WIDA English Language Development Standards Training Secondary Schools Fulton County Schools

1. WIDA English Language Development Standards Training Secondary Schools Fulton County Schools Barbara Beaverson, ESOL Coordinator

2. Introductory Activity In the booklet, “Promoting Language Learning and Academic Success in the Content Areas for English Learners” … 1. Read the Cornerstone of WIDA’s English Language Development Standards on page 6 in the booklet. 2. Choose 3 Guiding Principles that resonate with you and discuss at your tables.

3. Agenda: • WIDA’s Principles of Language Development • AMAOS • The WIDA English Language Development Standards Framework • Performance Definitions • CAN Do Descriptors • Social vs. Academic Language • Instructional Supports • Differentiating Instruction with ELD Standards

4. Georgia’s Process for AMAOs Under Title III of the No Child Left Behind Act of 2001, three criteria for Annual Measurable Achievement Objectives (AMAO) are mandated. States must report the percent or number of English language learners who: AMAO-A (ACCESS test scores) • Demonstrate progress in their English language proficiency AMAO-B (ACCESS test scores) • Attain full English language proficiency AMAO-C (State Standardized Tests and HS Graduation Rate) • Meet state academic content and student achievement standards

5. AMAO I – Progress First Progress IndicatorProgress refers to the percent of students who demonstrate Annual Progress in English Language Acquisition. Annual Progress in English Language Acquisition will be defined as ELL students progressing from one performance band to another from one year to the next.

6. AMAO II – Progress Second Progress IndicatorProgress refers to the percent of students who attain full English language proficiency

7. AMAO-III AMAO III – Academic Performance The district must meet academic performance goals for ELs. Although an individual school may not have enough ELs to constitute a subgroup, the performance of all English Learners directly impacts academic performance for the district. Elementary and middle school academic performance is measured by the Reading and Math CRCT scores. High school academic performance will be based on EOCTs for American Literature and Math II. 7

8. The WIDA Standards Provide. . . • Common yardstick to define and measure how ELs acquire language across the domains of listening, speaking, reading, and writing • ELs access to content standards • Content teachers with hundreds of example tasks that can be translated into standards-based activities for ELs

9. CCGPS “What”students should know. WIDA Specifies “HOW” the students will learn. CCGPS and WIDA

10. Exploring the 2012 Standards Unpacking academic language even further… Expanded strands….

11. WIDA’s Framework

12. Features of Academic Language

13. Academic Language In order for students to achieve academically and exhibit that learning on a large scale, and high stakes assessments, they MUST master Academic Language, and the language patterns associated with the different content areas.

14. Deconstructing Academic Language

15. Deconstructing Academic Language

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

17. The Five WIDA ELP Standards Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

18. 6 5 REACHING BRIDGING 4 EXPANDING 3 DEVELOPING 2 EMERGING 1 ENTERING The WIDA ELP Scale

19. Performance Definitions

20. The Standards Matrix

21. Model Performance Indicators, Activity 1. Choose any strand in a matrix 2. Circle the language function 3. Underline the content stem(CCGPS) 4. Draw a squiggly line under the support

22. Model Performance Indicators Language Function Describe scientific inventions or discoveries based on illustrations.

23. Model Performance Indicators The topic or content stem (Common Core) Describe scientific inventions or discoveries based on illustrations.

24. Model Performance Indicators Type of support Describe scientific inventions or discoveries based on illustrations

25. Model Performance Indicators What is the language function? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

26. Model Performance Indicators Language function? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

27. Model Performance Indicators What is the Content Stem? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

28. Model Performance Indicators What is the Content Stem? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

29. Model Performance Indicators What is the support? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

30. Model Performance Indicators What is the support? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers.

31. Pick the Level • Review the following classroom tasks with your small group. • Referring to the Performance Level Definitions, assign the proficiency level you feel the student would need to perform the task independently. • Determine modifications for each activity that would allow students at different levels of ELD to participate and be challenged. HOs # 2, #3 (a & b), #4

32. CAN Do Descriptors • Focus on what students can do at each proficiency level by language domain • Provide a range of language expectations for student performance within language proficiency levels • Scaffolded, or built upon each other • Have been crafted by teachers for teachers • Guides instruction and assessment in the classroom • Helps teachers differentiate instruction and assessment CAN DO Descriptors can also be distributed with ACCESS score reports to help give teachers a basic overview of what the Listening, Speaking, Reading, and Writing proficiency level results indicate about their students' abilities.

33. Instructional Supports Supports within the Model Performance Indicators may be sensory, graphic, or interactive. With a partner brainstorm and list as many examples of these supports as you can. HO # 5

34. Supports

35. “Table Talk” According to the example ACCESS Test results for this student, what are the proficiency levels for Listening, Speaking, Reading, and Writing? What are some implications for instruction? Matilda HOs # 6(a) & (b)

36. Think-pair-share What are some differences between social and academic language?

37. Social vs. Academic Language Social Language • Simpler language (shorter sentences, simpler grammar and vocabulary • Usually face-to-face, small number of people, informal settings • Precise understanding is seldom required • Usually simpler, familiar topics • Get many clues from expressions, gestures, social context • Many opportunities to clarify (look puzzled, ask questions, etc.

38. Examples of Social Language

39. Academic Language Technical vocabulary; longer sentences and more complex grammar Often lecture style communication or reading a text; little context Precise understanding and precise description required: higher order thinking New and more difficult topics; abstract knowledge; student often has less background knowledge Fewer clues, most are language clues More difficult to clarify Social vs. Academic Language

40. Social vs. Academic Language Social Language May take 2-3 years to develop Academic Content Language May take 5-7 years to develop

41. Dipoles Reading Example In most element dipoles, the additional elements are not directly connected to the feed line. They receive power by mutual coupling from the driven element. Then they reradiate it in the proper phase relationship to achieve gain or directivity over a simple half-wavelength dipole. These elements are called parasitic elements. 41

42. The previous selection illustrated the depth, as well as breadth, for vocabulary learning tasks for ELs students. Consider the word “radical”. . . How many different meanings are there?

43. Implications for Teachers This is how academic texts appear and can be interpreted to ELs even at levels 4 and 5 Different subjects require different types of language • Subject area teachers must be aware of the language demands of their content • Know the key vocabulary terms students must know to comprehend the content • All teachers are language teachers for ELs

44. Word/phrases Sorting Activity

45. Sorting Activity Directions: •Work in small groups •Open the packet on your table •Place the academic words/phrases under the appropriate content area you would use them HOs # 7 (a & b)- word cut-outs

46. What Language is Needed to Solve this Problem? = + Collaborate with a partner. What are some language patterns (expressed in sentences) that a student would need in order to solve this problem? For instance, “Find the sum”, “What is the total of ..?”

47. Did You Think of any Other ? • How many altogether? • How many in all? • How much is 3 and 2? • What is the sum of….? • What is 2 plus 3? • Add the two numbers. • Three squares and two more are…. • Three plus two equals….

48. Answer of 11-Year-Old on a Science Exam “Water is composed of two gins, Oxygin and Hydrogin. Oxygin is pure gin. Hydrogrin is gin and water.”

49. Build on students’ background knowledge and provide the “Big Picture.” Explicitly teach essential content vocabulary. Set a purpose for reading. Guidelines for Reading in Content Areas

50. Pre-reading Activities/Scaffolding • Listen to a story or summary (visual aids) • Graphic fill-ins and mapping activities • Cloze activities • Brainstorm topic & possible key words • Teacher acts out scene • Brainstorm topic with mapping activity • K-W-L (Student/Group prior knowledge) • Guided reading/thinking activity