1. Welcome to English Language Development through Literacy in the Content Areas. In this presentation we will look at powerful supports and strategies that can be used to strengthen language acquisition and comprehension. The strategies can be used with all students for support in literacy. Thank you to Ginger Alberto in the Bureau of Student Achievement through Language Acquisition (SALA) for her support with this presentation.

2. Hi! I am Alicia Foy Content Area Literacy Specialist for the state of Florida. My role as Content Area Literacy Specialist is to collaborate with partners across the state to bring awareness of content area literacy including disciplinary literacy and integration of content into literacy arenas.

3. The objectives for this presentation are to:• Access information about Student Achievement through Language Acquisition (SALA)• Learn about WIDA resources and Florida ELD standards• Find out how to use standards-based instruction with ELD standards• Attain complex text literacy strategies• Gain ELL language acquisition strategies

4. The Bureau of Student Achievement through Language Acquisition (SALA) webpage found on the Florida Department of Education website contains multiple resources and the Consent Decree, which is the framework for compliance with federal and state laws regarding English language learners. SALA is the home for everything ESOL and is the go-to for state resources. The ESOL e-learning link contains 6 professional development modules pertaining to teaching English language learners. Many other resources are found on the SALA webpage also, including legislation, contacts and world languages.

5. Bureau of Student Achievement through Language Acquisition (SALA) has created an online learning series for ESOL stakeholders. The modules are easy to move through, and provide a great deal of information. Module 1 gives an overview of Florida’s ESOL program. Module 2 discusses the ELD standards, while module 3 goes over trainings and strategies. Module 4 is a quick review. Modules 5 and 6 explain how to integrate ELD standards into daily curricula. Click https://www.slslearningoptions.com/salamodules/story_html5.html to access the online learning series.

6. The acronym WIDA was born from Wisconsin, Illinois, Delaware and Arkansas, the initial states that began the program which is now being used in 40 areas. The federal No Child Left Behind created WIDA and the ELL standards. WIDA is housed at the University of Wisconsin. WIDA develops and provides tools and support for multilingual learners and educators.

7. WIDA has created Can Do Descriptors. The links are posted on this slide. The can do descriptors describe what a student “can do” at certain levels of English proficiency. The can dos work in tandem with Florida content courses to build language through academic, social and

cultural context. The purpose for the descriptors is to help a teacher find a student’s current level of proficiency and build on those strengths while moving closer to English language attainment and successful course content learning.ELL students are processing content and language at once. They are developing brain processes that require reading, writing, speaking and listening to do what the content task calls for. The can do descriptors support this learning and assist a teacher when differentiating to meet the needs of the students.

8. (This page is at the end of the notes page for your access and ease of reading.)

Here is an example of a can do descriptor chart for Pre-K to 12th grade with a convenient area at the bottom for student names. Using this chart will provide valuable documentation of growth for each of your ESOL students. The reading example shown here is overarching and more basic than the others that are provided by grade levels. This basic Pre-K 12 chart is available for reading, writing, listening and speaking.

9. (This page is at the end of the notes page for your access and ease of reading.)

This is an example slide from the other can do descriptor pages which have been built for K, 1, 2-3, 4-5, 6-8, and 9-12 in each of the RWLS literacy areas. Each of the RWLS areas is broken down into how to recount, explain, argue, and discuss by ELP levels. This particular slide is for the Recount portion of listening and speaking for grades 6-8.English Language Learners at each level of English language proficiency understand, interpret and evaluate oral language that relates grade-level information, concepts, and ideas in a variety of contexts in the content area. The descriptors are written for assistance with differentiation and could lead to collaborative instructional conversations during a PLC, and advocacy for equitable access to content.

10. (This page is at the end of the notes page for your access and ease of reading.)ELLs remain in the ESOL program until they get a composite score of 4 in the listening, speaking, reading, and writing domains on WIDA’s ACCESS for ELL annual language assessment. They also must obtain a level 4 in reading and satisfactory ELA assessment scores. On average, Florida ELLS exit ESOL between 3 and 4 years after entering. For more information on ESOL, please contact the SALA bureau at the FDOE.Level 4 on the ACCESS for ELL assessment represents the expanding level of English proficiency where ELLs can understand some specific and technical content-area language.With this is mind, teachers need to be aware that some ELLs may still need language support even though they may have met exit criteria. When ELLs exit the program, however, their linguistic and academic progress is monitored for two years and are coded LF for former ELL. Teachers need to be aware that some ELLs may still need language support, so the two year monitoring period after exit is critical.

11. There are 5 main Florida English language development (ELDs) for English language learners (ELLs) standards. They were designed to ensure that ELLs can communicate information, ideas, and concepts necessary for academic success in each of the subject areas listed. Social and instructional language incorporates all areas. The standards encourage language needed to meet social, instructional and academic expectations.

12. Let’s take a look at where the ELD standards are located within our state repository, CPALMS.

• Navigate to www.cpalms.org. • Click on the standards tab• Under the standards tab, locate and click the English Language Development tab • Click on Body of Knowledge• Open one of the clusters and find the ELD standard • In the green box, all of the related courses are listed. You will locate the courses by

each grade level here. • In the related resources purple box, 3 of the online PD training modules are found

for teachers. • Take a few minutes to open one of the training modules.

13. ELD standards emphasize effective reading instruction. ELLs must have targeted instructional programs that develop both content-specific knowledge as well as language acquisition ---it is also important for effective reading instruction to ensure that ELLs can have access to and engage in grade level content.

14. Although supplemental and native language materials are encouraged, scaffolding instruction is a must.

ELLs must be taught grade level content and have the opportunity to read, write, listen to, and speak about academic content.

Teachers are required to provide listening, speaking, reading and writing instruction that allows ELLs to communicate information, ideas and concepts for academic success in the content areas

15. After years of research, it is important to stress that there is no one profile for an ELL.If one instructional approach isn’t working, then try another strategy. Accommodations and interventions should vary depending on the needs of our ELLs. One strategy doesn’t work for all.

16. Complex Text Literacy Strategies

17. Often our newly arrived ELLs are challenged by our terminology, acronyms and general school practices, so every teacher should be aware that although a student may have adequate

English speaking skills, or even content knowledge, they may need additional support in understanding the school environment and different terms that are used.Ex. line up, check out a book, pay for lunch. May have to explain phrases that we take for granted.For example: Each of the pictures in this slide are visuals of the word “table”. All of these examples are nouns, but table can also be used as a verb, which gives an even more challenging meaning. ELLs use visuals to gain understanding quickly. An interesting strategy would be to check their understanding of how a word is used by asking them to place the correct picture word with the correct sentence meaning.Older students will be changing classes for content areas. As a teacher, awareness that words have multiple meanings will need background information, activation of prior knowledge and a way to organize the new learning, such as using a graphic organizer. Manipulatives and bilingual dictionaries are encouraged. Explicit teaching of grammar rules and parts of speech will aid in vocabulary development and proper use of spoken and written language

18. Sequencing texts is a skill that could be developed throughout the year. Start with shorter texts such as read-alouds and build up to content area tests. High interest stories are terrific for sequencing and discussion. Discussion sequences ask that the learner repeats what has been heard in their own words. Other learners have the opportunity to add details. Use of graphic organizers produced as a whole group at first and then released to small groups, pairs and then individuals will develop literacy skills. Metacognition exercises where the students assess what they know about their own knowledge is a continual strategy that helps a student understand where they were, where they are now, and where they still need to go. Small groups, duals and triads work well so that every individual has a chance to speak their thoughts using content and disciplinary vocabulary. Asking different levels of questions that require further vocabulary development supports ELLs in complex text.

19. Using graphic organizers to comprehend and make sense of the information can also aid in text structure identification. Using organizers will also provide an ELL clues to what the author is trying to convey through his or her writings because of the text structure identification.

20. Some nonlinguistic representations, like the map in this slide can be used as concrete cues while words, generally, are abstract and difficult to visualize. When this map is used during a Civics class, it provides a visual that shows voting by electoral college by state during the 2016 elections. Other graphic organizers, such as charts, graphs, and timelines also depict information in a more concise format that may make content easier to understand and also activate prior knowledge. Since English Language Learners are still developing their language proficiency, using nonlinguistic methods during instruction provides additional ways to process information.

21. Supportive environments include peer learning, lesson modification, lesson targets and rubrics among others. [CLICK] Troy Dassler, WIDA trainer says, a good ELL classroom looks like “Growth and formative assessment amid chaos”. [CLICK] Language should be spoken, listened to, read and written. [CLICK] Oral language promotes comprehension. [CLICK] Supportive approaches allow students time to process new language and gain new skills in understanding. [CLICK] It should be pointed out that lesson modification doesn’t refer to lowering the grade level content; a class will continue to work toward standard goals and targets with skill differentiation included in the activities. [CLICK]Shared reading, partner reading, and mix, pair, share are all supports for ELLs. [CLICK] Using these supportive approaches allows a teacher to continually progress monitor and scaffold. [CLICK]It is important to notice that words are being spoken aloud in the activities. [CLICK] The activities are purposeful for developing fluency and comprehension of difficult texts. Using supportive groupings with these activities will enhance the student learning. Using words to find meaning and effective communication is the focus.

22. Standards-based instruction and ELD

23. Standards-based instruction refers to systems of instruction, assessment, grading and/or academic reporting, specifically to Florida standards. CPALMS, the state repository for aligned, vetted lessons and resources, FSA and NGSSS test item specifications found on the Florida Department of Education website, the Florida Standards Assessments portal https://fsassessments.org/, and individual district curriculum sites are all excellent standards-based instructional resources.ESOL teachers use the required standards-based courses using supportive ELD strategies and WIDA levels for the English language learners.

24. Standards-based instruction is inclusive of English language learner development. All parts of the learning process are aligned to the standard/benchmark being taught. The learning target or goal, the activities and the assessment are all aligned to the Florida standard. There are not activities that miss the mark of the standard. They are directly aligned to what is expected to be learned. Each assessment is also directly aligned which makes it possible to monitor whether the standard has been met or not with accuracy. Standards-based instruction is for all learners.

25. When planning for a lesson that includes ESOL students, lesson plans could include three areas; the content objective, the ELL standard and the can do descriptors that identify where ELLs are in their language attainment.This slide is an example of lesson objectives for ESOL teachers which include content area, ELD objective and WIDA can do descriptors. Remember that almost all courses in the content areas

include reading, writing, speaking and listening standards. Using the ELD standards will help a teacher follow the content course description while developing English language development skills for ELL students. Providing the differentiation levels using the WIDA can do descriptors will provide complete objectives that cover the ESOL requirements.

26. After completing the standards-based lesson plan, this template is used for differentiating the standards-based content activities for levels of ELLs. It is an example that demonstrates how to break down the performance expectations for each level while relating it to content areas, in this case Civics Branches of Government in writing. You can see how each level graduates to a higher expectation of performance while still meeting the activity goals for the standard.Using the levels of English proficiency from WIDA (seen previously and in the next slide) as a guide for planning will ensure each student is attaining the content at their current level of English language achievement and moving forward. Noting which students are in which level for each class will help with consistency while teaching. MPI= model performance indicator

27. (This page is at the end of the notes page for your access and ease of reading.)Performance definitions help a teacher when building differentiated standards-based lesson plans and activities.

28. The WIDA ELD standards have categorized Reading, Writing, Listening, Speaking to the ELD levels for each of the literacy content areas and by grade level. This chart is for Grade 1 ELA. As the transition from the current standards are moving away from a Common Core model, the ELD level descriptions are still relevant. The last slides focused on a specific domain of writing that allowed a teacher to differentiate to the content area. This chart is inclusive of all reading, writing, listening and speaking ELD standards from K-12. The WIDA ELD standards charts have everything completed, a teacher just needs to apply the specific Florida standards, lesson targets and products showing standard mastery for the lesson. The benefit of using these charts is that they can apply to any student in need of support.

29. Once a lesson plan has been developed, it is time to build goals/targets and tasks using the Florida standards. Taking time to develop learning goals that are sliced into smaller concepts will help develop and build ELL comprehension. Ensuring time for speaking, listening, reading and writing throughout each class will offer multiple opportunities for ELL language development and formative assessment.

30. When using standards-based instruction with all of your students, it is important to match the vocabulary, activities, formatives and rubrics to the exact target of the benchmark. The targets will easily lead to exact activities that match.

The framework is consistent and will throughout the course of the year ensure that the standards and benchmarks are being taught.

31. Rubrics are highly recommended sources for assessment opportunities for ELLs. Rubrics that are standards-based match the learning goals and activities to the assessment. They are developed before the lesson so there is common acknowledgment of what is expected from the activity. Adding student input creates buy-in of the task. Providing exemplars and non-exemplars helps all students know what level of performance is being looked for.

32. The WIDA performance definition charts can be located at the sites on the slide. Each link brings you directly to the performance chart. The charts provide a basis for performance expectations of expressive and receptive faculties. Listening and Reading are known as receptive domains. Speaking and writing are expressive domains.

33. (This page is at the end of the notes page for your access and ease of reading.)This slide shows the speaking and writing performance definitions for grades K-12. Each is charted out as the other WIDA resources, making the definitions easy to locate and use with students.

34. The following strategies work very well with ELLs when promoting RWLS.

35. Stringy TalkThis strategy can be accomplished by creating small groups in the class with one piece of string per group. A broad question is asked from any content area and each individual provides an answer during the time it takes to wrap the string around their finger.

36. This is a math and ELD strategy that will support critical math understanding and also language development.Word Problems

• Listen/read a math word problem as a whole group• Each person illustrates the problem using their own strategy• Each person shares their illustration and explains their thinking

37. Sentence frames support asset based language development. They build from strengths that students have.I think that Kevin ______ his brother because ______.

You can use a _____ to ______.

There are _____ ______ in _____.

At first, ____ did ____, but then, _____ did _____.

_______ caused ______ to ______.

Do you know how to ______?

Do you think that _______ caused _____?

• www.wida.wisc.edu

38. Paragraph frames build from strengths to create paragraphs and essays. This frame is for compare and contrast. Not only do ELLs receive support from these scaffolds, but all students needing that extra assist will benefit. • Compare/contrast

There are several differences between ___________ and __________. They________________________

__________________. In contrast to ____________,

______________ has _____________. Unlike _____

______, __________ does not ________________. On the other hand, _________________________

39. Snowball FightOn a piece of paper, write down your thought, idea, hashtag, motto, takeaway, etc. for a topicWad up the paper into a snowballMake a circle or divide into sidesHave a snowball fightEach person picks up a snowball and reads what someone else wrote

Anonymous and safe

40. JigsawThis can be done with paragraphs from one passage if needed. Label each passage with a number 1 to 4 or 5

Size of group, length of passage determines number

Provide each table with a different reading passageEach person gets the same number passage at their table

Give opportunity for each group to individually read, find important points and then discussSplit all like numbered teams into teams with different numbers so that the entire passage is discussed Each group shares highlights of their own passage with others

41. Expert Roles• Before reading a chapter or a passage, assign a role to each student. Examples:

• Summarizer• Visualizer• Inferencer• Symbolizer• Word Detective

• Teacher creates cards explaining what the expectations are for each role Each student carries out their role and explains their findings from the passage

42. I Do. Do you have?This strategy can be made as complex as the students can manage. Teacher creates a unique “I do”, and “Do you have?” content area card for each student

First side of card is a vocabulary wordOther side of card is a definition for a different vocabulary word

43. This is an example for the previous strategy I do. Do you have? strategy so that the explanation is clearer.

• Person 1 reads the front of the card: • Do you have the way to find the volume of box?

• Another person in group: • I do. I have: The length, width and height of an object. Flip the card

over and ask the group, do you have……?• Another person in the group:

• I do. I have: … Do you have……? etc.

44. This strategy is about learning how to interact while using text-based evidence to support claims. It is a collaboration skill builder being used during standards-based argument driven discussion.

• Divide large group into 2 smaller groups • One person from each group is the observer of the group• One person in the group holds an opinion• The rest of the people in the group hold an opposing view• The group members try to use explanations and text-based evidence to support that

their opinion is correct (5 minutes)

• Observer relates how the team interacted with each other

45. Cognitive Function Strategy

• Choose a word from the word bank (following slide)• Choose a content area topic• Choose a support

• Change the support to match the level of proficiency• Put it all together to create a strategy

• http://idahotc.com/Portals/33/Docs%202014/Cognitive%20Functions.pdf

46. This slide is taken from WIDA’s cognitive function strategy.Expressive (speaking and writing) words in green: name, state, restate, describe, paraphrase, retell, discuss, explain, present, defend, persuade, produce, edit, summarize, compose, label, tell, elaborate, provide, reasons, give feedback, justify, list, repeat, report, give examples, respond to, specify, ask and answer, draw, label, organize, recount, reflect, define, suggest

Receptive (listening and reading) words in blue: contrast, compare, relate, draw (conclusions), match, identify, categorize, select, classify, find, connect, sort, follow directions, distinguish between, sequence, interpret, predict, make judgments, associate, construct, arrange, place, point to, demonstrate, infer, critique, recognize

Cognitive Functions: remember, apply, understand, evaluate, analyze, create

47. Example of Basic Cognitive Function Strategy:Defend is taken from the green words and applied to viewpoints of the democrats. Create is taken from the cognitive functions area of the head in the graphic and a task is applied to it to create an entire high complexity strategy.

48. High Complexity Example:Student 1: Defend the viewpoints of the Federalists by creating a persuasive tweetStudent 2: Defend the viewpoints of the Anti-Federalists by creating a persuasive tweet Both: Identify the rationale for both sides and create a tweet explaining ratification and inclusion of the Bill of Rights

49. Other Examples:Distinguish how the Constitution safeguards and limits individual rights by evaluating and classifying the Bill of Rights using the safeguard/limiting graphic organizerInterpret the Preamble of the Constitution by creating a graphic

50. ReflectionWhat WIDA resources will I use with my students?

How will I use Florida standards-based instruction with my classes?What strategies from this presentation will I implement in my classes?

51. ContactAlicia FoyContent Area Literacy/Gifted SpecialistFlorida Department of EducationAlicia.foy@fldoe.org

Thank you for your time and participation today!

52. www.fldoe.org

• https://wida.wisc.edu/

• https://wida.wisc.edu/

• https://wida.wisc.edu/

• https://wida.wisc.edu/