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Differentiation To differentiate is to modify the content, process, product, and/or learning environment, based on readiness levels, interests, and learning profile to provide success and challenge for all students. Example Context: 4th grade Social Studies unit to identify and describe the significance of the individuals from Missouri who have made contributions to our state and national heritage Content Process Product Learning Environment Example: Teacher provides a variety of resource materials for students on individuals from Missouri. Example: In addition to reading about individuals from Missouri, students will watch videos, and participate in center activities. Example: Some 4th grade students are producing a poster, while others are creating a travelogue Example: The teacher places students into small groups to research individuals from Missouri. Your Context: Content Process © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Product Learning Environment 13 Content Differentiation: To differentiate content is to modify the presentation of the content, process, product and/or learning environment, based on readiness levels, interests, and learning portraits to provide success and challenge for all students Language Differentiation: To differentiate language is to make grade-level content-area instruction comprehensible and challenging to all of the students in their classes. Educators scaffold their instruction and include linguistic supports with specific attention to the diverse language and learning needs of their ELLs. Using Supports and Scaffolds Support: use of instructional strategies or tools used to assist students in accessing content necessary for classroom understanding or communication and to help construct meaning from language Scaffold: an educator’s intentional act of building upon students’ already acquired skills and knowledge to teach new skills © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium 24 Instructional Supports EZCORNGUQH5GPUQT[)TCRJKECPF+PVGTCEVKXG5WRRQTVU t t t t t t t t t )TCRJKE5WRRQTVU Real-life objects (realia) Manipulatives Pictures & photographs Illustrations, diagrams & drawings Magazines & newspapers Physical activities Videos & Films Broadcasts Models & figures t t t t t t Charts Graphic organizers Tables Graphs Timelines Number lines +PVGTCEVKXG5WRRQTVU 4GUQWTEG)WK 5GPUQT[5WRRQTVU t t t t In pairs or partners In triads or small groups In a whole group Using cooperative group structures t With the Internet (Web sites) or software programs t In the native language (L1) t With mentors Differentiating Supports Look at the example supports below and discuss any differences. Keep in mind that topic related vocabulary can be added as additional labels. www.field-studies-council.org www.sciencelearn.org.nz www.snh.org.uk www.dailyteachingtools.com thisreadingmama.com © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium 312 Examples of Sensory Supports across the ELD Standards 5WRRQTVUTGNCVGF VQVJG!"#$%"$&QH .CPIWCIG#TVU 5WRRQTVUTGNCVGF VQVJG!"#$%"$&QH /CVJGOCVKEU Illustrated word/phrase walls Felt or magnetic figures of story elements Sequence blocks Environmental print Posters or displays Bulletin boards Photographs Cartoons Audio books Songs/Chants Blocks/Cubes Clocks, sundials and other timekeepers Number lines Models of geometric figures Calculators Protractors Rulers, yard/meter sticks Geoboards Counters Compasses Calendars Coins 5WRRQTVUTGNCVGF VQVJG'!"#$%"$&QH 5EKGPEG Scientific instruments Measurement tools Physical models Natural materials Actual substances, organisms or objects of investigation Posters/Illustrations of processes or cycles 5WRRQTVUTGNCVGFVQ VJG!"#$%"$&QH 5QEKCN5VWFKGU Maps Globes Atlases Compasses Timelines Multicultural artifacts Arial & satellite photographs Video clips !"#$%&"'()#*'+#%%,-&./'01'2344561'$VVHVVLQJ(QJOLVKODQJXDJHOHDUQHUV%ULGJHVIURPODQJXDJHSUR¿FLHQF\WR DFDGHPLFDFKLHYHPHQW1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1' Examples of Graphic Supports across the ELD Standards ELD standard 1- Social and Instructional Language 3- The language of Mathematics 4- The language of Science 5- The language of Social Studies ● Two characters ● Two settings ● Two genres ● Two operations ● Two geometric figures ● Two forms of proportion ● Two body systems or organs ● Two animals or plants ● Two conflicts ● Two forms of government ● Two forms of transportation ● Colors ● Classroom objects ● Facts/Opinions ● Points of view ● Pros/Cons ● Area/Perimeter ● Fractions/ Decimals ● Addition/ Subtraction ● Forms of matter ● Forms of energy ● Senses ● Vertebrates/ Invertebrates ● Types of transportation ● Types of habitats ● Conflict/ Resolution ● School or classroom routines ● Plot lines ● Steps in problem - solving ● Scientific inquiry ● Life cycles ● Water cycle ● Elections in a democracy ● Passage of a law ● Classroom or school rules ● Health and safety at home or in school ● Responses of characters to events ● Variables in algebraic equations ● Geometric theorems ● Chemical reactions ● Adaptation ● Weather events ● Political movements ● Economic trends ● Personal interests ● Idiomatic expressions ● Multiple meanings of words and phrases ● Root words and affixes ● Main idea/ Details ● Types and features of polygons ● Types and characteristics of angles ● Foods and their nutritional ingredients ● Types and characteristics of rocks ● Types of human and civil rights ● Impact of economic policies ● Two friends or family members Venn Diagrams - Comparing and Contrasting Two Entities ● Two traditions 2- The language of Language Arts T-Charts - Sorting or Categorizing Objects or Concepts Cycles - Producing a Series of Connected Events or a Process Cause and Effect - Illustrating a Relationship Semantic Webs - Connecting Categories to Themes or Topics Taken from the WIDA ELP Standards Resource Guide 2007, Page RG 23Resou © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium 413 The Features of Academic Language in the WIDA Standards The Features of Academic Language operate within sociocultural contexts for language use. Dimension Performance Criteria Features Discourse Linguistic Complexity (Quantity and variety of oral and written text in communication) • • • • • Sentence Language Forms and Conventions (Types, array, and use of language structures in communication) • Types and variety of grammatical constructions Vocabulary Usage (Specificity of word or phrase choice in communication) • • • • Word/Phrase Amount of speech/written text Structure of speech/written text Density of speech/written text Coherence and cohesion of ideas Variety of sentence types to form organized text • Mechanics of sentence types • Fluency of expression • Match language forms to purposes/perspectives • Formulaic and idiomatic expressions General, specific, and technical language Multiple meanings of words and phrases Nuances and shades of meaning Collocations and idioms The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the… • • • • • Register Genre/Text type Topic Task/Situation Participants’ identities and social roles © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium 5 10 Performance Criteria Features DISCOURSE LEVEL • Amount of speech/written text Linguistic Complexity • Structure of speech/written text • Density of speech/written text (Quantity and variety of oral and written text in communication) SENTENCE LEVEL Language Forms and Conventions (Types, array, and use of language structures in communication) WORD/PHRASE LEVEL Vocabulary Usage (Specificity of word or phrase choice in communication) • Coherence and cohesion of ideas • Variety of sentence types to form organized text Content Area Example Language Arts Narratives, Expository Essays, Blogs, Debates, Poetry Math Word Problems, Explanations, Tables, Graphs, Proofs Science Field Notes, Lab Reports, Arguments, Research, Observations, Instructions Social Studies Timelines, Primary Sources, Debates, Newspapers, Biographies Language Arts Metaphor (e.g., break a leg) stanzas, dialogue, Math Logical connectors (e.g., consequently, then), Comparative structures (e.g., greater than) • Match language forms to purposes/perspectives Science Passive voice sentence frames (e.g., The polio vaccine was discovered by Salk.) • Formulaic and idiomatic expressions Social Studies Historical present (e.g., in his journal, Lewis writes…) • General, specific, and technical language General • Multiple meanings of words and phrases Specific Terms associated with a content area: divisor, least common denominator Technical Terms associated with a specific content area topic: ratio, integrals, Pythagorean theorem • Types and variety of grammatical constructions • Mechanics of sentence types • Fluency of expression • Nuances and shades of meaning • Collocations and idioms © 2016 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Terms associated multiple content areas: combine, describe, therefore 613 WIDA Performance Definitions - Listening and Reading Grades K-12 Within sociocultural contexts for processing language… Discourse Dimension Sentence Dimension Word/Phrase Dimension Linguistic Complexity Language Forms and Conventions Vocabulary Usage Level 6 - Reaching Language that meets all criteria through Level 5, Bridging At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process… Level 5 Bridging Level 4 Expanding Level 3 Developing Level 2 Emerging Level 1 Entering • Rich descriptive discourse with complex sentences • Cohesive and organized related ideas • Compound, complex grammatical constructions (e.g., multiple phrases and clauses) • A broad range of sentence patterns characteristic of particular content areas • Technical and abstract content-area language • Words and expressions with shades of meaning across content areas • Connected discourse with a variety of sentences • Expanded related ideas • A variety of complex grammatical constructions • Sentence patterns characteristic of particular content areas • Specific and some technical content-area language • Words or expressions with multiple meanings across content areas • Discourse with a series of extended sentences • Related ideas • Compound and some complex (e.g., noun phrase, verb phrase, prepositional phrase) grammatical constructions • Sentence patterns across content areas • Specific content language, including expressions • Words and expressions with common collocations and idioms across content areas • Multiple related simple sentences • An idea with details • Compound grammatical constructions • Repetitive phrasal and sentence patterns across content areas • General content words and expressions, including cognates • Social and instructional words and expressions across content areas • Single statements or questions • An idea within words, phrases, or chunks of language • Simple grammatical constructions (e.g., commands, Wh- questions, declaratives) • Common social and instructional forms and patterns • General content-related words • Everyday social and instructional words and expressions 7 14 WIDA Performance Definitions Speaking and Writing Grades K-12 Within sociocultural contexts for language use… Discourse Dimension Sentence Dimension Word/Phrase Dimension Linguistic Complexity Language Forms and Conventions Vocabulary Usage Level 6 - Reaching Language that meets all criteria through Level 5, Bridging At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce… Level 5 Bridging Level 4 Expanding Level 3 Developing Level 2 Emerging Level 1 Entering • Multiple, complex sentences • Organized, cohesive, and coherent expression of ideas • A variety of grammatical structures matched to purpose • A broad range of sentence patterns characteristic of particular content areas • Technical and abstract content-area language, including content-specific collocations • Words and expressions with precise meaning across content areas • Short, expanded, and some complex sentences • Organized expression of ideas with emerging cohesion • A variety of grammatical structures • Sentence patterns characteristic of particular content areas • Specific and some technical content-area language • Words and expressions with expressive meaning through use of collocations and idioms across content areas • Short and some expanded sentences with emerging complexity • Expanded expression of one idea or emerging expression of multiple related ideas • Repetitive grammatical structures with occasional variation • Sentence patterns across content areas • Specific content language, including cognates and expressions • Words or expressions with multiple meanings used across content areas • Phrases or short sentences • Emerging expression of ideas • Formulaic grammatical structures • Repetitive phrasal and sentence patterns across content areas • General content words and expressions • Social and instructional words and expressions across content areas • Words, phrases, or chunks of language • Single words used to represent ideas • Phrase-level grammatical structures • Phrasal patterns associated with common social and instructional situations • General content-related words • Everyday social, instructional and some content-related words 8 15 Which English Language Proficiency Level? Fill in the chart with example activities from your content and grade level. Using the WIDA Performance Definitions, record the English language proficiency level a student would need to perform each activity independently (as it is written). Discuss options for differentiating the activity for students of various proficiency levels. There are a few listed as examples. Classroom Activity English Language Proficiency Level How might you differentiate this task for a more proficient student and/or less proficient student? Follow oral directions to create a timeline Give directions to another classroom to a new student Explain how to solve a multistep math problem List the steps in an experiment Write a letter to a government official requesting money for school computers Identify facts and opinions from a grade level text Complete a graphic organizer based on oral text 9