Download
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Introductions PowerPoint Presentation
Download Presentation
Introductions

Introductions

179 Vues Download Presentation
Télécharger la présentation

Introductions

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Introductions Kelsie Berg, SIOP Coach kelsie.berg@bcsemail.org Revae Bostwick, ESL Lead Teacher revae_bostwick@nccs.k12.nc.us Nadja Trez, DPI Consultant nadja.trez@dpi.nc.gov

  2. Ice Breaker - 4 Corner Activity 1) Go to the corner marked with your ideal vacation spot 2) Discuss the following types of information: * names, current role(s) in district, * teaching experience * attendance at previous WIDA conferences * reason for attending this conference, etc. 3) Report out with a group identity statement once finished.

  3. Today’s Objectives • Evaluate the elements of WIDA’s English Language Development Standards through interaction. • Interpret WIDA’s Guiding Principles of Language Development. • Understand how WIDA, CCRS (College and Career Ready Standards), & Academic Language fit together and develop MPIs specific to our instructional goals.

  4. Logistics * restroom locations * break times * wifi passwords * group norms

  5. Today’s Agenda

  6. Schedule Overview

  7. Rank your WIDA knowledge level Survey “Questions” PollEv.com/eslcc 1. I can explain the 6 language proficiency levels. 2. This is what I know about the WIDA performance definitions... 3. I can explain the differences among vocabulary usage, language forms & conventions, and linguistic complexity. 4. I can utilize WIDA standards to develop lesson plans. 5. I am able to develop MPIs for content standards based on students’ language proficiency levels 6. I can recognize whether WIDA standards are being utilized within instruction.

  8. What is WIDA? Each participant has a (blue) card or a (yellow) card containing a question or response pertaining to WIDA. Find your match and hold up your cards briefly to let us know you have been successful. ^_^

  9. WIDA ELD Standards So many layers to consider!

  10. WIDA’s Guiding Principles of Language Development Cards with one guiding principle each are on each table. Participant 1 reads the card. Participant 2 responds to the card. Participant 3 adds an additional response. Participant 4 summarizes what has been said. (Add additional responses before the summary as needed based on the number at your table.)

  11. WIDA Components * Proficiency Levels * Performance Definitions (old & new) * Vocabulary Usage, Linguistic Complexity, Language Forms and Conventions * Can Do Descriptors * Components of new MPIs in the 2012 handbook

  12. Proficiency Levels

  13. Performance Definitions At a given proficiency level, what the ELL student will process, understand, produce, or use. (Page RG44 in the 2007 Edition)

  14. New Performance Definitions Receptive Productive

  15. p. 8 in 2012 version

  16. p. 9 in 2012 version

  17. Your Turn! Take the speaking and writing performance definition elements and arrange them appropriately according to proficiency level.

  18. Speaking Rubric Found on p. RG-55 in the Resource Guide of the 2007 WIDA Standards handbook. This is the rubric that W-APT and ACCESS administrators should be utilizing to evaluate responses.

  19. Writing Rubric Found on page RG-56 in the 2007 WIDA Handbook Resource Guide. ACCESS writing domain is evaluated via this rubric.

  20. Upon Review of the Rubrics…. DISCUSS: 1. What is the purpose of the rubrics? 2. How are these useful and how do you use them in your districts? 3. What are the implications for ELLs? please discuss & then share out your table responses in a few minutes.

  21. Vocabulary Usage (Specificity of word or phrase choice) • General, specific, and technical language • Multiple meanings of words and phrases • Formulaic and idiomatic expressions • Nuances and shades of meaning • Collocations

  22. Language Forms & Conventions * types, array, & use of language structures types and variety of grammatical structures conventions, mechanics, & fluency match of language forms to purpose/perspective Linguistic Complexity vs Language Forms & Conventions DISCOURSE LEVEL SENTENCE LEVEL Linguistic Complexity * quality & variety of oral and written text • amount of speech/written text • structure of speech/written text • density of speech/written text • organization & cohesion of ideas • variety of sentence types

  23. Sociocultural Context The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the… • Register • Genre/Text type • Topic • Task/Situation • Participants’ identities and social roles

  24. Bringing together all the aspects of Academic Language Stepping up the language! Let’s practice!

  25. What are the instructional implications of moving students up the scale? Share challenges and celebrations of how you increase the use of the upper level academic language features.

  26. Can Do Descriptors • More specific to grade level than language performance definitions • Focus more on academic tasks • Detailed by language domain What are the instructional implications of utilizing the Can Do Descriptors? How do you use them?

  27. Inside-Outside Circle 1. Think about a skill you have and can do well. 2. Form an inside & outside circle following facilitators’ directions. 3. When the music stops, discuss your skill with the person standing opposite from you. 4. Identify reasons why the partner is able to do that skill & determine supports that might help you be able to do that skill right now.

  28. A Reflective Moment What about WIDA has been an important reminder for you today? Click on this link: PADLET to share your thoughts.

  29. 2012 WIDA MPI Format (Overview)

  30. Our tool to optimize learning!

  31. How do we create an MPI? 3 components of an MPI * additional components from 2012 WIDA handbook

  32. Support Examples

  33. What is transformation? (in relation to an MPI) As the name implies, transformation simply means to change or convert something. And in the case of MPIs, transformation occurs when we change one or more of its three elements: the language function, the content stem, or the instructional supports to make it specific to our own use within our own lessons.

  34. Examples of transformed MPIs http://www.livebinders.com/play/play?id=1089921&backurl=/shelf/my Links to the Standards: MathScience ELASocial Studies

  35. What guides MPI construction?

  36. Process for Developing MPIs ALSO: Assessment & Feedback

  37. Practice & Application At your table discuss possible MPIs that could be created based on the following information & select 1 person from your table to share with the whole group. • ELD Standard:Language of Science • Content Standard: Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun • Cognitive Function: your choice • Language Proficiency Level:Level 3

  38. Work with a partner to develop a strand of MPIs. Links to NC Standards: MathScience ELA Social Studies

  39. http://www.jeffzwiers.org/tools--resources.html

  40. How do the pieces fit together? What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together? ** take some time to process this & then work with a group of 3 - 4 people to come up with an image that represents the way in which you see them all fitting/working together

  41. Q & A; Wrap-up

  42. Day 2

  43. Today’s Agenda

  44. Today’s Objectives • Develop formative assessments to authentically gauge academic language and content knowledge based on the MPIs that were created. • Analyze data and design actions based on data implications.

  45. Bridging Yesterday’s Work with our NEW DAY! • What image symbolizes the way you see WIDA Standards, College & Career Ready Standards, and Academic Language blending/fitting together? • Time to share!

  46. FORMATIVE ASSESSMENT Construct a circle map that gathers what you know about formative assessment as a table group. monitors student learning formative assessment

  47. In your table groups, assign sections of the article, “Formative Assessment: What Do Teachers Need to Know and Do?” by Heritage, mark the text individually and share with your group after reading. Decide if this information should be added to your group’s circle map (in a different color). Share new/added info with the whole group.