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WIDA - ABCs of Family Engagement

Book - Engage Every Family by Steven Constantino

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Access - Information & Sample Items

Access Scoring Information

Assessment Adaptation - Evaluate the assessment

Read through the assessment. Then, imagine the publisher asked you to suggest changes to the assessment so that it would be better tailored to the needs of English learners.

Consider items such as the following:

Look at the wording of the instructions, the questions, and the question choices.

Think about the question types. Are they appropriate for ELs?

Are there cultural references that the test maker assumes ELs know? Some cultural references may be necessary, but they should only remain in the test if they would have been part of the content being taught.

Can a question be reworded to make it more understandable?

Do words or definitions need to be added to clarify what the question is asking?

This is not an exhaustive list. Try to look at the assessment through the eyes of an English learner. What's confusing to them

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Language Objective 4:

Content Objective - First Grade Math
Students will be able to tell time by the hour using an analog clock.

Write two language objectives that could go along with this lesson. Look back to resources provided in prior modules for assistance. Begin each objective with: Students will be able to...

My Answer:

1. Students will be able to observe an analog clock and define orally the clocks defining attributes, then students will list similarities and differences between a digital clock and an analog clock.

2. Students will be able to predict how an analog clock works then the students will be able to manipulate and observe their own analog clock. Students will be able to identify how an analog clock works.

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Learners Edge Link

Language Objective 2 Prompt:

Content Objective - First Grade Social Studies
Students will be able to create drawings of the different types of homes that people in our community live in.

Write two language objectives that could go along with this lesson. Look back to resources provided in prior modules for assistance. Begin each objective with: Students will be able to...

My Answer:

1. Students will be able to observe photos of different parts of the city they live in (the community), they will then choose a picture of a house from the given photos they observed.

2. Students will be able to take a picture of their house if they want, bring it to class and then discuss with a partner about their house and their neighborhood they live in. Students will then be able to draw their own house. (I would rather not do this type of lesson because it can make students feel insecure of where they live, I would rather have students pick a place in their community that they love to go to and feel safe and have them discuss and draw about that instead of their home. I need to know my students and make sure I do not overstep and make them uncomfortable.

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Assignment - Language objective 1:

Content Objective - Kindergarten Math
Students will be able to compare and contrast the size of given objects.

Write two language objectives that could go along with this lesson. Look back to resources provided in prior modules for assistance. Begin each objective with: Students will be able to..

My Answer:

1. Students will be able to observe different objects and define orally some of their common and defining attributes, then students will find similarities between different objects and then they will find the differences between the given objects.

2. Students will be able to effectively define, orally what compare and contrast mean. Students will also be able to take what they know about comparing and contrasting and discuss with their peers about the size of different objects.

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Differentiating Instruction for ELs

WIDA Focus on Differentiation

WIDA Can-Do Descriptors

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Module 15 - More examples/ resources for language objectives 

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Module 15 - More examples/ resources for language objectives 

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Module 15 - Writing and Using Content and Language Objectives

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Module 15 - Writing and Using Content and Language Objectives

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Module 15 - Examples of Language Objectives

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Module 15 - Examples of Language Objectives

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Resource Help Writing Language Objectives

Writing and Using Content and Language Objectives:

Verbs for Writing Content and Language Objectives based on Bloom’s Taxonomy and the 4 Domains of Language.

Verbs for Content Objectives:

Knowledge – list, identify, locate, memorize, review, label, describe, define, name, match

Comprehension – recall, reproduce, summarize, explain, demonstrate, translate, rephrase

Application – predict, compare, contrast,
solve, classify, categorize, show, apply,
make, build a replica

Synthesis – build a model, combine, compile, compose, construct, create, design, elaborate, test, infer, predict, hypothesize, invent, design

Evaluation – choose, decide, recommend, select, justify, defend, support

Verbs for Language Objectives:

Listening – tell, role play, identify, listen, recognize, pint, show, follow directions

Speaking – name, discuss, rephrase, ask, answer, predict, say steps in a process, pronounce, repeat, respond, state, summarize, explain, tell, use

Reading – preview, read aloud, find specific information, identify, skim, explore

Writing – list, summarize, ask and answer questions, create sentences, state and justify opinions, write, contrast, classify, record

Vocabulary Development – define

isolated words, define words in context, find words and construct meaning

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AMAZING resource links:

Unite for Literacy

Newsela

High/Low Books for Children

High/Low Books for Tweens

Language Objective 3:

Content Objective - Second Grade Science
Students will be able to correct illustrate the stages in a butterfly's lifecycle.

Write two language objectives that could go along with this lesson. Look back to resources provided in prior modules and the example above for assistance. Begin each objective with: Students will be able to...

Examples of Language Objectives:

Content Objective
SWBAT collect and organize data about their plant using picture graphs or bar graphs.

Possible Language Objectives
SWBAT use lesson vocabulary (stem, root, leaves, inches, growth) accurately when constructing their graphs.
SWBAT orally describe the meaning of their data to a partner.
SWBAT write at least 3 sentences summarizing the data in their graph.
SWBAT orally predict how their plant's growth may change over time.

My Answer:

1. Students will be able to observe/view each states of a butterfly's lifecycle, then they will discuss orally with a peer what the states are of the butterfly's lifecycle.

2. Students will be able to orally predict the butterfly's life cycle by viewing the life cycle in visuals but they the visual are not in the correct order of the butterfly's life cycle.

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Module 14 - Progression of Learning Assignment

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Module 14 - Progression of Learning Assignment

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Progression of Learning

Standard:

Kindergarten Science (K.LS1.1) – Use observations to describe patterns of what plants and animals (including humans) need to survive.

1.    Doing an experiment (small groups)

Before starting an experiment with my whole class, I will give the students a formative assessment probe to identify what knowledge they already have about plants. Before getting started on the experiment I will have a discussion with the class and ask the students how they think plants might grow in order to survive. I will have the students turn to their table and discuss in a small group what they think an animal needs to survive. After students discuss with one another what they believe a plant needs to survive then we have a whole class discussion about what type of things that students believe plant’s needs. When students share their ideas, their teacher will put their ideas up on the board and then we will discuss the items we put on the board. My goal is to connect their thought process to having our own plants in the classroom that are in different lighting and/or using different liquids to put in with the soil to see what type of plants grow. As a whole class we will have plants in our classroom where we have the same soil, same location, same seeds, but different types of liquids (example of liquids we could use are water, juice, pop, and another liquid the students want to observe).

2.    Introducing Key Vocabulary (whole class)

When appropriate and required will slowly introduce three vocabulary words that are connected to the standard. The three words that I will teach and discuss with the class are survive (this word I will discuss in the beginning of the lesson), observations (introduce this word when we move into observing the plants and how they grow), and patterns (again this word would be introduced when students are observing the plants).

3.    Teacher-guided reporting (whole class)

Either once or twice a week students will observe on their own in a writing journal (they can write if they want but they are kindergarten so they can also draw) they will discuss with they observed with their tables(small group), I will ask the students to discuss with the people around them these three questions over a span of three weeks and then we will share as a whole group after students individual work and then work with the people around them.

Questions:

“What liquid is best for growing seeds?” (I want them to first answer this question on their own on a worksheet where they will draw the results of the liquids had on the plants, and they can write which liquid worked the best, and then I want them to discuss their own finding with their small group)

“Two different observations” “What did you learn?” (Students will work on this assignment for two weeks and students will draw a picture of one plant they observed and then the next week they will draw another observation of the same plant, and then they will answer what they learned question by themselves and then discuss with their group what they answered to the question.

“How did the plant change from the last time we observed them?” (This one is more directed to the whole class and having the students to discuss what they observed and then depending on what the students observe then the teacher can also ask the class if they saw any patterns when they were looking at the plants.

4.   Journal Writing (individual)

Each student in the class will have some sort of plant journal where the students draw and to their best ability write their own observations each time the students are observing the plants and how they are growing.

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Fostering Active Comprehension: Asking and Answering Questions Resource

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Difference between BICS and CALP

BICS = Social Language

CALP = Academic Language

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Module 11 - Second Language Acquisition Stages

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Module 11 - Second Language Acquisition Stages

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Silent & Receptive Stage
Students do not verbally respond to communication in the second language although there is receptive processing. Students should be actively included in all class activities, but not forced to speak. Teachers can encourage participation by giving students time and providing clues what is going on and how they can be involved. Students are likely to respond non-verbally to peers during inclusion in many activities: Interaction with visuals and audiovisuals, games and hands-on projects. As students progress through this stage, they will begin to participate using gestures and pointing and they may begin to provide one-word verbal responses.

Early Production
Students in this stage begin to respond verbally using one or two words. Students begin to develop the ability to understand words often repeated in a familiar context. Students begin to develop listening skills and build their passive and receptive (listening) vocabulary. They may begin to group two and three words together in a short phrase to respond to a question or express an idea.

Speech Emergence
Students in this stage begin to respond in simple sentences when they are comfortable in the setting and engaged in activities they understand. Instruction should be focused on strategies that ensure comprehensible input. All interactions with students in this stage should be focused on communication rather than form. Teachers and other students should encourage and be receptive to all attempts to communicate (gestures, attentiveness, following directions, any oral participation.) Teachers and students should model correct usage in all communication, but not correct errors.

Intermediate Fluency
Students in this stage gradually make the transition to more elaborate speech. With continued comprehensible input and communication-focused interactions, students may begin to link familiar phrases and generate sentences to express their ideas. Teachers need to continually model language usage, extend receptive vocabulary, and provide frequent opportunities for students to produce language in comfortable situations.

Advanced Fluency
Students in this stage begin to engage in non-cued conversation and to speak fluently using social and academic language. It is appropriate to begin to direct students’ attention to grammar, idiomatic expressions, and reading comprehension skills. Activities should be designed to develop skills in higher order thinking, vocabulary development and cognitive processing. Students in this stage need deliberate instruction in reading and writing and frequent opportunities to practice them.

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Explanation of the Five Hyptheses

Theory of Second Language Acquisition Resource

Confianza Way Resource

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LingSpace Ep. 1: Born to Use Language Resource

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Phonetics: Consonants Video Resource

Phonetics: Vowels Video Resource

Crash Course Linguistics Playlist Resource

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Omniglot (encyclopedia of writing systems & languages)

Tamasi & Antieau ch. 1:

1. What is language?
Language is a word that can be used in a variety of ways; for instance, one hears of legal language, the language of love, or the Python programming language. At the core of our definition is that language is a system.
2. What is linguistics?
Linguistics is the scientific study of language, and as such it aims to view language objectively in order to answer a broad range of questions contributing to our general knowledge of human language, including it's structure, it's use, and it's place in society.
3. In what ways do linguists discuss and analyze language structure?
Research in phonetics and phonology, requires an accurate representation of the spoken sounds of the language, researchers developed a single, unified system in which there is a consistent one-to-one relation between symbol and sound for most, if not all, of the speech sounds in all of the worlds languages.  This system, known as the international phonetic alphabet, or IPA, is an invaluable tool for all linguists.
4. Why do languages change over time?
There are many reasons for linguistic change, and classifying these reasons by whether they are (1) internal, linguistic factors, or (2) external, social factors can be useful in understanding this process.
5. How does language vary and why?
Different groups of speakers often use lexical variants that refer essentially to the same object: some groups use the word pop as generic term for sugary, carbonated beverage, while others use soda, others use coke, and still others use soda pop, soft drink, dope, or tonic. Depending on where the speaker grew up and how people around them talked effects the words they use, everyone is different and is from different backgrounds which effects on what terms we use.

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6D Model of National Culture

Components of Culture:

Individualist/Collectivist

High/Low Power Distance

Masculinity/Femininity

Long/Short Term Orientation

Monochronic/Polychronic

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Why Cultural Diversity Matters Video

Testing Myself for Hidden Bias

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Culture Description and Diagram

Throughout my life I have heard multiple meanings of the term ‘culture’. When I was creating this diagram, I was thinking about all the different meanings I have heard before and the one that sticks out to me that is inaccurate is that culture means the color of someone’s skin and where you come from and that’s all it means. Culture is more than that. Culture is anything a person is a part of or anything a person does. When I explain culture to someone I say if you or someone else likes a music artist of some sort then that means you are part of that specific culture. Every one of us is part of many different cultures, there are no two people with all the same cultures. There is topics someone can observe about other people’s culture but there are also topics that one cannot observe about someone’s culture.

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Migration Policy Institute Resource

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Major Acronyms:

ELLs, ELs, EBs -- English Language Learners, English Learners, Emergent Bilinguals.

TESOL -- Teaching English to Speakers of Other Languages.

EFL -- English as a Foreign Language

ESL -- English as a Second Language

L1 -- First Language

L2 -- Second Language

FLA -- First Language Acquisition

SLA -- Second Language Acquisition

ELD -- English Language Development

TL -- Target Language

FEP -- Fluent English Proficient

LEP -- Limited English Proficient

NEP -- Non-English Proficient

BICS -- Basic Interpersonal Communication Skills

CALP -- Cognitive Academic Language Proficiency