What Can You Do After the Can-Dos?

Sarah Lang, SIOP SpecialistKathryn Burns, Title III Resource TeacherCharlotte-Mecklenburg SchoolsOctober 18, 2013

Who are we? Why are we here?Kathryn BurnsCharlotte Mecklenburg SchoolsElementary ESL TeacherCentral Office Title III Resource Teacher- 4 yearsWIDA ACCESS Test Item DeveloperBuilt WIDA “Can-Do” Capacity in District- What’s Next?

Who are we? Why are we here?Sarah LangCharlotte Mecklenburg SchoolsElementary Content and ESL TeacherCentral Office SIOP Specialist-4 yearsCurrently participating in an Educational Leadership program using an English Learner lens

Why are we here? North Carolina adopted the WIDA Standards during the 2008-2009 school year.ESL Teachers utilized the CAN-DO indicators in training among their staff.Staff members and Principals: “This is so great. Now what?” District is working on building capacity in ESL Teachers as leaders for diverse learners.

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Benson, Richard. F in exams: the very best totally wrong test answers. San Francisco: Chronicle Books, 2011. Print.

5 activities to delve into WIDALanguage of a FlowerApplication of Performance DefinitionsMusical MPIsName the Proficiency Level Common Core/WIDA Rubrics

The Language of a Flower

Photo Source: http://treesandshrubs.about.com/od/selection/ig/State-Flowers/North-Carolina-State-Flower.htm Idea modified from WIDA Trainer Melissa Paton

The Language of Language Arts

The Language of Science

The Language of Math

The Language of Social Studies

Social and Instructional vs. Academic Language

How many of you could generally describe this flower in another language? How many of you could describe this flower in another language utilizing the Language of Mathematics?How might this activity benefit classroom teachers of English Learners?

Materials NeededPhotograph

What’s worked? What hasn’t?Providing the participants with too many examples prior to the activity.

Not allotting enough time for the activity.

Social and Instructional vs. Academic Language Follow-Up

Application of Performance Definitions

Word, Sentence, Discourse-Jeff ZwiersLinguistic Complexity-Discourse LevelLanguage Control-Sentence LevelVocabulary Usage-Word Level

Application of Performance DefinitionsPage 37 (2012 Amp. Standards)

Connection: Common Core Reading Standard for Literacy in History/Social Studies, Integration on Knowledge and Ideas #7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Example Context for Language Use: Students read informational texts and related websites about crops or agricultural products to interpret maps or create charts.

Student Profile: Lisa, Level 2.1 Reading on 2013 ACCESS Test

What kind of Language Features can we expect Lisa to comprehend at the…

Word Level: Rice, Coffee, Olives, Wheat, Orange Trees, Important Crop, wet flat lands

Sentence Level: Rice grows…Bananas grow…

Discourse Level: Rice is an important crop. It grows in the wet flat lands of China.

DirectionsEach of you was given a common core standard, example context, and student profile upon entering.

Using the Performance Definitions, with a partner, determine the kind of language features you might expect at the discourse level, sentence and word level.

Application of Performance DefinitionsMaterials Needed:

A copy of the WIDA performance definitions for each participant.

Accompany these definitions with a Common Core Standard and a student profile.

For modeling, you may use WIDA expanded strand (p 37).

What’s worked? What hasn’tNot providing model of expanded strand.Abstract concept-Teacher Creativity Needed

Providing the Common Core standard and Student Profile instead of simply asking them to “choose a student and standard.”

Musical MPIs- “MPI Dance Off”Model-Different parts of an MPI

Describe how MPIs can be transformed to meet the needs of a student and/or content standard.

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WIDA’s standards framework shows examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs).

MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment . - WIDA 2012 Amplification

So…what is an MPI?

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So…What is an MPI?

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RG-14-2007 WIDA RESOURCE GUIDE

Language Function-What do you want them to do?Example Topic – What do you want them to know about?Support-How can they access the information?

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What do you want them to do?(LANGUAGE FUNCTION)

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What do you want them to learn? (EXAMPLE TOPIC)

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What Kind of Support will the student Receive?

Musical MPIsDance when the music plays. -When the music stops- find the other colors to

complete your MPI. Discuss how your MPI might look in the classroom and if the MPIs actually work together. If they don’t, how could you transform it. If you can’t find a pair, match up with another group. Switch colors.

Norwegian Recycling-"Miracles"

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What’s next?We have talked about…Understanding what language students haveUnderstanding what language needs to be taughtWriting MPIs to determine what language students may engage in during a lessonNow…Choose appropriate lessons to support that engagement

Pick the appropriate ELP LevelPlease complete the “Pick the English Language Proficiency Level” activity (green sheet)Please use the WIDA Can Do’s writing domain to help you determine what the appropriate level may beResist the urge to write more than one level for an activity

What clue words did you see?

labelpersuasive

draw

essay

Explain how to

(4-Expanding)

(1 – Entering)

(1 – Entering)

(5 – Bridging)

(3 – Developing)

Some are not so definite.

“Write a science lab report on an experiment performed in class.”What can that look like?Drawing with labelsBulleted stepsDescriptive paragraphThe supports that the teacher uses should reflect the students’ proficiency levels.

Now you try.

Chose one of the activities that you could not determine a definite proficiency level forDetermine modifications for the activity to match the language abilities of students at level 3, 1, and then 5.

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What’s worked? What hasn’t?

Remember to emphasize that the cognitive function and the content doesn’t change.Make sure the Can Do’s are available for reference.Collaboration is key!

How do we help teachers make connections?

How does WIDA and the Common Core match up with SIOP?

All components: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review and Assessment

Language is used and discussed throughout each lesson that takes place in the classroom

To put it in better terms……Common Core is the content

WIDA is the language

The SIOP model contains the components to help implement content and language

Make sense?

SO… let’s put these together and see what we can do in the classroom.

HAVE YOU SEEN ME?

Or me?

Look at overall score

Look at raw score

How I would plot Abdias on the Can Do Descriptors to inform my teaching?

How does this fit into Common Core?Let’s take another look at our Can Do Descriptors for Speaking

Here is a Common Core Speaking Standard

CCSS.ELA-Literacy.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion

Now let’s go a step further…We are going to model how to look at the ACCESS scores, the Can Do Descriptors, and a rubric for grading Speaking.

The group met Abdias earlier and plotted him on the Speaking Can Do Descriptors.

It stated that he was at a 2.2 in Speaking. We placed him at a 2.0 in Speaking but took note of the skills of a level 3 that match what we know about him.

Student ScenariosPlease pull out your Student Scenario papers (Blue paper).

Look at the top of the paper; it explains the overall assignment given to the students.

Read over it and then take a look at Abdias (labeled Sample Scenario).

Here is Abdias’ response.

“I have learn you can save friends even if little because Swimmy save his friend and he little.”

As a teacher I may…Ask Abdias if he can tell me more about the story.

Provide him with sentence starters or access to his notes on the story.

Give him visual clues or allow him to look through book before asking him to respond again.

Prompting…

The teacher asks Abdias, “ Can you tell me about times you have helped your friends like Swimmy?”He responds, “I help Tony find right bus.”

So….

If this was his full answer,

How would you grade him… taking into account CONTENT AND LANGUAGE?

RubricRemember his language with the Can Do Descriptors

And the Common Core content Abdias must express

Let’s assess: your turnLook at the Common Core Standard (will be displayed during work time).The Can Do Descriptors, the Speaking Rubric (On Green Paper)

Look at the rest of your Student Scenarios starting with Cing. Assess each of the students using their ACCESS scores from the Teacher Report, their Sample Scenario, and the Common Core Standard.

DON’T FORGETMake sure to look at both content and language function to assess fairly.

Please ask questions if you are unsure.

How they show their knowledge of content may differ from what you expect.

Let’s discuss.Think, Pair, Share time

Think about how you assessed each student and why.

Pair with an elbow buddy and share your placement of the student and reasoning.

Be prepared to share with group.

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What’s worked? What hasn’t?

Make sure you model!Point out the features of more than one proficiency level .Emphasize that the content rubric is “teacher made.”

Questions?

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References

Benson, Richard. F in exams: the very best totally wrong test answers. San Francisco: Chronicle Books, 2011. Print.

World-Class Instructional Design and Assessment (WIDA). (2012). Amplification of the English Language Development (ELD) Standards. Retrieved Oct 14, 2013, fromhttp://www.wida.us/standards/eld.aspx

Norwegian Recycling, “Miracles.” Youtube video retrieved October 14, 2013 from http://www.youtube.com/watch?v=i9qW6HEBo_c

Pick the ELP Standard Activity (WIDA and the State of NC). (2008). Retrieved October 14, 2013 from http://www.wida.us/membership/states/NC/Pick_the_ELP_level.pdf

Please contact us!

Kathryn BurnsTitle III Resource Teacher,Charlotte-Mecklenburg

SchoolsKathryn.cobb@cms.k12.nc.us(980) 343-0659

Sarah M. LangSIOP SpecialistCharlotte-Mecklenburg

SchoolsSarahm.lang@cms.k12.nc.us(980) 343-0438

Twitter - @SIOPLady

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