english language proficiency standards

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English Language English Language Proficiency Proficiency Standards Standards Language Acquisition is not Language Acquisition is not an event; an event; it is a process. it is a process. www.wida.us www.wida.us

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English Language Proficiency Standards. Language Acquisition is not an event; it is a process. www.wida.us. Components for Success. A standards-based system:. Measures its success based on student learning rather than compliance with rules and regulations. - PowerPoint PPT Presentation

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Page 1: English Language Proficiency Standards

English Language English Language Proficiency StandardsProficiency StandardsLanguage Acquisition is not an Language Acquisition is not an

event;event;

it is a process.it is a process.

www.wida.uswww.wida.us

Page 2: English Language Proficiency Standards

Components for SuccessComponents for Success

Effective Teaching Strategies

Data-Driven

Decision Making

Standards and

Assessment

Account-ability

for Learning

Page 3: English Language Proficiency Standards

A standards-based system:A standards-based system:

Measures its success based on student learning Measures its success based on student learning rather than compliance with rules and rather than compliance with rules and regulations.regulations.

Aligns policies, initiatives, curriculum, instruction, Aligns policies, initiatives, curriculum, instruction, and assessments with clearly defined academic and assessments with clearly defined academic standards.standards.

Consistently communicates and uses standards to Consistently communicates and uses standards to focus on ways to ensure success for all students.focus on ways to ensure success for all students.

Uses assessment to inform instructionUses assessment to inform instruction

Page 4: English Language Proficiency Standards

Why SBI benefits ELLsWhy SBI benefits ELLs

By focusing on detailed descriptions of expected By focusing on detailed descriptions of expected understanding or learning targets SBI understanding or learning targets SBI

engages teachers in raising the expectations for engages teachers in raising the expectations for all students all students

promotes the use of multiple assessment promotes the use of multiple assessment strategies which allow for students to reach strategies which allow for students to reach proficient levels at different times and in a variety proficient levels at different times and in a variety of waysof ways

requires teachers to differentiate instruction to requires teachers to differentiate instruction to meet readiness levels, learning profiles, and meet readiness levels, learning profiles, and interests of students.interests of students.

Laturnau, Joseph, Standards-Based Instruction for English Language LearnersLaturnau, Joseph, Standards-Based Instruction for English Language Learners

Page 5: English Language Proficiency Standards

Content StandardsContent Standards

Content Standards define what students should Content Standards define what students should know and be able to do.know and be able to do.

Benchmarks identify the expected understandings Benchmarks identify the expected understandings and skills for a content standard at different and skills for a content standard at different grade levels.grade levels.

Performance indicators describe how well students Performance indicators describe how well students need to achieve in order to meet content need to achieve in order to meet content standards.standards.

Page 6: English Language Proficiency Standards

English Language Proficiency English Language Proficiency StandardsStandards

The WIDA ELP standards center on the The WIDA ELP standards center on the language needed and used by ELLs to language needed and used by ELLs to succeed in school.succeed in school.

Performance indicators describe ELL’s Performance indicators describe ELL’s understanding and use of English at each understanding and use of English at each level of language proficiency. level of language proficiency.

Page 7: English Language Proficiency Standards

AL COS 2AL COS 2ndnd Grade Science Grade Science

Identify basic components of our solar Identify basic components of our solar system, including the sun, planets, system, including the sun, planets, and Earth's moon.and Earth's moon.

Page 8: English Language Proficiency Standards

ELP Standard 4: the Language of Science, Formative ELP Standard 4: the Language of Science, Formative FrameworkFramework

Grade Cluster: 1 – 2Grade Cluster: 1 – 2

Domain: SpeakingDomain: Speaking

Topic: Earth and skyTopic: Earth and skyLevel 1Level 1

EnteringEnteringLevel 2Level 2

BeginningBeginningLevel 3Level 3

DevelopingDevelopingLevel 4Level 4

ExpandingExpandingLevel 5Level 5

BridgingBridging

Name Name objectsobjects of of the earththe earth and skyand sky from from observation, observation, photographs photographs or models.or models.

Describe Describe objectsobjects of of the earth the earth and skyand sky from from observation, observation, photographs photographs or modelsor models (e.g., “The (e.g., “The sun is big sun is big and and yellow.”)yellow.”)

State State relationships relationships between between objects of objects of earth or skyearth or sky using using diagrams, diagrams, photographs photographs or modelsor models (e.g., (e.g., “Mercury is “Mercury is closest to closest to the sun.”)the sun.”)

Discuss and Discuss and show changes show changes in in the earth the earth andand skysky using using diagrams, diagrams, photographs photographs oror modelsmodels (e.g., seasons, (e.g., seasons, day/night)day/night)

Report, Report, with with detail, on detail, on topics about topics about the earth the earth andand skysky (e.g., (e.g., the Big the Big Dipper) using Dipper) using diagrams, diagrams, photographs photographs or models.or models.

Page 9: English Language Proficiency Standards

National Standards for ReadingNational Standards for Reading

Discern the most important ideas, Discern the most important ideas, events, or information, and events, or information, and summarize them accurately and summarize them accurately and concisely.concisely.

Determine when, where, and why Determine when, where, and why events unfold in the text, and explain events unfold in the text, and explain how they relate to one another.how they relate to one another.

Page 10: English Language Proficiency Standards

ELP Standard 2: the Language of Language Arts, Formative ELP Standard 2: the Language of Language Arts, Formative FrameworkFramework

Grade Cluster: 6 - 8Grade Cluster: 6 - 8Domain: ReadingDomain: ReadingTopic: AdventuresTopic: Adventures

Level 1Level 1

EnteringEnteringLevel 2Level 2

BeginningBeginningLevel 3Level 3

DevelopingDevelopingLevel 4Level 4

ExpandingExpandingLevel 5Level 5

BridgingBridging

Identify Identify words or words or phrasesphrases associatedassociated with with adventuresadventures usingusing visual visual support and support and word/phrase word/phrase walls or walls or banks.banks.

Answer WH- Answer WH- questionsquestions related to related to adventuresadventures using using visualvisual support (e.g. support (e.g. “Who is “Who is missing?”) missing?”) and share and share with a peer.with a peer.

SequenceSequence plots of plots of adventures adventures using using visual visual support and support and share with a share with a peer.peer.

Summarize Summarize plots of plots of adventuresadventures using using visual visual support and support and share with a share with a peer.peer.

Identify Identify cause and cause and effect of effect of events on events on characters in characters in adventure adventure stories.stories.

Page 11: English Language Proficiency Standards

WIDA ELP StandardsWIDA ELP Standards1.1. English language learners English language learners communicatecommunicate for for SocialSocial and and

Instructional Instructional purposes within the school settingpurposes within the school setting2.2. English language learners English language learners communicatecommunicate information, information,

ideas, and concepts necessary for academic success in ideas, and concepts necessary for academic success in the content area of the content area of Language Arts.Language Arts.

3.3. English language learners English language learners communicatecommunicate information, information, ideas, and concepts necessary for academic success in ideas, and concepts necessary for academic success in the content area of the content area of MathematicsMathematics..

4.4. English language learners English language learners communicatecommunicate information, information, ideas, and concepts necessary for academic success in ideas, and concepts necessary for academic success in the content area of the content area of ScienceScience

5.5. English language learners English language learners communicatecommunicate information, information, ideas, and concepts necessary for academic success in ideas, and concepts necessary for academic success in the content area of the content area of Social Studies.Social Studies.

..

Page 12: English Language Proficiency Standards

Organization of WIDA Organization of WIDA ELP StandardsELP Standards

Grade Level Grade Level ClustersClusters

Pre- K/ KPre- K/ K 1 – 21 – 2 3 – 53 – 5 6 – 86 – 8 9 - 129 - 12

Frameworks Frameworks

FormativeFormative: geared : geared toward guiding toward guiding student learning and student learning and teacher instruction.teacher instruction.

SummativeSummative: geared : geared toward describing the toward describing the outcomes of learning.outcomes of learning.

Page 13: English Language Proficiency Standards

Organization of WIDA Organization of WIDA ELP StandardsELP Standards

Language DomainsLanguage Domains ListeningListening – process, – process,

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

SpeakingSpeaking – engage in oral – engage in oral communication in a variety of communication in a variety of situations for a variety of situations for a variety of purposes and audiences.purposes and audiences.

ReadingReading - process, understand, - process, understand, interpret, and evaluate written interpret, and evaluate written language, symbols, and text language, symbols, and text with understanding and fluency.with understanding and fluency.

WritingWriting – engage in written – engage in written communication in a variety of communication in a variety of situations for a variety of situations for a variety of purposes and audiences.purposes and audiences.

Language Language Proficiency Proficiency

LevelsLevels

1.1. EnteringEntering

2.2. BeginningBeginning

3.3. DevelopingDeveloping

4.4. ExpandingExpanding

5.5. BridgingBridging

6.6. ReachingReaching

Page 14: English Language Proficiency Standards

Model Performance IndicatorModel Performance Indicator

Language functionLanguage function: how students : how students process or use language to process or use language to communicatecommunicate

Example topicExample topic: identified from state : identified from state academic content standardsacademic content standards

SupportSupport: sensory, graphic or : sensory, graphic or interactiveinteractive

Page 15: English Language Proficiency Standards

ELP Standard 3: The Language of Mathematics. ELP Standard 3: The Language of Mathematics. Formative FrameworkFormative Framework

Grade Cluster: 9 – 12Grade Cluster: 9 – 12

Domain: WritingDomain: Writing

Topic: Scale and proportionTopic: Scale and proportion

Level: 2Level: 2

DescribeDescribe differences in differences in figures or real-life objectsfigures or real-life objects based on based on scale and proportion.scale and proportion.

Page 16: English Language Proficiency Standards

ELP Standard 3: The Language of Math, Formative ELP Standard 3: The Language of Math, Formative FrameworkFramework

Grade Cluster: 9 - 12Grade Cluster: 9 - 12

Domain: WritingDomain: Writing

Topic: Scale and proportionTopic: Scale and proportionLevel 1Level 1

EnteringEnteringLevel 2Level 2

BeginningBeginningLevel 3Level 3

DevelopingDevelopingLevel 4Level 4

ExpandingExpandingLevel 5Level 5

BridgingBridging

Draw Draw and and compare compare dimensions dimensions (e.g., width, (e.g., width, length, length, depth)depth) of of figures or figures or real-life real-life objects to objects to scale.scale.

Describe Describe differneces differneces in figures or in figures or real-life real-life objectsobjects based on based on scale and scale and proportion.proportion.

Compare/Compare/

contrastcontrast figures or figures or real-lifereal-life objectsobjects based on based on scale and scale and proprtion.proprtion.

Give detailed Give detailed examplesexamples from from diagramsdiagrams of of the use the use of of scale andscale and proportionproportion (e.g., in (e.g., in various various occupations.)occupations.)

ReportReport on on designing designing models models to to scale and scale and proportionproportion

(e.g., “If you (e.g., “If you were an were an architect…”) architect…”)

Page 17: English Language Proficiency Standards

Strands of MPIsStrands of MPIs Thematically connected through common Thematically connected through common

example topics (based on state content example topics (based on state content standards)standards)

Scaffolded from one language proficiency level to Scaffolded from one language proficiency level to the next, based on criteria of the Performance the next, based on criteria of the Performance DefinitionsDefinitions

Developmentally appropriate, designed for ELLs Developmentally appropriate, designed for ELLs at a specific grade level clusterat a specific grade level cluster

Academically rigorous, with the highest level of Academically rigorous, with the highest level of English language proficiency corresponding to English language proficiency corresponding to language expectations of proficient English language expectations of proficient English speakers at the highest grade of the clusterspeakers at the highest grade of the cluster

Page 18: English Language Proficiency Standards

AL COS 3AL COS 3rdrd Grade Math Grade Math

Demonstrate number sense by comparing, ordering, Demonstrate number sense by comparing, ordering, and expanding whole numbers through 9999.and expanding whole numbers through 9999.

Comparing numbers using the symbols >, <, =, and =Comparing numbers using the symbols >, <, =, and =

Identifying the place value of any digit within a four-digit number.Identifying the place value of any digit within a four-digit number.

Writing a four-digit number in words and locating it on a number Writing a four-digit number in words and locating it on a number line.line.

Determining the value of a number written in expanded notation Determining the value of a number written in expanded notation to the ten-thousandths place.to the ten-thousandths place.

Rounding whole numbers to the nearest ten and hundreds and Rounding whole numbers to the nearest ten and hundreds and money values to the nearest dollar.money values to the nearest dollar.

Page 19: English Language Proficiency Standards

ELP Standard 3: The Language of Math, ELP Standard 3: The Language of Math, Grade Cluster: 3 - 5, Summative FrameworkGrade Cluster: 3 - 5, Summative Framework

Domain: ReadingDomain: ReadingTopic: Large whole NumbersTopic: Large whole Numbers

Level 1Level 1

EnteringEnteringLevel 2Level 2

BeginningBeginningLevel 3Level 3

DevelopingDevelopingLevel 4Level 4

ExpandingExpandingLevel 5Level 5

BridgingBridging

IdentifyIdentify large large whole whole numbersnumbers fromfrom pictures pictures and modelsand models (e.g. “This (e.g. “This number has number has 7 places.”7 places.”

IdentifyIdentify large wholelarge whole numbersnumbers fromfrom pictures or pictures or models and models and phrases or phrases or short short sentences.sentences.

Sort Sort examples of examples of large wholelarge whole numbers numbers from from pictures or pictures or models andmodels and texttext (e.g. (e.g. those more those more than and than and less than less than one one thousand.)thousand.)

CompareCompare examples of examples of large whole large whole numbersnumbers presented in presented in pictures and pictures and text.text.

Match Match situations to situations to use of use of largelarge whole whole numbersnumbers from grade-from grade-level text.level text.

Page 20: English Language Proficiency Standards

AL COS Social Studies, Grade 8AL COS Social Studies, Grade 8

Analyze characteristics of early civilizations in Analyze characteristics of early civilizations in respect to technology, division of labor, respect to technology, division of labor, government, calendar, and writings.government, calendar, and writings.

Comparing significant features of civilizations that developed in Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River valleys.the Tigris-Euphrates, Nile, Indus, and Huang He River valleys.

Examples: natural environment, urban development, social hierarchy, Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief system, government written language, ethical and religious belief system, government and military institutions, economic systems. and military institutions, economic systems.

Identifying on a map locations of cultural hearths of early Identifying on a map locations of cultural hearths of early civilizations.civilizations.

Examples: Mesopotamia, Nile ValleyExamples: Mesopotamia, Nile Valley

Page 21: English Language Proficiency Standards

ELP Standard 5: The Language of Social Studies, ELP Standard 5: The Language of Social Studies, Grade Cluster: 6 - 8, Formative FrameworkGrade Cluster: 6 - 8, Formative Framework

Domain: WritingDomain: WritingTopic: Ancient CivilizationsTopic: Ancient Civilizations

Level 1Level 1

EnteringEnteringLevel 2Level 2

BeginningBeginningLevel 3Level 3

DevelopingDevelopingLevel 4Level 4

ExpandingExpandingLevel 5Level 5

BridgingBridging

Identify Identify features features of of ancient ancient civilizationscivilizations from from illustrations illustrations and and word/phrase word/phrase banks and banks and share with a share with a partner in L1 partner in L1 or L2.or L2.

DescribeDescribe featuresfeatures of of ancient ancient civilizationscivilizations using using notes notes from graphic from graphic organizers organizers and share and share with a with a partner in L1 partner in L1 or L2.or L2.

Compare Compare ancient ancient civilizationscivilizations using using sentences sentences from graphic from graphic organizers organizers and share and share with a with a partner.partner.

Produce Produce contrastive contrastive summariessummaries of of ancient ancient civilizationscivilizations using using information information from graphic from graphic organizers organizers and share and share with a with a partner.partner.

Create Create historical historical essaysessays descriptive of descriptive of ancient ancient civilizationscivilizations..

Page 22: English Language Proficiency Standards

For More InformationFor More Informationwww.wida.us Complete set of ELP standards Pre-K – 12Complete set of ELP standards Pre-K – 12 Resource Guide for understanding the WIDA ELP Resource Guide for understanding the WIDA ELP

StandardsStandards

ESL DepartmentESL Department Leah Dobbs-Black. ESL Program SupervisorLeah Dobbs-Black. ESL Program Supervisor

[email protected] Mary Earley, ESL Resource Teacher Mary Earley, ESL Resource Teacher

[email protected] Cindy Cox, Part-time ESL Resource TeacherCindy Cox, Part-time ESL Resource Teacher

[email protected]