Setting ELL Language Objectives (Webinar Slides from Ellevation Education)
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Setting ELL Language Objectives (Webinar Slides from Ellevation Education)

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From Webinar: May 15 at 4:00 PM Eastern Time ...

From Webinar: May 15 at 4:00 PM Eastern Time
Crafting Language Objectives for ELLs: Actionable Tips & Best Practices

In Virginia, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language objectives for ELLs may require some support. ESOL educators are asking a variety of questions, including:

What does an effective language objective look like?
How do I use WIDA to help craft language objectives?
Who can I learn from and are there best practices?

ESOL teacher Allison Balter and Ellevation Education CEO explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language objectives, including:

The importance of language objectives.
A step-by-step process for crafting powerful language objectives.
How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
Examples of language objectives and use in a classroom.

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Setting ELL Language Objectives (Webinar Slides from Ellevation Education) Setting ELL Language Objectives (Webinar Slides from Ellevation Education) Presentation Transcript

  • Indispensable Tools for Today’s ELL ProfessionalsWelcome! We’ll begin injust a few minutes.Everyone is mutedupon arrival.If you have questions,use the chat box on theright. send questions toHost and Panelists.Access sound via yourcomputer and speakersor via telephone.We will be sharing theslides and recordingafter the event.Setting Language Objectives: Tools and TipsJordan Meranus: Ellevation CEOAllison Balter: ESL Teacher
  • ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVESAnd, please take a moment to jot down:1. 3 questions that you have on language objectives2. 2 things you already know about language objectives3. 1 thing that you are excited about learning todayIf you are having technical difficulties, or you have questions, pleaseuse the chat icon at the top of your screen to send us your question.Welcome to the Ellevation Webinar!While you wait, please mute your phone.2
  • AGENDAI. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform DescriptionBut first, a bit of background…3
  • SUPPORTING EDUCATORS200,000ESL teachers1,800,000teachers have at least oneEnglish Language Learner intheir classroomsThere has been an explosion of TECHNOLOGY TOOLSin education, but none are focused on ESL educators.4
  • FOCUSEllevation is a software companyexclusively dedicated to servingEnglish Language Learners andthe 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 assessmentsInstructionCollaboration• Collaborative goal setting and progress monitoring• Communication tools to facilitate collaboration between ESL andclassroom teachersProductivity• EL Data Collection and Demographics• Required letters to families in 20+ languages• Easily “Monitor” exited students• Automatically bring in data when new ELs enter district6
  • NATIONAL REACH21 states/130 Districts7
  • ELLEVATION IN VIRGINIAAccomack County SchoolsCarroll CountyHenry County Public SchoolsMartinsville City Public SchoolsMontgomery County PublicSchoolsPatrick County SchoolsRoanoke County SchoolsWilliamsburg – James CityClarke CountyPetersburg City8
  • TODAY’S OBJECTIVEHelp all participants gain practical tips on the development oflearning objectives and confidence in writing them forindividual English Language Learners or groups of ELs at asimilar level.9
  • THE ELLEVATION WEBINAR SERIESMarch 2013 Fall 2013The first in a series of practical webinarsfor ESL professionalsGoal SettingWinter 2013TBD based onparticipantfeedback10
  • AGENDAI. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description11
  • I. INSTRUCTION FOR EL’S IS CHANGING1. Increase the rigor oflanguage instructionby emphasizingacademic languageacross content areas2. Language instructionmust happen throughhigh-quality, well-scaffolded contentinstruction – not onlythrough ESL pull-outclasses12StateRequirements
  • AGENDAI. Instruction for ELs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description13
  • II. THE IMPORTANCE OF LANGUAGE OBJECTIVESLanguage objectives specifically identify:1) The way students will use language to engage with thecontent 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 toaccomplish the objective.Before we start, what is a language objective?14
  • II. THE IMPORTANCE OF LANGUAGE OBJECTIVES1. Planning• How is language instruction integrated with content• What academic language must students learn2. Student Support• What scaffolds must a teacher have ready.3. Differentiation• A “strand” of language objectives helps teachers setappropriate objectives at different levels and betterdifferentiate instruction15
  • AGENDAI. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description16
  • III. LEVERAGING WIDA RESOURCESPerformance DefinitionsCAN DO DescriptorsELP StandardsModel PerformanceIndicators17
  • III. LEVERAGING WIDA RESOURCES1. Ellevation• Performance Definitions• CAN DO Descriptors• ELP Standards• Model Performance Indicators2. WIDA: Search Function on WIDA Standards• http://www.wida.us/standards/ELP_StandardLookup.aspx2 Powerful Tools: Ellevation and WIDA’s Website18
  • III. LEVERAGING WIDA RESOURCESWIDA does… WIDA does not…• List a specific set ofstandards or objectiveswe MUST teach• Provide a bank of everylanguage objective wewould ever need• Provide tools that we canuse to build languageobjectives for ourclassrooms• Provide a bank of sampleMPIs that we can transformto create languageobjectives that fit ourcontexts19
  • AGENDAI. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description20
  • IV. CREATING LANGUAGE OBJECITVES• Language Objectives are not identical to MPIs andshould not be used interchangeably.• A language objective is much like an MPI but is thentransformed by including both supports and thelevels it should be used for.• You may need to tweak what we are presenting toreflect processes in place in your district; we knowdistricts have different ways of doing this.Let’s begin by addressing what may be some confusion21
  • IV. CREATING LANGUAGE OBJECTIVESTransforming an MPI into a Language ObjectiveWIDA CustomizeResultIdentifyMPIAddSupports&LevelLanguageObjectiveStartSelectContentobjective22
  • IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP1. Set the Stage• Know your studentsand levels• Identify contentstandard at unit level• Language Domain:Listening, Speaking,Reading Writing• Identify applicableMPI2. Craft LanguageObjective• Language Function todescribe what studentsshould do (CAN Do’sare a great source)• What supports dostudents need• Content/topic linked toCCSS• Customize to matchlevels23
  • IV. KNOW YOUR STUDENTS AND LEVELSContent Standard:Language Domain:Level6ReachingLevel 1EnteringLevel 2EmergingLevel 3DevelopingLevel 4ExpandingLevel 5BridgingUse the chart below to place students in each level.24
  • IV. KNOW YOUR STUDENTS AND LEVELSThere are 3 parts to a language objective.Purpose of the Language1. LanguageFunctionSensory, Graphic, Interactive2. SupportLink to content3.Content/TopicLanguageObjective25
  • IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVEName familiar objects in photographsor illustrations associated withweather conditions (e.g. “cloud”).Language FunctionType of SupportTopic or ContentGRADE: K-2 LEVEL: 1 DOMAIN: SPEAKINGLANGUAGE OF SCIENCE26
  • IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVEDescribe…Compare…Explain…… using a graphicorganizer… in models andfigures… with a partner… with the water cycle.… with the scientificmethod.… with photosynthesis.TOPIC orCONTENTName familiarobjects…LANGUAGEFUNCTION… in photographs andillustrationsTYPE OFSUPPORT… with weatherconditions.We can transform sample MPIs bychanging components.27
  • IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVEWIDA provides some sample supports we can use:(from “2012 Amplification of English Language Development Standards, K-12,” WIDA)28
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESStudents at different levels will require different supports.VA Science Standard• First Grade Science (1.7): The student will investigate andunderstand 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; and3. changes in temperature, light, and precipitation can be observed over time.WIDA Standard 4: Language of ScienceContent 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
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESLet’s differentiate language objectives for two groups of ELsLevels 1-3 Levels 4-5Name familiar objects in photographs or illustrationsassociated with weather conditions (e.g. “cloud”).We can use a Level 1 MPI as a resource…Describe daily weatherconditions fromphotographs and classcharts (i.e. Today theweather is rainy.)Compare daily weatherconditions across differentdays using class charts (i.e. Iknow Thursday was hotter thanMonday because_____ ).Domain: SPEAKINGand transform it to fit our class:30
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESStudents at different levels will require different supports.Virginia Standard• Number and Number Sense (6.1): The student will describeand compare data, using ratios, and will use appropriatenotations, such as , a to b, and a:b.WIDA Standard 3: Language of MathematicsContent Objective• SWBAT solve word problems involving unit rates.• SWBAT justify their decisions based on unit rates in real-lifescenarios (e.g. choosing which car to buy based on gas mileage inmiles / gallon).Let’s look at a 6th grade math standard:31
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESLet’s differentiate language objectives for two groups of ELsLevels 1-3Compare choices based onreal-life rate calculationsusing a graphic organizerand sentence frames (e.g._____ is greater than_____).Levels 4-5Critique choices based onothers’ mathematical reasoningfrom sample solutions to real-life rate problems.Domain: WRITINGList choices based on rate calculations in real-life situationsusing templates and a word bank with a partner.We can use a Level 1 MPI as a resource…and transform it to fit our class:32
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESStudents at different levels will require different supports.Virginia Standard• 6.5: Identify and analyze the author’s use of figurative language.Content Objective• SWBAT infer the author’s intended effect of figurativelanguage in a poem.Let’s look at a 6th ELA standard:WIDA Standard 2: The Language of ELA33
  • IV. DIFFERENTIATING LANGUAGE OBJECTIVESLet’s differentiate language objectives for two groups of ELsLevels 1-3Give opinions with reasonsabout the effect of figurativelanguage in a poem usingsentence starters and a wordbank (e.g. when the author says__ it makes the reader feel __ ).Levels 4-5Create multiple paragraphsanalyzing the effect of figurativelanguage in a poem.Domain: WRITINGIdentify words or phrases representing figurative language in visuallysupported related sentences (e.g., like or as) (Grade 6-8, Reading MPI).We can use a Level 1 MPI as a resource…and transform it to fit our class:34
  • AGENDAI. Instruction for ELLs is ChangingII. The Importance of Language ObjectivesIII. Leveraging WIDA ResourcesIV. Creating Language Objectives: Step-by-StepV. Q and AVI. Ellevation Platform Description35
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT1Gatherand ShareInformation2AnalyzeInformationand Data3Set Goals:CreateAction Plans4ProfessionalDevelopment5InstructionCurrent1Gatherand ShareInformation2AnalyzeInformationand Data3Set Goals:CreateAction PlansPhase 236
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand Data3Set Goals:CreateAction PlansPhase 21Gatherand ShareInformation37
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand Data3Set Goals:CreateAction PlansPhase 21Gatherand ShareInformationDate: 3/13/2013Time: 1:54 PMWIDA ELP Standards ReportAA-Demo City SchoolsReport: WIDASTD01Page: 1Filter: 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: 3/17/2011Student #: 1002002462 Grade Level: 8Date of Birth: 05/31/1998 ELP Test Type: ACCESS for ELLsSchool: Kennedy Junior High School (333) Cluster: Grades 6-8Test ResultsListening Speaking Reading Writing6 Reaching5 Bridging4 Expanding3 Developing2 Beginning1 Entering5.0 6.0 5.0 3.8Note: Performance Definitions for the Levels of English Language Proficiency in Grades K-12 areavailable in the CAN DO Performance Definitions listing.WIDA CAN DO DescriptorsAt this LEP students level of English proficiency, you can expect that they will be able to:Listening Speaking Reading WritingUse oral information toaccomplish grade-level tasksEvaluate intent of speech andact accordinglyMake inferences from grade-level text read aloudDiscriminate among multiplegenres read orallyStudent has achieved Englishproficiency in this domain.Differentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning from modifiedgrade-level textCritique material and supportargumentSort grade-level text bygenreProduce short paragraphswith main ideas and somedetails (e.g., column notes)Create compound sentences(e.g., with conjunctions)Explain steps in problem-solvingCompare/contrastinformation, events,charactersGive opinions, preferences,and reactions along withreasonsWIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of theUniversity of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us. TheWIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. ThePerformance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the increasingquality and quantity of students language processing and use across the levels of language proficiency.38
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand Data3Set Goals:CreateAction PlansPhase 21Gatherand ShareInformationStudent: Rafael C Abuassaf Test: ACCESS for ELLs Test Date: 3/17/2011Formative FrameworkThe model performance indicators (MPIs) for the WIDA ELP Standards are exemplars of a students English language development. The MPIsare not the standards but are descriptive of language expectations at scaffolded levels of English language proficiency for a given topic/genreand language domain based on increasing linguistic complexity, vocabulary usage and language control through the use of supports. Educatorsshould 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 improveinstructional methods and student feedback throughout the teaching and learning process.Social and Instructional Language StandardPL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 CharacterdevelopmentInterpret oral scenarios or readings oncharacter development through role playLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Use of multipleresourcesConfirm or rearrange information after re-reading of topics of choice gathered frommultiple sourcesLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Writing: 3.8 Use of register Respond to and initiate suggestions,announcements, journal entries, complaints,apologies, or thank yous using semi-formalregisterRespond to teachers (e.g., feedback from journals)or complete assignments using formal registerThe Language of Language Arts StandardPL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Test-taking/ComprehensionstrategiesApply learning strategies described orally tonew situationsLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Genres Infer types of genres associated with writtendescriptions or summaries from grade leveltextLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Writing: 3.8 Editing Engage in peer editing (e.g., using checklists)during process writing and make notations topartner in L1 or L2Self-edit during process writing using multipleresources (e.g., thesauruses or dictionaries) andcheck with a partnerThe Language of Mathematics StandardPL Example Topics MPIs for Current PL MPIs for Successive PLListening: 5.0 Measures of centraltendency (mean,median, mode &range)Make inferences about uses of measures ofcentral tendency from oral scenarios of gradelevel materialsLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Speaking: 6.0 n/a All objectives achieved n/aReading: 5.0 Percent, Decimals Interpret various representations of numbersin real-life problems involving percent ordecimals from various textsLevel 6 is reserved for students whose English forthis language domain is comparable to that of theirEnglish-proficient peers.Writing: 3.8 Probability Propose probability based on observedoutcomes and describe results in a series ofsentencesDetail possible combinations, based on probabilityand compare against observed outcomes inparagraph form39
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 13Set Goals:CreateAction PlansPhase 21Gatherand ShareInformation40
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand Data3Set Goals:CreateAction PlansPhase 21Gatherand ShareInformation41
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 13Set Goals:CreateAction PlansPhase 21Gatherand ShareInformation2AnalyzeInformationand Data1.0 - Download PDFDate: 1/30/2013Time: 4:58:55 PMACCESS for ELLsOklahoma Demo SchoolsSchool: Wilma Mankiller Junior High School (333) Students: All active Score Improvement: Any increase Dates:1/15/2011 - 6/15/2013Grade Count Speaking Listening Reading Writing CPLOneDomainTwoDomainsThreeDomainsFourDomainsTestedOut6 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 CPL6 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 Out6 27% 27% 46%7 31% 27% 38% 4%8 55% 9% 27% 9%Analysis DisclaimerThis ACCESS for ELLs can be used to assist in the assessment of Students based on data stored in ESLReps. This analysis shown isbased 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 inESLReps at that point in time. Only Active Students in 1st through 12th grades with at least 2 valid ACCESS for ELLs scores areincluded 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 priorwritten approval. Secure any printed copies appropriately or destroy copies when no longer needed.42
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand DataPhase 21Gatherand ShareInformation3Set Goals:CreateAction PlansDate: 3/13/2013Time: 7:39 AMELL Student PlanAA-Demo City SchoolsReport: ESLPEP01Page: 1This is your LEP Student Plan. It gives detailed information about your student, their background, and their English language abilities. Thisinformation is helpful in order to better teach your LEP student.Student: Abuassaf, Rafael Grade: 8 School: Kennedy Junior High SchoolTest ID #: 1002002462 ELP Designation: EL-Y LEP Status: ELNative Language: Arabic Came to US: 9/1/2008 Yrs in US Schools: 3Birth Country: Angola Place of Birth: Calrinda Tier: CDOB: 05/31/1998LEP Service #1: Tutoring Frequency: 2 times per Week Duration: 1:00Start Time: 03:00 PM Stop Time: 04:00 PM Day(s): M - W - - -Teacher: Teacher AEnglish Proficiency Test ScoresEach LEP student takes an English Proficiency test when they enroll and each spring. Each student receives a proficiency level in eachdomain (listening, speaking, reading, and writing) based on his raw scores. Once the student receives specific levels in all four domainsthey 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 ProficiencyLevel (CPL)5.0 - Bridging 3.8 - Developing 5.0 - Bridging 6.0 - Reaching 4.8The test results are ranked into one of six categories, as shown below:Proficiency Level Description1 - Entering Knows and uses minimal social language and minimal academic language with visual support2 - Beginning Knows and uses some social English and general academic language with visual support3 - Developing Knows and uses social English and some specific academic language with visual support4 - Expanding Knows and uses social English and some technical academic language5 - Bridging Knows and uses social and academic language working with grade level material6 - Reaching Knows and uses social and academic language at the highest level measured by this testWIDA CAN DO DescriptorsAt this LEP students level of English proficiency, you can expect that they will be able to:Listening Speaking Reading WritingUse oral information toaccomplish grade-level tasksEvaluate intent of speech andact accordinglyMake inferences from grade-level text read aloudDiscriminate among multiplegenres read orallyStudent has achieved Englishproficiency in this domain.Differentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning from modifiedgrade-level textCritique material and supportargumentSort grade-level text bygenreProduce short paragraphswith main ideas and somedetails (e.g., column notes)Create compound sentences(e.g., with conjunctions)Explain steps in problem-solvingCompare/contrastinformation, events,charactersGive opinions, preferences,and reactions along withreasonsWIDA ELP Standards © 2007 Board of Regents of the University of Wisconsin System. WIDA is a trademark of the Board of Regents of theUniversity 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. ThePerformance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe theincreasing quality and quantity of students language processing and use across the levels of language proficiency.Classroom ModificationsThe following Classroom Modifications are to be used throughout the year in the regular classroom for Rafael.43
  • SOLUTIONCYCLE of CONTINUOUSIMPROVEMENT4ProfessionalDevelopment5InstructionPhase 12AnalyzeInformationand DataPhase 21Gatherand ShareInformation3Set Goals:CreateAction Plans44
  • ADMINISTRATOR DASHBOARD35#46#37#ELL StudentsLanguagesBirth CountriesELL StudentsLanguagesBirth CountriesELP Test ScoresELP ProgressGraduation/DropoutELL StudentsLanguagesBirth CountriesELP Test ScoresELP ProgressGraduation/DropoutSchool: All Grade: All Teacher: AllELP Tests: Most Recent TestELP Designation: ELL5434426734131 2 3 4 5 6Domain: CompositeBands: WIDA Prof. LevelsELL StudentsLanguagesBirth CountriesELP Test ScoresELP ProgressGraduation/DropoutSchool: All Grade: All Teacher: AllSchool: All Grade: All Teacher: All1st testwindow: 1/1/12 to 1/31/122nd testwindow: 1/1/13 to 1/31/13LEP Status: ELLDomain: Composite3.34.21.02.03.04.05.06.01st Test Avg 2nd Test AvgGraduated Dropped OutSchool: All Grade: All Teacher: AllSchool Year Start: 08/15 45
  • WELCOME PACKETWelcome Maria Hernandez!Maria Hernandez is new to Needham Broughton High School. As anEnglish Language Learner (ELL), Maria may be unfamiliar with her newschool and learning environment. However you, her classroom teacher,can help make Marias transition easier. The ESL Department hasprepared this Welcome Packet to help familiarize you with Maria, and tohelp you welcome Maria as she matriculates.Homeroom Teacher: Lisa BallentineNative Language: SpanishBirth Country: Costa RicaDate Enrolled: 3/11/2013Initial Grade Level: 10Student Name: Maria HernandezSimple Welcome PhrasesThe following phrases may be helpful for introducing yourself to Maria, and helping her getstarted 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, andwhen.Esta es tu horario de clases, que le ayudará a encontrar que la habitación que debe ir, ycuándo.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.Marias Current Learning AbilitiesMaria took the W-APT 9-12 on 2/26/2013. Her scores and WIDA CAN DO Descriptorsbelow will help you understand her current abilities as a student:Listening (5.0) Speaking (6.0) Reading (5.0) Writing (3.0)Use oral informationto accomplish grade-level tasksEvaluate intent ofspeech and actaccordinglyMake inferences fromgrade-level text readaloudDiscriminate amongmultiple genres readorallyStudent has achievedEnglish proficiency inthis domainDifferentiate and applymultiple meanings ofwords/phrasesApply strategies to newsituationsInfer meaning frommodified grade-leveltextCritique material andsupport argumentSort grade-level text bygenreProduce short paragraphs withmain ideas and some details (e.g.,column notes)Create compound sentences (e.g.,with conjunctions)Explain steps in problem-solvingCompare/contrast information,events, charactersGive opinions, preferences, andreactions along with reasonsESL Department InformationIf you need further information about Maria, please contact her ESL Teacher, AbigailMcNulty, at 867-223-5000 ext. 23.ESL Teacher: Abigail McNultyParent/Guardian: Estrella Hernandez (Aunt) Phone: 876-555-1291Occupation: Data AdministratorDiscipline/Behavioral InformationMaria has had 1 incident in the past 30 days:• 3/12/2012: Held after school due to missing homeroom.46
  • DEMOThe Platform1. Improve Instruction2. Increase Productivity3. Enhance CollaborationA Quick Demo47