WIDA Standards

Using Language Objectives to Differentiate Instruction for ELLs

What is WIDA?ELD Standards (English Language

Development Standards / NC Essential Standards)

Common Core Training with ESL Strategies

What is WIDA? WIDA stands for World-Class Instructional

Design and Assessment

Adopted by 22 states

Visit the WIDA website: http://www.wida.us/

What can he do?

How can he show

his learning?

What language does he need to

learn ____?How can I make

grade level content

comprehensible for my ELLs?

ACCESS scores, Can Do Descriptors, and Performance Definitions answer these questions for us.

Why should we implement WIDA Standards?

Mandated by the NC Dept. of Education Used as a tool for the implementation of the Common Core State and

Essential Standards Every teacher with ELLs needs to weave in ELD Standards in their

instruction daily.

Supports the teacher! NC Teacher Evaluation Standards II and IV Differentiation made easy! Assessment wall conversations will be more meaningful. Teachers can use the language provided by WIDA to formulate

measurable goals on PEPs.

Supports all ESL students!

Extends NC Falcon and the Common Core

NC Teacher Evaluation Process Standard II: Teachers Establish a Respectful

Environment for a Diverse Population of Students: D.) Teacher adapt their teaching for the benefit of

students with special needs. (special language needs)

NC Teacher Evaluation Process

Standard IV: Teachers Facilitate Learning for Their Students A.) Teachers know the ways in which learning takes

place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

B.) Teachers plan instruction appropriately for their students.

C.) Teachers use a variety of instructional methods.

D.) Teachers use a variety of methods to assess what each student has learned.

English Language Proficiency Standards

What are the Standards?Language Domains:

ListeningSpeakingReading Writing

Standard:Language of

Language Arts

Standards:Language of

Science

Standard:Language

of Math

Standard:Language of

Social Studies

Standard:Social and

Instructional Language

What language do my students need to understand in order to learn the

content?

Data Driven Instruction:Student Roster Reports All LEP students received a language

proficiency test called the ACCESS test. This test measures English proficiency in:

Listening Speaking Reading Writing

Student Roster Reports: 2011 ACCESS Scores

Includes scores for all of the ESL students in your school last year.

See highlighted sections for specific scores.

The following slides will explain how to interpret these scores.

Language Proficiency Levels

Many of our ESL students are in this range in one or more language

domains.

Students in this area are

comparable to native English

speakers.

Source: www.wida.us

What are the Language Proficiency Levels?

1 Entering: minimal social and academic language with support

2 Beginning: uses some social and academic language with support

3 Developing: uses social English and SOME academic language with support

4 Expanding: uses social English and some technical academic language

5 Bridging: uses social and academic language working with grade level material

6 Reaching: uses social and academic language at the highest level

The Continuum of Second Language AcquisitionEntering: 1 Reaching:

6The second language acquisition process involves gradual

scaffolding from:Concrete ideas/concepts Abstract

ideas/conceptsFamiliar situations Unfamiliar situationsGeneral vocabulary Technical vocabularySingle Words & Phrases Extended discourse

Source: page RG12 WIDA Standards Booklet

What is the difference between specialized and technical vocabulary?

General Specific TechnicalMath 1-2 in all total sum

ELA3-5

person character protagonist

Science 6-8 knee kneecap patella

Social Studies9-12

people population Demographics

RG-46 Figure 5C WIDA Resource Guide

When are students considered English language proficient? ACCESS results are as followed to exit the

ESL program.

Reading=4.0 Expanding Writing=4.0 Expanding Composite (Overall Score)=4.8

Expanding/Bridging Level Students that exit the program are monitored for 2 years. Temporary support is given when needed.

What should we expect from our students?

Important references:

Performance DefinitionsCan Do Descriptors

More about Language Proficiency Levels: Performance Definitions-

Describes at each level what students can process, understand, produce or use.

Refer to page RG-45 in your Resource Guide

Read and discuss characteristics of each level with your group.

Can Do DescriptorsWhat can my student do?

Refer to page RG 58 in your Resource Guide BEST resource! Helps us answers the question:

What can I expect from my students?

Using a highlighter, mark the verbs that you see on the handout.

Notice the types of verbs we use at each proficiency level.

These verbs help us create formative assessment tasks that are appropriate for a particular language

level.

Now, select a student from the Student Roster Report provided.

Using the Can Do’s and Performance Definitions, discuss how the rubrics can help you understand what the student can do and what we should expect them to do.

How to Create a Language Objective

How to create a language objective:Language Objectives have 3 parts:

Verb + Topic + Support

Creating a language objective: step-by-step

Verbs are POWERFUL!WIDA and NC FALCON

VERB = FORMATIVE ASSESSMENT (Differentiation)

How will the student demonstrate understanding? Is the selected verb appropriate for the language

level of my student? Can this mode of communication (VERB) help

students demonstrate what they TRULY know?

Refer to handouts that show lists of verbs in your folder.

Why give support? Levels the language playing field Makes challenging vocabulary

understandable

Please refer to page RG-21 for types of supports across content areas.

3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by usingmodels, pictures, diagrams, and maps.

Level 1Match pictures of landforms using word cards with a partner.

Point to pictures of landforms when asked questions. (“Which one is a mountain”)

Level 2Categorize landforms by their characteristics using picture cards.

Explain in phrases or short sentences each category with teacher support.

Level 3Follow multi-step directions to complete a model of landforms using illustrations from the text.

Write a brief description of each landform presented in the model using words and illustrations from the text.

Level 4Compare and contrast different landforms using the text and a Venn diagram with a partner.

Summarize the similarities and differences between two landforms using a Venn diagram.

Level 5Explain physical chararacter-istics of landforms using pictures and technical vocabulary from an alphabox.

Produce an informational article about a popular landform in the world using information found on the internet.

2.RL.7 Use information gained from the illustrations and

words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Learning Target I CAN describe how a character feels using the

illustrations and the text. Criteria for Success

I WILL identify how the character is feeling using picture cards.

I WILL point out examples from the text and illustrations to support my choice.

1.RF.3b Decode regularly spelled one syllable words

Learning Target I CAN read one syllable words.

Criteria for Success I WILL identify each letter sound in a word

using sound boxes. I WILL produce a new word by changing the

beginning sound in a word using sound boxes.

Look at all of our resources!!!!

Can Do’s

Performance Definitions

ACCESS scores

Verbs

Supports

ESL Teachers

Please visit www.wida.us for many useful resources!

ESL Website Training materials (including this

presentation) are available on our ESL website.

Questions? Need resources? We are always available to help you!

www.wida.us

Our ESL website

Please visit our ESL website!Please keep in touch!