Academic Language: Standards, Domains, Objectives Session 5 March 3, 2016

ALL educators need 15 PDPs in SEI for re-licensure. DESE requires evidence of impact of PD on your practice, so keep all your writing/lesson plans with your PDP certificate. SEI ENDORSEMENT is different from the SEI PDPs. (Only some educators require the SEI ENDORSEMENT.) REMINDERS Licensure

All slides, handout and supporting materials are on the NAPS website (Staff- Professional Development – scroll down) The Drury website features a useful “Acdemic Language” tab under “Staff” that highlights the Drury-specific PD REMINDERS Resources

Where have we been? Session 1: Introduction Explain why there is an academic language gap linked to poverty Identify Tier 1, 2, and 3 words in a text or discipline Explain the connection between increasing productive student talks and improving student learning Session 2: Techniques for Building Academic Language Develop and use effective word walls and anchor charts Implement one or more best-practice techniques for teaching vocabulary Design high-quality opportunities for student conversation (meaningful task, accountability, talk structure)

Where have we been? (Continued) Session 3: Expanding Practice Shared experiences from practice with academic language techniques Five Core Skills for effective conversations Planning time Session 4: Standards-Based Teaching and Learning Continuum Standards-based Teaching and Learning Reflecting on the Continuum of Practice Planning time and Consultancy Protocol

Agenda for today: 1. Explore Strands and Domains: Literacy Frameworks & WIDA 2. Examine Implicit and Explicit Language Objectives 3. Video Activity: Speaking & Listening in the Classroom 4. Interview Protocol 5. Think and Reflect: How did my Academic Lessons/Activities go? *Submit your mini-portfolio at the end of the session today*

Objectives: By the end of this session, you will be able to... • Describe the difference between the State Literacy Standards and WIDA domains • Identify implicit and explicit language objectives • Analyze the effectiveness of learning activities and instructional procedures promoting speaking and listening • Discuss responses to specific interview questions about your lessons using at least 3 appropriate pedagogical terms

Speaking and Listening Standards What do you think they say? Work with your table to generate a list of speaking and listening “standards” that you think would be appropriate for high school In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs test and the W-APT screener. For more information on the specifics of how each domain is tested, please refer to the other presentations in the toolkit related to the ACCESS for ELLs test and the W-APT screener. 9

2011 MA Literacy Frameworks How Does It Compare?

What does it Look Like? STEP ONE: Select 2 speaking and listening standards from a grade (or grade span) that you teach STEP TWO: Take turns, describing what the students would do (or currently do) to demonstrate progress toward mastery of those standards in your class? STEP THREE: After everyone shares, open up discussion at your table about what skills the students would need to improve to reach grade-level mastery of the 6 speaking and listening standards

MA Literacy Frameworks Strands and Domains MA Literacy Frameworks Reading Writing Speaking & Listening Language WIDA Reading Writing Speaking Listening

WIDA World-class Instructional Design and Assessment Consortium English Language Development Standards that represent the social, instructional, and academic language that students need to engage with peers, educators and the curriculum in schools Based out of the University of Wisconsin In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs test and the W-APT screener. For more information on the specifics of how each domain is tested, please refer to the other presentations in the toolkit related to the ACCESS for ELLs test and the W-APT screener. 13

WIDA Features of Academic Language WIDA organizes social, instructional and academic language into three levels: Discourse, Sentence, Word/Phrase

WIDA Terms Academic Language

Explicit or Implicit Language Objectives? Directly Stated Implicit Implied

Questions for Video-Viewing 1) What is the stated or posted language objective in the lesson, if there is one? 2) What is the implicit (not-stated, not-posted) language objective, if there is one? 3) What are students doing during the lesson to make progress toward the language objective(s)? 4) How will the teacher know how much progress each individual student has made toward the language objective(s)? What measurement is used, if any?

Video Links HS Social Studies turn and talk (2 min) https://www.teachingchannel.org/videos/increasing-student-collaboration MS Math peer collaboration (show first 7 minutes) https://www.teachingchannel.org/videos/peer-learning-between-students HS ELA Student Talk (7 min) https://www.teachingchannel.org/videos/strategies-for-student-centered- discussion HS Chemistry Baking Soda and Vinegar Propelled Car 5-E Model (9 min) https://www.youtube.com/watch?v=0BL1eXzKFDo

Interviewing the Lesson Protocol

Wrap-up! Respond to these questions as your EXIT TICKET: What new understanding or awareness have you developed during the five sessions of this PD cycle? How might this translate to student success? Submission of Mini-Portfolio: Include 2 academic language lessons (plus applicable student work) Include your written reflections from the interview protocol Include your exit ticket from today