Strategically Enhancing ELL Access to the Language Demands of the Next Generation Standards
Lynn Shafer Williner, Ph.D.
lshafer@wested.org
March 2014
Features which Strategically Prepare
ELLs for Increased Language Demands
Lessons/Activities . . . 1. Emphasize use of language in context
2. Connect with central concepts of content
3. Connect with standards for practice
p
4. Emphasize ELL interaction with other
students
5. Provide avenues for broader modes of
communication
6. Include educative/formative assessment
www.csai‐online.org
CONTEXT‐ORIENTED CONTEXT
ORIENTED
LANGUAGE
1. Lessons and activities
emphasize use of language forms and
functions in context
2
3
1
Language Proficiency Had Been Configured as a
Bridge to First Cross Before Approaching Content
Previously Framed
as a Sequential
Relationship
Now Framed as a
Parallel Relationship
Content
ELP
Content
ELP standards and
instruction provided a
foundation from which
to approach content
standards
ELP
ELP standards and
instruction reflect the
language expectations
contained in content
standards
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4
ELL need more support than
decontextualized vocabulary and grammar
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Unpack Content Area Language Demands
Using Text Analysis Approaches –
Mary Schleppegrell, Univ. of Michigan
Increase student reading comprehension,
content-area understanding, and expository
writing
iti ability
bilit b
by examining
i i ...
• What a text is about
• How a text is organized
• How the author’s perspective
is built into text
6
2
Schleppegrell Example: Analyze how
definitions and explanations are constructed
Cells divide in two steps. First, the nucleus of the
cell divides, and then the cytoplasm divides.
Mitosis is the process in which the nucleus
di id to form
divides
f
two identical
id i l nuclei.
l i Each
E h new
nucleus is also identical to the original nucleus.
Mitosis is described as a series of phases or
steps. The steps are named prophase, metaphase,
anaphase, and telophase. …
Schleppegrell Example: Focus on
“Connectors” in Language
Enlightenment Ideas Influence American Colonists
Although a war had begun, the American colonists still
debated their attachment to Great Britain. A growing
p
They
y heard the
number,, however,, favored independence.
persuasive arguments of colonial leaders such as Patrick
Henry, John Adams, and Benjamin Franklin. These leaders
used Enlightenment ideas to justify independence. The
colonists had asked for the same political rights as people in
Britain, they said, but the king had stubbornly refused.
Therefore, the colonists were justified in rebelling against a
tyrant who had broken the social contract.
Schleppegrell Example: Unpack
Multiple Modalities in Mathematics
 Math symbols :
a2 + (a + 2)2 = 340
 Spoken language : “…and then you’ve got to add
on the ‘a’
a squareds because of the brackets and
the squareds, add up the ‘a’ squareds so you get
two ‘a’ squareds plus your four ‘a’”
 Written language : The sum of the squares of two
consecutive positive even integers is 340
(O’Halloran, 2000:384; 2003:196)
3
Use the Core Six Strategies to Unpack Text
The Core Six include:
• Reading for Meaning
•Compare & Contrast
• Inductive Learning
• Circle of Knowledge
Ci l f K
l d
• Write to Learn
• Vocabulary's CODE
The Core Six: Essential Strategies for Achieving Excellence with the Common Core. (2012). By Harvey F. Silver, R. Thomas Dewing, & Matthew J. Perini
www.csai‐online.org
Top Hat Organizers – The Core Six
Similarities
Differences
Differences
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CENTRALIZED
2. Lessons and
activities connect with
core ideas and
concepts in curriculum
12
4
Dramatically Higher Expectations
ELA
Math
DOK1
25%
24%
DOK2
38%
40%
DOK3
26%
25%
DOK4
11%
11%
*Example based Smarter Balanced Specifications/Elementary Grades
Courtesy: Herman (2013) www.csai‐online.org
Increased Rigor Is Due to Added Cognitive
and Academic Language Complexity
Academic Language
Complexity
DOK an
nd Cognitive
Com
mplexity
Curriculum
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Simple Language Demands at DOK1
Math – Recall, Draw, Define, List, Label . . .
Courtesy: Herman (2013) www.csai‐online.org
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Language Demands Increase Slightly at
DOK2 Math – Simple Application
Courtesy: Herman (2013) www.csai‐online.org
At DOK3, ELL Need to Use Language to Draw
Conclusions, Cite Evidence, Explain, Revise . . .
Lookatthedrawing.Thenumbersalongsideeach
columnandrowarethetotalofthevaluesofthe
symbolswithineachcolumnandrow.What
numbershouldreplacethequestionmark?
(Webb et al., 2005)
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Courtesy: Herman (2013) Much More Complex Language
Demands at DOK4
Your class and your teacher are going on a field trip. There are
three possible choices for the field trip: an aquarium, a science
museum, or a zoo. Your teacher asked students to write down
their first and second choices. In this task, you will determine
where the class should go on the field trip based on the survey
results and the cost per student
student.
• This is a map of your school and the three different field
trip locations.
• Here’s how students voted, first and second choice
• Here are costs --in time, fees, transportation costs
Analyze, recommend, justify
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Courtesy: Herman (2013) 6
“Water up” the Curriculum (Edwin Ellis)
Focus instruction on
• Core Ideas
• Critical details • [vs. Clarifying details] Similar to Backwards Design, first stage:
• What is essential to know and be able to do?
• What is important to know and do?
• What is nice to know? What is worth being familiar with?
Content Preview (August, 2011)
1. Focus students on important ideas in upcoming text by
asking guiding questions
•
2.
specific to the text or use imagination and think beyond the text.
Build background knowledge related to the text
•
3.
short video clips, visuals, readings in English or in L1 and questions
thatt draw
th
d
on students’
t d t ’ background
b k
d and/or
d/ connectt to
t related
l t d
texts/topics.
Pre-teach content obligatory vocabulary
•
Tier II (general academic terms) or Tier III (high frequency domainspecific terms)
4. Create oral summary of text , then create written summary
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Schleppegrell Example: Examining the Language
of the Content Area
7
Lily Wong-Fillmore: Analyze “Juicy”
Sentences Found in Complex Text
A different way to think about text complexity…
• Each day select text to amplify as part of instructional conversations.
• Choose text that has complex structure but also that holds the essence of your lesson/activity, or some really pivotal information.
Secondary teacher example of
juicy sentence type of lesson
http://indulgy.com/post/cW48ibBa1/goodlesson-for-making-juicy-sentences
DEPTH
3. Lessons and
activities are designed in relation to the Standards for Practice
23
Tool Created to Unpack the Language
Practices Found in the CCSS and NGSS
Google ELPD Framework to download this document.
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Strategy: Tie Instruction Related to Student
Language Access to Use of the Practices
“By explicitly calling attention to these
practices, [analyses of the language demands
of college and career-ready standards can be
used to] cultivate higher order thinking
skills in ELLs and target their ability to
comprehend and communicate about
complex text.”
(CCSSO, ELPD Framework, 2012, p. 16).
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The ELPD Framework provides us with a strategic choice about creating correspondences between ELP standards and CCR standards: Focus on Standards for Practice
9
Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
EP2, EP5, MP3, EP4, SP7: Develop a strong base of e idence to
base of evidence to support arguments, claims, or statements.
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
SP2, MP4, SP5: Develop and use models with mathematical, scientific, and/or computational thinking
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
SP8, EP2: Take information, evaluate it, and be able to clearly and effectively communicate an appropriate response.
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
EP7, MP5: Appropriately and strategically use g
y
technology and visual media.
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
MP1, MP2, MP6, MP7, MP8: Use problem g
g
solving strategies involving problem definition, modeling, precision, and regularity of reasoning.
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
SP1, SP3, SP4, SP6: After defining a problem and completing p
g
investigations, analyze data, construct explanations, and design solutions.
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Strategy: Design Language Lessons/Activities
Around Instruction Involving These Practices
EP4, EP5, EP6: Participate in classroom discourse around a wide range of topics and texts (including complex texts), coming to understand other perspectives and cultures.
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Language Access Demands of the Common
Core (Bunch, Kibler, & Pimentel, 2013)
• Engage with complex texts to build
knowledge across the curriculum
• Use evidence to inform, argue, and analyze
• W
Workk collaboratively,
ll b ti l understanding
d t di multiple
lti l
perspectives, and presenting ideas
• Use and develop linguistic resources to do all
of the above (e.g., vocabulary, grammatical
structures, and coherent and connected
discourse)
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The New ELP Standards Emphasize Embedded Use
Key Functions Found in the Common Core/NGSS
1
construct meaning from oral presentations and literary and informational text through grade‐appropriate listening, reading, and viewing
2
participate in grade‐appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3
speak and write about grade‐appropriate complex literary and informational texts and topics
construct grade‐appropriate oral and written claims and support them with reasoning and evidence
conduct research and evaluate and communicate findings to answer questions or solve problems
4
5
6
7
8
9
10
analyze and critique the arguments of others orally and in writing
adapt language choices to purpose, task, and audience when speaking and writing
determine the meaning of words and phrases in oral presentations and literary and informational text
create clear and coherent grade‐appropriate speech and text
make accurate use of standard English to communicate in grade‐appropriate speech and www.csai‐online.org
writing
Connect to Rubrics Rating the Quality of the
Content Area Lessons: EQuiP Rubrics
EQUiP Rubric
13
http://aldnetwork.org/page/exemplar‐units‐lesson‐plans‐and‐tools
Academic Language Development
Network Lesson Plan Toolkit
See Zwiers, O’Hara, & Pritchard (in press) Common Core Standards in
diverse classrooms: Essential practices for developing academic language
and disciplinary literacy. Stenhouse Publishers.
INTERACTIVE
4. Lessons and
activities which require
ELL to interact and
collaborate with others
42
14
Emphasis on Interaction and Collaboration
• Two‐way interactive communication involving negotiation of meaning and developing proficiency in socio‐
developing proficiency in socio
cultural aspects of English
• Successful instructed language learning also requires opportunities for output (Ellis, 2008)
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Anita Archer’s Graphic Organizers
•Strategies for improving comprehension before,
during, and after reading.
http://miblsi.cenmi.org/MiBLSiModel/Implementation/ElementaryS
chools/TierISupports/ArcherHandouts.aspx
•Active Participation Instruction,
Modeling and guided practice are used to teach
students class participation strategies and behaviors.
http://www.iu17.org/best‐practices/best‐practices‐videos/anita‐
archer‐strategies‐engagement‐videos/
http://www.scoe.org/pub/htdocs/archer‐videos.html
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North Carolina DPI ENGLISH LANGUAGE ARTS AND
MATH GRAPHIC ORGANIZERS
http://www.ncpublicschools.org/acre/standards/commoncore-tools/#gomath
English Language Arts Graphic Organizers
•Argument
•Compare
C
and
dC
Contrast
t t
•Dialectic Response
•Inquiry
Math Graphic Organizers
•Synthesizing
•Number Lines in the Common Core
•Vocabulary
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http://aldnetwork.org/page/exemplar‐units‐lesson‐plans‐and‐tools
Academic Language Development Network Lesson
Plan Toolkit - 7th Grade Math Toolkit
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Academic Language Development Network Lesson
Plan Toolkit - 7th Grade Math Toolkit
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EQUITY/ACCESS
5. Lessons and activities provide avenues for broader modes of communication
49
Broader Communicative Modes to Support
and Enhance ELL Potential to Learn
•Even though ELL will produce language that includes features that distinguish them from their native‐English‐speaking peers, “it is possible [for ELs] to achieve the standards for college‐and‐
career readiness” (NGA Center & CCSSO, 2010b, p. 1).
•ELL have the same potential as native speakers of English to engage in cognitively complex tasks. •Regardless of ELP level, all ELLs need access to challenging, grade‐appropriate curriculum, instruction, and assessment and benefit from activities requiring them to create linguistic output (Ellis, 2008a; 2008b). www.csai‐online.org
Broader Interpretation of Communication
Receptive modalities
Listening and reading
Productive modalities
Speaking and
writing
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Some people STILL think of UDL as a technology
initiative or just for students with disabilities or
intensive support needs.
http://udlcenter.org/
UDL is framework for proactively designing
learning experiences – from the beginning – that
address grade level standards in ways that enable
all students to gain knowledge, skills,
and enthusiasm for learning.
http://udlcenter.org/
Goals
Firm Goals, Flexible Means
• Clearly identified
• Do NOT embed the
means unnecessarily
• Allow multiple paths to
achievement
http://udlcenter.org/
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Principles of UDL
UDL calls for ...
 Multiple means of representation, to give learners
various ways of acquiring information and knowledge
 Multiple means of expression, to provide learners
alternatives for demonstrating what they know
 Multiple means of engagement, to tap into
learners' interests, offer appropriate challenges, and
increase motivation.
http://udlcenter.org
55 /
Differentiating Instruction
(Flanagan, Liebling, & Meltzer, 2013)
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EDUCATIVE
ASSESSMENT
6. Lessons and
activities include
formative assessment
58
Formative Assessment in NOT…





A test or instrument
More frequent use of tests
A score
A one‐time event
A one‐time event
Something that happens at the end of a period of learning
 Something only teachers do
Margaret Heritage(2013) www.csai‐online.org
Educative Assessment (Wiggins)
•The use of assessment tasks with real-work
implications
•The use of real models of performance
•The use of on-going feedback and guidance from the
instructor including negotiated criteria
instructor,
•The use of objective, independent assessment criteria
•The use of on-going, recursive opportunities for
learners to improve their performances (Wiggins, 1998)
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Using Formative Assessment with ELLs
Assessment/Audit Question:
“At what ELP level is the ELL performing?”
Question that uses assessment to inform
instruction:
“Based on the targets outlined for the end of each
ELP levels, what resources and competencies will
the ELL need to develop?”
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Four questions which serve as a
starting point for any PLC:
Dufour and Marzano offer the following:
• What is it we want our students to know?
g
• How will we know if theyy are learning?
• How will we respond when individual students
do not learn?
• How will we enrich and extend the learning
for students who are proficient?
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Intersecting Conversations around
Improvement of Instructional Design
Use of Formative/
Educative Assessment
Use of Professional Learning Communities
Improved Data Literacy
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21
Features which Strategically Prepare
ELL for Increased Language Demands
Lessons/Activities . . . 1. Emphasize use of language in context
2. Connect with central concepts of content
3. Connect with standards for practice
p
4. Emphasize ELL interaction with other
students
5. Provide avenues for broader modes of
communication
6. Include educative/formative assessment
www.csai‐online.org
64
Strategically Enhancing ELL Access to the Language Demands of the Next Generation Standards
Lynn
nn Shafer
er Willner, Ph.D..
lshafer@wested.orgested.org
March 2014
22