We will: Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes. Review the importance of student goal setting and learn how to write instructional goals for EL students. Learn to write language objectives and find practical ways of incorporating language objectives into lesson plans.

Provide a basic understanding of WIDA and ACCESS for ELLs Provide an overview of how to interpret ACCESS for ELLs scores for instructional purposes to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels. OBJECTIVE ONE

ACCESS for ELLs: JUST ANOTHER STANDARDIZED TEST?

World-Class Instructional Design & Assessment (WIDA) Consortium

Five WIDA ELP Standards WIDA Consortium / CAL / MetriTech Standard 1- English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Four 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

Five Grade-Level Clusters PreK−K Grades 1−2 Grades 3−5 Grades 6−8 Grades 9−12 The WIDA ELP Standards are organized by the following Grade-Level clusters:

WIDA Consortium / CAL / MetriTech Levels of English Language Proficiency REACHINGREACHING

ACCESS for ELLs REPORTS TO INTERPRET School Frequency Report Student Roster Report Teacher Report

PROFICIENCY LEVELS

REPORTS TO INTERPRET School Frequency Report (Grouped scores for grade level) Student Roster Report Teacher Report

STUDENT ROSTER REPORTS

REPORTS TO INTERPRET School Frequency Report (Grouped scores for grade level) Student Roster Report (Scores for grade level by individual students) Teacher Report

LANGUAGE DOMAINS

REPORTS TO INTERPRET School Frequency Report (Grouped scores for grade level) Student Roster Report (Scores for grade level by individual students) Teacher Report (Scores for individual students)

We will learn how to read the ACCESS for ELLs Report to better understand our students’ Listening, Speaking, Reading, Writing, and Overall English Proficiency Levels for instructional purposes. OBJECTIVE ONE

We will learn how to use Proficiency Level data to maximize strengths and challenge weak areas through collaborative student goal setting with other faculty members for instructional purposes. OBJECTIVE TWO

HOW IS THIS DIFFERENT FROM WHAT I ALREADY DO? The doctor replies, “You’re not eating properly.” A man walks into a doctor’s office. He has a cucumber up his nose, a carrot in his left ear, and a banana in his right. “What’s the matter with me?” he asks the doctor.

STUDENT ROSTER REPORTS

TRENDS TABLE Student Watch List AMAO-A (.5 Growth ) Student Name Yes/No Juan Y Luis N Karla Y Gloria N Danael Y Jonathon N Qi Ling Li Y Student “Watch” List Luis Gloria Jonathon

Now It’s Your Turn ACTIVITY: Make a Student “Watch” List Use Student Scores and Trend Table Sheets Compare student scores for the past 3 yrs Make a watch list of students to target Discuss with your table which language domain(s) each student would require intervention in. Share findings in whole group

STUDENT GOAL SETTING FORM

(continued)

TIER CHOICE

USING STUDENT GOAL SETTING FORMS TO INFORM CLASSROOM INSTRUCTION

QUESTIONS OR COMMENTS ABOUT STUDENT GOAL SETTING? ABOUT ANYTHING?

LUNCH

We will learn how to use our students’ Proficiency Levels to create meaningful Language Objectives that each include a Language Function, Content Skill, and Differentiated English Learner Support to improve instructional practice. Objective Three

I KNOW EXACTLY WHAT MY STUDENTS NEED… -Oscar Wilde I’VE LOOKED AT ALL THE NUMBERS… OR DO I? The play was a great success, but the audience was a disaster.

To increase student’s content learning, regardless of their English level, through purposeful and differentiated supports. Purposes for Creating Language Objectives

BICS CALP (social) (academic)

BICS CALP

To increase students’ content learning, regardless of their English level, through varied and purposeful supports. To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and application. Purposes for Creating Language Objectives

Academic Vocabulary (language Objective)

To increase students’ content learning, regardless of their English level, through varied and purposeful supports. To provide a system for students to interact with content according to their academic language level and to increase that level through exposure and practice. To plan explicitly students’ regular use and improvement in the domains of writing, speaking, listening and reading. Purposes for Creating Language Objectives

Language Function Content Stem SupportLanguage Objective 3 Parts of a Language Objective

A language function describes what you expect the students to be able to do and how the students will communicate what they know. Language Function

Level 1Level 2Level 3 Level 4Level 5 Identify Follow Locate Name Listen Point Select Respond Circle Sort Label Draw Color Match Repeat Identify Follow Locate Describe Role play Predict Compare & Contrast Respond Classify Identify Describe Role play Predict Compare & Contrast Infer Sequence Illustrate Narrate Summarize Rewrite Interpret Identify Describe Predict Analyze Apply Compare & Contrast Infer Narrate Summarize Rewrite Depict Explain Categorize Predict Summarize Rewrite Paraphrase Analyze Apply Defend Persuade Debate Edit Revise Justify Create Generate Interpret Language Functions Writing- 1.8

Now It’s Your Turn ACTIVITY: Language Function Consensus Use Handout Part C Follow the handout directions with your table to practice choosing appropriate Language Functions from the chart Be prepared to share one conversation your group had about which function to choose and why.

The content stem is what is being covered in class based on the Alabama Course of Study Content Stem

Supports are the tools or strategies you will provide to assist students in ACCESS for ELLs in using the language and knowledge required for the content. Support

Sensory SupportsGraphic SupportsInteractive supports Real-life objects Manipulatives Picture/photos Illustrations Diagrams Drawings Videos Broadcasts Models Magazines Newspapers Charts Graphic organizers Tables Graphs Timelines Number lines Pairs/Partners Small groups Whole group Websites/software Native language Peers/mentors Support WIDA Consortium (pg. RG 21)

STAND. SIT. SHAKE HANDS. Language ArtsMathematicsScienceSocial Studies Illustrated word/phrase wall Felt or magnetic figures of story elements Sequence blocks Environmental print Posters, bulletin boards or displays Audio books Songs/Chants Blocks/Cubes Models of geometric figures Calculators Protractors, compasses Rulers, yards/meter sticks Counters Coins Scientific instruments Physical models, Measurement tools Posters/ Illustrations of process or cycles Actual substances, objects or organisms Natural materials Maps and Atlases Globes Compasses Timelines Multicultural artifacts/photo Arial & satellite photographs Video clips Support

Language Function Content Stem SupportLanguage Objective 3 Parts of a Language Objective

Interpreting ACCESS for ELLs Student Goal Setting Language Objectives SAMUEL I: THE BIG PICTURE

1- Read the teacher report and highlight the weak areas 2-Fill in steps 4, 6 & 7 on the Student Goal Setting Form 3-Write any one language objective for this student.

Contact Information Dely V. Roberts – Title III/EL Specialist Dr. Tammy Hallman Starnes– Title III/EL Coordinator Gordon Persons Building--50 North Ripley Street Montgomery, AL