Introduction to the WIDA English Language Development Standards

Introduction to the WIDA English Language Development Standards Presenter Affiliation Date © 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www. wida. us

Training Objectives § Insert your training objectives WIDA Consortium Intro to WIDA ELD Standards 2

WIDA Terms Why does WIDA distinguish between “language proficiency” and “language development? ” WIDA uses the name English language development (ELD) standards to articulate the language acquisition process as fluid, flexible, and ongoing WIDA uses the term language proficiency to reflect a student’s current level in the language acquisition process at a particular point in time Levels 1 -6 are still referred to as “proficiency levels” ACCESS for ELLs is an English language proficiency assessment WIDA Consortium Intro to WIDA ELD Standards 3

Language & Content § Language proficiency involves the language associated with the content areas. § Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. WIDA Consortium Intro to WIDA ELD Standards 4

ELD & State Standards ELD Standards State Content Standards Academic language development Academic achievement Language-based Content-based Reflective of the varying stages of second language acquisition Reflective of conceptual development Representative of social and academic language contexts Representative of the school’s academic curriculum WIDA Consortium Intro to WIDA ELD Standards 5

Variations of Language Adapted from Zwiers (2008) WIDA Consortium Intro to WIDA ELD Standards 6

Academic Language Functional Approach (Halliday, 1975) BICS and CALP (Cummins, 1979) Sociocultural context of language learning (Brice Heath, Richard-Amato, Snow, 1986) Academic Language. S (Lemke, 1990) Discourses (Gee, 1996, 2004) WIDA Consortium Intro to WIDA ELD Standards 7

Academic Language in Context Culturally responsive pedagogy (Ladson-Billings, 1994) Language of schooling (Schleppegrell, 2004) Funds of Knowledge (Gonzalez, Moll & Amanti, 2005) WIDA’s Can Do Philosophy (2004, 2007, 2012) WIDA Consortium Intro to WIDA ELD Standards 8

Our Standards Framework for English Language Development Features of Academic Language Performance Definitions Standards Matrix WIDA Consortium Intro to WIDA ELD Standards 9

Genre/ Text Type Register Participants’ identities & social roles WIDA Consortium Topic Sociocultural Context Task/ Situation Intro to WIDA ELD Standards 11

2007 Performance Definitions WIDA Consortium Intro to WIDA ELD Standards 12

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12

WIDA’s ELD Standards Social & Instructional Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 WIDA Consortium Standard 2 Standard 3 Standard 4 Standard 5 Intro to WIDA ELD Standards 15

Organization of the 2007 Standards Matrix WIDA Consortium Intro to WIDA ELD Standards 16

Organization of MPIs within the 2012 Standards GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy STRAND MPI WIDA Consortium Intro to WIDA ELD Standards 17

Grade Levels & Clusters 2007 ELP Standards 2012 ELD Standards Pre. K-Kindergarten • Kindergarten Grades 1 -2 Grades 3 -5 Grades 6 -8 Grades 9 -12 • Grade 1 • Grade 2 • Grade 3 • Grade 4 • Grade 5 WIDA Consortium • Grade 6 • Grade 7 • Grade 8 • Grades 9 -10 • Grades 11 -12 Intro to WIDA ELD Standards 18

Language Domains Listening Process, understand, interpret and evaluate spoken language in a variety of situations Speaking Engage in oral communication in a variety of situations for a variety of purposes and audiences Reading Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Writing Engage in written communication in a variety of situations for a variety of purposes and audiences WIDA Consortium Intro to WIDA ELD Standards 19

Language Domains WIDA Consortium Intro to WIDA ELD Standards 20

GRADE 8 Standards Connection ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy CONNECTION: Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use representations of potential energy to construct an explanation of how Use much energy an object has when it’s in different Example Context for Language positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation. Cognitive Function EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e. g. , glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy. COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer. State how energy transfers using visual supports (e. g. , “heat, ” “light, ” “sound”) Level 2 Emerging Give examples of how energy transfers using sentence frames and graphic supports Topic-related Language Level 3 Developing Describe how energy transfers using sentence frames and graphic supports (e. g. , “____ energy is transferred. ____ energy is stored. ”) Level 4 Expanding Compare and contrast how energy transfers using graphic supports Level 5 Bridging Discuss how energy transfers using graphic supports Level 6 - Reaching SPEAKING Level 1 Entering TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation of energy, sound wave, kinetic energy, potential energy, WIDA Consortium thermal energy Intro to WIDA ELD Standards 21

Standards Connection Provides a direct connection to grade-level content standards, including: The Common Core State Standards (CCSS) The Next Generation Science Standards Other state standards The example below draws from the CCSS: WIDA Consortium Intro to WIDA ELD Standards 22

Example Context for Language Use Highlights the importance of teaching language in a meaningful context Provides examples for teachers to think about possible: instructional tasks audiences registers genres WIDA Consortium Intro to WIDA ELD Standards 23

Cognitive Function Adopted terms from Bloom’s revised taxonomy All MPIs across a strand now relate to a common cognitive function Expect higher cognitive functioning from ALL students WIDA Consortium Intro to WIDA ELD Standards 24

Cognitive Function WIDA Consortium Intro to WIDA ELD Standards 25

Topic-Related Language Gives students access to a grade-level language-rich environment while they are acquiring English Grade 3 Language of Mathematics example: TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area WIDA Consortium Intro to WIDA ELD Standards 26

The Elements of the MPI The Language Function The Content Stem/Example Topic The Support WIDA Consortium Intro to WIDA ELD Standards 27

Elements of Model Performance Indicators The Model Performance Indicator (MPI) consists of three elements: Language function: describes how students use language to demonstrate their proficiency Content stem/example topic: specifies context for language instruction; derived from state content standards Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content WIDA Consortium Intro to WIDA ELD Standards 28

Elements of MPIs Language Function Content Stem/Example Topic Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Instructional Support WIDA Consortium Intro to WIDA ELD Standards 29

The Model Performance Indicator Language Function WIDA Consortium Intro to WIDA ELD Standards 30

The Model Performance Indicator Content Stem WIDA Consortium Intro to WIDA ELD Standards 31

The Model Performance Indicator Support or Strategy WIDA Consortium Intro to WIDA ELD Standards 32

Support Examples WIDA Consortium Intro to WIDA ELD Standards 33

Specific Examples of Sensory Supports WIDA Consortium Intro to WIDA ELD Standards 34

Example Use of Graphic Organizers WIDA Consortium Intro to WIDA ELD Standards 35

A Blank Template for customizing strands GRADE: _____ WIDA Consortium Intro to WIDA ELD Standards 36

Special Strands Integrated strands Complementary strands Expanded strands WIDA Consortium Intro to WIDA ELD Standards 37

Integrated Strands Show one unit of instruction integrates all four language domains Encourage educators to prepare units incorporating multiple language domains and subject areas Help students make important learning connections across disciplines Listening WIDA Consortium Speaking Reading Writing Intro to WIDA ELD Standards 38

An Integrated Strand (K-5) WIDA Consortium Intro to WIDA ELD Standards 39

Complementary Strands Address language used in electives, including: Music and Performing Arts Humanities Visual Arts Health and Physical Education Technology and Engineering Language learning occurs throughout the school day, formally and informally WIDA Consortium Intro to WIDA ELD Standards 40

A Complementary Strand WIDA Consortium Intro to WIDA ELD Standards 41

Expanded Strands “Expanded” strands display the features of academic language: Linguistic Complexity (Discourse Level) Language Forms & Conventions (Sentence Level) Vocabulary Usage (Word/Phrase Level) Provide concrete examples of language at discourse, sentence, and word/phrase levels Show MPIs are connected to Performance Definitions Inform teachers’ planning and instruction WIDA Consortium Intro to WIDA ELD Standards 42

An Expanded Strand

CAN DO Descriptors Provide teachers with information on the language students are able to understand produce in the classroom in within all five ELD standards. Available in both English and Spanish for the following grade-level clusters: Pre. K-K Grade 1 -2 Grades 3 -5 WIDA Consortium Grades 6 -8 Grades 9 -12 Intro to WIDA ELD Standards 44

Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors: Listening 4. 1 Speaking 6. 0 Reading 5. 0 Writing 3. 8 WIDA Consortium Intro to WIDA ELD Standards 45

4. 1 6. 0 WIDA Consortium Intro to WIDA ELD Standards 46

5. 0 3. 8 WIDA Consortium Intro to WIDA ELD Standards 47

Questions or Comments? For more information, visit www. wida. us/eld Contact the WIDA Client Services Center: 1 -866 -276 -7735 or help@wida. us World Class Instructional Design and Assessment, www. wida. us © 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www. wida. us