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!

Framing the English Language

DevelopmentStandardsELD SCS

Learning ObjectivesLearning 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.

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

NC ELD SCS (WIDA ELP Standards)

• Social and Instructional Language

• Language of Language Arts

• Language of Mathematics

• Language of Science

• Language of Social Studies

Grade-Level Clusters

The NC ELD SCS Standards are clustered:

• PreK−K

• Grades 1−2

• Grades 3−5

• Grades 6−8

• Grades 9−12

WIDA Consortium

The WIDA ELP Scale

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

Continuum of Second Language Acquisition

Entering

• Concrete• Explicit • Familiar• General

Reaching

• Abstract• Implicit• Unfamiliar• Technical

(WIDA Resource Guide p. RG-12)

The Four Language Domains

Receptive language

Listening

Reading

Productive language

Speaking

Writing

The English Language Development Standards are the

bridge which enables students to access the content standards.

Literacy: a part of every teacher’s tool box

words

words

words

text structure

idio

ms

Science

Math

Social Studies

idio

ms

idiomstext structure

text structure

words

idio

ms

?

What do Standards 2-5 mean …

communicate information, ideas, and

concepts for academic success in the

various content areas?

Activity: Open Response

What is academic language?

Activity: Examining Everyday and Academic Language

1. Work in groups to rewrite in everyday language the narrative on your handout.

2. Identify what makes this reading challenging?– vocabulary– phrases– structure– knowledge demand

What makes this reading challenging?

– vocabulary

– phrases

– structure

– knowledge demand

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

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

Everyday vs. Academic Language

Everyday

Language

Academic

Language

•Immediate feedback from listener

•Gestures

•Prosody (pitch, stress, phrasing)

•Facial expressions

•Ability to add information in real time

•Anticipation of level of explicitness required of reader

•Precise word choice

•Time to structure text

Activity: Types of Language

1) Turn to a partner.

2) Decide who will be A and who will be B.

3) A discuss your favorite fruit and why you like it.

4) B write key words used in your discussion.

5) Switch

Standard 1:

Social and Instructional Language

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.

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.

Activity: The Language of an Apple

Cultural and Social factors

• A and B write any emotional associations you have with “apple”.

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.

Academic language varies by…

• Purpose

• Type

ESL Toolkit

For more on academic language go to the toolkit at:

http://www.ncpublicschools.org/acre/standards/support-tools/

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

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

Language Proficiency Levels “Performance Definitions”

from WIDA/ELP Resource Guide – RG 45

The Language Strand in CCSS

• CCSS Strands – Reading– Writing– Speaking & Listening– Language

• Conventions• Knowledge• Vocabulary

Activity:CCSS: Progressive Language Skills

With a partner identify 3 conventions in the Language Progressive Skills Chart.

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

Do students…

• Use transitions to connect and organize ideas

• Take risks with language

• Select correct word forms

• Use correct punctuation

Measuring Comprehensibility

BREAK

10 Minutes

The Language Strand in CCSS

• CCSS Strands – Reading– Writing– Speaking & Listening– Language

• Conventions• Knowledge• Vocabulary

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

Vocabulary Usage

Word knowledge

helps to free cognitive resources

for comprehension

(National Literacy Panel for Language

Minority Children and Youth, 2006)

Tiers of WordsCommon Core State Standards

Tier 1 Words Everyday Speech

Tier 2 Words General Academic Words

Tier 3 Words Content-specific Words

Extend Tiers for ELLs

Tier 3 Words• Content-specific words• Infrequently used academic words

Tier 3: Content Specific

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi Osmosis Capital

Power Power Power

MATH SOCIALSTUDIES

SCIENCE

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

Extend Tiers for ELLs

Tier 1

walk

beautiful

knowledge

good

Tier 2

amble

alluring

dogma

amazing

Tier 2 Words: Specificity and Sophistication

Activity: Tier 2: Polysemous Words

• bank• table• present• prime• round• skate• state

• power• cell• face• radical• leg• left• light

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

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…

Tier 2: Common but Neglected

04/19/23 • page 44

Tier 2: Transition Words and Connectors

Cognates - Tier 2 and 3

hypothesis hipótesis

observations observaciones

classification clasificación

predictions predicciones

evaluate evaluar

experiment experimento

Almost 40,000 Cognates!

False Cognates

• Library ≠ librería (bookstore) = (biblioteca)

• Story ≠ historia (history) = (cuento)

• Exit ≠ éxito (success) = (salida)

• Success ≠ suceso (event) = (éxito)

• Character ≠ carácter (personality) = (personaje)

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

Vocabulary Usage in WIDA

• Move from general language to specific language to specialized or technical language.

Vocabulary Usage

Comprehension depends on knowing upwards of 95%

of the words in a text. (Hu & Nation, 2000)

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

Learning ObjectivesLearning 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.

Jan King

Region 8

Professional Development Lead

NC Department of Public Instruction

jan.king@dpi.nc.gov

Beth Edwards

Region 1

Professional Development Lead

NC Department of Public Instruction

elizabeth.edwards@dpi.nc.gov

Julian Wilson

Region 4

Instructional Technology Consultant

NC Department of Public Instruction

julian.nicholswilson@dpi.nc.gov

Joanne Marino

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

joanne.marino@dpi.nc.gov

Glenda Harrell

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

glenda.harrell@dpi.nc.gov

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

ivanna.thrower@dpi.nc.gov

ESL Websitehttp://esl.ncwiseowl.org/