Review ACADEMIC LANGUAGE CAROUSEL. What does this group need to know about academic language?

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2 Review ACADEMIC LANGUAGE CAROUSEL What does this group need to know about academic language? Describe one activity to contextualize academic language for this group.

3 Using ACCESS for ELLs Score Reports to Inform Instruction

4 Objectives Goal: Participants will develop an understanding of the WIDA ELD Standards and how to apply them in order to support the acquisition of academic language. Learning outcomes: As a result of completing this training, we will Describe and discuss the importance of understanding linguistically and culturally diverse students through student data analysis. Locate and interpret the WIDA Guiding Principles of Language Development and Can Do Descriptors. Express the connections between the ELD Standards, grade-level clusters, and specific content areas. Demonstrate understanding by creating transformations of MPIs.

5 ACCESS for ELLs Determining Students Language Proficiency Levels

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7 Sample Item: Grade Level Cluster 6-8 Reading

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9 Activity ACCESS Teacher Report Scavenger Hunt

10 BREAK

11 Scale Scores

12 Confidence Band

13 Proficiency Scores

14 ACCESS Parent Report

15 Activity: Update Student Profiles Update the student profile created earlier and see what can be added from the ACCESS for ELLs.

16 LUNCH

17 CAN DO Descriptors: A Good Starting Point Interpret ACCESS for ELLs scores Includes supports through Level 4 Share with students families

18 A Note of Caution CAN DO Descriptors Are applicable across the five English language proficiency standards Are topic-neutral Function independently within a given level of language proficiency Model Performance Indicators Are contextualized within each English language proficiency standard Are topic-specific Scaffold from one level of language proficiency to the next across the strand 2007 p. RG58

19 CAN DO Descriptors 2007 p. RG58

20 Who should use CAN DO Descriptors? Parents Teachers and Leaders Resource Teachers

21 Using CAN DOs in Practice I have personally used the Can Do s for content-area teachers as a general guideline to start the conversation of what category a student falls in and what a student is currently able to do. I would then use the MPIs to create language goals for an individual student to make progress in English language proficiency. Lindsay Fults, DPI ESL/Title III Consultant

22 CAN DO Name Charts

23 Having a Conversation About What a Student CAN DO

24 BREAK

25 Now What? Let s decide how we will use what we have learned to plan lessons for ELLs and non ELL students. Turn and talk.

26 See What Others Have Done! WIDA website: WIDA lesson plans by real teachers!!! Using example, design objectives and activities for a lesson for students you have profiled!

27 Matrix Mingle Activity

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29 Reflections

30 We Hope You Have Grown from Here

31 To Here.

32 Objectives Goal: Participants will develop an understanding of the WIDA ELD Standards and how to apply them in order to support the acquisition of academic language. Learning outcomes: As a result of completing this training, we will Describe and discuss the importance of understanding linguistically and culturally diverse students through student data analysis. Locate and interpret the WIDA Guiding Principles of Language Development and Can Do Descriptors. Express the connections between the ELD Standards, grade-level clusters, and specific content areas. Demonstrate understanding by creating transformations of MPIs.

33 References WIDA. (2008). ACCESS for ELLs. Listening, Reading, Writing, and Speaking. Sample Items Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2008). WIDA s Grade Level Cluster CAN DO Descriptors. The Results of Survey Research. Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2009). The English Language Learner CAN DO Booklet. Grades PreKindergarten-Kindergarten. Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2009). The English Language Learner CAN DO Booklet. Grades 1-2. Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2009). The English Language Learner CAN DO Booklet. Grades 3-5. Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2009). The English Language Learner CAN DO Booklet. Grades 6-8. Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA. (2009). The English Language Learner CAN DO Booklet. Grades Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA (2012). ACCESS for ELLs. Interpretive Guide for Score Reports. Spring Madison, WI: Board of Regents of the University of Wisconsin System. Available: WIDA (2012) Amplification of The English Language Development Standards. Kindergarten-Grade 12. Madison, WI: Board of Regents of the University of Wisconsin System. Available: An example of using the CAN DOs in practice was provided by Lindsay Fults, a Title III Resource Teacher in NC. Image of family, labeled Parents, on slide 15 by moodboardphotography and is used under a Creative Commons License: CC-BY