English Language
Development in the Era of
Common Core
CCSA March 25-27, 2013
Agenda
- Welcome and Introduction
- CCSS ELA/WIDA ELL Project Overview
- Getting Familiar with MPIs
- Review and Feedback on NC-Created
MPIs
Introductions
Tell us about yourself!
• Name
• LEA
• Position
• Common Core English Language Arts and
ELL Connection in your LEA
Goals for CCSA Session
•
•
•
•
Provide overview of CCSS/WIDA Project.
Familiarize with MPIs.
Elicit feedback on project deliverables.
Determine how to apply new knowledge in LEAs.
WIDA/CCSS ELA MPIs Task Force
• WIDA/CCSS ELA Task Force
• Creating MPIs based on CCSS ELA Objectives
• Grades Covered
– K, 1, 3, 5, 6, 7, 8, 9-10, 11-12
• New Task Force membership invitation
Timeline
October 12, 2012
October – December, 2012
December 18 – 19, 2012
January 11, 2013
February – March, 2013
April – August, 2013
September 30, 2013*
On-going
Initial Meeting
Pre-Work Webinars (Resources
Sharing)
MPI Writing
MPI Writing (ELA Partnership)
Vetting Process (RESA & CCSA)
MPI Revisions and Writing
Items Released
Feedback from the field
* This date may be subject to change.
WIKI Resources compiled from
•
•
•
•
•
Aspen Institute
Council of Great City Schools
WIDA
2012 WIDA Debut Conference
DPI Disciplinary Literacy Online Module
Getting Familiar with MPIs
Organization of MPIs within Standards
Example: Social & Instructional; Grades 6-8
Organization of MPIs within Standards
MPI
STRAND
Model Performance Indicators
Language Function
Support
Make lists of real-world examples of threedimensional shapes from labeled models
Standard 3: The language of Mathematics
Grade Level Cluster: 3-5
The Content
Stem/Topic
Model Performance Indicators
• Provide examples (models) of assessable language
skills.
• Reflect the second language acquisition process.
• Describe how students can use the language
(purpose).
• Relate to specific criteria and elements of academic
language.
• Provide the anchors for curriculum, instruction, and
assessment.
WIDA Consortium
The MPI: Language Function
Language Function
• Describes how language is used; not the
cognitive task
• Guides the language features that students
should recognize or be able to produce
• May be used across several different levels,
though the language features associated at
specific levels may be different
WIDA Consortium
The MPI: Content Stem
Content Stem
• Helps ground language instruction to
the content that students are learning
• Relates to state or local content
standards
• Is grade level appropriate
WIDA Consortium
The MPI: Support or Strategy
Support or Strategy
• May be visual, graphic or interactive
• Are based on the concept of scaffolding new
language and concepts
• May include use of languages other than
English
• Are appropriate for instruction or assessment
WIDA Consortium
Language Function
Language Function =
“Describe”
Content Stem
Content Stem/Example Topic = “objects of
the earth or sky”
Support or Strategy
Support = “from observation, photographs or
models”
Elements of MPI
Getting Familiar with MPIs –
Station 1
Place the written MPIs in order under the
appropriate language domains
Transformation of MPI
WIDA Consortium / CAL /
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Use words or phrases related to
weather from pictures or
photographs
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Make statements about weather
from pictures or photographs
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Ask questions about weather
from pictures or photographs
Language Functions
Across Proficiency Levels
Forecast weather and provide
reasons from pictures or
photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Grade level cluster 1-2
Evaluate and weigh options
related to weather forecasting
Change in Function
Grade Level: 1-2 Standard: 5
Language Domain: Writing
(From Compare to Evaluate)
Compare attributes of two
products in the
marketplace from
illustrated examples
Evaluate attributes of two
products in the
marketplace from
illustrated examples
WIDA Consortium
Change in Content
Grade Level: 6-8 Standard: 4
Language Domain: Reading
(From Cycles/Processes to Ecosystems)
Predict consequences of
alteration of cycles or
processes from grade-level
text
Predict consequences of
alteration of ecosystems
from grade-level text
WIDA Consortium
Change in Support
Grade Level: 6-8 Standard: 4
Language Domain: Speaking
(From with a partner to based on graphic support or pictures)
Outline steps of scientific
inquiry involving elements
or compounds with a
partner
Outline steps of scientific
inquiry involving elements
or compounds based on
graphic support or
pictures
WIDA Consortium
Transform Multiple MPI Elements
Example
Topics
Level 1
Entering
Speaking
WIDA Consortium
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Describe
historical
figures or
events
associated
with the 2008
Presidential
Election from
photographs,
illustrations,
or videos in
small groups
Role-play
scenes from
historical
events or
lives of
figures
associated
with the 2008
Presidential
Election in
small groups
Re-enact
historical
events or
lives of
figures
associated
with the 2008
Presidential
Election from
varied
perspectives
with peers
(e.g.,
presidential
debates)
Give
monologues
simulating
historical
events or
figures
associated
with the 2008
Presidential
Election (e.g.,
scenes in
plays)
Level 6- Reaching
Identify
historical
figures or
events
associated
with the
Language Function2008
Presidential
Election
from
Content Stem
photograph
s or
illustrations
Supports
in small
groups
2008 USA
Presidenti
al
Election
Level 2
Beginning
WIDA Checklist
for Reviewing Strands of MPIs
WIDA
Getting Familiar with MPIs –
Station 2
Create MPIs by completing the table.
Review and Feedback
on
NC-Created MPIs
Provide feedback on project deliverables
Description
Suggested
Usage
Questions
Suggested
Modifications
Comments/
Possible Resources
Next Steps
MPI Transformation
in Action
AP Engineering
created by
a High School CTE teacher
#4
(Writing)
Explain and justify which scientific invention has been the most
useful by writing a comic to support your ideas
(i.e., next slide).
Standards Reference:
Framework: Summative
Standard 4: The language of Science
Science Standard: Grades (6-8):
Intro to Engineering Design Standard:
2.4 Advanced Designs (9-12)
Grade level cluster: 6-8
Language domain: Writing
English language proficiency level: 1- Entering
Example Topic: Scientific Inventions or discoveries
Comic Writing Activity
Students will choose an invention from the following list,
or one of their own they feel is the most important. The
students will then create a comic to represent its
importance. Students at level 1 may not have many words
in their comic, but they will be able to express themselves
through pictures. The teacher may also help this process
by asking questions like, “What does this invention do?”
“Has this invention helped anything else?” The teacher
may then go back and have them add words to their
comics. Teachers may also include words that describe
inventions for the students to use in their comics.
1. Microscope 2. medicine 3. X-Ray machine
4. telescope 5. computers 6. the internet
7. plastic 8. airplanes 9. Cars 10.batteries
11. light bulb 12. electricity
Higher Level Thinking Follow
Up Activity
• The students will then have to research the invention they chose for
their comic and create and present a power point presentation that
defends why it is the most important scientific invention to their
classmates.
• The students could create an invention that would help solve a typical
teenager problem.
Debrief and Next Steps
• How would you share what you have
gained (process/product) with stake
holders?
–
–
–
–
–
ESL Teachers
Content Teachers
Administrators (school-based or central office)
Parents
Community Members including school board
Questions & Answers
Resources
• WIDA 2012 Amplified Standards & Academic Language
Resources
• Common Core ELA (Text Complexity) and WIDA Connections
• Disciplinary Literacy Resources
• Productive Talk about Complex Text (Scrolling PowerPoint
Slides)
• Drs. Lily Wong Filmore and Charles Filmore
http://eldnces.ncdpi.wikispaces.net/Spring+2013+RESA+Regional+Training
WIKI Resources compiled from
•
•
•
•
•
Aspen Institute
Council of Great City Schools
WIDA
2012 WIDA Debut Conference
DPI Disciplinary Online Module
Goals for CCSA Session
•
•
•
•
Provide overview of CCSS/WIDA Project.
Familiarize with MPIs.
Elicit feedback on project deliverables.
Determine how to apply new knowledge in LEAs.
Presentation Development
Charlotte “Nadja” Trez, NCDPI ESL/Title III Office
Ivanna Mann Thrower, NCDPI ESL/Title III Office
Lindsey Fults, Charlotte Mecklenburg Schools (Resources)
Deborah Wilkes, Durham County Schools (Resources)
NCDPI WIDA/Common Core Task Force
Process Check
What
worked well?
What could be done
differently!
Contacts
Ivanna Mann Thrower
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3860
ivanna.thrower@dpi.nc.gov
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3866
nadja.trez@dpi.nc.gov
ESL Website http://esl.ncwiseowl.org/
Description
Suggested
Usage
Questions
Suggested
Modifications
Comments/
Possible Resources
Next Steps
CCSS ELA/ELL Task Force