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Friday, August 14, 2020
Wednesday, August 12, 2020
Adding an ESL License Options at Carrol U
Increase your IMPACT on immigrant and other students learning English! Carroll U is now offering an ESL certification, taught by some of our best and brightest. Information in the link below.
Monday, August 10, 2020
DL Word Study NEW RESOURCES!!!
Blackboard now includes a few resources to support your fidelity to word study. Under the Comprehensive Literacy Tab, search for Word Study. Locate the Dual Language Word Study Planners by Grade. Here, you will see two new Resources:
1. All Grade levels have a reproducible link for quick printing. This link allows you to quickly print and bind your year of reproducibles so that you can quickly locate and photocopy. If we are virtual, it may be a nice gesture for students to have a printed copy of their word study at home.
2. Grades 2-5 will have a PPT that can be copied and added to Blackboard course shells for literacy. These power points were lovingly created to allow our virtual learners to sort, classify, blend and segment all sorts of words that allow for the independent, sensory, graphic application our students need! (5th will be posted by school start)
EL Screener for ESL Teachers
WIDA Remote Screener
WIDA Remote Screener is a remotely administered screening tool that supports the identification of English learners in a time of school closures. This assessment is designed specifically to enable screening when the student and test administrator cannot share a physical space.
Get Ready for Testing
1. Learn about the test.
The WIDA Remote Screener Test Administrator Manual and training webinars explain how to give the test and evaluate the student's performance. In addition to reviewing these resources, watch the training video and read through the test materials below before you administer the test.
Webinars
- K-1 webinar: View Recording
- 2-12 webinar: View Recording
Training Video
2. Identify test administrators.
WIDA Remote Screener is designed to be administered by experienced, WIDA-certified test administrators who have previously administered ACCESS for ELLs or WIDA Screener. Experienced test administrators are best positioned to judge the language proficiency of students being screened remotely.
3. Schedule a 30-minute call with the student.
WIDA Remote Screener is to be administered to one student by one test administrator. The student and test administrator are in contact by phone for the full duration of the test administration.
- Arrange a video call whenever possible. A visual connection through a platform such as FaceTime, Zoom, or Skype can help test administrators maintain student engagement and gather the most information possible about the student's language proficiency.
- Arrange an interpreter whenever necessary. An interpreter, if permitted by your state and district's testing policies, can minimize any confusion or frustration with this unusual screening process by explaining to the student and any supervising adult what the test is and why the student is taking it. (Interpreters may not translate any test administrator scripting or test items.)
4. Provide test materials to the student.
Students must have access to a hardcopy, printed student packet during screening. Color printing is recommended whenever possible. School, district, and state test coordinators must determine when and how to provide materials to students.
- Communicate to students and families that the test materials should not be reviewed until the test administrator calls the student to begin the screening. As you determine whether mail, pick-up from a school or district building, or another method of delivering materials to students is best for your situation, keep in mind that reading through the materials in advance might alter the student's performance on the test. In particular, the reading portion of the grades 2-12 screener is a valid assessment of a student's reading skills only when the student has not had assistance with the multiple-choice items and has not practiced the read-aloud activity.
Print & Download Test Materials
Test Administrator Manual. Test administrators need to read this manual and have it available for reference during the screening. Print this manual if you like, or read the electronic version.
Score Sheet. Test administrators can download this document, enter student information, and record a decision on whether the student should be identified as an English language learner. Print only the first page of this document when you administer the K-1 grade-level cluster. Print this document double-sided and complete both pages for grades 2-12 screenings.
Test Administrator Scripts and Student Packets. Print these materials double-sided. Staple each student packet along the left side to create a facing-page booklet.
Kindergarten-Grade 1 Grades 2-3 Grades 4-5 Grades 6-8 Grades 9-12 Script Script Script Script Script Student Packet Student Packet Student Packet Student Packet Student Packet
Friday, August 7, 2020
DL Math for Bilingualism and Biliteracy 4th and 5th grade
Dual Language Math Language Allocation Changes 2020-2021
Part of the way to support you is to ensure messaging around the Math 4th/5th Language Allocation Plan changes. Leslie Waltz and I have assembled essential messaging about how to bridge within the math units.
Please watch the webinar below (ppt here):
LAP/Dual Language Annual Calendar links
This link holds the Dual Language Allocation Plan
This link holds the Dual Language Pacing Calendar
Coteaching for ELLs with your building ESL teacher
When you learning something new, you learn new language that goes with the task. Since many students are learning new and not previously exposed content-we must also assume that most of our students are also learning the academic language that accompanies the content. With this in mind, we must accept that all of our learners are language learners.
What do our students need to learn and be able to do?
What is the language that they will need to acquire in order to be able to demonstrate their learning?
Wouldn't it be great to be able to write objectives for student learning that are inclusive of the language they will be using and acquiring?
What's your function?
All learning tasks have a function. A function represents what students have to do with language. We can think broadly that there are four main communicative functions that students will be engaged in: Recounting, Explaining, Arguing and Discussing.
What's the Language?
To be able to recount, explain, argue and discuss, you know as content area teachers, that students need vocabulary that is precise and technical. Students need to differentiate the meaning of words that might have multiple meanings depending on context. As teachers we are often great at figuring out the specific vocabulary our students need to be exposed to.
Vocabulary alone falls short. Most of the time our vocabulary learning stays at the "comprehension level" and helps students to understand text and content, and infrequently transfers to speaking and writing. Why does this happen? This is likely to happen when we have not planned for the language that connects vocabulary word to longer speech and writing applications.
Planning for the phrases and the connected frames of language that allow students to recount, explain, argue and discuss with compound and complex sentences is what binds vocabulary to speech and writing.
Students need to have models and supports of language that helps them sequence, compare, contrast, infer, and cite evidence. These models provide frames for students to use that helps them to apply vocabulary to their cognition. Sample frame looks like: In contrast with _______, ______., ______is in contrast with _____ because...... As you can see, these frames help to support students to apply their extended and compound, complex language.
Am I on my own-who are my allies?
Planning for language (Vocabulary and Compound/Complex Sentences/Phrases) can seem like a very big job. Sometimes content area teachers-those who know their content and it's language best, still struggle to make the language accessible and most of all....learned. To achieve the goal educators have to ensure access and learning of all learners must include planning for the academic language students need. This is especially true for students we know are learning English as their partner language.
Know and Doing-closing the Breach
Now we know a lot, much more than we did when we started reading. What is our next step. In future blogs and resources you will have access to tools to help you plan for language, but for this blog, I am forwarding the idea that the best way to plan for language is to grab a friend! Grad a friend (ie. your ESL teacher) and coplan together. Coplanning allows you both to bring your expertise in content, and language, to serve the learners before you both!
Tools to do the job!
The tools below are tools that you can use to engage with your ESL teacher at your building. ESL teachers are specialists in language and culture. Our SDW ESL teachers are very skilled in ensuring planning is grade level, standards based, inclusive of the language needed to achieve the communicative purpose-but most importantly, these specialists can the key to close the breach between knowing and doing. We are waiting for your collaboration!
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