English Language Proficiency Standards Language Acquisition is not an event; it is a process. it is a process.

Components for Success Effective Teaching Strategies Account- ability for Learning Data-Driven Decision Making Standards and Assessment

A standards-based system: Measures its success based on student learning rather than compliance with rules and regulations. Measures its success based on student learning rather than compliance with rules and regulations. Aligns policies, initiatives, curriculum, instruction, and assessments with clearly defined academic standards. Aligns policies, initiatives, curriculum, instruction, and assessments with clearly defined academic standards. Consistently communicates and uses standards to focus on ways to ensure success for all students. Consistently communicates and uses standards to focus on ways to ensure success for all students. Uses assessment to inform instruction Uses assessment to inform instruction

Why SBI benefits ELLs By focusing on detailed descriptions of expected understanding or learning targets SBI engages teachers in raising the expectations for all students engages teachers in raising the expectations for all students promotes the use of multiple assessment strategies which allow for students to reach proficient levels at different times and in a variety of ways promotes the use of multiple assessment strategies which allow for students to reach proficient levels at different times and in a variety of ways requires teachers to differentiate instruction to meet readiness levels, learning profiles, and interests of students. requires teachers to differentiate instruction to meet readiness levels, learning profiles, and interests of students. Laturnau, Joseph, Standards-Based Instruction for English Language Learners

Content Standards Content Standards define what students should know and be able to do. Benchmarks identify the expected understandings and skills for a content standard at different grade levels. Performance indicators describe how well students need to achieve in order to meet content standards.

English Language Proficiency Standards The WIDA ELP standards center on the language needed and used by ELLs to succeed in school. Performance indicators describe ELL’s understanding and use of English at each level of language proficiency.

AL COS 2 nd Grade Science Identify basic components of our solar system, including the sun, planets, and Earth's moon.

ELP Standard 4: the Language of Science, Formative Framework Grade Cluster: 1 – 2 Domain: Speaking Topic: Earth and sky Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Name objects of the earth and sky from observation, photographs or models. Describe objects of the earth and sky from observation, photographs or models (e.g., “The sun is big and yellow.”) State relationships between objects of earth or sky using diagrams, photographs or models (e.g., “Mercury is closest to the sun.”) Discuss and show changes in the earth and sky using diagrams, photographs or models (e.g., seasons, day/night) Report, with detail, on topics about the earth and sky (e.g., the Big Dipper) using diagrams, photographs or models.

National Standards for Reading Discern the most important ideas, events, or information, and summarize them accurately and concisely. Determine when, where, and why events unfold in the text, and explain how they relate to one another.

ELP Standard 2: the Language of Language Arts, Formative Framework Grade Cluster: Domain: Reading Topic: Adventures Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Identify words or phrases associated with adventures using visual support and word/phrase walls or banks. Answer WH- questions related to adventures using visual support (e.g. “Who is missing?”) and share with a peer. Sequence plots of adventures using visual support and share with a peer. Summarize plots of adventures using visual support and share with a peer. Identify cause and effect of events on characters in adventure stories.

WIDA ELP Standards 1. English language learners communicate for Social and Instructional purposes within the school setting 2. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts. 3. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. 4. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science 5. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies..

Organization of WIDA ELP Standards Grade Level Clusters Pre- K/ K Pre- K/ K 1 – 2 1 – 2 3 – 5 3 – 5 6 – 8 6 – Frameworks Formative: geared toward guiding student learning and teacher instruction. Summative: geared toward describing the outcomes of learning.

Organization of WIDA ELP Standards Language Domains Listening – process, understand, interpret, and evaluate spoken language in a variety of situations. 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. Speaking – engage in oral communication in a variety of situations for a variety of purposes and audiences. Reading - process, understand, interpret, and evaluate written language, symbols, and text with understanding and fluency. Reading - process, understand, interpret, and evaluate written language, symbols, and text with understanding and fluency. Writing – engage in written communication in a variety of situations for a variety of purposes and audiences. Writing – engage in written communication in a variety of situations for a variety of purposes and audiences. Language Proficiency Levels 1. Entering 2. Beginning 3. Developing 4. Expanding 5. Bridging 6. Reaching

Model Performance Indicator Language function: how students process or use language to communicate Language function: how students process or use language to communicate Example topic: identified from state academic content standards Example topic: identified from state academic content standards Support: sensory, graphic or interactive Support: sensory, graphic or interactive

ELP Standard 3: The Language of Mathematics. Formative Framework Grade Cluster: 9 – 12 Domain: Writing Topic: Scale and proportion Level: 2 Describe differences in figures or real-life objects based on scale and proportion.

ELP Standard 3: The Language of Math, Formative Framework Grade Cluster: Domain: Writing Topic: Scale and proportion Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Draw and compare dimensions (e.g., width, length, depth) of figures or real-life objects to scale. Describe differneces in figures or real- life objects based on scale and proportion. Compare/ contrast figures or real-life objects based on scale and proprtion. Give detailed examples from diagrams of the use of scale and proportion (e.g., in various occupations.) Report on designing models to scale and proportion (e.g., “If you were an architect…”)

Strands of MPIs Thematically connected through common example topics (based on state content standards) Thematically connected through common example topics (based on state content standards) Scaffolded from one language proficiency level to the next, based on criteria of the Performance Definitions Scaffolded from one language proficiency level to the next, based on criteria of the Performance Definitions Developmentally appropriate, designed for ELLs at a specific grade level cluster Developmentally appropriate, designed for ELLs at a specific grade level cluster Academically rigorous, with the highest level of English language proficiency corresponding to language expectations of proficient English speakers at the highest grade of the cluster Academically rigorous, with the highest level of English language proficiency corresponding to language expectations of proficient English speakers at the highest grade of the cluster

AL COS 3 rd Grade Math Demonstrate number sense by comparing, ordering, and expanding whole numbers through Comparing numbers using the symbols >,, <, =, and = Identifying the place value of any digit within a four-digit number. Identifying the place value of any digit within a four-digit number. Writing a four-digit number in words and locating it on a number line. Writing a four-digit number in words and locating it on a number line. Determining the value of a number written in expanded notation to the ten- thousandths place. Determining the value of a number written in expanded notation to the ten- thousandths place. Rounding whole numbers to the nearest ten and hundreds and money values to the nearest dollar. Rounding whole numbers to the nearest ten and hundreds and money values to the nearest dollar.

ELP Standard 3: The Language of Math, Grade Cluster: 3 - 5, Summative Framework Domain: Reading Topic: Large whole Numbers Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Identify large whole numbers from pictures and models (e.g. “This number has 7 places.” Identify large whole numbers from pictures or models and phrases or short sentences. Sort examples of large whole numbers from pictures or models and text (e.g. those more than and less than one thousand.) Compare examples of large whole numbers presented in pictures and text. Match situations to use of large whole numbers from grade- level text.

AL COS Social Studies, Grade 8 Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings. Comparing significant features of civilizations that developed in the Tigris- Euphrates, Nile, Indus, and Huang He River valleys. Comparing significant features of civilizations that developed in the Tigris- Euphrates, Nile, Indus, and Huang He River valleys. Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief system, government and military institutions, economic systems. Identifying on a map locations of cultural hearths of early civilizations. Identifying on a map locations of cultural hearths of early civilizations. Examples: Mesopotamia, Nile Valley

ELP Standard 5: The Language of Social Studies, Grade Cluster: 6 - 8, Formative Framework Domain: Writing Topic: Ancient Civilizations Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Identify features of ancient civilizations from illustrations and word/phrase banks and share with a partner in L1 or L2. Describe features of ancient civilizations using notes from graphic organizers and share with a partner in L1 or L2. Compare ancient civilizations using sentences from graphic organizers and share with a partner. Produce contrastive summaries of ancient civilizations using information from graphic organizers and share with a partner. Create historical essays descriptive of ancient civilizations.

For More Information Complete set of ELP standards Pre-K – 12 Complete set of ELP standards Pre-K – 12 Resource Guide for understanding the WIDA ELP Standards Resource Guide for understanding the WIDA ELP Standards ESL Department Leah Dobbs-Black. ESL Program Supervisor Leah Dobbs-Black. ESL Program Supervisor Mary Earley, ESL Resource Teacher Mary Earley, ESL Resource Teacher Cindy Cox, Part-time ESL Resource Teacher Cindy Cox, Part-time ESL Resource Teacher