Meeting the Unique Linguistic and
Academic Learning Needs of ELLs in the Era
of College and Career Ready:
North Carolina’s Story
North Carolina Department of Public Instruction
Charlotte “Nadja” Trez, Title III/ESL
Lindsey Fults, Title III/ESL
Transformed Model Performance Indicators (MPIs)
and Common Core English Language Arts
• WIDA/CCSS ELA Task Force
• Creating MPIs based on CCSS ELA Objectives
• Grades Covered
– 1, 3, 5, 6, 7, 8, 9-10, 11-12
Timeline
October 12, 2012
Initial Meeting
October – December, 2012
December 18 – 19, 2012
January 11, 2013
Pre-Work Webinars (Resources
Sharing)
MPI Writing
MPI Writing (ELA Partnership)
February – March, 2013 (RESA)
August 13-14, 2013
January 16-17, 2014
February 20, 2014
Vetting Process
MPI Revisions
MPI Editing
Items Released
http://bit.ly/NCLEPHandboo
k
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)
•
Language for Achievement, Dr. Edynn Sato
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 Literacy Online Module
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
The Content
Stem/Topic
Standard 3: The language of Mathematics
Grade Level Cluster: 3-5
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
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
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
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
Elements of MPI
WIDA
Language Functions
Across Proficiency Levels
Use words or phrases related to
weather from pictures or
photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Make statements about weather
from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Ask questions about weather
from pictures or photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Forecast weather and provide
reasons from pictures or
photographs
Grade level cluster 1-2
Language Functions
Across Proficiency Levels
Evaluate and weigh options
related to weather forecasting
Grade level cluster 1-2
Working Group Session 3
Create MPIs based on
Common Core English Language
Arts Grade 4
Writer, Reviewer, & Editor
Revae Bostwick, Newton-Conover City Schools
Who will be using this document?
How will they use it?
What should we include?
Image source: openclipart.org
Who will use these documents?
Image source: pixabay.com
Which path?
Image source: en.wikipedia.org
How will it be used? &
What do we include?
ELA
RI.3.4
Determine the meaning of general
academic and domain-specific words
and phrases in a text relevant to a
grade 3 topic or subject area.
Evolution
Image source: commons.wikimedia.org
Working together
Image source: commons.wikimedia.org
Grade 5 MPIs
http://bit.ly/NCLEPHandbook
Transformed MPIs/ELAs
Editing….
For the most part, this
was the easiest part of
the job. The writers
before me had done all
of the hard work.
Editorial/Final Thoughts
Kelsie Berg, Buncombe County Schools
WIDA Checklist
for Reviewing Strands of MPIs
WIDA
Task Force Checklist
Checked
Revision
1
MPIs are aligned to Common Core standards.
2
MPIs are clear and concise and user-friendly.
3
MPIs are performance standards and NOT classroom activities.
4
MPIs & document format is consistent across grade levels (vertical
alignment).
5
MPIs demonstrate a progression in difficulty both developmentally and
in terms of language progressions (vertical alignment through grade
levels and language levels).
Task Force Checklist
Checked
Revision
6
MPIs follow Language Function + Content Stem + Support format.
7
MPIs are uniform in regard to their level of specificity.
8
MPIs contain sensory, graphic or interactive supports through English
language proficiency level 4, Expanding. Supports are progressively
diminished as language proficiency increases.
9
MPIs contain scaffold at equal intervals across the levels of English
language proficiency.
10
MPIs meet the cognitive skill of the Reading for Literature & Reading
for Informational Text standards.
Grade 7 MPIs
http://bit.ly/NCLEPHandbook
Transformed MPIs/ELAs
A Closer Look Each Time
• What were we thinking?
– Each time we looked at the document, we would
look at things and question what was meant.
– Comprehensibility was a process. When we were in
the revising mode, ideas and improvements seemed
to flow.
– At the editing stage, “the flow” wasn’t necessarily
comprehensible.
Editing Process
• As we were editing, we tried to make sure that:
– the structure of MPIs was parallel at each grade level
– the documents were formatted similarly (in case
teachers worked across grade levels, it wouldn’t be a
struggle)
– supports progressed smoothly among the levels with
a gradual release of supports
– the MPIs were correlated with the CCSS for Reading
for Literature or Information
Implementation and PD
When presenting the document to ELA teachers, I feel the
following steps are crucial:
1. Ensuring teachers know it’s an example/ starting point
to alter with their own performance tasks and activities
2. That teachers working with the document have
knowledge of:
–
Language proficiency of students and what it means
–
The WIDA standards
–
The elements of an MPI
Implementation and PD
Once the previous slide’s background is
established/ reviewed, the next step is
showing teachers how the framework can
be altered to meet the language needs of
students, no matter where they may be
with acquiring language- using specific
examples from a standard across a strand.
Next Step
• In pairs, after sharing an example, I plan to ask
teachers to work on coming up with an example
to share with the others in the group.
Grade 7, Reading for Information, standard 9,
Transformed MPIs Sample
• Determine from reading two versions of
illustrated texts how authors writing about
the same topic shape their presentations of
key information by emphasizing different
evidence or different interpretations of facts
supported by a list of pre identified key
information.
Standards Reference:
• Framework: Formative
• Standard 4: The language of Language Arts, Social and Instructional
Language
• CCSS, Reading for Information #9: Analyze how two or more authors
writing about the same topic shape their presentations of key information
by emphasizing different evidence or advancing different interpretations of
facts.
• Grade level cluster: 6-8
• Language domain: Reading
• English language proficiency level: Level 2, Beginning
• Example Topic: Fears and Phobias
MPI Adjusted Based on County Developed
Curriculum, Unit: Fear: What Do I Fear?
• Determine from reading two articles on fears
and phobias how the authors shape their
presentations of key information by
emphasizing different information about fears
and phobias using a list of pre identified key
information, highlighted selections of the
text, and a T-chart.
The Activity
Teens Health Article
HelpGuide.org article
http://kidshealth.org/teen/your_
mind/mental_health/phobias.ht
ml#
http://www.helpguide.org/mental
/phobia_symptoms_types_treat
ment.htm
Pre-Identified Information:
Decide which author emphasized the following
and place the statement in the T-chart
• Having a phobia is normal
and not a sign of
weakness or immaturity.
• Phobias can be managed
and cured.
• We can develop phobias
of anything.
• When to seek treatment
• Best treatments
• How fear works
• Causes of phobias
• Stresses the between
normal fear and phobias
• Common types of phobias
• Signs and symptoms
After Completing the T-Chart:
• In pairs, students will identify what each author
emphasized about fears and phobias in a
summary statement using a sentence frame.
• In the Teens Health article, the author mostly
emphasized _________________________,
whereas in the Help Guide article, the authors
mostly emphasized ___________________.
What would the other proficiency levels
do?
• A lower proficiency level may only work with
one paragraph of each text.
• A higher proficiency level may use a Venn
Diagram in order to also consider what the
authors wrote that was similar and/ or add
another article as a third perspective.
Extension of the Project
Disciplinary Literacy
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.
Task Force Members
Grade 1, 3, 5, 6, 7, 8, 9-10, & 11-12
Writers
Reviewers
Editors
Name
LEA/Charter
Position
Writer
Reviewer
1 Marisa Thomas
Asheville City
ESL Teacher
X
2 Kelsie Berg
Buncombe
SIOP Coach
X
3 Lannie Simpson
Burke
Coordinatior
X
4 Sarah Collins
Cabarrus
ESL Teacher
5 Marilyn Upright
Cabarrus
ESL Teacher
X
6 Eun Dobs
Cabarrus
ESL Teacher
X
7 Carey Haney
Cabarrus/CMS
Resource Teacher
X
8 Lindsey Fults
CMS/DPI
LEP Comm. Coor.
X
9 Kristen Baker
CMS
ESL Technology
X
10 Amelia Heidi Campbell
CMS
ESL Specialist
11 Debra Wilkes
Durham
Lead Teacher
X
12 Sashi Rayasam
Durham
Director
X
13 Ana Matthews
Gaston
Lead Teacher
X
14 Linda Lippitt
Henderson
Director
X
15 Maritza Rosado
Johnston
Lead Teacher
X
16 Rachel Rovenstine
Kannapolis City
Lead Teacher
X
17 Michelle Chrismon
Kannapolis City
ESL Teacher
X
18 Revae Bostwick
Newton-Conover
Lead Teacher
X
19 Glenda Harrell
Wake
ESL Director
X
20 Sue Kummerer
Wake
SIOP Coach
X
21 Amanda Miller
Wake
Lead Teacher
X
22 Diane Daly
Wake
Lead Teacher
X
Editor
X
X
X
X
X
X
Understanding Language
Understanding Language and the College &
Career Ready Standards: Meeting the
Needs of English Language Learners
Lau v. Nichols (1974)
*
A Nation at Risk (1983)… call for
standards.
*
*
The two cyclops problem
*
Content
Mostly vocabulary,
Grammar
Old Paradigm
Language
*
New Paradigm
Content
Discourse
Text (complex text)
Explanation
Argumentation
Purpose
Typical structure of text
Sentence structures
ΔVocabulary
practices
Language
*
Content
*
*
March 12,
COSA - Eugene
*
March 12,
COSA - Eugene
*
ELPD Framework
*
No Child Left Behind: Three
important pieces for ELLs
inclusion
Sec. 1111(a)(3)(ix)(III) the
of limited
English proficient students, who shall be assessed in a valid
and reliable manner and provided reasonable
accommodations on assessments administered …
including, to the extent practicable, assessments in the
language and form most likely to yield accurate data…
Sec. 1111(a)(3)(xiii) enable results to be
disaggregated within each State, local
educational agency, and school by…English proficiency
status.
Sec 3113(b)(2) standards and objectives for raising the level
of English proficiency that are derived from the four
recognized domains of speaking, listening, reading, and
writing, and that are
achievement of the
challenging State academic content and student
academic achievement standards described in section
1111(b)(1).
aligned with
*
The New Standards…
raise the bar for learning;
• raise the demand for language;
• call for a high level of classroom discourse
across all subject areas.
•
*
Students are challenged to…
•
engage in productive oral and written
group work with peers,
• engage in effective oral and written
interactions with teachers,
• explain and demonstrate their
knowledge using emerging complex
language and other communicative
strategies in different settings, and
• extract meaning from complex written
texts.
*
Obstacles
•English Language Development (ESL) isolated
from content
•Low expectations of our ELLs
•Language seen as the exclusive domain of the
ELD teacher or ELD block
•Traditional Program model of service for ELLs
*
A Pilot ELA Exemplar
“Persuasion Across Time and Space: Analyzing and
Producing Complex Texts”
A Unit Developed for the Understanding Language Initiative
by WestEd’s Teacher Professional Development Program
•Unit Authors: Aida Walqui, Nanette Koelsch, and Mary
Schmida
•In Collaboration with Understanding Language’s English
Language Arts Working Group: George C. Bunch (Chair),
Martha Inez Castellón, Susan Pimentel, Lydia Stack, and Aida
Walqui
2
*
Persuasion Unit
•Illustrates how ELA CCSSs can be used to deepen and
accelerate the instruction of ELLs in middle schools.
•Is based on the notion that ELLs simultaneously
develop conceptual and academic understandings as
well as the linguistic resources to express them, through
participation in rigorous activity that is well scaffolded
(Walqui & van Lier, 2010)
*
LESSON 2
Persuasion in Historical
Context: The Gettysburg
Address
•Gettysburg Address
LESSON 1
Advertising in the
Contemporary World: An
Introduction to Persuasive
Texts
•Can you live with dirty water?
UNIT
Persuasion
Across Time
and Space:
Analyzing and
Producing
Persuasive Texts
LESSON 5
Putting it Together:
Analyzing and Producing
Persuasive Text
•The Girl who Silenced the World for Five
Minutes
LESSON 3
Ethos, Logos, &
Pathos in Civil Rights
Movement Speeches
•MLK “I have a dream”
•Robert Kennedy “On the Death of Martin
Luther King”
•George Wallace “The Civil Rights
Movement: Fraud, Sham, and Hoax “
LESSON 4
Persuasion as Text:
Organizational,
Grammatical, and Lexical
Moves in Barbara
Jordan’s All Together
Now
•Barbara Jordan “All Together Now”
*
Collaborative Poster
*
Math Resources
• Exemplars available for elementary, middle, and
high school; however only the elementary materials
will be piloted.
• Developed by Understanding Language, under the
leadership of Prof. Judit Moschkovich of UC Santa
Cruz, and with assistance from a team of math and
language experts.
• Provider of P.D. for these materials: Grace Coates
8*
Elementary Sample Annotated Lesson
Roger’s Rabbits
• Grade 4, Operations and Algebraic Thinking
• Adapted from Roger’s Rabbits
• Copyright by Mathematics Assessment Resource Service
(MARS) 2008.
*
Goals for the Understanding Language
Initiative
 Engage in a healthy public dialogue around what the
College and Career Readiness Standards (CCRS) imply
for English Language Learners (ELLs).
 Develop exemplars of what CCRS - aligned instruction
looks like, to be used as strategic tools by districts (and
others).
*
Goals for the Understanding Language
Initiative
Develop a vibrant, inquisitive, engaging online
community:
Web: http://ell.stanford.edu/
Twitter: ELLStanford
Facebook: Understanding Language
You Tube: Understanding Language
*
Goals for the session
•
Examine the critical role language plays in the CCRS
standards for English Language Learners (ELLs).
•
Identify specific teaching strategies that support ELLs’
access and success with authentic complex texts.
•
Unpack the metacognitive processes
teachers/educators need to support and reinforce ELL
learning.
•
Explore ways to engage English Learners in high levels
of discourse in Language Arts classrooms
*
Cross-Cutting Foundations
(ell.stanford.edu)
•
Language and the Common Core Standards
(L. van Lier and A. Walqui)
•
What is the Development of Literacy the
Development of? (G. Hull & E. Moje)
•
What Does Text Complexity Mean for
English Learners and Language Minority
Students? (L. Wong Fillmore & C. J. Fillmore)
•
Instruction for Diverse Groups of English
Language Learners (A. Walqui & M. Heritage)
*
Piloting the Units Statewide
(English Language Arts and Mathematics)
• ELA (Grade 7)
– Persuasion across Time and Space: Analyzing
and Producing Complex Texts
• Math (Grade 4 )
– A set of resources that discuss relevant
language and supports the participation of
ELLs in Mathematical discussions
NC UL Project Timeline
October 3, 2013
Informational Webinar
http://eldnces.ncdpi.wikispaces.net/Materials+%26+Resources
October 2014
Application Process and Pilot Participants
Selection
November 3-4, 2014 (East) Four (2 x 2) Day Face-to-Face Training
November 6-7, 2014 (West) (East & West regions)
December, 2014 – June,
2015
NC MOOC modules provided by Stanford
University by Dr. Kenji Hakuta
March 16 - 20, 2015
Regional Support and Coaching
Summer 2015
Expansion and Sustainability
Planning
Pilot Participants
English Language Arts (Grade 7)
4 LEAs/Charters per each region
(Grade 7 ELA team + ESL teacher + EC teacher +
administrator + academic coach/facilitator)
Math (Elementary grade level TBD)
4 LEAs/Charters per each region
(Grade level TBD + ESL teacher + EC teacher + administrator
+ instructional coach/facilitator)
32 ELA Teams
(6 members
per team)
64 Teams
384 Participants
32 Math
Teams
(6 members
per team)
ELA Team
*2 Grade 7
ELA
Teachers
*1 ESL
Teacher
*1 EC
Teacher
1
Administrator
1
Academic
Coach/
Facilitator
ELA
TEAM
Math Team
*2 Grade
7
MATH
Teachers
*1 ESL
Teacher
1
Academic
*1 EC
1
Teacher Administrator
Coach/
Facilitator
MATH
TEAM
Questions and Answers
Charlotte “Nadja” Trez
ESL/Title III Consultant
NC DPI
919-807-3866
nadja.trez@dpi.nc.gov
Lindsey Fults
ESL/Title III Consultant
NC DPI
919-807-3844
lindsey.fults@dpi.nc.gov