north carolina department of public instruction charlotte “nadja” trez, title iii/esl lindsey...
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North Carolina Department of Public Instruction
Charlotte “Nadja” Trez, Title III/ESL Lindsey Fults, Title III/ESL
Meeting the Unique Linguistic and Academic Learning Needs of ELLs in the Era of College and Career Ready:
North Carolina’s Story
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 Pre-Work Webinars (Resources
Sharing)December 18 – 19, 2012 MPI Writing January 11, 2013 MPI Writing (ELA Partnership)February – March, 2013 (RESA) Vetting ProcessAugust 13-14, 2013 MPI RevisionsJanuary 16-17, 2014 MPI EditingFebruary 20, 2014 Items Released
http://bit.ly/NCLEPHandbook
Transformed MPIs/ELAs
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
STRANDSTRAND
MPIMPI
Model Performance Indicators
Make lists of real-world examples of three-dimensional shapes from labeled models
The Content Stem/Topic
Language Function
Support
Standard 3: The language of MathematicsGrade 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
WIDA Consortium / CAL / Metritech
Elements of MPI
Language FunctionsAcross Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Grade level cluster 1-2
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Make statements about weather from pictures or photographs
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Ask questions about weather from pictures or photographs
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Forecast weather and provide reasons from pictures or photographs
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Evaluate and weigh options related to weather forecasting
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
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
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.
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.
• 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
Standards Reference:
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 Articlehttp://kidshealth.org/teen/your_mind/mental_health/phobias.html#
HelpGuide.org articlehttp://www.helpguide.org/mental/phobia_symptoms_types_treatment.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
Standards Reference:Standards Reference:Framework: SummativeStandard 4: The language of ScienceScience Standard: Grades (6-8): Intro to Engineering Design Standard:2.4 Advanced Designs (9-12)Grade level cluster: 6-8Language domain: WritingWritingEnglish language proficiency level: 1- EnteringExample Topic: Scientific Inventions or discoveries
Explain and justify which scientific invention has been the most useful by writing a comic to support your ideas (i.e., next slide).
#4#4
(Writing)(Writing)
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
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
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.
Comic Writing Activity
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 Editor
1 Marisa Thomas Asheville City ESL Teacher X
2 Kelsie Berg Buncombe SIOP Coach X X
3 Lannie Simpson Burke Coordinatior X
4 Sarah Collins Cabarrus ESL Teacher X
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 X
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 X
19 Glenda Harrell Wake ESL Director X X
20 Sue Kummerer Wake SIOP Coach X
21 Amanda Miller Wake Lead Teacher X
22 Diane Daly Wake Lead Teacher X X
Understanding Language and the College & Career Ready Standards: Meeting the Needs of English Language Learners
Understanding Language
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Lau v. Nichols (1974)
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A Nation at Risk (1983)… call for standards.
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The two cyclops problem
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Old Paradigm
Content Language
Most
ly voca
bu
lary
,G
ram
mar
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New Paradigm
DiscourseText (complex text)
ExplanationArgumentation
PurposeTypical structure of text
Sentence structuresΔVocabulary
practices
LanguageContent
*
Content
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*March 12, 2014
COSA - Eugene
*March 12, 2014
COSA - Eugene
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ELPD Framework
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No Child Left Behind: Three important pieces for ELLs
Sec. 1111(a)(3)(ix)(III) the inclusion 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 aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).
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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.
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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.
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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
*2
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
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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)
*UNIT
Persuasion Across Time
and Space:
Analyzing and Producing Persuasive Texts
LESSON 1
Advertising in the Contemporary World: An
Introduction to Persuasive Texts
•Can you live with dirty water?
LESSON 2
Persuasion in Historical Context: The Gettysburg
Address •Gettysburg Address
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”
LESSON 5
Putting it Together: Analyzing and
Producing Persuasive Text
•The Girl who Silenced the World for Five Minutes
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Collaborative Poster
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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
83
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Elementary Sample Annotated LessonRoger’s Rabbits
• Grade 4, Operations and Algebraic Thinking
• Adapted from Roger’s Rabbits
• Copyright by Mathematics Assessment Resource Service (MARS) 2008.
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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).
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Goals for the Understanding Language Initiative
Develop a vibrant, inquisitive, engaging online community:
Web: http://ell.stanford.edu/Twitter: ELLStanfordFacebook: Understanding LanguageYou Tube: Understanding Language
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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
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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 Webinarhttp://eldnces.ncdpi.wikispaces.net/Materials+%26+Resources
October 2014 Application Process and Pilot Participants Selection
November 3-4, 2014 (East)November 6-7, 2014 (West)
Four (2 x 2) Day Face-to-Face Training (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)
ELA Team
Math Team
Questions and Answers
Charlotte “Nadja” Trez ESL/Title III ConsultantNC [email protected]
Lindsey Fults ESL/Title III ConsultantNC [email protected]
