Lesson Planning & Differentiation: Enacting a lesson based on the ELP Standards

1. Lesson Planning & Differentiation:Enacting a lesson based on the ELP Standards Don Bouchard Maine Department of Education ESL/Bilingual Programs Professional development online webinar January 13, 2010

2. Agenda *Lesson Planning & Differentiation overview - language objectives - performance indicators *Enacting the lesson by: - language domains - content - cognitive function *Gradual Release of Responsibility - focused lesson - guided instruction - collaborative learning - independent learning *Putting it all together

3. Lesson Planning & Differentiation Overview

4. Lesson Planning and Differentiation ACCESS for ELLs Teacher Report (+ background information) LESSON PLANNING

5. Lesson Planning Process Content Standard Content Objective Language Objective Performance Indicator(s) [PIs]

6. Language Objective The language objective can provide the basis for the Performance Indicator(s) (PIs) targeted to meet the appropriate language demands of the content requirements of the curriculum for an ELL.

7. Language Objective The language objective describes the intentionality of language assessment of an ELL’s performance in a content lesson.

8. Language Objective A language objective contains the following language -related elements: Function Topic Domain Language Outcome

9. Language Objective A language objective should be written with one language domain in mind: listening, speaking reading, or writing; there can be more than one language objective for the content lesson.

10. Performance Indicator PI = Language Function (Resource Guide has examples scattered throughout the MPI strands) + Topic (Topics are derived from the state content standards) + Support (See WIDA Resource Guide RG 21 for list of supports)

11. Model MPIs

12. Language Objective + Performance Indicators SWABAT describe the stages of the water cycle orallyusing increasingly complex sentences. I: Name the parts of the water cycle using a diagram. II: Describethe water cycle with pictures. III: Describethe changes in the water cycle using a diagram. IV. Explain the importance of the water cycle with a partner. V: Determinethe impact on the water cycle without rain or snowwith a partner.

13. Activity Examine the language objectives & PIs in the following slides. Can you identify the components?

14. Language Objective: function, topic, domain, language outcomePerformance Indicator: Language Function, Topic, Support SWABAT orally describe the sequence of herbivores within food chains with increasingly complex language. • I: Identify components of herbivores in a food chain from a diagram. • II: Give examples of herbivores within a food chain from a diagram. • III: Describe the sequence of animals within a food chain with a partner. • IV: Explain the difference between herbivores with carnivores in a food chain with a partner. • V: Discuss herbivores in the food chain within an ecosystem with a partner.

15. Language Objective + Performance Indicators SWABAT orally describe the sequence of herbivores within food chains with increasingly complex language. • I: Identify components of herbivores in a food chain from a diagram. • II: Give examples of herbivores within a food chain from a diagram. • III: Describe the sequence of animals within a food chain with a partner. • IV: Explain the difference between herbivores with carnivores in a food chain with a partner. • V: Discuss herbivores in the food chain within an ecosystem with a partner.

16. Language Objective + Performance Indicators SWABAT identify the U.S. Congress and their responsibilities in print using related vocabulary and descriptors. • I: Name the Houses of Congress and their responsibilities using a visual. • II: Sort the responsibilities of the Houses of Congress using a T-chart. • III: Compare and contrast the responsibilities using a Venn diagram. • IV: Describe the responsibilities of each House of Congress from a list. • V: Write an essay about the responsibilities of one House of Congress.

17. Language Objective + Performance Indicators SWABAT connect “The Magician” to their lives through writing using phrasal verbs. • I: Identify phrasal verbs from “The Magician” list using home language translations. • II: Write sentences about “The Magician” using a word list. • III: Compare and contrast “The Magician” with a legend from culture of origin using a Venn diagram. • IV: Describe “The Magician” using a word list. • V: Analyze “The Magician” using a word list.

18. Key Notion #1 All ELLs can participate in a content lesson. The key is to transform the language demands of the content to meet ELL’s English language proficiency level.

19. Key Notion #2 Write PIs only for the ELP levels represented by the students in your classroom.

20. ELL participation level Comprehensible Input i + 1 i = ACCESS ELP level +1 = Delivery of instruction (the next ELP level?); Zone of Proximal Development ZPD = Delivery of Instruction with support

21. Question What are the ways to enable ELLs to participate in the lesson at an appropriate level of language proficiency?

22. Enacting the Lesson through Strategies and Activities

23. Activities Gradual Release of Responsibility Strategies Content Specifict Domain Specific Funct. Specific Performance Level Criteria

24. Performance Level Criteria: Linguistic Complexity Level 1 – Entering Single words Level 2 – Beginning Phrases, short sentences Level 3 – Developing Series of related sentences Level 4 – Expanding Moderate discourse Level 5 – Bridging Complex discourse

25. Performance Level Criteria: Vocabulary usage Level 1 – Entering Everyday vocabulary Level2 – Beginning High frequency vocabulary Level 3 – Developing General and some specific vocabulary Level 4 – Expanding Specialized and some technical vocabulary Level 5 – Bridging Specialized and technical vocabulary

26. Performance Level Criteria: Language Control Level 1 – Entering Memorized language Level 2 – Beginning Language w/errors minimizing communication Level 3 – Developing Meaning overrides communication errors Level 4 – Expanding Language w/minimal errors Level 5 – Bridging Language comparable to English peers

27. Performance Definitions, p. RG-45

28. Domain-specific activities Listening Speaking Reading Writing What are the activities specific to each or a combination of the language domains?

29. Activity What activities are specific to. . . . Listening. . . (what can we have our students listen to)? Speaking . . . (what can we have our students talk about)? Reading . . . (what can we have our students read?) Writing . . . (what can we have our students write about?

30. Examples of language domain-specific activities Story reading Dictation Question response Discussion Text chapter Essay Report Letter Note taking Etc. Presentation Novel Poster

31. Content-specific activities Language Arts Mathematics Science Social Studies What are the activities specific to each of the content areas?

32. Activity What activities are specific to . . . Language arts . . . (what do students normally engage in at grade level?) Mathematics . . . (what do students normally engage in at grade level?) Science . . . (what do students normally engage in at grade level?) Social Studies . . . (what do students normally engage in at grade level?

33. Examples of content-specific activities Poem Fairy tale Formula Theorem Experiment Video Timeline Role play Play Etc. Equation Lab report Debate

34. Cognitive function-specific activities Predicting Sequencing Classifying Summarizing etc. What are the activitiesspecific to cognitive functions?

35. Activity What activities can our students engage in to practice. . . Sequencing Predicting Comparing/contrasting Reasoning Classifying Describing Problem-solving Paraphrasing Summarizing Hypothesizing Etc.

36. Examples of cognitive function-specific activities Paraphrasing a story Sequencing steps in the causes of a civil war Comparing & contrasting characters in a story Classifying flora and fauna Problem solving a math problem Analyzing a theorem Hypothesizing from an experiment

37. ‘Sifting’ the activities through the Gradual Release of Responsibility Strategies

38. Gradual Release of Responsibility Model The Gradual Release of Responsibility Model is the scaffolded delivery of instruction following a progression in which teachers gradually do less work and students gradually assume more and more responsibility for their learning through 4 stages: I. Focused lesson II. Guided instruction III. Collaboration IV. Independent Learning

39. Gradual Release Model Teacher Responsibility ___________Focus Lesson________________________ _________Guided Instruction______________________ __________________________Collaborative__________ ___________________________Independent_________ Student Responsibility

40. Strategies for the Focus Lesson 1. Modeling the language to be used in the content 2. Direct but scaffolded explanation of the content with demonstrations 3. Think-alouds, write-alouds, shared reading focusing on language

41. 1. Modeling the Language a. Name the aspect of language. b. State its purpose. c. Explain when the aspect is used. d. Use analogies to link prior knowledge to new learning. e. Provide examples. f. Alert learners about errors to avoid. g. Assess its use.

42. 2. Direct, scaffolded explanation Good with: 1) mathematical processes (e.g., explaining how to solve problems); and 2) scientific experiments (e.g. transforming liquid to gas in a boiling water experiment)

43. 3. Think-alouds, write-alouds, and shared readings • Think-alouds – - Be brief, use “I” statements, think carefully through the process. b. Write-alouds – - Literally speaking out loud as you write an explanation c. Shared reading – - Use of a projector for teacher-led reading.

44. Strategies for Guided Instruction • Guided reading 2. Guided writing 3. Student think-alouds 4. Misconception analysis

45. 1. Guided reading Small groups of students meet with teacher to read portions of new material. Time for analyzing how effectively students are comprehending. Teaching specifics comes after the reading.

46. 2. Guided Writing Students apply what they have learned through sentence or paragraph frames, graphic organizers and/or cloze technique.

47. 3. Student Think-Aloud As student reads text or performs task, pause to explain thinking, including what to do next.

48. 4. Misconception analysis Teacher knowledge of possible misconceptions student will make in math, science, social studies through a careful focus on factual knowledge.

49. Strategies for Collaboration • Reciprocal teaching 2. Listening/viewing stations 3. Visual displays 4. Book circles, labs, & simulations 5. Jigsaw

50. 1. Reciprocal Teaching Groups of four read a text and: Summarize Question Clarify Predict