Indispensable Tools for Today’s ELL Professionals Welcome! We’ll begin in just a few minutes. Everyone is muted upon arrival. If you have questions, use the chat box on the right. send questions to Host and Panelists. Access sound via your computer and speakers or via telephone. We will be sharing the slides and recording after the event. Setting Language Objectives: Tools and Tips Jordan Meranus: Ellevation CEO Allison Balter: ESL Teacher
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Setting ELL Language Objectives (Webinar Slides from Ellevation Education)
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Indispensable Tools for Today’s ELL Professionals
Welcome! We’ll begin in just a few minutes.
Everyone is mutedupon arrival.
If you have questions, use the chat box on the right. send questions to
Host and Panelists.
Access sound via your computer and speakers
or via telephone.
We will be sharing the slides and recording
after the event.
Setting Language Objectives: Tools and Tips
Jordan Meranus: Ellevation CEOAllison Balter: ESL Teacher
Indispensable Tools for Today’s ELL Professionals
Setting Language Objectives: Tools and Tips
Jordan Meranus: Ellevation CEOAllison Balter: ESL Teacher
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ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVES
And, please take a moment to jot down: 1. 3 questions that you have on language objectives2. 2 things you already know about language
objectives3. 1 thing that you are excited about learning today
If you are having technical difficulties, or you have questions, please use the chat icon at the top of your screen to send us your question.
Welcome to the Ellevation Webinar!
While you wait, please mute your phone.
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AGENDA
I. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description
But first, a bit of background…
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SUPPORTING EDUCATORS
200,000ESL teachers
1,800,000
teachers have at least one English Language
Learner in their classrooms
There has been an explosion of TECHNOLOGY TOOLS in education, but none are focused on ESL educators.
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FOCUS
Ellevation is a software company exclusively dedicated to serving English Language Learners and the educators that work with them.
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THE ELLEVATION PLATFORM
• Individualized Learning Plans aligned to standards• Early warning system for students needing attention• Student/school/district analysis of ELP assessments
Instruction
Collaboration• Collaborative goal setting and progress monitoring• Communication tools to facilitate collaboration between
ESL and classroom teachers
Productivity• EL Data Collection and Demographics• Required letters to families in 20+ languages• Easily “Monitor” exited students• Automatically bring in data when new ELs enter district
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NATIONAL REACH
20 states/130 Districts
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TODAY’S OBJECTIVE
Help all participants gain practical tips on the development of learning objectives and confidence in writing them for individual English Language Learners or groups of ELs at a similar level.
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THE ELLEVATION WEBINAR SERIES
March 2013 Fall 2013
The first in a series of practical webinars for ESL professionals
Goal Setting
Winter 2013
TBD based on
participant feedback
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AGENDA
I. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description
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I. INSTRUCTION FOR EL’S IS CHANGING IN IL
1. Increase the rigor of language instruction by emphasizing academic language across content areas
2. Language instruction
must happen through high-quality, well-scaffolded content instruction – not only through ESL pull-out classes
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AGENDA
I. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description
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II. THE IMPORTANCE OF LANGUAGE OBJECTIVES
Language objectives specifically identify:
1) The way students will use language to engage with the content of the lesson and accomplish the content objective.
2) The specific components of academic language (vocabulary, language structures, etc.) that students will need to learn to accomplish the objective.
Before we start, what is a language objective?
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II. THE IMPORTANCE OF LANGUAGE OBJECTIVES
1.Planning• How is language instruction integrated with
content• What academic language must students learn
2.Student Support• What scaffolds must a teacher have ready.
3.Differentiation• A “strand” of language objectives helps teachers
set appropriate objectives at different levels and better differentiate instruction
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AGENDA
I. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description
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III. LEVERAGING WIDA RESOURCES
Performance Definitions
CAN DO Descriptors
ELP Standards
Model Performance
Indicators
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III. LEVERAGING WIDA RESOURCES
1. Ellevation• Performance Definitions• CAN DO Descriptors• ELP Standards• Model Performance Indicators
2. WIDA: Search Function on WIDA Standards• http://www.wida.us/standards/ELP_StandardLookup.aspx
• Provide a bank of every language objective we would ever need
• Provide tools that we can use to build language objectives for our classrooms
• Provide a bank of sample MPIs that we can transform to create language objectives that fit our contexts
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AGENDA
I. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description
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IV. CREATING LANGUAGE OBJECITVES
• Language Objectives are not identical to MPIs and should not be used interchangeably.
• A language objective is much like an MPI but is then 'transformed' by including both supports and the levels it should be used for.
• You may need to tweak what we are presenting to reflect processes in place in your district; we know districts have different ways of doing this.
Let’s begin by addressing what may be some confusion
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IV. CREATING LANGUAGE OBJECTIVES
Transforming an MPI into a Language Objective
WIDA Customize
Result
Identify MPI
Add Support
s&
LevelLanguage Objective
2 3
4
StartSelect Content objective
1
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IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP
1. Set the Stage
• Know your students and levels
• Identify content standard at unit level
• Language Domain: Listening, Speaking, Reading Writing
• Identify applicable MPI
2. Craft Language Objective
• Language Function to describe what students should do (CAN Do’s are a great source)
• What supports do students need
• Content/topic linked to CCSS
• Customize to match levels
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IV. KNOW YOUR STUDENTS AND LEVELS
Content Standard:
Language Domain:
Level 6
Reaching
Level 1Entering
Level 2Emerging
Level 3Developing
Level 4Expanding
Level 5Bridging
Use the chart below to place students in each level.
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IV. KNOW YOUR STUDENTS AND LEVELS
There are 3 parts to a language objective.
Purpose of the Language
1. Language Function
Sensory, Graphic, Interactive
2. SupportLink to content
3. Content/Topic
Language Objective
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IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE
Name familiar objects in photographs or illustrations associated with weather conditions (e.g. “cloud”).
Language FunctionType of Support
Topic or Content
GRADE: K-2 LEVEL: 1 DOMAIN: SPEAKING LANGUAGE OF SCIENCE
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IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE
Describe…
Compare…
Explain…
… using a graphic organizer
… in models and figures
… with a partner
… with the water cycle.
… with the scientific method.
… with photosynthesis.
TOPIC or CONTENT
Name familiar objects…
LANGUAGE FUNCTION
… in photographs and illustrations
TYPE OF SUPPORT
… with weather conditions.
We can transform sample MPIs by changing components.
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IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE
WIDA provides some sample supports we can use:
(from “2012 Amplification of English Language Development Standards, K-12,” WIDA)
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Students at different levels will require different supports.
IL Science Curriculum Frameworks• 12.E.1b: Student will identify and describe patterns
of weather and seasonal change.
WIDA Standard 4: Language of Science
Content Objective • SWBAT track daily weather on a class weather chart,
including temperature, wind direction, and precipitation.
Let’s look at an early elementary science standard:
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Let’s differentiate language objectives for two groups of ELs
Levels 1-3 Levels 4-5
Name familiar objects in photographs or illustrations associated with weather conditions (e.g. “cloud”).
We can use a Level 1 MPI as a resource…
Describe daily weather conditions from photographs and class charts (i.e. Today the weather is rainy.)
Compare daily weather conditions across different days using class charts (i.e. I know Thursday was hotter than Monday because_____ ).
Domain: SPEAKING
and transform it to fit our class:
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Students at different levels will require different supports.
Common Core State Standard• RP.3 Use ratio and rate reasoning to solve real-world and
mathematical problems.
WIDA Standard 3: Language of Mathematics
Content Objective • SWBAT solve word problems involving unit rates.• SWBAT justify their decisions based on unit rates in real-life
scenarios (e.g. choosing which car to buy based on gas mileage in miles / gallon).
Let’s look at a 6th grade math standard:
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Let’s differentiate language objectives for two groups of ELs
Levels 1-3Compare choices based on real-life rate calculations using a graphic organizer and sentence frames (e.g. _____ is greater than _____).
Levels 4-5Critique choices based on others’ mathematical reasoning from sample solutions to real-life rate problems.
Domain: WRITING
List choices based on rate calculations in real-life situations using templates and a word bank with a partner.
We can use a Level 1 MPI as a resource…
and transform it to fit our class:
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Students at different levels will require different supports.
Common Core State Standard• CCSS RL6.4 Determine the meaning of words and
phrases as they are used in a text, including figurative, connotative, and technical meanings.
Content Objective • SWBAT infer the author’s intended effect of
figurative language in a poem.
Let’s look at a 6th ELA standard:
WIDA Standard 2: The Language of ELA
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IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Let’s differentiate language objectives for two groups of ELs
Levels 1-3Give opinions with reasons about the effect of figurative language in a poem using sentence starters and a word bank (e.g. when the author says __ it makes the reader feel __ ).
Levels 4-5Create multiple paragraphs analyzing the effect of figurative language in a poem.
Domain: WRITING
Identify words or phrases representing figurative language in visually supported related sentences (e.g., like or as) (Grade 6-8, Reading MPI).
We can use a Level 1 MPI as a resource…
and transform it to fit our class:
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AGENDA
I. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description