2012 amplifications to wida eld standards. intro to wida eld standards 2 wida consortium wida terms...

2012 Amplifications to WIDA ELD Standards

Intro to WIDA ELD Standards 2WIDA Consortium

WIDA Terms

Why does WIDA distinguish between “language proficiency” and “language

development?”

Intro to WIDA ELD Standards 3WIDA Consortium

ELD & State Standards

State Content StandardsAcademic achievement

Content-based

Reflective of conceptual development

Representative of the school’s academic curriculum

ELD StandardsAcademic language development

Language-based

Reflective of the varying stages of second language acquisition

Representative of social and academic language contexts

Intro to WIDA ELD Standards 4WIDA Consortium

Variations of Language

Adapted from Zwiers (2008)

Intro to WIDA ELD Standards 5WIDA Consortium

Our Standards Framework for English Language Development

Features of Academic Language

Performance Definitions

Standards

Matrix

Intro to WIDA ELD Standards 7WIDA Consortium

Sociocultural Context

Participants’ identities & social roles

Register

Genre/ Text Type

Topic

Task/ Situation

Using WIDA Standards to Shape Interaction Activities

Conversation Prompt:As you listen to the story, jot down notes on possible character traits. Compare them with your partner and predict which will change the most; try to explain how the changes might help the story.

J. Zwiers, 2012 WIDA Debut

Language Stems for thinking skills and complex ideas

J. Zwiers, 2012 WIDA Debut

Structured Interaction: Quotation Cafe

J. Zwiers, 2012 WIDA Debut

Challenging an Idea: InfoGap-Negotiation Cards

J. Zwiers, 2012 WIDA Debut

Academic Conversation Excerpt - Language Arts

J. Zwiers, 2012 WIDA Debut

Academic Language

J. Zwiers, 2012 WIDA Debut

Academic Language

• Academic Conversation Samples

• InFo Negotiation Cards

• Academic Conversation Placemat

• Practice Conversations

J. Zwiers, 2012 WIDA Debut

Intro to WIDA ELD Standards 15WIDA Consortium

2007 Performance Definitions

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12

Intro to WIDA ELD Standards 18WIDA Consortium

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 Standard 2 Standard 3 Standard 4 Standard 5

Intro to WIDA ELD Standards 19WIDA Consortium

Organization of the 2007 Standards Matrix

Intro to WIDA ELD Standards 20WIDA Consortium

GRADE 8

ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy

Organization of MPIs within the 2012 Standards

STRAND

MPI

Intro to WIDA ELD Standards 21WIDA Consortium

Grade Levels & Clusters

2007 ELP Standards

• PreK-Kindergarten• Grades 1-2• Grades 3-5• Grades 6-8• Grades 9-12

• Kindergarten• Grade 1• Grade 2• Grade 3• Grade 4• Grade 5

• Grade 6• Grade 7• Grade 8• Grades 9-10• Grades 11-12

2012 ELD Standards

Intro to WIDA ELD Standards 22WIDA Consortium

Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of

situations for a variety of purposes and audiences

Language Domains

Intro to WIDA ELD Standards 23WIDA Consortium

COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer.

SPEAKING

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - Reaching

State how energy transfers using visual supports (e.g., “heat,” “light,” “sound”)

Give examples of how energy transfers using sentence frames and graphic supports

Describe how energy transfers using sentence frames and graphic supports (e.g., “____ energy is transferred. ____ energy is stored.”)

Compare and contrast how energy transfers using graphic supports

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

GRADE 8

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 much energy an object has when it’s in different 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.

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.

Standards Connection

Topic-related Language

Cognitive Function

Example Context for Language Use

Intro to WIDA ELD Standards 24WIDA Consortium

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:

Intro to WIDA ELD Standards 25WIDA Consortium

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

Intro to WIDA ELD Standards 26WIDA Consortium

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

Intro to WIDA ELD Standards 27WIDA Consortium

Cognitive Function

Intro to WIDA ELD Standards 28WIDA Consortium

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

Intro to WIDA ELD Standards 29WIDA Consortium

The Elements of the MPI

The Language Function

The Content Stem/Example Topic

The Support

Intro to WIDA ELD Standards 30WIDA Consortium

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

Intro to WIDA ELD Standards 31WIDA Consortium

Elements of MPIs

Follow oral directions to design area maps using manipulatives and illustrated examples in small groups

Content Stem/Example Topic

Language Function

Instructional Support

Intro to WIDA ELD Standards 32WIDA Consortium

The Model Performance IndicatorLanguage Function

Intro to WIDA ELD Standards 33WIDA Consortium

The Model Performance IndicatorContent Stem

Intro to WIDA ELD Standards 34WIDA Consortium

The Model Performance IndicatorSupport or Strategy

Intro to WIDA ELD Standards 35WIDA Consortium

Support Examples

Intro to WIDA ELD Standards 36WIDA Consortium

Specific Examples of Sensory Supports

Intro to WIDA ELD Standards 37WIDA Consortium

Example Use of GraphicOrganizers

Intro to WIDA ELD Standards 38WIDA Consortium

A Blank Template for customizing strands

GRADE: _________

Intro to WIDA ELD Standards 39WIDA Consortium

• Integrated strands

• Complementary strands

• Expanded strands

Special Strands

Intro to WIDA ELD Standards 40WIDA Consortium

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 Speaking Reading Writing

Intro to WIDA ELD Standards 41WIDA Consortium

An Integrated Strand (K-5)

Intro to WIDA ELD Standards 42WIDA Consortium

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

Intro to WIDA ELD Standards 43WIDA Consortium

A Complementary Strand

Intro to WIDA ELD Standards 44WIDA Consortium

Expanded Strands

• “Expanded” strands display the features of academic language:

• 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

Linguistic Complexity

(Discourse Level)

Language Forms &

Conventions

(Sentence Level)

Vocabulary Usage

(Word/Phrase Level)

An Expanded Strand

Intro to WIDA ELD Standards 46WIDA Consortium

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 Grades 6-8 Grades 9-12

Grade 1-2 Grades 9-12

Grades 3-5

Intro to WIDA ELD Standards 47WIDA Consortium

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

Intro to WIDA ELD Standards 48WIDA Consortium

4.1

6.0

Intro to WIDA ELD Standards 49WIDA Consortium

3.8

5.0

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

For more information, visit www.wida.us/eld

Contact the WIDA Help Desk:1-866-276-7735 or help@wida.us

World Class Instructional Design and Assessment, www.wida.us

Questions or Comments?

Sources

• Aspen Institute

• Council of Great City Schools

• WIDA

• 2012 WIDA Debut Conference

• DPI Disciplinary Online Module

Presentation Development

Charlotte “Nadja” Trez, NCDPI ESL/Title III Office

Ivanna Mann Thrower, NCDPI ESL/Title III Office

Lindsey Fults, Charlotte Mecklenburg Schools

Deborah Wilkes, Durham County Schools

NCDPI WIDA/Common Core Task Force

Process Check

Whatworked well? What could

be done differently!

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

ivanna.thrower@dpi.nc.gov

Charlotte “Nadja” Trez

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

nadja.trez@dpi.nc.gov

ESL Website http://esl.ncwiseowl.org/

Contacts