1. Alabama State ELL PD Maria Coady, Ph.D. November 5, 2009 mcoady@cox.net mcoady@coe.ufl.edu

2. Objectives used to guide instruction for each English Language Learner (ELL) at his/her language proficiency level  Can include “academic” language as well as communicative language  Can / should address all modalities of language (listening, speaking, reading, and writing)  Can / should be tied to content areas /content objectives to scaffold learning of language and content  Are observable and measurable

3. 1. DETERMINE language proficiency level of each ELL and KNOW the student’s background 2. ANALYZE content of the lesson 3. PLAN how to make input comprehensible 4. WRITE language objectives using XYZ formula that will scaffold English language learning 5. ASSESS student participation and production (output) and next steps.

4.  DETERMINE the English language proficiency level of each ELL (KNOW your ELL)  Modalities: listening, speaking, reading, writing  Assessment data: ACCESS scores, in-class assessments (formative and standardized)  Observation data: in-class / out of class communication skills (formal and informal registers)

5.  ANALYZE content / text analysis for language demand  How complex is the language involved? What kinds of language does the student need to know to access the content?  ANALYZE content/ text analysis for culture load  What kinds of cultural background / context does the student need to know to access the content?

6.  PLAN to “scaffold” language for English language learning  Comprehensible input (ci), i +1 (Krashen), where i is language ability level and 1 is the next level of learning with scaffolding from teacher and peers  What happens if ci = i + 0?  What happens if ci = i – 1?  Use WIDA “Can Do Descriptors”

7. WRITE LOs using X, Y, Z, formula. This means, Students will “X” using “Y” with “Z” language. X: is the “language function.” What do you want your ELLs to do with the language? discuss… read aloud… … describe …compare/contrast model… simulate…

8. Y: This means the “how” or language structure that students will focus on and demonstrate knowledge of. Z: The specific language or words you want your students to use. may be structured language sentence frames, word stems, specific content area vocabulary

9.  Students will describe weather and climate using present tense sentences with the sentence frame, “The ______ is/are ________.”  Students will ask for information using questions that begin with “what…” and “where…”  Students will make predictions using cause/effect statements about what will happen in an experiment with the sequence, “If…, then…”

10.  Students Will Be Able To (SWBAT)…  …use questioning and clarifying terms to initiate discussion with a partner:  “Do you know anything about that?”  I’m not sure about the answer, but I do know…”  …articulate when they need assistance.  …read and write equations with number words and the terms “greater than,” “less than,” and “equals.”

12. ASSESS production How will you assess student’s mastery of the language objective? …formative and summative assessments writing samples… checklists… observations… drawings… graphic organizers… oral report… What next steps will you take?

13. Marianna is a new student from Colombia (L1=Spanish) in Beth Coleman’s kindergarten classroom. Beth would like to focus on vocabulary building for Marianna. Marianna’s WIDA English Proficiency Levels are: 1 – Entering, 2 Beginning, 3 Developing, 4 Expanding, 5 Bridging  LISTENING (1 2 3 4 5) SPEAKING (1 2 3 4 5)  READING (1 2 3 4 5) WRITING ( 1 2 3 4 5)

14. What area(s) should Beth focus on for Marianna in her instruction? Using the WIDA ‘Can Do Descriptors’, what do you expect Marianna can do (a) on her own? (b) with support from Beth or her peers? Write ONE LO using XYZ formula for Marianna.

15. Watch Beth’s lesson (about 10 minutes) on dinosaurs. What might the LOs for Marianna be? Write one LO for Marianna. How will Beth assess Marianna’s mastery of the LOs?