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Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m not sure. I know it. I can teach it!
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Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Dec 28, 2015

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Jacob McDowell
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Page 1: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Self-assessment

Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m not sure. I know it. I can teach it!

Page 2: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Framing the English Language

DevelopmentStandardsELD SCS

Page 3: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Learning ObjectivesLearning Objectives

I can • describe the organization of the WIDA Standards.

• identify academic language.

• define language control for ELLs.

• explain why vocabulary must be learned “in depth.”

• recognize how Tier 1, 2 & 3 words apply to ELLs.

Page 4: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

NC ELD SCS = NC ES for ELLs =WIDA ELP Standards

• NC joined World-Class Instructional Design and Assessment (WIDA) Consortium 2008

• Adopted WIDA English Language Proficiency Standards 2008-09 SY

Page 5: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

NC ELD SCS (WIDA ELP Standards)

• Social and Instructional Language

• Language of Language Arts

• Language of Mathematics

• Language of Science

• Language of Social Studies

Page 6: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Grade-Level Clusters

The NC ELD SCS Standards are clustered:

• PreK−K

• Grades 1−2

• Grades 3−5

• Grades 6−8

• Grades 9−12

Page 7: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

WIDA Consortium

The WIDA ELP Scale

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

Page 8: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Continuum of Second Language Acquisition

Entering

• Concrete• Explicit • Familiar• General

Reaching

• Abstract• Implicit• Unfamiliar• Technical

(WIDA Resource Guide p. RG-12)

Page 9: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

The Four Language Domains

Receptive language

Listening

Reading

Productive language

Speaking

Writing

Page 10: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

The English Language Development Standards are the

bridge which enables students to access the content standards.

Page 11: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Literacy: a part of every teacher’s tool box

words

words

words

text structure

idio

ms

Science

Math

Social Studies

idio

ms

idiomstext structure

text structure

words

idio

ms

?

Page 12: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

What do Standards 2-5 mean …

communicate information, ideas, and

concepts for academic success in the

various content areas?

Page 13: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Open Response

What is academic language?

Page 14: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Examining Everyday and Academic Language

1. Work in groups to rewrite in everyday language the narrative on your handout.

2. Identify what makes this reading challenging?– vocabulary– phrases– structure– knowledge demand

Page 15: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

What makes this reading challenging?

– vocabulary

– phrases

– structure

– knowledge demand

Page 16: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Everyday vs. Academic Language

• There are three reasons mustard adds flavor to food.

• The action of mustard as a condiment is due to three qualities. NC EOG Grade 8 Reading released item

Page 17: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Everyday vs. Academic Language

• We can explore forests and wilderness by hiking and camping.

• Hiking and camping lets us explore vast forests and wilderness areas. EOG Grade 6 Reading released item

Page 18: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Everyday vs. Academic Language

Everyday

Language

Academic

Language

•Immediate feedback from listener

•Gestures

•Prosody (pitch, stress, phrasing)

•Facial expressions

•Ability to add information in real time

•Anticipation of level of explicitness required of reader

•Precise word choice

•Time to structure text

Page 19: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Types of Language

1) Turn to a partner.

2) Decide who will be A and who will be B.

3) A discuss your favorite fruit and why you like it.

4) B write key words used in your discussion.

5) Switch

Standard 1:

Social and Instructional Language

Page 20: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: The Language of an Apple

Standard 2: The language of Language Arts • A describes the apple from a poet’s perspective. • B writes key words and phrases.

Standards 5 & 3: The language of Social Studies & Mathematics

• B discusses the apple from an economist’s perspective.

• A writes key words and phrases.

Page 21: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: The Language of an Apple

Standard 4: The language of Science• A describes the apple from a biologist’s

perspective. • B writes key words and phrases.

Standard 5: The language of Social Studies• B discusses the apple from a historian’s

perspective. • A writes key words and phrases.

Page 22: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: The Language of an Apple

Cultural and Social factors

• A and B write any emotional associations you have with “apple”.

Page 23: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: The Language of an Apple

• Now, two pairs create a group of four.

• Discuss your observations:

How does the language used to discuss the apple change depending on the focus?

• Share out.

Page 24: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Academic language varies by…

• Purpose

• Type

Page 25: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

ESL Toolkit

For more on academic language go to the toolkit at:

http://www.ncpublicschools.org/acre/standards/support-tools/

Page 26: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Criteria for Performance Definitions

• Vocabulary Usage The specificity of words or phrases for a given context

• Linguistic Complexity The amount and quality of speech or writing for a given situation

• Language Control The comprehensibility of the communication based on the amount and type of errors

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

Page 27: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Language Proficiency Levels “Performance Definitions”

from WIDA/ELP Resource Guide – RG 45

Page 28: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

The Language Strand in CCSS

• CCSS Strands – Reading– Writing– Speaking & Listening– Language

• Conventions• Knowledge• Vocabulary

Page 29: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity:CCSS: Progressive Language Skills

With a partner identify 3 conventions in the Language Progressive Skills Chart.

Page 30: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Language Control in WIDA

Number and types of errors that affect the meaning or intent of the message– Grammatical usage (syntax)

– Phonology

– Word choice (semantics)

– Mechanics

– Fluency

Page 31: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Do students…

• Use transitions to connect and organize ideas

• Take risks with language

• Select correct word forms

• Use correct punctuation

Measuring Comprehensibility

Page 32: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

BREAK

10 Minutes

Page 33: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

The Language Strand in CCSS

• CCSS Strands – Reading– Writing– Speaking & Listening– Language

• Conventions• Knowledge• Vocabulary

Page 34: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Vocabulary Usage

• The number of words heard in an hour – by children of poverty is about 615; – by middle-class children, about 1,251; and – by children of professionals, about 2,153.

• Student vocabulary in kindergarten and first

grade is a significant predictor of reading comprehension in the middle and secondary grades

Page 35: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Vocabulary Usage

Word knowledge

helps to free cognitive resources

for comprehension

(National Literacy Panel for Language

Minority Children and Youth, 2006)

Page 36: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Tiers of WordsCommon Core State Standards

Tier 1 Words Everyday Speech

Tier 2 Words General Academic Words

Tier 3 Words Content-specific Words

Page 37: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Extend Tiers for ELLs

Tier 3 Words• Content-specific words• Infrequently used academic words

Page 38: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Tier 3: Content Specific

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi Osmosis Capital

Power Power Power

MATH SOCIALSTUDIES

SCIENCE

Page 39: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Extend Tiers for ELLs

Tier 1 Words• Concepts understood in native language• Simple words native English speakers know, but

might create difficulty for ELLS because of– Spelling– Pronunciation– Background knowledge

Page 40: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Extend Tiers for ELLs

Tier 1

walk

beautiful

knowledge

good

Tier 2

amble

alluring

dogma

amazing

Tier 2 Words: Specificity and Sophistication

Page 41: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Tier 2: Polysemous Words

• bank• table• present• prime• round• skate• state

• power• cell• face• radical• leg• left• light

Page 42: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Tier 2: Idioms and Phrasal Clusters

• Break in

• Break off

• Break a leg

• Once in a while

• Complete sentence

• Raining cats and dogs

• Relatively easier

• Stored energy

• Stimulus package

Page 43: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

Tier 2: Common but Neglected

Page 44: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

04/19/23 • page 44

Tier 2: Transition Words and Connectors

Page 45: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Cognates - Tier 2 and 3

hypothesis hipótesis

observations observaciones

classification clasificación

predictions predicciones

evaluate evaluar

experiment experimento

Almost 40,000 Cognates!

Page 46: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

False Cognates

• Library ≠ librería (bookstore) = (biblioteca)

• Story ≠ historia (history) = (cuento)

• Exit ≠ éxito (success) = (salida)

• Success ≠ suceso (event) = (éxito)

• Character ≠ carácter (personality) = (personaje)

Page 47: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Tier 2

• List types of words which make up Tier 2. (Don’t list individual words, only categories.)

• Go to the url and type your list on the wall.

http://www.wallwisher.com/wall/ESLTier2

Page 48: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Vocabulary Usage in WIDA

• Move from general language to specific language to specialized or technical language.

Page 49: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Vocabulary Usage

Comprehension depends on knowing upwards of 95%

of the words in a text. (Hu & Nation, 2000)

Page 50: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Activity: Inside/Outside Circles

• What have you learned about:

– the WIDA standards

– academic language

– language control and vocabulary

– Tiers of words for ELLs

– the relationship between CCSS and WIDA

Page 51: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Learning ObjectivesLearning Objectives

I can • describe the organization of the WIDA Standards.

• identify academic language.

• define language control for ELLs.

• explain why vocabulary must be learned “in depth.”

• recognize how Tier 1, 2 & 3 words apply to ELLs.

Page 52: Activity: Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: I’m.

Jan King

Region 8

Professional Development Lead

NC Department of Public Instruction

[email protected]

Beth Edwards

Region 1

Professional Development Lead

NC Department of Public Instruction

[email protected]

Julian Wilson

Region 4

Instructional Technology Consultant

NC Department of Public Instruction

[email protected]

Joanne Marino

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

[email protected]

Glenda Harrell

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

[email protected]

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

[email protected]

ESL Websitehttp://esl.ncwiseowl.org/


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