PAVING THE WAY FOR LEP STUDENT SUCCESS THROUGH DIFFERENTIATION. World View March 25, 2014

PAVING THE WAY FOR LEP STUDENT SUCCESS THROUGH DIFFERENTIATION World View March 25, 2014

Can t read it! Can t understand it! Can t speak it! Can t write it!

OBJECTIVES FOR TODAY: Identify the nature of the second language learner from visual representation and rubrics. Draw connections between Second Language Acquisition and WIDA Proficiency Levels from a model. Develop a shared vocabulary in regards to Academic Language in order to promote collaboration for instructional delivery of content and strategies from presentation and discussion. Illustrate vocabulary development through TPR and visual support.

CIRCLE MAPS: DEFINING IN CONTEXT (BRAINSTORMING) Big Ideas about Differentiating for ELLs

Our Brain is a Pattern Seeking Device

REVIEW OF ACADEMIC LANGUAGE WIDA Consortium

Academic language is the fabric that holds knowledge and skills together. (Gee, 2004) WIDA Consortium

WIDA S ELD STANDARDS Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

VIDEO: MRS. AMIN

A LESSON IN FARSI What is the lesson about? What are Mrs. Amin s content objectives? What kind of language could you produce? What kind of thinking skills did you use? What would help you to understand better? How can you be assessed?

BACK TO OUR VIDEO

WIDA STANDARDS FRAMEWORK WHAT IS IT? Standards Framework Features of Academic Language Performance Definitions Strands Word Level Receptive Model Performance Indicators Sentence Level Productive Expanded Strands Discourse Level

WIDA STANDARDS FRAMEWORK WHAT IS IT? Standards Framework Features of Academic Language Performance Definitions Strands Word Level Receptive Model Performance Indicators Sentence Level Productive Expanded Strands Discourse Level

Performance Definitions

WIDA Performance Definitions Listening and Reading Grades K-12

WIDA Performance Definitions Speaking and Writing Grades K-12

Genre/ Text Type Register Topic Participants identities & social roles Sociocultural Context Task/ Situation

WIDA STANDARDS FRAMEWORK WHAT IS IT? Standards Framework Features of Academic Language Performance Definitions Strands Word Level Receptive Model Performance Indicators Sentence Level Productive Expanded Strands Discourse Level

SPEAKING Standards Connection GRADE 8 TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation of energy, sound wave, kinetic energy, potential energy, ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms CONNECTION: of energy Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use Example Context for Language Use representations of potential energy to construct an explanation of how much energy an object has when it s in different positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation. Cognitive Function EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy. COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer. Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging State how energy transfers using visual supports (e.g., heat, light, sound ) Give examples of how energy transfers using sentence frames and graphic supports Topic-related Language Describe how energy transfers using sentence frames and graphic supports (e.g., energy is transferred. energy is stored. ) Compare and contrast how energy transfers using graphic supports Discuss how energy transfers using graphic supports Level 6 - Reaching

THE ELEMENTS OF THE MPI The Language Function The Content Stem/Example Topic The Support

ELEMENTS OF MODEL PERFORMANCE INDICATORS (LANGUAGE OBJECTIVES) The Model Performance Indicator (MPI) consists of three elements: Language function: describes how students use language to demonstrate their proficiency Content stem/example topic: specifies context for language instruction; derived from state content standards Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content

Elements of MPIs Language Function Content Stem/Example Topic Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Instruction al Support

STANDARDS CONNECTION Provides a direct connection to grade-level content standards, including: The Common Core State Standards (CCSS) The Next Generation Science Standards Other state standards The example below draws from the CCSS:

EXAMPLE CONTEXT FOR LANGUAGE USE Highlights the importance of teaching language in a meaningful context Provides examples for teachers to think about possible: instructional tasks audiences registers genres

COGNITIVE FUNCTION Adopted terms from Bloom s revised taxonomy All MPIs across a strand now relate to a common cognitive function Expect higher cognitive functioning from ALL students

COGNITIVE FUNCTION

TOPIC-RELATED LANGUAGE Gives students access to a grade-level languagerich environment while they are acquiring English Grade 3 Language of Mathematics example: TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area

WIDA S CAN DO PHILOSOPHY Accentuate the positive qualities and assets of English Language Learners

LISTENING Level 1 Entering * Point to stated pictures, words, phrases * Follow one-step oral directions * Match oral statements to objects, figures or illustrations Level 2 Beginning * Sort pictures, objects according to oral instructions * Follow two-step oral directions *Match information from oral directions to objects, illustrations Level 3 Developing * Locate, select, order information from oral descriptions * Follow multi-step oral directions * Categorize or sequence oral information using pictures, objects Level 4 Expanding * Compare and contrast functions, relationships from oral information * Analyze and apply oral information * Identify cause and effect from oral discourse Level 5 Bridging * Draw conclusions from oral information * Construct models based on oral discourse * Make connections from oral discourse Level 6 Reaching * Name objects, people, pictures * Ask WH- questions * Formulate hypotheses, make predictions * Discuss stories, issues, concepts * Engage in debates SPEAKING * Answer WH- (who, what, when, where, which) questions * Describe pictures, events, objects, people * Describe processes, procedures * Give speeches, oral reports * Explain phenomena, give examples and justify responses * Restate facts * Retell stories or events * Offer creative solutions to issues, problems * Express and defend points of view * Match icons, and symbols to words, phrases, or environmental print * Locate and classify information * Sequence pictures, events, processes * Interpret information or data * Conduct research to glean information from multiple sources READING * Identify concepts about print and text features * Identify facts & explicit messages * Identify main ideas * Find details that support main ideas * Draw conclusions from explicit and implicit text * Select language patterns associated with facts * Use context clues to determine meaning of words * Identify word families, figures of speech * Label objects, pictures, & diagrams * Make list * Produce bare-bones expository or narrative text * Summarize information from graphics or notes * Apply information to new contexts WRITING * Draw in response to a prompt * Produce drawings, phrases, short sentences, notes * Compare/contrast information * Edit and revise writing * React to multiple genres and discourses * Produce icons, symbols, words, phrases to convey messages * Give information requested from oral or written directions * Describe events, people, processes, procedures * Create original ideas or detailed responses * Author multiple forms/genres of writing

A QUICK ASSESSMENT

As the student, WHAT DID YOU NEED?

CONTENT VS. ACADEMIC LANGUAGE

3+5=8

WHAT IS THE CONNECTION? Academic Language Proficiency is needed in order to obtain Academic Achievement and content needs language in order to be processed.

HOW DO WE LEVEL THE PLAYING FIELD? Educatio n

DIFFERENTIATED INSTRUCTION Content is Difficult Language High is Language Difficult Low Language Content is Scaffolded Language is Comprehensible

DIFFERENTIATED INSTRUCTION Hakim is having 11 friends spend the night at his house on High Language Low Language Saturday. Hakim He Hakim will and order is having 11 has pizza friends 11 for friends. 11 dinner. friends will He each thinks that each Hakim boy will is having eat 11 3 friends pieces. spend A pizza Hakim has 8 and slices. 11 friends How will many the spend night at eat his the house 3 night pieces on Hakim at of each his pizza. eat house 3 pieces on pizzas +11 does Hakim friends need = to order? boys of pizza. Saturday. He will order pizza for dinner. Saturday. He thinks that each He boy will order Each Problem pizza pizza has 8 slices. 2 will eat 3 pieces. A pizza has 8 How many pizzas do they slices. for Each Hakim How dinner. boy + eats 11 friends many pizzas does He 3 thinks pieces = that need of pizza. boys to each order? Hakim need to order? boy Each X will eat pizza 3 pieces. has 8 slices. A pizza has 8 slices. they = will slices How each many eat. needed Hakim is having 11 friends spend night at his house on Saturday. He will order pizza for dinner. He thinks that pizzas each boy will eat 3 pieces. A pizza has 8 slices. How many Hakim has 11 friends. pizzas does Hakim need Hakim to order? Hakim + 11 Each friends = pizza boys need has 8 to slices. order? Multiply number of boys times How many pizzas a pizza. number of slices they will each eat. do they Problem need 4 Divide Now Problem the new number you know 3 = pizzas by the Each pizza to order has 8 slices. how to order? many pizzas to order! number of slices in a pizza. How Now you many know how pizzas many do to they need to order? Multiply number of boys times number of slices Divide the new number by the number of slices in order! Hakim +11 friends = boys Each boy eats 3 pieces of pizza. X = slices needed = pizzas to order How many pizzas do they need to order?

1 ST GRADE North Carolina SCOS

CONTENT OBJECTIVES STATE WHAT THE STUDENTS WILL LEARN.

Standards and Objectives Science NC Essential Standards Example Essential Standard Clarifying Objectives 4.E.1 Explain the causes of day and night and phases of the moon. 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth.

Create a content objective that corresponds to: 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. Examples: I can label pictures of the moon at different phases after teacher modeling of phases with a partner. I can explain the differences in the phases of the moon to a partner.

TO WHICH WIDA STANDARD DOES THIS OBJECTIVE CORRELATE? 4.E.1.2 EXPLAIN THE MONTHLY CHANGES IN THE APPEARANCE OF THE MOON, BASED ON THE MOON S ORBIT AROUND THE EARTH. WIDA - English Language Proficiency Standard 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. The language of Science

CHALLENGE = ADAPT CONTENT TO ALL STUDENT PROFICIENCY LEVELS without watering down the content concepts!!

Language objectives state how the students will demonstrate what they learned through: Listening Speaking Reading Writing

LANGUAGE OBJECTIVES: A FORMULA Language Function + Content Stem + Support or Strategy

The Language Function how ELLs process or use language to communicate in a variety of situations The Content Stem or Sample Topic relates the context for language interaction The Support or Strategy provides a necessary avenue for ELLS to access meaning ELEMENTS OF THE LANGUAGE OBJECTIVE

CONTENT OBJECTIVES HAVE HIDDEN LANGUAGE OBJECTIVES! So how do we find them? Just imagine!

WHY DO WE SCAFFOLD LANGUAGE? Scaffolding language refers to the structures, strategies, directives, and clues that educators create to support students in learning language. As language proficiency develops, parts of the scaffold are removed until the scaffolding is gone entirely and the student has independent control of language.

SO WHAT KIND OF LANGUAGE WILL A STUDENT NEED AND USE TO: Compare and contrast? Describe? Point to? Explain Cause and Effect Sequence?

LANGUAGE OBJECTIVE 4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. What is the WIDA Standard: Standard 4- The Language of Science What would the language objective be? Think of what kind of language students will need to explain the Earth s rotation on its axis. I can explain the appearance of the moon to a partner using the word(s) phases and moon s orbit from pictures.

4.E.1.2 Explain the monthly changes in the appearance of the moon, based on the moon s orbit around the Earth. Speaking Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Writing Pictures Describe Partner(s) Compare & Contrast Label Summarize Books Draw

LET S PRACTICE WRITING LANGUAGE OBJECTIVES! 1. Divide into groups based on number of participants. 2. Sub-divide groups into Proficiency Levels 2 (Emerging) and 4 (Expanding). 3. Assigned Groups will list language functions (verbs). 4. Assigned Groups will list content topics related to: 4.E.1.1 Explain the cause of day and night based on the rotation of Earth on its axis. 5. Assigned Groups will list supports. 6. Groups will choose five from their lists and write on sentence strips. 7. Participants will arrange themselves to form Language Objectives. Activity adapted from a presentation by Dr. Joy McLaughlin

WIDA RUBRICS

Let s Take a Closer Look at VOCABULARY

ILLUSTRATING THE TERM Draw the actual thing Draw a symbol for the word Draw an example Represent the word with graphics Draw a dramatization of the term

What strategies do you use to determine the meaning of a word? *Research shows the top word learning strategy is an illustration.

Definition in your own words A change in size, shape, or state of matter Illustration Same matter present before and after change Physical Abolitionist Change Breaking a glass Characteristics New materials are NOT formed Cutting hair Examples

Definition in your own words Illustration Sentence with a context clue Synonyms Related words

Definition / What Is it? Illustrated Examples What is it like? (Properties) plane figure geometric shape closed figure sides are line segments twodimensional polygon hexagon trapezoid rhombus not a closed figure not a line segment Non-examples

Tier 2 Vocabulary

DEFINE IN YOUR OWN WORDS (SO WHAT?) WORD LEARNING STRATEGY WORD LEARNING STRATEGY WORD LEARNING STRATEGY

OBJECTIVES FOR TODAY: Identify the nature of the second language learner from visual representation and rubrics. Draw connections between Second Language Acquisition and WIDA Proficiency Levels from a model. Develop a shared vocabulary in regards to Academic Language in order to promote collaboration for instructional delivery of content and strategies from presentation and discussion. Illustrate vocabulary development through TPR and visual support.

QUESTIONS

CONTACT INFORMATION Amanda B. Miller Title III/ESL Coordinating Teacher, K-5 (919)431-7688 amiller2@wcpss.net