sequence blocks
• Environmental
print
• Posters, bulletin
boards or displays
• Audio books
• Songs/Chants
• Blocks/Cubes
• Models of
geometric
figures
• Calculators
• Protractors,
compasses
• Rulers,
yards/meter
sticks
• Counters
• Coins
• Scientific
instruments
• Physical models,
• Measurement
tools
• Posters/
Illustrations of
process or cycles
• Actual
substances,
objects or
organisms
• Natural materials
•
•
•
•
•
Maps and Atlases
Globes
Compasses
Timelines
Multicultural
artifacts/photo
• Arial & satellite
photographs
• Video clips
Support
3 Parts of a
Language Objective
Language
Function
Content
Stem
Language Objective
Support
SAMUEL I:
THE BIG PICTURE
Interpreting ACCESS for ELLs
Student Goal
Setting
Language
Objectives
SAMUEL I:
THE BIG PICTURE
1- Read the teacher report
and highlight the weak areas
2-Fill in steps 4, 6 & 7 on the
Student Goal Setting Form
3-Write any one language
objective for this student.
Contact Information
• Dely V. Roberts – Title III/EL Specialist
• droberts@alsde.edu
• Dr. Tammy Hallman Starnes– Title III/EL Coordinator
tstarnes@alsde.edu
5348 Gordon Persons Building--50 North Ripley Street
Montgomery, AL--334-242-8199