Assessment of ELs in content classrooms Aberdeen School District SIOP #4 February 21, 2017 David Irwin Language Development Opportunities www.langdevopps.com

Objectives Explore the Practice & Application and Review & Assessment SIOP components Learn practical tools for assessing language use in content topics by Applying formative assessment strategies to practice lessons and Planning lessons for your setting with language assessment tools embedded

Plan Explore Practice/Application component of SIOP Practice using embedded formative assessment tools in sample lessons Primary science Secondary math The assessment tools Yes/no True/false/evidence Categorical/evidence Reflective Rubric (Likert scale) Plan your lesson with assessment tools embedded

Today’s Mission --- 3 products A sheltered lesson plan for now or next year Content and language objectives Build background – connect it to something previous Comprehensible input – visual, clear language Interaction – academic conversation Practice/application --- something hands-on Assessment A formative assessment for lesson(s) A student self-assessment for that lesson Then back at your school– share the lesson, use the tool, get the feedback

Review: Four corners Rotate around the room and make notes/statements about how you are using Language objectives and ELP standards Vocabulary activities and building background Academic conversation and interaction Questioning strategies (leaf/root, Costa, DOK, other)

Practice & Application P 171 Read the three features Discuss Video 8th grade science: How does she use hands-on materials apply content and language knowledge integrate all language skills How could she improve in any of these areas? P 182 Groups of 3, jigsaw the Scenarios How to you incorporate practice & application in your lessons?

Foldable notes for P&A video Uses hands-on materials Students apply content and language skills Activities integrate language skills (4 domains) Doing well Could add

Review & Assessment P 210 Read the four features Discuss Video 8th grade science: How does she Review key vocab Review key concepts Give regular feedback Assess lesson objectives How could she improve in any of these areas? CSI: Color Symbol Image Choose a color that you think represents Review & Assessment of ELs Create a symbol that you think represents these idea Sketch an image that captures these ideas How to you incorporate practice & application in your lessons?

Foldable notes for R&A video Review vocab Review concepts Feedback to students Assess objectives Doing well Could add

Assessment OF Learning Summative High stakes “10,000 ft” information on class, school or district Broad planning Not flexible for immediate planning Teacher, district or publisher made

Assessment FOR Learning Formative Teacher, team, school or publisher made tools Interspersed throughout lesson Exit tasks Informal or formal Information on the class or individuals Flexible

Assessment AS Learning We build the tools ourselves We use the tools We discuss/evaluate the results We keep or discard the records We change/adapt the tools as needed We don’t wait till the end, we don’t even wait for an official evaluator Embedded as a part of the lesson Gottlieb, M (2016) Assessing English Learners: Bridges to Educational Equity

Models of Tools Yes/No I can describe where the story takes place Yes  I can tell when the story took place   I can describe who the characters are in the story  I can tell what the characters did  I can tell (describe) what happens (events) in the story   I can tell (describe) what happens in the end (conclusion) of the story

Models of Tools Yes/No I can find a percentage of a whole Yes No  I can find a percentage of a part of a whole   I can explain my thinking on how I find a percentage of a part of a whole  I can calculate comparative percentages  I can explain my thinking on how I calculate comparative percentages

True/False Evidence My answer before reading T/F What the text said    My answer before reading T/F  What the text said What I learned  Mt St Helens is a dormant volcano  No one knew it was going to erupt in 1980  No one know how much damage it might cause  Everyone got away safely

Categorical/Evidence   Acceptable Excellent Evidence/Commentary I completed three paragraphs  My paper opens with a hook  Each paragraph has a topic sentence  Each topic is supported by at least three details  My paper has a convincing closer

Reflective Designer (after dynamic/kinetic energy unit designing cars)  Would you like to continue designing other vehicles? Anything else?  How did you feel about your design?  What was the research question (hypothesis) you were trying to answer?  What did you find?  What does your finding lead you to think about next?

Rubric I use lesson environmental terms from the word wall    Not quite Sometimes Most of the time Always  I use lesson environmental terms from the word wall  I compare/contrast positive and negative environmental changes  I discuss causes and effects of environmental change in an organizer  I talk to my family about ways to reduce, reuse and recycle  I share my reduce, reuse and recycle data with my group

Rubric I can find a percentage of a whole    Not quite Sometimes Most of the time Always  I can find a percentage of a whole  I can find a percentage of a part of a whole I can explain my thinking on how I find a percentage of a part of a whole  I can calculate comparative percentages  I can explain my thinking on how I calculate comparative percentages

Percentages: Population Problems Engage NY 7th Grade lesson 16 David Irwin Language Development Opportunities www.langdevopps.com

Objectives Students will write and use algebraic expressions and equations to solve percent word problems related to populations of people and compilations and Explain their understanding of percentages as expressions of parts of wholes

Prerequisite skills “Percentage” means part of 100 Language root: “cent” is 1/100 of a dollar; “century” is 100 years “whole” = 100% 100% does not always mean the number 100; it just means the whole thing Percentages can be expressed as decimals 60% = .60 or .6 30% = .30 or .3 32% = .32 To find a percentage of a whole, multiply it times a decimal 32% of 100 .32 x 100 = 32 32% of 75 .32 x 75 = 24

Talk Time Explain the reasonableness of the answer to your partner. Example 1 A school has 60% girls and 40% boys. If 20% of the girls wear glasses and 40% of the boys wear glasses, what percent of all students wears glasses? Let n represent the number of students in the school. The number of girls is 0.6n. The number of boys is 0.4n. Talk Time Explain the reasonableness of the answer to your partner. This answer makes sense because… I agree because… or I’m still confused about… The number of girls wearing glasses is as follows: 𝟎.𝟐(𝟎.𝟔𝒏)=𝟎.𝟏𝟐𝒏. The number of boys wearing glasses is as follows: 𝟎.𝟒(𝟎.𝟒𝒏)=𝟎.𝟏𝟔𝒏. 𝟐𝟎% of 𝟔𝟎% of 𝒏=𝟎.𝟐×𝟎.𝟔𝒏=𝟎.𝟏𝟐𝒏 𝟒𝟎% of 𝟒𝟎% of 𝒏=𝟎.𝟒×𝟎.𝟒𝒏=𝟎.𝟏𝟔𝒏 MP.1 The total number of students wearing glasses is 𝟎.𝟏𝟐𝒏+𝟎.𝟏𝟔𝒏=𝟎.𝟐𝟖𝒏. 𝟎.𝟐𝟖=𝟐𝟖%, so 𝟐𝟖% of the students wear glasses.

n = number of students in the school Myopic Middle School n = number of students in the school Girls 60% Boys 40% Girls = .6n Boys = .4n

Myopic Middle School Girls 60% Boys 40% Glasses: 20% of girls Glasses: 40% of boys 20% of these wear glasses 40% of these wear glasses

Myopic Middle School Girls 60% Boys 40% Glasses 20% of girls Glasses 40% of boys 20% of these wear glasses .2(.6n) = 40% of these wear glasses .4(.4n)=

100% of students 100% of students 60% are girls 40% are boys Glasses: 20% of boys Glasses: 40% of girls .4(.6n) = + .2(.4n) = Total number of glasses =

Talk Time Explain the reasonableness of the answer to your partner. This answer makes sense because… I agree because… or I’m still confused about…

Example 2 Actual weight difference 1.12n – 0.8n = 0.32n Difference ÷ Cont.3 = % heavier 0.32n ÷ 0.8n = 0.4 or 40% Bring 3 containers

What percent heavier is the first than the third? .32n ÷ 8.n = 2nd 3rd n (1.12)n (0.8)n What is the difference in weight between the first container and the third container? 1.12n – 8.n = .32n What percent heavier is the first than the third? .32n ÷ 8.n = .4 or 40%

1st 2nd 3rd (1.12)n n (0.8)n

What’s the importance of the second container? The second container is important because…

Exercise 3 Matthew’s pet dog is 7% heavier than Harrison’s dog, and Janice’s dog is 20% lighter than Harrison’s. By what percent is Matthew’s dog heavier than Janice’s? Which is the “reference dog”, the one we’ll use to measure with? Draw your own picture. Explain your thinking to your partner. The way I solved this problem was… Harrison’s dog = h Matthew’s dog = 1.07h Janice’s dog = 0.8h 1.07h – 0.8h = .27h .27h ÷ 0.8h = .3375h Matthew’s dog is 33.75% heavier than Janice’s dog

Rubric (yes/no) I can find a percentage (part) of a whole    No Yes  I can find a percentage (part) of a whole  I can find a percentage of a percentage (part) of a whole I can explain my thinking on how I find a percentage of a part of a whole

Earthquakes

I will identify causes of earthquakes by answering questions and asking my partner about ideas in the video and by writing a descriptive explanatory text about the big ideas in the video.

Conversation Norms We listen to each other We share our own ideas and explain them We respect another’s ideas, even if they are different We let others finish explaining an idea without interrupting We take turns and share air time

Elaborate and Clarify: Questions Can you elaborate on…? Can you tell me more about…? Can you clarify the part about …? Can you be more specific?

Vocabulary Let’s play around with these words https://quizlet.com/107592721/earthquakes-flash-cards/ molten Tectonic plates Faults Seismograph Lava epicenter

2: I’ve seen it but I don’t know what it means 1: Never seen it 2: I’ve seen it but I don’t know what it means 3: I can use it but can’t explain it 4: I can use it and explain it Word 4 3 2 1 molten tectonic plates faults seismograph lava epicenter

Let’s see what you can tell your partner about earthquakes http://www.amazon.com/gp/product/B00MJ1K2T2/ref=avod_yvl_watch_now 4:15 Tell your partner what you know about how earthquakes happen. Use the terms “molten”, “tectonic plates”, and “faults” 6:30 Tell what a seismograph does. 8:22 Where does lava come from and what does it have to do with earthquakes? 15:06 What is the epicenter? 16:58 How do rescue dogs know how to find people? 17:20 What should be in your earthquake kit? 17:30 What is the Richter Scale? Tell your partner three new things you learned about earthquakes. 4:15; 6:30; 8:22, 15:06, 16:58, 17:20, 17:30

Categorical/Evidence Sort of YES! Evidence/Commentary I can describe how earthquakes happen  I can tell what a seismograph does I can tell what lava is, where it comes from, and what it has to do with earthquakes I can tell what an epicenter is

References Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. Fisher, D. & Frey, N. (2007) Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD: Alexandria, VA. Gottlieb, M. (2006) Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement. Corwin: Thousand Oaks, CA. Gottlieb, M. (2016) Assessing English Language Learners: Bridges to Educational Equity. Corwin: Thousand Oaks, CA. Joos, M. (1967) The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage. Harcourt, Brace & World: New York. Krashen, S. (1982) Principles and practice in second language acquisition. Hayward, CA: Alemany Press. O’Malley, J.M. & Pierce, L.V. (1996) Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison Wesley. Wiliam, D. & Leahy S. (2015) Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. Learning Sciences International: West Palm Beach, FL.