Setting ELL Language Objectives (Webinar Slides from Ellevation Education)

Indispensable Tools for Today’s ELL Professionals
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Setting Language Objectives: Tools and Tips
Jordan Meranus: Ellevation CEO
Allison Balter: ESL Teacher

ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVES
And, please take a moment to jot down:
1. 3 questions that you have on language objectives
2. 2 things you already know about language objectives
3. 1 thing that you are excited about learning today
If you are having technical difficulties, or you have questions, please
use the chat icon at the top of your screen to send us your question.
Welcome to the Ellevation Webinar!
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2

AGENDA
I. Instruction for ELs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
But first, a bit of background…
3

SUPPORTING EDUCATORS
200,000
ESL teachers
1,800,000
teachers have at least one
English Language Learner in
their classrooms
There has been an explosion of TECHNOLOGY TOOLS
in education, but none are focused on ESL educators.
4

FOCUS
Ellevation is a software company
exclusively dedicated to serving
English Language Learners and
the educators that work with them.
5

THE ELLEVATION PLATFORM
• Individualized Learning Plans aligned to standards
• Early warning system for students needing attention
• Student/school/district analysis of ELP assessments
Instruction
Collaboration
• Collaborative goal setting and progress monitoring
• Communication tools to facilitate collaboration between ESL and
classroom teachers
Productivity
• EL Data Collection and Demographics
• Required letters to families in 20+ languages
• Easily “Monitor” exited students
• Automatically bring in data when new ELs enter district
6

NATIONAL REACH
21 states/130 Districts
7

ELLEVATION IN VIRGINIA
Accomack County Schools
Carroll County
Henry County Public Schools
Martinsville City Public Schools
Montgomery County Public
Schools
Patrick County Schools
Roanoke County Schools
Williamsburg – James City
Clarke County
Petersburg City
8

TODAY’S OBJECTIVE
Help all participants gain practical tips on the development of
learning objectives and confidence in writing them for
individual English Language Learners or groups of ELs at a
similar level.
9

THE ELLEVATION WEBINAR SERIES
March 2013 Fall 2013
The first in a series of practical webinars
for ESL professionals
Goal Setting
Winter 2013
TBD based on
participant
feedback
10

AGENDA
V. Q and A
11

I. INSTRUCTION FOR EL’S IS CHANGING
1. Increase the rigor of
language instruction
by emphasizing
academic language
across content areas
2. Language instruction
must happen through
high-quality, well-
scaffolded content
instruction – not only
through ESL pull-out
classes
12
State
Requirements

AGENDA
V. Q and A
13

II. THE IMPORTANCE OF LANGUAGE OBJECTIVES
Language objectives specifically identify:
1) The way students will use language to engage with the
content of the lesson and accomplish the content objective.
2) The specific components of academic language (vocabulary,
language structures, etc.) that students will need to learn to
accomplish the objective.
Before we start, what is a language objective?
14

II. THE IMPORTANCE OF LANGUAGE OBJECTIVES
1. Planning
• How is language instruction integrated with content
• What academic language must students learn
2. Student Support
• What scaffolds must a teacher have ready.
3. Differentiation
• A “strand” of language objectives helps teachers set
appropriate objectives at different levels and better
differentiate instruction
15

AGENDA
I. Instruction for ELLs is Changing
V. Q and A
16

III. LEVERAGING WIDA RESOURCES
Performance Definitions
CAN DO Descriptors
ELP Standards
Model Performance
Indicators
17

1. Ellevation
• Performance Definitions
• CAN DO Descriptors
• ELP Standards
• Model Performance Indicators
2. WIDA: Search Function on WIDA Standards
• http://www.wida.us/standards/ELP_StandardLookup.aspx
2 Powerful Tools: Ellevation and WIDA’s Website
18

WIDA does… WIDA does not…
• List a specific set of
standards or objectives
we MUST teach
• Provide a bank of every
language objective we
would ever need
• Provide tools that we can
use to build language
objectives for our
classrooms
• Provide a bank of sample
MPIs that we can transform
to create language
objectives that fit our
contexts
19

AGENDA
V. Q and A
20

IV. CREATING LANGUAGE OBJECITVES
• Language Objectives are not identical to MPIs and
should not be used interchangeably.
• A language objective is much like an MPI but is then
'transformed' by including both supports and the
levels it should be used for.
• You may need to tweak what we are presenting to
reflect processes in place in your district; we know
districts have different ways of doing this.
Let’s begin by addressing what may be some confusion
21

IV. CREATING LANGUAGE OBJECTIVES
Transforming an MPI into a Language Objective
WIDA Customize
Result
Identify
MPI
Add
Supports
&
Level
Language
Objective
Start
Select
Content
objective
22

IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP
1. Set the Stage
• Know your students
and levels
• Identify content
standard at unit level
• Language Domain:
Listening, Speaking,
Reading Writing
• Identify applicable
MPI
2. Craft Language
Objective
• Language Function to
describe what students
should do (CAN Do’s
are a great source)
• What supports do
students need
• Content/topic linked to
CCSS
• Customize to match
levels
23

IV. KNOW YOUR STUDENTS AND LEVELS
Content Standard:
Language Domain:
L
e
v
e
l
6
R
e
a
c
h
i
n
g
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Use the chart below to place students in each level.
24

IV. KNOW YOUR STUDENTS AND LEVELS
There are 3 parts to a language objective.
Purpose of the Language
1. Language
Function
Sensory, Graphic, Interactive
2. Support
Link to content
3.
Content/Topic
Language
Objective
25

IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE
Name familiar objects in photographs
or illustrations associated with
weather conditions (e.g. “cloud”).
Language Function
Type of Support
Topic or Content
GRADE: K-2 LEVEL: 1 DOMAIN: SPEAKING
LANGUAGE OF SCIENCE
26

Describe…
Compare…
Explain…
… using a graphic
organizer
… in models and
figures
… with a partner
… with the water cycle.
… with the scientific
method.
… with photosynthesis.
TOPIC or
CONTENT
Name familiar
objects…
LANGUAGE
FUNCTION
… in photographs and
illustrations
TYPE OF
SUPPORT
… with weather
conditions.
We can transform sample MPIs by
changing components.
27

WIDA provides some sample supports we can use:
(from “2012 Amplification of English Language Development Standards, K-12,” WIDA)
28

IV. DIFFERENTIATING LANGUAGE OBJECTIVES
Students at different levels will require different supports.
VA Science Standard
• First Grade Science (1.7): The student will investigate and
understand weather and seasonal changes. Key concepts include:
1. changes in temperature, light, and precipitation affect plants and animals, humans;
2. there are relationships between daily and seasonal changes; and
3. changes in temperature, light, and precipitation can be observed over time.
WIDA Standard 4: Language of Science
Content Objective
• SWBAT track daily weather on a class weather chart,
including temperature, wind direction, and precipitation.
Let’s look at an early elementary science standard:
29

Let’s differentiate language objectives for two groups of ELs
Levels 1-3 Levels 4-5
Name familiar objects in photographs or illustrations
associated with weather conditions (e.g. “cloud”).
We can use a Level 1 MPI as a resource…
Describe daily weather
conditions from
photographs and class
charts (i.e. Today the
weather is rainy.)
Compare daily weather
conditions across different
days using class charts (i.e. I
know Thursday was hotter than
Monday because_____ ).
Domain: SPEAKING
and transform it to fit our class:
30

Virginia Standard
• Number and Number Sense (6.1): The student will describe
and compare data, using ratios, and will use appropriate
notations, such as , a to b, and a:b.
WIDA Standard 3: Language of Mathematics
Content Objective
• SWBAT solve word problems involving unit rates.
• SWBAT justify their decisions based on unit rates in real-life
scenarios (e.g. choosing which car to buy based on gas mileage in
miles / gallon).
Let’s look at a 6th grade math standard:
31

Levels 1-3
Compare choices based on
real-life rate calculations
using a graphic organizer
and sentence frames (e.g.
_____ is greater than
_____).
Levels 4-5
Critique choices based on
others’ mathematical reasoning
from sample solutions to real-
life rate problems.
Domain: WRITING
List choices based on rate calculations in real-life situations
using templates and a word bank with a partner.
32

Virginia Standard
• 6.5: Identify and analyze the author’s use of figurative language.
Content Objective
• SWBAT infer the author’s intended effect of figurative
language in a poem.
Let’s look at a 6th ELA standard:
WIDA Standard 2: The Language of ELA
33

Levels 1-3
Give opinions with reasons
about the effect of figurative
language in a poem using
sentence starters and a word
bank (e.g. when the author says
__ it makes the reader feel __ ).
Levels 4-5
Create multiple paragraphs
analyzing the effect of figurative
language in a poem.
Domain: WRITING
Identify words or phrases representing figurative language in visually
supported related sentences (e.g., like or as) (Grade 6-8, Reading MPI)
.
34

AGENDA
V. Q and A
35

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
1
Gather
and Share
Information
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
4Professional
Development
5Instruction
Current
1
Gather
and Share
Information
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
Phase 2
36

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
37

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
Date: 3/13/2013
Time: 1:54 PM
WIDA ELP Standards Report
AA-Demo City Schools
Report: WIDASTD01
Page: 1
Filter: All Standards (1-5), Both: Formative and Summative, Of the selected Students, those with any type of ELP scores are included.
Student: Rafael C Abuassaf Test Date: 3/17/2011
Student #: 1002002462 Grade Level: 8
Date of Birth: 05/31/1998 ELP Test Type: ACCESS for ELLs
School: Kennedy Junior High School (333) Cluster: Grades 6-8
Test Results
Listening Speaking Reading Writing
6 Reaching
5 Bridging
4 Expanding
3 Developing
2 Beginning
1 Entering
5.0 6.0 5.0 3.8
Note: Performance Definitions for the Levels of English Language Proficiency in Grades K-12 are
available in the CAN DO Performance Definitions listing.
WIDA CAN DO Descriptors
At this LEP student's level of English proficiency, you can expect that they will be able to:
Use oral information to
accomplish grade-level tasks
Evaluate intent of speech and
act accordingly
Make inferences from grade-
level text read aloud
Discriminate among multiple
genres read orally
Student has achieved English
proficiency in this domain.
Differentiate and apply
multiple meanings of
words/phrases
Apply strategies to new
situations
Infer meaning from modified
grade-level text
Critique material and support
argument
Sort grade-level text by
genre
Produce short paragraphs
with main ideas and some
details (e.g., column notes)
Create compound sentences
(e.g., with conjunctions)
Explain steps in problem-
solving
Compare/contrast
information, events,
characters
Give opinions, preferences,
and reactions along with
reasons
WIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of the
University of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us. The
WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. The
Performance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the increasing
quality and quantity of students' language processing and use across the levels of language proficiency.
38

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
Student: Rafael C Abuassaf Test: ACCESS for ELLs Test Date: 3/17/2011
Formative Framework
The model performance indicators (MPIs) for the WIDA ELP Standards are exemplars of a students' English language development. The MPIs
are not the standards but are descriptive of language expectations at scaffolded levels of English language proficiency for a given topic/genre
and language domain based on increasing linguistic complexity, vocabulary usage and language control through the use of supports. Educators
should use transformations of the MPIs to meet their specific academic content area needs. For more information on MPI transformations,
please consult the WIDA ELP Standards Resource Guide on the WIDA website at www.wida.us.
Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve
instructional methods and student feedback throughout the teaching and learning process.
Social and Instructional Language Standard
PL Example Topics MPIs for Current PL MPIs for Successive PL
Listening: 5.0 Character
development
Interpret oral scenarios or readings on
character development through role play
Level 6 is reserved for students whose English for
this language domain is comparable to that of their
English-proficient peers.
Speaking: 6.0 n/a All objectives achieved n/a
Reading: 5.0 Use of multiple
resources
Confirm or rearrange information after re-
reading of topics of choice gathered from
multiple sources
Writing: 3.8 Use of register Respond to and initiate suggestions,
announcements, journal entries, complaints,
apologies, or thank yous using semi-formal
register
Respond to teachers (e.g., feedback from journals)
or complete assignments using formal register
The Language of Language Arts Standard
Listening: 5.0 Test-taking/
Comprehension
strategies
Apply learning strategies described orally to
new situations
Reading: 5.0 Genres Infer types of genres associated with written
descriptions or summaries from grade level
text
Writing: 3.8 Editing Engage in peer editing (e.g., using checklists)
during process writing and make notations to
partner in L1 or L2
Self-edit during process writing using multiple
resources (e.g., thesauruses or dictionaries) and
check with a partner
The Language of Mathematics Standard
Listening: 5.0 Measures of central
tendency (mean,
median, mode &
range)
Make inferences about uses of measures of
central tendency from oral scenarios of grade
level materials
Reading: 5.0 Percent, Decimals Interpret various representations of numbers
in real-life problems involving percent or
decimals from various texts
Writing: 3.8 Probability Propose probability based on observed
outcomes and describe results in a series of
sentences
Detail possible combinations, based on probability
and compare against observed outcomes in
paragraph form
39

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
40

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
41

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
3
Set Goals:
Create
Action Plans
Phase 2
1
Gather
and Share
Information
2
Analyze
Information
and Data1.0 - Download PDF
Date: 1/30/2013
Time: 4:58:55 PM
ACCESS for ELLs
Oklahoma Demo Schools
School: Wilma Mankiller Junior High School (333) Students: All active Score Improvement: Any increase Dates:
1/15/2011 - 6/15/2013
Grade Count Speaking Listening Reading Writing CPL
One
Domain
Two
Domains
Three
Domains
Four
Domains
Tested
Out
6 26 22 21 14 26 24 - 7 7 12 -
7 26 7 21 17 11 24 8 7 10 1 -
8 11 5 2 8 6 6 6 1 3 1 -
Totals: 63 34 44 39 43 54 14 15 20 14 -
Grade Speaking Listening Reading Writing CPL
6 85% 81% 54% 100% 92%
7 27% 81% 65% 42% 92%
8 45% 18% 73% 55% 55%
Grade One Domain Two Domains Three Domains Four Domains Tested Out
6 27% 27% 46%
7 31% 27% 38% 4%
8 55% 9% 27% 9%
Analysis Disclaimer
This ACCESS for ELLs can be used to assist in the assessment of Students based on data stored in ESLReps. This analysis shown is
based on your ESLReps Student records as of 4:58:56 PM on 1/30/2013 and is only as accurate as the Student records stored in
ESLReps at that point in time. Only Active Students in 1st through 12th grades with at least 2 valid ACCESS for ELLs scores are
included in this analysis. The two most recent ACCESS for ELLs scores for each Student are used to determine the score improvement.
The Tested Out column shows Students that are Non ELL and have an Exit LEP Date.
Data shown on Oklahoma Demo Schools reports may include confidential information which should not be disseminated without prior
written approval. Secure any printed copies appropriately or destroy copies when no longer needed.
42

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
Phase 2
1
Gather
and Share
Information
3
Set Goals:
Create
Action Plans
Date: 3/13/2013
Time: 7:39 AM
ELL Student Plan
AA-Demo City Schools
Report: ESLPEP01
Page: 1
This is your LEP Student Plan. It gives detailed information about your student, their background, and their English language abilities. This
information is helpful in order to better teach your LEP student.
Student: Abuassaf, Rafael Grade: 8 School: Kennedy Junior High School
Test ID #: 1002002462 ELP Designation: EL-Y LEP Status: EL
Native Language: Arabic Came to US: 9/1/2008 Yrs in US Schools: 3
Birth Country: Angola Place of Birth: Calrinda Tier: C
DOB: 05/31/1998
LEP Service #1: Tutoring Frequency: 2 times per Week Duration: 1:00
Start Time: 03:00 PM Stop Time: 04:00 PM Day(s): M - W - - -
Teacher: Teacher A
English Proficiency Test Scores
Each LEP student takes an English Proficiency test when they enroll and each spring. Each student receives a proficiency level in each
domain (listening, speaking, reading, and writing) based on his raw scores. Once the student receives specific levels in all four domains
they will no longer be considered an LEP student and will not receive ESL services.
Rafael took the ACCESS for ELLs on 3/17/2011 and his test results are listed below.
Listening Writing Reading Speaking Composite Proficiency
Level (CPL)
5.0 - Bridging 3.8 - Developing 5.0 - Bridging 6.0 - Reaching 4.8
The test results are ranked into one of six categories, as shown below:
Proficiency Level Description
1 - Entering Knows and uses minimal social language and minimal academic language with visual support
2 - Beginning Knows and uses some social English and general academic language with visual support
3 - Developing Knows and uses social English and some specific academic language with visual support
4 - Expanding Knows and uses social English and some technical academic language
5 - Bridging Knows and uses social and academic language working with grade level material
6 - Reaching Knows and uses social and academic language at the highest level measured by this test
WIDA CAN DO Descriptors
At this LEP student's level of English proficiency, you can expect that they will be able to:
Use oral information to
accomplish grade-level tasks
Evaluate intent of speech and
act accordingly
Make inferences from grade-
level text read aloud
Discriminate among multiple
genres read orally
Student has achieved English
proficiency in this domain.
words/phrases
situations
Infer meaning from modified
grade-level text
Critique material and support
argument
genre
Produce short paragraphs
with main ideas and some
details (e.g., column notes)
Create compound sentences
(e.g., with conjunctions)
Explain steps in problem-
solving
Compare/contrast
information, events,
characters
Give opinions, preferences,
and reactions along with
reasons
WIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of the
University of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us.
The WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. The
Performance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the
increasing quality and quantity of students' language processing and use across the levels of language proficiency.
Classroom Modifications
The following Classroom Modifications are to be used throughout the year in the regular classroom for Rafael.
43

SOLUTION
CYCLE of CONTINUOUS
IMPROVEMENT
4Professional
Development
5Instruction
Phase 1
2
Analyze
Information
and Data
Phase 2
1
Gather
and Share
Information
3
Set Goals:
Create
Action Plans
44

ADMINISTRATOR DASHBOARD
35#
46#
37#
ELL Students
Languages
Birth Countries
ELL Students
Languages
Birth Countries
ELP Test Scores
ELP Progress
Graduation/Dropout
ELL Students
Languages
Birth Countries
ELP Test Scores
ELP Progress
Graduation/Dropout
School: All Grade: All Teacher: All
ELP Tests: Most Recent Test
ELP Designation: ELL54
34
42
67
34
13
1 2 3 4 5 6
Domain: Composite
Bands: WIDA Prof. Levels
ELL Students
Languages
Birth Countries
ELP Test Scores
ELP Progress
Graduation/Dropout
1st test
window: 1/1/12 to 1/31/12
2nd test
window: 1/1/13 to 1/31/13
LEP Status: ELL
Domain: Composite
3.3
4.2
1.0
2.0
3.0
4.0
5.0
6.0
1st Test Avg 2nd Test Avg
Graduated Dropped Out
School Year Start: 08/15 45

WELCOME PACKET
Welcome Maria Hernandez!
Maria Hernandez is new to Needham Broughton High School. As an
English Language Learner (ELL), Maria may be unfamiliar with her new
school and learning environment. However you, her classroom teacher,
can help make Maria's transition easier. The ESL Department has
prepared this Welcome Packet to help familiarize you with Maria, and to
help you welcome Maria as she matriculates.
Homeroom Teacher: Lisa Ballentine
Native Language: Spanish
Birth Country: Costa Rica
Date Enrolled: 3/11/2013
Initial Grade Level: 10
Student Name: Maria Hernandez
Simple Welcome Phrases
The following phrases may be helpful for introducing yourself to Maria, and helping her get
started in school:
Hello Maria, my name is Ms. McNulty.
Hola Maria, mi nombre es Sra. Ballentine.
This is your class schedule, it will help you find which room you should go to, and
when.
Esta es tu horario de clases, que le ayudará a encontrar que la habitación que debe ir, y
cuándo.
I hope you have a wonderful day in class.
Espero que tengas un maravilloso día en la clase.
Please speak with your ESL teacher about that.
Por favor, hable con su maestra de inglés en eso.
Maria's Current Learning Abilities
Maria took the W-APT 9-12 on 2/26/2013. Her scores and WIDA CAN DO Descriptors
below will help you understand her current abilities as a student:
Listening (5.0) Speaking (6.0) Reading (5.0) Writing (3.0)
Use oral information
to accomplish grade-
level tasks
Evaluate intent of
speech and act
accordingly
Make inferences from
grade-level text read
aloud
Discriminate among
multiple genres read
orally
Student has achieved
English proficiency in
this domain
words/phrases
situations
Infer meaning from
modified grade-level
text
Critique material and
support argument
genre
Produce short paragraphs with
main ideas and some details (e.g.,
column notes)
Create compound sentences (e.g.,
with conjunctions)
Explain steps in problem-solving
Compare/contrast information,
events, characters
Give opinions, preferences, and
reactions along with reasons
ESL Department Information
If you need further information about Maria, please contact her ESL Teacher, Abigail
McNulty, at 867-223-5000 ext. 23.
ESL Teacher: Abigail McNulty
Parent/Guardian: Estrella Hernandez (Aunt) Phone: 876-555-1291
Occupation: Data Administrator
Discipline/Behavioral Information
Maria has had 1 incident in the past 30 days:
• 3/12/2012: Held after school due to missing homeroom.
46

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Setting ELL Language Objectives (Webinar Slides from Ellevation Education)

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