1. NC Common Core English language development
WIDA Standards
Helen Atkins
ESL Program Facilitator

2. Learning objectives: I can:
Distinguish academic language that is critical for ELLs to learn in my class
Use WIDA model performance indicators (MPIs) to create or adapt lesson objectives for ELLs at various proficiency levels
Will be able to implement a new strategy for my ELLs as as result of this session
Remember two vocabulary words pertinent to today’s lesson:
defenestrate
purchase

3. WIDA Consortium North Carolina
joined World-Class Instructional Design and Assessment (WIDA) Consortium 2008
adopted WIDA English Language Proficiency Standards School Year
implemented the ACCESS test in 2008/2009
adheres to Federal mandate of testing ELLs annually with the state mandated ACCESS test.

4. Four Language Domains

5. Language domains~
Receptive Language
Productive Language
Reading
Writing
Listening
Speaking

6. WIDA English Language Proficiency Scale
WIDA utilizes a proficiency scale which describes what a student can do in English at different stages of language development. The scales help teachers and students set language learning goals, evaluate progress and know when a goal has been achieved.
Several tools which will be discussed later will deepen your understanding of how proficiency levels are used with students and in testing.
For now, it is important to understand that:
• what a student can do with language in the Entering stages of language acquisition are limited.
• skills increase as the proficiency level increases.
reaching describes the English ability of ELLs at the highest level of proficiency.

7. CAN DO Descriptors for the Levels of English Language Proficiency, PreK-12
Entering
Level 2
Beginning
Level Three
Developing
Level 4
Expanding
Level Five
Bridging
Level 6 Reaching
LISTENING
_Point to stated pictures, words, phrases
_Follow one-step oral directions
_Match oral statements to objects, figures or illustrations
_Sort pictures, objects according to oral instructions
_Follow two-step oral directions
_Match information from oral descriptions to objects, illustrations
_Locate, select, order information from oral descriptions
_Follow multi-step oral directions
_Categorize or sequence oral information using pictures, objects
_Compare/contrast functions, relationships from oral information
_Analyze and apply oral information
_Identify cause and effect from oral discourse
_Draw conclusions from oral information
_Construct models based on oral discourse
_Make connections from oral discourse
SPEAKING
_Name objects, people, pictures
_Answer WH-(who, what, where, when, which) questions
_Ask WH questions
_Describe pictures, events, objects, people
_Restate facts
_Formulate hypotheses, make predictions
_Describe processes, procedures
_Retell stories or events
_Discuss stories, issues, concepts
_Give speeches, oral reports
_Offer creative solutions to issues, problems
_Engage in debates
_Explain phenomena, give examples and justify responses
_Express and defend points of view
READING
_Match icons and symbols to words, phrases or environmental print
_Identify concepts about print and text features
_Locate and classify information
_Identify facts and explicit messages
_Select language patterns associated with facts
_Sequence pictures, events, processes
_Identify main ideas
_Use context clues to determine meaning of words
_Interpret information or data
_Find details that support main ideas
_Identify word families, figures of speech
_Conduct research to glean information from multiple sources
_Draw conclusions from explicit and implicit text
WRITING
_Label objects, pictures, diagrams
_Draw in response to a prompt
_Produce icons, symbols words, phrases to convey messages
_Make lists
_Produce drawings, phrases, short sentences, notes
_Give information requested from oral or written directions
_Produce bare-bones expository or narrative texts
_Compare/contrast information
_Describe events, people, processes, procedures
_Summarize information from graphics or notes
_Edit and revise writing
_Create original ideas or detailed responses
_Apply information to new contexts
_React to multiple genres and discourses
_Author multiple forms/genres of writing
Can Do Descriptors denote what a student can do writing, reading, speaking and listening at the various levels of English Language
Proficiency PreK-12.
Can Do Descriptors help teachers to establish an ELL Plan.
Scores come from the State mandated ACCESS test which is a Federal requirement
Scores denote levels on Can Do Descriptors
Which assist with creating an ELL Plan
Pink handout

8. ELLs Require Different Teaching
12th grade
Pre-K
Reaching
Entering
Beginning
Developing
Expanding
Bridging
Academic expectations may be illustrated as a vertical continuum. In this continuum the focus is on content in the Common Core State Standards and NC Essential Standards.
English language proficiency levels demonstrate a horizontal progression of gradual acquisition  of the English language within a grade level.  ELLs follow a continuum of language development as described by the six levels of English language proficiency.
In order to navigate these two progressions ELLs  must move forward in learning grade level content, while at the same time developing academic language proficiency. It is critical to accelerate ELLs learning and minimize foundational gaps by ensuring they have access to content.

9. NC ELD SCS (WIDA ELP Standards)
Social and Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Now we are layering on things specific to each content area….
Communicate information, ideas and concepts for academic success in the various content areas. What does communicate mean???
General academic language for writing, thinking, reading, writing
Blue handout—Figure 2A

10. Performance Definitions
Third Bullet Refers to Language Control
First Bullet
Refers to Vocabulary Usage
Second Bullet Refers to Complexity of Language
Think in terms of what to use/what to expect
When you are looking at Language Control you are looking at comprehensibility. You are asking such things as “Do students…”
•Use transitions to connect and organize ideas (furthermore, as a result, however)
•Go out of their comfort zone (good v. nutritious)
Many times students don’t take risks because they are afraid to make mistakes. They only produce what they feel will be correct. They do not want to make mistakes. The teacher needs to be aware of this and provide an environment which will allow the student to experiment with language and support he students as they do so.
•Select correct word forms (significant/significance, contribute/contribution)
•Use correct punctuation
So, are your students communicating comprehensibly?”
Blue handout

11. Vocabulary Activity: “Yesterday I eat good meal at restaurant.”
LEP STUDENT:
6th grade, with a Composite Proficiency Level on ACCESS of 1.9
“Yesterday I eat good meal at restaurant.”
As the teacher of this student and within the framework of SOCIAL and INSTRUCTIONAL language address the following (with a small group).
Explain a strategy or path that you might take to assist this student
Create a more vocabulary rich sentence based on the student’s CPL
Use Performance Definitions as needed!

12. Activity: Language complexity
I go store. I get flour. I get eggs. I get milk. I cook cake.
I go to the store to get flour and eggs and milk. I cook cake.
I will go to the store to buy some flour and eggs and milk to bake a cake.
I will go to the store to buy some flour, eggs and milk because I plan to make a cake.
I must go to the store to buy some ingredients because I am going to bake a delicious chocolate cake.

13. Need we comment any further?
Language Control
Need we comment any further?

14. Something practical for my classroom
Ye Ling
Reading: 3.0
Writing: 2.1
Listening: 4.2
Speaking: 1.9
Jose Garcia
Reading: 2.6
Writing: 1.2 Listening: 3.1
Speaking: 2.0

15. JG YL YL JG JG YL JG YL

16. Objectives: Content and Language
Content Objective:
I can + verb + topic + support
Language Objective:
I can + language function+ topic + support
Content Objective:
I can explain the stages of the water cycle with a partner using a flow map and a word bank.
Language Objective:
I can discuss the stages of the water cycle using sequence words with a partner using a flow map and a word bank.
Because the WIDA standards are designed to be used by ALL teachers of ELLs , this module is designed to give us a common language to discuss lesson objectives.
Think about content objectives in the following format “I CAN” + verb + topic + support.
The verb is what you expect the student to do with the content topic, for example, compare, solve, analyze, and summarize.
The topic is the focus of the lesson as derived from the new standards.
Supports help make the verb and topic accessible. More than one support may be needed for students at earlier levels of language proficiency.  A Level I Entering student may need simplified text, pictures, and sentence frames.  Fewer supports are necessary for students at more advanced levels of language proficiency.
Language objectives have the same format as content objectives, but the verb is a specific language function.  A language objective may be included in content lessons to bring attention to student engagement with the academic language necessary to demonstrate mastery of the lesson. Language objectives are central to ESL lesson planning and delivery.
The language function describes how the student communicates.
The language function correlates to a student’s language proficiency in different domains – reading, writing, listening, and speaking.
The topic is the subject area concept of the lesson.
Supports may be graphic, interactive, and/or sensory. More than one support may be needed for students at earlier levels of language proficiency. Fewer supports will be necessary for students at more advanced levels of language proficiency.
In each of the following content-specific examples the content objective refers to what is central to the lesson. The language objective represents the teaching of the academic language of the content area. This objective could be part of the content or ESL lesson.

17. Content Objective:
I can explain the stages of the water cycle with a partner using a flow map and a word bank.
Language Objective:
I can discuss the stages of the water cycle using sequence words with a partner using a flow map and a word bank.
topic
Language function
support
topic
Language function
support
Because the WIDA standards are designed to be used by ALL teachers of ELLs , this module is designed to give us a common language to discuss lesson objectives.
Think about content objectives in the following format “I CAN” + verb + topic + support.
The verb is what you expect the student to do with the content topic, for example, compare, solve, analyze, and summarize.
The topic is the focus of the lesson as derived from the new standards.
Supports help make the verb and topic accessible. More than one support may be needed for students at earlier levels of language proficiency.  A Level I Entering student may need simplified text, pictures, and sentence frames.  Fewer supports are necessary for students at more advanced levels of language proficiency.
Language objectives have the same format as content objectives, but the verb is a specific language function.  A language objective may be included in content lessons to bring attention to student engagement with the academic language necessary to demonstrate mastery of the lesson. Language objectives are central to ESL lesson planning and delivery.
The language function describes how the student communicates.
The language function correlates to a student’s language proficiency in different domains – reading, writing, listening, and speaking.
The topic is the subject area concept of the lesson.
Supports may be graphic, interactive, and/or sensory. More than one support may be needed for students at earlier levels of language proficiency. Fewer supports will be necessary for students at more advanced levels of language proficiency.
In each of the following content-specific examples the content objective refers to what is central to the lesson. The language objective represents the teaching of the academic language of the content area. This objective could be part of the content or ESL lesson.
Language of Science

18. (As a result of __________________, the colonists _______________.)
Content Objective:
I can describe the causes of the American Revolution to a partner using a cause and effect chart.
Language Objective:
I can describe the causes of the American Revolution to a partner using Using the language/vocabulary of cause and effect in sentence frames with a partner.
(As a result of __________________, the colonists _______________.)
Any thoughts with content objectives, language objectives and how they relate to Common Core?
Language Function
Topic
Support
Language of Social Studies

19. Model Performance Indicators from WIDA
Language Function
Example Topic
Support
Describe representations of basic operations from pictures of everyday objects and oral descriptions.
Elements of an MPI:
Language function
Topic
Support
Standards Reference:
Standard 3: The Language of Mathematics
Grade level cluster: 1-2
Language domain: Speaking
English language proficiency: Level 3--Developing
Example Topic: Basic Operations

20. “There are three dogs in all.”
“There are a total of three dogs.”
General Language: in all, altogether
Specific Language: total
Technical Language: sum

21. Why do you think WIDA only wrote/provided samples?
Look at Sample MPIs from WIDA
Why do you think WIDA only wrote/provided samples?

22. Example Context for Language Use
Standards Connection
New Elements in 2012
Grade: 7
ELD Standard 5: The Language of Social Studies
Connection
Common Core Reading Standards for Literacy in History/Social Studies: Integration of Knowledge and Ideas #7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital text.
Example Topic
Level 1
Entering
Level 2
Emerging
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Level 6 - Reaching
READING
Agriculture
Identify agricultural icons using visual or graphic support (e.g., on maps or graphs)
Locate resources or agricultural products using visual or graphic support
Distinguish among resources or agricultural products using visual or graphic support
Find patterns associated with resources or agricultural products using visual or graphic support
Draw conclusions about resources or agricultural products on maps or graphs from grade-level text
Topical Vocabulary: Students at all levels of English language proficiency are exposed to grade-level words and expressions, such as: agricultural product, natural resource
Cognitive Function: Students at all levels of English language proficiency ANALYZE the importance of agricultural resources to regional economies.
Example Context for Language Use: Students read informational texts and related websites about crops or agricultural products to use maps or create charts.
3-5 mins
This slide is from Margo Gottlieb, WIDA Lead Developer. Take a minute and look at this slide. How is it different from what you are used to seeing?
For each grade level, there is a sample amplified strand where several new elements have been added:
Direct connection to the CCSS and other state content standards
Cognitive function across the levels of language proficiency
Topical, grade-level vocabulary related to the content-based example
Context for language use descriptive of the genre/text type, register, roles and identities, and tasks in which the strand is situated
And where the three criteria that constitute the Performance Definitions, Discourse Complexity, Language Forms and Conventions, and Vocabulary Usage, are exemplified.
READ: It is important to note that the language shown at each level of the amplified matrices represents an example, and that educators may choose to focus on different aspects of the criteria in working with students at each level of language proficiency.
Topical Vocabulary
Cognitive Function
Example Context for Language Use
WIDA Consortium

23. Reflective Activity: Read the passage Take quiz
Exchange papers with neighbor so neighbor can grade your paper

24. Every Saturday night four good friends get together
Every Saturday night four good friends get together. This particular Saturday, Ken was sitting in his living room writing some notes when Jerry, Mike, and Pat arrived. He quickly gathered the cards and stood up to greet his friends at the door. They followed him into the living room but as usual they couldn’t agree on exactly what to play. Jerry eventually took a stand and set things up. They began to play. At one point, Mike glanced over at Pat’s hand and noticed the diamonds. As the night progressed the tempo of play increased. When there was a lull in the activity, Jerry pondered the arrangement in front of him. Mike interrupted Jerry’s reverie and said, “Let’s hear the score.” They listened carefully with some more pleased than others. Two hours after they arrived, they left, exhausted but generally happy.
Can you think of lessons you have prepared that might have been improved by way of simple strategies such as relia?

25. GROUP ACTIVITY In small groups:
Spend 10 minutes coming up with a lesson that focuses on ONE domain.
Be sure to include necessary academic language
Write an MPI for your lesson

26. Session Review:
Distinguish academic language that is critical for ELLs to learn in my class
Use WIDA model performance indicators (MPIs) to create or adapt lesson objectives for ELLs at various proficiency levels
Will be able to implement a new strategy for my ELLs as as result of this session
Recall the meaning of two vocabulary words
defenestrate
purchase
Review as you would review in class---have a participant do

27. Ticket out the door----
Based on our hour together, name one idea or strategy that you could implement tomorrow that would benefit the ELLs in your classroom.

28. Helen Atkins: hjones@chatham.k12.nc.us
Resources:
WIDA
NC DPI ESL
Helen Atkins: