This Page

Science & ELs Day 1 Presentation
John's PowerPoint for Day 1
Clark's article against Constructivism
Clark's article against constructivism, in favor of "fully-guided instruction"

How are they doing?

Learning as "Change over time" ... "Incremental Growth" ... Progress Monitoring

OLAI as an interesting tool
We should all know about OLAI ... the "Oral Language Acquisition Inventory."

The theory with this tool is that you can determine what language structures a student has acquired simply by asking them to repeat sentences.
If they can reproduce the sentence, it means they're "chunking" the words into meaningful clusters.
If they're not chunking words into language, they can't reproduce the sentence.

WIDA-Style Prompts

A collection of "language-reduced, standards-based" prompts.

The URL for the prompt

collection has changed to

WIDA Extended Tools

A set of presentations and tools for you to think about WIDA as a tool to guide instruction to ELs
The OLiVe Analysis

WORD doc
A rubric that corresponds to three of WIDA's criteria for language performance:
Organization (Coherence)
Length (compexity) and
Other WIDA Writing/ Speaking tools

The Page-A-Day Initiative (PADI)
The Page-A-Day-Initiative (PADI) is an effort to have all students read at least
five pages a week of content-related, level-appropriate text.

We posted all the links and explanations for the MPS "Page-A-Day-Initiative"
a support page here:

Five-Minute Vocabulary Size EstimateScreen Shot 2015-03-16 at 1.22.35 PM.png
Adult native speakers score between 20,000 and 35,000 (typically)

Native speakers of English score about 9,000 words.

According to James Milton, you need 2,000 words for basic gist and about
10,000 for basic literacy.

Vocabulary tools
Vocab tools -- including
Classroom Vocabulary in the Content Areas
We use this article by Stahl and Marco's to start planning how to hold student's accountable for vocabulary in content area teaching.
James Milton: "Studying bilingual word lists works."
It's page 2 of this handout -- where U. Swansea Vocabulary Acquisition expert reviews the evidence on using bilingual word lists to learn vocabulary.
4000-word lists
Michael Graves's "First 4K"

Evidence Project

The Evidence Project example site

Upload Cam
The iPad video App for the evidence project (unfortunately, I don't think there's a PC or android version of this )

Picasa Autobackup will do the same for Windows, Android & Mac
The overly complicated online evidence site
This was probably overly ambitious, overly complicated -- it was a proposed on-line evidence site that we thought teachers could use.

In retrospect, just having the documents and artifacts float together in a single folder would have been better. (Building and keeping up the site was too labor intensive.)

ELs and Reading

The second presentation on this page ("Keep 'Em Reading") includes most of our work on ELs and Reading, including materials related to the MPS Page-A-Day Initiative

PADI (The MPS "Page-A-Day Initiative")
The PADI List and
some ReadingA-Z texts for you to examine

John Hattie on "what we know about reading"
In a single page, Hattie and Yates summarize the scientific knowledge of reading (from their 2014 book, Visible Learning and the Science of How We Learn )

Massachusetts Science Standards
Can this be re-written to demonstrate "what each would sound like
in the mouth of a Level 2 EL"?

Massachusetts Grade 8 Released
Released test items for Massachusetts Science test

Social Side

John Hattie on the Mobility as the Strongest Negative Effect on Learning
In his book Visible Learning, John Hattie performed a meta-analysis of meta-analyses -- a review of virtually all the empirical research on what effects learning.

He identified 138 factors and ranked them by "effect strength" -- from the most beneficial to the most harmful to learning. This is his entry for Factor 138 -- the factor that has been empirically shown to have the strongest negative effect on learning.