Introductions
Lindsey Fults, ESL/Title III Consultant
Lindsey.fults@dpi.nc.gov
Nadja Trez, DPI Consultant
nadja.trez@dpi.nc.gov
Ivanna M.T Anderson
Ivanna.thrower@dpi.nc.gov
VISION:
•Build capacity
•Sustain statewide implementation
•Meet the needs of our English Language Learners
Inclusion Activity: Group Resume
Each Group:
•Will learn about individuals in the group by discussing
the prompts
•Pick a facilitator and a scribe to keep track of the
discussion on chart paper
•Prepare a 2-3 minute presentation that highlights the
strengths/ interests of the entire group.
– “How would you promote your group to others?”
Today’s Objectives
1. Evaluate the elements of the WIDA ELD Standards with
a focus on formative assessment
2. Interpret WIDA’s Guiding Principles of Language
Development.
3. Develop formative assessments to authentically gauge
academic language and content knowledge based on
the MPIs that were created
Logistics
* restroom locations
* break times
* wifi passwords
* group norms
Today’s Agenda
8:30 – 9:00 am
Sign in
9:00 – 10:30
Formative Assessment
10:30- 10:45
BREAK
10:45- 12: 00
Guiding Principles of WIDA
12:00 – 1:00
Lunch
1:00 -2:15
Develop content specific MPIs
2:30 – 2:45
BREAK
2:45- 4:00
Lesson Planning with Formative
Assessment
Formative Assessment: What Do Teachers Need to Know
and Do?
By Margaret Heritage
•What types of assessments do you utilize?
•What is formative assessment?
•What are the elements of formative assessment?
•What are the skills teachers need?
Rank your WIDA knowledge level
Survey “Questions”
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.
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
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
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?
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
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
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
Q&A
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, “WIDA
Focus on Formative Assessment”, 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
Examples of Formative Assessment
Grades 1 - 3 Language Strand
www.toondo.com
Teaching Channel Link
Teachers should help students ROAR by
R - recognizing students as individuals
O - providing different options (lesson delivery, output)
A - adapting for students to access material
R – providing resources
We are all language teachers!
“Focus on Language Learning Progressions”
Read your section (assigned by table) of the article.
1. Decide as a table group the 3 most important ideas
from your section.
2. 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?
Teachers don’t need more strategies, they
need to know more about language
acquisition & development.
On-Line Training Modules
• LinguaFolio training modules
–Http://www.learnnc.org/lp/editions/linguafolio/
• The WIDA English Language Development Standards
–http://www.rt3nc.org/
–Available to NC Teachers through HomeBase.
Accessed by logging in with your existing username
and password.
Final Thoughts
Schoolnet Resources
Log into SchoolNet to find useful
lesson plans.
WIDA Lesson Plan Share Space
Other lesson plans?
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
students talking about pros and cons of “Book It” program by Pizza Hut
https://novoed.com/common-core/video_list_lecture_components/2998/lecture_videos/1425
link to teacher demonstrating how he goes from a persuasive essay to brochure:
https://www.teachingchannel.org/blog/2014/05/23/support-structures-that-help-teachers/
link to teacher implementing sentence frames, textual evidence in ELA lesson:
https://www.teachingchannel.org/videos/ap-english-lesson-plan
Our Vision
•As Dr. Robin McCoy has stated, our vision is to build
capacity at the local school system level and sustain
statewide implementation of research-based strategies
to meet the needs of our English learners. Thank you for
being part of this journey and helping make the vision a
reality!
Evaluation
•Please complete online the evaluation form.