1. N PSRC ® WIDA ® LANGUAGE PROFICIENCY STANDARDS FOR ELLs

2. ® WIDA ® English Language Proficiency Standards for ELLs Shannon Brayboy, Curriculum Specialist Purnell Swett High School

3. Overview of WIDA English Language Proficiency Standards Content Objectives Language Objective Participants will: Develop an overview of the WIDA language proficiency standards for ELLs. Develop an understanding of the levels of language proficiency and how they impact student learning Participants will: Be able to explain the importance of WIDA ELP standards for ELLs.

4. Before we begin… What do you know about WIDA & ELL?

5. Purpose of WIDA ELP Standards To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success 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 (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments

6. The Bottom Line In order for students to achieve academically and exhibit that learning on large-scale, high-stakes assessments, ELL MUST master Academic Language.

7. Language Versus 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. WIDA ELP standards focus on academic language; academic content standards focus on academic content.

8. NCSCOS vs. WIDA ELP Standards NCSCOS:  Are for ALL students  Guide the alignment of content curriculum  Guide content instruction  Comprise content specific objectives WIDA ELP Standards:  Are for ELLs  Work hand in hand with NCSCOS and with National ELP Standards  Guide district ESL curriculum and instruction  Include both content and language objectives

9. Content Objectives vs. Language Objectives Content Objectives (Academic Achievement) What students will learn  Created from NCSCOS  Reflects conceptual development  Content based  Taught by content teachers with the support of ESL teachers  Incorporated into district academic curriculum  Must be met by ALL students  Goal is to learn content Language Objectives (Academic Language) What language students will use in their learning  Created from WIDA ELP standards  Reflects various stages of language proficiency  Language based  Taught by both content and ESL teachers  Incorporated into district ESL curriculum  ELLs need these to help meet academic demands and standards  Goal is to acquire academic English proficiency

10. Overall Organization of Standards Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (6) MPIs are the lowest level of expression of the standards Model Performance Indicators

11. Two Frameworks Summative Provide teachers, students, and test developers with tools to help ELLs to demonstrate their progress with the English language ACCESS test, developed by WIDA, is NC large-scale annual K-12 ELP assessment Formative Corresponds to everyday classroom practice that Includes audio-visual and interactive supports to assist teaching and language acquisition

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

13. The Four Language Domains Listening Speaking Reading Writing

14. The WIDA ELP Levels 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHINGREACHING

15. These performances provide examples of ways to assist in: Linguistic Complexity Vocabulary Usage Language Control

16. Criteria for Performance Definitions 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 54321 6 REACHINGREACHING

17. WIDA’s levels of English language proficiency Entering (1) Reaching (6) The second language acquisition process involves the gradual scaffolding from: Explicit meaning Implicit meaning Concrete ideas & concepts Abstract ideas & concepts Single words and phrases Extended discourse Non-conventional forms TO Conventional forms General vocabulary Technical vocabulary Familiar situations Unfamiliar situations Informal registers Formal registers WIDA’s levels of English language proficiency Entering (1) Reaching (6) The second language acquisition process involves the gradual scaffolding from: Explicit meaning Implicit meaning Concrete ideas & concepts Abstract ideas & concepts Single words and phrases Extended discourse Non-conventional forms TO Conventional forms General vocabulary Technical vocabulary Familiar situations Unfamiliar situations Informal registers Formal registers The Continuum of Second Language Acquisition

18. MPI Model Performance Indicators (MPIs) in the ELP Matrix

19. Model Performance Indicators (MPIs) More than 1000 MPIs – examples (models) of assessable language skills Reflect the second language acquisition process Describe how students can use the language Provide the anchors for curriculum, instruction, and assessment

20. Model Performance Indicators Components (Science 6 th Grade) Analyze, identify, explain, distinguish, give examples, describe, predict, compare Language Function how ELLs process or use language to communicate in different situations Metric system, lava, magma, types of volcanoes, epicenter Example Topic Relates the context for language interaction within school Realia, peer work, small groups, videos, internet, pictures, graphic organizers, word banks Support Provides a necessary avenue for ELLs to access meaning

21. Model Performance Indicators (MPIs) English Language Arts Language Function Sequence Example Topic the events in a story Support using picture cards and oral descriptions

22. Model Performance Indicators (MPIs) Math Language Function Recognize and match Example Topic shapes and formulas Support using handmade geometric models.

23. Language Function Identity Example Topic atomic number, atomic mass, metals, and non-metals Support using flashcards from the periodic table. Model Performance Indicators (MPIs) Science PSRC WIDA Workshop I Train the Trainer 2011

24. CAN DO descriptors: What Are They and How Are They Used? …provide a collaborative tool for planning and differentiate instruction … can be shared with students and their families … provide indicators in each language domain, grade cluster, and level of language proficiency CAN DO Descriptors … facilitate teachers’ examination of the language domains

26.  Model performance indicators (MPIs) DO NOT cover complete range of situations teachers experience.  Transformations are used to adapt MPIs to specific teaching situations.  Changes may be made to one or more of the elements of an MPI (language function, topic or support). PSRC WIDA Workshop I Train the Trainer 2011 Aspects of Transformations

27. English Language Proficiency Standard 3: Mathematics. Classroom framework Grade Level Cluster: 4-5 Domain: SPEAKING Proficiency Level 3 Language function Content Stem / Sample Topic Support Tell a story / that involves a specific mathematical operation / with a partner Describe the steps that involve a specific mathematical operation with a partner Describe the steps to locate points using the coordinate plane with a partner Describe the steps to locate points using the coordinate plane in a small group Transforming an MPI within a Strand

28. COLLABORATION “Matthews … we’re getting another one of those strange ‘aw blah es span yol’ sounds.”

29. ELLs should have a consistent, continuous and challenging curriculum that addresses academic content and language development in English. Integrate WIDA standards with state academic standards Design or select common rubrics for performance assessment Ideas for Collaboration in Planning Instructional Assessment

30. Plan family involvement and community outreach about English language services Co-teach activities, tasks and projects Interpret results from ACCESS for ELLs to improve services Ideas for Collaboration in Planning Instructional Assessment

31. ACCESS Test Analysis Analysis of ELL students’ ACCESS test scores can help us address their learning needs. Let’s how!

32. WIDA (World-class Instructional Design and Assessment) ELP (English Language Proficiency) TESOL (Teachers of English to Speakers of other Languages) MPIs (Model Performance Indicators) ACCESS (Assessing Comprehension and Communication in English State-to-State / Large-Scale annual ELP assessment) Language Function (Compare, Predict, Explain....) Transformation (a method to change Model Performance indicators) Domains (Listening, Speaking, Reading, and Writing) Strand (a series of indicators from Levels 1-5 in one domain with the same topic. Key Vocabulary

33. RESOURCES PSRC WIDA Workshop I Train the Trainer 2011 World Class Instructional Design and Assessment: www.wida.uswww.wida.us Center for Applied Linguistics: www.cal.orgwww.cal.org A wealth of ESL resources from Clevelan County Schools http://mail.clevelandcountyschools.org/~atorres/S02D30DF3 Metritech, Inc.: www.metritech.comwww.metritech.com NCDPI Curriculum and Instruction (CAN DO Descriptor) http://esl.ncwiseowl.org/w_i_d_a/support_documents/ http://esl.ncwiseowl.org/w_i_d_a/support_documents/ WIDA Webinars Series: http://esl.ncwiseowl.org/webinars/widawebinarseries/http://esl.ncwiseowl.org/webinars/widawebinarseries/ Introduction to the WIDA ELP Standards (Webinar) http://wida.wceruw.org/standards/Tutorial/player.html http://wida.wceruw.org/standards/Tutorial/player.html Virginia Department of Education: http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml#

34. That’s all, Folks! QUESTIONS?