nuts and bolts of wida
DESCRIPTION
Nuts and Bolts of WIDA. Margaret Adams Jennifer McCabe Malden Public Schools. Day One Agenda. Foundation of the English Language Proficiency (ELP) Standards: Sociocultural Context Academic Language and Content Knowledge - PowerPoint PPT PresentationTRANSCRIPT
1
Nuts and Bolts of WIDA
Margaret AdamsJennifer McCabe
Malden Public Schools
2
Day One Agenda• Foundation of the English Language Proficiency
(ELP) Standards:– Sociocultural Context– Academic Language and Content Knowledge
• Organization and Structure of the WIDA English Language Development (ELD) Standards:– Frameworks, Clusters, and Domains– English Language Proficiency (ELP) Levels and
Performance Criteria• Organization and Elements of the Model
Performance Objectives (MPIs)
3
Objectives• Understand the importance of the sociocultural
context in learning academic language.• Create an awareness of the multiple language skills
embodied in the term academic language.• Make connections between specific content areas and
the associated academic language. • Understand how the ELD Standards are organized. • Know and explain performance criteria for each
English language proficiency level. • Know and identify the elements of a Model Proficiency
Index (MPI) and the purpose for using them.
4
Academic Language in Context
Language of Mathematics
Foundation of home and community language and cultural factors
Language of Science
Language of Social Studies
Language of Reading, Writing &
Communicating
General academic language forknowing, thinking, reading, writing, visualizing
Adapted from Zwiers (2008)
World Languages Language of the Arts
Language of Health and P.E
5
The Social and Cultural Foundations of the English Language Development Standards
6
Register
• Who is the audience?
7
Genre/Text Types
• What is the subject matter? How is it organized?
8
Topic
• What is the communication all about?
9
Task/Situation
• What language does the situation demand?
10
Identities/Social Roles
• How is the environment organized?
11
ActivitySocial and Cultural Language Contexts
For one of the context below, consider the register, genre/text type, topic, task/situation and identities/social roles.
1. Car Dealers2. Supermarkets3. Beauty Salon/Barber Shop4. Walmart5. Doctor’s Office
12
The Academic Language Foundations of the English
Language Development Standards
13
An Apple Re: Language Proficiency
14
Activity: An Apple Re: Language Proficiency
• Get in a group of four. • Number one- Describe the apple.• Number Two-Describe the apple as a
poet.• Number three-Describe the apple as a
mathematician. • Number four-Describe the apple as a
scientist.
15
Language Across the Curriculum
With a partner, discuss the essential questions:1.What constitutes Academic Language
Proficiency? 2.What constitutes Academic Content
Knowledge? 3.What is the relationship between Academic
Language and Academic Content Knowledge?
16
Activity:
As you watch the video, consider the academic language needed:
Discourse Level (Quantity and variety of oral and written text)
Sentence Level (Types, array, and use of language structures)
Word/Phrase Level (Specificity of word or phrase choice)
17
Academic Content/Language in Science
18
Academic Language/Content in Math
19
Putting this Together
• To ensure content is comprehensible for ELLs consider:1. Does the ELL have English Academic Language?2. Does the ELL have the necessary content
knowledge to do the task? If not, how can his/her schema in that that content be built?
20
MEPA Assessment
• Write your answer to writing-prompt question 4 in the space provided on page 12 of your Practice Test Answer Sheet at the end of this test.
• Think about which subject you consider the most important subject in school. Write a composition telling which subject you think is most important and explain why you think it is so important.
21
MEPA Assessment
Which sentence is written correctly?A. The family sitting down to dinner, and Aunt
Marie joining them.B. As the family sat down to dinner, and Aunt
Marie joined them.C. The family sitting down to dinner. And Aunt
Marie joined them.D. As the family sat down to dinner, Aunt Marie
joined them.
22
Tiered Test Items
Each sample test item is placed on a tier A, B and C
The following Tier B test samples contain test items that address M.P.I levels 2,3, and 4
23
WIDA Access Math/Reading Examples Grades 6-8
24
25
26
27
28
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.
29
A Definition for Academic Language
• With a partner come up with a concise, precise definition of academic vocabulary.
30
A WIDA Definition for Academic Language
• Academic language refers to – the abilities to construct meaning from oral and
written language– relate complex ideas and information – recognize features of different genre (text types)– use various linguistic strategies to communicate.
31WIDA Consortium
32
Organization and Structure of the WIDA
33
Structure of the WIDA Standards
Grade Level Clusters (5)
34
ELD vs. State Standards
• WIDA ELD Standards-Focus on Academic Language
• State Content Standards-Focus on Academic Content Achievement
35
ELD and State Content StandardsELD StandardsAcademic Language Proficiency
• Language-based• Reflective of the varying
stages of second language acquisition
• Representative of social and academic language contexts
• Tied to a state’s English language development standards (WIDA)
State Content StandardsAcademic Achievement
• Content-based• Reflective of conceptual
development• Representative of the
school’s academic curriculum
• Tied to a state’s academic content standards and Common Core Curriculum Standards
36
Why the WIDA ELD Standards?
• English attainment for academic success• Yardstick measure for progress in language
domains• Resource anchored in academic standards• Federal law compliance
37
WIDA’s 5 ELD Standards
Standard 1 ELLs communicate for Social and Instructional purposes within the school setting.
Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
Standard 4 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
38
WIDA’s ELD Standards
Academic Language
39
Two Standards Frameworks
Summative• Is amenable to large scale
testing under standardized conditions
• Includes visual and graphic support
• Contains model performance indicators that are observable and measurable
Formative• Corresponds to everyday
classroom practice• Includes visual, graphic, and
interactive supports• Contains model
performance indicators that include strategies, technology, and long-term projects
40
Structure of the WIDA Standards
Grade Level Clusters (5)
4141
The Grade-Level Clusters
• PreK-K• 1-2• 3-5• 6-8• 9-12
42
Structure of the WIDA Standards
Grade Level Clusters (5)
43
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
4 Language Domains
44
Language Domains Considerations
• Do all language domains develop at the same rate?
• Is there a typical order in which language domains are developed?
• Can language proficiency vary by language domains?
45
Structure of the WIDA Standards
Grade Level Clusters (5)
46
Levels of English Language Proficiency
EMERGING
Every ELL Deserves Exceptionally Brilliant Resources.
47WIDA Consortium
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
ENTERING EMERGING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
48WIDA Consortium
49
English Language Proficiency Level
Discourse Level: Linguistic Complexity
Sentence Level: Language Forms and Conventions
Word/Phrase Level: Vocabulary Usage
Level 6: Reaching Students have met all criteria through Level 5-Bridging.
Level 5 Bridging
Complex discourse Language comparable to English peers
Specialized and technical vocabulary
Level 4 Expanding
Moderate discourse Language with minimal errors
Specialized and some technical vocabulary
Level 3 Developing
Series of related sentences
Meaning overrides communication errors
General and some specific vocabulary
Level 2Emerging
Phrases, short sentences
Language with errors inhibiting communication
High frequency vocabulary
Level 1 Entering
Single Words Memorized language Most common vocabulary
50
Levels of English Language Proficiency
EMERGING
Single Words
Phrases, short sentences
Series of related sentences
Moderate discourse
Complex discourse
Linguistic ComplexityDiscourse Level: Amount and quality of speech or writing for a given situation
51
Levels of English Language Proficiency
EMERGING
Memorized language
Language with errors inhibiting communication
Meaning overrides communication errors
Language with minimal errors
Language comparable to English peers
Language Forms and ConventionsSentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language
52
Levels of English Language Proficiency
EMERGING
Most common vocabulary
High frequency vocabulary
General and some specific vocabulary
Specialized and some technical vocabulary
Specialized and technical vocabulary
Vocabulary UsageWord/Phrase Level: The specificity of words or phrases for a give context
53
Functional Components of Academic Language
54
Performance Criteria Relationships
Discourse Level
Sentence Level
Word/Phrase Level
55
Activity: Features of Academic Language in Action
• As you watch the video of student, consider the level of language at the following levels: – Discourse Level– Sentence Level– Word/Phrase Level
56
Structure of the WIDA Standards
Grade Level Clusters (5)
57
58
59
Activity: Using WIDA Performance Definitions
• Using the topic of the water cycle, what could a student at each level complete in each of the language domains?
60
Water Cycle
61
Language Proficiency Level Speaking and Writing Listening and Reading
Level 5 Bridging
Level 4 Expanding
Level 3 Developing
Level 2Emerging
Level 1Entering
62
Activity: Which English Language Proficiency Level?
• Referring to the English Performance Level Definitions, record the English language proficiency level a student would need to perform each activity independently.
63
Pick the ELP Level Activity
Classroom Activity English Language Proficiency LevelAt what level, could a student complete the activity independently?
How might you differentiate this task for a more proficient student and/or less proficient student.
Explain how to solve a math story problem.
Write an essay explaining how the 3 branches of government are alike and different.
Prepare a timeline labeling the era of the civil war.
Label the materials used to conduct an experiment in class.
Prepare a poster showing the water cycle.
Draw and name geometric shapes.
Write a persuasive letter to your state senator citing why an increase in funding for education is necessary.
64
Organization and Elements of the Model Performance Indicators
(MPIs)
65WIDA Consortium
Model Performance Indicators (MPIs)
• Provide examples (models) of assessable language.
• Reflect the second language acquisition process.• Describe how students can use the language
(purpose).• Relate to specific criteria and elements of
academic language. • Provide the anchors for curriculum, instruction,
and assessment.
66WIDA Consortium
Organization of MPIs within Standards
MPIMPI
67WIDA Consortium
Organization of MPIs within Standards
STRANDSTRAND
68WIDA Consortium
The Elements of the MPIModel performance indicators consist of 3
elements:
• The Language Function
• The Content Stem or Sample Topic
• The Support or Strategy
69
Model Performance Indicators
Make lists of real-world examples of three-dimensional shapes from labeled models
The Content Stem/Topic
Language Function
Support
Standard 3: The language of Mathematics
Grade Level Cluster: 3-5
70
Model Performance Indicator (MPIs) Formula
Verb +++ Verbs
Topic from + state standards
Scaffolding
70
Language + Function
Topic +
Support
71WIDA Consortium
A Model Performance IndicatorGrade Level Cluster: 1-2English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.Domain: Speaking
72WIDA Consortium
The Model Performance IndicatorLanguage Function
73
Language Function
• Describes how language is used; not the cognitive task
• Guides the language features that students should recognize or be able to produce
• May be used across several different levels, though the language features associated at specific levels may be different
WIDA Consortium
74WIDA Consortium
The Model Performance IndicatorContent Stem
75
Content Stem
• Helps ground language instruction to the content that students are learning
• Relates to state or local content standards• Is grade level appropriate
WIDA Consortium
76WIDA Consortium
The Model Performance IndicatorSupport or Strategy
77
Support or Strategy
• May be visual, graphic or interactive• Are based on the concept of scaffolding new
language and concepts• May include use of languages other than English• Are appropriate for instruction or assessment
WIDA Consortium
78
Elements of a Model Performance Indicator (MPI)
79
Language FunctionsListenPointMatchLocateSelectSortRespondIdentifyDraw/illustrateCircleName
RecallRetellDefineExplainSummarizeRole-playCompare/contrastDiscussExpressRepeatCopyTraceDefine
AnalyzeInterpretJustify/DefendElaborateCritiqueExplainNarrateConcludeConvinceReflectResolveInferCompose SynthesizeHypothesize
80
Support or Strategy
• May be visual, graphic, or interactive• Are based on the concept of scaffolding new
language and concepts• May include use of language other than
English• Are appropriate for instruction or assessment
81
Examples of Sensory, Graphic and Interactive Supports
Sensory Supports Graphic Supports Interactive Supports
•Real-life objects (realia) •Manipulatives •Pictures and Photographs•Illustrations, diagrams, and drawings•Magazine and Newspapers•Physical activities•Videos and Films•Broadcasts•Models and Figures
•Charts•Graphic Organizers•Tables•Graphs•Timelines•Number Lines
•In pairs or partners•In triads or small groups•In a whole group•Using cooperative group structures•With the Internet (Websites) or software programs•In the native language•With mentors
82
Specific Examples of Sensory SupportsSupports related to the language of Language Arts
Supports related to the language of Mathematics
Supports related to the language of Science
Supports related to the language of Social Students
•Illustrated word/phrase walls•Felt or magnetic figures of story elements •Sequence blocks•Environmental print•Posters or displays•Bulletin boards•Photograph•Cartoons•Audio books•Songs/Chants
•Blocks/Cubes•Clocks, sundials and other timekeepers•Number lines•Models of geometric figures•Calculators•Protractors•Rulers, yard/meter sticks•Geoboards•Counters•Compasses•Calendars•Coins
•Scientific instruments•Measurement tools•Physical models•Natural models•Actual substances, organisms or objects of investigation•Posters/Illustrations of processes or cycles
•Maps•Globes•Atlases•Compasses•Timelines•Multicultural artifacts•Aria and satellite photographs•Video clips
83
A Strand of Model Performance Indicators with an Example Topic
Emerging
84
A Strand of Model Performance Indicators
Emerging
85
A Strand of Model Performance Indicators with an Example Genre
Emerging
86
A Strand of Model Performance Indicators with an Example Genre
Emerging
Same topicINCREASING LANGUAGE
COMPLEXITY
Decreasing Support /Strategies
87
Activity: Create PIs
• Create Performance Indicators (PIs). • Count off by threes.
– All ones write a different language function on a card.
– All number twos generate a topic or content stem. – All number threes write a support/scaffold.
• Organize yourself into groups of three with one language function, one content stem/topic, and a support/scaffold.
88
REFLECTION:Please answer the questions and turn in.
Something that squares with my me…
Something I see from a different angle…
Something that is circling around in my mind…
Thank you!
89
Day Two: Objectives
• Review the learnings from the previous day. • Make connections to content applications. • Understand the purpose and use of the CAN
DO descriptors. • Apply, analyze, and problem solve the
differentiation of academic content language through the ELD standard framework.
• Synthesize the learnings for the day.
90
Agenda: Day Two
• Implementation of the ELD Standards for differentiating academic content language through the Pyramids of Relationships
• CAN DO Descriptors and transformed MPIs to lesson planning
• Differentiation of academic content language through the ELD Standards framework.
91
Activity: Matrix Mingle
• Move around the room to find other participants who can answer the question in each box.
92
Guiding Principles
WIDA’s Guiding Principles of Language Development Within a school Setting
Concentric Circles using the 10 Guiding Principles
93
Activity: Concentric Circles
• Number off by 2s. • Ones form an inside circle. Twos form an
outside circle facing the ones. • Discuss with your partner what you believe
the guiding principle you have means. What are the implications of the guiding principle for your teaching?
• Move according to the facilitator’s directions.
94
Academic Language in Context
Language of Mathematics
Foundation of home and community language and cultural factors
Language of Science
Language of Social Studies
Language of Reading, Writing &
Communicating
General academic language forknowing, thinking, reading, writing, visualizing
Adapted from Zwiers (2008)
World Languages Language of the Arts
Language of Health and P.E
95WIDA Consortium
Pyramid of Relationships
96WIDA Consortium
97
Levels of English Language Proficiency
EMERGING
Every ELL Deserves Exceptionally Brilliant Resources.
98WIDA Consortium
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
ENTERING EMERGING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
99WIDA Consortium
100
101
102WIDA Consortium
Pyramid of Relationships
103
CAN DO Descriptors
• Describe how English Language Learners process and use language for each language domain and English Language Proficiency Level by grade cluster.
104
Activity: Getting to Know CAN DO Descriptors
• Pick a grade level cluster that you work with. • Highlight going across each domain key
difference to show increased linguistic and cognitive complexity.
105
Activity: Student Profile
• Read a student profile. • Read a task. • Use the CAN DO descriptors. • Identify what the student can do at their level.
What scaffolds or supports would help the student move to the next level?
106
CAN DO Descriptors
• CAN DO Descriptors should be used in tandem with the Performance Definitions
107WIDA Consortium
Pyramid of Relationships
108
WIDA’s 5 ELD Standards
Standard 1 ELLs communicate for Social and Instructional purposes within the school setting.
Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
Standard 4 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
109
WIDA’s ELD Standards
Academic Language
110WIDA Consortium
Pyramid of Relationships
111WIDA Consortium
Organization of MPIs within Standards
MPIMPI
112WIDA Consortium
Organization of MPIs within Standards
STRANDSTRAND
113WIDA Consortium
The Elements of the MPI
Model performance indicators consist of 3 elements:
• The Language Function
• The Content Stem or Sample Topic
• The Support or Strategy
114
Level 3 Developing
Describe the relationship between two points on coordinate plan maps using a word bank and visual support.
Language Function
Content Stem
Support
115
MPIs Within Each FrameworkGrade Level Cluster 6-8Domain of Speaking Level 2Formative Framework
State differences in temperature over time based on information from charts or graphs to a partner in L1 or L2.
Grade Level Cluster 6-8Domain of Speaking Level 2Summative Framework
Describe scientific inventions or discoveries based on illustrations.
116
Activity-Strand Review
1. Circle language function. 2. Underline topic. 3. Box support/scaffold.
117
Activity: Four Corners
• Rate each MPI as true or false. • Make sure it has the three parts of an MPI. • Make sure the MPI matches the English
language performance level.
118
Activity
• Create a PIs have the three components using your cube.
• Write your PIs on a sentence strip.• Consider:
– What language domain is addressed in the PI?– What language proficiency does the PI pertain to? – What ELD standard is addressed? – Is the support appropriate?– What English language proficiency level is the PIs
appropriate?
119
Transformations
120
Amplified Strand
121
The Magic of Transformations
What are transformations? Changes to one or multiple components or elements of
the WIDA standards to create stronger connections to local curriculum and instruction and alignment with the Massachusetts Curriculum Frameworks.
122
TRANSFORMING THE MPIs
• The MPIs in the WIDA Standards are a limited sample of indicators.
• TRANSFORMATION is the method to create new indicators for classroom, district, and possibly even state wide use.
123
Three Transformations
124
Transformation in FunctionGrade Level: 1-2 Standard: 5 Grade Level: 1-2 Standard: 5
Language Domain: WritingLanguage Domain: Writing(From (From CompareCompare to to EvaluateEvaluate))
Compare attributes of two products in the marketplace from illustrated examples
Evaluate attributes of two products in the marketplace from illustrated examples
125
Language FunctionsAcross Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Grade level cluster 1-2
126
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Make statements about weather from pictures or photographs
127
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Ask questions about weather from pictures or photographs
128
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Forecast weather and provide reasons from pictures or photographs
129
Language FunctionsAcross Proficiency Levels
Grade level cluster 1-2
Evaluate and weigh options related to weather forecasting
130
Transformation in ContentGrade Level: 6-8 Standard 4 Grade Level: 6-8 Standard 4
Language Domain: ReadingLanguage Domain: Reading(From (From Cycles/ProcessesCycles/Processes to to EcosystemsEcosystems))
Predict consequences of alteration of cycles or processes from grade-level text
Predict consequences of alteration of ecosystems from grade-level text
131
Transformation in SupportGrade Level: 6-8 Standard 4 Grade Level: 6-8 Standard 4
Language Domain: SpeakingLanguage Domain: Speaking((From From with a partner with a partner toto based on graphic support or picturesbased on graphic support or pictures))
Outline steps of scientific inquiry involving elements or compounds with a partner
Outline steps of scientific inquiry involving elements or compounds based on graphic support or pictures
132
Activity: Try Some Transformations
• Transform the MPI using the graphic organizer.
• Use your list of language functions and scaffolds to help you.
133
Building an Amplified Strand
134
Relationship Between Language Function and Cognitive Function
135
136
137
MPIMPISTRANDSTRAND
138
139
Activity: Label Components of Amplified Strand
• On an amplified strand label: – Standards Connection– Topic Vocabulary– Cognitive Function– Language Domain– Example Context for Language Use– Model Performance Indicators – Strand of MPIs
140
141
Activity: Create an Amplified Strand
• Choose a content area standard.• Choose a topic. • Choose a grade level. • Choose a language domain. • Using an amplified strand, develop PIs for the ELD
proficiency level. • Choose a cognitive function. • Identify language. • Give an example context for language use.
142
The Life of a Performance Indicator
Content/Common Core Standard
ELD Standard-MPI
Unit/Lesson-PI
Content/Language Objective
143
144
145
146
147
Reflection: Give and Take
• Write three learnings about WIDA. • Travel around the room sharing one of your
learnings and adding to your list of learnings until you have 10 learnings.