Using ELL Tools Effectively: WIDA Standards for Instruction and Assessment Presented by: Lynore M. Carnuccio WIDA Trainer/Consultant

Agenda for the Day Part 1: Exploring the Standards Part 2: Using the Standards Instructional strategies for content teaching

What do you know about WIDA? Think – Pair - Share

World-class Instructional Design and Assessments (WIDA) is a consortium of states dedicated to the design and implementation of standards-based education for English language learners (ELLs).

The WIDA Consortium Wisconsin Delaware Arkansas (2002) Early Additions: District of Columbia Rhode Island, Maine, New Hampshire, Vermont, Illinois (2003), Alabama (2004) Latest Additions: New Jersey, Georgia and Oklahoma (2005) WIDA states represent 275,000 English Language Learners.

What is WIDA doing and why? English Language Proficiency Standards ELP Large-Scale Assessments (ACCESS for ELLs) Parallel/Alternate Academic Assessments Professional Development Validation and Research

Title III Requirements of the “No Child Left Behind Act” Title III requires each state to adopt English Language Proficiency standards that are linked to the state academic content standards. Title III also mandates all K-12 English language learners to be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). Each state must set ‘Annual Measurable Achievement Objectives’ based on results from English language proficiency assessment.

Second Language Acquisition Review Basic Interpersonal Communication Skills (BICS) Social Language 1-3 years to attain Example words/phrases: table, What’s up? Cognitive Academic Language Proficiency (CALP) Academic Language 3-7 years to attain Example words: New meanings: table General academic words: act upon, attach, inquiry Content words: atom, molecule

Implications for Teachers Both BICS and CALP need to be taught Different subjects require different types of language Subject area teachers must be aware of the language demands of their content All teachers are language teachers Lesson plans for ELLs need to include both content and language objectives

Exploring the WIDA ELP Standards

The WIDA ELP Standards English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Connections to TESOL’s 1997 Edition Activity 1 Connections to TESOL’s 1997 Edition

The WIDA Framework was used in the development of the newly released TESOL English Language Proficiency Standards

Why are English language proficiency standards necessary? 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

English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Activity 2: Use of the Language Function ‘Discuss’ Across the Standards

Language vs. Content Language proficiency revolves around the language associated with the content areas Academic achievement reflects the knowledge and skills associated with the content. WIDA ELP standards focus on academic language; Academic standards focus on academic content.

WIDA Standards Are anchored in academic standards Focus on academic language proficiency Illustrate progression of language acquisition Contain model indicators of language incorporated with content Incorporate high levels of cognitive engagement, even at low proficiency levels

The structure and design of the WIDA Standards for Instruction and Assessment

There are 4 Grade-Level Clusters K-2 3-5 6-8 9-12

There are 4 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

The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 Formerly ELL (Attained) ENTERING 6 Never ELL 7

Criteria for Proficiency Level Definitions 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING Comprehension and use of the technical language of the content areas Extent of discourse control Development of phonological, syntactic, and semantic understanding or usage

Performance Definitions for WIDA’s Levels of Language Proficiency see WIDA Overview Document page 6

English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Listening — process, understand, interpret, and evaluate spoken language in a variety of situations Grade Level Cluster Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging K-2 explore movement of real-life objects by following commands (e.g., “Roll the ball.”) follow movement of real-life objects by following multiple step directions (e.g. “The car goes backwards then forwards.”) compare movement of objects based on oral statements by pointing to pictures or objects (e.g., “Which goes fastest, bikes, buses, or airplanes?”) predict movement of objects by pointing to pictures or demonstration based on oral statements (e.g., “Show what happens when you let go of balloons.”) interpret the effects of force on motion by pointing or demonstration based on oral descriptions 3-5 differentiate between healthy and unhealthy foods or lifestyles from realia, magazines, or newspapers following oral directions select/draw healthy choices for meals or lifestyles from realia, magazines, or newspapers following oral directions compare choices for meals or lifestyles by following oral directions (e.g., “Choose the healthier food for dinner: banana bread or carrots.”) categorize choices for meals or lifestyles and chart following oral directions evaluate choices for meals or lifestyles by following oral descriptions 6-8 match oral statements of scientific facts with illustrations (e.g., “White is made up of all colors.”) create scientific models based on illustrations and oral directions (e.g., “Show how light or sound travels;” “Show how the earth goes around the sun.”) classify examples of properties (of light, sound, stars or planets) based on illustrations and oral directions apply oral descriptions of properties (of light, sound, stars or planets) to everyday life seek explanations of the properties (of light, sound, stars or planets) through oral scenarios 9-12 collect and prepare real-life materials needed for scientific experiments based on oral directions replicate scientific experiments using real-life materials based on oral directions build different hypotheses based on oral descriptions of science issues match different oral explanations of the results with evidence of the findings conduct scientific inquiry using multimedia resources that include oral input

Compare Large Scale and Classroom Frameworks

Two Assessment Frameworks The Classroom Framework: Capitalizes on performance-based, hands-on learning Encourages student self-assessment and reflection Incorporates learning strategies Integrates technology through the use of multi-media Acknowledges process writing and long term content-based projects Serves as a resource for all teachers

The Large-Scale Assessment Framework: Addresses the products of learning Includes a range of cognitive engagement across language proficiency levels Is supported graphically or visually at the lower language proficiency levels Ensures the use of grade level materials at the uppermost language proficiency level Serves as a resource for all teachers

There are more than 800 examples (Model Performance Indicators)… They: Form developmental strands (across the 5 levels of language proficiency) that reflect the second language acquisition process Describe how students can use the language associated with a given standard and language proficiency level within a language domain Consist of a language function and content stem Provide the anchors for curriculum, instruction, and assessment

The Model Performance Indicators Consist of Two or Three* Elements: The language function describes how students use language - the intent of the communication The content stem specifies the context or topic that is addressed - a curricular kernel The strategy or support *

Model Performance Indicators Grade Level Cluster 6-8 Standards 4: (the language of) Science ___________________________ Language Proficiency Level: 3 Developing Language Domain: Reading _____________________________ Identify characteristics and conditions related to natural disasters based on text and pictures The language function The content stem The type of support

Activity 3 Identify other language functions from the classroom framework

Examples of Types of Support? Visual… Graphic… Interactive…

Model Performance Indicators Grade Level Cluster 6-8 Standards 4: (the language of) Science ___________________________ Language Proficiency Level: 3 Developing Language Domain: Reading _____________________________ Identify characteristics and conditions related to natural disasters based on text and pictures The language function The content stem The type of support

The $64,000.00 Question Where will additional content stems be found?

Content vs. Language Objectives Content Objectives Language Objectives What you will learn: Math Science Social Studies Language Arts How you will use: Listening Speaking Reading Writing in your learning

Content vs. Language Objectives Content Objectives Language Objectives Grade 3 Science: Students will gain an understanding of the water cycle Grade 10 Social Studies: Students will gain an understanding of the Monroe Doctrine and the events leading up to it From the WIDA ELP Standards Language use activities Listening Speaking Reading Writing

WIDA and SIOP Perfect Partners

Lesson Plans that Work for ELLs: The SIOP Model Lesson Preparation Content objective (from State Standards) Language objective (from the WIDA ELP Standards) Building Background Schema Activation/Cultural relevance Grammar Vocabulary

An Example Strand from Grade 3 Life Science 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 Content Standard: 3-5 make collections, organize, and identify natural phenomena (such as leaves, insects, or rocks) describe natural phenomena from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”) report on the physical relationships among natural phenomena

Activity 4: Grade 3 Life Science Content Standard: States of matter. 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 3-5 make collections, organize, and identify natural phenomena (such as leaves, insects, or rocks) describe natural phenomena from real-life examples (e.g., “This leaf has five points.”) describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”) compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”) report on the physical relationships among natural phenomena

Navigating the WIDA website www.wida.us