activity: self-assessment use the red dots on the tables to indicate your level of proficiency for...
TRANSCRIPT
Activity: Self-assessment
Use the red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m not sure. I know it. I can teach it!
Framing the English Language
Development Standards
Part II
Parking Lot Review
Learning ObjectivesLearning Objectives
I can• describe linguistic complexity.
• discuss the benefits of a whole-school approach in teaching ELLs.
• connect NC’s Professional Teaching Standards to teaching the ELD SCS.
• work with my team to prepare educators to implement the new standards.
WIDA and CCSS
04/21/23 • page 5
Considerations
WIDA Scoring Rubrics
CCSS Language Anchor Standards
CCSS & ELLs
Language Strand & ELL Expectations
The Road Not TakenRobert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
(CCSS Appendix B, page 87)
The Road Not Taken (cont.)
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
(CCSS Appendix B, page 87)
Activity: Analyze Student Needs
Analyze the student’s strengths and needs in terms of
• vocabulary usage
• language control
Provide implications for instruction.
Share out.
Activity: Analyze Student Needs
• Student response (grade 8):
Explain “The Road Not Taken”
This pome is about maken the disustion the author is this pome is talk aout the road he had to travel, but because ther is two road, so he had make disution watch one to go, fist one is undergrowth and the second one is grass and wanted wear. But then he dicided to go to the one that is less travel.
Complexity in CCSS
• CCSS focus: Text Complexity
• All students must be able to comprehend texts of steadily increasing complexity as they progress through school.
• By graduation, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.
What is text complexity in CCSS?
Qualitative evaluation of the text:Levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative evaluation of the text:Readability measures and other scores of text complexity
Matching reader to text and task:Reader variables and task variables
Why Text Complexity Matters
• 2006 ACT report: “Between the Lines”– Clearest differentiator
of student success was their ability to answer questions associated with complex texts, not their ability to make inferences or answer questions related to any particular cognitive process.
Linguistic Complexity in WIDA
• Amount of discourse – word to paragraphs
• Grammatical structures– variation in type and variety
• Organization and cohesion of ideas– Disjointed sentences to transitions
• Text structures in specific genres
Linguistic Complexity by ELP level
Example #1
What is this?
What is this?
What are they doing?
Entering
“Melon.”
“Apple.”
“Eat.”
Language expectationSingle words
Linguistic Complexity by ELP level
Example #2
What is happening in these pictures?
“They eat. They have snack.”
Beginning Language expectation: Short phrases or sentences
Linguistic Complexity by ELP level
Example #3
How are apples and watermelons similar?
“They are both fruit. They both have seeds.”
Developing
Language expectation: Expanded sentences with emerging complexity to add detail.
Activity: Linguistic Complexity by ELP level
Look at the Performance Definitions Handout (RG-45)
Focus on the bullet for linguistic complexity in each level.
Note the description of complexity at the Expanding and Bridging levels.
What structures and grammar might these include?
Report Out.
Activity: Linguistic Complexity
• Combine the sentences on your handout into 1 or 2 sentences.
Activity: Linguistic Complexity
• The boy’s origins were less than auspicious.• The boy’s father died.• The boy was named after his father.• The boy’s father had a heart attack.• The boy’s father worked in the cotton fields.• The boy’s father died at work.• The boy’s father worked in the fields a week
before the boy was born.
Sweetness and Life by Gail Caldwell
The boy’s origins were less than auspicious: His father and namesake dropped dead of a heart attack while working in the cotton fields a week before the child was born.
(NC EOC English I released item)
Activity: Linguistic Complexity
• I was sitting on the side of a road.
• The road was muddy.
• The road was in Paraguay.
• I was waiting for a bus.
• I bit into a tortilla.
• The tortilla was filled with broccoli.
• I had a realization.
• I had made a difference.
Only in the Peace Corps by Rachel Peña
There you are sitting on the side of a muddy Paraguayan road, waiting for a bus, when you bite into a broccoli-filled tortilla and realize that you’ve made a difference.
(NC EOC English I released item)
BREAK
10 Mins
Language for Achievement A Framework for Academic English Language
WestEd 2010
Language demands represented in the framework interact with language complexity• Vocabulary• Grammar• Language functions• Spoken and written text• Classroom discourse
Learning Progression
Entering
Bridging
Beginning
Developing
Expanding
Vocabulary Complexity Control
Activity: Linguistic Complexity in WIDA
Share a success story!
Share with a partner how you have supported (or
will in the future) ELLs in building vocabulary
usage, complexity, or language control.
ELD Standards within a Comprehensive System
Model
Performance Indicators
ELD Standards
CAN DO Descriptors
Performance Definitions
Literacy: a part of every teacher’s tool box
words
words
words
text structure
idio
ms
Science
Math
Social Studies
idio
ms
idiomstext structure
text structure
words
idio
ms
?
Activity: What will I add to my box?
Additional Tools
Do you like school? What did you study today?
• No I hAt mI techer. She emen
• I can’t doing the S.S.
• toDay is pickche Day.
• Fist like old The days we start with the Journal then we take a test about the fruit and the multiplication.
Activity: Language program
• How can the student responses and these sessions inform schools/districts about the language program(s) they might offer to ELLs?
• Reflect and discuss in groups.
• Share out.
…it takes a village1. Well-prepared & qualified school/district personnel
2. Explicit instruction to develop academic language
3. Coursework that prepares ELLs for postsecondary education or the workplace
4. Ample opportunities for interaction
5. Constructive feedback
6. Native English speakers as models and support
7. Teacher PD – coaching - PLCs
8. Parent & family support
Whole – school approach
Focus on ELLs’ Abilities
• Curricula and instruction must be– Cognitively challenging – Relevant – Engaging
• Set high expectations
• Address socio-cultural factors
• Scaffold according to students’ English language proficiency levels
Activity:NC Professional Teaching StandardsIn groups discuss how the ELD SCS aligns with:
• Standard I: Teachers demonstrate leadership• Standard II: Teachers establish a respectful environment
for a diverse population of students• Standard III: Teachers know the content they teach. • Standard IV: Teachers facilitate learning for their
students.• Standard V: Teachers reflect on their practice.
Activity: ESL Best Practices
Discuss the following and record responses on chart paper:
• What have you learned about the needs of ELLs in these sessions that can inform your leadership team as it prepares educators to implement the new standards?
Activity: ESL Best Practices Gallery Walk
Each group should post their chart paper with responses.
In a gallery walk review the responses from other groups. Note any information that you will use.
Learning ObjectivesLearning Objectives
I can• describe linguistic complexity.
• discuss the benefits of a whole-school approach in teaching ELLs.
• connect NC’s Professional Teaching Standards to teaching the ELD SCS.
• work with my team to prepare educators to implement the new standards.
Jan King
Region 8
Professional Development Lead
NC Department of Public Instruction
Beth Edwards
Region 1
Professional Development Lead
NC Department of Public Instruction
Julian Wilson
Region 4
Instructional Technology Consultant
NC Department of Public Instruction
Joanne Marino
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
Glenda Harrell
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3861
Ivanna Mann Thrower
ESL/Title III Consultant
NC Department of Public Instruction
919-807-3860
ESL Websitehttp://esl.ncwiseowl.org/