February WIDA Consortium Academic Language WIDAs philosophical and theoretical approach is that Students must acquire academic as well as social English to be successful in US schools The acquisition of academic English must be integrated with the acquisition of academic content Educators of ELLs must have the knowledge, skills, and tools to help students develop academic English Educators must collaborate to most effectively meet all the educational needs of ELLs Resources, tools, and approaches must be grounded in sound research
February WIDA Consortium Language and Content Knowledge 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.
February WIDA Consortium WIDA ELP Standards
February WIDA Consortium Why are English language proficiency (ELP) standards necessary? 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.
February WIDA Consortium Centrality of the ELP Standards Formative Framework Summative Framework English Language Proficiency Standards & Performance Definitions Model Performance Indicators: Formative Model Performance Indicators: Summative Ongoing Instruction & Assessment Classroom Assessments W-APT ACCESS for ELLs ®
February Structure of the WIDA Standards Grade Level Clusters (5) Frameworks ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator
February The WIDA ELP Standards Standard 1 – Social & Instructional Language (SIL) English language learners communicate for social and instructional purposes in the school setting. Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3 – Language of Mathematics (LoMA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 – Language of Social Studies (LoSS) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
February WIDA Consortium Five Grade-Level Clusters The 2007 WIDA ELP Standards are organized by the following Grade-level clusters: PreKK Grades 12 Grades 35 Grades 68 Grades 912
February WIDA Consortium Four Language Domains Listening process, understand, interpret, and evaluate spoken language in a variety of situations Speaking engage in oral communication in a variety of situations for a variety of purposes and audiences Reading process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing engage in written communication in a variety of forms for a variety of purposes and audiences
February Levels of English Language Proficiency
February WIDA 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING REACHINGREACHING
February WIDA Consortium
February WIDA Consortium Model Performance Indicators Provide 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
February WIDA Consortium Organization of MPIs within Standards Example: Social & Instructional; Grades 6-8
February WIDA Consortium Organization of MPIs within Standards STRAND MPI
February WIDA Consortium Summative Is amenable to large- scale testing or classroom assessment Includes sensory and graphic supports Contains model performance indicators that are observable and measurable Formative Corresponds to everyday classroom practice Includes sensory, graphic, and interactive supports Contains model performance indicators that include strategies, technology, and long-term projects Standards Frameworks
February WIDA Consortium A Model Performance Indicator Grade Level Cluster: 1-2 English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking
February WIDA 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
February WIDA Consortium The Model Performance Indicator Language Function
February WIDA Consortium The Model Performance Indicator Content Stem
February WIDA Consortium The Model Performance Indicator Support or Strategy
February Where is WIDA? Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states ( ) Standards Adoption - Colorado & Utah Alabama Alaska Delaware District of Columbia Georgia Hawaii Illinois Kentucky Maine Minnesota Mississippi Missouri New Hampshire New Jersey New Mexico North Carolina North Dakota Oklahoma Pennsylvania Rhode Island South Dakota Vermont Virginia Wisconsin Wyoming