Career and College Ready English Learners Using Common Core State Standards and WIDA English Language Proficiency Standards to Support Success Webinar May 2013
Goal This workshop will provide an overview of the WIDA English language proficiency (ELP) standards and Common Core State Standards (CCSS), with a focus on using these standards to support English Learners to meet college and career-ready expectations. Participants will gain an understanding of the alignment between CCSS and ELP standards and how they both can be guides to develop classroom strategies for student success. 2011 Catapult Learning. All rights reserved. 2
Training Objectives Participants will be able to: Use the Model Performance Indicators (MPIs) in the WIDA ELP standards to assist students in accessing CCSS. Develop practical applications to the classroom for CCSS and WIDA ELP standards. Gain an introduction to the updated WIDA standards to be released in the fall of 2012. Identify other resources for assisting ELLs in accessing CCSS. 3
Enduring Understanding Students need to come to understand that the reason for learning is to nurture their intellectual talents for the construction of our society into a more democratic just and caring place to live. Citizens must be well informed and have the educational abilities and sensitivities needed to critically examine the world in which we live. Maxine Greene, 1995 Learn more about the amazing Maxine Greene at http://www.maxinegreene.org/about_maxine_greene.html 4
Culturally Responsive Teaching Culturally Responsive Teaching is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings,1994). 5
Culturally Responsive Teaching Some of the characteristics of culturally responsive teaching are: Positive perspectives on parents and families Communication of high expectations Learning within the context of culture Student-centered instruction Culturally mediated instruction Reshaping the curriculum Teacher as facilitator (Ladson-Billings,1994) 6
WIDA ELPS and CRT How are the WIDA ELP s a tool for Culturally Responsive Teaching? 7
When you start lesson planning Gather the following: The Common Core State Standards The WIDA ELP s Your current text, curriculum or topic. Questions to consider: Where are you at in your curriculum? What content do you plan to teach? List the vocabulary, concepts and skills. 8
The WIDA Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES. 9 WIDA Consortium / CAL / MetriTech
The Common Core State Standards Which content area standard are you working towards? CCSS ELA Literacy RH. 6-8.6 Identify aspects of a text that reveal an author s point of view or purpose. 10
MPI s ELP MPI - Role play scenes from historical events or lives of figures associate with civil wars in small groups. The Language Function describes how the student will demonstrate their content and language learning. The Example Topic specifies the context for language instruction. The Support includes instructional strategies or tools used to assist students in accessing content necessary for communication. It is generally sensory, graphic or interactive. 11
MPI s Identify historical figures or events of the Civil War period from photographs or illustrations in small groups. The Language Function describes how the student will demonstrate their content and language learning. The Example Topic specifies the context for language instruction. The Support includes instructional strategies or tools used to assist students in accessing content necessary for communication. It is generally sensory, graphic or interactive. 12
MPI s Identify historical figures or events of the Civil War period from photographs or illustrations in small groups. The Language Function describes how the student will demonstrate their content and language learning. The Example Topic specifies the context for language instruction. The Support includes instructional strategies or tools used to assist students in accessing content necessary for communication. It is generally sensory, graphic or interactive. 13
How to go from a Standard and MPI to an Objective Take your concepts, vocabulary, content, skills and MPI components and write each one on a separate index card. The next two slides will show you how to write a strong objective. After reviewing strong, specific and measurable objectives we will shuffle the cards into an objective. 14
What do we mean? Objectives should be strong, measurable and specific. How do you define strong, measurable and specific? 15
More Fun with MPI s The ABC s of Objectives MPI - Role play scenes from historical events or lives of figures associate with civil wars in small groups. Audience to whom the objective is applied. Behavior the measurable and observable result. Condition The specific situation to which the objective is met. Degree The quantitative goal. Objective - Working in small groups, the student will be able to role play a scene about the lives of historical figures from the Civil War with a minimum of ten lines of dialogue and 100% historical accuracy. 16
More Fun with MPI s The ABC s of Objectives MPI - Role play scenes from historical events or lives of figures associate with civil wars in small groups. CCSS- Identify aspects of a text that reveal an author s point of view or purpose. Audience to whom the objective is applied. Behavior the measurable and observable result. Condition The specific situation to which the objective is met. Degree The quantitative goal. Objective - Working in small groups, the student will be able to role play a scene about the lives of historical figures from the Civil War with a minimum of ten lines of dialogue and 100% historical accuracy. After Reading Civil War by Charles Dawson Shanly, the student will be able to identify the author s point of view and role play what Mr. Shanly would tell President Obama about war in a minimum of five sentences. 17
Differentiating the Instruction 18
Reminder For ELL s you should always focus on language and content. To write a quality lesson for an ELL you should have a language objective and a content objective. 19
Meeting Objectives How will you know if your students have met the objectives? 20
Authentic Assessments Authentic Assessments Resemble reading and writing in the real world. Assess the objective and task at hand. Directly assess the students performance. Are often a performance based task (where students perform a task instead of answering questions related to the task). Are worthwhile, specific, meaningful and engaging. 21
Definitions of Authentic Assessments A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins--Wiggins, 1993, p. 229). "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34). http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm 22
Why Rubrics Rubrics ensure that the student is aware of the assignments expectations. Rubrics ensure that the student is assessed on the objectives. Quality rubrics include categories for the specific objectives. Rubrics/Assessments for ELL s can be accommodated. 23
Writing Rubrics When given events and facts from the French Revolution the student will be able to role play a scene with a minimum of ten lines of dialogue and 100% historical accuracy. What categories would you include on a rubric to ensure that the student met this objective? http://rubistar.4teachers.org/ A great resource from the US Department of Education for writing rubrics online. 24
Differentiating Assessments When given events and facts from the French Revolution the student will be able to role play a scene with a minimum of ten lines of dialogue and 100% historical accuracy. With a partner discuss the specific assessment you would develop for this objective. Use the CAN DO Descriptors to differentiate the assessment for students with various proficiency levels. 25
Assessment Accommodations Number of Questions Time allotted for the assessment. Types of Support How the instruction or directions are delivered Difficulty of problems How the answers or product are produced. The extent to which the ELL must participate. Alternate Goals Substitute Assessment 26
Moving On to Learning Activities We know what we are teaching. We know how we are assessing. Let s discuss learning activities! 27
Shifting Paradigms: Where we were Mostly vocabulary and grammar The Common Core for English Language Learners: Challenges and Opportunities ell.stanford.edu 28
Shifting Paradigms: Where we need to be Discourse Text (complex text) Explanation Argumentation Purpose Typical structure of text Sentence structures Vocabulary practices Language Arts Adapted from: The Common Core for English Language Learners: Challenges and Opportunities Webinar, presented by Kenji Hakuta, Understanding Language, Stanford University 29
Learning Activities What qualities do your favorite and most successful learning activities share? For an ELL be sure that they are teaching both language and content at the same time. ELL s learn language best in the context of content instruction as opposed to direct language instruction. 30
How do we teach ELL s? WIDA ELPS CCSS SHELTERD INSTRUCTION 31
How do we teach ELL s? Sheltered Instruction is making content comprehensible for ELL s. SIOP [Sheltered Instruction Observation Protocol] Research-based and validated instructional model. The SIOP Model consists of eight interrelated components: *Lesson Preparation *Building Background *Comprehensible Input *Strategies*Interaction *Practice/Application*Lesson Delivery*Review/Assessment 32
Graphic Organizers Which is your favorite? KWL Fishbone Map Story Star T Chart Cycle Chart 33
How Graphic Organizers Help ELL s Graphic organizers can reduce the language dense texts that ELLs are required to read without reducing the content. Graphic organizers promote active learning, engagement and creativity. Graphic organizers help students to summarize and interpret text and readings. In general graphic organizers reduce langauge nut not content. 34
Cooperative Learning Interaction helps ELL s learn by: Providing an opportunity for everyone to participate and have a voice. Creating opportunities for ELL s to practice BICS and CALPS. Provides unique and differing perspectives. Develops opportunities for friendships to develop. Involves oral rehearsal of learning. 35
GIST Provide the ELL s with a structured reading activity, the text and a highlighter. In a small group, large group or individually determine the ten most important words in the text. Isolate the ten words Define, discuss and explain the words. Use the ten words to write a summary of the text. 36
MPI s CAN DO Descriptors and Differentiated Instruction The same way that MPI s and CAN DO descriptors can be used to differentiate assessments and objectives they can also be used to differentiate learning activities. 37
MPI s CAN DO Descriptors and Differentiated Instruction Use the CAN DO Descriptors to differentiate the activity for students with lower proficiency levels. Try again for a student with a higher proficiency level. Use the MPI s aligned with the standards you are supporting to differentiate the activity for students with lower proficiency levels. Try again for a student with a higher proficiency level. 38
Other Formative Assessments and Learning Activities for ELLS Learning Activities Personal Dictionaries, Word Walls, Concept Definition Maps, Close Sentences, Word Sorts, Visual Vocabulary, Learning through songs and chants, thing Write pair share (one of my favorites, it levels the playing field), scaffolding, peer modeling, use of hands on materials, TWPS, KWL Charts, pictures and graphics Formative Assessments Thumbs up-thumbs down, get up stand up, number wheels, numbered fingers, response boards, heads down- thumbs up... 39
Review Our tools The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. WIDA[World Class Instructional Design and Assessment] advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. SIOP [Sheltered Instruction Observation Protocol] Research-based and validated instructional model. The SIOP Model consists of eight interrelated components: *Lesson Preparation *Building Background *Comprehensible Input *Strategies*Interaction *Practice/Application*Lesson Delivery*Review/Assessment -Boston Public School District Opening of SIOP 40
Review What three things did you learn today that you can immediately implement into your classroom practice? Can you complete your list with five more ideas from other participants? 41
Thank you for your time. 42