handouts millcreek - differentiating for english learners

Differentiating for

English Learners with

the WIDA Standards

Mill Creek Elementary

January 13, 2017

Nathan Moore

[email protected]

Michelle Love-Day

[email protected]

mailto:[email protected]

mailto:[email protected]

Download this Presentation

http://bit.ly/gsdwida

Objectives

Content:I can use WIDA standards to differentiate

for English Leaners.Language:I will discuss ELD Instruction, analyze

principles of language development, andsort students by proficiency level using theCan Dos to plan for instruction.

Educational Equity, GSD January 13, 2017

Agenda

What is ELD instruction?What is WIDA?Reading WIDA data.Using the WIDA Can Do

Descriptors to plan for instruction.

Learning Task 1: ELD QuizDirections: Label each statement true or false.

________

________

________

________

________

________

ELD instruction is a daily 45-minute block of time providing explicit language instruction targeted in each language domain: reading, writing, speaking, and listening.

ELD instruction is provided to all EL students who score 1 to 4 on the WIDA ACCESS or W-APT (English proficiency assessments).

ELD instruction provides oral language, grammar, literacy, vocabulary, and writing development that can cross other content areas such as science and social studies.

ELD occurs in Tier 1 and Tier 2 instruction.

ELD instruction is taught by a highly qualified ESL endorsed teacher.

ELD instruction is driven by on-going language assessment.


English Learner Identification and Initial Placement

45 minutes of English Language Development with a certified ESL teacher

45 minutes of English Language Development with a certified ESL teacher

Students Assessed using the W-APT to identify student proficiency level

Students Assessed using the W-APT to identify student proficiency level

Students Identified using the registration form or teacher referral

Students Identified using the registration form or teacher referral

IdentifiedIdentified AssessedAssessed ServicesServices

Instructional Components of ELD


Procedural Checklist for ELD Wonders Program

Granite School District Department of Educational Equity Revised 8/2016

Step 1: Login to the GSD Intranet to open hyperlinks: https://connected.mcgraw-hill.com/ Step 2: Login using your GSD username and password.

ELD Recommended Instructional Times

Oral Language Brief DescriptionLevel 1/2 Level 3/4

20 Minutes 10 Minutes

Language Development Cards Introduces Language Arts concept, models the skill with interactive example and provides oral and written practice.

Visual Vocabulary Cards Photo-word cards support comprehension of Shared Read, used to pre-teach vocabulary and offer language/concept support.

Oral Language Sentence Frames Sentence frames for oral language practice; e.g. asking and answering questions.

Building Background Introduces and discusses the concept to develop understanding of content topic.

Collaborative Conversations Students engage in meaningful, academic peer discussions throughout the lesson.

Grammar Brief Description Level 1/2 Level 3/4

5 Minutes 5 Minutes

ELD My Language Book Language development practice book; K and 1st grade only.

Grammar Weekly grammar lessons; located in purple section “Differentiated Instruction” – Small Group.

Grammar Handbook Contains basic grade level concepts for grammar and mechanics.

Reading: Phonemic Awareness/Phonics/Fluency/Comprehension

Brief Description Level 1/2 Level 3/4

10 Minutes

15 Minutes

Leveled Books Books organized by level of difficulty; by grade and lesson on-line.

ELD Companion Work text This eBook is an interactive online version of Companion Work text with audio reads of text, interactive graphic organizers, enhanced vocabulary support.

Shared Reading Teacher explicitly models the strategies and skills of proficient readers.

Literature Circles Small groups of students who are reading, responding to and discussing the same book during small group differentiated instruction.

Close Reading Interactive Question-Response routines for scaffold text-dependent questioning for reading the Shared Read and Leveled Reader.

Sound Spelling Cards Help students identify, remember, pronounce, and spell the sounds of the English language.

Scaffold Instruction Reading strategies for Beginning, Intermediate, and Advanced proficiency levels.

Vocabulary Brief Description Level 1/2 Level 3/4

5 Minutes 5 Minutes

EL Visual Vocabulary Cards Photo-word cards support comprehension of Shared Read, used to pre-teach vocabulary and offer language/concept support.

Vocabulary Procedure Pre-teach and concept review of weekly vocabulary during small group differentiated instruction.

Writing Brief Description Level 1/2 Level 3/4

5 Minutes 10 Minutes

Write to a Source/ Two Sources Students write from multiple sources and include text evidence.

Writing Trait Weekly writing focus during small group differentiated instruction for English language learners.

Educational Equity, GSD

With a partner discuss what elements of Wonders have worked well for your English learners.

I have used Wonders to ________________.

Task 2: Academic Discussion

What is WIDA?World-class Instructional

Design and Assessment English Language

Development Standards English Language

Development Assessments Systematic way of

planning differentiation forEnglish Learners


Task 3: Guiding Principles of Language Development

http://bit.ly/WIDAguidingprinciples

PART A• Read the Guiding Principles of Language

Development.• Circle three principles that you most

identify with.

PART B• Compare your answers with a partner.• Discuss why you made the selections you

did.• Be prepared to present your ideas to the

whole group.

Task 3: Guiding Principles of Language Development• During the group discussion take notes

using the provided note taking protocol.• We will discuss each guiding principle in

order.• When a principle is discussed, everyone

who selected that guiding principle willstand up.

• A randomly selected volunteer will readthe guiding principle and then explainwhy they selected that principle.


The Cornerstone of the WIDA Standards:

Guiding Principles of Language Development

1. Students’ languages and cultures are valuable resources to be tapped and incorporated

into schooling.

Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, &

Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)

2. Students’ home, school, and community experiences influence their language

development.

Nieto (2008); Collier (1995); California State Department of Education (1986)

3. Students draw on their metacognitive, metalinguistic, and metacultural awareness to

develop proficiency in additional languages.

Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991);

Cummins (1978)

4. Students' academic language development in their native language facilitates their

academic language development in English. Conversely, students' academic language

development in English informs their academic language development in their native

language.

Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009);

August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005);

Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb

(2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)

5. Students learn language and culture through meaningful use and interaction.

Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995);

Halliday & Hasan (1989); Damen (1987)

http://www.wida.us/

6. Students use language in functional and communicative ways that vary according to

context.

Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)

7. Students develop language proficiency in listening, speaking, reading, and writing

interdependently, but at different rates and in different ways.

Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)

8. Students’ development of academic language and academic content knowledge are

inter-related processes.

Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short

(2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)

9. Students' development of social, instructional, and academic language, a complex and

long-term process, is the foundation for their success in school.

Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

10. Students’ access to instructional tasks requiring complex thinking is enhanced when

linguistic complexity and instructional support match their levels of language proficiency.

Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)

http://www.wida.us/

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Educational Equity, GSD

English Development Proficiency Levels

Entering

Emerging Beginning

Developing

Expanding

Bridging5/F1F2 MonitorExit

Reaching5/F1F2 MonitorExit

12

34

56

Developing Academic Language

Bridging

Expanding

Developing

Emerging

Entering

Discourse Sentence Word/PhraseLanguage Complexity Language Forms & Conventions Vocabulary Usage


EXAMPLE STUDENT ROSTER


1

EL RosterCURRENT ELL PROFICIENCY

1 – Entering2 – Beginning/Emerging3 – Developing4 – Expanding

NO LONGER SERVED IN ESL

O – Opted Out (No ESL Classes)

5/F1 – Bridging (Tested Out Last year)

6/F1 – Reaching (Tested Out Last year)

F2 – Tested out two years ago

Exit – Tested out more than two years ago.

Learning Task 4: Can Do ChartUsing your ELL Roster and you’re the Can Do Chart (Labeled Task 4):

Select one student.For that student, draw in a line

representing their languageproficiency in across the languagedomains.

Then, with a partner analyze anddiscuss your Roster and Can DoCharts.


CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12 For the given

level of English language proficiency, with support, English language learners can:

Level 1 Level 2 Level 3 Level 4 Entering Beginning Developing Expanding

• Point to stated pictures, • Sort pictures, objects • Locate, select, order • Compare/ contrastwords, phrases according to oral information from oral functions, relationships

� • Follow one-step oral instructions descriptions from oral information2: directions • Follow two-step oral • Follow multi-step oral • Analyze and apply oralz l,,&,I • Match oral statements directions directions information....

to objects, figures or • Match information • Categorize or sequence • Identify cause and effectV,

illustrations from oral descriptions to oral information using from oral discourseobjects, illustrations pictures, objects

• Name objects, people, • Ask WH- questions • Formulate hypotheses, • Discuss stories, issues,� pictures • Describe pictures, events, make predictions conceptsz S2

• Answer WH- (who, what, objects, people • Describe processes, • Give speeches, oral

� when, where, which) • :R..estate facts procedures reports

A. questions • :R..etell stories or events • Offer creative solutions toV,

issues, problems

• Match icons and symbols • Locate and classify • Sequence pictures, events, • Interpret information or

� to words, phrases or information processes data

2: environmental print • Identify facts and explicit • Identify main ideas • Find details that supportQ • Identify concepts about messages • Use context clues to main ideas� print and text features • Select language patterns determine meaning of • Identify word families,DI:

associated with facts words figures of speech

• Label objects, pictures, • Make lists • Produce bare-bones • Summarize informationdiagrams • Produce drawings, expository or narrative from graphics or notes

� • Draw in response to a phrases, short sentences, texts • Edit and revise writingz

prompt notes • Compare/ contrast • Create original ideas orii: • Produce icons, symbols, • Give information information detailed responses� words, phrases to convey requested from oral or • Describe events, people,

messages written directions processes, procedures

Level 5 Bridging

• Draw conclusions fromoral information

• Construct models basedon oral discourse

• Make connections fromoral discourse

• Engage in debates• Explain phenomena,

l"""'

give examples and justify iresponses

• Express and defend 0,.

points of view

• Conduct research to s·

glean information frommultiple sources

• Draw conclusions fromexplicit and implicit text

• Apply information tonew contexts

• :R..eact to multiple genresand discourses

• Author multiple forms/genres of writing

Variability of students' cognitive development due to age, grade level spans, their diversity of educational experiences and diagnosed learning disabilities (if applicable) are to be considered in using this information.

LEARNING TASK #4

Grade-cluster Can Do charts are available at https://www.wida.us/standards/CAN_DOs/

With a partner define: Recount, Explain, Argue, Discuss

Recount means _______.Explain means ________.Argue means ________.Discuss means ________.

Task 5: Academic Discussion

Learning Task 6: Can Do Name Chart1. Use your Student Roster to fill in the

Can Do Descriptors Name Charts.2. Study the chart and consider your

students abilities and needs.3. Discuss the chart and your

students language abilities andneeds.

Note:1.0 to 1.9 = Level 12.0 to 2.9 = Level 23.0 to 3.9 = Level 34.0 to 4.9 = Level 45.0 to 5.9 = Level 56.0 = Level 6


Learning Task 7 Use the social studies topic on

the right that corresponds withyour grade level.

What would be appropriateWritten Explanation tasks for yourstudents at each of the variousproficiency levels?

Use your CanDo Name Chartand thedifferentiationchart Provided.

Soci

al S

tud

ies T

opic

s

Kindergarten: Wants v. Needs

Grade 1: Rolls of community members

Grade 2: Producers v. Consumers

Grade 3: Ways people use the local environment

Grade 4: Human changes to the physical environment of Utah

Grade 5: Responsibilities of citizenship

Grade 6: Relationship between economic issues & revolution

Learning Task 8: Reflection

On an index card:What will you use when

you go back to yourclassroom?

What questions do youstill have?


Learning Task 8: WIDA Differentiation Chart

(Written Explanation)

Levels 1 and 2 Levels 3 and 4 Levels 5 and 6


SIOP TRAINING BLENDED LEARNING COURSE

Teachers will learn the SIOP Model, which consists of eight

interrelated components; Lesson Preparation, Building

Background, Comprehensible Input, Strategies, Interaction,

Practice & Application, Lesson Delivery, and Review &

Assessment.

Research shows that when teachers fully implement the SIOP Model, English learners' academic performance improves. SIOP instruction benefits all students, not just those who are learning English as an additional language.

Course Requirements

This course consists of four in-person class sessions, four

online modules, and one complete SIOP lesson plan.

Participants will complete one module before each class

session. The first module will be available on February 1,

2017. All course work will be completed by March 10, 2017.

Presented by the

GSD Department

of Educational

Equity

For further information

contact Educational

Equity at 385-646-4205

Earn 1 USBE

Lane Change

Credit

Class Sessions

February 9, 2017

February 16, 2017

February 23, 2017

March 2, 2017 (Stipend provided)

4:30pm to 6:00pm

Granite School District

Community Center

2500 South State Street

Register Online

www.bit.ly/registersiop

http://www.bit.ly/registersiop

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