Tier 1 Sheltered Instruction Academic Language Collaboration Module

Tier 1 Sheltered Instruction & Academic Language Collaboration Module 2: Standards

Module Agenda • • • Review the connections between Tier 1 Best Practices, Colorado Academic Standards (CAS), SVVSD unit plans, and Colorado English Language Proficiency (CELP)/WIDA standards Explore how CAS, CELP/WIDA standards and PARCC language expectations impact content area writing instruction Create writing tasks for a content lesson that address content language expectations

Objectives • • Teachers will explore how academic language expectations impact content area writing (ACCESS, PARCC) using rubrics, assessment sample items, and CELP standards Teachers will create writing tasks that address content area language expectations with Tier 1 SIOP strategy supports

Tier 1 Best Practices Focus

Content Area Writing Instruction What does content area writing look like in your classroom? What are PARCC and ACCESS content area writing expectations?

Step 1 • Examine the WIDA writing rubric for academic language demands and expectations Resources: WIDA • WIDA 1 -12 Writing Rubric Optional Resources ● WIDA Features of Academic Language Rubric ● WIDA Speaking and Writing Performance Definitions ● ACCESS Sample Items ● PARCC Summative Sample Items (select ELA or Math items by grade level along left column) ● PARCC Math Prototype Sample Items (select items by grade level along left column-then scroll across about task menu) ● Engage NY Common Core sample questions

ACCESS Sample Content Area Writing Task Write a well organized paragraph comparing and contrasting Alicia's heart rate during these three activities. What are the academic language demands and expectations?

PARCC Sample Content Area Writing Task What are the academic language demands and expectations?

Step 2 Resources: • • • SVVSD Unit Plans CELP/WIDA standards SIOP Feature 9: Key Vocabulary Emphasized (pg 68 -75) o o o Academic Vocabulary (pg 69) Academic Word List (pg 73) 1, 2&3 Tier Words (pg 73) Word Consciousness (pg 74) Teaching Academic Vocabulary (75)

What Academic Language Is Needed to Access Content? English Language Proficiency Standard 3: The language of Mathematics English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

What Academic Language Is Needed to Demonstrate Content Understanding? English Language Proficiency Standard 3: The language of Mathematics English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

Step 3 • • Review rubric(s) to select criteria to assess the writing assignment Develop a plan to share task rubric criteria with students Resources: SVVSD 6 Traits rubric WIDA • WIDA 1 -12 Writing Rubric PARCC Resources • PARCC Writing Rubric Grades 6 -11

Step 4 • • Create a content writing assignment that addresses evidence outcomes and academic language expectations. Consider. . . o text complexity with o o academic language text evidence and writing from sources knowledge through content rich non-fiction Resources: • • • 6 Traits Writing exemplars Engage NY common-core shifts CELP/WIDA standards WIDA Content Area Standard Search Examples of content writing tasks by content area and grade level PARCC Mathematics Writing Tasks

Step 5 • • Create performance objectives for the writing task and differentiate for language needs Resources: • • • Connect to SIOP strategies, Depth of Knowledge levels and WIDA CAN DO Descriptors (see pg 9 for writing descriptors) o 9 -12 Depth of Knowledge Levels Module 1: Performance Objectives o Language Functions o Language Supports/Scaffolds

Next Steps Bring 3 examples of students' work (at different levels; low, medium, high) to module 3 to collaboratively evaluate for academic language expectations This work might be used as evidence of for Teacher Effectiveness Evaluation St. 1 -El. d; St. 1 -El. a