Academic Language: Standards, Domains, Objectives Session 5 March 3, 2016

REMINDERS Licensure 1.ALL educators need 15 PDPs in SEI for re-licensure. 2.DESE requires evidence of impact of PD on your practice, so keep all your writing/lesson plans with your PD certificate. 3.SEI ENDORSEMENT is different from the SEI PDPs. (Only some educators require the SEI ENDORSEMENT.)

REMINDERS Resources All slides, handouts and supporting materials are on the NAPS website (Staff- Professional Development – scroll down) If you have missed a session, make-up instructions are also found on the website under the heading for each sessions.

Where have we been? Session 1: Introduction Explain why there is an academic language gap linked to poverty (69%) Identify Tier 1, 2, and 3 words in a text or discipline (67%) Explain the connection between increasing productive student talk and improving student learning (70%) Session 2: Techniques for Building Academic Language Develop and use effective word walls and anchor charts (49%) Implement one or more best-practice techniques for teaching vocabulary (53%) Design high-quality opportunities for student conversation (meaningful task, accountability, talk structure) (55%)

Where have we been? (Continued) Session 3: Expanding Practice Identify the Five Core Skills for effective conversations (47%) Design a lesson that builds one or more of the Five Core Skills (41%) Session 4: Standards-Based Teaching and Learning Continuum Use an “academic language” lens to identify examples of standards-based teaching and learning Design a lesson that builds upon your knowledge of improving academic lanaguge and meets the criteria of “providng” or “sustaining” one or more elements of the Continuum of Practice

Session 5: Standards, Domains, and Content/Language Objectives By the end of this session, you will be able to... Name the State Literacy Standard strands and WIDA domains Apply academic language techniques and concepts to help students meet specific MA Literacy Standards Identify content and language objectives for a lesson Analyze the effectiveness of various learning activities in meeting specific language objectives

Agenda for today : 1. Explore Strands and Domains: MA Literacy Frameworks & WIDA 2. Examine Content and Language Objectives 3. Video Activity: Speaking and Listening in the Classroom 4. Your Lessons: Interview Protocol 5. Self- Assess: What’s next for me? *Make sure your facilitator has checked your completion of mini- portfolio before the end of the session today to receive your PDPs*

Four Strands Reading Writing Speaking and Listening Language (grammar, vocabulary, literary devices)

Speaking and Listening

Activity #1 : Matching Techniques to Literacy Standards In pair/triad, discuss and match the standards to the various academic language building techniques and concepts we have discussed this year. – Are there some standards that are not covered? – Are there some techniques that address multiple standards? – What techniques/concepts have you utilized? – What techniques/concepts would be the next steps for you and your students?

WIDA English Language Development (ELD) Standards that represent the social & instructional, and academic language that students need to engage with peers, educators and the curriculum in schools Covers 4 domains: reading, writing, speaking, and listening Considerable overlap with our State Literacy Standards

Content vs. Language Objectives Content Objectives focus on what the students will be able to do with the disciplinary content Language Objectives focus on the specific language students will need to accomplish the content objective (e.g. vocabulary, sentence frames, higher order thinking skills, etc.)

Content vs. Language Objectives Content Objective: SWBAT analyze the relative length of objects. Language Objective (speaking): SWBAT use the words “longer” and “shorter” to compare the lengths of objects.

Content vs. Language Objectives Content Objective: SWBAT use evidence to explain how physical characteristics of local areas are affected by weathering, erosion, and the activities of living organisms. Language Objective: (listening/speaking) SWBAT restate two points made by a speaker and explain how each point is or is not supported by evidence.

Content vs. Language Objectives Content Objective: SWBAT analyze the importance of agricultural resources to the regional economy Language Objective: (listening/speaking) SWBAT orally pose questions that elicit elaboration of other’s ideas about the topic

Activity #2: Identifying Language Objectives What language objectives do you see? Do the students know what the language objective is? How do the activities in which students engage support those objectives? What might the teacher have done previously to create the classroom environment that supported these activities?

Activity #3: Interview Protocol

Closure Wrap – up Exit Ticket Make sure your facilitator has seen your Mini- Portfolio