NC DPI ELD Wikispacewikispaces.net/Hom e+%28ELD%29 LEP Students in NC NC DPI CCSA 2015 NC English Learners January % of elementary LEPs and 54.7% of secondary LEPs are born in the U.S. Our Vision To build capacity at the local school system level and sustain statewide implementation of research-based strategies to meet the needs of our English learners. Thank you for being part of this journey and helping make the vision a reality! Restate the following: The authors book was rather sesquipedalian. Clinching the piece before the end of the volation nonplused us to say the least. Answer: The authors book was full of long words. Finishing the piece before the end of the flight surprised us to say the least. Defenestrate Echinated Purchase Restate the following: When the lights suddenly went out, I purchased the nearest thing; an echinated vine! Such was my distress that I immediately defenestrated the plant. WIDA Standards Joined Consortium in 2008 Initial training mostly to ESL teachers via connections to existing initiatives (SIOP, ExC- ELL), RttT Summer Institutes, RESA, ELL Support Team, Internally at LEAs/Charters NC DPI CCSA 2015 The WIDA Consortium 2014 World-Class Instructional Design and Assessment WIDA Standards Expand to Content Teachers Need to build greater capacity Tie into existing initiatives Use what is available ASK! Sometimes they say YES! NC DPI CCSA 2015 WIDAs ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 English Language Development Standards Essential Standards in the Common Core WIDA Consortium Variations of Language Adapted from Zwiers (2008) Types of Language Lets try it! NC DPI CCSA 2015 WIDAs Features of Academic Language Word level Sentence level Discourse level Making Content Accessible for English Learners through Differentiation Who are the English Learners in my class? What is the English language proficiency level of those students? How can I use the language data to guide instruction? Are NotAre Changing final gradeIndividualized Watering down content, rigor, or changing standards Using language support strategies for teaching Common Core and Essential Standards Talking louder Modifying content, process, product, and learning environment Giving alternative busy work or an alternate assignment Using a variety of supports for same content and tasks Teaching all students the same wayMultiple opportunities for engagement Modifications for ELs CAN DO Descriptors Examples of Supports Sensory SupportsGraphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures & photography Illustrations, diagrams & drawings Magazines & newspaper Physical activities Videos & films Broadcasts Models & figures Charts Graphic organizers Tables Graphs Timelines Number lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors Proficiency Levels Use words or phrases related to weather from pictures or photographs Proficiency Levels Make statements about weather from pictures or photographs Proficiency Levels Ask questions about weather from pictures or photographs Proficiency Levels Forecast weather and provide reasons from pictures or photographs Proficiency Levels Evaluate and weigh options related to weather forecasting Web Resources CMS TELL WIKINC DPI Title III/ELD WIKIWIDA Speed Dating Have you ever heard of speed dating? Lets try it! We will rotate chairs and converse with a partner for 30 seconds and then move on Introduce yourself and what LEA you are from Activity: Types of Language 1)Turn to a partner. 2)Decide who will be A and who will be B. 3) A discuss your favorite fruit and why you like it. 4)B write key words used in your discussion. 5)Switch Standard 1: Social and Instructional Language Activity: The Language of an Apple Standard 2: The language of Language Arts A describes the apple from a poets perspective. B writes key words and phrases. Standards 5 & 3: The language of Social Studies & Mathematics B discusses the apple from an economists perspective. A writes key words and phrases. Activity: The Language of an Apple Standard 4: The language of Science A describes the apple from a biologists perspective. B writes key words and phrases. Standard 5: The language of Social Studies B discusses the apple from a historians perspective. A writes key words and phrases. Activity: The Language of an Apple Cultural and Social factors A and B write any emotional associations you have with apple. Activity: The Language of an Apple Now, two pairs create a group of four. Discuss your observations: How does the language used to discuss the apple change depending on the focus? Share out. Academic language varies by Purpose Type New Performance Definitions Receptive Productive Vocabulary Usage (Specificity of word or phrase choice) General, specific, and technical language Multiple meanings of words and phrases Formulaic and idiomatic expressions Nuances and shades of meaning Collocations Standards and ELLs/Struggling Readers CCSS adopted by many states Addresses the dumbing down of curricula Prepares students to be college and career ready After many years of scripted curricula, how to change teaching? What about ELL students? What about struggling readers? Can they participate? How? What have been the teaching practices for ELLs? Simplification of the L2 learning process Comprehension is all that matters Students should feel no anxiety in learning Scaffolding means front-loading all information Use of simplified texts which were created for struggling readers, not ELLs. Students have had no exposure to other, more formal registers of language (oral and written) The result for ELLs To many years in segregated ESL classes register (Valdes, 2001) ESL classes focused on the newly arrived No real curriculum for ELLS (scope & sequence) Little progress is made in the register needed for school Long term ELLs!! Based on the work of Lily Wong Fillmore and Charles Fillmore Lets look at an example of a simplified text Abraham Lincolns childhood Abe had to work and did not get to go to school very often. But he loved to read books and would read whenever he got the chance. Math was also a favorite subject for Abe. From: Score.rims.k12.ca.us/activity/presidentsday/pages/linc6.htm Briefly, why aim for talk and discussion? Talk reveals understanding and misunderstanding. Talk supports academic language development. Talk supports deeper reasoning. Talk supports social development and perspective taking. Talk moves is about talk by teachers and students about academically important content: Talk that supports development of student reasoning Talk that supports improvement in students' ability to communicate their reasoning So why do you think Abraham Lincoln would walk for miles to borrow a book? 24 blank faces. 1 or 2 hands up. What if the response is this: You think: They need time to think! (and maybe time to practice what they want to say!) 1. Turn and Talk 2. Say More 3. So Are You Saying? 4. Who can rephrase? 5. Why do you think that? 6.Can you think of an opposite answer? 7.What do others think? 8.Who can add more to what ____ just said? 9. Who can explain why ____ said that answer? 9 Talk Moves Choices, Choices, Choices A Myriad of Cooperative Learning Strategies Characteristics of ______ Three-step Interview Group Investigation Concentric Circles Random Numbers In-house Jigsaw Find your Match Clock Buddies Expert Jigsaw Tear Ups Line Ups Partners Corners Exit Pass Margarita Caldern & Associates, Inc.