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Have students not just use ALS to respond orally in class but also to improve their written responses.

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Intentionally pair students with complementary skills and be more fluid with groupings as different lessons call on different skills

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Confirmed - that students face less barriers with listening and speaking than reading and writing.

Surprised - some individual results

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I noticed that my most of my students are at a high level for listening, but that they are at much lower levels for reading. I've seen this in class where when I give verbal instructions as opposed to students reading instructions on their own, students do better. I'm going to try and incorporate more verbal conversation on activities students have struggled with and see if this makes a difference.

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I have several students in Level 3 for writing.  For the most part, they can substantiate opinions with content-related examples and evidence. I see this in their lab written conclusions. They could be pushed by giving them opportunities to craft persuasive pieces with a series of substantiated content-related claims. I see some opportunity for this in the academic language scripts and sharing with their classmates what they've observed from a lab.

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It will be really useful in pairing/grouping students for certain activities. I usually try to pair up my ELD1s with other students who are Spanish speakers. And it's also useful with higher level ELs too.

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It is definitely helpful to see the individual scores in each domain. The majority of my students are high in listening, which might lead to the assumption that they are higher on the other domains. Reisbeck

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Pairing students with complementary skills. Also pairing with dual student for lower WIDA levels. Reisbeck

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This data helped me to better understand students in my advisory who I do not have in class! And my biggest take-away is thinking about my students that struggle in my class as well as are in level 1-3 in their English proficiency level. I think about how challenging and exhausting their entire day must be for them.....

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I can utilize academic language scripts and have students paraphrase.

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I plan to use this data in grouping students.

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I plan to utilize the strengths identified in my students.

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Skill reinforcement groups. Will give assessments to see how the students can fit into the gen ed crowd as well.

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Great to see options of how to group students with skills I now know they should already have and then build toward new skills

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I can utilize the Academic Language Scripts to help structure and begin the process of small group discussion.

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As I am in a Spanish classroom I could pair my monitor students with students struggling with the language and may need more help with translations.

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I was surprised at how differentiated each student was between each of the categories. I had assumed that Reading and Listening levels would be more similar.

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I was surprised to see one of my students who was born here and whom I know outside of school, is still preforming on a low level on these tests. I'm wondering if it is a behavioral/motivation issue.

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Writing Level 2: give word banks and familiar sentence structures. Level 3: Outlining paragraphs into main ideas and supporting details to support them in writing a paragraph

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Create grouping based on strengths for Ss who need extra support in that domain.

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Not much! Can't surprise an EL teacher with a placemat and ACCESS levels! ;)

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I was surprised at how well the descriptors matches with both the academic language scripts and the CCSS for argumentative writing.

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I can use this as I make small teams for the sport or activity that we are in so that there is a language speaking helper in the group/team for each other as we play.

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it was good to the students strengths and weaknesses identified and really looked at. This will help to make sure to incorporate different learning styles in my differentiation strategies. Wiley

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it was good to the students strengths and weaknesses identified and really looked at. This will help to make sure to incorporate different learning styles in my differentiation strategies. Wiley

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grouping of these kids is huge, something I have known, utilized in the past and have gotten too relaxed about. Wiley

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grouping of these kids is huge, something I have known, utilized in the past and have gotten too relaxed about. Wiley

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I need to focus on language production (written and oral) with modeling, Vocab lists, sentence stems and ALS. I need to brush up on the can do descriptors to find the appropriate activities.

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I am so excited to work with my newcomers during Quarter 2 with the help of Jessica during period 4! I understand the value of homogenous grouping for the purpose of preteach/re-teach etc. especially for ELLs. I know we can build confidence with time for these newcomers! As far as heterogenous grouping with ELLs, I need a little guidance on this. Much depends on the culture of the classroom, personalities etc.

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Some of my L3 and L4, and monitor students are the very same  students that I have identified as lower performing students in Math. This makes me even more aware that I need to do tons of intentional language  instruction in Math class! I should know better--that social language acquisition is so easy for students compared to academic language production, but still this caught me off guard for a minute!

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I may use this to spread out the low levels to make teams/groups so that there might be helpers/translators.

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Tania Q1 I noticed that my 6th grade students are all across the board. When it comes to listening scores. These students are also lower in speaking, there is a smaller range for those students. I think having students speak more in class will be a priority for me to have them practice. 

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Tania Q1 I noticed that my 6th grade students are all across the board. When it comes to listening scores. These students are also lower in speaking, there is a smaller range for those students. I think having students speak more in class will be a priority for me to have them practice. 

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I think this data will be super helpful now that I know it. I've been wondering what capabilities my EL students are at and this is a game changer. It will definitely inform how I group students and beyond that in terms of instruction.

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I will use this data when making mixed level groups in class

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I will use my academic language scripts to structure conversations and help students structure their thoughts and responses.

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Most of my students are level 6 for listening, but spread out at different levels for speaking

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I was surprised by the high level of listening my students are capable of. I have noticed this in my class as well. I think it will be interesting to incorporate some of these strategies into instruction to help students understand the LT's even more.

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This information will be helpful in pairing students with similar skills at time and others pairing so that their skill complement each other.

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Pairing students with complementary skills so they can shore each other up

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Q1: I was impressed by how strong my students' listening skills are overall!  I wonder how some of my students overall language skills are affected by their other learning challenges (IEP students)

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It was great to make the connection that many of my students that are often not done with homework and struggle to get started in class have lower reading and writing scores.

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Since I do loads of mid/higher level readings that I have created an audio file of them - and all kids are pushed to use both the text and the audio, I intentionally group hetero which I think helps with accessing the text for comprehension and usage

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Since I do loads of mid/higher level readings that I have created an audio file of them - and all kids are pushed to use both the text and the audio, I intentionally group hetero which I think helps with accessing the text for comprehension and usage

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Homogeneous & heterogeneous groups depending on the goal.

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Nothing surprised me. It mostly confirmed what I already knew, but it is really helpful to have the descriptors.

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The intense discrepancy between listening scores and all others

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The intense discrepancy between listening scores and all others

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Hunter, Lily & Kendyl

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I have a group of students that can relay events of a story in sequential order while speaking. I can ask these students to summarize a story in order to tell me about what they have read.

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I was surprised that my students were consistently strongest in listening. Using academic language scripts regularly was confirmed as a tool to working to align their input and output.

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Can-do level~ I could ask the student to sequence a series  details heard in a video.

Next level~ I could ask the student to specify which details were also mention ed by other students

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Hunter, Lily, & Kendyl

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I was surprised at some of my students' results. It was also confirmed for me the level of most of my EL students.

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I have two students who are on a level 3 for writing. They can independently write substantiating opinions with content-related examples and evidence. I will push for them to independently craft a persuasive piece with a series of substantiated content-related claims.

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I would more carefully consider the grouping of students to help support relative weaknesses.

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Our audio recording of question #1

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I was surprised by the disparity between skill levels for my students.

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Adding onto my Canvas Modules the specific target to help my students.

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We will use this data when we create mixed level groups and when we end our class with a closure.

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I pair my English language learners with students who are dual language. That seems to work really well in my class.

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I might cluster students with similar reading skills together or I might cluster a level 2 speaker with a level 3 speaker.

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My level 2 students can sequence test of narrative. We are working on plot. Typically I give them the plot diagram and we fill the events in. I going to give them the events already and have them place them in the correct order. To push them, I will ask them to choose a piece of text evidence to support their answer

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It seems to me that I could use this data to create specifically tasked groups for assessments- IE- Show what you know with writing, reading comprehension, speaking depending on what their strongest skillset is.

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Use of word banks for writing is very useful. 

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Use of word banks for writing is very useful. 

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When students took the Volleyball and Football Quiz, the students with lower level reading and writing skills struggled, but regardless when asking them to show us the skills, they all did well. It confirmed what we thought about our ELL students.

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Definitely handy to see what other strategies I can give to my students who struggle.

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Not much surprised me. My expectations were pretty much confirmed by the data.

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I'm surprised that some student writing was as high as it was.
The scores for speaking seemed to be an accurate representation of what I have observed.

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Surprised at a couple of my kiddos have a low score on PM for listening, but can listen very well and comprehend within class.

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Q3 I have a cluster of 3 students who could use to practice chunking text to identify topic sentences, main ideas and details. - they can circle texts on their own to help do this. I could then push them up by highlighting text evidence within those circled portions to prove inferences / plot structure.

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Q3 I have a cluster of 3 students who could use to practice chunking text to identify topic sentences, main ideas and details. - they can circle texts on their own to help do this. I could then push them up by highlighting text evidence within those circled portions to prove inferences / plot structure.

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Let students know in advance that I am using AL script on a specific target. Using this script to help students form their thoughts into logical sentences in a structured way

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Q2 I can use this data to add skills to instruction I give to specific groups. It is good to keep in mind when grouping students.

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Q2 I can use this data to add skills to instruction I give to specific groups. It is good to keep in mind when grouping students.

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I can use this data to create scaffolds for groups of students

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Q1 - I was surprised at what students supposedly can do and what they struggle with according to the spreadsheet that is different from what I am seeing in class.

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Q1 - I was surprised at what students supposedly can do and what they struggle with according to the spreadsheet that is different from what I am seeing in class.

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Pairing students with others who have complementary skills to help students grow

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Level 3 Developing for Speaking
For I, O, and A having them talk through a lab sequence or act it out as they read it to improve their comprehension of the lab.

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Some students that I thought were at a certain level had an outlier level  I plan on using their strength more in my instruction

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I have a couple students who are at a low level in reading. Helping them find books that will really help them improve by targeting language skills just above their level- for example, topics they're interested that are either dual books or comprehensible.

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I have been worried about creating a connection one of my ELL students. I even emailed Heather about helping me come up with strategies to connect with him. I learned today that it's most likely not a connection issue- he scored a 1.9 in listening and a 1.5 in speaking. I now have a new window into what's going on with him and how I can better help him reach success in my classroom!

issue-

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Q2 Pairing students who are strong in Spanish and English with these students can helpful sometimes.

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Q2 Pairing students who are strong in Spanish and English with these students can helpful sometimes.

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It would be helpful to pair students with a writing need with a competent writer to push their capacity.

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I feel I can use this data in so many ways to make successful groups - depending on the purpose.  A lot of our group work happens in turn and talks and students are required to collaborate by speaking.  I am realizing that I have four ELLs who scored at a 3 or lower in speaking.  I want to make sure that they are in a group where they feel comfortable contributing.

And this is difficult and depends on the student.  I feel some of my students are more likely to speak with their partners if I group them with similar leveled students, but then sometimes I observe very little communication.

I have ended up making groups of three and will try to set my ELLs up with one partner they might feel comfortable with and one who might be able to provide a high level speaking example.

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I was surprised by one student and his scores. They are lower than he portrays in class. I'm wondering if when testing he is not trying his best? Or taking it seriously?

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Q1 It is helpful to see this list to identify if the student has language barriers or other barriers

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Q1 It is helpful to see this list to identify if the student has language barriers or other barriers

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This was good to reinforce the jagged profile of students.

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Pairing my kids with strong writing teammates for glows and grows /feedback will help hold rigor and allow kids to hear ideas from their peers/ share their ideas.

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Group students together using their individual skill sets to compliment. Ex: One student who excels in reading with another student who excels in speaking.

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It was really helpful to see the scores of each student - helps me understand ways I can direct my teaching to meet their specific needs.

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I have known a lot of my current students from last years, and some of their recent results were both surprising and a good reminder of how much support they still need.  It makes me realize that especially one of my students is reading at a lot lower level according to his ACCESS scores than I assumed.  I am also wondering whether that is an accurate measure of his ability since he has scored once basic on WYTOPP.

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Encouraging these kids to look at their academic language scripts and even let them know that I am going to call on them to share answers. This will allow them think time and provide them with sentence starters.

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I definitely assume (at times) that some of my ELs have developed further than they have shown on the WIDA placemat. This exercise was a good reality check AND also found myself being like "oh ya that makes sense!" Thanks!

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I have 3 students clustered in level 3 speaking. One strategy I can have them do independently is paraphrasing content-related ideas orally, especially using the Academic Language Scripts. One thing from the next level I can have them try on is defending points of view with specific claims using ALS.

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Got another idea for showing your learning? Go for it! 

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Got another idea for showing your learning? Go for it! 

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Do a voice recording of your thinking and post it.

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Don't feel like typing? Film your conversation with a partner or group as you process your learning and post it here. Bonus points for using Academic Language Scripts!

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Question 3: Identify a cluster of students by level and language modality. What is one strategy from their Can-Do level that they can use independently? What is one strategy from the next level up that you might use to push these students?

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Question 3: Identify a cluster of students by level and language modality. What is one strategy from their Can-Do level that they can use independently? What is one strategy from the next level up that you might use to push these students?

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Question 2:How might you use this data to create groups?

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Question 2:How might you use this data to create groups?

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Question 1: What surprised you about this data? What was confirmed for you?

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Question 1: What surprised you about this data? What was confirmed for you?