1. 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!

2. Framing the English Language Development Standards ELD SCS

3. 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.

4. 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

5. NC ELD SCS (WIDA ELP Standards) Social and Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

6. Grade-Level Clusters The NC ELD SCS Standards are clustered: PreK−K Grades 1−2 Grades 3−5 Grades 6−8 Grades 9−12

7. WIDA Consortium The WIDA ELP Scale 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHINGREACHING

8. Continuum of Second Language Acquisition Entering Concrete Explicit Familiar General Reaching Abstract Implicit Unfamiliar Technical (WIDA Resource Guide p. RG-12)

9. The Four Language Domains Receptive language Listening Reading Productive language Speaking Writing

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

11. Literacy: a part of every teacher’s tool box words text structure idioms Science Math Social Studies idioms text structure words idioms ?

12. What do Standards 2-5 mean … communicate information, ideas, and concepts for academic success in the various content areas?

13. Activity: Open Response What is academic language?

14. Activity: Examining Everyday and Academic Language 1.Work in groups to rewrite in everyday language the narrative on your handout. 2. Identify what makes this reading challenging? – vocabulary – phrases – structure – knowledge demand

15. What makes this reading challenging? – vocabulary – phrases – structure – knowledge demand

16. 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

17. 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

18. Everyday vs. Academic Language Everyday Language Academic Language Immediate feedback from listener Gestures Prosody (pitch, stress, phrasing) Facial expressions Ability to add information in real time Anticipation of level of explicitness required of reader Precise word choice Time to structure text

19. Activity: Types of Language 1)Turn to a partner. 2)Decide who will be A and who will be B. 3) A discuss your favorite fruit and why you like it. 4)B write key words used in your discussion. 5)Switch Standard 1: Social and Instructional Language

20. 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.

21. 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.

22. Activity: The Language of an Apple Cultural and Social factors A and B write any emotional associations you have with “apple”.

23. 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.

24. Academic language varies by… Purpose Type

25. ESL Toolkit For more on academic language go to the toolkit at: http://www.ncpublicschools.org/acre/standards/support- tools/

26. CriteriaCriteria 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 54321 6 REACHINGREACHING

27. Language Proficiency Levels “Performance Definitions” from WIDA/ELP Resource Guide – RG 45

28. The Language Strand in CCSS CCSS Strands –Reading –Writing –Speaking & Listening –Language Conventions Knowledge Vocabulary

29. Activity: CCSS: Progressive Language Skills With a partner identify 3 conventions in the Language Progressive Skills Chart.

30. 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

31. Do students… Use transitions to connect and organize ideas Take risks with language Select correct word forms Use correct punctuation Measuring Comprehensibility

32. BREAK 10 Minutes

33. The Language Strand in CCSS CCSS Strands –Reading –Writing –Speaking & Listening –Language Conventions Knowledge Vocabulary

34. 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

35. Vocabulary Usage Word knowledge helps to free cognitive resources for comprehension (National Literacy Panel for Language Minority Children and Youth, 2006)

36. Tiers of Words Common Core State Standards Tier 1 WordsEveryday Speech Tier 2 WordsGeneral Academic Words Tier 3 WordsContent-specific Words

37. Extend Tiers for ELLs Tier 3 Words Content-specific words Infrequently used academic words

38. Tier 3: Content Specific Square rootPhotosynthesisGovernment RectangleGermBylaws Radical numbers AtomBailout CircumferenceMatterCongressional PiOsmosisCapital Power MATH SOCIAL STUDIES SCIENCE

39. 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

40. Extend Tiers for ELLs Tier 1 walk beautiful knowledge good Tier 2 amble alluring dogma amazing Tier 2 Words: Specificity and Sophistication

41. Activity: Tier 2: Polysemous Words bank table present prime round skate state power cell face radical leg left light

42. 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

43. 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… Tier 2: Common but Neglected

44. 9/19/2015 page 44 Tier 2: Transition Words and Connectors

45. Cognates - Tier 2 and 3 hypothesis hipótesis observations observaciones classification clasificación predictionspredicciones evaluate evaluar experimentexperimento Almost 40,000 Cognates!

46. False Cognates Library ≠ librería (bookstore) = (biblioteca) Story ≠ historia (history) = (cuento) Exit ≠ éxito (success) = (salida) Success ≠ suceso (event) = (éxito) Character ≠ carácter (personality) = (personaje)

47. 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

48. Vocabulary Usage in WIDA Move from general language to specific language to specialized or technical language.

49. Vocabulary Usage Comprehension depends on knowing upwards of 95% of the words in a text. (Hu & Nation, 2000)

50. Activity: Inside/Outside Circles 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

51. 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.

52. 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 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 ESL Website http://esl.ncwiseowl.org/