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Differentiating for ELLs May 23 , 2014

Differentiating for ELLs May 23 , 2014. Presenter: Rachel Zalocha, ESL Teacher. Objectives. Explain how CAN DO Descriptors will inform differentiation of instruction. Define Academic Language. List the 5 WIDA standards and the 4 language domains . www.wida.us. Objectives.

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Differentiating for ELLs May 23 , 2014

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  1. Differentiating for ELLsMay 23, 2014 Presenter: Rachel Zalocha, ESL Teacher

  2. Objectives • Explain how CAN DO Descriptors will inform differentiation of instruction. • Define Academic Language. • List the 5 WIDA standards and the 4 language domains.www.wida.us

  3. Objectives Explain the formula for an MPI and how an MPI strand is created. Explain the differences in performance in the four language domains of ELLs as they progress from Level 1 to 5. Analyze the language demands (vocabulary, sentence structure, discourse complexity) of a text. Write a performance indicator strand for one lesson.

  4. Levels of English Language Proficiency EMERGING Every ELL Deserves Exceptionally Brilliant Resources.

  5. ELD and State Content Standards ELD Standards Academic Language Proficiency State Content Standards Academic Achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum Tied to a state’s academic content standards and Common Core Curriculum Standards • Language-based • Reflective of the varying stages of second language acquisition • Representative of social and academic language contexts • Tied to a state’s English language development standards (WIDA)

  6. Academic Language in Context Language of Social Studies Language of Science Language of Reading, Writing & Communicating Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing World Languages Language of the Arts Language of Health and P.E Foundation of home and community language and cultural factors Adapted from Zwiers (2008)

  7. WIDA’s 5 ELD Standards

  8. Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing

  9. Interaction of Performance Level Definitions and ELLs’ Abilities Language Proficiency (Performance Level Descriptions) PIs Vocabulary Usage Linguistic Complexity Language Control 5 Bridging L 5 L4 4 Expanding 3 Developing L 3 2 Emerging L 2 L 1 1 Entering WIDA Consortium / CAL / Metritech

  10. The Model Performance Indicator (MPI) is a single cell within the standards matrix that is descriptive to a specific english language development for a language domain. Language function: describes how students use language to demonstrate their proficiency Content stem/example topic: specifies context for language instruction; derived from state content standards Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content Elements of Model Performance Indicators

  11. Model Performance Indicator (MPIs) Formula

  12. GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy Organization of MPIs within the 2012 Standards STRAND MPI

  13. A Model Performance Indicator Grade Level Cluster: 1-2 English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking WIDA Consortium

  14. The Model Performance IndicatorLanguage Function WIDA Consortium

  15. The Model Performance IndicatorContent Stem WIDA Consortium

  16. The Model Performance IndicatorSupport or Strategy WIDA Consortium

  17. Elements of a Model Performance Indicator (MPI)

  18. Language Functions

  19. Support or Strategy • May be visual, graphic, or interactive • Are based on the concept of scaffolding new language and concepts • May include use of language other than English • Are appropriate for instruction or assessment

  20. Examples of Sensory, Graphic and Interactive Supports

  21. Specific Examples of Sensory Supports

  22. Transforming an MPI strand • select an MPI from the WIDA® ELP Standards and Resource Guide • identify and transform the language domain • identify the language function and transform it • identify and transformthe topic • identify and transform the supports

  23. Reflection • Were the objectives covered? • How can we (the ESL staff) better support you?

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