Margaret Adams Jennifer McCabe Malden Public Schools 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 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)

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.

Academic Language in Context Language of Reading, Writing & Communicating Language of Social Studies Language of Science Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing Language of the Arts World Languages Language of Health and P.E Foundation of home and community language and cultural factors (rainbow fly in) There is specific language in each of the standards disciplines, but the language often remains implicit in curriculum and instruction.   It is important to explicitly plan for teaching academic language for ALL of our students, but specifically for ELs.   (bottom oval) The important connections to make are that language begins  with the cultural and community language foundation. Then… (middle oval)  Builds with explicit English language development, and finally… (top oval) There is also more general academic language for knowing, thinking, reading, writing, and visualizing.   This is needed in order for students to access the content. Adapted from Zwiers (2008) 4

The Social and Cultural Foundations of the English Language Development Standards

Register Who is the audience? Formal versus informal register

Genre/Text Types What is the subject matter? How is it organized?

Topic What is the communication all about?

Task/Situation What language does the situation demand?

Identities/Social Roles How is the environment organized? Before we can talk about the standards, how is language being used in your context?

Activity Social 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 Dealers 2. Supermarkets 3. Beauty Salon/Barber Shop 4. Walmart 5. Doctor’s Office

The Academic Language Foundations of the English Language Development Standards

An Apple Re: Language Proficiency Number ones- 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 What did you say? Did you feel uncomfortable with the role you had? The ELL teacher may not know the content and the academic teacher may not know the language demands of the academic content.

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.

Language Across the Curriculum With a partner, discuss the essential questions: What constitutes Academic Language Proficiency? What constitutes Academic Content Knowledge? What is the relationship between Academic Language and Academic Content Knowledge?

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)

Academic Content/Language in Science

Academic Language/Content in Math

Putting this Together To ensure content is comprehensible for ELLs consider: Does the ELL have English Academic Language? 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?

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.

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.

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

WIDA Access Math/Reading Examples Grades 6-8

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.

A Definition for Academic Language With a partner come up with a concise, precise definition of academic vocabulary. Academic language refers to the abilities to construct meaning from oral and written language, relate complex ideas and information, recognize features of different genre, and use various linguistic strategies to communicate.

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.

Introduce the Features of Academic Language. WIDA Consortium

Organization and Structure of the WIDA

Structure of the WIDA Standards Content Area Frameworks ELD Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator Grade Level Clusters (5) In between Framework level and MPI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 33

ELD vs. State Standards WIDA ELD Standards-Focus on Academic Language State Content Standards-Focus on Academic Content Achievement

ELD and State Content Standards ELD Standards Academic Language Proficiency State Content Standards Academic Achievement 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) 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

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

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.

WIDA’s ELD Standards Academic Language Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Quickly go over the five standards and highlight that the five standards have NOT changed. Academic Language

Two Standards Frameworks Summative Formative Is amenable to large scale testing under standardized conditions Includes visual and graphic support Contains model performance indicators that are observable and measurable Corresponds to everyday classroom practice Includes visual, graphic, and interactive supports Contains model performance indicators that include strategies, technology, and long-term projects

Structure of the WIDA Standards Content Area Frameworks ELD Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator Grade Level Clusters (5) In between Framework level and MPI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 40

The Grade-Level Clusters PreK-K 1-2 3-5 6-8 9-12 And, finally, as you recall, there are 4 grade-level clusters in the 2004 Edition of the WIDA ELP Standards. The 2006 Edition includes 5 grade-level clusters with the addition of the PreK-K cluster. 41

Structure of the WIDA Standards Content Area Frameworks ELD Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator Grade Level Clusters (5) In between Framework level and MPI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 42

4 Language Domains Listening Speaking Reading Writing 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 Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Do all language domains develop at the same rate? Is there a typical order in which domains are developed? How are domains taken into account when we talk about a proficiency level? (e.g. “Maria is a 2.4, and so is Jose!”) Writing Engage in written communication in a variety of situations for a variety of purposes and audiences

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?

Structure of the WIDA Standards Content Area Frameworks ELD Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator Grade Level Clusters (5) In between Framework level and MPI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 45

Levels of English Language Proficiency EMERGING The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services. Every ELL Deserves Exceptionally Brilliant Resources. 46

Criteria for Performance Definitions 1 2 3 4 5 6 REACHING ENTERING EMERGING DEVELOPING EXPANDING BRIDGING 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 The criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. It is upon these three criteria that the rubrics for Writing and Speaking are based. WIDA Consortium 47 47

This slide is meant for general review/overview of the defining features of language within social and cultural contexts. Be sure to remind participants of the importance of register, genre/text type, topic, task/situation, participants’ identities, and social roles as indicated on the laminated cards from the previous day. WIDA Consortium

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 2 Emerging Phrases, short sentences Language with errors inhibiting communication High frequency vocabulary Level 1 Entering Single Words Memorized language Most common vocabulary

Levels of English Language Proficiency Linguistic Complexity Discourse Level: Amount and quality of speech or writing for a given situation Complex discourse Moderate discourse EMERGING Series of related sentences The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services. Phrases, short sentences Single Words 50

Levels of English Language Proficiency Language Forms and Conventions Sentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language Language comparable to English peers Language with minimal errors EMERGING Meaning overrides communication errors The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services. Language with errors inhibiting communication Memorized language 51

Levels of English Language Proficiency Vocabulary Usage Word/Phrase Level: The specificity of words or phrases for a give context Specialized and technical vocabulary Specialized and some technical vocabulary EMERGING General and some specific vocabulary The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services. High frequency vocabulary Most common vocabulary 52

Functional Components of Academic Language This slide is a reminder of how the defining features are embedded in social and cultural contexts. Providing Access to Academic Achievement Through Language Development 53

Performance Criteria Relationships Discourse Level Word/Phrase Level Sentence Level

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

Structure of the WIDA Standards Content Area Frameworks ELD Standards Grade level Cluster Language Domain English Language Proficiency Level Performance Indicator Grade Level Clusters (5) In between Framework level and MPI level, there are several levels of organization to the standards. The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 56

Introducing the “after”! The new Performance Definitions explicitly highlight the features of academic language (performance criteria) and they are broken down by receptive and expressive domains. Highlight the use of the wording “toward the end of a given level of ELP, and with instructional support…” Also highlight the “within sociocultural contexts for language use.”

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?

Water Cycle

Language Proficiency Level Speaking and Writing Listening and Reading Level 5 Bridging Level 4 Expanding Level 3 Developing Level 2 Emerging Level 1 Entering

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.

Pick the ELP Level Activity Classroom Activity English Language Proficiency Level At 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. Pick the ELP Level Activity

Organization and Elements of the Model Performance Indicators (MPIs)

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. WIDA Consortium 65 65

Organization of MPIs within Standards YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize Use the stand to develop another resource. Substitute “support” Using graphic support… add… “In Small groups” WIDA Consortium 66 66 66

Organization of MPIs within Standards STRAND YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize Use the stand to develop another resource. Substitute “support” Using graphic support… add… “In Small groups” WIDA Consortium 67 67 67

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 WIDA Consortium

Model Performance Indicators The Content Stem/Topic Language Function Support Make lists of real-world examples of three-dimensional shapes from labeled models This slide summarizes the MPI components. The Content Stem/Topic Standard 3: The language of Mathematics Grade Level Cluster: 3-5

Model Performance Indicator (MPIs) Formula Language + Function Topic + Support Verb +++ Verbs Topic from + state standards Scaffolding 70

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 Could students describe at level 1, 3 and 5? WIDA Consortium

The Model Performance Indicator Language Function WIDA Consortium

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

The Model Performance Indicator Content Stem WIDA Consortium

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

The Model Performance Indicator Support or Strategy Activity: Group the participants into 3 groups. One group writes a language function, a scaffold, and a content area. The participants would then group themselves into MPIs. Then for each new MPI ask: 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? WIDA Consortium

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

Elements of a Model Performance Indicator (MPI)

Language Functions Listen Point Match Locate Select Sort Respond Identify Draw/illustrate Circle Name Recall Retell Define Explain Summarize Role-play Compare/contrast Discuss Express Repeat Copy Trace Analyze Interpret Justify/Defend Elaborate Critique Narrate Conclude Convince Reflect Resolve Infer Compose Synthesize Hypothesize

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

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

Specific Examples of Sensory Supports Supports 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 Timelines Multicultural artifacts Aria and satellite photographs Video clips

A Strand of Model Performance Indicators with an Example Topic Emerging

A Strand of Model Performance Indicators Emerging Decreasing Support /Strategies INCREASING LANGUAGE COMPLEXITY Same topic

A Strand of Model Performance Indicators with an Example Genre Emerging

A Strand of Model Performance Indicators with an Example Genre Emerging Decreasing Support /Strategies INCREASING LANGUAGE COMPLEXITY Same topic

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. Activity: Group the participants into 3 groups. One group writes a language function, a scaffold, and a content area. The participants would then group themselves into MPIs. Then for each new MPI ask: 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?

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!

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.

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.

Activity: Matrix Mingle Move around the room to find other participants who can answer the question in each box.

Guiding Principles WIDA’s Guiding Principles of Language Development Within a school Setting Concentric Circles using the 10 Guiding Principles

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.

Academic Language in Context Language of Reading, Writing & Communicating Language of Social Studies Language of Science Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing Language of the Arts World Languages Language of Health and P.E Foundation of home and community language and cultural factors (rainbow fly in) There is specific language in each of the standards disciplines, but the language often remains implicit in curriculum and instruction.   It is important to explicitly plan for teaching academic language for ALL of our students, but specifically for ELs.   (bottom oval) The important connections to make are that language begins  with the cultural and community language foundation. Then… (middle oval)  Builds with explicit English language development, and finally… (top oval) There is also more general academic language for knowing, thinking, reading, writing, and visualizing.   This is needed in order for students to access the content. Adapted from Zwiers (2008) 94

Pyramid of Relationships This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level. WIDA Consortium

This slide is meant for general review/overview of the defining features of language within social and cultural contexts. Be sure to remind participants of the importance of register, genre/text type, topic, task/situation, participants’ identities, and social roles as indicated on the laminated cards from the previous day. This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level. WIDA Consortium

Levels of English Language Proficiency EMERGING The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services. Every ELL Deserves Exceptionally Brilliant Resources. 97

Criteria for Performance Definitions 1 2 3 4 5 6 REACHING ENTERING EMERGING DEVELOPING EXPANDING BRIDGING 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 The criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. It is upon these three criteria that the rubrics for Writing and Speaking are based. WIDA Consortium 98 98

Introduce the Features of Academic Language. WIDA Consortium

Introducing the “after”! The new Performance Definitions explicitly highlight the features of academic language (performance criteria) and they are broken down by receptive and expressive domains. Highlight the use of the wording “toward the end of a given level of ELP, and with instructional support…” Also highlight the “within sociocultural contexts for language use.”

Pyramid of Relationships This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level. WIDA Consortium

CAN DO Descriptors Describe how English Language Learners process and use language for each language domain and English Language Proficiency Level by grade cluster.

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.

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?

CAN DO Descriptors CAN DO Descriptors should be used in tandem with the Performance Definitions

Pyramid of Relationships This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level. WIDA Consortium

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.

WIDA’s ELD Standards Academic Language Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Quickly go over the five standards and highlight that the five standards have NOT changed. Academic Language 109

Pyramid of Relationships This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level. WIDA Consortium

Organization of MPIs within Standards YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize Use the stand to develop another resource. Substitute “support” Using graphic support… add… “In Small groups” WIDA Consortium 111 111 111

Organization of MPIs within Standards STRAND YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize Use the stand to develop another resource. Substitute “support” Using graphic support… add… “In Small groups” WIDA Consortium 112 112 112

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 WIDA Consortium

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

MPIs Within Each Framework Grade Level Cluster 6-8 Domain of Speaking Level 2 Formative Framework Grade Level Cluster 6-8 Domain of Speaking Level 2 Summative Framework State differences in temperature over time based on information from charts or graphs to a partner in L1 or L2. Describe scientific inventions or discoveries based on illustrations.

Activity-Strand Review Circle language function. Underline topic. Box support/scaffold.

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.

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?

Transformations The power of the ELD standards is that they are designed to be flexible enough to meet the specific demands of a teachers curriculum and instructional goals. This is accomplished through transformations.

Amplified Strand

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.

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.

Three Transformations There are three ways to transform a MPI.

Transformation in Function Grade Level: 1-2 Standard: 5 Language Domain: Writing (From Compare to Evaluate) Compare attributes of two products in the marketplace from illustrated examples Evaluate attributes of two products in the marketplace from illustrated examples Change the language function

Language Functions Across Proficiency Levels Use words or phrases related to weather from pictures or photographs The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. Grade level cluster 1-2

Language Functions Across Proficiency Levels Make statements about weather from pictures or photographs The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. Grade level cluster 1-2

Language Functions Across Proficiency Levels Ask questions about weather from pictures or photographs The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. Grade level cluster 1-2

Language Functions Across Proficiency Levels Forecast weather and provide reasons from pictures or photographs The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. Grade level cluster 1-2

Language Functions Across Proficiency Levels Evaluate and weigh options related to weather forecasting The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. Grade level cluster 1-2

Transformation in Content Grade Level: 6-8 Standard 4 Language Domain: Reading (From Cycles/Processes to Ecosystems) Predict consequences of alteration of cycles or processes from grade-level text Predict consequences of alteration of ecosystems from grade-level text Change the content

Transformation in Support Grade Level: 6-8 Standard 4 Language Domain: Speaking (From with a partner to based 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 Change the support

Activity: Try Some Transformations Transform the MPI using the graphic organizer. Use your list of language functions and scaffolds to help you.

Building an Amplified Strand

Relationship Between Language Function and Cognitive Function Important to remind participants here that underlying the language function (communication process) is the cognitive demand, which is applicable across all levels of English language proficiency.

MPI STRAND

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

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.

The Life of a Performance Indicator Content/Common Core Standard ELD Standard-MPI Unit/Lesson-PI Content/Language Objective

Introduce the new layout and highlight the new features.

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.