Hart County Understanding and Evaluating ESOL in the Classroom by Dianne M. Donnelly

Background Information WIDA ESOL Program SIOP In the classroom Planning ESOL Teacher TKES

BICS and CALP Basic Interpersonal Communicative Skills (6 mo.-2 years) Cognitive Academic Language Proficiency (5-9 years) Jim Cummins 1984

What is WIDA? World Class Instructional Design and Assessment--used in 33 states The WIDA Standards guide language instruction, differentiation, and assessment within the content areas. Screening Test-W-APT Provides annual ELP testing-ACCESS Test score analysis CAN DO Descriptors

WIDA Consortium / CAL / Metritech WIDA Terms W-APT™ WIDA ELP “Screener” ACCESS ® WIDA’s English language proficiency test Annually assesses L, S, R, W in content areas L, S, R, W Listening, Speaking, Reading, Writing WIDA World-Class Instructional Design & Assessment WIDA Consortium Collection of 33 member states EL English language learner (student) ELD English language development ELP English language proficiency ESL/ESOL English as a Second Language (program) HLS Home Language Survey LEP Limited English Proficient (student) SIOP Researched based program –Purposefully teaches academic language to ELs

What are the WIDA Standards? What are the WIDA Standards? Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Language vs. Content  Language development and proficiency is the result of purposeful teaching of academic language in the content areas through the four domains: L, S, R, W. WIDA Consortium / CAL / Metritech

What are the Performance Definitions of English Language Proficiency?

What are the Language Proficiency Levels? 1 Entering: minimal social and academic language with support 2 Beginning: uses some social and academic language with support 3 Developing: uses social English and SOME academic language with support 4 Expanding: uses social English and some technical academic language 5 Bridging: uses social and academic language working with grade level material 6 Reaching: uses social and academic language at the highest level

Language Proficiency Levels Many of our ESL students are in this range in one or more language domains. Students in this area are comparable to native English speakers. Source:

WIDA Consortium / CAL / Metritech What do these scores mean? Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8 Let’s change the scores: Listening 3.2 Speaking 4.0 Reading 2.9 Writing 2.8 Talk about differentiating for these students.

STRAND

Scaffolding using WIDA Standards Same topic INCREASING LANGUAGE COMPLEXITY Decreasing Support /Strategies

CAN DO Descriptors

Language Proficiency Roster Look at your copy Lines are for student names Teachers use this data for: ◦ Planning ◦ Differentiation ◦ Ideas ◦ Academic support ◦ Professional conversations ◦ Continuing to challenge the student

ESOL Teacher Models- Push In, Pull Out, Stand Alone Class Resource Keeps mandated records Meets with teachers and teams Leads TPC Committee Meetings Leads grade level/team meetings to guide EL students and their teachers Part of SPED ESOL student meetings

Exactly What IS SIOP?

CMS Ivanna Mann Thrower 2008 SIOP ® Model Components Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment

SIOP is good teaching PLUS + Purposeful teaching of the language necessary for English Learners to understand content.

Write a Language Objective in 5 Minutes or less! Differentiation Made Easy

Writing Language Objectives Language Function + Content Stem + Support Verb Standard Using What? The order of these can be changed. Also, these may by plural. Examples: Label (LF) the parts of a flower (CS) using the diagram (S). Write a first draft referring to your notes. Compare the features of Georgia’s plants and animals after the video. Discuss the economic impact of the railroad with a partner after completing research.. Writing Language Objectives Language Function + Content Stem + Support Verb Standard Using What? The order of these can be changed. Also, these may by plural. Examples: Label (LF) the parts of a flower (CS) using the diagram (S). Write a first draft referring to your notes. Compare the features of Georgia’s plants and animals after the video. Discuss the economic impact of the railroad with a partner after completing research.. CMS Ivanna Mann Thrower 2008

Level 1 Match pictures of landforms using word cards with a partner. Point to pictures of landforms when asked questions. (“Which one is a mountain”) Level 2 Categorize landforms by their characteristics using picture cards. Explain in phrases or short sentences each category with teacher support. Level 3 Follow multi- step directions to complete a model of landforms using illustrations from the text. Write a brief description of each landform presented in the model using words and illustrations from the text. Level 4 Compare and contrast different landforms using the text and a Venn diagram with a partner. Summarize the similarities and differences between two landforms using a Venn diagram. Level 5 Explain physical chararacter- istics of landforms using pictures and technical vocabulary from an alphabox. Produce an informational article about a popular landform in the world using information found on the internet.

WIDA ELP STANDARDS RG-46 WIDA ELP STANDARDS RG-46 Example of: The WIDA ELP Standards and Vocabulary Impact. WIDA Consortium

24 Identify Classify Collect Distinguish Categorize Match Show Select Construct Assemble Arrange Name Recall Give examples Draw Organize Decide Describe Tell Create Locate List Underline Review Compose Dictate Point out Record Report Predict Express Plan and Evaluate Relate Generalize Demonstrate Outline Summarize Suppose Estimate Judge Explain Debate Illustrate Infer Revise Rewrite Assess Justify Critique Contrast Compare Question Map Discriminate Restate Dramatize

Everyone is a Language Teacher All teachers should include language objectives in content lessons.

Assessing…

CMS Ivanna Mann Thrower 2008 Add pictures

Additional Considerations when Evaluating ESOL Teachers ELD of ELs in the push in classroom Differentiates instruction based on ELD s and other documentation of providing support for classroom teachers Monitored students follow up TPC meetings documentation s to teachers asking questions about ELs, strategies, meetings, conferences, etc. Paperwork completed by designated dates

TKES Two formal observations and four walkthroughs TAPS Five domains and 10 Performance Standards Planning ◦ Professional Knowledge ◦ Instructional Planning Instructional Delivery ◦ Instructional Strategies ◦ Differentiated Instruction Assessment of and for Learning ◦ Assessment strategies ◦ Assessment Uses Learning Environment ◦ Positive Learning Environment ◦ Academically Challenging Environment Professionalism and Communication ◦ Professionalism ◦ Communication ACCESS Scores CAN DO Descriptors Language Objectives L, S, R, W Opportunities Differentiation based on ELD Language Proficiency Roster BICS and CALP Academic Language Development ELD Strategies Scaffolding Testing Accommodations Seating L1 Support needed? What to look for in classrooms ESOL teacher support in the classroom faculty meetings s and planning mandated paperwork ACCESS Scores CAN DO Descriptors Language Objectives L, S, R, W Opportunities Differentiation based on ELD Language Proficiency Roster BICS and CALP Academic Language Development ELD Strategies Scaffolding Testing Accommodations Seating L1 Support needed? What to look for in classrooms ESOL teacher support in the classroom faculty meetings s and planning mandated paperwork

Discussion Given the 5 domains, 10 standards and multiple performance indicators how would ESOL teachers and teachers of second language students be effectively evaluated using TKES. What could the classroom look like? What information from WIDA and SIOP would guide instruction? How?

Across the Curriculum Add these supports to all classrooms They should look the same Be presented the same Provide scaffolding for those who need it Students will learn where to look for support of their ideas Add your own picture Take all the students up Bloom’s

Compare and Contrast Show how two things are alike or how they are different Compare ◦ As well as ◦ Also ◦ Too ◦ Like ◦ Much as ◦ Similarly ◦ Similar to ◦ Both Contrast ◦ However ◦ Different than ◦ But ◦ On the other hand ◦ While ◦ Although ◦ Less than ◦ Yet ◦ Though ◦ Unlike

Problem and Solution The problem is stated and then one or more possible solutions are given. The question is… To solve this… One answer is… One reason for the… The problem is… The dilemma is… The puzzle is…

Sequence of Order Describes events in order or tells what steps to follow to make or do something First Second Third In the first place Then Next Before After Finally Following A little later Now Soon Last

Description Describe something by listing its features, characteristics or examples Go begin with… To illustrate… For instance… Such as… An example… In addition… And… Again… Also… Too… Another… Some characteristics are…

Sequence of Order Describes events in order or tells what steps to follow to make or do something First Second Third In the first place Then Next Before After Finally Following A little later Now Soon Last

Cause and Effect Cause is why something happened Effect is what happened Reason why As a result May be due to Effect of Consequently For this reason So Because Since If...then Therefore This led to