NJCCCS and WIDA Standards: Perfect Together

1. NJCCCS and WIDA Standards: Perfect Together NJ Department of Education Office of Student Achievement and Accountability ESL Curriculum Unit Exemplar January 24, 2011 Elizabeth Franks WIDA Certified Trainer

2. Objectives • Participants will be able to: • Identify core components of a unit plan. • Standards (NJCCCS & WIDA) • Activities • Performance indicators • Gain knowledge of NJ initiatives in unit planning. • Backward design • Project-based learning • 21st Century Skills

3. Essential Question How do I cohesively embed the WIDA standards with the NJCCCS when creating a unit of study? Enduring Understandings • WIDA standards are embedded in the content standards. • Performance assessment is a critical component of unit development.

4. NJ Curriculum Unit Template Unit overviewLearning targetsEvidence of learningLesson plans Twenty-first century themes Twenty-first century skills Creativity and Innovation Critical Thinking and Problem Solving Communication and collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills • Global awareness • Financial and economic literacy • Health literacy • Civic literacy

5. Other Key Points Included in ESL Unit Plan • Gradual Release of Responsibility • Strategic selection of academic language and structures related to content standards • Differentiation of instruction according to English Language Proficiency • Select comprehension strategies to highlight • Use of technology where appropriate • Connection between assessment (ACCESS) and standards (WIDA) Activity: KWL rating

6. Academic Language • Quick write: What constitutes academic language? • Orange activity

7. Variations of Language Language of Social Studies Language of Science Language of Language Arts Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing Language of Computer Science Language of Music Foundation of home and community language and cultural factors

8. Academic Language and WIDA Standards Dutro & Moran, 2003

9. Performance Criteria

10. Criteria for Proficiency Level Definitions 1 2 3 4 5 6 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING REACHING Vocabulary usage: comprehension and use of the technical language of the content areas Linguistic complexity: amount of discourse, types and variety of grammatical structures, the organization of ideas. Language control: extent to which communication is comprehensible, measured by the number and types of errors which affect the meaning of the message.

11. Categorize Academic Language • Using sample text according to your grade level cluster categorize and chart the different elements of language using the WIDA performance criteria.

12. Components of Academic Language DISCOURSE

13. Planning Process: Unpack the Standards

14. Language objective embedded in the content. • Using previous chart (that identifies the linguistic complexity, language control and vocabulary usage needed), identify the language functions, forms and background knowledge needed. • Cross-check vocabulary in content standard and Academic Word List.

15. Language Objective

16. Model Performance Indicators Grade Level Cluster 6-8 Standards 4: (the language of) Science ___________________________ Language Proficiency Level: 3 Developing Language Domain: Reading _____________________________ Identifycharacteristics and conditions related to natural disasters based on text and pictures The language function The content stem The type of support

17. Three types of support

18. Questions to Ask

19. Integrated Language Curriculum Determine acceptable evidence of learning.

20. Standards and Assessment • ACCESS for ELLs items are created from the MPIs in the summative framework of the ELP Standards. • Items are created in folders/themes

21. Sample: Grade Level Cluster 3-5, Tier C Listening WIDA Consortium

22. Organization of MPIs within Standards MPI STRAND

23. Sequence of MPIs within Tier A WIDA Consortium MPIs for a Tier A Grades 3-5 Standard: Science Domain: Listening Example topic: States of Matter

24. Sequence of MPIs within Tier B WIDA Consortium MPIs for a Tier B Grades 3-5 Standard: Science Domain: Listening Example topic: States of Matter

25. Sequence of MPIs within Tier C WIDA Consortium MPIs for a Tier C Grades 3-5 Standard: Science Domain: Listening Example topic: States of Matter

26. Task Level Expectations WIDA Consortium • Every task and question is based on a set of expectations for the response. • Scoring expectations are based on: • Linguistic Complexity: Expectations of the quantity and organization of academic language that a student is able to use or process • Vocabulary Usage: Expectations of appropriate amount and variety of vocabulary for grade level and proficiency level that a student is able to use or process • Language Control: Expectations of appropriate and accurate use or processing of grammar, mechanics, conventions, word choice in context, and the English sound system

27. Script Question: Grade Level Cluster 3-5, Tier C Listening WIDA Consortium

28. Analysis of Sample Items WIDA Consortium • Review the samples provided to your group • Identify the language expectations for the item (language expected to be processed or produced by the student): linguistic complexity, vocabulary usage and language control • Determine the level of ELP being assessed EXTRA CREDIT: Determine the language function assessed, the topic and the support provided…can you guess the MPI being addressed?

29. Summary WIDA Consortium • ACCESS for ELLs test items do not assess content knowledge; they assess the language of the content • ACCESS for ELLs test items assess the WIDA ELP standards, their grade level clusters and domains • ACCESS for ELLs test items are created from the MPIs in the summative framework of the standards • ACCESS for ELLs test items have the same expectations of language to be processed or produced as the criteria of the performance definitions

30. Integration of types of activities across grade level clusters GIST/Jigsaw

31. Student Engagement Strategies Give one –get one

32. Technology and ELLs Gallery Walk

33. Begin with the end in mind • With a partner at your grade level cluster, review sample of released assessment. • Brainstorm activities that could be completed in class that would provide practice with the content, domains and across proficiency levels for the selected test items.

34. Next Steps • In grade level cluster decide on topic for unit. • Choose content standards and objectives. • Think of culminating project that will demonstrate mastery (ACCESS for ELLs). • Decide on which language objectives to focus (domain(s), function(s) and form(s)). • Research technological resources for practice ideas. • Think of overview… how many lessons, how many days?