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Slide 2 Slide 3 Fortunately, good teaching does not require us to internalize an endless list of instructional techniques. Much more fundamental is the recognition that human relationships are central to effective instruction. - Jim Cummins Slide 4 Teacher Responsibilities and Collaboration Classroom and Content Area Teachers: Implement CCRS Standards Implement CCRS Instructional Objectives Provide Tiered Instruction and Assessments Integrate WIDA Language Objectives Provide Classroom Implementation of Identified Accommodations at EL Students English Language Proficiency Levels ESL Teachers : Implement WIDA English Language Development Standards Implement WIDA Language Objectives Administer WIDA Language Assessments Provide English Language Acquisition Instruction at the Students Proficiency Levels Provide Professional Development for Administrators, Classroom and Content Area Teachers Collaboration between Classroom and ESL Teachers: Integrate CCRS and WIDA English Language Development Standards Build Academic Language in the Content Areas Develop Effective Classroom Instructional and Assessment Strategies for EL Students Build Effective Classroom Materials Supporting Instruction and Assessment at the EL Students English Language Proficiency Levels Slide 5 Test Text Is this an appropriate accommodation for WIDA proficiency levels 1 and 2? Slide 6 Slide 7 The Three Pigs There are three pigs. One pig has a house of straw. One pig has a house of sticks. The smart pig has a house of bricks. A big, bad wolf wants to eat the pigs. The wolf blows the straw house down. The pig runs to the stick house. The wolf blows the stick house down. The pigs run to the brick house. The wolf cannot blow the brick house down. The wolf cannot eat the pigs. Slide 8 1. How many pigs are in the story? a. one b. two c. three d. four 2. Who wants to eat the pigs? a. a cat b. a bear c. a person d. a wolf 3. Where do the pigs live? a. in a house b. in a pen c. in the woods d. in the water 4.What does the wolf do to the straw house? a. live in it b. paint it c. blow it down d. look at it 5. The wolf eats the pigs. True False Who is the smart pig? Why? Slide 9 SUPPORTING ELLs IN CLASSROOM SETTINGS Maintain predictable and consistent classroom management routines, aided by diagrams, lists and easy-to-read schedules displayed prominently in the learning space, to which the teacher refers frequently. Utilize graphic organizers to make content and the relationships among concepts and different lesson elements visually explicit. Provide additional time and opportunities for practice during the school day-remember there may be difficulties completing assignments outside of school. Provide redundant key information-visual cues, pictures and physical gestures about lesson content and classroom procedures. Identify, highlight, and clarify difficult words and passages within texts to facilitate comprehension and emphasize vocabulary development. Help students consolidate text knowledge by providing opportunities for teacher, student and ELLs to summarize and paraphrase. Slide 10 SUPPORTING ELLs IN CLASSROOM SETTINGS (cont.) Give students extra practice in reading words, sentences, and stories to build linguistic fluency. Every content teacher is a reading teacher. Provide opportunities for extended interactions with teachers and peers. Adjust instruction (teacher vocabulary, rate of speech, sentence complexity, and expectations for student language production) according to the ELL students language proficiency level. Target both CCRS content and WIDA English Language Development Standards in every lesson. Slide 11 Assessment should always have more to do with helping students grow than with cataloging their mistakes. - Carol Tomlinson Slide 12 ASSESSMENT GUIDELINES Guidelines for Scaffolding Classroom Assessment Reduce the linguistic complexity of the assessment without eliminating key vocabulary. Allow customized dictionaries. Read directions and test questions aloud and rephrase for ELLs when appropriate. Provide a word bank or glossary containing relevant vocabulary. Include pictures and graphic organizers in lessons and assessments. Differentiate scoring-provide one score based on content knowledge and another based on language skills in the content area. Allow students to provide answers orally. Let students use the words displayed in the classroom for assistance. Let students show mastery via hands-on activities, models/visual displays, or by sorting. Provide sample problems for each task type. Slide 13 ASSESSMENT GUIDELINES (cont.) Summative Assessment Guidelines Spend some time familiarizing your students with the format of the test. For example, if the test requires the student to pick the best answer, make certain you discuss with the students that there may be some answers that are partially correct, but just not as good as the best answer. Even better, make certain the test items mirror classroom tasks, and remove questions requiring choosing the best answer. Limit the number of items when possible-more is not always better. Consider eliminating items with answer choices like none of the above or a and b when possible. Begin with one really correct and one really incorrect answer, and move to more choices as the student becomes more proficient. Avoid the use of the negative in question and answer choices. If they are necessary, highlight the negatives so ELLs do not miss them (e.g., Which is NOT an example of alliteration?) Provide stems and frames for essay questions.