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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!. Framing the English Language Development Standards ELD SCS. Learning Objectives. I can

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Activity self assessment
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!


Activity self assessment

Framing the

English Language

Development

Standards

ELD SCS


Learning objectives
Learning 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.


Nc eld scs nc es for ells wida elp standards
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


Nc eld scs wida elp standards
NC ELD SCS (WIDA ELP Standards)

  • Social and Instructional Language

  • Language of Language Arts

  • Language of Mathematics

  • Language of Science

  • Language of Social Studies


Grade level clusters
Grade-Level Clusters

The NC ELD SCS Standards are clustered:

  • PreK−K

  • Grades 1−2

  • Grades 3−5

  • Grades 6−8

  • Grades 9−12


The wida elp scale

WIDA Consortium

6

5

REACHING

BRIDGING

4

EXPANDING

3

DEVELOPING

2

BEGINNING

1

ENTERING

The WIDA ELP Scale


Continuum of second language acquisition
Continuum of Second Language Acquisition

Entering

Reaching

Abstract

Implicit

Unfamiliar

Technical

  • Concrete

  • Explicit

  • Familiar

  • General

(WIDA Resource Guide p. RG-12)


The four language domains
The Four Language Domains

Receptive language

Listening

Reading

Productive language

Speaking

Writing


Activity self assessment
The English Language Development Standards are the bridge which enables students to access the content standards.


Literacy a part of every teacher s tool box
Literacy:a part of every teacher’s tool box

idioms

text structure

words

idioms

words

text structure

Science

idioms

Math

words

text structure

idioms

Social Studies

words

?


What do s tandards 2 5 mean
What do Standards 2-5 mean …

communicate information, ideas, and concepts for academic success in the various content areas?


Activity open response what is academic language
Activity: Open Response What is academic language?


Activity examining everyday and academic language
Activity: Examining Everyday and Academic Language

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

  • Identify what makes this reading challenging?

    • vocabulary

    • phrases

    • structure

    • knowledge demand


What makes this reading challenging
What makes this reading challenging?

  • vocabulary

  • phrases

  • structure

  • knowledge demand


Everyday vs academic language
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


Everyday vs academic language1
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



Activity types of language
Activity: Types of Language

  • Turn to a partner.

  • Decide who will be A and who will be B.

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

  • B write key words used in your discussion.

  • Switch

    Standard 1:

    Social and Instructional Language


Activity the language of an apple
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.


Activity the language of an apple1
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.


Activity the language of an apple2
Activity: The Language of an Apple

Cultural and Social factors

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


Activity the language of an apple3
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.



Esl toolkit
ESL Toolkit

For more on academic language go to the toolkit at:

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


Criteria for performance definitions

6

1

2

3

4

5

ENTERING

BEGINNING

DEVELOPING

EXPANDING

BRIDGING

REACHING

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


Language proficiency levels performance definitions
Language Proficiency Levels “Performance Definitions”

from WIDA/ELP Resource Guide – RG 45


The language strand in ccss
The Language Strand in CCSS

  • CCSS Strands

    • Reading

    • Writing

    • Speaking & Listening

    • Language

      • Conventions

      • Knowledge

      • Vocabulary


Activity ccss progressive language skills
Activity:CCSS: Progressive Language Skills

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


Language control in wida
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


Measuring comprehensibility
Measuring Comprehensibility

Do students…

  • Use transitions to connect and organize ideas

  • Take risks with language

  • Select correct word forms

  • Use correct punctuation


Break 10 minutes
BREAK10 Minutes


The language strand in ccss1
The Language Strand in CCSS

  • CCSS Strands

    • Reading

    • Writing

    • Speaking & Listening

    • Language

      • Conventions

      • Knowledge

      • Vocabulary


Activity vocabulary usage
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


Vocabulary usage
Vocabulary Usage

Word knowledge

helps to free cognitive resources

for comprehension

(National Literacy Panel for Language

Minority Children and Youth, 2006)


Tiers of words common core state standards
Tiers of WordsCommon Core State Standards


Extend tiers for ells
Extend Tiers for ELLs

Tier 3 Words

  • Content-specific words

  • Infrequently used academic words


Tier 3 content specific
Tier 3: Content Specific

SOCIAL

STUDIES

MATH

SCIENCE


Extend tiers for ells1
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


Activity self assessment

Extend Tiers for ELLs

Tier 2 Words:

Specificity and Sophistication


Activity self assessment

Activity:

Tier 2: Polysemous Words


Tier 2 idioms and phrasal clusters
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


Activity self assessment

Tier 2: Common but Neglected

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…


Activity self assessment

Tier 2:

Transition Words and Connectors


Activity self assessment

hypothesis hipótesis

observations observaciones

classification clasificación

predictions predicciones

evaluate evaluar

experiment experimento

Cognates - Tier 2 and 3

Almost 40,000 Cognates!


False cognates
False Cognates

  • Library ≠ librería (bookstore) = (biblioteca)

  • Story ≠ historia (history) = (cuento)

  • Exit ≠ éxito (success) = (salida)

  • Success ≠ suceso (event) = (éxito)

  • Character ≠ carácter (personality) = (personaje)


Activity tier 2
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


Vocabulary usage in wida

Move from general language to specific language to specializedor technical language.

Vocabulary Usage in WIDA


Vocabulary usage1
Vocabulary Usage specialized

Comprehension depends on knowing upwards of 95%

of the words in a text.

(Hu & Nation, 2000)


Activity inside outside circles
Activity: Inside/Outside Circles specialized

  • 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


Learning objectives1
Learning Objectives specialized

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.


Contacts
Contacts specialized

Joanne Marino

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

joanne.marino@dpi.nc.gov

Glenda Harrell

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

glenda.harrell@dpi.nc.gov

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

ivanna.thrower@dpi.nc.gov

Jan King

Region 8

Professional Development Lead

NC Department of Public Instruction

jan.king@dpi.nc.gov

Beth Edwards

Region 1

Professional Development Lead

NC Department of Public Instruction

elizabeth.edwards@dpi.nc.gov

Julian Wilson

Region 4

Instructional Technology Consultant

NC Department of Public Instruction

julian.nicholswilson@dpi.nc.gov

ESL Website

http://esl.ncwiseowl.org/