Using WIDAs Performance Definitions to Support Academic Language

Using WIDA’s Performance Definitions to Support Academic Language Steve Cawthon WIDA Certified Trainer

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

Promote Academic Conversations Reinforce Language and Literacy Development Enhance Cognitive Engagement � Conversation: ◦ Builds academic language, literacy skills, oral language, and communication skills � Conversation: ◦ Builds critical thinking skills ◦ Promotes different perspectives and empathy ◦ Fosters creativity ◦ Fosters skills for negotiating meaning and focusing on a topic Zwiers, J. and Crawford, M. , 2011 in Gotltlieb & Ernst-Slavit, 2014

Promote Academic Conversations Promote Content Learning Recognize Social and Cultural Benefits � Conversation: ◦ Builds content understanding ◦ Cultivates connections ◦ Helps students coconstruct understandings ◦ Helps teachers and students assess learning � Conversation: ◦ Builds relationships ◦ Builds academic ambience ◦ Makes lessons more culturally relevant ◦ Fosters equity Zwiers, J. and Crawford, M. , 2011 in Gotltlieb & Ernst-Slavit, 2014

Promote Academic Conversations Tap Psychological Needs �Conversation: ◦ Develops inner dialog and self-talk ◦ Fosters engagement and motivation ◦ Builds confidence ◦ Fosters choice, ownership and control over thinking ◦ Builds academic identity ◦ Fosters self-discovery ◦ Builds student voice and empowerment Zwiers, J. and Crawford, M. , 2011 in Gotltlieb & Ernst-Slavit, 2014

Language Domains

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12

PICK THE LEVEL �Locate the blank matrix in your packet. �Fill in the worksheet using the performance definitions. �Work together if you like.

#4 #13 #7 Example: #1 #8 1. 2. #12 #3 #2 #6 #14 #9 #11 #10 #15 #5 Multiple related simple sentences A variety of grammatical constructions 3. Technical and abstract contentarea language 4. Multiple complex sentences Word/Phrase Dimension 5. General content-related words 6. Specific and some technical content-area language 7. Expanded expression of one idea or emerging expression of multiple related ideas 8. Words, phrases or chunks of language 9. Specific content words and expressions 10. Social and instructional words and expressions across content areas 11. Repetitive phrasal and sentence patterns across content areas 12. A broad range of sentence patterns characteristic of particular content areas 13. Expanded related ideas 14. Repetitive grammatical structures with occasional variation and emerging use of conventions 15. Simple Grammatical constructions (e. g. commands, Wh-questions, declaratives)

Different Types of Multiliteracies Print-Based Digital Visual Oral Books Computer games Power. Points Readers theater Manuals Podcasts Photographs Choral Reading Magazines Video streaming Videos Book reads Brochures Blogs You. Tube Clips Process drama Outlines Vlogs Murals Read-alouds Agendas Social Media Graphics Storytelling Handouts Virtual Lessons Sketch noting or Lyrics/song visual not taking Gottlieb & Ernst-Slavit, 2014

Academic Language in an Integrated Curriculum Units of Learning Related Lessons Content and Language Objectives Academic Language in Sociocultural Contexts Gottlieg & Ernst-Slavit, 2013

Academic Language in an Integrated Curriculum Ø AL is at the core. Ø Content and objectivves represent grade-level AL use. Ø Lesson scaffold to form units of instruction. Gotltlieb & Ernst-Slavit, 2014

Grouping �TAPS ◦ ◦ TOTAL ALONE PARTNER SHARED �Heterogenous �Student choice �Short-term placement �General Grouping 10/27/2020 15

Grouping • Cooperative Grouping Roles must be assigned. • Manager • Timekeeper • Scribe • Runner • Reporter 10/27/2020 16

Questioning Prompts for Different Proficiency Levels � Entering Level: Ask students to point to something or touch the answer. Have them signal by clapping or physically moving items in a lesson. � Emerging Level: Allow students to respond in simple sentences. � Developing Level: Students can respond in simple connective narratives. � Expanding Level: Students can respond In a sequential narrative, justify, summarize, evaluate and synthesize information. They can compare items and answer “why” questions. � Bridging Level: Students who have near native speech fluency can be asked to explain in detail cycles and processes.

TIME to SWRL!

SWRL �Quick Write! Write down one thing you learned today about WIDA’s Performance Definitions and Academic Language. �Exchange �Read your paper with a partner. what your partner wrote. �Discuss what each of you wrote. You just SWRL(ed)!

Questions? Thank you! Steve Cawthon cawthon. steve@yahoo. com www. wida. us