1. Academic Language: Standards, Domains, Objectives
Session 5
March 3, 2016

2. ALL educators need 15 PDPs in SEI for re-licensure.
DESE requires evidence of impact of PD on your practice, so keep all your writing/lesson plans with your PDP certificate.
SEI ENDORSEMENT is different from the SEI PDPs. (Only some educators require the SEI ENDORSEMENT.)
REMINDERS
Licensure

3. All slides, handout and supporting materials are on the NAPS website (Staff- Professional Development – scroll down)
The Drury website features a useful “Acdemic Language” tab under “Staff” that highlights the Drury-specific PD
REMINDERS
Resources

4. Where have we been? Session 1: Introduction
Explain why there is an academic language gap linked to poverty
Identify Tier 1, 2, and 3 words in a text or discipline
Explain the connection between increasing productive student talks and improving student learning
Session 2: Techniques for Building Academic Language
Develop and use effective word walls and anchor charts
Implement one or more best-practice techniques for teaching vocabulary
Design high-quality opportunities for student conversation (meaningful task, accountability, talk structure)

5. Where have we been? (Continued)
Session 3: Expanding Practice
Shared experiences from practice with academic language techniques
Five Core Skills for effective conversations
Planning time
Session 4: Standards-Based Teaching and Learning Continuum
Standards-based Teaching and Learning
Reflecting on the Continuum of Practice
Planning time and Consultancy Protocol

6. Agenda for today:
1. Explore Strands and Domains: Literacy Frameworks & WIDA
2. Examine Implicit and Explicit Language Objectives
3. Video Activity: Speaking & Listening in the Classroom
4. Interview Protocol
5. Think and Reflect: How did my Academic Lessons/Activities go?
*Submit your mini-portfolio at the end of the session today*

7. Objectives: By the end of this session, you will be able to...
• Describe the difference between the State Literacy Standards and WIDA domains
• Identify implicit and explicit language objectives
• Analyze the effectiveness of learning activities and instructional procedures promoting speaking and listening
• Discuss responses to specific interview questions about your lessons using at least 3 appropriate pedagogical terms

9. Speaking and Listening Standards
What do you think they say?
Work with your table to generate a list of speaking and listening “standards” that you think would be appropriate for high school
In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs test and the W-APT screener.
For more information on the specifics of how each domain is tested, please refer to the other presentations in the toolkit related to the ACCESS for ELLs test and the W-APT screener. 9

10. 2011 MA Literacy Frameworks
How Does It
Compare?

11. What does it Look Like?
STEP ONE: Select 2 speaking and listening standards from a grade (or grade span) that you teach
STEP TWO: Take turns, describing what the students would do (or currently do) to demonstrate progress toward mastery of those standards in your class?
STEP THREE: After everyone shares, open up discussion at your table about what skills the students would need to improve to reach grade-level mastery of the 6 speaking and listening standards

12. MA Literacy Frameworks
Strands and Domains
MA Literacy Frameworks
Reading
Writing
Speaking & Listening
Language
WIDA
Reading
Writing
Speaking
Listening

13. WIDA World-class Instructional Design and Assessment Consortium
English Language Development Standards that represent the social, instructional, and academic language that students need to engage with peers, educators and the curriculum in schools
Based out of the University of Wisconsin
In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs test and the W-APT screener.
For more information on the specifics of how each domain is tested, please refer to the other presentations in the toolkit related to the ACCESS for ELLs test and the W-APT screener. 13

15. WIDA Features of Academic Language
WIDA organizes social, instructional and academic language into three levels:
Discourse, Sentence, Word/Phrase

17. WIDA Terms
Academic Language

18. Explicit or Implicit Language Objectives?
Directly Stated
Implicit
Implied

19. Questions for Video-Viewing
1) What is the stated or posted language objective in the lesson, if there is one?
2) What is the implicit (not-stated, not-posted) language objective, if there is one?
3) What are students doing during the lesson to make progress toward the language objective(s)?
4) How will the teacher know how much progress each individual student has made toward the language objective(s)? What measurement is used, if any?

20. Video Links
HS Social Studies turn and talk (2 min)
MS Math peer collaboration (show first 7 minutes)
HS ELA Student Talk (7 min) discussion
HS Chemistry Baking Soda and Vinegar Propelled Car 5-E Model (9 min)

21. Interviewing the Lesson Protocol

22. Wrap-up! Respond to these questions as your EXIT TICKET:
What new understanding or awareness have you developed during the five sessions of this PD cycle? How might this translate to student success?
Submission of Mini-Portfolio:
Include 2 academic language lessons (plus applicable student work)
Include your written reflections from the interview protocol
Include your exit ticket from today