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THe afternoon session in Friday's PD about COllaborative Routines provided powerful tools for developing and strengthening the potential of safe peer support and spaces for working through interpretation and expression: Collaborative Routines  (Web view)
(Find the sources in OneNote: Professional Learning tab/ 10/ 8 agenda. Collaboration Routines page). Think 10-2-2

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I was just wondering if someone can explain where WIDA and SIOP diverge, or do they?

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Allowing students to retest parts of assessment to show understanding.

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Allowing students to retest parts of assessment to show understanding.

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Providing multiple means of expression & representation 

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Providing multiple means of expression & representation 

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Focus on what standards are specifically asking students and take away any requirements with HOW they show that understanding (allow choice in showing what they know). Also ensuring that we are proving multiple means of representation (delivering content in a variety of ways: videos with subtitles, drawings/diagrams, pairing verbal and written with visuals)
==> following UDL principles in classes can help students meet WIDA goals.
- Molly P

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How to get better with specific prompts that help build language skills while working in our content areas

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How to get better with specific prompts that help build language skills while working in our content areas

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Loking at the expressive side especially, what sorts of prompts and openers and writing pieces can we use that will specifically help with language development? I assume these questions would be effective for all students in the room, not just our MLL kids

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If I start to incorporate this language into the reflection pieces of the class, we can start to leverage the work that the school is doing to elevate the learning that students are being asked to embark on.

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The provide multiple access points in terms of text levels and graphic novels to all students, which decreases the stigma of accessing alternatives because everyone can.

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Using technology and various prompts to provide options for modes of communication

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Using technology and various prompts to provide options for modes of communication

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Teams, polls, surveys, writing prompts to get specific expressive pieces, especially in rehearsal processes

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Google translate, translation tools in MS Word

-Hansen

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Using videos so that all can see the process 

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Using videos so that all can see the process 

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Use tools to help educators and MLL students succeed in the teaching/learning environment.

-Hansen

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Teaching students how to use the translate features they have available to them- so that they can feel empowered - and also using powerpoint translator.

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Teaching students how to use the translate features they have available to them- so that they can feel empowered - and also using powerpoint translator.

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The framework will help us to think more about how language and content are infused together and what language are we asking students to do (reading, writing, listening and speaking) in our classes and how we can be explicit about teaching the language through our content and make it accessible for all students?  

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The framework will help us to think more about how language and content are infused together and what language are we asking students to do (reading, writing, listening and speaking) in our classes and how we can be explicit about teaching the language through our content and make it accessible for all students?  

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Does the standard require a certain form for expression, or can students draw pictures, create a comic, do a matching activity, reduce the multiple choice, allow student to test orally.

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Often when we ask kids to write, we specify the audience (and/or they ask who their audience is). I'm wondering if this is an indirect way for us to approach what WIDA is challenging us to do. (Writing for one audience might want a different form of communication than for another audience.) On the one hand, an indirect approach like that seems insufficient. And yet on the other hand, I can imagine that for some students--given their cognitive level--this may be more accessible than actually being metacognitive and thinking about themselves as communicators. Certainly we'd want them to go beyond that, but I wonder if for some it's an intermediate step. Rob P  

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Often when we ask kids to write, we specify the audience (and/or they ask who their audience is). I'm wondering if this is an indirect way for us to approach what WIDA is challenging us to do. (Writing for one audience might want a different form of communication than for another audience.) On the one hand, an indirect approach like that seems insufficient. And yet on the other hand, I can imagine that for some students--given their cognitive level--this may be more accessible than actually being metacognitive and thinking about themselves as communicators. Certainly we'd want them to go beyond that, but I wonder if for some it's an intermediate step. Rob P  

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my class often relies on verbal communication, and while i do provide sentence stems and individual think time I would love to explore other avenues to make that aspect of my classroom more accessible

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Frequently having partners or table groups explain their understanding of material, questions, tasks at hand.

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consider that MLL students are digesting content area specific language in a language, English, that is not necessarily solid yet. 

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consider that MLL students are digesting content area specific language in a language, English, that is not necessarily solid yet. 

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...We're not supposed to award any credit for in-class participation any longer, but that's often a key skill for MLLs (and other students) to develop, AND often a great way to show understanding. Is there a way to finesse this?

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I am wondering about implications for subject areas like math and science. What is my goal? If learning the content is the goal, is it better to have them just do the work in their primary language and use translating software? or is it better to have language development goals (seems like it)? if so, how do I incorporate those language goals into the overall grade for my class?

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Separate the tasks according to the subjects and train the students with subject related tasks. - Lucy R

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Separate the tasks according to the subjects and train the students with subject related tasks. - Lucy R

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Keep the content rigor, just make it accessible!

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Keep the content rigor, just make it accessible!

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Is WIDA replacing ELPA 21 standards?

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...It's making the WRITTEN stuff (like the Communist Manifesto, for example, which was written by an MLL in mid-nineteenth century English) accessible that requires more effort!

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We should take some time to think about how to break down certain prompts to be more accessible to multi-lingual learners.

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Consider the subtle ways we integrate and/or differentiate language use in class.

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Consider the subtle ways we integrate and/or differentiate language use in class.

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Instead of assigning MLL students with an entire assignment I think about the main points of the assignment and give them an accommodated version to complete.

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specify our attempts at engagement. WIDA asks us to narrow our language to get students to incorporate and digest what they're hearing into something that they're learning. ... I think...

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explicitly think about the role of language in my content lessons. learn how to break down the skills?

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We are working as a group to created a shared document with course vocabulary that includes translation into multiple languages.

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Language Tools taught in ELA classes (Junior English)

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Language Tools taught in ELA classes (Junior English)

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Explicitly teaching diction in ELA classrooms and having students evaluate the impact of author's choice of words in context of a story or novel. ~ Molly P.

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Pre-teaching vocabulary, creating visual models for vocabulary terms, providing vocabulary definitions on assessments.

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Teaching academic language in content classes

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I'm pretty decent at making the SPOKEN part of our class accessible...

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The standards are very similar to the next generation science standards we are using for ALL students! :)

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The standards are very similar to the next generation science standards we are using for ALL students! :)

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Use this lens to analyize tasks and at least conceptually break them apart so that a single language usage can be tackeld at a time. 

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Use this lens to analyize tasks and at least conceptually break them apart so that a single language usage can be tackeld at a time. 

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Using the translate features of microsoft. Also modeling activities

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Using the translate features of microsoft. Also modeling activities

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The distribution of key language is a useful self-assessment for us as teachers

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The distribution of key language is a useful self-assessment for us as teachers

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I find myself blending a lot of these different language types/tasks together in my assignments that require students to speak. This is particularly true in my elective classes where I have less frequent assignments of this type. Being more mindful and intentional about how many types I'm asking students to dive into is a helpful lens

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Using picture symbols/icons and other elements of universal design

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We are already pretty intentional about the prompts we give to our students as we value our own time. However, we should be even more careful when wanting to prompt a multi-lingual learner.

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Using sentence starters for conversation and writing

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consider the ways in which we are asking students to use language in our classes across content areas

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Explicitly calling out language use in our lesson objectives. 

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Explicitly calling out language use in our lesson objectives. 

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WIDA is asking us to consider what skills we really ask of our students when we give them a certain prompt.

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Analyze where the key language uses show up in my units. Connect them to the curriculum. Highlight them, talk about them.

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Pairing Students up with similiar speaking languages

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Utilizing existing tech features like Immersive Reader and MS Translate.

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...MAINTAIN the rigor of our instruction, even as we facilitate the growth of MLLs!

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Consider the language load we are asking of students that are integral to them expressing their learning.

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Collect examples of how we can embed language development into course content.
TJ

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The WIDA framework is designed to provide accountability framework for educators to consider in order to adapt their instruction to better support language development in core content areas for the growing population of MLL students we have in BSD and USA.

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The WIDA framework is designed to provide accountability framework for educators to consider in order to adapt their instruction to better support language development in core content areas for the growing population of MLL students we have in BSD and USA.

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Molly P.

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Make certain that our instructional modifications don't have the effect removing the complexity of understanding that other students are asked to develop.

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Make certain that our instructional modifications don't have the effect removing the complexity of understanding that other students are asked to develop.

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Nate W-H