Transcript Intro to WIDA ELD 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
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Intro to WIDA ELD Standards
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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
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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.
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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
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Variations of Language
Adapted from Zwiers (2008)
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Academic Language
Functional Approach (Halliday, 1975)
BICS and CALP (Cummins, 1979)
Sociocultural context of language learning (Brice Heath,
Richard-Amato, Snow, 1986)
Academic LanguageS (Lemke, 1990)
Discourses (Gee, 1996, 2004)
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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)
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Our Standards Framework for
English Language Development
Features of Academic
Language
Performance
Definitions
Standards
Matrix
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Genre/
Text Type
Register
Participants’
identities &
social roles
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Topic
Sociocultural
Context
Task/
Situation
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2007
Performance
Definitions
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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
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social
Studies
Academic Language
Standard 1
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Standard 2
Standard 3
Standard 4
Standard 5
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Organization of the 2007
Standards Matrix
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Organization of MPIs within the
2012 Standards
GRADE 8
ELD STANDARD 4 - The Language of Science
EXAMPLE TOPIC: Forms of energy
STRAND
MPI
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Grade Levels & Clusters
2007 ELP Standards
• PreK-Kindergarten
• Grades 1-2
• Grades 3-5
• Grades 6-8
• Grades 9-12
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2012 ELD Standards
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9-10
• Grades 11-12
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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
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Language Domains
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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 howUse
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
Level 6 - Reaching
SPEAKING
Level 1
Entering
Discuss how
energy transfers
using graphic
supports
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,
thermal
energy
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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:
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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
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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
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Cognitive Function
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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
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The Elements of the MPI
The Language
Function
The Content
Stem/Example Topic
The Support
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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
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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
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The Model Performance Indicator
Language Function
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The Model Performance Indicator
Content Stem
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The Model Performance Indicator
Support or Strategy
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Support Examples
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Specific Examples of Sensory
Supports
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Example Use of Graphic
Organizers
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A Blank Template for
customizing strands
GRADE: _________
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Special Strands
• Integrated strands
• Complementary strands
• Expanded strands
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Integrated Strands
• Show how 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
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An Integrated Strand (K-5)
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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
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A Complementary Strand
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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 how MPIs are connected to Performance Definitions
• Inform teachers’ planning and instruction
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An Expanded Strand
CAN DO Descriptors
• Provide teachers with information on the language students
are able to understand and produce in the classroom in within
all five ELD standards.
• Available in both English and Spanish for the following
grade-level clusters:
PreK-K
Grade 1-2
Grades 3-5
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Grades 6-8
Grades 9-12
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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
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4.1
6.0
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5.0
3.8
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Questions or
Comments?
For more information,
visit www.wida.us/eld
Contact the WIDA Client Services Center:
1-866-276-7735 or [email protected]
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