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Supporting Linguistic Diversity through WIDA. Opening Day August 20, 2012. Presented by:. Enid Alvarez, 2 nd Grade Dual Language – Lincoln Cera Chavez, K-8 TPI – District Wide Maria Diaz, 2 nd Grade Dual Language – NHP Nikki McDougal, K-8 TPI – District Wide

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presented by
Presented by:
  • Enid Alvarez, 2nd Grade Dual Language – Lincoln
  • Cera Chavez, K-8 TPI – District Wide
  • Maria Diaz, 2nd Grade Dual Language – NHP
  • Nikki McDougal, K-8 TPI – District Wide
  • Josefina Salazar, 4th Grade TBE – NHI
  • Cheryl Vacca, TBE/TPI Director
  • Cristina Valadez, 3rd Grade Dual Language – PRP
  • Judith Waswil, 4th Grade TBE – Whittier
program terminology
Program Terminology
  • ELL = English Language Learner
  • LEP = Limited English Proficient
  • TBE = Transitional Bilingual Education (Bilingual)
  • TPI = Transitional Program of Instruction (ESL)
  • ACCESS = Language Proficiency Assessment
  • FT = Full Time
  • PT = Part Time
  • Exit = When you have reached 4.8 O.C./4.2 L.C.
  • Withdrawal = Parents who have refused bilingual services
what do we know about district 130
What do we know about District 130?
  • There are approximately 1000 ELL students!
  • 97% speak Spanish
  • 3% speak one of 9 other languages: Arabic, Urdu, Polish, Lithuanian, Greek, Tagalog, Russian, Korean or Chinese
  • We ALL teach ELL students!

- TBE

- TPI program students in general education classrooms

- Withdrawals/Refusals

- Middle School mainstreaming in math, science & ss

- LEP Special Education students in LDR or CC

  • The MAJORITY of our ELL students count for the LEP, Hispanic, Economically Disadvantaged and the All subgroups for AYP!
  • Our demographics recently have changed at NHP, NHI and Washington and will change THIS YEAR at NHM due to redistricting!
why are we all here
Why are we all here?
  • We all teach ELL students!
  • We all need to hear the same message!
  • CONTENT & LANGUAGE GO TOGETHER!
  • CCSS, NGSS, the rest of the CONTENT STANDARDS & ELD STANDARDS GO TOGETHER!
  • ACADEMIC LANGUAGE IS THE LINK BETWEEN CONTENT & LANGUAGE!
let s take a deeper look at the language side
Let’s take a DEEPER look at the “Language Side”

ACCESS Data – We are nailing it where we should!

Percentage of students EXITING TBE/TPI with a

4.8 Overall Composite and a 4.2 Literacy Composite

Research says 4-7 years to acquire ACADEMIC LANGUAGE

- Cummins & Collier

let s take a deeper look at the content side
Let’s take a DEEPER look at the “Content Side”

Percentage of Full Time and Part Time LEP students

Meeting or Exceeding on ISAT

what do we know from our 3 rd grade
What do we know from our 3rd grade?
  • The majority (96%) of the 3rd grade TBE students have been with District 130 since kindergarten!
  • Math is “more” universal so scores SHOULD BE higher for both FT and PT students!
  • 66.7% of FT and 98.5% of PT TBE students are Meeting or Exceeding on ISAT Math!
  • FT students (51%) are NOT SUPPOSED to Meet or Exceed on ISAT Reading!
  • 88.1% of the TBE students who SHOULD BE Meeting or Exceeding on ISAT Reading ARE Meeting or Exceeding!
let s look at the rest of the district
Let’s look at the rest of the District!

Highlighted cells are below Safe Harbor target for PT students

access data can do descriptors

Access Data/CAN-DO Descriptors

Presented by: Cera Chavez

& Josefina Salazar

agenda
Agenda
  • How to read ACCESS scores- S, L, R, W, L.C.(4.2) and O.C.(4.8) (plus exiting criteria)
  • 5.3 is the score ELL students would need to be considered as proficient and as academically equal to their mono-lingual peers
  • Explanation of Can-Do Descriptors (Domains and Levels of English Development )
  • How to use ACCESS scores and Can-Do descriptors to understand your students
  • Student Example: Manny (How to further your understanding of your students so that you can use it to drive your instruction)
access scores report
ACCESS Scores Report
  • Looking at examples per grade clusters
    • 1st-2nd Grade: Pablo & Alejandro
    • 3rd-5th Grade: Manuel & Gustavo
    • 6th-8th Grade: Jesus & Luis
domains reading writing
Domains: Reading & Writing
  • Can DO Descriptors Grade Level Cluster 1-2 (page 8)
  • Can Do Descriptors Grade Level Cluster 3-5 (page 8)
  • Can Do Descriptors Grade Level Cluster 6-8 (page 8)
slide17

He is a 4th grader, has attended school in the U.S. and the Philippines.

He is comfortable sharing ideas in small groups.

Born in the U.S., older siblings were born in the Philippines, primary language spoken at home (Filipino.)

Can read simple text in English, but does not participate in whole classroom discussions.

Interpreters are needed to communicate school progress.

In 2012, Manny’s ACCESS scores were…

Listening: 4 Speaking: 4.5

Reading:2.1 Writing: 1.9

what we know
What We Know…
  • About 90% of our students live at or below the poverty level.
  • Vocabulary and language are the greatest indicators of academic success.
  • The higher the poverty level, the lower the language development of that demographic.
  • We must teach academic language to allstudents in order to achieve success.
what is academic language
What is Academic Language?
  • The Language of School.
  • It is separated into 3 levels:
    • Discourse
    • Sentence
    • Word/Expression
discourse level
Discourse Level
  • Genres and Text Types
    • Persuasive
    • Editorial
    • Fact vs. Opinion
    • Cause and Effect
    • and many more…
  • The genres that students will be exposed to through reading, writing, speaking and listening throughout a unit of study.
sentence level
Sentence Level
  • Sentence/Language frames students will use to speak or write throughout the unit
  • Transition words and phrases
  • Conventions and mechanics that match the content and language goals
word expression level
Word/Expression Level
  • Vocabulary usage
  • General, specific and technical language
  • Multiple meaning words and phrases
  • Idioms and other expressions
  • Shades of meaning
what does this look like
What does this look like?

Next Generation Science Standard Grade 3

  • 3.EIO Environmental Impacts on Organisms

Genres/Text Types: Discourse Level -  Persuasive, Cause and Effect, Informational, Compare/Contrast, Social Commentary, Descriptive

Grammatical Forms: Sentence Level -  Fact vs. Opinion, Declarative Statements, **Persuasive: should, must, might, could, would, I believe _____ because, I know, besides, also, maybe, probably, ***Cause and Effect: that is why, due to, as a result, yet, when, besides ***Informational: for example, seems, the purpose is, several, also, great than, fewer than, ***Compare/Contrast: compared to, similar, unlike, similar to, at the same time, still, although, yet

Vocabulary: Word/Expression Level -  resource (C), conserve (C), habitat (C), organism, environment, ecosystem, wants, needs, ʺGo Green,ʺ ʺReduce, Reuse, Recycle,ʺ ʺGive a hoot, don\'t pollute,ʺ ʺConserva la naturaleza,ʺ preservation, wildlife, endangerment, extinction, zoo, living things vs. nonliving things

common core
Common Core
  • Content Standards
    • Language Arts, Math
    • Specific essential knowledge by grade level
  • Next Generation Science Standards
    • Still in draft form, very user friendly
slide29
WIDA
  • World-class Instructional Design and Assessment
  • Language Standards
  • The goal is to advance academic language development and, therefore, academic achievement
    • ALL students must develop academic language
  • The standards are a tool and must be adapted to the CCSS
    • MPI strands must be created and will be written directly into the District 130 Curriculum.
  • The 2012 amplification shows the connection between CCSS and English Language Development Standards
slide30

Next Generation Science Standard Grade 3

3.EIO Environmental Impacts on Organisms

May 7, 2012 Embargoed until May 11, 2012, 12:00 p.m. EDT Page 1 of 2

3.EIO Environmental Impacts on Organisms

Students who demonstrate understanding can:

d. Use models to evaluate how environmental changes in a habitat affect the number and types of organisms that live there; some remain, move in, move out, and/or die. [Clarification Statement: Examples of environmental changes could be extra water in a normally dry area, pollution, or fire. An example of how environmental changes can affect organisms could be the effects of a decrease in grass on a rabbit population.]

driving socio cultural questions
Driving Socio-Cultural Questions
  • What are some of the cultural connections in the academic language of the selected standard(s)?
  • In examining the language, are there instances of an anglo-centric orientation?
  • Are there other ways in which English language learners might express the concepts and skills embedded in the standard(s)?
  • In examining academic language are there any instances of an orientation that favors one Hispanic culture over another?
  • Are there other ways in which Spanish language learners might express the concepts and skills embedded in the standard(s)?
  • What perspectives do your students bring to school that can be incorporated into curricular planning?
  • How might you capitalize on the students’ experiences as an entrée into instructional unit?
  • How might you reinforce language and content learning through a socio-cultural lens?
  • How can you maximize the match among student standards, the students’ experiences and backgrounds, and the academic language of school?
socio cultural dimensions
Socio-Cultural Dimensions
  • Money Unit
  • Consider that there are different monetary systems in other countries that the students might have background knowledge in. (peso-Mexico)
  • Consider socio-economics make-up of our students.(Use of Cash, credit and the knowledge of checking and saving might differ amongst students)
  • Consider the student background knowledge of the use the money (i.e. Understanding of Wants and needs; saving, spending)
  • Consider the social cultural vocabulary used by your students when working with money. (This is not wrong this is a connection the student has with the theme.)
what are some socio cultural dimensions i should consider when teaching
What are some socio-cultural dimensions I should consider when teaching?
  • Unit:______________________________
  • How might the academic language of the tasks be differentiated according to the students’ level of language proficiency?

________________________________________________________________________________ ________________________________________________________________________________ _____ _____

  • How might you integrate the cultural capital of your students into teaching and learning?

________________________________________________________________________________ ________________________________________________________________________________ ___________

  • What sensory, graphic, and interactive supports lend themselves to scaffolding language and accessing content for instruction and assessment?
  • Sensory supports-

________________________________________________________________________________ ________________________________________________________________________________ ____________________________________________________________________

  • Graphic supports-

________________________________________________________________________________ ________________________________________________________________________________ ____________________________________________________________________

  • Interactive supports-

________________________________________________________________________________ ________________________________________________________________________________ ____________________________________________________________________

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