eld standards in gisd for instructional coaches
TRANSCRIPT
ELD Standards in GISDRosalba DurrBertha TagleManny LeyvaJosé ReyesMartha ReyesBilingual Instructional Specialists
Welcome
Three Step Interview
What is WIDA?
•WIDA stands for World-Class Instructional Design and Assessment
•Adopted by 22 states
•Visit the WIDA website: http://www.wida.us/
Why should we implement WIDA Standards?
• Adopted by the NM Dept. of Education Used as a tool for the implementation of the Common Core
State and Essential Standards Every teacher with ELLs needs to weave in ELD
Standards in their instruction daily.
• Supports the teacher! Differentiation made easy! Teachers can use the language provided by WIDA to
formulate measurable objectives.
• Supports all ELLs!
Wida Standards
Gives teachers a framework
to differentiate instruction
Easily altered to fit what we are
teaching
Centered on the language needs of the student to
access grade level content
Coffee
Make a PosterParagraph that summarizes the article.
A “key” sentence.
Key vocabulary.
Content areas have their own language.
New Mexico English Language Development Standards
•The standards were developed to integrate language development, culture & diversity into the curriculum.
•They are not intended to be used in isolation.
www.wida.us
What are the Standards?Language Domains:ListeningSpeakingReading Writing
Standard:Language of Language Arts
Standards:Language of Science
Standard:Language of Math
Standard:Language ofSocial Studies
Standard:Social and Instructional Language
What language do my students need to understand in order to learn the content?
InsideOutsideCircle
Features of Academic Language and Performance Definitions
New Mexico English Language Development Standards
The standards differentiate six general levels of English
language proficiency:▫Entering(Level 1)▫Emerging(Level 2)▫Developing (Level 3)▫Expanding(Level 4)▫Bridging (Level 5)▫Reaching (Level 6)
Stages of Second Language
AcquisitionPreproduction
Early ProductionSpeech Emergence
Intermediate FluencyAdvanced Fluency
Language Domains
Listening: the ability to process, understand, interpret and evaluate spoken language in a variety of situations
Reading: the ability to process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Speaking: oral communication used in a variety of situations for a variety of purposes and audiences
Writing: written communication used in a variety of forms for a variety of purposes and audiences
Features of Academic Language
• WIDA organizes social, instructional, and academic into three levels: discourse level, sentence level, and word/phrase level.
• This gives us the Features of Academic Language at each level of proficiency, which correspond to the performance criteria of Linguistic Complexity, Language Forms and Conventions, and Vocabulary Usage.
Think-Pair-Share
Receptive Language
Expressive Language
Performance Definitions These three criteria used to define each level of
language proficiency are displayed in two sets of Performance Definitions:
1. The Receptive Language set represents how ELLs process language to comprehend information, ideas, or concepts in either written or oral communication.
2. The Expressive Language set is for productive language and shows how students use language to express information, ideas or concepts in either oral or written communication.
Performance DefinitionsLinguistic Complexity
The organization, cohesion, and relationship between ideas expressed in the variety and kinds of sentences that make up different genres an texts types in oral or written language at the discourse level
Language Forms and ConventionsThe grammatical structures, patterns, syntax, and
mechanics associated with sentence level meaning
Vocabulary UsageThe specificity of words or phrases for a given topic
and context
RECEPTIVE
EXPRESSIVE
What Language Proficiency Level are you at?
If the topic of instruction is… and the domain being used is …:
•Calculus and Listening•Microbiology and Speaking•Transmission Repair and Reading•Shakespeare and Writing
Entering, Beginning, Developing, Expanding,
Bridging
After Lunch Activity
Student Sample Writings
1st sample
Scoring
Score 2•Rationale:•The writing has short sentences but there
is some attempt at organization with the use of transition words such as first, then, and after that.
•The writing is generally comprehensible when limited to simple text.
2nd sample
Scoring
Score 4•Rationale:
•As required for 4, a variety of sentence lengths of varying Linguistic Complexity have been used in the writing. There is emerging cohesion; there is an introductory sentence and the student used transition words effectively (e.g., first, next, then, after that, finally).
3rd sample
Scoring
Score 5•Rationale:•The writing has a variety of sentence
lengths of varying Linguistic Complexity in an organized paragraph.
•The writing is approaching comparability to that of English-proficient peers.
Analyze Writing using the Performance Definitions
•Break into groups by grade level•Use the exemplar text and Performance
Definitions to analyze text. •Look for the differences between
Language and Content.
Knowing Our ELL’s
STATE
District
School
Classroom
Understanding Language
Article:“Teacher Development to Support English
Language Learners in the Context of Common Core State Standards”
Welcome Back Day 2 ELD Standards in GISD
Warm Up
Activity
Model Performance Indicator (MPI)
The essential components of a model performance indicator are:
Language Function (Level Specific Task) + Content Stem + Support
MPI Element: Language FunctionWhat do I want
my students to do with language?
How will they use or produce
language in my unit of
instruction?
What are language functions?Language functions
are the linguistic processes used in
receiving or conveying a
message.
Language Functions vs. Depth of Knowledge
Can students at the Entering level of language proficiency be expected to function at level four on
the DOK?Give an example
Language Function
•Mental processes involved in learning•How students are to process or use
language to demonstrate their English language proficiency
Level Specific Task Examples:Point to Select SortDescribe Summarize
PredictMatch Compare ContrastName Arrange Elaborate
Depth of Knowledge
Cognitive Function
•Mental processes involved in learning•How students are to process or use
language to demonstrate their English language proficiency
Level Specific Task Examples:Analyze Understand
EvaluateRemember Create Apply
MPI Element: Content StemHow do I show
that the language my students are
using and producing is tied
to my unit of instruction in a strand of MPIs?
Searching for Content Stems
Common
Core State
Standards
Standards of
Learning
Integrating a Content Standard
Historical UnderstandingsSS5H6 The student will explain the reasons for America’s involvement in World War II.
a. Describe Germany’s aggression in Europe and Japan’s aggression in Asia.
b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.
c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.
d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen.
f. Explain the U.S. role in the formation of the United Nations.
Content Stem
Derived from Common Core State Standards that provides an example for contextualizing language development
Examples:Rules AdditionBill of Rights SafetyCell functions Human BodyFact and Opinion FractionsFigures of Speech Civil War
Examples of Supports Page 18
0
20
40
60
80
100
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
East
West
North
Types of Supportfor the Language of Math
Sensory Graphic Interactive
Academic language proficiency
Real-life objects of three-dimensional shapes
Chart of three-dimensional shapes and examples
Paired discussion naming attributes of three-dimensional shapes
Supports
• Instructional strategies or tools• Assist students in accessing content necessary
understanding or communication• Help to construct meaning of oral or written
language• Examples:
▫Teachers employing techniques such as modeling, feedback or questioning
▫Students using visuals or graphics, interacting with others, or using their senses
Affinity Activity
•Create as many types of supports for differentiation that you can think of. One idea per post-it note. No crosstalk.
•Post them with your team on the wall.
•Put like ones together. •Create headings for your supports•Carousel walk, complete supports handout
NM ELD SupportsSensory Graphic InteractiveReal-life objects (realia)ManipulativesPictures or photographsIllustrations, diagrams and drawingsMagazines and NewspapersPhysical activitiesVideos and FilmsBroadcastsModels and Figures
ChartsGraphic OrganizersTablesGraphsTimelinesNumber linesWord WallsAnchor Charts
In pairs or partnersIn triads or small groupsIn a whole groupUsing cooperative group structuresWith the internet (websites) or software programsIn the native language (L1)With mentorsOne on One with teacher
Model Performance Indicator
Match
UpLevel 1
EnteringLevel 2
EmergingLevel 3
Developing
Level 4Expanding
Level 5Bridging
Follow simple oral commands to design area maps using manipulative and illustrated examples (e.g., “make a square like this.”) in small groups
Follow simple oral directions to design area maps using manipulative and illustrated examples in small groups
Follow oral directions to design area maps using manipulative and illustrated examples in small groups
Follow detailed oral directions to design area maps using manipulative in small groups (e.g., “The area for the beans needs to be less than 12 square units. Make the side less than 4 units long.”)
Follow complex oral specifications to design area maps using manipulative in small groups (e.g., “The total area of the garden is 50 square units. Each tomato plant requires 5 square units. Draw an area for the tomatoes.”)
Match the model performance indicator to the appropriate level.
Triad MPI Activity
•Count off in 3’s•1’s Write language function on post it
•2’s Write content topic on post it
•3’s Write support for a level three on post it
Create a Model Performance Indicator
Pieces for an MPI MPI
Level 3Developing
DescribeDaily weather conditionsUsing photographs and class charts with a partner
LanguageFunction
ContentStem Support
Goals, Targets, & Objectives
•Language Goal:▫Students will improve their literacy by more than a
grade per year in English.
•Language Target:▫Students will use comparative language in order to
compare and contrast historical events in their essays.
•Language Objective:▫Students will use comparisons with adjectives (e.g. the
most significant event, more obstacles than…, etc.) in order to compare events during the Civil War with a graphic organizer.
Language Targets
• are beneficial for all students, critical for ELLs • correspond to multiple lessons/unit of instruction • could span multiple content areas and domains • are observable and measurable • specify purpose for language (language function)
Example: Students will use comparative language in order to compare and contrast historical events, characters in a novel and experiments in their science reports.
Language Target
Students will use directional language to identify the location of coordinates on a coordinate plane.
•Content Target:▫Students will discuss impacts of natural
hazards to people, communities, and the environment using multiple points-of-view.
•Language Target:▫Students will use language to explain and
describe events related to natural hazards from multiple perspectives and to various audiences.
MPIs & Language Objectives:What’s the difference?
• Is this specific enough?• What types of
grammatical structures are students processing?
• What types of words or phrases are students processing?
MPIs & Language Objectives:What’s the difference?
• Example: Students will process simple and compound sentences in narrative texts in order to identify terms and phrases that demonstrate the author’s point-of-view such as…
Remember…
•MPIs provide models of assessable language skills and describe how students can use or produce language
•Language objectives identify the specific vocabulary and grammatical structures for students to demonstrate their language learning.
Language Objective•Language Objectives:
▫Articulate for learners the academic language function and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt 2008)
▫Are beneficial not only for language learners but for all student in a class, as everyone can benefit from the clarity that cones with a teacher outlining the requisite academic language to be learned and mastered in each lesson.
Language Objective cont.
•Language objectives involve the four language domains▫Speaking▫Listening▫Reading▫Writing
The language functions relate to the topic of the lesson
Include vocabulary essential to a student being able to fully participate in the lesson
The language of comparison — in order to have students explain what they learned about the normal and cancer cell cycle (e.g., more than…less than)
Sequencing — in order to have students clearly outline the steps in the cycle for each type of cell (e.g., first, second, finally)
Recording ideas in a graphic organizer — for students to be able to identify main ideas and organize them (e.g., Venn diagram)
Summarizing — either orally or in writing, in order to have students demonstrate mastery of the topic.
Sample Language Objective 4th grade Math, Two-Dimensional Figures
Content Area Standard
MPI Language Objective
Common core: draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Label triangles and their angles using an illustrated graphic organizer with a partner.
Students will be able to label triangles and their angles using content language such as…equilateral, acute, scalene using an illustrated graphic organizer with a partner.
Language Objective Sample 29th grade English Language Arts, Informative/Explanatory Texts
Content Area Standard
MPI Language Objective
Common core: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Provide a concluding statement or section that follows from and supports the argument presented.
Create a conclusion paragraph using template with a partner.
Students will be able to create a conclusion paragraph using transitional phrases (e.g., as a result, in conclusion) on a template with a partner.
Objectives
•Meant to guide us in our instruction/learning
•Based on CCSS•Content objectives are focused on the
content•Language goals and targets are focused on
the language of the content
Both must coexist
Keep in Mind
Linguistic Complexity
Language Forms and Conventions
Vocabulary Usage
Your Input………•Teacher ELD Standards PD
•Topics•Activities
Scavenger Hunt or Presentation Planning•Complete scavenger hunt on WIDA website using your I PAD.
•Work with your group on NMABE Presentation in April
Thanks a latte!!