Activity: Self-assessment

1. Activity:Self-assessment Use red dots on the tables to indicate your level of proficiency for each objective of this training along the continuum: • I’m not sure. • I know it. • I can teach it!

2. Framing the English Language Development Standards ELD SCS

3. Learning Objectives I can • describe the organization of the WIDA Standards. • identify academic language. • define language control for ELLs. • explain why vocabulary must be learned “in depth.” • recognize how Tier 1, 2 & 3 words apply to ELLs.

4. NC ELD SCS = NC ES for ELLs =WIDA ELP Standards • NC joined World-Class Instructional Design and Assessment (WIDA) Consortium 2008 • Adopted WIDA English Language Proficiency Standards 2008-09 SY

5. NC ELD SCS (WIDA ELP Standards) • Social and Instructional Language • Language of Language Arts • Language of Mathematics • Language of Science • Language of Social Studies

6. Grade-Level Clusters The NC ELD SCS Standards are clustered: • PreK−K • Grades 1−2 • Grades 3−5 • Grades 6−8 • Grades 9−12

7. WIDA Consortium 6 5 REACHING BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 ENTERING The WIDA ELP Scale

8. Continuum of Second Language Acquisition Entering Reaching Abstract Implicit Unfamiliar Technical • Concrete • Explicit • Familiar • General (WIDA Resource Guide p. RG-12)

9. The Four Language Domains Receptive language Listening Reading Productive language Speaking Writing

10. The English Language Development Standards are the bridge which enables students to access the content standards.

11. Literacy:a part of every teacher’s tool box idioms text structure words idioms words text structure Science idioms Math words text structure idioms Social Studies words ?

12. What do Standards 2-5 mean … communicate information, ideas, and concepts for academic success in the various content areas?

13. Activity: Open Response What is academic language?

14. Activity: Examining Everyday and Academic Language • Work in groups to rewrite in everyday language the narrative on your handout. • Identify what makes this reading challenging? • vocabulary • phrases • structure • knowledge demand

15. What makes this reading challenging? • vocabulary • phrases • structure • knowledge demand

16. Everyday vs. Academic Language • There are three reasons mustard adds flavor to food. • The action of mustard as a condiment is due to three qualities. NC EOG Grade 8 Reading released item

17. Everyday vs. Academic Language • We can explore forests and wilderness by hiking and camping. • Hiking and camping lets us explore vast forests and wilderness areas. EOG Grade 6 Reading released item

18. Everyday vs. Academic Language

19. Activity: Types of Language • Turn to a partner. • Decide who will be A and who will be B. 3) A discuss your favorite fruit and why you like it. • B write key words used in your discussion. • Switch Standard 1: Social and Instructional Language

20. Activity: The Language of an Apple Standard 2: The language of Language Arts • A describes the apple from a poet’s perspective. • B writes key words and phrases. Standards 5 & 3: The language of Social Studies & Mathematics • B discusses the apple from an economist’s perspective. • A writes key words and phrases.

21. Activity: The Language of an Apple Standard 4: The language of Science • A describes the apple from a biologist’s perspective. • B writes key words and phrases. Standard 5: The language of Social Studies • B discusses the apple from a historian’s perspective. • A writes key words and phrases.

22. Activity: The Language of an Apple Cultural and Social factors • A and B write any emotional associations you have with “apple”.

23. 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.

24. Academic language varies by… • Purpose • Type

25. ESL Toolkit For more on academic language go to the toolkit at: http://www.ncpublicschools.org/acre/standards/support-tools/

26. 6 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING REACHING Criteria for Performance Definitions • Vocabulary Usage The specificity of words or phrases for a given context • Linguistic Complexity The amount and quality of speech or writing for a given situation • Language Control The comprehensibility of the communication based on the amount and type of errors

27. Language Proficiency Levels “Performance Definitions” from WIDA/ELP Resource Guide – RG 45

28. The Language Strand in CCSS • CCSS Strands • Reading • Writing • Speaking & Listening • Language • Conventions • Word Knowledge • Vocabulary Acquisition & Usage

29. Activity:CCSS: Progressive Language Skills With a partner identify 3 conventions in the Language Progressive Skills Chart.

30. Language Control in WIDA Number and types of errors that affect the meaning or intent of the message • Grammatical usage (syntax) • Phonology • Word choice (semantics) • Mechanics • Fluency

31. Language ControlMeasuring Comprehensibility Do students… • Use transitions to connect and organize ideas • Take risks with language • Select correct word forms • Use correct punctuation

32. BREAK10 Minutes

33. The Language Strand in CCSS • CCSS Strands • Reading • Writing • Speaking & Listening • Language • Conventions • Word Knowledge • Vocabulary Acquisition & Usage

34. Activity: Vocabulary Usage • The number of words heard in an hour • by children of poverty is about 615; • by middle-class children, about 1,251; and • by children of professionals, about 2,153. • Student vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades

35. Vocabulary Usage Word knowledge helps to free cognitive resources for comprehension (National Literacy Panel for Language Minority Children and Youth, 2006)

36. Tiers of WordsCommon Core State Standards

37. Extend Tiers for ELLs Tier 3 Words • Content-specific words • Infrequently used academic words

38. Tier 3: Content Specific SOCIAL STUDIES MATH SCIENCE

39. Extend Tiers for ELLs Tier 1 Words • Concepts understood in native language • Simple words native English speakers know, but might create difficulty for ELLS because of • Spelling • Pronunciation • Background knowledge

40. Extend Tiers for ELLs Tier 2 Words: Specificity and Sophistication

41. Activity: Tier 2: Polysemous Words

42. Tier 2: Idioms and Phrasal Clusters • Break in • Break off • Break a leg • Once in a while • Complete sentence • Raining cats and dogs • Relatively easier • Stored energy • Stimulus package

43. Tier 2: Common but Neglected absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

44. Tier 2: Transition Words and Connectors

45. hypothesis hipótesis observations observaciones classification clasificación predictions predicciones evaluate evaluar experiment experimento Cognates - Tier 2 and 3 Almost 40,000 Cognates!

46. False Cognates • Library ≠ librería (bookstore) = (biblioteca) • Story ≠ historia (history) = (cuento) • Exit ≠ éxito (success) = (salida) • Success ≠ suceso (event) = (éxito) • Character ≠ carácter (personality) = (personaje)

47. Activity: Tier 2 • List types of words which make up Tier 2. (Don’t list individual words, only categories.) • Go to the url and type your list on the wall. http://www.wallwisher.com/wall/ESLTier2

48. Move from general language to specific language to specializedor technical language. Vocabulary Usage in WIDA

49. Vocabulary Usage Comprehension depends on knowing upwards of 95% of the words in a text. (Hu & Nation, 2000)

50. Activity: Inside/Outside Circles • What have you learned about: • the WIDA standards • academic language • language control and vocabulary • Tiers of words for ELLs • the relationship between CCSS and WIDA