how access for ells levels work in the classroom part i establishing the context l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
How ACCESS for ELLs levels work in the Classroom – Part I: Establishing the Context PowerPoint Presentation
Download Presentation
How ACCESS for ELLs levels work in the Classroom – Part I: Establishing the Context

Loading in 2 Seconds...

play fullscreen
1 / 104

How ACCESS for ELLs levels work in the Classroom – Part I: Establishing the Context - PowerPoint PPT Presentation


  • 141 Views
  • Uploaded on

How ACCESS for ELLs levels work in the Classroom – Part I: Establishing the Context. Don Bouchard MDOE ESL Professional Development Thursday, December 3, 2009. Agenda.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'How ACCESS for ELLs levels work in the Classroom – Part I: Establishing the Context' - ward


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
how access for ells levels work in the classroom part i establishing the context

How ACCESS for ELLs levels work in the Classroom –Part I: Establishing the Context

Don Bouchard

MDOE ESL Professional Development

Thursday, December 3, 2009

agenda
Agenda
  • I. To provide a brief refresher on ACCESS/ELP Standards;
  • II. To examine immediate applications of ACCESS test data;
  • III. To know the general and specific implications for ESL programming and delivery of support services; and
  • IV. To become familiar with a framework for delivering instruction.
slide3

“Learning occurs when students are using language comprehensibly and with increasing cognitive demand to demonstrate knowledge and do a variety of things in new situations. “

slide4

I. ACCESS for ELLs

&

ELP Standards

english language proficiency standards
English Language Proficiency Standards
  • Standard 1:English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.
  • Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.
  • Standard 3:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.
  • Standard 4:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
  • Standard 5:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.
english language proficiency standards6
English Language Proficiency Standards

WIDA Consortium / CAL / Metritech

test alignment with proficiency levels
Test Alignment with Proficiency Levels

6

1

2

3

4

5

REACHING

ENTERING

BEGINNING

DEVELOPING

EXPANDING

BRIDGING

Tier A

Tier B

Tier C

Annual ACCESS for ELLs®

W-APT™

WIDA Consortium / CAL / Metritech

structure of access for ells
Structure of ACCESS for ELLs®

Grade Levels

and Tiers

K

1-2

3-5

6-8

9-12

Adaptive (no tiers)

A B C

A B C

A B C

A B C

Domains

Listening — group administered, machine scored

Reading — group administered, machine scored

Speaking — individual administered, TA scored

Writing — group administered, rater scored

Series

102 (roll-out Winter 2007)

103 (roll-out Winter 2008)

200 (roll-out Winter 2009)

WIDA Consortium / CAL / Metritech

score reports stakeholders
Score Reports & Stakeholders

WIDA Consortium / CAL / Metritech

slide10

TeacherReport

Demographic Information About the Student

Student’s Scale Score by Domain

Student’s ELP Level by Domain

Student’s Scale Composite Scores

Student’s Composite Scores

Student’s Speaking Performance by Standard

Student’s Comprehension by Standard

Student’s Writing Performance by Standard

Description of the ELP Levels

slide11

TeacherReport

Demographic Information About the Student

Student’s ELP Level by Domain

Student’s Scale Composite Scores

Student’s Composite Scores

Student’s Speaking Performance by Standard

Student’s Comprehension by Standard

Student’s Writing Performance by Standard

Description of the ELP Levels

in addition to access data keep in mind
In addition to ACCESS data, keep in mind. . .

Knowing Your Students

Obtain information on:

-age upon entry to US

-home language usage

-cultural differences

-trauma

slide13
and. . .

-family background

-conceptual formation

-discontinued schooling

-L1 literacy level

-family/sibling responsibilities

-differences between L1 &

English

challenges to academic success
Challenges to academic success

Language

Arts

Math

Science

Academic Language

Social Studies

Social & Inst. Lang.

Age, home language, cultural differences,

trauma, family background, conceptual

formation, discontinued schooling, L1

literacy, home responsibilities, L1/L2 diff.

the bottom line
In order for students to achieve academically and exhibit that learning on large scale, summative assessments, they MUST master Academic Language.The Bottom Line:
pause any questions
Pause. . .any questions. . .

-regarding the ELP standards?

-regarding ACCESS for ELLs?

-regarding student background information?

two notions
Two notions. . .

Academic Language Proficiency

&

Assessment

slide19

The continuum of second language acquisition in all aspects of language use (content as well as domain) is mapped through stages of English language development from:

Concrete Abstract

Explicit Implicit

Familiar Unfamiliar

Informal Formal

General Technical

Single word Extended discourse

The process is time consuming, so it must be strategic.

slide20

Academic language development involves knowledge of discrete skills (e.g., phonological and phonemic awareness, text features) vocabulary knowledge and development (e.g., social and academic “tool kit” words), comprehension, and writing genres.

notion 1 academic language proficiency
Notion #1: Academic Language Proficiency
  • Academic Language proficiency involves the language associated with the content areas. ACCESS for ELLs provides this data as a summary assessment.
  • Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. The MEAs and other measurements provides this data as summary assessments.
academic language
Academic Language

General Characteristics of Academic Language

(Schleppegrell, 2004)

1. Explicitness – Full and careful articulation of thought.

2. Complexity – Elaborate use of internal clause structure and linkages through subordination.

3. Cognitive Demand – Varied language to perform tasks and engage in higher order thinking.

academic language proficiency
Academic Language Proficiency

Performance Criteria

(WIDA, 2007)

1. Linguistic Complexity

2. Vocabulary usage

3. Language Control

performance criteria
Performance Criteria

Linguistic Complexity

The amount and quality of language for writing.

The grammar, organization, and cohesion of ideas and text structure (recount, procedure, description, report, explanation).

linguistic complexity
Linguistic Complexity

Level 1 – Entering

Single words

Level 2 – Beginning

Phrases, short sentences

Level 3 – Developing

Series of related sentences

Level 4 – Expanding

Moderate discourse

Level 5 – Bridging

Complex discourse

performance criteria26
Performance Criteria

Vocabulary Usage

The specialized language of academic discourse, from high frequency words to technical vocabulary.

vocabulary usage
Vocabulary Usage

Level 1 – Entering

Most common vocabulary

Level 2 – Beginning

High frequency vocabulary

Level 3 – Developing

General and some specific vocabulary

Level 4 – Expanding

Specialized and some technical vocabulary

Level 5 – Bridging

Specialized and technical vocabulary

slide28

. . . involves accurate, content-specific vocabulary:

The Rain Cycle

Instead of. . .

dries up goes up makes

changes into falls

Using. . .

evaporates rises forms

condenses precipitates

slide29

Science

Starting from. . .

guess think

believe wonder

Ending with . . .

estimate predict

hypothesize surmise

slide30

“Cell”

Spread sheet

Basic unit of life

Prison/jail

Confusion with ‘sell’

slide31

. . . involves knowing multiple definitions of words:

“Table”

Table of contents

Multiplication table

Periodic Table

Parliamentary procedure

Mountain plateau

slide32

Consider these words. . .

cell spring point bank

board figure space

chair bug ring log

facility pitcher wave form

performance criteria33
Performance Criteria

Language Control

The “communicability” of writing, i.e., error free way in which the message is conveyed; the fluency (the way we say or write it in English); grammatical accuracy, aspects of phonology; and word choice.

language control
Language Control

Level 1 – Entering

Memorized language

Level 2 – Beginning

Language w/errors inhibiting communication

Level 3 – Developing

Meaning overrides communication errors

Level 4 – Expanding

Language w/minimal errors

Level 5 – Bridging

Language comparable to English peers

slide35

Performance Definitions (RG 45)

At this level, English language learners process, understand, produce or use:

WIDA Consortium / CAL / Metritech

notion 2 assessment
Notion #2: Assessment

Assessment

informs

Curriculum

informs

Instruction

etc.

WIDA Consortium / CAL / Metritech

assessment continuum
Assessment Continuum

For ELLs, there are four forms of assessment. .

1. Intake Assessment

2. Formative Assessment

3. Interim Assessment

4. Summative Assessment

WIDA Consortium / CAL / Metritech

intake assessment
Intake Assessment

*L1 history and usage at home and school

*Educational history

*Home literacy practices

*L2 diagnostic assessments

*Medical history, etc.

WIDA Consortium / CAL / Metritech

interim assessments
Interim Assessments

. . . are pivotal portfolios, tests and quizzes to monitor an ELL’s progress, in an independent manner, in aspects of content & language proficiency.

formative assessment for ells
Formative assessment for ELLs

. . .means teachers

a) finding out what they are learning about the language they are using in studying content ;

b) helping them learn content through appropriate, scaffolded uses of language in deepening their knowledge of the content.

WIDA Consortium / CAL / Metritech

summative assessment access for ells
Summative Assessment:ACCESS for ELLs. . .

. . . provides yearly data on

Academic Language Proficiency

in

Social/instructional, Language Arts, Math, Science, Social Studies

across

Listening, Speaking, Reading, Writing

WIDA Consortium / CAL / Metritech

score data can lead to
Score data can lead to . . .

. . . recommending to teachers what ELLs can do generally based on their language proficiency for formative assessments.

slide43

Can Do Descriptors - Listening

Listening

For the given level of English language proficiency level, English language learners can:

WIDA Consortium / CAL / Metritech

slide44

Can Do Descriptors - Speaking

Speaking

For the given level of English language proficiency level, English language learners can:

WIDA Consortium / CAL / Metritech

slide45

Can Do Descriptors - Reading

Reading

For the given level of English language proficiency level, English language learners can:

WIDA Consortium / CAL / Metritech

slide46

Can Do Descriptors - Writing

Writing

For the given level of English language proficiency level, English language learners can:

WIDA Consortium / CAL / Metritech

score data report can lead to
Score data report can lead to . . .

. . . examining individual ELL’s academic language progress through comparable data

Such as a scatter plot analysis

WIDA Consortium / CAL / Metritech

scatter plot graph
Scatter plot graph . . .

. . . Enables you to takes two years of data in the separate language domains and graph them according to the ‘mean’, or average.

Growth above the mean in a particular domain is good; at or below the ‘mean’ is not and needs problem solving.

individual scatterplot graph of individual language domain scores
Individual Scatterplot Graphof Individual Language Domain Scores

MEAN

Speaking

2 Listening

0 Reading

0

9 Writing

2008

as a result
As a result. . . .

Based on the individual language domain proficiency levels, instruction can be targeted to meet the needs of the ELL in a strategic manner.

pause any questions51
Pause. . .any questions. . .

-regarding performance criteria & definitions?

-regarding academic language proficiency?

-regarding assessments?

slide52

III. Implications

General & Specific

For

Programming

general programmatic implications composite high scores
General Programmatic Implications: Composite High Scores

If it’s appropriate to exit the student from ELL services? Does this student have the language skills necessary to access the content in the mainstream classroom without additional language support services? What additional evidence is needed to make a determination?

If the student’s English proficiency is weak in a particular language domain (e.g., Writing)?

If the student’s English proficiency is weak in a particular standard area (e.g., the language of Social Studies)?

If so, consider additional content language support.

High scores (Levels 5-6) may indicate a need for Monitoring or Targeted Support. School teams should consider:

WIDA Consortium / CAL / Metritech

slide54
Enhancement of both oral language and literacy development

A balanced, long-term approach that focuses on grade-level academic standards and English proficiency standards, and utilizes strategies that increase comprehension and communication in English (e.g., sheltered instruction)

Providing L1 instruction (bilingual education) and/or support where feasible

General Programmatic ImplicationsComposite Mid-Level Scores

Mid-level scores (Levels 3-4) may indicate a need for 1-3 more years of ELL support services. School teams should consider:

WIDA Consortium / CAL / Metritech

slide55
Providing targeted communicative / social & instructional English briefly

Enrolling student in “newcomer” program if available and appropriate

Using content-based strategies (e.g., sheltered instruction) and L1 instruction, if possible

Scaffolding within programs and school

Graphic support

Peer support

Supplemental and modified materials

General Programmatic Implications: Composite Beginner Level Scores

Beginner level scores (Levels 1-2) may need 5 or 6 more years of ELL support services. School teams should consider:

WIDA Consortium / CAL / Metritech

categories of english language learners freeman freeman 2007
Categories of English Language Learners (Freeman & Freeman, 2007)
  • Newly arrived students with adequate formal schooling.
    • Perform at or near grade level in reading & writing
    • Strong L1 foundation
    • Demonstrated potential to catch up with native English-speaking peers.

WIDA Consortium

newly arrived students with adequate formal schooling need
Newly Arrived Students with adequate formal schooling need. . .

-intensive, explicit English language instruction

-academic content language

-reading strategies

-explicit writing instruction

-orientation to school culture

WIDA Consortium

newly arrived students with limited formal schooling need
Newly Arrived Students with limitedformal schooling need. . .

No/low L1 Literacy or Schooling

-intensive literacy/numeracy

-K-2 concepts & content

-oral language development

-executive skills

-orientation & socialization to schools

WIDA Consortium

slide59

2.Newly arrived students with limited formal schooling

  • Experienced interrupted schooling
  • Limited native-language and literacy skills
  • Could have difficulty learning academic English

WIDA Consortium

executive skills dawson guare 2004
Executive Skills (Dawson & Guare, 2004)

-Planning & organization

-Time management

-Task initiation & follow through

-Working memory

-Sustained attention

-Performance

monitoring

-Inhibition of impulses

-Goal-directed persistence

WIDA Consortium

slide61

3. Long-term English language users

  • More than 5 years in an English speaking school
  • Literacy skills below grade level
  • Have had previous ELL support
  • Require substantial and ongoing language and literacy support

WIDA Consortium

long term english language users need
Long-term English language users need. . .

-individualized plan to address specific needs

-intensive reading & writing interventions

-use of technology

WIDA Consortium

slide63

Specific proficiency level scores lead to lesson planning and differentiation of instruction through developing strategic language demands and support around a topic for an ELL when delivering a lesson.

how by creating performance indicator s pis
How? By creating performance indicator(s) [PIs]

A performance indicator is a one-sentence descriptor of what an ELL will be expected to do in a content topic , in a language domain, and at a designated level of proficiency:

Language function + Topic + Support

Lang. Function Support

Cognitive Demand Amount of support

Topic

performance indicator
Performance Indicator

Language Function +Topic +Support

Describerepresentations of basic operations from pictures of everyday objects and oral descriptions.

a resource for performance indicators
A resource for performance indicators . . .

WIDA Consortium English Language Proficiency Standards and Resource Guide 2007 Edition

PreKindergarten through Grade 12

Downloadable at www.wida.us

3 rd grade science
3rd Grade Science

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

-

WIDA Consortium

slide69

An academic language function is an action verb describing an ELL’s desired language performance in any given language domain for a given content area.

WIDA Consortium

slide70

The Language

of

Language Functions. . .

WIDA Consortium

slide71

. . . is suggested

by the MPIs found in the 1) WIDA Consortium English Language Proficiency Standards and Resource Guide or

2) TESOL PreK-12 English Language Proficiency Standards

WIDA Consortium

3 rd grade science73
3rd Grade Science

-

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

WIDA Consortium

slide74

A content stem is a subject-specific topic (generally allied to a content standard) through which an ELL demonstrates language competence.

WIDA Consortium

slide75

The

language

of

content stems. . .

WIDA Consortium

slide76

. . . is taken directly from state standards and

instructional units

for mainstream learners

WIDA Consortium

3 rd grade science78
3rd Grade Science

-

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Domain: Speaking

WIDA Consortium

slide79

A support or strategy is a particular level-specific scaffold to assist an ELL display language competence in a content area.

WIDA Consortium

slide80

The

support

or

strategy . . .

WIDA Consortium

slide81

. . . is suggested by the WIDA Model Performance Indicators (MPIs) and other resources.

WIDA Consortium

supports
Supports

Sensory/VisualGraphic Interactive

(pictures, illus., (Charts, (dyads,

photos, reprod.) tables, graphs, triads, etc.)

diagrams,

organizers

tactile-kines.)

goal long range
Goal – Long Range

To add support for Limited English Proficient (LEP) ELLs to K-12 instructional units with PIs so that mainstream teachers will have built-in support for all areas of the curriculum.

WIDA Consortium

goals immediate
GOALS - IMMEDIATE

To begin collaborative effort with ESOL teachers and selected mainstream teachers.

To provide instruction at an ELL’sproficiency level in listening, speaking, reading, and writing in the content area based on the lesson being delivered, through transformations.

WIDA Consortium

pause any questions85
Pause. . .. any questions. . .

-regarding programmatic implications?

-regarding types of English Language Learners?

-regarding performance indicators?

lesson planning
Lesson Planning

ACCESS for ELLs

Teacher Report

(+ background information)

LESSON PLANNING/DIFFERENTIATION

lesson planning process
Lesson Planning Process

Content Standard

Content Objective

Language Objective

Performance Indicator(s) [PIs]

language objective
Language Objective

The language objective can provide the basis for the Performance Indicator(s) (PIs) targeted to meet the appropriate language demands of the content requirements of the curriculum for an ELL.

language objective90
Language Objective

A language objective describes the language intentionality for formative assessment

language objective91
Language Objective

A language objective contains the following language -related elements:

General Function

Topic

General Language Domain

Language Outcome

“SWBAT describe the stages of the water cycle orallyusing increasingly complex sentences.”

language outcome examples
Language outcome examples

Aspects of linguistic complexity:

-sentence types

-transition signals

-paragraph cohesion

Aspects of vocabulary usage:

-common, high frequency words

-content specific words

-technical words

Aspects of linguistic control:

-phonological components

-semantic components

-syntactic components

language objective93
Language Objective:

SWBAT + (orally or in print) +general language domain + topic + (using) general language outcome.

“SWBAT . . . . . .

CAN YOU CREATE ONE?

lesson planning process94
Lesson Planning Process

Content Standard

Content Objective

Language Objective

Performance Indicator(s) [PIs]

performance indicator95
Performance Indicator

PI =

Language Function

(Resource Guide has examples scattered throughout the MPI strands)

+

Topic

(Topics are derived from the state content standards)

+

Support

(See Resource Guide RG 21 for list of supports)

slide97

I: Name the parts of the water cycleusing a diagram.

II: Describethe water cycle with pictures.

III: Describethe changes of the water cycle using a diagram.

IV. Explain the importance of the water cycle with a partner.

V: Determinethe impact on the water cycle with a partner.

The resource for creating PIs are the exemplars, or MPIs, located in the WIDA Consortium English Language Proficiency Standards and Resource Guide, 2007 Edition.

pause any questions98
Pause. . .any questions. . .

-regarding the lesson planning process?

-regarding the language objective?

a key notion
A key notion:

All ELLs can participate

in a content lesson. The key is to transform the language demands of the content to meet ELL’s English language proficiency level.

in conclusion access
In conclusion . . . ACCESS

1. Provides valuable academic language proficiency data on how ELLs progress in:

-four language domains (listening, speaking, reading, writing) and

-five content areas:

social/instructional

language arts

math

science

social studies;

slide101

2. Provides the means for monitoring the quality and quantity of progress through different data analyses tools;

  • 3. Contributes, through observations and analyses, to general programmatic pathways and ‘best practice’ implementation; and
  • 4. Informs curricular and instructional design through language objectives and PIs geared to the specific proficiency levels of ELLs.
remember
Remember:

“Equality is everyone getting what they need, not everyone getting the same.”

part ii of this webinar series
Part II of this webinar series. . . .

. . .will provide a framework for differentiated delivery of and an examination of the strategies and activities for ELLs.