N

PSRC

PSRC

WIDA ®® LANGUAGE PROFICIENCY STANDARDS FOR

ELLs

WIDA ®® English

Language Proficiency

Standards for ELLs

Shannon Brayboy, Curriculum Specialist

Purnell Swett High School

Overview of WIDA English Language Proficiency Standards

Content Objectives

Language Objective

Participants will:• Develop an overview of the WIDA language proficiency standards for ELLs.• Develop an understanding of the levels of language proficiency and how they impact student learningParticipants will:

• Be able to explain the importance of WIDA ELP standards for ELLs.

Before we begin…What do you know about WIDA & ELL?

Purpose of WIDA ELP

Standards

• To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success

• To provide a curriculum/assessment resource anchored in academic content standards

• To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing

• To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments

The Bottom Line

In order for students to achieveacademically and exhibit that learning on large-scale, high-

stakes assessments, ELL MUST master Academic Language.

Language Versus 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.

• WIDA ELP standards focus on academic language; academic content standards focus on academic content.

NCSCOS vs. WIDA ELP Standards

Content Objectives vs. Language Objectives

Overall Organization of Standards

Frameworks for Formative & Summative Assessment (2)

English Language Proficiency Standards (5)

Language Domains (4)

Grade Level Clusters (5)

Language Proficiency Levels (6)

MPIs are the lowest level ofexpression of the standards

Model Performance Indicators

Two FrameworksTwo FrameworksSummative

•Provide teachers, students, and test developers with tools to help ELLs to demonstrate their progress with the English language

• ACCESS test, developed by WIDA, is NC large-scale annual K-12 ELP assessment

Summative•Provide teachers, students, and test developers with tools to help ELLs to demonstrate their progress with the English language

• ACCESS test, developed by WIDA, is NC large-scale annual K-12 ELP assessment

Formative

Corresponds to everyday classroom practice that

Includes audio-visual and interactive supports to assist teaching and language acquisition

Formative

Corresponds to everyday classroom practice that

Includes audio-visual and interactive supports to assist teaching and language acquisition

Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL)

Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA)

Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS (LoMA)

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE (LoS)

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES (LoSS)

The Five WIDA English Language Proficiency (ELP) Standards

The Four Language DomainsListening Speakin

g Reading

Writing

The WIDA ELP Levels 6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING

These performances provide examples of ways to assist in:•Linguistic Complexity•Vocabulary Usage•Language Control

Criteria for Performance Definitions

Linguistic Complexity: The amount and quality of speech or writing for a given situation

Vocabulary Usage: The specificity of words or phrases for a given context

Language Control: The comprehensibility of the communication based on the amount and type of errors

ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING

54321 6

REACHING

WIDA’s levels of English language proficiency

Entering (1) Reaching (6)

The second language acquisition process involves the gradual scaffolding from:

Explicit meaning Implicit meaning Concrete ideas & concepts Abstract ideas & conceptsSingle words and phrases Extended discourseNon-conventional forms TO Conventional formsGeneral vocabulary Technical vocabularyFamiliar situations Unfamiliar situationsInformal registers Formal registers

WIDA’s levels of English language proficiency

Entering (1) Reaching (6)

The second language acquisition process involves the gradual scaffolding from:

Explicit meaning Implicit meaning Concrete ideas & concepts Abstract ideas & conceptsSingle words and phrases Extended discourseNon-conventional forms TO Conventional formsGeneral vocabulary Technical vocabularyFamiliar situations Unfamiliar situationsInformal registers Formal registers

The Continuum of Second Language Acquisition

MPIMPI

Model Performance Indicators (MPIs) in the ELP Matrix

Model Performance Indicators (MPIs)

• More than 1000 MPIs – examples (models) of assessable language skills• Reflect the second language acquisition process• Describe how students can use the language• Provide the anchors for curriculum, instruction, and assessment

Model Performance Indicators Components (Science 6th Grade)

Model Performance Indicators (MPIs) English Language Arts

Model Performance Indicators (MPIs) Math

Model Performance Indicators (MPIs) Science

PSRC WIDA Workshop I Train the Trainer 2011

CAN DO descriptors: What Are They and How Are They Used?…provide a

collaborative tool for

planning and differentiate instruction

…provide a collaborative

tool for planning and differentiate instruction…can be shared with

students and their families

…can be shared with

students and their families

… provide indicators in each language domain,

grade cluster, and level of language

proficiency

CAN

DO

Descriptors… facilitate teachers’

examination of the language

domains

Model performance indicators (MPIs) DO NOT cover complete range of situations teachers experience.

Transformations are used to adapt MPIs to specific teaching situations.

Changes may be made to one or more of the elements of an MPI (language function, topic or support).

PSRC WIDA Workshop I Train the Trainer 2011

Aspects of Transformations

English Language Proficiency Standard 3: Mathematics. Classroom framework

Grade Level Cluster: 4-5 Domain: SPEAKING Proficiency Level 3

Language function Content Stem / Sample Topic SupportTell a story / that involves a specific mathematical operation / with a partner

Describe the steps that involve a specific mathematical operation with a partner

Describe the steps to locate points using the coordinate plane with a partner

Describe the steps to locate points using the coordinate plane in a small group

Transforming an MPI within a Strand

COLLABORATION

“Matthews … we’re getting

another one of those

strange ‘aw blah es span

yol’ sounds.”

•ELLs should have a consistent, continuous and challenging curriculum that addresses academic content and language development in English.• Integrate WIDA standards with state academic standards• Design or select common rubrics for performance assessment

Ideas for Collaboration in Planning Instructional Assessment

•Plan family involvement and community outreach about English language services •Co-teach activities, tasks and projects•Interpret results from ACCESS for ELLs to improve services

Ideas for Collaboration in Planning Instructional Assessment

ACCESS Test AnalysisAnalysis of ELL students’ ACCESS test scores

can help us address their learning needs.

Let’show!

WIDA (World-class Instructional Design and Assessment)

ELP (English Language Proficiency)

TESOL (Teachers of English to Speakers of other Languages)

MPIs (Model Performance Indicators)

ACCESS (Assessing Comprehension and Communication in

English

State-to-State / Large-Scale annual ELP assessment)

Language Function (Compare, Predict, Explain....)

Transformation (a method to change Model Performance

indicators)

Domains (Listening, Speaking, Reading, and Writing)

Strand (a series of indicators from Levels 1-5 in one domain with

the

same topic.

Key Vocabulary

RESOURCES

PSRC WIDA Workshop I Train the Trainer 2011

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

Center for Applied Linguistics: www.cal.org

A wealth of ESL resources from Clevelan County Schoolshttp://mail.clevelandcountyschools.org/~atorres/S02D30DF3

Metritech, Inc.: www.metritech.com

NCDPI Curriculum and Instruction (CAN DO Descriptor) http://esl.ncwiseowl.org/w_i_d_a/support_documents/

WIDA Webinars Series: http://esl.ncwiseowl.org/webinars/widawebinarseries/

Introduction to the WIDA ELP Standards (Webinar) http://wida.wceruw.org/standards/Tutorial/player.html

Virginia Department of Education: http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml#

That’s all, Folks!

QUESTIONS?