WIDA Standards RESOURCE PACKET

Transcription

1 WIDA Standards RESOURCE PACKET Columbia, SC July 30-31, 2014 SC State Implementation Team 1

2 WIDA: Dedicated to Professional Learning and Collaboration LESSON PLAN SHARE SPACE WIDA BLOG. created for educators and by educators as a space to share ideas. WIDA News updates e.g., Featured Educators Testing Updates New resources available Search by: Topic or keyword Language standard Language domain Grade Author Title 2 DOWNLOAD LIBRARY ELD Standards Books Webinars Sample ACCESS items Research Reports Can Do Books Focus Bulletins And more!

3 Before we begin... Objectives: Participants will describe and apply knowledge of what language differentiation means in the instruction and assessment of ELLs how scaffolds and supports engage ELLs at various levels in the language and content of a lesson 3. how presentation of content, product, process and environment are taken into account for language differentiation 4. the relationship between proficiency level and domain in differentiation WIDA Terminology WIDA - World Class Instructional Design and Assessment ELL - English Language Learner (student) ELD - English Language Development (standards) ELP - English Language Proficiency (assessments) ESL - English as a Second Language (program) LEP - Limited English Proficient (student, NCLB) MODEL - ELP screener (for purchase) W-APT - ELP screener (free downloadable) ACCESS - ELP annual test 3

4 Scaffolding Language Instructional Strategies to Connect Language to Content Go from the everyday, familiar, and concrete to the subject specific, unfamiliar and abstract Link students real world experiences to school experiences Sequence teaching and learning activities to move towards the specialized language of written texts, rather than starting with the written texts Structure classroom discourse and interaction so that it bridges to written texts Increasing Interaction to Build Fluency with Target Language Model the language and the interaction Have students process information individually Have students process information in pairs Have students process information in small groups Compare/Contrast information to source (reading) Apply information to a new task (writing) Effective processing of information depends on (Building Background Knowledge (2004) Marzano) The number of times information is processed The detail that is added The associations that are made with other information Components of a Gradual Release of Responsibility Fisher, D., & Frey. N. (2008) Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. Teacher Responsibility Focus Lesson: I do it Guided Instruction: We do it Collaborative: You do it together Independent: You do it alone Student Responsibility Focus lesson: Students actively participate in the lesson, particularly paying attention to modeling and explanations by the teacher. Guided instruction: Students are led through tasks with teacher support (i.e., prompts, questions, facilitates). Collaborative: Students work together and consolidate their learning to practice the skill with peer support. Independent: The student works independently. He/She is in control of the ideas and information and can apply it in a new situation 4

5 WIDA Performance Definitions - Speaking and Writing Grades K-12 At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce Discourse Level Sentence Level Word/Phrase Level Domain Domain Linguistic Complexity Language Forms and Conventions Vocabulary Usage Speaking Writing Level 6 - Reaching Language that meets all criteria through Level 5, Bridging Level 5 Bridging Multiple, complex sentences Organized, cohesive, and coherent expression of ideas A variety of grammatical structures matched to purpose A broad range of sentence patterns characteristic of particular content areas Technical and abstract content-area language, including content-specific collocations Words and expressions with shades of meaning across content areas Level 4 Expanding Short, expanded, and some complex sentences Organized expression of ideas with emerging cohesion A variety of grammatical structures Sentence patterns characteristic of particular content areas Specific and some technical content-area language Words and expressions with expressive meaning through use of collocations and idioms across content areas Level 3 Developing Short and some expanded sentences with emerging complexity Expanded expression of one idea or emerging expression of multiple related ideas Repetitive grammatical structures with occasional variation Sentence patterns across content areas Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas Level 2 Emerging Phrases or short sentences Emerging expression of ideas Formulaic grammatical structures Repetitive phrasal and sentence patterns across content areas General content words and expressions Social and instructional words and expressions across content areas Level 1 Entering Words, phrases, or chunks of language Single words used to represent ideas Phrase-level grammatical structures Phrasal patterns associated with common social and instructional situations General content-related words Everyday social and instructional words and expressions within sociocultural contexts for language use. 5

6 WIDA Performance Definitions - Listening and Reading Grades K-12 At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process Discourse Level Sentence Level Word/Phrase Level Domain Domain Linguistic Complexity Language Forms and Conventions Vocabulary Usage Listening Reading Level 6 - Reaching Language that meets all criteria through Level 5 - Bridging Level 5 Bridging Rich descriptive discourse with complex sentences Cohesive and organized related ideas Compound, complex grammatical constructions (e.g., multiple phrases and clauses) A broad range of sentence patterns characteristic of particular content areas Technical and abstract content-area language, including content-specific collocations Words and expressions with shades of meaning across content areas Level 4 Expanding Connected discourse with a variety of sentences Expanded related ideas A variety of complex grammatical constructions Sentence patterns characteristic of particular content areas Specific and some technical content-area language Words or expressions with multiple meanings across content areas Level 3 Developing Discourse with a series of extended sentences Related ideas Compound and some complex (e.g., noun phrase, verb phrase, prepositional phrase) grammatical constructions Sentence patterns across content areas Specific content language, including expressions Words and expressions with common collocations and idioms across content areas Level 2 Emerging Multiple related simple sentences An idea with details Compound grammatical constructions Repetitive phrasal and sentence patterns across content areas General content words and expressions, including cognates Social and instructional words and expressions across content areas Level 1 Entering Single statements or questions An idea within words, phrases, or chunks of language Simple grammatical constructions (e.g., commands, Wh- questions, declaratives) Common social and instructional forms and patterns General content-related words Everyday social and instructional words and expressions within sociocultural contexts for language use. 6

7 Differentiate with Supports In classroom instruction explicit use of sensory, graphic and interactive supports are necessary for students to access content knowledge and develop academic language proficiency. Explicit Use of Supports Sensory What is happening now? What have you tried so far? How have these supports helped students gain access to content? How have these supports helped students gain access to language? Brainstorm Options: What might you try? What are some options? Do students have the opportunity to engage all language domains? Of these options, what is your most manageable next step? Graphic Interactive 7

8 Real-life objects (realia) Manipulatives Pictures & photographs Illustrations, diagrams & drawings Magazines & newspapers Physical activities Videos & Films Broadcasts Models & figures Charts Graphic organizers Tables Graphs Timelines Number lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors Sensory Supports Some sensory supports are applicable across all ELP standards, as exemplified in Figure 3G. Others are specific to the language of a content area. Figure 3H expands the notion of the use of sensory support by giving specific examples for ELP standards 2 through 5. The use of these sensory supports in activities, tasks and projects helps promote the development of students academic language proficiency.!"#$%"$&!"#$%"$& '!"#$%"$&!"#$%"$& Illustrated word/phrase walls Felt or magnetic figures of story elements Sequence blocks Environmental print Posters or displays Bulletin boards Photographs Cartoons Blocks/Cubes Clocks, sundials and other timekeepers Number lines Models of geometric figures Calculators Protractors Rulers, yard/meter sticks Geoboards Scientific instruments Measurement tools Physical models Natural materials Actual substances, organisms or objects of investigation Posters/Illustrations of processes or cycles Maps Globes Atlases Compasses Timelines Multicultural artifacts Arial & satellite photographs Video clips Audio books Counters Songs/Chants Compasses Calendars Coins!"#$%&"'()#*'+#%%,-&./'01' ' 1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1' 8

9 Examples of Graphic Supports across the ELD Standards ELD standard 1- Social and Instructional Language 2- The language of Language Arts 3- The language of Mathematics 4- The language of Science 5- The language of Social Studies Venn Diagrams - Comparing and Contrasting Two Entities T-Charts - Sorting or Categorizing Objects or Concepts Two friends or family members Two traditions Colors Classroom objects Two characters Two settings Two genres Facts/Opinions Points of view Pros/Cons Two operations Two geometric figures Two forms of proportion Area/Perimeter Fractions/ Decimals Addition/ Subtraction Two body systems or organs Two animals or plants Forms of matter Forms of energy Senses Vertebrates/ Invertebrates Two conflicts Two forms of government Two forms of transportation Types of transportation Types of habitats Cycles - Producing a Series of Connected Events or a Process Conflict/ Resolution School or classroom routines Plot lines Steps in problem - solving Scientific inquiry Life cycles Water cycle Elections in a democracy Passage of a law Cause and Effect - Illustrating a Relationship Classroom or school rules Health and safety at home or in school Responses of characters to events Variables in algebraic equations Geometric theorems Chemical reactions Adaptation Weather events Political movements Economic trends Semantic Webs - Connecting Categories to Themes or Topics Personal interests Idiomatic expressions Multiple meanings of words and phrases Root words and affixes Main idea/ Details Types and features of polygons Types and characteristics of angles Foods and their nutritional ingredients Types and characteristics of rocks Types of human and civil rights Impact of economic policies Taken from the WIDA ELP Standards Resource Guide 2007, Page RG 23Resou 9

10 Figure F: The Features of Academic Language in WIDA s Standards The Features of Academic Language operate within sociocultural contexts for language use. Discourse Level Performance Criteria Linguistic Complexity (Quantity and variety of oral and written text) Features Amount of speech/written text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas Variety of sentence types Sentence Level Language Forms and Conventions (Types, array, and use of language structures) Types and variety of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/ perspective Word/Phrase Level Vocabulary Usage (Specificity of word or phrase choice) General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the Register Genre/Text type Topic Task/Situation Participants identities and social roles The three criteria used to define each level of language proficiency are displayed in two sets of PERFORMANCE DEFINITIONS. One set of Performance Definitions (see Figure G) is for receptive language and represents how ELLs process language to comprehend information, ideas, or concepts in either oral or written communication. The other set of Performance Definitions (see Figure H) is for productive language and shows how students use language to express information, ideas, or concepts in either oral or written communication. 10

11 Unpacking WIDA s Features of Academic Language Linguistic Complexity Discourse Level Content Area Example Local Example Language Arts Narratives, Expository Essays, Blogs, Debates, Poetry Mathematics Word Problems, Explanations, Tables, Graphs, Proofs Science Field Notes, Lab Reports, Arguments, Research, Observations, Instructions Social Studies Timelines, Primary Sources, Debates, Newspapers, Biographies Content Area Example Local Example Language Arts Metaphor (e.g., break a leg) Language Forms & Conventions Sentence Level Vocabulary Usage Word/Phrase Level Mathematics Science Social Studies General Specific Technical Logical connectors (e.g., consequently, then), Comparative structures (e.g., greater than) Passive voice sentence frames (e.g., The polio vaccine was discovered by Salk.) Historical present (e.g., in his journal, Lewis writes ) Example Terms associated multiple content areas: combine, describe, therefore Terms associated with a content area: divisor, least common denominator Terms associated with a specific content area topic: ratio, integrals, Pythagorean theorem Local Example 11

12 Example Language Features Levels 1 3 Levels 2 4 Levels 3 5 Linguistic Complexity Discourse Level Selection: We chose the computer. Price: It costs $750. Discount: Today it is 15%. Reason: The price is cheap. There are many phones. We selected the smart phone. Some phones are cheaper, but the smart phone can do more. The price was $400 plus tax. It was on sale for 15% off. We had a choice of buying a tablet or a smart phone. We looked for a good deal. We selected the tablet because it was the best value at the discounted rate. It had a greater percentage off. The price of the tablet, including the 20% discount and sales tax, was $495. The final price of the smart phone was $340 after taking 10% off. Language Forms & Conventions Sentence Level choose chose cost costs cheap cheaper expensive more expensive Some phones are cheaper, but on sale 15% off The price of the tablet, including the 20% discount and sales tax, was $495. after taking Level 6 Reaching Vocabulary Usage Word/Phrase Level costs discount price cheap/expensive plus tax on sale a good deal best value discounted rate percentage off final price 12

13 Example Language Features Level 1-3 Level 2-4 Level 3-5 Linguistic Complexity Discourse Level Language Forms & Conventions Sentence Level Level 6 - Reaching Vocabulary Usage Word/Phrase Level 13

14 Example Strategies by Domain In order to be proficient in a language, students need to develop proficiency in four domains: listening, speaking, reading and writing. Intentional practice each day in content area classes will help students to acquire the language they need to be successful in school. Although the tasks are separated by domain, many of them are integrated and help develop language in two or more domains. Listening Example Strategies 1. Listening Triads- Place students into groups of three and give each a number from one to three. Write three statements or concepts on the board (can use graphics to support). Statement/concept 1 is explained to the group by Student 1 and so on. 2. Hands Up- Students are given a set of questions based on a text. The text is read aloud, and as students hear the information, they raise their hands. The questions should be in the order that information is given in the text. 3. In Addition- Students offer information about a topic. Others listen carefully and add onto the first idea. Sentence starters can be used to help add to the ideas (I.e. One thing I could add I have a different idea about that ) 4. Closing Affirmation- A large part of African Pedagogy, affirmations help students acknowledge their role in learning. The affirmation is read aloud sentence by sentence by the group leader. The group repeats the affirmation. The same affirmation can be used for the close of each day. Affirmations can be written by a class. 5. Information Extraction- A task is written for students to listen to facts or opinions. You could use a documentary, film, recording of a debate (etc.) For facts, prepare a sheet in chronological order corresponding to facts as they are presented. Students then transfer the information to the sheet as they are listening. They can make predictions about information before listening as well. 6. Picture Dictation- Students have a number of individual pictures that correspond to a story, text, sequence to an experiment (etc.). As the story, text or directions are read aloud, the students put the pictures into the right sequence. 7. Describe and Draw- This can be a teacher-directed or pairs activity. One student draws a series of shapes (could be related to academic content). The partner cannot see what is drawn. The artist gives instructions to the partner about how to recreate the drawing. (I.e Draw a circle in the middle of the page. Then, draw a triangle in the middle.) 8. Information Gap- These are activities that are done in pairs and involve solving a problem. Each player has different information that each player needs in order to solve the problem. Players should not be able to see the other s information but should communicate to each other in order to solve the problem together. 14

15 Speaking Example Strategies (also interactive supporting activities) What considerations might you make for students at various language proficiency levels and grade levels? How will students be grouped? Why? How will the expectations for accountable talk be communicated to students? How could interactive supports be used as an assessment task? 1. Stand and Deliver/Just a Minute- Invite students to talk about a subject for one minute without hesitation and repetition. If the student hesitates or repeats, another student may gently interrupt and take on the topic. This should be modeled so no one feels discouraged about participation. Encourage students to keep trying to make it to the one minute mark! (Note: It may be easier to start with Social/Instructional language such as: Talk about your best friend before moving into language of content areas. ) 2. Inquiry and Elimination- Choose a large picture showing a range of objects within a set. One member of the group chooses one picture from the set. The others must guess what it is by asking yes or no questions only. This works best if you limit the number of questions that can be asked and encourage students to ask questions that elicit the maximum amount of information. 3. Taboo- Students can make cards about content concepts. One student must describe the idea on the card without saying the taboo words. Can be played in teams for points. 4. Opening Affirmations- Start each day with a call and response that is positive and affirms that all students in your classroom are learners. (See example) 5. Think/Pair/Share- Pose a question or idea or math problem to students. Ask them to think about it individually to form ideas. Allow them time to work with a partner to work on the problem and construct an answer together. Partner or pairs then share their work with the whole group. This is a powerful idea that can and should be used in multiple content areas. (This can be modified to include a Thoughts jot prior to the pair share. It could also include a dictation element for the partner to scribe the response for teacher feedback later since listening to each person is not feasible within shorter time frames). 6. One Minute Buzz- For one minute (perhaps shorter for younger students) talk with your partner about what we just learned. What was the important learning for you? Ask students to be prepared to share this with the class. (I.e. the buzz can be about the water cycle or a math concept) 7. Luck of the draw fishbowl- Place students names in a container and pick two or three names at the end of class. The students whose names are chosen prepare a brief summary of specific information recently learned for the next class meeting. 8. Inside-Outside Circles- Two concentric circles of students stand or sit and face one another. The teacher poses a question/task and partners respond briefly. At the signal, the outer circle moves one place to face a new partner. The conversation continues for several rotations. 15

16 9. First Word/Last Word- Create a group of 4 participants. Choose a timekeeper (who also participates) who has a watch. Each participant silently identifies what s/he considers to be significant ideas addressed in the article, and highlights the sentence/phrase. When the group is ready, first person identifies the part of the article that s/he found to be most significant and reads it out loud to the group. This person (the presenter) says nothing about why s/he chose that particular passage. The other 3 participants each have about minutes to respond to the passage saying what it makes them think about, what questions it raises for them, etc. The first participant then has 3 minutes to state why s/he chose that part of the article and to respond to or build on what s/he heard from his/her colleagues. The same pattern is followed until all four members of the group have had a chance to be the presenter and to have the last word. 10. Numbered Heads- Create a group of 4 participants. Each participant is assigned a number. The teacher asks a question and tells students to make sure everyone in the group can answer. Students have time to discuss and rehearse. The teacher spins an overhead spinner or rolls a die and announces the number of the student responsible for answering. Students may have more time to make sure student knows answer. Each group may respond or the teacher may spin again and announce the number of the group that must respond. 11. Wrap Around- Ask students to think/write about their ideas on a topic. In groups of four, they share their ideas, taking turns. Student A shares one idea. Student B repeats Student A s idea and then shares his or her own. Continue in this way until all ideas are shared. Student A repeats Student s D ideas. 16

17 Reading Example Strategies 1. Modeled Reading/Read-alouds/Think-aloud- Students listen to the teacher read aloud from a variety of genres. Teachers choose text according to personal and classroom interests, content topics, authors and strategies being taught. Special attention is paid to fluent, expressive oral reading. Selected teaching points are based on on-going observation and assessment and target students current needs. Read-alouds teach vocabulary, concepts, comprehension strategies, writing crafts and traits, etc. Teachers frequently reread texts to teach additional concepts and extend learning. In a thinkaloud, teachers pause and interject their own thinking about the text. A think-aloud will model specific reading comprehension strategies and provide students with a model for metacognition. Read-alouds are usually paired with think-alouds so that the teacher is reading and thinking aloud as he/she demonstrates fluent reading and the metacognitive process (thinking about one s thinking). 2. Shared Reading- The teacher and student engage in an interactive reading experience using a common text and/or a text with large print. This interaction may be structured so that the teacher reads aloud while students read along orally or silently. Usually, the teacher rereads the text many times over a period of days with students joining in orally during repeated readings. The use of big books, large charts, pocket charts, transparencies, or multiple copies of text ensures that everyone can see the print.in shared reading attention focuses on specific teaching points based on ongoing observation and assessment to target students current needs. Teaching points may include concepts of print, rhyming, predicting, letter or word recognition, building common background knowledge, demonstrating and practicing intonation and pausing, practicing fluency, etc. 3. Reader s Theater- Provides an opportunity to review or extend a modeled or shared reading. Students can be grouped heterogeneously because parts can be assigned based on language and literacy strengths. Simple props such as masks or puppets (provided or created) can increase motivation. Reader s Theater routine: (multiple copies of text are needed) Leader reads the story aloud. Everyone reads the story together. Partners read the story aloud. Everyone is assigned a part. Students practice parts on their own. Students practice their parts together. Students perform for the class. 17

18 4. Jigsaw Reading- Students are place into groups of four and are given different passages about a topic containing information that the whole group needs about a question or hypothesis. Passages can be assigned at the student s independent level. Each student reads the passage independently, taking notes. The group convenes and shares information. With the shared information, they form an answer to the hypothesis or question. (Can be used at a listening station as well.) 5. Story Innovation- Use an original story as the basis for creating a new one. Working in groups (or as a teacher-led activity), key words are changed to create a new story while retaining the underlying structure. For example, the characters could be changed and events are changed to fit the new characters. As changes are made, the story is written on a piece of chart paper. Students take turns making suggestions and reading the story as it is created to ensure that it makes sense. 6. Sequencing- Cut up sections of text and place them in envelopes. Hand them out to small groups and give the groups time to organize them into logical order. The sections could be glued and then they can discuss and defend their decisions in a larger group. (I.e. a sequence of events related to an historical event) 7. Wallpapering- Give groups of students small pieces of paper to write down one thing they know about a topic, or one idea that they have about a controversial issue. Students then stick the pieces of paper on the wall. Students walk around the room and read other students ideas. Later they can comment on the ideas of others: I agree with the one that said I didn t know that I don t think that s right Have students write three things that they consider to be important to remember from what they have read, two things they would like to investigate further and one thing they would like to do for a project. 18

19 Writing Example Strategies 1. Dictogloss- Students listen to the teacher reading a passage without writing anything. On the second read, students write as much as the can. Students then work in pairs to try to recreate the passage. Then students move to groups of four to negociate what they heard. The passage can be read again with students self-correcting the passage or can be collected for information. 2. Snowballing- Pair up students and ask them to discuss a theme or topic or story. Give them three minutes to discuss and write down their most important ideas on separate pieces of paper. Have them crumple their ideas and throw into the center of the room. The pair joins another pair to make a group of four and they have another three minutes to come up with three new ideas to add to the snowball pile. You can continue making bigger groups. Read from the snowball pile or have students choose a snowball to write about that day. 3. Word Splash- Key content-related word is written on board for students to spontaneously add words/phrases associated with the topic. 4. Graffiti Write- Groups of students respond to content-related question prompts introducing a topic on stations around the room in a sequential manner. Allow them to grow through the stations at least two times to respond the ideas of others. 5. Response Journal- Students react regularly in journal form to question prompts based on what they have read. 6. Sticky Notes- With sticky (post it) notes, have students write down I wonder if... or This reminds me of... prompts to demonstrate possible questions or thoughts. Can also be used for comprehension strategies (predicting, making connections, etc.) 7. Exit Slips- Have students provide a brief written summary of what they have read just prior to the end of the lesson. Can be formal or informal slips. 8. Sequencing- Use a set of pictures that illustrate a sequence. Individually, in pairs or in groups, students put the pictures in the proper order. They describe the sequence and problem-solve until they come to agreement on the order. Students then write about the sequence or create an original story. A challenging adaptation is to give each student in the group one card and tell them not to show the card. Each student describes the card (anyone can start). When all have finished describing the cards, the group negotiates the order of the cards based on the descriptions. They then place the cards in order based on the discussion. References: Claire, E. & Haynes, J. (1994) Classroom Teacher s ESL Survival Kit #1, Prentice Hall Regents; Claire, E. & Haynes, J. (1997) Newcomer Program; Gibbons, P. (2004) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom,; (National School Reform Faculty); Fisher, D., Frey, N., & Rothenberg, C. (2008). Content Area Conversations. Alexandria, VA: Association for Supervision and Curriculum Development; Gibbons, P. (2009). English Learners, Academic Literacy, and Thinking. Portsmouth, NH: Heinemann. 19

20 Strategy Comparison Strategy General Description Uses for this Strategy (I.e. formative assessment, differentiation/scaffolding of instruction and assessment ) Domain (Listening, Speaking, Reading or Writing) Integrated? (Does this incorporate more than one domain?) 20

21 Which English Language Proficiency Level? Fill in the chart with example activities from your content and grade level. Using the WIDA Performance Definitions, record the English language proficiency level a student would need to perform each activity independently (as it is written). Discuss options for differentiating the activity for students of various proficiency levels. There are a few listed as examples. Classroom Activity English Language Proficiency Level How might you differentiate this task for a more proficient student and/or less proficient student? Explain how to solve a multistep math problem List the steps in an experiement Write a letter to a goverment official requesting money for school computers Identify facts and opinions from a grade level text Give directions to another classroom to a new student Complete a graphic organizer based on oral text 21

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23 Practicing Transformations First, look at the provided Model Performance Indicator (MPI) to identify its elements. Circle the language function, underline the example topic and place a box around the support. Now, let s transform each element. Level 4 Expanding Compare and contrast how energy transfers using graphic supports Level 4 Expanding Compare and contrast how energy transfers using graphic supports Level 4 Expanding Compare and contrast how energy transfers using graphic supports To target language, incorporate at least one of the features of academic language, e. g., Compare and contrast how energy transfers using graphic supports and using specific and some technical vocabulary 23

24 Differentiating Language While Maintaining Higher Order Thinking Opportunities Student Profile language skills, proficiency level (ACCESS, formative observations, etc.), interests Is student information shared in a way that emphasizes assets? Performance Definitions (receptive/productive language) Learning Task content topic cognitive function (mental processes involved in learning) language demands of the task (features of academic language) language function (the purpose for which written or oral language is being used) Differentiating Language SUPPORT o In general: What supports will help the student access content, while also facilitating their comprehension and communication in academic English? How is the support used to promote students academic language development? o Interactive Support: How are students grouped and for what purpose? Do ELLs have a meaningful role? How are groups structured? o Graphic Support: How is the language of graphic organizers made explicit? o Sensory Support: How is the support used to promote students academic language? DOMAIN reading, listening, speaking, writing o Does the instruction engage students in all domains? o What are students doing in each domain? o Do students have balanced opportunities for all domains? o Do students have the opportunity to use strengths in one domain to support their development in another? o How could the sequence of activities in each domain better support access to content and language development? FEEDBACK o What type of feedback to students receive/give on their language development? LANGUAGE EXPECTATION o How are students interacting with topic---related language? o How is the lesson building on what students CAN DO with language? For any approach to differentiating language for students: How can I maintain the same cognitive function across all levels of language proficiency? How can I maintain rigor and cultivate students academic language at all levels of language proficiency? 24

25 Grade(s): Language(s) represented: English Language Proficiency Levels: What content will students be learning during this lesson? Content and Language Objectives How will students use language to reinforce/access learning of content? Reading- Writing- Listening- Speaking- Activating prior knowledge or building background knowledge How will I help students build background for the new learning? Language Functions What is the purpose for the communication/language? Key Features Focus (Word level, sentence level, discourse level) Language Supports for Differentiation and Scaffolding Real-life objects (realia) Pictures & Photographs Manipulatives Physical activities Models & figures Illustrations & drawings Other visuals Videos and films Magazines and newspapers Sensory Supports Graphic Supports Interactive Supports Charts Graphic Organizers Tables Graphs Timelines Number lines Whole class/group In pairs or partners In triads or small groups Cooperative group structure Use of native language (L1) With the internet/ software 25

26 Differentiation of language within the lesson (targets or objectives) Tasks for the lesson (How will I engage my students?) Writing: Writing: Speaking: Speaking: Listening: Listening: Reading: Reading: Feedback: How will students receive feedback? Individual conferences Small group conference Exit Slips Other Tools (What measure will match the language task?) Checklist Speaking Rubric Rating Scale Writing Rubric Teacher developed Rubric CAN DO Descriptors Student Checklist Student Rubric 26

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28 A Blank Template for Drafting Strands of MPIs GRADE: ELD STANDARD: EXAMPLE TOPIC: CONNECTION: EXAMPLE CONTEXT FOR LANGUAGE USE: COGNITIVE FUNCTION: DOMAIN: Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching TOPIC-RELATED LANGUAGE: 28

29 Lesson Topic: Grade Level: Student Profile Information: Lesson Sharing 1. 3 core practices for ELLs I noticed in the lesson: questions I have for the group about the lesson: item I will try on in my own classroom/work: Lesson Topic: Grade Level: Student Profile Information: 1. 3 core practices for ELLs I noticed in the lesson: questions I have for the group about the lesson: item I will try on in my own classroom/work: 29