WIDA English Language Development Standards Training Secondary Schools

WIDA English Language Development Standards Training Secondary Schools Fulton County Schools Barbara Beaverson, ESOL Coordinator WIDA English Language Proficiency Standards

Introductory Activity In the booklet, “Promoting Language Learning and Academic Success in the Content Areas for English Learners” … 1. Read the Cornerstone of WIDA’s English Language Development Standards on page 6 in the booklet. 2. Choose 3 Guiding Principles that resonate with you and discuss at your tables. WIDA English Language Proficiency Standards

Agenda: • WIDA’s Principles of Language Development • AMAOS • The WIDA English Language Development Standards Framework • • • Performance Definitions CAN Do Descriptors Social vs. Academic Language Instructional Supports Differentiating Instruction with ELD Standards WIDA English Language Proficiency Standards

Georgia’s Process for AMAOs Under Title III of the No Child Left Behind Act of 2001, three criteria for Annual Measurable Achievement Objectives (AMAO) are mandated. States must report the percent or number of English language learners who: AMAO-A (ACCESS test scores) • Demonstrate progress in their English language proficiency AMAO-B (ACCESS test scores) • Attain full English language proficiency AMAO-C (State Standardized Tests and HS Graduation Rate) • Meet state academic content and student achievement standards WIDA English Language Proficiency Standards 4

AMAO I – Progress First Progress Indicator Progress refers to the percent of students who demonstrate Annual Progress in English Language Acquisition will be defined as ELL students progressing from one performance band to another from one year to the next. School Year Annual Target Baseline 2006 -07 47. 0% 2007 -08 47. 0% 2008 -09 48. 0% 2009 -10 49. 0% 2010 -11 50. 0% 2011 -12 51. 0% 2012 -13 52. 0% 2013 -14 53. 0% 2014 -15 54% WIDA English Language Proficiency Standards

AMAO II – Progress Second Progress Indicator Progress refers to the percent of students who attain full English language proficiency School Year Annual Targets Baseline 2006 -07 5. 0% 2007 -08 5. 0% 2008 -09 5. 5% 2009 -10 6. 0% 2010 -11 6. 25% 2011 -12 6. 75% 2012 -13 7. 25% 2013 -14 7. 75% 2014 -15 8. 25% WIDA English Language Proficiency Standards

AMAO-III AMAO III – Academic Performance The district must meet academic performance goals for ELs. Although an individual school may not have enough ELs to constitute a subgroup, the performance of all English Learners directly impacts academic performance for the district. Elementary and middle school academic performance is measured by the Reading and Math CRCT scores. High school academic performance will be based on EOCTs for American Literature and Math II. WIDA English Language Proficiency Standards 7

The WIDA Standards Provide. . . • Common yardstick to define and measure how ELs acquire language across the domains of listening, speaking, reading, and writing • ELs access to content standards • Content teachers with hundreds of example tasks that can be translated into standards-based activities for ELs WIDA English Language Proficiency Standards 8

CCGPS and WIDA CCGPS “What” students should know. WIDA Specifies “HOW” the students will learn. WIDA English Language Proficiency Standards 9

Exploring the 2012 Standards Unpacking academic language even further… Expanded strands…. WIDA English Language Proficiency Standards

WIDA’s Framework WIDA English Language Proficiency Standards 11

Features of Academic Language WIDA English Language Proficiency Standards 12

Academic Language In order for students to achieve academically and exhibit that learning on a large scale, and high stakes assessments, they MUST master Academic Language, and the language patterns associated with the different content areas. WIDA English Language Proficiency Standards

Deconstructing Academic Language Discourse Level: Genre or Text Type Sentence Level: Grammatical Forms LA: biographies, expository texts, essays, narratives, blogs… Math: tables, graphs, word problems, proofs… Science: field notes, lab reports, arguments, research SS: historical fiction, timelines, travelogues ________________ LA: metaphor, idiomatic language, figurative language Math: logical connections (consequently, then) comparative structures Science: passive voice (vaccine was discovered) SS: historical present (in his journal, Lewis writes…) WIDA English Language Proficiency Standards

Deconstructing Academic Language Word and Expression Level: General terms – used in multiple content areas Specialized vocabulary – within a content-areas (divisor, denominator) Technical vocabulary - specific to content area topics WIDA English Language Proficiency Standards

The Bottom Line In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they MUST master Academic Language. WIDA English Language Proficiency Standards

The Five WIDA ELP Standards Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. WIDA English Language Proficiency Standards

The WIDA ELP Scale 6 5 4 3 2 1 BRIDGING EXPANDING DEVELOPING R E A C H I N G EMERGING ENTERING WIDA English Language Proficiency Standards 18

Performance Definitions WIDA English Language Proficiency Standards

The Standards Matrix WIDA English Language Proficiency Standards 20

Model Performance Indicators, Activity 1. Choose any strand in a matrix 2. Circle the language function 3. Underline the content stem(CCGPS) 4. Draw a squiggly line under the support WIDA English Language Proficiency Standards 21

Model Performance Indicators Language Function Describe scientific inventions or discoveries based on illustrations. WIDA English Language Proficiency Standards

Model Performance Indicators The topic or content stem (Common Core) Describe scientific inventions or discoveries based on illustrations. WIDA English Language Proficiency Standards

Model Performance Indicators Type of support Describe scientific inventions or discoveries based on illustrations WIDA English Language Proficiency Standards

Model Performance Indicators What is the language function? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Model Performance Indicators Language function? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Model Performance Indicators What is the Content Stem? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Model Performance Indicators What is the Content Stem? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Model Performance Indicators What is the support? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Model Performance Indicators What is the support? Summarize in a series of related sentences features of taxonomies depicted in illustrations or graphic organizers. WIDA English Language Proficiency Standards

Pick the Level • Review the following classroom tasks with your small group. • Referring to the Performance Level Definitions, assign the proficiency level you feel the student would need to perform the task independently. • Determine modifications for each activity that would allow students at different levels of ELD to participate and be challenged. HOs # 2, #3 (a & b), #4 WIDA English Language Proficiency Standards

CAN Do Descriptors • Focus on what students can do at each proficiency level by language domain • Provide a range of language expectations for student performance within language proficiency levels • Scaffolded, or built upon each other • Have been crafted by teachers for teachers • Guides instruction and assessment in the classroom • Helps teachers differentiate instruction and assessment CAN DO Descriptors can also be distributed with ACCESS score reports to help give teachers a basic overview of what the Listening, Speaking, Reading, and Writing proficiency level results indicate about their students' abilities. WIDA English Language Proficiency Standards

Instructional Supports within the Model Performance Indicators may be sensory, graphic, or interactive. With a partner brainstorm and list as many examples of these supports as you can. HO # 5 WIDA English Language Proficiency Standards

Supports Sensory Supports Graphic Supports Interactive Supports Real-life objects (realia) Charts In pairs or partners Manipulatives Graphic Organizers In triads or small groups Pictures & photographs Illustrations, diagrams, & drawings Tables In a whole group Graphs Using cooperative group structures Magazines & newspapers Timelines Physical activities Number lines Internet (websites) or software programs Videos & films In the native language (L 1) Broadcasts With mentors Models & figures WIDA English Language Proficiency Standards

“Table Talk” According to the example ACCESS Test results for this student, what are the proficiency levels for Listening, Speaking, Reading, and Writing? What are some implications for instruction? Matilda HOs # 6(a) & (b) WIDA English Language Proficiency Standards

Think-pair-share What are some differences between social and academic language? WIDA English Language Proficiency Standards

Social vs. Academic Language Social Language • Simpler language (shorter sentences, simpler grammar and vocabulary • Usually face-to-face, small number of people, informal settings • Precise understanding is seldom required • Usually simpler, familiar topics • Get many clues from expressions, gestures, social context • Many opportunities to clarify (look puzzled, ask questions, etc. WIDA English Language Proficiency Standards

Examples of Social Language Everyday School Related Examples ―Can I play basketball with you? ―I’ll trade you my apple for your cookie. ―I’m almost late for class, and I can’t get my locker open. ―My brother and I watched a great movie over the weekend. Instructional ―Line up, single file. (routine command) ―Please open your books to page 125. (instructional command) ―Can anyone think of something people use today that might be similar to a ___ used during the time of ___? (question) ―The reason we do/wear__ during a science experiment is because __. (explanation) WIDA English Language Proficiency Standards

Social vs. Academic Language • Technical vocabulary; longer sentences and more complex grammar • Often lecture style communication or reading a text; little context • Precise understanding and precise description required: higher order thinking • New and more difficult topics; abstract knowledge; student often has less background knowledge • Fewer clues, most are language clues • More difficult to clarify WIDA English Language Proficiency Standards 39

Social vs. Academic Language Social Language May take 2 -3 years to develop Academic Content Language May take 5 -7 years to develop WIDA English Language Proficiency Standards 40

Dipoles Reading Example In most element dipoles, the additional elements are not directly connected to the feed line. They receive power by mutual coupling from the driven element. Then they reradiate it in the proper phase relationship to achieve gain or directivity over a simple half-wavelength dipole. These elements are called parasitic elements. WIDA English Language Proficiency Standards 41

The previous selection illustrated the depth, as well as breadth, for vocabulary learning tasks for ELs students. Consider the word “radical”. . . How many different meanings are there? WIDA English Language Proficiency Standards

Implications for Teachers This is how academic texts appear and can be interpreted to ELs even at levels 4 and 5 Different subjects require different types of language • Subject area teachers must be aware of the language demands of their content • Know the key vocabulary terms students must know to comprehend the content • All teachers are language teachers for ELs WIDA English Language Proficiency Standards

Word/phrases Sorting Activity WIDA English Language Proficiency Standards

Sorting Activity Directions: • Work in small groups • Open the packet on your table • Place the academic words/phrases under the appropriate content area you would use them HOs # 7 (a & b)- word cut-outs WIDA English Language Proficiency Standards

What Language is Needed to Solve this Problem? Collaborate with a partner. What are some language patterns (expressed in sentences) that a student would need in order to solve this problem? For instance, “Find the sum”, “What is the total of. . ? ” + = WIDA English Language Proficiency Standards

Did You Think of any Other ? • How many altogether? • How many in all? • How much is 3 and 2? • What is the sum of…. ? • What is 2 plus 3? • Add the two numbers. • Three squares and two more are…. • Three plus two equals…. WIDA English Language Proficiency Standards 47

Answer of 11 -Year-Old on a Science Exam “Water is composed of two gins, Oxygin and Hydrogin. Oxygin is pure gin. Hydrogrin is gin and water. ” WIDA English Language Proficiency Standards

Guidelines for Reading in Content Areas • Build on students’ background knowledge and provide the “Big Picture. ” • Explicitly teach essential content vocabulary. • Set a purpose for reading. WIDA English Language Proficiency Standards

Pre-reading Activities/Scaffolding • Listen to a story or summary (visual aids) • Graphic fill-ins and mapping activities • Cloze activities • Brainstorm topic & possible key words • Teacher acts out scene • Brainstorm topic with mapping activity • K-W-L (Student/Group prior knowledge) • Guided reading/thinking activity WIDA English Language Proficiency Standards

Pre-reading Activities/Scaffolding • Summaries • Paraphrasing • Outlining • Create a similar story/song prior to or after reading • Skimming/Scanning • Contextual Guessing • Creating a vocabulary/theme journal (combine with mapping) WIDA English Language Proficiency Standards

What do Your Lesson Plans Reveal? Look closely at your lesson plans over a 2 week span of time, and count the number of activities that revolved around the following skills: Reading Writing Listening Speaking HO # 8 WIDA English Language Proficiency Standards

Include Activities that Include all Four Domains Research Indicates • Only 4% of English Languages Learners’ day is spent engaging in English informal “student talk” • Only 2% of English Languages Learners’ day is spent engaging in English informal “academic talk” The Education Alliance at Brown University WIDA English Language Proficiency Standards

Differentiating Common Core HO 9 WIDA English Language Proficiency Standards

Recommended Resources on the Web! www. wida. us - WIDA’s website. Links to download the standards, writing and speaking rubrics, Can DO Descriptors and much more. Region 15 Graphic Organizers. Graphic organizers found on this sight are easy to download and use for structured oral activities. http: //www. region 15. org/curriculum/graphicorg. html I Love Languages. Site with over 2, 400 links to online language lesson, translating dictionaries, translation services, software and language schools. http: //www. ilovelanguages. com/ Colorin. Colorado is a very useful site for language planning. Sections include: podcasts of famous ESL authors and webcasts from experts in second language teaching and learning. www. colorincolorado. org/educators/content/lesson plan WIDA English Language Proficiency Standards