1 / 58

What Can You Do After the Can-Dos?

What Can You Do After the Can-Dos?. Sarah Lang, SIOP Specialist Kathryn Burns, Title III Resource Teacher Charlotte-Mecklenburg Schools October 18, 2013. Who are we? Why are we here?. Kathryn Burns Charlotte Mecklenburg Schools Elementary ESL Teacher

azra
Download Presentation

What Can You Do After the Can-Dos?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What Can You Do After the Can-Dos? Sarah Lang, SIOP Specialist Kathryn Burns, Title III Resource Teacher Charlotte-Mecklenburg Schools October 18, 2013

  2. Who are we? Why are we here? Kathryn Burns Charlotte Mecklenburg Schools Elementary ESL Teacher Central Office Title III Resource Teacher- 4 years WIDA ACCESS Test Item Developer Built WIDA “Can-Do” Capacity in District- What’s Next?

  3. Who are we? Why are we here? Sarah Lang Charlotte Mecklenburg Schools Elementary Content and ESL Teacher Central Office SIOP Specialist-4 years Currently participating in an Educational Leadership program using an English Learner lens

  4. 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.

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

  6. 5 activities to delve into WIDA Language of a Flower Application of Performance Definitions Musical MPIs Name the Proficiency Level Common Core/WIDA Rubrics

  7. The Language of a Flower Photo Source: http://treesandshrubs.about.com/od/selection/ig/State-Flowers/North-Carolina-State-Flower.htmIdea modified from WIDA Trainer Melissa Paton

  8. The Language of Language Arts

  9. The Language of Science

  10. The Language of Math

  11. The Language of Social Studies

  12. 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?

  13. Materials Needed Photograph

  14. 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

  15. Application of Performance Definitions

  16. Word, Sentence, Discourse-Jeff Zwiers Linguistic Complexity-Discourse Level Language Control-Sentence Level Vocabulary Usage-Word Level

  17. 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

  18. 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.

  19. Directions Each 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.

  20. Application of Performance Definitions Materials 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).

  21. What’s worked? What hasn’t Not 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.”

  22. 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.

  23. So…what is an MPI? 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

  24. So…What is an MPI?

  25. 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?

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

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

  28. What Kind of Support will the student Receive?

  29. Musical MPIs Dance 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"

  30. What’s next? We have talked about… Understanding what language students have Understanding what language needs to be taught Writing MPIs to determine what language students may engage in during a lesson Now… Choose appropriate lessons to support that engagement

  31. Pick the appropriate ELP Level Please 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 be Resist the urge to write more than one level for an activity

  32. What clue words did you see? label (1 – Entering) persuasive (4-Expanding) Explain how to (3 – Developing) draw (1 – Entering) essay (5 – Bridging)

  33. Some are not so definite. “Write a science lab report on an experiment performed in class.” What can that look like? Drawing with labels Bulleted steps Descriptive paragraph The supports that the teacher uses should reflect the students’ proficiency levels.

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

  35. 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!

  36. 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

  37. 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?

  38. SO… let’s put these together and see what we can do in the classroom. HAVE YOU SEEN ME?

  39. Or me?

  40. Look at overall score Look at raw score

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

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

  43. 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

  44. 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.

  45. Student Scenarios Please 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).

  46. Here is Abdias’ response. “I have learn you can save friends even if little because Swimmy save his friend and he little.”

  47. 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.

  48. 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.”

  49. So…. If this was his full answer, How would you grade him… taking into account CONTENT AND LANGUAGE?

More Related