1. Creating Systematic Change For Academic Achievement 3D Community May 8, 2013 with Nadra Shami, Maura Sedgeman and ELL Resource Teachers

2. 2 Norms Collaborate actively Problem-solve for solutions Respect all contributions

3. 3 Workshop Objectives Content Objective Participants will… Demonstrate knowledge of WIDA language proficiency descriptors and linguistic accommodations by identifying language levels and accommodations appropriate for an English Language Learner Language Objective Participants will… Discuss and write a plan for providing appropriate linguistic accommodations for an ELL by using new acquired vocabulary.

4. © 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us The Michigan Board of Education approved the WIDA English Language Development (ELD) Standards and WIDA ACCESS/ASSETS assessment system to replace the current ELD standards and assessment (ELPA). Presentation to the Board of Education on October 9, 2012; approval in Nov.

5. 5 Rationale for WIDA Standards Adoption Strong alignment between WIDA Standards and the Common Core Standards There is a clear focus on oral language development that is a prerequisite to literacy development WIDA Standards incorporate literacy across all content areas WIDA Consortia has developed a wealth of instructional and professional development supports

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7. 7 WIDA ELD Standards Adopted WIDA Standards PD Begins: Transition-gap analysis, introduction, implementation, integration of language and content standards (theory & practice) Spring ELPA WIDA W-APT WIDA ASSETS Operational WIDA Informational/Introductory Webex Series Begins WIDA ACCESS & W-APT Assessment PD Begins: Structure, administration, results WIDA ACCESS WIDA ASSETS Fall Field Testing WIDA ASSETS Screener ASSETS Consortium Joined Online Test WIDA ASSETS Assessment PD Begins: Structure, administration, results Standards Assessments Timeline

8. Intro to WIDA ELD Standards 8 WIDA Consortium ELD & State Standards Content Standards (Common Core and GLCEs/HSCEs) Academic achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum ELD Standards Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts Student Achievement

9. Intro to WIDA ELD Standards 9 WIDA Consortium Language & Content  Language proficiency involves the language associated with the content areas.  Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. The WIDA Standards measure English language proficiency (ELP) in the academic content areas – NOT the academic content knowledge itself.

10. Intro to WIDA ELD Standards 10 WIDA Consortium WIDA’s ELD Standards Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

11. Intro to WIDA ELD Standards 11 WIDA Consortium Overview of WIDA Standards

12. Intro to WIDA ELD Standards 12 WIDA Consortium WIDA Levels of English Language Proficiency WIDA Consortium

13. 13 Comparison of Levels MI ELPA Test LevelsWIDA ELD Levels 5 BasicLevel 1 - Entering 4 Low IntermediateLevel 2 - Emerging 3 High IntermediateLevel 3 - Developing 2 ProficientLevel 4 - Expanding 1 Advanced ProficientLevel 5 - Bridging FLEP-monitor 2 yearsLevel 6 - Reaching

14. 14 Resource Teachers Round Table Task and Discussion

15. 15 Picture an ELL in your school… Develop a student profile. Include Quantitative and Qualitative measures that will help you make instructional decisions. One strength _____ has is…. ______ is in ___ grade. He/She has been in the US for ___ years. His/Her primary language is… He/She is comfortable with… He/She is enthusiastic about… _____’s most current scores … ELPA: ___ SRI: ____ DRA: ____ MEAP: Rdg ___ Math___ He/She enjoys… ____ can…. but does not…

16. 16 WIDA Language Development Levels— Listening, Speaking, Reading, Writing 1.Thinking about your student— select the appropriate grade level cluster of the CAN DO descriptors. 2.Scan the descriptors of each proficiency level (1-6): How well can your student listen, speak, read, and write? 3.Place a sticky note in each domain for their level—listening, speaking, reading, writing.

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19. 19 Linguistic Accommodations Match your descriptors to accommodations chart. Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching LI S T E N I N G  Allow for first language support  Use gestures, movement, and visuals to communicate  Expect student to struggle with understanding conversations  Allow for peer support  Model "survival" language by saying and showing the meaning. (For example—Say: "Open your book," then open a book while student observes.)  Pre-teach social and academic vocabulary before discussions or reading  Provide and point to visuals when speaking  Teach phrases for communication  Simplify speech  Use gestures for memorization of routines and some academic tasks  Break down multi-step oral directions to one step at a time  Provide opportunities for listening to peers in social and classroom settings  Allow for some processing time  Provide visuals and verbal cues especially for academic tasks  Allow extra processing time when academic tasks are complex and unfamiliar  Provide visuals, verbal cues, and gestures when topics are unfamiliar  Provide opportunities for requesting clarification, repetition and rephrasing  Allow extra processing time when academic tasks are complex and unfamiliar  Provide visuals, verbal cues, and gestures when topics are unfamiliar  Understand the student may request clarification, repetition or rephrasing SPEAKINGSPEAKING  Provide words and short sentence stems to support speaking  Allow non-verbal responses: yes-no, nods, pointing  Provide word wall with visuals  Model language— pronunciation and phrasing for student  Use visuals and have students point to pictures then say and act out new vocabulary.  Provide sentence stems  Model pronunciation of academic terms and clap out syllables  Provide word walls with visuals and short sentences  Allow for extra processing time  Allow for peer interaction before expecting a response  Ask questions that require a short answer and are fairly literal.  Focus only on corrections that directly interfere with meaning. Reinforce learning by modeling the correct usage.  Provide sentence stems with more complex grammar, vocabulary and advanced academic language structures (to justify, compare, etc.)  Allow extra time when student pauses  Provide opportunities for social conversation on unfamiliar topics  Provide students with phrases/language used in presentations and give them opportunities to practice presenting with partners before getting in front of class  Provide opportunities for extended discussions  Provide sentence stems with past, present, future, and complex grammar with unfamiliar academic topics  Practice idiomatic phrases in context  Allow extra time when student pauses  Provide sentence stems with past, present, future, complex grammar, content-based vocabulary and abstract terms  Provide multiple opportunities for student to speak in varied contexts

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21. 21 One thing _____ does well is…. _________ is in ___ grade. He/She has been in the US for ___ years. His/Her primary language is… He/She is comfortable with… He/She is enthusiastic about… Most current scores … ELPA: __ MEAP: Rdg __ Math__ DRA: __ He/She enjoys… ____ can…. but does not… STUDENT PROFILE _________________ CAN DO Descriptors Listening: ___Reading: ___ Speaking: ___Writing: ___ Use student’s strengths in to … One accommodation to try is… Next Steps One thing you should know about _______ is…

22. 22 Discuss… One way our we can use the WIDA “Can Do” language proficiency descriptors is… Our plan for sharing and using appropriate linguistic accommodations is…

23. 23 Report Out

24. 24 Workshop Objectives Content Objective Participants will… Demonstrate knowledge of WIDA language proficiency descriptors and linguistic accommodations by identifying language levels and accommodations appropriate for an English Language Learner Language Objective Participants will… Discuss and write a plan for providing appropriate linguistic accommodations for an ELL by using new acquired vocabulary.

25. 25 Tickets Out One new thing I learned today is… One question I still have is…