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Data-Driven Instruction for the 2020 ELD Standards
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Key Language Uses
Organizing the Integration of Language and Content
Four Key Language Uses
11
(WIDA 2020)
Exposition, Discussion, Critical Response, Challenge, Literary Review, math arguments, Science arguments
Sequential explanations, causal, cyclical, factorial, mathematical explanations
Stories, Novels, Historical Accounts, Biographies
Classifying reports; compare/contrast reports; problem/ solution reports
Survey of Most Prominent Key Language Use (KLU): Narrate
Distribution of Most Prominent KLU, Narrate Across the Grade Bands & Standards | |||||
| S/I Language | Language of ELA | Language of Math | Language of Science | Language of Social Studies |
Kinder | | | | | |
1st | | | | | |
2nd-3rd | | | | | |
4th-5th | | | | | |
6th-8th | | | | | |
9th-12th | | | | | |
Chat
Survey of Most Prominent KLU: Inform
Distribution of Most Prominent KLU, Inform Across the Grade Bands & Standards | |||||
| S/I Language | Language of ELA | Language of Math | Language of Science | Language of Social Studies |
Kinder | | | | | |
1st | | | | | |
2nd-3rd | | | | | |
4th-5th | | | | | |
6th-8th | | | | | |
9th-12th | | | | | |
Chat
Survey of Most Prominent KLU: Explain
Distribution of Most Prominent KLU, Explain Across the Grade Bands & Standards | |||||
| S/I Language | Language of ELA | Language of Math | Language of Science | Language of Social Studies |
Kinder | | | | | |
1st | | | | | |
2nd-3rd | | | | | |
4th-5th | | | | | |
6th-8th | | | | | |
9th-12th | | | | | |
Chat
Survey of Most Prominent KLU: Argue
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Distribution of Most Prominent KLU, Argue Across the Grade Bands & Standards | |||||
| S/I Language | Language of ELA | Language of Math | Language of Science | Language of Social Studies |
Kinder | | | | | |
1st | | | | | |
2nd-3rd | | | | | |
4th-5th | | | | | |
6th-8th | | | | | |
9th-12th | | | | | |
Chat
Why Key Language Uses?
“The emphasis placed on these four key language uses is not intended to restrict curriculum and instruction; rather, it accentuates the prominent genre families as an organizing principle for the ELD Standards. The most prominent Key Language Uses are the basis for its Language Expectations.” (WIDA 2020)
Key Language Uses and Data?
How do they work together?
Hmm…
Hmm…
Portfolio
✅ List
Formative Data
ACCESS Scores
Summative Data
Formative Assessment
How do formative assessment and Key Language Uses work together?
Kindergarten
Grade 1
Grades 2-3
Grades 4-5
Grades 6-8
Grades 9-12
Chat
Let’s Explore A Quick Glance Checklist
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Summative Assessment
ACCESS Scores: What they mean and how to use them in context of the NC ELD Standards
ACCESS Individual Student Report
Listening = 4.6
Speaking = 2.2
Reading = 3.4
Writing = 3.6
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Content Teacher Lens
Are the proficiency levels the same as grade levels?
How can I effectively use these scores?
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ESL Teacher Lens
How do I share this information with teachers of MLs?
How do you use ACCESS scores in your practice?
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ACCESS Frequency Report
Proficiency Levels 1-6
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ESL Specialist Lens
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How do I provide support to educators using ACCESS scores?
Multifaceted Educator Lens
Chat
How do I provide support to educators using ACCESS scores?
Meet Maria
Speaking is hard… My teacher gives me sentence frames to help me!
I like to listen to English…
music
I can read some novels. I need it in Spanish, too. I need to talk (about it) with a partner.
I can do writing…my teacher gives me a graphic organizer or a (paragraph) frame.
7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.
ELD Specialist
Social Studies
Maria’s Social Studies Class
Visual Supports for Maria’s Social Studies Lesson
Mask
No School
No job
ELD-SS.6-8.
Explain.
Expressive
Level 6: Covid-19 impacted the economy and education negatively. I, along with many people, are out of work. Education was being delivered remotely on the internet. Masks are still required in some contexts.
Level 5: Due to Covid-19, It is very difficult financially and educationally. Many restaurants closed and will not reopen. Schools closed and were teaching remotely online.
Level 2: wearing a mask I lost my job (There is) no school
Level 1: mask, no school, no job
Level 3: I wear a mask, and I lost my job. There is no school because we have COVID.
Level 4: Because of Covid-19, schools and restaurants closed. I don’t have a job anymore and have to wear a mask sometimes.
Construct social studies explanations that generalize multiple causes and effects of developments
or events
Supports for Maria to Expand her Writing to Level 4; KLU= Explain
Paragraph Frame
Introductory sentence:
Because of COVID, there are many impacts in…, …, and…
All of these impacts…
Word Bank:
Society
Economy
Education
Must Haves: One Key Language Use example | Amazing!: Up to 3 Key Language Use examples |
1.Find a Key Language Use/Language Expectation that is well-matched to the content objective in content class. (Slide is green chalkboard.) | 5. If you selected a different KLU/Language expectation than the drag/drop example, what would your 6 levels of language look like? |
2. In your 6 levels of language template, check the KLU/Language Expectation to see if you selected the same KLU/Language Expectation by clicking in the upper left corner to delete the text box and reveal the KLU/Language Expectation that we selected. | |
3. Drag and drop the 6 levels of language within your example KLU/language expectation. (Slide is template of 6 levels of language.) | 6. Discuss scaffolds that would help a student advance to the next level. |
4. Explain why you matched the language with the proficiency level. |
Breakout Activity Steps
NC.4.OA.5 Generate and analyze a number or shape pattern that follows a given rule.
ELD Specialist
Math
Juan’s 4th Grade Math Class
Breakout Tasks:
Breakout Activities
Timekeeper
Discussion Moderator
Drag and Drop Answers
A Skeleton of Language Proficiency Levels
Level 6: Expand your sentence even more with clauses; technical vocabulary; common and uncommon connectors
Level 5: Vary your sentence structure; simple and complex according to purpose. Add technical vocabulary
Level 4: Expand your sentence~ add a prepositional phrase that tells where or when something happened. Add specific vocabulary!
Level 1: Start with single words
Level 2: Simple phrases or sentences.
Level 3: Add detail to your sentence.
ELD-Content.Grade Band. KLU.Interpretive/Expressive
← Be sure to fill in the Language Expectation!
Numerical Pattern Table
Day | Operation | Amount |
0 | 3 X 0 + 4 | 4 |
1 | 3 X 1 + 4 | 7 |
There are 4 beans in the jar. Each day 3 beans are added. How many beans will there be on day 2 and day 3?
Let’s Debrief
Clarity
Please share your
WOWs and WONDERS
in the chat or raise your hand to comment!
ELD-MA.4-5.
Argue.
Interpretive
Level 6: In the numerical pattern table, I notice that the added quantity (three) will always be multiplied by the number of days and then added to the original quantity (four).
Level 5: I notice if I add three beans every day, each day will always have three more beans than the last. Four will always be added because that is my original amount.
Level 4: If I add a day, I always add three more beans. Also, I started with four beans, so I always add four.
Level 2: Multiply three times each day…add four
Level 3: Three is multiplied by the number of days…plus four more.
Level 1: Three times...four more
Interpret Math Arguments by: Extracting patterns or rules from solution
strategies to create generalizations
1.L.1.2: Give examples of how the needs of different plants & animals can be met by their environments in NC or different places throughout the world
ELD Specialist
Science
Estrella’s 1st Grade Science Class
Racoons need water..fruit..seeds..fish. They need a den.
The forest is a good place for racoons to shelter. Rivers give fresh water. Racoons eat small animals or fruits and seeds, too.
Forests are a good place for raccoons to survive.
They make a den in trees or burrows. Rivers and streams provide fresh water and fish to eat. The forest also provides fruits and seeds.
raccoon, den, water, trees, fruit, seeds, fish
Racoons need fresh water, food, and shelter in the forest. They eat fruit, seeds, eggs, and fish.
The forest is a good environment for raccoons to survive. Racoons have dens in many places in the forest, like tree holes or burrows. They need fresh water in rivers or streams. They eat small animals, fish, fruits, or seeds found in the forest.
Let’s Debrief
Clarity
Confusion
Clarity
Please share your
WOWs and WONDERS
in the chat or raise your hand to comment!
ELD-SC.1-2.
Inform.
Expressive
Level 6: The forest is a good environment for raccoons to survive. Racoons have dens in many places in the forest, like tree holes or burrows. They need fresh water in rivers or streams. They eat small animals, fish, fruits, or seeds found in the forest.
Level 5: Forests are a good place for raccoons to survive.
They make a den in trees or burrows. Rivers and streams provide fresh water and fish to eat. The forest also provides fruits and seeds.
Level 4: The forest is a good place for racoons to shelter. Rivers give fresh water. Racoons eat small animals or fruits and seeds, too.
Level 1: raccoon, den, water, trees, fruit, seeds, fish
Level 3: Racoons need fresh water, food, and shelter in the forest. They eat fruit, seeds, eggs, and fish.
Level 2: Racoons need water..fruit..seeds..fish. They need a den.
Construct science informational texts that: Summarize observations or factual information
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
ELD Specialist
ELA
Marcela’s 9th Grade English I Class
The door opened, and it made a creaking sound. He hoped for safety, but he saw danger.
door, creak, fear, scary, danger
He heard the door creak open, and light filled the room. He couldn’t move, and struck with terror, he just stood there watching as danger approached.
The door opened with a creak, which scared him. He saw danger ahead, and terrified, he knew this was the end.
The door opens. He hears the creak. He stays still, but danger comes.
Suddenly, he heard the door creak open as light filled the dark room. Frozen in fear, he counted the steps as mortal danger drew closer.
Level 6: Suddenly, he heard the door creak open as light filled the dark room. Frozen in fear, he silently counted the steps as mortal danger drew closer.
Level 5: He heard the door creak open, and light filled the room. He couldn’t move, and struck with terror, he just stood there watching as danger approached.
Level 4: The door opened with a creak, which scared him. He saw danger ahead, and terrified, he knew this was the end.
Level 1: door, creak, fear, scary, danger
Level 2: The door opens. He hears the creak. He stays still, but danger comes.
Level 3: The door opened, and it made a creaking sound. He hoped for safety, but he saw danger.
Construct LA Narratives that: Develop story, advancing the plot and themes with complications
and resolutions,
time and event sequences
ELD-ELA.9-12.
Narrate.
Expressive
Let’s Explore the Proficiency Level Descriptors
Choose a
Grade Band:
(WIDA ELD Standards: A Collaborative Approach 2021)
K: pp. 8-11
1st: pp. 18-20
2nd-3rd: pp.25-28
4th-5th: pp. 34-39
6th-8th: pp. 44-50
9th-12th: pp. 55-61
A Summative Tool: Proficiency Level Descriptors
Thinking About Proficiency Level Descriptors
“The Proficiency Level Descriptors will be helpful for teachers in clarifying how language grows...This understanding can help teachers, families and students connect language goals to content success.”
How would you use PLDs to set language goals?
(WIDA ELD Standards: A Collaborative Approach 2021)
I’m Here
An expanding variety of cohesive devices (given/new, whole/ part, class/subclass)
Grow Here
I’m Here
Expanding text that conveys intended purpose using generic (not genre-specific) organizational patterns across paragraphs-introduction, body, conclusion with a variety of paragraph openers
A variety of types of elaboration (adding in a variety of adjectives including concrete & abstract nouns; the long, slow process…)
In Writing, I can…
In Writing, I will...
In Writing, My teacher will...
Juan’s Writing Goals
Level:
3
Level:
4
Proficiency Level Descriptors = Long Range
“The Proficiency Level Descriptors describe some ways that multilingual learners will use language over time, when scaffolded appropriately.”
(WIDA ELD Standards: A Collaborative Approach 2021)
Artifact: Level Up!
Reflective Practice
Artifact: Choice Board
Level Up with Content/KLU-Embedded Language Samples: Select a content standard and an ELD language expectation to go with the content standard: Use the level up template to provide examples of what the 6 levels of content and KLU-embedded language might look like. | Level Up by Setting Language Writing Goals Using the PLDs: Select a student and write student-friendly writing goals using the Proficiency Level Descriptors |
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NC ELD Standards Hub
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Lannie Simpson
Tamara Coburn
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Growing Success for MLs