Laura Botte, 6th grade Science/MathJim Kelley 7th/8th ScienceMark Nigolian, ELLEDMUNDS MIDDLE SCHOOL

Creating Achievable Objectives for ELLs in Middle School Science

Lack of achievable content assessment indicators for ELLs at different proficiency levels and levels of science readiness.

SPRING 2008Familiarize ourselves with…1. The Vermont Science Grade

Expectations (Grades 5-8)2. WIDA Grades 6-8 Model Performance

Indicators3. WIDA CAN-DO Descriptors and

Performance Definitions4. Tools for creating assessment

indicators

SUMMER 2009:Jim, Mark, Laura worked together to:• PARSE the Science GE s and create

different assessment indicators for ELLs at different proficiency levels.

• TRANSFORM the GEs based on WIDA MPIs (Language Function + TOPIC + Support)

STANDARD INDICATOR 1 INDICATOR 2

S5-6:35 (DOK 2) Students demonstrate their understanding of Food Webs in an Ecosystem by… · Developing a model for a food web of a local aquatic and local terrestrial environment

Create a model for a food web for an environment from examples and describe the interactions within the food web in writing and/or orally with a word bank.

Participate in a role play depicting the interactions within a food web of an ecosystem

Indicators are written using the WIDA MPI ConstructLanguage Function + TOPIC + TYPE DEGREE OF SUPPORT

STANDARD INDICATOR 1 INDICATOR 2

S5-6:5 DOK2Demonstrate their ability to represent data by…•Determining an appropriate representation to represent their findings accurately and•Selecting a scale that is appropriate for range of data to be plotted, labeling units, and presenting data in an objective way andIncluding clearly labeled keys and symbols, when necessary and

Select appropriate scaled-graph from samples, plot appropriate data points, and respond in writing to questions regarding the graph.

Plot data points on a graph that has been provided with scales and labels and orally describe the graph with a partner.

Great way to learn about content and language expectations from each other.

Challenging to use a consistent method.

Very time consuming. Do lower proficiency students always

have lower cognitive tasks?

• CREATE ASSESSMENTS AND LEARNING OBJECTIVES BASED ON “EXTENDED INDICATORS”

• Evaluate usefulness of indicators as a CAP team

• Share product with other science teachers• Gather information from students and

other staff around effectiveness of indicators.

• Share process with science and other content teachers.

Participate in role play depicting interactions in a food web or ecosystem.

Plot points on a graph that has a scale and describe the graph with a partner.

1 2

Content Objective Select appropriate scaled-graph from samples, plot appropriate data points, and respond to questions regarding the graph.

Plot data points on a graph with scales and labels from a simple data table

Language Objective (Higher level ELLs)

Respond in writing to written –WH questions that require data analysis using the graph.

Orally summarize information from the graph.

VOCABULARY:

TARGET STRUCTURES:

Respond in writing to written –WH questions that require data analysis using the graph.

Orally summarize information from the graph.

VOCABULARY:

TARGET STRUCTURE:

1 2

Content Objective Select appropriate scaled-graph from samples, plot appropriate data points, and respond to questions regarding the graph.

Plot data points on a graph with scales and labels from a simple data table

Lower proficiency language objectives

Write responses to framed sentences using a word bank to questions read orally.

Match information in the graph to oral questions.

Write responses to framed sentences using a word bank to questions read orally.

Match information in the graph to oral questions

•Students in GSL 547 (Teaching Content to ESL students) evaluated approach and product•Students experimented with creating extended content and language objectives from GEs.•Future placements