Meeting the Needs of All Learners: Identifying and Planning Instruction for ELLs December 3, 2013 Facilitated by:

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1 Chicagoland Partners for ELL Education Office of Catholic Schools Meeting the Needs of All Learners: Identifying and Planning Instruction for ELLs December 3, 2013 Facilitated by: Marla Susman Israel, Ed.D. Associate Professor Loyola University Chicago

2 This presentation was made possible by: Chicagoland Partners For English Language Learners (CPELL) Loyola University Chicago project funded by the Office of English Language Acquisition, U.S. Department of Education School of Education Grant # T365Z Loyola University Chicago 820 N. Michigan Avenue, Chicago, Illinois Phone: cpell@luc.edu Current CPELL Scholars in OCS: Amanda Pantle, Billy Schauer,

3 Introduction to Session OBJECTIVES & AGENDA

4 What we learned in August and what we want to learn today: n= 21 All answered yes that PD was useful This session provided me with useful strategies I can use in my classroom This session gave me useful strategies and/or ideas that I can use to make instruction and school services more effective for ELLs This session provided me with useful information on WIDA and ISBE standards In this session I had an opportunity to ask questions about points that I didn t understand The materials distributed during the session were informative I would like to attend additional sessions like this one in the future Minimum Maximum Mean SD

5 What we learned in August and what we want to learn today: Qualitative Data Summary the following comments represent trends or themes identified in the responses to open ended questions. Strategies that can be used in classroom or school Strategic/intentional grouping Common planning time with fellow teachers (7x) WIDA grouping/planning Vocabulary planning time TPI model LA graphic organizers Can Do indicators Matching vocabulary to pictures Strategies that can make services more effective for ELLs Parent communication Group sharing/teacher planning (4x) Send native language books home Utilize resource personnel More attention to culture, differentiation and vocabulary SMART goals WIDA standards Have parents and siblings record books on tape

6 What we learned in August and what we want to learn today: Information useful for WIDA and ISBE standards Goal of tests and stages Awesome updates Handout How to group and plan for all students Can Do descriptors New cutoff scores Grid lesson plan template Wish we had more time/ran out of time (x4) Why/why not likely to attend additional sessions Support and knowledge Currently working on ELL endorsement Very informative and useful Excited about research and developments in this area To better serve my students I hope to become endorsed in ESL, however location is difficult to get to To share with other teachers More practical application in the classroom would be nice

7 What we learned in August and what we want to learn today: What are elements directly applicable to work? Experience of read aloud in another language Collaborative planning meetings are new, so now we can do it every Wednesday Communication with parents in native languages Aligning horizontally and vertically Vocabulary aids (x3) Help with planning (x3) Knowledge of 6-10 key words to use in instruction Endorsement that all strategies were helpful for high ELL population (in one case 75% of class) (x4) Remembering that students can learn from one another Strengths of session Presentation (materials, activities, practical tips) Presenter (knowledgeable, well-prepared, humorous) Peer collaboration Resources Hands on activities

8 What we learned in August and what we want to learn today: Weaknesses of session Not enough time Would like more information on assessment and lesson ideas Suggestion to split information into two different sessions Why session was useful (or not) Better understanding of effective strategies for working with ELL students Underscore that many of OCS students are ELL Encouraged reflection of pedagogy Suggestions Longer session How to identify ELL learners

9 Today s Focus Linguistically responsive practice Teaching and learning in mainstream classrooms grounded in the principles and practices of language development and second language acquisition Recognizing the language backgrounds, abilities, and needs of individual students Analyzing language demands inherent in academic tasks Scaffolding learning for language development Lucas, Villegas, & Freedson-Gonzalez, 2008

10 Today s Focus Linguistically responsive practice Central to linguistically responsive instruction is recognizing individual students backgrounds, abilities, and needs. Today s focus will center on getting to know students specific language abilities and needs through use of WIDA tools. Lucas, Villegas, & Freedson-Gonzalez, 2008

11 Leaders will: Today s Objectives Describe how WIDA tools can inform and support classroom practice with ELLs. Explain how WIDA Can-Do Descriptors support planning for individual and whole-group instruction. Apply WIDA tools to support individual and whole-group ELLs learning needs in classroom instruction. Discuss next steps to build school systems that support the screening and assessments of ELLs to create linguistically responsive practice.

12 Today s Norms Prepared We are all prepared to commit to this important work together. Professional All discussions are confidential and respect the reality that sharing involves risk-taking. Present Please turn-off laptops and cell phones. Positive Maintain a solutions-oriented attitude and use asset-based language.

13 Today s Agenda 15m: Introduction to Session 15m: Accessing Prior Knowledge Word Sort 30m: Introduction to WIDA & WIDA Tools (I do) 30m: WIDA Tools: Expert Groups by Case (You do) 30m: Reflections & Next Steps (We do)

14 Word Sort With your tablemates, please sort the words that are in your envelope. You may sort these words into categories, semantic maps, whatever makes sense to the group. You may speak in your native language during the sorting. You must, however, be able to explain the sorting to others in English. Teaching tip: This can be done as a picture sort for non-english readers. This is a great way to pre-teach and re-teach vocabulary. With P-12 students you would limit this activity to no more than 10 words.

15 Selecting Words to Teach (Cloud, Genesee, Hamayan, 2009) Select words that are important for understanding the essential learnings and the text. Do not exceed the number of words that student can remember (around 6 to 10 per lesson) depending on the learners age and/or stage of proficiency. Select words that can advance student s word learning skills (words with particular prefixes or suffixes for example) Teach words that are frequent, useful and likely to be encountered in the content area. They should be highly transferrable to other units or content areas. Do not directly teach words if students can use context or structural analysis skills to discover the word s meaning. Be sure that you select an appropriately leveled passage to begin with, one for which you will only need to teach a small number of words prior to reading.

16 Common Core Instructional Shifts Regular practice with complex test and its academic vocabulary Students should practice with academic vocabulary through multiple opportunities across all four language domains and for multiple academic purposes Building knowledge through content-rich nonfiction and informational text Students should write consistently, during and after reading short and extended texts, and respond to text dependent questions Reading and writing grounded in evidence from text Students should write daily and consistently during reading of short and extended texts to show evidence of their application of reading strategies, such as predicting, visualizing, inferring, summarizing, questioning and connecting. ELL students are learning to read English while simultaneously reading to learn English content. The older the ELL child, the farther his/her English language peers have progressed in English language content development.

17 Introduction to WIDA World-class Instructional Design and Assessment (WIDA) Originated in Wisconsin, but has expanded to over 25 states in the U.S. Every state is required to have English Language Development (ELD) standards and aligned assessments to support and measure ELLs language development.

18 Introduction to WIDA WIDA Standards: 2007 ELD Standards 2012 Amplified Standards WIDA Assessments: W-APT - screening ACCESS yearly assessment (k-12) MODEL (screening and yearly assessment K-12) WIDA Instruction: Can-Do Descriptors

19 Introduction to WIDA WIDA tools are helpful to Determine where students are at on the path to English language proficiency. Recognize what students can do based on their level of language proficiency. Plan for instruction that supports language simultaneous to content.

20 Introduction to WIDA WIDA tools are helpful to recognize what students can do based on their level of language proficiency.

21 Language Domains Listening Speaking Reading Writing Process, understand, interpret and evaluate spoken language in a variety of situations Engage in oral communication in a variety of situations for a variety of purposes and audiences Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Engage in written communication in a variety of situations for a variety of purposes and audiences

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23 English Language Proficiency Levels ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING Linguistic Complexity: The amount and quality of speech or writing for a given situation Vocabulary Usage: The specificity of words or phrases for a given context Language Control: The comprehensibility of the communication based on the amount and type of errors R E A C H I N G Tammy King, IRC, 2010

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25 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 WIDA, 2013

26 NEW SCORING RULES In order to better align measurements of academic achievement with English language acquisition, the Illinois State Board of Education has adopted a new definition of English language proficiency for students in Illinois schools. Effective January 1, 2014, a student must obtain an overall composite proficiency level of 5.0 as well as a reading proficiency level of 4.2 and a writing proficiency level of 4.2 on the ACCESS for ELLs to be considered English language proficient. Students who meet or exceed these proficiency levels may be transitioned from the TBE/TPI program as allowed under Part 228 of the Illinois Administrative Code.

27 What are Can DO Descriptors? (Students) are ready to learn something, but start from different places.... When children enter school we need to observe what they know and can do, and build on that foundation whether it is rich or meager. Marie Clay

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34 Individual Student Profiles Work in your expert group: 1. Read your assigned student case study 2. Use the Can-Do Descriptors to complete the Linguistic Graphic Organizer to profile language abilities and accommodations. 3. Use the Holistic Graphic Organizer to consider other data you may need.

35 Individual Student Profiles: Linguistic Graphic Organizer W-APT or ACCESS Score Listening CAN DO descriptors Speaking Reading Writing Suggested Accommodations:

36 Individual Student Profiles: Holistic Graphic Organizer Dimension Formal Data Anecdotal Data Goals Sociocultural Cognitive Age: Grade: Country of Origin: Prior Schooling: Time in USA: Gifted (Y/N): IEP (Y/N): RTI Tier: Other: Native Language (L1): L1 Reading: L1 Writing: Funds of Knowledge (Home): Prior Knowledge (Community): Academic Knowledge (School): Student Processing: Learning Style(s): Preferred Grouping: Linguistic Academic Second Language (L2): L2 Overall: L2 Listening: L2 Speaking: L2 Reading: L2 Writing: Standardized content test scores: Reading: Math: Science: Other:

37 Moving from Individual to Class In addition to the Teacher Report on individual students, WIDA also provides a Student Roster Report with all ELL student scores on one page. These reports can be translated to Can-Do Name Charts to support whole-group scaffolds and supports in the classroom.

38 W-APT scores matched to WIDA Levels WIDA W-APT Speaking Listening W-APT Reading Writing

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40 SIOP Lesson Plan Template Standards: Motivation: (Building background) Theme: Lesson Topics: Presentation: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Objectives: Language Content Practical Application: (Meaningful activities, interaction, strategies, practice/application feedback) Learning Strategies: Review Assessment: (Review objectives and vocabulary, assess learning) Key Vocabulary: Extension: Materials: Reproduction of this material is restricted to use with Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Language Learners: The SIOP Model.)

41 Moving from Class to Building As a building team, list your top three changes that you would like to initiate to ensure screening and annual assessments of the ELLs in your building are accurate. What would be your first steps to accomplish your first priority?

42 Thank you and Feedback Learn more - Please visit our website at Build Capacity We are recruiting for the 3 rd Cohort in M.Ed. in English Language Teaching & Learning with an ESL endorsement or your ESL Endorsement. Feedback: 2 CPDU documents (you keep one for your records, please complete and turn the other in.) 1 DOE document (please complete and turn in.) Please take a SIOP planning book for your professional library to read and share with others.