1. Supporting English Language Learners Module D
State Assessment Requirements
Before beginning, please make sure you have the following materials and handouts from the Module D Handout Folder available if you are doing this module in a large group:
Internet access to view videos
Chart paper
Post-its
Markers
Listening and Reading Rubric
Angela and Pepper Assessment item
PARCC Grade 4 Sample test item
Making Content Comprehensible for ELLs – SIOP Model
WIDA Principles of Language Development
T-chart “Content and Language Supports for Testing”
Video Viewing Guide

2. What do we expect our students to know and be able to do by the time they leave our class?
Discuss with your group or reflect on this answer if you are viewing this module on your own.

3. Rubric Review Listening and Reading
Insert a warning or an alert or reminder that districts should review slides from previous modules regarding the listening and reading rubric. Handout Folder - Listening and Reading Rubric to participants and review what the rubric means.
This is to support the participants’ work with “Angela and Pepper” test item and the Content and Language Demands chart that will be completed when they do this item.
If you remember from Module B, you were asked to look at writing. As a reminder, the listening and reading rubric is categorized under three domains: linguistic complexity, language forms and conventions, and vocabulary usage.

4. ACCESS for ELLs Sample Items
Content and Language Demands Chart
Angela and Pepper Sample Item
Handout D Folder items needed – Angela and Pepper Sample Test Items; Content and Language Demands Chart; Listening and Reading Rubric
Please note that this ACCESS for ELLs test item was released by the WIDA Consortium.
Need to also show how each question can be tied to NJSLS.

5. Content Demands Language Demands
Vocabulary
Vocabulary Usage
Academic
Fact…Opinion…
Figurative Language
Text features/structures
Linguistic Complexity
Language Conventions, etc.
Language Forms and Conventions
I believe we’ll find Pepper soon.
This chart is called the Content and Language Demands chart.
Content Demands are based on the Content Standards, e.g. ELA, Math, Science, Social Studies, Visual and Performing Arts, etc.
Language Demands are based on the WIDA English Language Development (ELD) Standards.
When we look at the Content Demands side, as it relates to the Angela and Pepper Sample Test Item, you need to think what content is needed for students to be able to complete this test item. The same is true when looking at the Language Demands side of the chart provided.
So, based on the Angela and Pepper Item, we have identified that fact and opinion and figurative language (similes and metaphors) are content demands for students under the Vocabulary ELA standards.
For fact and opinion, Angela and Pepper test item, question #3 asks “Which sentence tells you a fact, not a person’s opinion?”
For figurative language, in the passage it states, “Pepper ran off…”
Moving to the right side of the chart, under Language Demands, you will see Vocabulary Usage. If you look at the Listening and Reading rubric you will see a column titled “Vocabulary Usage”. Under this column, you will see descriptors based on levels of language proficiency. For example, a student at level 1, should be able to use “general, content-related words and everyday social and instructional words and expressions”.
Now let’s look at the Text features/structures box. Text features/structures refer to definitions, visual texts, maps, glossaries, charts, table of contents, bold word headings and titles, to name a few. Look at the Angela and Pepper item to see what text features or structures you find.
Back to the Language Demands side, in the box for Linguistic Complexity, identify what students should be able to do if they were at level 2 proficiency. Did you say, “multiple related simple sentences, and idea with details”? You’re on the right track!
Language Conventions are the conventions of standard English grammar and usage. They refer to parts of speech, punctuation, spelling, verb agreements, etc.
Language Forms and Conventions on the Listening and Reading rubric types, array and use of language structures. Types and variety of grammatical structures (command, declarative sentences); conventions, mechanics. Please also see the bullet above for Language Conventions on the Content side.

6. Conversations About Angela and Pepper
sment/ACCESS/preparation/Tier%20Placem ent%20Protocol.pdf
ACCESS 2.0 Sample Items - torials/Student/ html5/ html5.html
Before looking at the Angela and Pepper item in more detail, please look at the Tier Placement Protocol document.
Tier Placement Protocol - each tier assesses a different range of language proficiency on the ACCESS for ELLs. However, in the current online ACCESS for ELLs 2.0, the placement of students is determined by the computer. From a curriculum and instruction standpoint, this placement protocol may be useful for educators to identify the best possible instructional experience for each student that would produce the most meaningful results based on his or her proficiency level.
Now we would like you to look at the Angela and Pepper test item in more detail. Use the Content and Language Demands Chart that was reviewed in the previous slide to address the content needed, e.g. fact, opinion, and the language needed to complete the Angela and Pepper assessment, e.g. language associated with fact and opinion, e.g. I think that… It is true that…
At the top left hand corner of this released ACCESS for ELLs test item, you will notice the following code: R35A_LA_. This code represents that it is a Tier A (referring to the Tier Placement Protocol discussed above) Reading grades 3-5 Language of Language Arts assessment.
WIDA has released sample items for ACCESS for ELLs Let’s look at one of these items now. Please note that we will look at ACCESS 2.0 in more detail in later modules.

7. Now that Tsien Tsien has been in the US for over one year, she will be required to take the PARCC ELA assessment as a Grade 4 student.
We will look at a sample PARCC ELA item.

8. PARCC Grade 4 Sample Items – Kira Kira Passage
Read the Kira Kira passage and complete the Content and Language Demands Chart for Kira Kira.
How does this passage compare to the Angela and Pepper sample we just looked at?
Handouts needed – Kira Kira text; Content and Language Demands for Kira Kira.
The purpose of embedding the content and language demands as part of the Kira Kira sample test is that teachers should be considering both of these as students read and address this assessment- i.e., what language is needed to acquire the content standard.

9. PARCC Grade 4 Sample Items – Passage #1
Part A Question: What is the meaning of
the word constantly as the narrator uses it in
paragraph 4 of Kira-Kira? (NJSLS.RL.4.4; NJSLS.L.4.4)
often
all the time
once in a while
sometimes
Refer to copy of the Kira-Kira by Cynthia Kadohatta to answer the questions.
The skills of reading closely and using context clues to determine the meaning of unfamiliar vocabulary words are essential to college and career readiness. This Evidence-Based Selected-Response (EBSR) question asks students to use context to determine the meaning of an academic vocabulary (Tier 2) [YOU MAY WANT TO STOP TO ASK PARTICIPANTS IF THEY UNDERSTAND WHAT IS MEANT BY “TIER 2” VOCABULARY] word that is likely to be unfamiliar to them. The word is important to the central ideas of the text because it helps students understand the way the narrator describes the relationship of the sisters – that is they were together all the time and had a very strong bond.
The answer is (b). The narrator makes it clear that the girls spent all their time together when Lynn was not in school. The narrator not only states that Lynn actually was the one taking care of her when the parents were working, she also shows several examples of the girls together. They were out on the road at night looking at stars; they were playing during the day near the cornfield; and they were lying on the road during the day looking at the color of the sky. Additionally, it is clear that Katie was so used to being with Lynn that she immediately became fearful when she couldn’t see Lynn. Although options A, C, and D make grammatical sense when placed back into the sentence, they do not reflect the sense of constant togetherness that the narrator establishes throughout the story and summarizes by saying “When she wasn’t in school, she stayed with me constantly.”
Use the T-chart for Content and Language Supports
For each of the questions, identify what your students (namely your ELLs) would need to know and be able to do in order to answer the following questions.
Chart paper and markers
WIDA Standard #2 Language of Language Arts, Grade 4 reading

10. PARCC Grade 4 Sample Items – Passage #1
Part B Question: Which detail from “Kira-Kira”
uses a word or phrase that also means
constantly? (NJSLS.RL.4.4; NJSLS.L.4.4)
“Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, ‘Katie, say 'kira-kira, kira- kira.”
“She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.”
“’The blue of the sky is one of the most special colors in the world, because the color is deep but see-through both at the same time.’”
“The dog burst from the field suddenly, growling and snarling.”
Part B of this EBSR takes the item in a new direction, asking students to apply the correct response in Part A to a second sentence in the passage and thus indicate a second meaning for the target word. This approach raises the cognitive demand of the item and illustrates one of the key shifts in NJSLS assessment: the requirement for close reading of texts.
The correct answer is (a). This response contains the phrase “over and over,” which is another meaning for the word “constantly”. Options B, C, and D all contain words or phrases relating to duration: “one day,” “at the same time,” and “suddenly.” However these words or phrases do not have the same meaning as “constantly.”
Please note, that PARCC Assessment Claim states Standard NJSLS.RI.4.4; NJSLS.RL.4.1; and NJSLS.L.4.1
WIDA Standard #2 Language of Language Arts, Grade 4 reading

11. PARCC Grade 4 Sample Items – Passage #1
Part A Question: How are the events in
paragraphs 1 and 2 important to the theme
of the story? (NJSLS.R.L.4.2)
They list the many lessons that Lynn taught her younger sister, Katie.
They explain that Katie’s family had very high expectations of her when she was young.
They show how strong the relationship is between Katie and Lynn.
They introduce the idea that Katie and Lynn want to learn more about the Japanese language.
The skills of reading carefully, making inferences, establishing connections within and across texts, and applying understanding of a text are essential for college and career readiness. This EBSR question allows students to demonstrate comprehension of how early events connect to one of the central ideas of the story: the close relationship of the sisters. To demonstrate that they can determine the theme, the students apply their understanding of theme to answer the item. The item advances assessment by asking students to offer proof of their answer as demonstrated by the inclusion of Part B. Answering this complex item will help prepare students for the culminating activity in this Literacy Analysis task – writing a short analytical essay.
Option A is incorrect, as the lessons that Lynn taught Katie are spread throughout the story and must be inferred due to their implicit nature, not listed in paragraphs 1 and 2. Option B is incorrect, as the paragraphs do not define high expectations for Katie nor are high expectations part of the theme. Option D is incorrect because although the paragraphs show that the sisters lack an understanding of Japanese language, they do not introduce that the sisters want to learn more; in fact, they seem uninterested. The correct answer is (c), as the paragraphs 1 and 2 show that the sisters have a strong bond, which is the theme of the text.
For each of the questions, identify what your students (namely your ELLs) would need to know and be able to do in order to answer the following questions. Use the T-chart “content and language supports”
Chart paper and markers
WIDA Standard #2 Language of Language Arts, Grade 4 reading

12. PARCC Grade 4 Sample Items – Passage #1
Part B Question: Which sentence from the story
provides the best support for the answer in Part A?
(NJSLS.RL.4.2; NJSLS.RL.4.1)
“My sister, Lynn, taught me my first word: kira- kira.”
“When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.”
“She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.”
“I didn’t care where she sent me, so long as Lynn came along.”
Part B of this EBSR question takes the item in a new direction that calls for students to show evidence they used to help them determine how paragraphs 1 and 2 support the theme of the text. Students not only must make the connection between the paragraphs and the story after they have identified the theme, but also must provide the context used to establish the accuracy of their answer. Part B asks students to identify a sentence from the text that supports their answer in park A, illustrating one of the key shifts in NJSLS assessment: use of textual evidence.
Although options A, B, and C are all sentences from the text, they do not help establish the connection of paragraphs 1 and 2 to the theme of the text. Only option D shows the strong relationship between the sisters. The correct answer is (d). Note that some of the answers in Part B tie closely to incorrect answers in Part A so that students cannot use the process of elimination to get to the correct answer in Part A.
For each of the sample item questions, identify what your students (namely your ELLs) would need to know and be able to do. Remember to use the Content and Language Demands chart.
WIDA Standard #2 Language of Language Arts, Grade 4 reading

13. PARCC Grade 4 Sample Items – Passage #1
Question: Create a summary of the story using three of the
sentences listed here. Drag the three sentences that describe
key ideas from the story into the boxes titled “Summary.” The
sentences should describe key ideas from the story in the order
they happen. (NJSLS.R.L.4.2; NJSLS.RL.4.1; and NJSLS.W.4.3)
Katie’s mother is disappointed that the girls use Japanese words incorrectly.
Katie remembers when a dog ran out of a corn field and attacked Lynn and her.
Katie keeps Lynn’s diary in a drawer beside her bed.
Katie and Lynn spend much of their time together as they grow up.
Lynn taught young Katie to say “kira-kira,” which was her first word.
Katie believes that Lynn saves her life, but Lynn believes Katie saved her.
Lynn explains that the sky is special like the ocean or people’s eyes.
Lynn sprayed the dog with water so it wouldn’t hurt its tongue on broken glass.
The skill of reading carefully to summarize information is essential for college and career readiness. This TECR (Technology-Enhanced Constructed Response) question allows students to develop a summary using statements about the text. In assessments of the past, students either had to write summaries, which then had to be hand scored, or select from four options provided in the options of a selected-response item. PARCC uses technology to advance the testing of summary. In this example, because there are 8 sentences that must first be separated into summary statements and details, the possibility of guessing is minimized. Although sequence is not part of the grade 4 standards, it is important to this item to show that students understand summaries follow a logical order. Answering this complex item will help prepare students for the culminating activity in this Literary Analysis task – writing a short analytical essay.
The correct order of responses is (4), (2,) and (6). When these sentences are combined, the summary created captures the central ideas that Katie first reflects how she and Lynn spent so much of their time together when they were young, then moves to Katie remembering the incident with the dog (a major event that allows Katie to continue to establish the nature of their relationship), and ends with how each interprets that event as an event of sacrifice on the part of the other, demonstrating even further, the strength of their bond and nature of their relationship.
Note – on the PARCC tests, the sentences will not be numbered.
Literacy Analysis Question: You have read two stories where one family member saves another. Write an essay describing the mosquito from “Cricket and Cougar” and one of the main characters from “Kira-Kira.” For each character described,
Explain how the thoughts, words, and/or actions of the character help you understand what the character is like
Explain why the character chooses to save his or her family member
Be sure to include specific details from each story to support your ideas.
WIDA Standard #2 Language of Language Arts, Grade 4 reading

14. End of Module D

15. Contact Information
Please with any questions or comments you may have regarding this module.