What is WIDA and WIDA ACCESS UTAHS ANNUAL

What is WIDA and WIDA ACCESS? UTAH’S ANNUAL ENGLISH LANGUAGE PROFICIENCY ASSESSMENT COURSE OBJECTIVE 3

WIDA - World Class Instructional Design and Assessment • Consortium of 38 states • 5 Language Development Standards • Summative Language Asessment (WIDA ACCESS) • Screener for EL students • Formative Assessment • Instructional Supports

WIDA’s Emphasis on what Students CAN DO

English Language Development Standard WIDA Standards Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 English language learners communicate for social and instructional purposes within the school setting. English language learners communicate information, ideas and concepts necessary for academic success in the area of Language Arts. English language learners communicate information, ideas and concepts necessary for academic success in the area of Mathematics. English language learners communicate information, ideas and concepts necessary for academic success in the area of Science. English language learners communicate information, ideas and concepts necessary for academic success in the area of Social Studies. Abbreviation Social and Instructional Language The language of Language Arts The language of Mathematics The language of Science The language of Social Studies WIDA English Language Development Standards © 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium – www. wida. us.

specialized or technical language reflective of the content areas at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level oral or written communication in English comparable to English-proficient peers specialized or technical language of the content areas 5 Bridging a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material specific and some technical language of the content areas a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs Expanding oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support 3 general and some specific language of the content areas Developin g expanded sentences in oral interaction or written paragraphs oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support general language related to the content areas phrases or short sentences oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support pictorial or graphic representation of the language of the content areas 1 Entering words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic, or interactive support oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support 6 Reaching WIDA Levels of Proficiency 4 2 Beginning

Can-Do Descriptors & Philosophy Emphasize what students CAN DO in each language domain

Digging Deeper: Key Uses of Language RECOUNT To display knowledge or narrate experiences or events. • Example tasks that include the Key Use of Recount include telling or summarizing stories, producing information reports, and sharing past experiences. EXPLAIN • Example tasks that include the Key Use of Explain include classroom discussions of natural phenomena, presentations of systems explanations, multimedia projects To clarify the “why” or the “how” of ideas, showing processes, causes and effects, and consequences of events. actions, or phenomena. ARGUE To persuade by making claims supported by evidence. DISCUSS To interact with others to build meaning and share knowledge. • Example tasks that include the Key Use of Argue include oral presentations defending points of view, creating persuasive texts, and constructing arguments supported by evidence. • Example tasks that include the Key Use of Discuss include participating in small or large group activities and projects.

Can-Do Descriptors: Key Uses Edition

Depth of Knowledge? Sort of…

WIDA Assessments • ACCESS – Utah’s annual English language proficiency (ELP) assessment ACCESS AND SCREENER ASSESSMENTS • Required for all current and monitored EL students • Language proficiency screener • Given on enrollment if any language other than English is marked on the Home Language Survey Utah Proficiency 6 Proficiency Levels (PL) WIDA English Language Development Standards © 2014 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium – www. wida. us.

ACCESS for ELLs 2. 0 Assessment • Administered online • All domains are centrally scored

ACCESS 2. 0 Assessment - Listening, grades 3 -5, Language of Science “Ramon’s class learned that if something is more dense than water, it sinks. If something is less dense than water, it floats. The density of water is one gram per cubic centimeter. If the density of coal is more than one gram per cubic centimeter and the density of a wax crayon is less than one gram per cubic centimeter, choose the picture that shows what will happen when the two objects are placed in a beaker of water. Pause. ”

Learning Task #3: Sample Items 1. Download the Sample items document from Canvas 2. Read pages 10 and 11 – identify the uses for the sample items in relation to your work. 3. Complete the sample items relevant to your grade span or content area. 4. Consider taking turns administering the items with a colleague or other person.