Professional Development July 23, 2015

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Professional DevelopmentJuly 23, 2015

• Facilitators Judi Pontonio, Ed.S
• Cindy Tu, Ed.D
• Effective Strategies for Navigating the CCGPS
  with English Learners

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Agenda

• Language in Context
• Social Vs. Academic Language
• Defining Academic Language
• Language Proficiency Levels (W_APT / ACCESS)
• Language and Content Integration
• WIDA Standards
• Features of Academic Language
• Amplified WIDA Standards

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Resources for Adapting PowerPoint

• January 29, 2013 CCGPS Implementation Update -
  PowerPoint by Sandi Woodall, Dr. Brenda Schultz,
  Mr. Brooke Kline, and Carol Johnson.
• www.WIDA.us
• Anstrom, DiCerbo, Butler, Katz, Millet, Rivera
  (2010). A Review of the literature on Academic
  English Implications for K-12 English Language
  Learners. Arlington, VA The George Washington
  University Center for Equity and Excellence in
  Education. Report available at www.ceee.gwu.edu

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Statistics and Implications

• Currently, ELs make up 10 of all public school
  students in the U.S. (estimated 4.7 million based
  on US DOE census 2013).
• In Georgia, based on DOE 2010-11 data, 67,000
  enrolled in EL programs.
• These numbers are lower than the actual number of
  students who speak a language other than English
  at home.
• ELs play a major role in supplying our future
  work force.
• Has significant implication on countrys economic
  future, particularly in high impact states.

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Language in Context

• https//www.youtube.com/watch?viVru71mocRkfeatur
  ekp7zharp_a/edit/113_13415665
• Teacher discussion on key issues/perspectives

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Who are our EL students?

• They are not homogeneous
• Diverse languages and cultures
• Majority are u.s. born
• Various Language proficiency levels
• Unique funds of knowledge

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• Social language vs. Academic language

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Academic Language (AL)
Evidence in the literature points to academic
language as the key variable impacting the
academic achievement of English learners.
Academic language is both oral and written
(Nagy Townsend, 2012) Zwiers (2008) concluded
Academic language is (1) intricately linked to
higher-order thinking processes, (2) developed by
extensive modeling and scaffolding of classroom
talk, and (3) accelerated by weaving direct
teaching of its features while teaching content
concepts
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Definition of Academic Language in the Broadest
Sense

• AL refers to the language used in school to help
  students acquire and use knowledge (Bailey
  Heritage, 2008 Chamot OMalley, 1994,
  Schleppergrell, 2004)
• Consensus on AL Students must be able to
  understand and use language in a variety of
  situations to be successful in school (Valdes,
  2004)
• Learners of AL includes nonnative speakers,
  speakers of nonstandard varieties, and native
  speakers with little exposure to AL

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Academic language is

• the language used in the classroom and workplace
• the language of text
• the language assessments
• the language of academic success
• the language of power
• Scarcella (2011)

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Professor Baker from UCI forwarded to Dr.
Scarcella the following e-mail message by a
student named Duy who wanted to work in his lab

• How do you do? My name is Duy Nguyen. I am a
  student in UCI currently on the freshman level. I
  am going to be atend Biology 5C next year, but
  during the summer, I would like to continue my
  study on the subject. Although my major is in
  Social Science, I am consider to have Biology as
  my second major. I am currently attending
  Pofessor Campbell lecture. He suggested to me
  that maybe I should seek around to for research
  projects, since it would be much more beneficial
  and interesting to have actual hands on
  experience. He suggest that maybe I should
  contact you to see would it be possible for you
  to provide me with some information. As I have
  understand that you are currently conducting a
  research on the subject of plasma, and I would
  like to know more about it, that is, if I am not
  costing any inconvenience. Thank you very much,
  and have a good day.

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Duy was unable to obtain his academic goals

• Scarcella reports that Professor Baker did not
  allow Duy to work on his research project, and
• He did not allow him to major in Biology as a
  second major.
• He forwarded Duys message to Dr. Scarcella with
  the following comment about Duys language use
  Syntax, spelling, whew!

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Anne Dolan, 2014 WIDA Trainer

• Academic language is an elusive concept. I can
  talk about it but am wary when it comes to
  defining it. So, here is a description rather
  than a definition
• Academic language is the register of school and
  academic settings. It is the complex integration
  of language and content which requires knowledge
  of the vocabulary, grammar and discourse of a
  specialized field.
• It is not finally mastered at any set time but
  involves a continuum of deeper understanding
  across a wide spectrum of subjects. We should
  all be lifelong academic language learners.

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The Complex Nature of Academic Language Defined
by Experts

• Developing AL is not exclusively about acquiring
  academic vocabulary.
• AL includes discourse features such as language
  functions, grammar/structure, and vocabulary,
• 1. Across modalities (listening,
  speaking, reading, and writing)
• 2. Across content areas.
• 3. With increase in complexity of
  linguistic features and
• sophistication of language use as
  students move up grade levels.
• By understanding the interaction of these
  elements within sociolinguistic, sociocultural,
  and cognitive settings, educators can effectively
  help students develop AL skills.

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About WIDA

• WIDA is a consortium of states dedicated to the
  design and implementation of high standards and
  equitable educational opportunities for English
  language learners.
• The acronym stands for World Class Instructional
  Design and Assessment. Georgia joined the
  consortium in November 2005.

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35 WIDA Consortium Members
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Identification of English Learners

• W_APT screener
• ACCESS annual assessment

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Test Alignment with Proficiency Levels
Annual ACCESS for ELLs
W-APT
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Levels of English Language Proficiency

• Entering, Level 1
• Limited or no understanding of English
• Responds non-verbally at first to simple words,
  phrases
• Begins to speak in simple words and short phrases
• Constructs meaning from text mostly through
  visual and graphic supports.
• Beginning, Level 2
• Understands phrases and short sentences
• Communicates limited information (social and
  academic language)
• Reads simple words or phrases.
• Writes with errors that often hinder
  communication.

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Levels of English Language Proficiency

• Developing, Level 3
• Understands more complex speech, but needs
  repetition
• Speaks and writes sentences, with restricted
  vocabulary and structures.
• Constructs meaning from text, with background
  info.
• Expanding, Level 4
• Has language skills adequate for school
  communication
• Reads and comprehend independently, but still has
  challenges with complex texts or structures.
• Has minimal errors in writing, but do not impede
  meaning

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Levels of English Language Proficiency

• Bridging, Level 5
• Speaks fluently and spontaneously on social and
  academic topics.
• Errors in speaking and writing are minimal
• Reads grade level materials, with some
  modification needed
• Works with native speaking peers with minimal
  language support.
• Not yet fully proficient
• Reaching, Level 6
• Close to proficient as native speaking peers

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How Do We Support Academic Language Development?

• Language and Content integration
• Interdependence
• Complementary

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NCLEs 2012-13 studyRemodeling Literacy
LearningKey Findings

• 1. Literacy is not just the English teachers job
  anymore
• 2. Working together is working smarter

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Impact of Common Core State Standards

• CCSS demands literacy development across the
  content areas.
• All teachers are required to make the major
  shift, being a language teacher.

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Implications

• All teachers must see themselves as language
  teachers.
• Academic language instruction must be explicit
  within each discipline.
• It must happen within a context
• Requires teachers to be metacognitive of the
  language of their discipline.

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Every Teacher is a Language Teacher

• The language of each subject area is highly
  specific
• Must be explicitly taught
• Intentional about developing ELs Listening and
  speaking skills
• To support reading and writing skills

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Academic Oral Language (AOL)

• Kinsella (2012) endorses the importance of AOL
  development as a prerequisite for accessing
  written academic language.
• Kinsella asserts that EL students understandably
  struggle to read and write what they cannot
  articulate verbally (p.2).

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What will it take?

• Collaboration
• Collaboration
• Collaboration

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Collaboration with the ESOL Teacher/s

• Differentiation using WIDA ELD Standards
• ELD English Language
  Development

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Academic Language Vs. Academic Achievement

• Academic Language Proficiency
• Language-based
• Reflective of the varying
• stages of second language
• acquisition
• Representative of social and
• academic language contexts
• Tied to a states English
• Language Proficiency
• Standards (WIDA)

• Academic Achievement
• Content-based
• Reflective of conceptual development
• Representative of the
• schools academic curriculum
• Tied to a states academic
• content standards (CCGPS)

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There are Five ELP Standards

• ELP Standard 1
• English language learners communicate for SOCIAL
  AND INSTRUCTIONAL purposes within the school
  setting.

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ELP Standard 2

• English language learner communicate information,
  ideas, and concepts necessary for academic
  success in the content area of LANGUAGE ARTS.

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ELP Standard 3

• English language learners communicate
  information, ideas, and concepts necessary for
  academic success in the content area of
  MATHEMATICS

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ELP Standard 4

• English language learners communicate
  information, ideas, and concepts for academic
  success in the content area of SCIENCE.

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ELP Standard 5

• English language learners communicate
  information, ideas, and concepts for academic
  success in the content area of SOCIAL STUDIES

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What are the features of WIDA standards?

• Language Domains
• Grade Level Clusters
• Levels of Language Proficiency Standards
• Sample Performance Indicators

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WIDA standards address the four language domains
(L, S, R, W)
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Language Domains

• Listening process, understand, interpret, and
  evaluate spoken language in a variety of
  situations
• Speaking engage in oral communication in a
  variety of situations for a variety of purposes
  and audiences
• Reading process, interpret, and evaluate
  written language, symbols, and text with
  understanding and fluency
• Writing engage in written communication in a
  variety of forms for a variety of purposes and
  audiences

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What are Sample Performance Indicators?

• Exemplars of what English language learners can
  do
• Measurable indicators of the four language
  domains (L,S,R,W).
• Presented in a developmental sequence across
  language proficiency level and grade clusters.
• Developmental and additive they scaffold from
  lower to higher levels of language proficiency
• Exception Teachers may adapt lower grade cluster
  for students with educational gaps.

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Organization of ELP Standards Matrix
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Each Sample Performance
Indicator (SPI) Includes

• A language function,
• A content area stem, and
• A support for the language learner
• The above three items are the key essentials for
  lesson planning and teaching using the WIDA
  standards.

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Example of SPI parts(Mathematics, Prof Level 3,
Listening)

• Language Function

Content Stem

• Compare two dimensional figures (using pictures
  of the shapes) based on oral descriptions.

Strategy or Support
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Elements of a Sample Performance Indicator
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Elements of a Sample Performance Indicator

• Content stem or topic derived from grade-level
  content standards

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Elements of a Sample Performance Indicator
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Support is Essential for English Language
Learners

• Types of support for ELLs include (Gottlieb,
  2006)

Sensory Support Graphic Support Interactive Support
Real objects (i.e., maps, coins, rocks) Manipulatives (i.e. cubes, Cuisenaire rods) Photographs Pictures, illustrations Diagrams Models (i.e., displays) Magazines, newspapers Videos Multimedia, including Internet Charts (i.e., pie, T) Tables (i.e. histogram) Timelines, number lines Graphs Graphic organizers (i.e.,Venn diagrams, semantic webs) Use of native language Definition of key terms within sentences Modification of sentence patterns (i.e. avoiding passive voice) Use of redundancy or rephrasing Opportunities to interact with proficient English models
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Organization of ELP Standards Matrix
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Matching Content and ELP Standards

• Content Standard Mathematics
• Students will use appropriate units of measure
  for finding length, perimeter, area, and volume
  and will express each quantity using the
  appropriate unit.

WIDA ELP Standard 3 The language of Mathematics
Topic Perimeter/ Area, volume
circumference
1- Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging
Match vocabulary associated with perimeter or area with graphics, symbols, or figures Identify visually supported examples of use of perimeter, area, volume or circumference in real-world situations Classify visually supported examples of use of perimeter, area, volume or circumference in real-world situations Order steps for computing perimeter, area, volume or circumference in real-world situations using sequential language Select reasons for use of perimeter, area, volume or circumference in grade level text
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Matching Content and ELP Standards

• Content Standard Science
• Students will investigate the characteristics
  and basic needs of plants and animals

WIDA ELP Standard 4 The language of
Science Topic Living organisms
1- Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging
Identify living organisms from labeled diagrams, pictures in graphs or charts Sort living organisms according to descriptions of their attributes using pictures and phrases with graphic organizers Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts Compare living organisms according to their attributes using illustrated graphs or charts and text Interpret graphs or charts related to living organisms and their attributes using explicit grade level text
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Matching Content and ELP Standards

• Content Standard Social Studies
• The student will locate important places in the
  US

WIDA ELP Standard 5 The language of Social
Studies Topic Maps globes/ Locations
1- Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging
Locate and show places on maps or globes in L1 or L2 with a partner Define locations of places on maps or globes in L1 or L2 with a partner Detail locations of places on maps or globes with a partner Give directions from one place/ location to another on maps or globes to a partner Give explanations for places/ locations on maps or globes
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Language functions can be applied across
academic content
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Whats New with 2012 Amplification of WIDA
Standards?

• Features and examples of academic language
• Connections to CCSS and NGSS
• Higher-order thinking at all levels of language
  proficiency

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The Features of Academic Language in WIDAs
Standards
The Features of Academic Language operate within
sociocultural contexts for language use.
Performance Criteria Features
Discourse Level Linguistic Complexity (Quantity and variety of oral and written text) Amount of speech/written text Structure of speech/written text Density of speech/written text Organization and cohesion of ideas Variety of sentence types
Sentence Level Language Forms and Conventions (Types, array, and use of language structures) Types and variety of grammatical structures Conventions, mechanics, and fluency Match of language forms to purpose/perspective
Word/Phrase Level Vocabulary Usage (Specificity of word or phrase choice) General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations

• The sociocultural contexts for language use
  involve the interaction between the student and
  the language environment, encompassing the
• Register
• Genre/Text type
• Topic
• Task/Situation
• Participants identities and social roles

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WIDA Performance Definitions - Speaking and
Writing Grades K-12
At each grade, toward the end of a given level of
English language proficiency, and with
instructional support, English language learners
will produce
Discourse Level Sentence Level Word/Phrase Level
Linguistic Complexity Language Forms and Conventions Vocabulary Usage
Level 6 - Reaching Language that meets all criteria through Level 5, Bridging Level 6 - Reaching Language that meets all criteria through Level 5, Bridging Level 6 - Reaching Language that meets all criteria through Level 5, Bridging Level 6 - Reaching Language that meets all criteria through Level 5, Bridging
Level 5 Bridging Multiple, complex sentences Organized, cohesive, and coherent expression of ideas A variety of grammatical structures matched to purpose A broad range of sentence patterns characteristic of particular content areas Technical and abstract content-area language, including content-specific collocations Words and expressions with shades of meaning across content areas
Level 4 Expanding Short, expanded, and some complex sentences Organized expression of ideas with emerging cohesion A variety of grammatical structures Sentence patterns characteristic of particular content areas Specific and some technical content-area language Words and expressions with expressive meaning through use of collocations and idioms across content areas
Level 3 Developing Short and some expanded sentences with emerging complexity Expanded expression of one idea or emerging expression of multiple related ideas Repetitive grammatical structures with occasional variation Sentence patterns across content areas Specific content language, including cognates and expressions Words or expressions with multiple meanings used across content areas
Level 2 Emerging Phrases or short sentences Emerging expression of ideas Formulaic grammatical structures Repetitive phrasal and sentence patterns across content areas General content words and expressions Social and instructional words and expressions across content areas
Level 1 Entering Words, phrases, or chunks of language Single words used to represent ideas Phrase-level grammatical structures Phrasal patterns associated with common social and instructional situations General content-related words Everyday social and instructional words and expressions
within sociocultural contexts for language use.
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Bricks and Mortar (Dutro Moran)

• The metaphor of building language with the use of
  linguistic bricks mortar is helpful in
  defining what constitutes AL
• The bricks are the vocabulary associated with
  specific content areas
• Bricks words extend across a continuum from
  concrete to abstract

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Bricks and Mortar

• The importance of vocabulary (the bricks) is
  obvious and well-documented (Mclaughlin et al,
  2000).
• Bricks need mortar to adhere to one another and
  prevent the structure from collapsing.

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Examples of Brick Words

• Math solve, sum difference algebraic symbol
  integer proof.
• Science attract emerge positive proton
  photosynthesis
• Language Arts Simile adverb plot theme
  character foreshadowing cognate.
• Social Studies community justice pioneers,
  federalism monarchy.

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What Constitutes Mortar?

• Mortar consists of general academic words that
  are key to understanding academic expectations
• They hold the content specific technical words
  together
• These can be basic, but also include more
  academic vocabulary to promote higher order
  skills

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Examples of Basic Mortar Words

• Verbs describe represent choose list
  identify indicate support calculate.
• Nouns Conclusion prediction relationship
  lecture point source factors.
• Adjectives/Adverbs equals sometimes primary
  finally approximate.
• Pronouns who that they mine each other
  these themselves.
• Prepositions/conjunctions along with above
  below but then because yet between among.

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Examples of More Academic Mortar Words

• Verbs sequence evaluate derive imply select
  illustrate.
• Nouns Criteria explanation clarification
  contradiction implications.
• Adjectives/Adverbs equivalent established
  tangible unforeseen Arguably.
• Pronouns Whose whom whomever whenever
  wherever.
• Prepositions/ Conjunctions against among
  therefore within whereas upon nevertheless
  although beneath consequently moreover
  furthermore not withstanding.

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Academic LanguageEssential Practices for ELs

• Comparisons Superlatives
• Cognates, including false cognates
• Greek and Latin roots and affixes
• Homophones and Homographs
• Multiple meaning words

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Demographic Information About the Student
Students Scale Score by Domain
Students ELP Level by Domain
Students Composite Scores
Students Scale Composite Scores
Students Speaking Performance by Standard
Students Comprehension by Standard
Students Writing Performance by Standard
Description of the ELP Levels
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Forming Small Groups for Differentiation

• Work with a partner
• Use ACCESS Reports (provided by ESOL teacher)
• Complete ELL Proficiency Instructional Guide to
  form small groups

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Title III/State Requirements

• WIDA Standards must be posted and used in
  classrooms
• All educators working with ELLs must be familiar
  with and use WIDA Standards to differentiate
  instruction

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Conclusion

• ELs are among the hardest working groups of
  students (Scarcella, 2014)
• The development of Academic Language is not just
  beneficial for English learners, but for all
  students, because it has a direct and positive
  impact on their academic progress