WIDA, ELP Standards, & Core English Language Instruction

Te Kunfoojun uv Fonixs I hav noomonyuh. Mukaniks werk on musheens. I wood lick tu spek wit yu ubout mi cild. Mi boe iz sik. He go tu doktr. Tank yu fore techen mi cild. I hav noomonyuh. Mukaniks werk on musheens. I wood lick tu spek wit yu ubout mi cild. Mi boe iz sik. He go tu doktr. Tank yu fore techen mi cild.

Idioms Time flies like an arrow. It’s raining cats and dogs. If it were a snake it would have bit you. It’s for the birds. You can kill two birds with one stone. Catch you on the flip side. Did the cat get your tongue.

Today’s Agenda WIDA ELP Strategies Core English Language Instruction Differentiating Instruction

Acronym Activity

WIDA and the ELP Standards

A man walks into the Doctor’s Office and says “Doc I have a pain in my shoulder.” The Doctor examines him and says “ Mr. Brown, you have acute inflammation of the anterior bursa.”

Mr. Brown is really concerned because the doctor looks very grave. “What does that mean?” “You have developed a case of severe bursitis.” “OH!!!….what does that mean?”

“You have a pain in your shoulder!”

How many different ways can you read the following mathematical equation? = 

An Academic Task

Give this a try... Хората имат два крака. Кучетата и котките имат четири крака, а насекомите имат шест. Но насекомите имат различни видове крака. Някои крака са за скачане. Други са за катерене, хващане, тичане, или плуване. 1. Колко крака имат хората? 2. Колко крака имат насекомите? 3. Как използват краката си насекомите?

Greater success with this? Tib neeg muaj ob txhais ceg. Aub thiab miv muaj plaub txhais ceg--kab thaib yoov muaj rau txhais ceg. Tiamsis, kab thaib yoov co ceg tsis zoo tibyam. Ib co ceg zoo rau txoj kev dhia. Ib co ceg zoo heev rau txoj kev, nce ntoo, vuag khoom, khiav, los yog ua luam dej. 1. Tib neeg muaj pestsawg txhais ceg? 2. Kab thaib yoov muaj pestsawg txhai ceg? 3. Kab thaib yoov siv lawv co ceg ua dabtsi?

Is this easier? Why? Tib neeg muaj ob txhais ceg. Aub thiab miv muaj plaub txhais ceg--kab thaib yoov muaj rau txhais ceg. Tiamsis, kab thaib yoov co ceg tsis zoo tibyam. Ib co ceg zoo rau txoj kev dhia. Ib co ceg zoo heev rau txoj kev, nce ntoo, vuag khoom, khiav, los yog ua luam dej. 1. Tib neeg muaj pestsawg txhais ceg? 2. Kab thaib yoov muaj pestsawg txhai ceg? 3. Kab thaib yoov siv lawv co ceg ua dabtsi?

How about this? Did your limited Bulgarian and Hmong get in the way of completing this elementary introduction to insects? People have two legs. Dogs and cats have four legs—and insects have six. But not all insect legs are the same. Some legs are good for jumping. Others are perfect for climbing, grabbing, running or swimming. 1. How many legs do people have? 2.How many legs do insects have? 3.How do insects use their legs?

Language vs. Content Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

BOTTOM LINE... In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language.

Integrating English Language Proficiency Standards & Content Standards

Overall Organization of the Standards Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (5) Model PIs are the lowest level of expression of the standards Model Performance Indicators

Summative Is amenable to large-scale testing under standardized conditions Includes visual and graphic supports Contains model performance indicators that are observable and measurable Formative Corresponds to everyday classroom practice Includes visual, graphic, and interactive supports Contains Model performance indicators that include strategies, technology, and long- term projects Two Standards Frameworks

WIDA Consortium / CAL / MetriTech Five WIDA ELP Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

ELP Standard 1 ELLs communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

Standard I Activity

ELP Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of LANGUAGE ARTS

Standard 2 Activity

ELP Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of MATHEMATICS.

Standard 3 Activity

ELP Standard 4 ELLs communicate information, ideas and concepts for academic success in the content area of SCIENCE.

Standard 4 Activity

ELP Standard 5 ELLs communicate information, ideas and concepts for academic success in the content area of SOCIAL STUDIES

Standard 5 Activity

Four 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

Five Grade-Level Clusters The 2007 WIDA ELP Standards are organized by the following Grade-level clusters: PreK−K Grades 1−2 Grades 3−5 Grades 6−8 Grades 9−12

WIDA Consortium / CAL / MetriTech Levels of English Language Proficiency 6 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING REACHINGREACHING

WIDA Consortium / CAL / MetriTech The Model Performance Indicator Language Function Language Function = “Describe”

WIDA Consortium / CAL / MetriTech The Model Performance Indicator Content Stem Content Stem = “objects of the earth or sky”

WIDA Consortium / CAL / MetriTech Support or Strategy Support = “from observation, photographs or models”

WIDA Consortium / CAL / MetriTech Organization of MPIs within Standards STRAND MPI

 Planning Resources  CAN DO Descriptors  Use with ELP scores from each language domain.  More specific than Performance Definitions.  Describes the language functions an ELL “CAN DO” with support at a given ELP level  Built upon the Performance Definitions.  Most useful tool for teachers in planning.  Identify the “CAN DO” level in each domain for the native English speakers in your classroom.

English Language & Content Assessments

ACCESS for ELLs Overview Secure, large-scale test Anchored in the WIDA ELP Standards Assesses academic language Three tiers for each grade level cluster – Tier A: Proficiency levels 1-3 – Tier B: Proficiency levels 2-4 – Tier C: Proficiency levels 3-5 One third of test items replaced annually Administered once per year as required by No Child Left Behind Indicator of student’s ability to perform on state content test

WIDA Consortium / CAL / MetriTech ACCESS Composite Score Weights and Administration Times Listening (15%): min, machine scored Reading (35%): min, machine scored Writing (35%): Up to 1 hour, rater scored Speaking (15%): Up to 15 minutes, administrator scored

Core English Language Program

State/District Funds Federal Funds Title III Funds

Instructional Requirements: Language Development ELL must receive core-language development – Core language development plan is defined by LEA. – Delivery of core language development plan is defined by LEA. – No student may waive participation in the core language development plan. – Generally, ELL specialists are only responsible for supplemental aspects of language development.

Features of Effective Programs for ELL  High expectations are held for ELL students.  Language and subject matter development are integrated.  Concept development in the L1 is supported.  Comprehensive staff development for all faculty and staff is provided.  The entire school environment supports ELL learners.  There is active support from school leaders.  Samway, and McKeon, Myths and Realities, Reference: Samway, & McKeon, Myths and Realities,. 2nd edition, 2007

What do you already do? Turn-and-tell – Think of 2-3 ways you explicitly provide language instruction to ALL students in your classroom. – Tell your across-the-table partner. – Think of 1-2 things you need to remember about language instruction for ELL in your classroom. – Share with your group. – Prepare to share with the entire group.

Instructional Requirements: Content ELL must receive content-area instruction – As defined by the Alabama Course of Study Content may NOT be modified or eliminated – Taught by content-area/grade-level certified instructor ELL must have access to the full educational program: curricular and extracurricular. – Advanced courses, special services, etc… – Clubs, sports, honoraries, etc…

Instructional Reminders Know English Language Proficiency (ELP) Level Provide accommodations appropriate for ELP – Individualized Language Acquisition Plan (I-ELP) – List available at Plan instruction and assessment that is consistent with ELP Level. Learn more about “Best Practices”/ELL/SLA –

Effective Assessment of ELL: ELLs MAY NOT RECEIVE FAILING GRADES or RETENTION AS A RESULT OF ANY LANGUAGE BARRIER. Is an I-ELP in place? Were accommodations made to lower the language barrier? Were authentic assessment methods used to evaluate ELL student learning of content? Were all content objectives included in student’s instruction? What level of mastery on content objectives did student demonstrate?

Effective Assessment of ELL: Retention ELL MAY NOT BE RETAINED AS A RESULT OF ANY LANGUAGE BARRIER. Is an I-ELP in place? Were accommodations made to lower the language barrier? Were authentic assessment methods used to evaluate ELL student learning of content? Were all content objectives included in student’s instruction? What level of mastery on content objectives did student demonstrate?

Failing Grades & Retention Documentation to support action – Develop a protocol – Possible components: Samples of regular and accommodated documents Samples of graded and/or accommodated student work Brief narrative of teacher behaviors – accommodations made – teacher observations of student behavior – contact with ELL specialist – contact with parents

Instruction and Grading Individual Language Development Plan – Core language development goals – Classroom Accommodations Lower the language barrier Provide access to curriculum Assessment accommodations Grading – ELLs may not receive failing grades or be retained as a function of language proficiency.

Contact Information Heidi Goertzen– Title III/ESL Specialist Dely V. Roberts – Title III/ESL Specialist Dr. Tammy Hallman Starnes– Title III/ESL Coordinator Gordon Persons Building--50 North Ripley Street Montgomery, AL