© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA English Language Development Standards

Intro to WIDA ELD Standards 2 WIDA Consortium WIDA Terms Why does WIDA distinguish between “language proficiency” and “language development?” WIDA uses the name English language development (ELD) standards to articulate the language acquisition process as fluid, flexible, and ongoing WIDA uses the term language proficiency to reflect a student’s current level in the language acquisition process at a particular point in time Levels 1-6 are still referred to as “proficiency levels” ACCESS for ELLs is an English language proficiency assessment

Intro to WIDA ELD Standards 3 WIDA Consortium Language & Content  Language proficiency involves the language associated with the content areas.  Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

Intro to WIDA ELD Standards 4 WIDA Consortium ELD & State Standards State Content Standards Academic achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum ELD Standards Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts

Intro to WIDA ELD Standards 5 WIDA Consortium Variations of Language Adapted from Zwiers (2008)

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12

Intro to WIDA ELD Standards 9 WIDA Consortium WIDA’s ELD Standards Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Intro to WIDA ELD Standards 10 WIDA Consortium GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy Organization of MPIs within the 2012 Standards STRAND MPI

Intro to WIDA ELD Standards 11 WIDA Consortium 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 Language Domains

Intro to WIDA ELD Standards 12 WIDA Consortium Language Domains

Intro to WIDA ELD Standards 13 WIDA Consortium COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer. SPEAKING Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 - Reaching State how energy transfers using visual supports (e.g., “heat,” “light,” “sound”) Give examples of how energy transfers using sentence frames and graphic supports Describe how energy transfers using sentence frames and graphic supports (e.g., “____ energy is transferred. ____ energy is stored.”) Compare and contrast how energy transfers using graphic supports Discuss how energy transfers using graphic supports TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation of energy, sound wave, kinetic energy, potential energy, thermal energy GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy CONNECTION: Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use representations of potential energy to construct an explanation of how much energy an object has when it’s in different positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation. EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy. Standards Connection Topic-related Language Cognitive Function Example Context for Language Use

Intro to WIDA ELD Standards 14 WIDA Consortium Standards Connection Provides a direct connection to grade-level content standards, including: The Common Core State Standards (CCSS) The Next Generation Science Standards Other state standards The example below draws from the CCSS:

Intro to WIDA ELD Standards 15 WIDA Consortium Example Context for Language Use Highlights the importance of teaching language in a meaningful context Provides examples for teachers to think about possible: instructional tasks audiences registers genres

Intro to WIDA ELD Standards 16 WIDA Consortium Cognitive Function Adopted terms from Bloom’s revised taxonomy All MPIs across a strand now relate to a common cognitive function Expect higher cognitive functioning from ALL students

Intro to WIDA ELD Standards 17 WIDA Consortium Cognitive Function

Intro to WIDA ELD Standards 18 WIDA Consortium Topic-Related Language Gives students access to a grade-level language-rich environment while they are acquiring English Grade 3 Language of Mathematics example: TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area

Intro to WIDA ELD Standards 19 WIDA Consortium The Elements of the MPI The Language Function The Content Stem/Example Topic The Support

Intro to WIDA ELD Standards 20 WIDA Consortium Elements of Model Performance Indicators The Model Performance Indicator (MPI) consists of three elements: Language function: describes how students use language to demonstrate their proficiency Content stem/example topic: specifies context for language instruction; derived from state content standards Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content

Intro to WIDA ELD Standards 21 WIDA Consortium Elements of MPIs Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Content Stem/Example Topic Language Function Instructional Support

Intro to WIDA ELD Standards 22 WIDA Consortium The Model Performance Indicator Language Function

Intro to WIDA ELD Standards 23 WIDA Consortium The Model Performance Indicator Content Stem

Intro to WIDA ELD Standards 24 WIDA Consortium The Model Performance Indicator Support or Strategy

Intro to WIDA ELD Standards 25 WIDA Consortium Support Examples

Intro to WIDA ELD Standards 26 WIDA Consortium Specific Examples of Sensory Supports

Intro to WIDA ELD Standards 27 WIDA Consortium Example Use of Graphic Organizers

Intro to WIDA ELD Standards 28 WIDA Consortium Expanded Strands “Expanded” strands display the features of academic language: Provide concrete examples of language at discourse, sentence, and word/phrase levels Show how MPIs are connected to Performance Definitions Inform teachers’ planning and instruction Linguistic Complexity (Discourse Level) Language Forms & Conventions (Sentence Level) Vocabulary Usage (Word/Phrase Level)

An Expanded Strand

Intro to WIDA ELD Standards 30 WIDA Consortium CAN DO Descriptors Provide teachers with information on the language students are able to understand and produce in the classroom in within all five ELD standards. Available in both English and Spanish for the following grade-level clusters: PreK-KGrades 6-8Grades 9-12 Grade 1-2Grades 9-12 Grades 3-5

Intro to WIDA ELD Standards 31 WIDA Consortium Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors:  Listening 4.1  Speaking 6.0  Reading 5.0  Writing 3.8

Intro to WIDA ELD Standards 32 WIDA Consortium

Intro to WIDA ELD Standards 33 WIDA Consortium