Portfolios for Linguistic Progress Day 2 Kristin Mills EL Support Conference 2016

Portfolios for Linguistic Progress Debrief from Day 1

Padlet: Virtual Parking Lot for questions and comments https://padlet.com/kmills13/qt7k203axwrc

CULTURE AND INTERCULTURALITY What does it look like in our classrooms?

Have you ever…? Each person will receive some cards with questions on them. You should ask a partner “Have you ever (and what’s written on your card)? The purpose of the game is to promote discussions for in-depth understandings of emotions, traditions, and the impact of cultural on societal norms.

Language & Culture Language reflects the culture of those who speak it. Culture is the context within which communication occurs. Language proficiency is linked to cultural awareness and understanding.

Language, Culture, & School How does language and culture impact students’ experiences at school? **daily routines How do they impact students’ experiences with assessments? (both formative and summative)

LinguaFolio—Bringing it all Together Can facilitate K-16 articulation Serves as a tool for students to manage their language learning Recognizes and values heritage languages Promotes language learning as a life-long endeavor Some of the LinguaFolio goals are: How to make language learning more clearly understood by those other than language educators How to document individual performance How to align with internationally accepted criteria LinguaFolio was developed to Facilitate articulation among language programs based on a clear and commonly accepted description of language proficiency Serve as a tool to assess language learning Recognize and value heritage languages Promote language learning as a life-long endeavor 9

LinguaFolio LinguaFolio informs Language learners and their parents Educators (including administrators) Businesses and employers LinguaFolio informs language learners, educators, and businesses. How? How does LF help learners? It enables learners to: Evaluate and describe their language proficiency in clear and simple terms Document and reflect on language learning inside and outside the classroom Inform others about their proficiency in different languages, e.g. changing schools, applying for jobs, exchange programs Set personal language objectives and map out ways to achieve them How about educators? LF helps educators to Recognize needs and motivation of learners and help them set learning goals Develop programs based on learner strengths and needs Obtain information about previous language learning experiences Evaluate and document performance in a differentiated way Connect US standards and performance guidelines with internationally accepted European Scale of Reference Produce evidence of language learning And finally – what about businesses and employers? LF helps them to Understand language learning more clearly Profile language proficiency of their employees or job applicants Make better use of language abilities of employees 10

LinguaFolio allows learners To examine their language competencies To consider their cultural/school logistical interactions To develop reflective learning skills To manage their own language learning To provide a holistic view of their language progression What exactly is LinguaFolio? In other words, LinguaFolio is a tool for those who are learning or have learned a language at school or outside of school where they can record and reflect on their language learning and cultural experiences. LF is for all languages, including heritage languages and English for speakers of other languages It accompanies language learners throughout life and is suitable for documenting language competencies for a wide variety of uses. Helps to eliminate: “I studied for …. Hours and I still failed!” If the student understands what they do and do not know/understand, it will help them to study the concepts where they need to spend more quality time rather than sheer quantity of time going over material blindly. (added 10/3/08)

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Set House goals evidence Identify targeted Reflect on proficiencies Lingua Folio® Set goals House evidence Identify targeted proficiencies Reflect on learning SAY: The illustration shows the components that make up LF. Demystify language learning Chart language progress Chart intercultural growth 13

European Language Portfolio PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. Its development was supported by members of ALTE – The Association of Language Testers in Europe – representing 29 organizations or institutions and 24 languages, such as the Goethe Institute, Alliance Française, Cervantes Institute, etc. There was a broad base of support from among various European agencies with vested interest in such a progressive tool. Each version of the European Language Portfolio must be validated by the Council of Europe. Currently there are over 80 approved versions of the European Language Portfolio in use in over 20 countries. Many countries have produced several different portfolios, each geared to specific age groups or academic programs.

TESOL National Standards for ELs ACTFL Proficiency Guidelines Common European Framework of Reference ACTFL Proficiency Guidelines LF LinguaFolio To fully understand how LF works let’s take a look how it builds on the language learning tools that have been developed in the US in the past 15 years. First, the National Standards for Foreign Language Learning in the 21st century frame teaching and learning and guide curriculum development. What are these Standards, better known as the five Cs and how do they guide our teaching? (Participants respond: what are the 5 C’s, What is Communication and what is teaching for Communication?) Next, the ACTFL Proficiency Guidelines are the common criteria that official raters and professors use to evaluate adult language performance. The ACTFL Performance Guidelines outline and describe for teachers of K-12 learners performance in terms of what learners know & can do at three levels of proficiency & in three communicative language domains (based on the 5 Cs). These documents have now been updated as the Performance Descriptors. Finally, LF is a tool for learners of all ages to self-assess their language competencies--what they can do with language and chart their progress. LF is designed as a self-directed tool that helps learners take charge of their own learning. Performance guidelines identify language performance: “how well” students perform the “what” they learn. The main difference between the Proficiency Guidelines and the Performance Guidelines is that the the K-12 Performance Guidelines were designed for students who learn languages in an academic setting, whereas The Proficiency Guidelines assess the level of proficiency no matter how or where the language was learned. The ACTFL publications mentioned above have now been updated and are incorporated into the Performance Descriptors as resource: http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners

Reflective Learning Process Set or adjust learning goals Self-assess and reflect Select strategies SAY: As you can see from the illustration, LF is designed to be a reflective process in which language learners can demonstrate language progress without the pressure of being graded. Provide evidence

LinguaFolio: Biography Reflection pieces Language activities Intercultural experiences Self-assessment checklists Goals Describe the Biography 17

LinguaFolio: Biography Interpersonal Interpretive Listening Reading Presentational Speaking Writing Self – assessment checklists I can do this easily and well. This is one of my goals.

Novice High GRID OR MAIN CAN-DO SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO Here is a sample of the can-do statements for listening - descriptions of what learners can do at the Novice High (on the ACTFL scale) level. The first statement (in italics) is from the grid often referred to as the MAIN CAN-DO (RED) The statements in bold, or the Sub can-dos (BLUE) area series of descriptors that give the learners an idea of the range of performances under that main can-do statement. The bulleted statements are examples that reflect a variety of curriculum. Finally, there is an optional write-in statement that may be custom designed if the preceding statements do not include specifically targeted performances. These descriptors are sometimes difficult and overwhelming for students who are not accustomed to self-assessing and thinking about what they can do with language. This is why it is so important--even before you begin to use LinguaFolio-- to start embedding short self-assessments into your every day teaching. The can-do statements for all the levels are posted on the NCSSFL web site. EXAMPLES CUSTOMIZED CAN-DO 19

Please complete both of these in your LinguaFolio Biography: Now you try! Please complete both of these in your LinguaFolio Biography: How do I learn (page 1) Learning inventory

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DOSSIER Digital text, audio, and video work samples mp3 files/podcasts Samples of written work and projects The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

Hands-On Workshop Time Self-Assessment of my Presentational Communication – Writing Use the writing prompt (next slide) Use a language other than English or your native language Use visual and non-visual communication as needed

Handout Writing Prompt 24

Writing Prompt Follow Up Place yourself on the presentational writing “I can” checklist Reflect and write statements or questions generated as a result of this activity Set goals for yourself Think about your self-assessment (you & your students) Breaking down your skills to the “I can do” level Some reflective statements or questions generated as a result this activity? Goals…what goals can you set?

Turn to a partner and discuss the following questions: How would you decide what to include in your Dossier? (justification) “I would include _______ based on the two reasons of ________ and _________. How did you feel upon completing the checklist for Presentational Writing? (summarizing) “Overall, I felt_____ upon completing this.”

Performance-Based Approach Learner-Centered Teacher-Centered Learner-driven Active participants Intrinsically motivated Learning-how-to learn Teacher-driven Passive recipients Extrinsically motivated Direct instruction SAY: Historically, in the traditional classroom, much of the instruction that takes place tends to be teacher-centered. However, in learner-centered teaching, the focus is on the student as learner, on improving student learning and success, rather than on the transmission of information.

Often – Infrequently - Never It’s Your Turn - Poll Often – Infrequently - Never How often do you allow students to: set their own learning goals? select their own learning activities? engage in metacognitive reflection? How often do you face learner apathy or a lack of learner motivation? SAY: Okay, we’re here today to expand our horizons – not judge. So, let’s consider these questions openly and honestly. By a quick show of hands, how often do you allow your students to…. [Read Slide] 28

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PASSPORT Summary snapshot of language learning and self-assessments Record of external assessments The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes.

“I can” Reflections Yes, easily and well Still one of my goals 1. I can provide an overview of LinguaFolio and its impact as a formative assessment tool. 2. I can discuss how I might use LinguaFolio to inform my development as a lifelong language learner.

LinguaFolio-like Activities

Definition: Can-Do activities used in the classroom which focus on language skills Short, formative assessments used during class to measure how well the learner has met the language goals for an activity or for a day’s lesson.

Activities that focus on language skills and content information, such as partner practice, group work, admit and exit slips, KWL charts, and Think-Pair-Share. Frequently accompanied by short checklists with four or five can-do statements linked directly to the goals for that activity or lesson.

Checklist and can-do statements also identify how well individual learners have met specific goals. These checklists can be used in many ways. Students can use them as a review sheet Teachers can use them to revise instructional lessons and to create different strategies for individual learners. Teachers and students can use them as exit or admit slips and as warm-up exercises to begin the next day’s lesson.

You should use the can-do statements provided in the LinguaFolio checklists. You may need to add more details to individual statements to connect them specifically with your daily topics and instruction.  You may also develop additional can-do statements for each topic checklist as you wish to assist you and your students in identifying what short-term goals you want your students to meet.

They address a specific content topic, and focuses on one or more language functions.  Each can-do statement includes a measurable action verb and a quantifier, so learners can assess whether they have met their goals.  

Language Objective Format LANGUAGE DOMAIN USE/PRODUCE or PROCESS LANGUAGE FEATURE To LANGUAGE TARGET

LANGUAGE DOMAIN USE/PRODUCE or PROCESS Listening Reading Speaking Writing Thinking

Be explicit about the academic language LANGUAGE FEATURE Be explicit about the academic language Word Sentence Discourse

LANGUAGE TARGET Language function + Content stem Support

The language of language functions.

The Content Stem portion of the language objective, for all intents and purposes, is a “min-version” of the content objective. In some cases, depending on how the content objective is written, it might be mostly the same. *Remember—the students need to know what language to use in order to achieve the content objective AS WELL AS develop their academic language in English.

Support Examples

Specific Examples of Sensory Supports

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Language Objective Examples We will say the phrases less than and greater than to compare 3-digit numbers with a partner and a word bank. We will write the words same as, because, and similar to compare 3-digit numbers in small groups on small white boards. We can use pictures and sentence frames.

Language Objective Examples We will discuss why one 3-digit number is greater than another using at least 3 extended sentences to explain the reasons to a partner. We can use a word wall and sentence frames. Discuss is the domain. Using at least 3 extended sentences is the feature. And the rest is the language function, content stem, and supports.

A Closer Look at Objectives C: We will understand the distinct stages of the life cycle of seed plants. L: We will use the words soil, sprout, growth, and mature to describe the life cycle of a bean plant using pictures, thinking maps, and sentence frames.

A Second Look at Objectives C: We will write arguments to support claims with clear reasons and relevant evidence. L: We will use transition words and phrases from the word bank to justify claims in an argumentative essay.  

And Another Look! C: We will draw inferences from a text by referring to details and examples in the text. L: We will say the phrase “From what was said, we might guess that….” to make inferences from a text while talking in small groups.

A Closer Look at Objectives C: We will classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines. L: We will write the words parallel or perpendicular, when labeling types of lines according to their properties using a diagram and a graph, while working in small groups.

A Look at Language Features and Language Function C: We will understand the distinct stages of the life cycle of seed plants. L: We will use the words soil, sprout, growth, and mature to describe the life cycle of a bean plant using pictures. Be sure students know the language associated with describing.

A Closer Look at Language Features and Language Functions C: We will understand the distinct stages of the life cycle of seed plants. L: We will use at least four adjectives and at least two complex sentences to elaborate the life cycle of a bean plant while talking with a partner. Be sure students understand the language associated with elaborating.

An Expanded Look at Language Features and Language Function C: We will understand the distinct stages of the life cycle of seed plants. L: We will use future tense verbs to write two paragraphs to predict how the life cycle of a bean plant would change in a mild drought with an illustration. How is the language of predicting different than the language of describing? Elaborating?

LinguaFolio-like Activity Science-Conservation LinguaFolio-like Activity Easily With Help I can name 4 objects that can be recycled. I can answer simple questions about ways to conserve water. I can read an article about recycling water and identify the first 4 steps. I can watch a TeacherTube video about gasoline conservation and write a summary describing how driving habits can waste gasoline. SAY: These “can-do” statements come from a 4th grade Science lesson about conservation and recycling. It was used as an exit ticket at the conclusion of the lesson

Topic: Content Reading-Number Forms Grade Level: Math - Grade 2 ( + or -) __________ I can identify a number before or after another number. __________ I can write numbers through 50 in both number and word form. __________ I can (orally) answer questions about number forms using English. __________ I can write about numbers in several different ways. SAY: These teacher-created “can-do” statements were written to formatively assess a 2nd grade ESL lesson on number forms. Students reflect on their learning using a simple plus or minus sign.

Activity: Outcome Sentences Complete the following sentences as your EXIT ticket (written response): I plan to try __________ in my classroom. Something I still want to know is _________. Share your response with someone at your table. Leave your EXIT ticket in the center of your table.

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On the horizon for tomorrow…