Collaborating to Meet the Needs of English

Collaborating to Meet the Needs of
English Language Learners
Robert Kohl
WIDA Consortium
© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
Today’s Topics
Welcome and Introductions
Conceptions and misconceptions in language
acquisition
Levels of Language Proficiency
Language proficiency vs Academic Proficiency
Student Profiles
Building Background
Self-assessment on best practices for ELLs
Introduction to the WIDA ELP Standards
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Pop Quiz
You must do this quiz with at
least one other person, but no
more that two other people
Read carefully each statement
and decide as a team if the
statement is true or not
For each statement, you must
justify your answer; i.e. “why
do you think it is true/false?”
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Conceptions & Misconceptions
Younger children learn 2nd language quickly and easily
Children have acquired a second language once they
can speak it
The more time students spend in the mainstream, the
quicker they learn the language
Older generations of immigrants learned without all the
special language programs that immigrant children
receive today and they did just fine
ELLs will acquire academic English faster if their parents
speak English at home
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More Myths & Misconceptions
Grammar is acquired naturally; it need not be taught
The culture of students does not affect how long it takes
them to acquire English. All students learn language the
same way
According to research, students in ESL-only programs
with no schooling in their native language take 7-10
years to reach grade level norms
The parents of ELLs are generally not as involved in their
children’s education
Good teaching is good teaching
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Circle of Learning #1
Something I want to think
more about…
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You learn by experience.
However, it is not the
experience itself you learn
from; it is processing and
reflecting on the experience
that promotes growth.
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The WIDA ELP Scale
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5
4
3
2
1
DEVELOPING
EXPANDING
BRIDGING
R
E
A
C
H
I
N
G
BEGINNING
ENTERING
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Criteria for Performance Definitions
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2
ENTERING
BEGINNING
3
DEVELOPING
4
5
EXPANDING
BRIDGING
Linguistic Complexity: Extent of functional
language (text or discourse)
Vocabulary Usage: Comprehension and use of the
technical vocabulary of the content areas
Language Control: Comprehension and use of
phonological, syntactic, and semantic structure &
rules
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Performance Definitions
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Reaching
5
Bridging
4
Expanding
3
Developing
2
Beginning
1
Entering
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 Specialized or technical language reflective of the content area at grade level;
 A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse as
required at the specified grade level;
 Oral and written communication of English comparable to that of English proficient peers
 The technical language of the content areas;
 A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse,
including stories, essays, or reports;
 Oral or written language approaching comparability to that of English proficient peers when presented with
grade level material
 Specific and some technical language of the content areas; a variety of sentence lengths of varying Linguistic
Complexity in oral discourse or multiple, related paragraphs;
 Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the
overall meaning of the communication when presented with oral or written connected discourse with
occasional visual and graphic support
 General and some specific language of the content areas;
 Expanded sentences in oral interaction or written paragraphs;
 Oral or written language with phonological, syntactic, or semantic errors that may impede the communication
but retain much of its meaning when presented with oral or written, narrative or expository descriptions with
occasional visual and graphic support
 General language related to the content areas;
 Phrases or short sentences;
 Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the
communication when presented with one to multiple-step commands, directions, questions, or a series of
statements with visual and graphic support
 Pictorial or graphic representation of the language of the content areas;
 Words, phrases, or chunks of language when presented with one-step commands, directions,
WH-questions, or statements with visual and graphic support
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Circle of Learning #2
I think, _____, a student
in my class is level _____
because…
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What do you see?
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Language across the curriculum
What constitutes Academic Language?
What constitutes Academic Achievement?
What is the relationship between Academic Language
and Academic Achievement?
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Techniques and Strategies for Integrating
Language and Content Instruction
Activities for Multiple proficiency Levels
Activities for Presenting New Information
“Pre ” Activities
Thinking and Study Skill Activities
Activities for Checking content comprehension
Activities for Language Practice
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Why did the chicken cross the road?
Are you telling me the chicken crossed that road? Is that
what you're telling me?
I envision a world where all chickens, be they black or
white or brown or red or speckled, will be free to cross
roads without having their motives called into question.
In my day, we didn't ask why the chicken crossed the road.
Someone told us that the chicken crossed and that was
good enough for us.
To boldly go where no chicken has gone before.
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More on language proficiency
vs academic proficiency
How many different ways can you read the
following mathematical expression?
3+2=
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Let’s “discuss” this a little more…
Get into groups of four
Assign one number to each member of
your group (1-4)
Follow directions carefully
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Language versus Content
Language proficiency involves the
language associated with the content areas.
Academic achievement reflects the
knowledge and skills associated with the
content.
WIDA ELP standards focus on academic
language; academic standards focus on
academic content.
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Strategies Discussion
What strategies did we use during our first part
of the morning?
For each activity, discuss
Why we used that specific strategy
Who would benefit from that specific strategy
How would you use /adapt /change it for use in your
classroom
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Student profiles
Think back about the student you chose for the first circle
of learning
Add information to the student profile to describe the
student as a learner
Write the name of the student at the center
Use the bubbles surrounding the center to describe the
student
Discuss the student with your process partner
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Student Profile
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Multiple Intelligences
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My learning profile
Think about your own learning
Fill out your own learner profile
Discuss your profile with your process partner
What does my profile say about you as a teacher? What
are your strengths? What are some of your
weaknesses?
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Questions to Ponder
What kind of knowledge about this student can you use
in my planning?
What information in my profile guides instruction?
What information in my profile can be rewritten to tell
more
What information is not necessary?
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Circle of Learning #3
What implications
does my MI profile
as a teacher
have on my learners?
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Turning lead into Gold
Now go back to your student profile and revise it if needed:
What are the student’s strengths and successful methods
of expressing knowledge? (Consider Gardner’s MI
Theory)
What are the expectations of this student in general
education activities?
What issues or concerns need to be addressed to
achieve successful participation?
What about linguistic needs and expectations?
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Now with your partner…
Describe your focus student in terms of his/her multiple
intelligences
Identify one or more learning targets appropriate for the
focus student
Brainstorm some ideas for instruction and assessment
Identify the types of adaptations that might be needed to
engage the student in learning
Identify language issues you may want to help your
student with
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If Children Don’t Learn the Way We Teach, We
Have to Change the Way We Teach
Ignacio “Nacho” Estrada
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Circle of Learning #4
Something I want to
remember…
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Case Study
Read the Case Study: How do I teach gradelevel content to English beginners?
With another pair of Process Partners discuss:
•Strategies the teacher used
•Other strategies you have used
•One strategy you would like to use
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Grounding Activity
At your table, discuss one strategy
that you talked about that you “just
have to” share
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Values are the link between emotion and
behavior, the connection between what we feel
and what we do…
With everything changing around us we need
something unchanging…to hang on to…Values
are our moral navigational devices.
-James Champy (1995, p.78)
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Self- Assessment
Answer the self-assessment individually
Put an X on three (3) items you consider high on your
priority list
With your table, discuss what priorities from the selfassessment are common to most members of the team
(NOTE:) You do not have to discuss the selfassessment, just the priorities)
At your table, there are three dots. Post a dot next to
each of your table’s three (3) priority areas
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Big picture
What patterns do you see?
As a district, what are the priorities that come up more
often?
How are these priorities related?
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A few words on change…
“Letting go” of previously learned ideas and routines or
incorporating new information into their practice- choosing
what to abandon and what to keep or modify- is a big part
of what it means to be a lifelong learner and an adaptive
expert. For an adaptive expert, discovering the need to
change is perceived not as a failure, but instead, as a
success and an inevitable, continuous aspect of effective
teaching.
-Darling-Hammond, L. & Bransford, J. (2005) p. 363
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Circle of Learning #5
What are some changes
I would like to make
to continue my path
as an effective teacher
for ELLs?
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Reviewing Language Proficiency and
Academic Achievement
Language proficiency revolves around the
language associated with the content areas
Academic achievement reflects the knowledge and
skills associated with the content.
WIDA ELP standards focus on academic language;
Academic standards focus on academic content.
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WIDA English Language Proficiency
Standards
1: English language learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
2: English language learners communicate information, ideas, and
concepts necessary for academic success in the content area of
LANGUAGE ARTS.
3: English language learners communicate information, ideas, and
concepts necessary for academic success in the content area of
MATHEMATICS.
4: English language learners communicate information, ideas, and
concepts for academic success in the content area of SCIENCE.
5: English language learners communicate information, ideas, and
concepts necessary for academic success in the content area of
SOCIAL STUDIES.
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There are 4 Language Domains
Listening- process, understand, interpret, and evaluate
spoken language in a variety of situations
Speaking- engage in oral communication in a variety of
situations for a variety of purposes and audiences
Reading- process, interpret, and evaluate written
language, symbols, and text with understanding and
fluency
Writing- engage in written communication in a variety of
forms for a variety of purposes and audiences
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There are 5 Grade-Level Clusters
Kindergarten
1-2
3-5
6-8
9-12
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The levels of ELP
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4
3
2
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BRIDGING
EXPANDING
DEVELOPING
BEGINNING
ENTERING
Linguistic Complexity: Extent of functional
language (text or discourse)
Vocabulary Usage: Comprehension and use of the
technical vocabulary of the content areas
Language Control: Comprehension and use of
phonological, syntactic, and semantic structure &
rules
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English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts necessary for academic success in
the content area of SCIENCE.
Grade Level Cluster: 1-2
Language Domain
Level 1
Entering
Listening
identify scientific facts about
weather or environment
depicted in pictures or
photographs (such as
temperature, seasons,
precipitation) from oral
statements
find examples of scientific
hypotheses about weather or
environment from pictures or
photographs and oral
descriptions
use words or phrases
related to weather or
environment from
pictures/photographs (such
as temperatures, seasons, or
precipitation)
Reading
Writing
Speaking
Level 4
Expanding
Level 5
Bridging
respond to oral questions about
weather or environment using
pictures or photographs
predict results related to
scientific hypotheses about
weather or environment from
pictures or photographs and
oral scenarios
interpret results, along with
reasons, based on scientific
hypotheses about weather or
environment from pictures or
photographs and oral reading
of grade level materials
restate scientific hypotheses
about weather or environment
from pictures or photographs
ask WH- questions about
weather or environment from
pictures or photographs
predict results and provide
reasons based on scientific
hypotheses about weather
or environment from oral or
written information
evaluate and weigh options
related to scientific
hypotheses about weather
or environment from oral or
written information
locate scientific words about
weather or environment from
pictures or photographs (such
as seasons, temperature,
precipitation)
select scientific hypotheses
about weather or environment
from pictures or photographs
with text
respond to scientific questions
about weather or environment from
visually supported text
match predictions and reasons
related to scientific
hypotheses about weather or
environment to written text
infer results and reasons
based on scientific hypotheses
about weather or environment
based on grade level text
produce scientific words or
diagrams about weather or
environment from pictures or
photographs (such as seasons,
temperature, precipitation)
(re)state scientific hypotheses
about weather or environment
from pictures or photographs
answer scientific questions about
weather or environment from
pictures or photographs
make predictions and/or give
reasons based on scientific
hypotheses about weather or
environment
explain results and provide
reasons based on scientific
hypotheses about weather or
environment
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Level 2
Beginning
Level 3
Developing
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An Example from Grade 3 Life Science
English Language Proficiency Standard 4: English language
learners communicate information, ideas, and concepts necessary for
academic success in the content area of SCIENCE.
Domain: Speaking
3-5
make
collections,
organize, and
identify natural
phenomena
(such as
leaves,
insects, or
rocks)
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describe
natural
phenomena
from real-life
examples
(e.g., “This
leaf has five
points.”)
describe the
step-by-step
process of
making and
organizing
collections of
natural
phenomena
(e.g., “First, I
went to the
park.”)
compare
features of
natural
phenomena
(e.g., “This
leaf has five
points while
this one has
two.”)
report on the
physical
relationships
among natural
phenomena
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The Elements of the MPI
The Language Function
The Content Stem
The Support or Strategy*
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English Language Proficiency Standard 4: English language learners
communicate information, ideas, and concepts necessary for
academic success in the content area of SCIENCE.
Domain: Speaking
3-5
make collections,
organize, and
identify natural
phenomena
(such as leaves,
insects, or rocks)
WIDA Consortium
describe natural
phenomena from
real-life examples
(e.g., “This leaf has
five points.”)
describe the step-bystep process of making
and organizing
collections of natural
phenomena (e.g.,
“First, I went to the
park.”)
compare features
of natural
phenomena (e.g.,
“This leaf has five
points while this
one has two.”)
report on the
physical
relationships
among natural
phenomena
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The Model Performance Indicator/MPI
describe the
step-by-step
process of making
and organizing
collections of
natural phenomena
(e.g., “First, I went
to the park.”)
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The Model Performance Indicator
Language Function
describe the
step-by-step
process of making
and organizing
collections of
natural phenomena
(e.g., “First, I went
to the park.”)
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The Model Performance Indicator
Language Function
describe the
step-by-step
process of making
and organizing
collections of
natural phenomena
(e.g., “First, I went
to the park.”)
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The Model Performance Indicator
Content Stem
describe the
step-by-step
process of making
and organizing
collections of
natural phenomena
(e.g., “First, I went
to the park.”)
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The Model Performance Indicator
Content Stem
describe the
step-by-step
process of making
and organizing
collections of
natural phenomena
(e.g., “First, I went
to the park.”)
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Homework
“Language teaching to students who are acquiring
English should take place all day in all content areas.
These students have no time to waste.”
Mary Lou McCloskey (1990)
Reflect on the needs of ELLs listed on the following slide.
With colleagues prepare significant instructional
interventions that will enable each student to demonstrate
mastery of knowledge and skills.
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Needs of ELLs
Effective teachers
Affective support
Cognitive support
Linguistic support
Focused instruction
Modified texts
Modified and differentiated instruction
Opportunities to demonstrate mastery of knowledge and
skills
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Questions or Comments?
For more information, please contact
the WIDA Hotline:
1-866-276-7735 or [email protected]
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us

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