1. Margaret Adams Jennifer McCabe Malden Public Schools
Nuts and Bolts of WIDA
Margaret Adams
Jennifer McCabe
Malden Public Schools

2. Day One Agenda
Foundation of the English Language Proficiency (ELP) Standards:
Sociocultural Context
Academic Language and Content Knowledge
Organization and Structure of the WIDA English Language Development (ELD) Standards:
Frameworks, Clusters, and Domains
English Language Proficiency (ELP) Levels and Performance Criteria
Organization and Elements of the Model Performance Objectives (MPIs)

3. Objectives
Understand the importance of the sociocultural context in learning academic language.
Create an awareness of the multiple language skills embodied in the term academic language.
Make connections between specific content areas and the associated academic language.
Understand how the ELD Standards are organized.
Know and explain performance criteria for each English language proficiency level.
Know and identify the elements of a Model Proficiency Index (MPI) and the purpose for using them.

4. Academic Language in Context
Language of
Reading, Writing &
Communicating
Language of
Social Studies
Language of
Science
Language of
Mathematics
General academic language for
knowing, thinking, reading, writing, visualizing
Language of
the Arts
World Languages
Language of Health
and P.E
Foundation of home and community
language and cultural factors
(rainbow fly in) There is specific language in each of the standards disciplines, but the language often remains implicit in curriculum and instruction.   It is important to explicitly plan for teaching academic language for ALL of our students, but specifically for ELs.
(bottom oval) The important connections to make are that language begins  with the cultural and community language foundation. Then…
(middle oval)  Builds with explicit English language development, and finally…
(top oval) There is also more general academic language for knowing, thinking, reading, writing, and visualizing.   This is needed in order for students to access the content.
Adapted from Zwiers (2008) 4

5. The Social and Cultural Foundations of the English Language Development Standards

6. Register
Who is the audience?
Formal versus informal register

7. Genre/Text Types
What is the subject matter? How is it organized?

8. Topic
What is the communication all about?

9. Task/Situation
What language does the situation demand?

10. Identities/Social Roles
How is the environment organized?
Before we can talk about the standards, how is language being used in your context?

11. Activity
Social and Cultural Language Contexts For one of the context below, consider the register, genre/text type, topic, task/situation and identities/social roles. 1. Car Dealers 2. Supermarkets 3. Beauty Salon/Barber Shop 4. Walmart 5. Doctor’s Office

12. The Academic Language Foundations of the English Language Development Standards

13. An Apple Re: Language Proficiency
Number ones- Describe the apple
Number Two-Describe the apple as a poet
Number three-Describe the apple as a mathematician
Number four-Describe the apple as a scientist
What did you say?
Did you feel uncomfortable with the role you had?
The ELL teacher may not know the content and the academic teacher may not know the language demands of the academic content.

14. Activity: An Apple Re: Language Proficiency
Get in a group of four.
Number one- Describe the apple.
Number Two-Describe the apple as a poet.
Number three-Describe the apple as a mathematician.
Number four-Describe the apple as a scientist.

15. Language Across the Curriculum
With a partner, discuss the essential questions:
What constitutes Academic Language Proficiency?
What constitutes Academic Content Knowledge?
What is the relationship between Academic Language and Academic Content Knowledge?

16. Activity:
As you watch the video, consider the academic language needed: Discourse Level (Quantity and variety of oral and written text) Sentence Level (Types, array, and use of language structures) Word/Phrase Level (Specificity of word or phrase choice)

17. Academic Content/Language in Science

18. Academic Language/Content in Math

19. Putting this Together
To ensure content is comprehensible for ELLs consider:
Does the ELL have English Academic Language?
Does the ELL have the necessary content knowledge to do the task? If not, how can his/her schema in that that content be built?

20. MEPA Assessment
Write your answer to writing-prompt question 4 in the space provided on page 12 of your Practice Test Answer Sheet at the end of this test.
Think about which subject you consider the most important subject in school. Write a composition telling which subject you think is most important and explain why you think it is so important.

21. MEPA Assessment
Which sentence is written correctly? A. The family sitting down to dinner, and Aunt Marie joining them. B. As the family sat down to dinner, and Aunt Marie joined them. C. The family sitting down to dinner. And Aunt Marie joined them. D. As the family sat down to dinner, Aunt Marie joined them.

22. Tiered Test Items
Each sample test item is placed on a tier A, B and C The following Tier B test samples contain test items that address M.P.I levels 2,3, and 4

23. WIDA Access Math/Reading Examples Grades 6-8

28. The Bottom Line
In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they must master academic language.

29. A Definition for Academic Language
With a partner come up with a concise, precise definition of academic vocabulary.
Academic language refers to the abilities to construct meaning from oral and written language, relate complex ideas and information, recognize features of different genre, and use various linguistic strategies to communicate.

30. A WIDA Definition for Academic Language
Academic language refers to
the abilities to construct meaning from oral and written language
relate complex ideas and information
recognize features of different genre (text types)
use various linguistic strategies to communicate.

31. Introduce the Features of Academic Language.
WIDA Consortium

32. Organization and Structure of the WIDA

33. Structure of the WIDA Standards
Content Area Frameworks
ELD Standards
Grade level Cluster
Language Domain
English Language Proficiency Level
Performance Indicator
Grade Level Clusters (5)
In between Framework level and MPI level, there are several levels of organization to the standards.
The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 33

34. ELD vs. State Standards WIDA ELD Standards-Focus on Academic Language
State Content Standards-Focus on Academic Content Achievement

35. ELD and State Content Standards
ELD Standards
Academic Language Proficiency
State Content Standards
Academic Achievement
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts
Tied to a state’s English language development standards (WIDA)
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum
Tied to a state’s academic content standards and Common Core Curriculum Standards

36. Why the WIDA ELD Standards?
English attainment for academic success
Yardstick measure for progress in language domains
Resource anchored in academic standards
Federal law compliance

37. WIDA’s 5 ELD Standards Standard 1
ELLs communicate for Social and Instructional purposes within the school setting.
Standard 2
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
Standard 4
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

38. WIDA’s ELD Standards Academic Language
Social Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Quickly go over the five standards and highlight that the five standards have NOT changed.
Academic Language

39. Two Standards Frameworks
Summative
Formative
Is amenable to large scale testing under standardized conditions
Includes visual and graphic support
Contains model performance indicators that are observable and measurable
Corresponds to everyday classroom practice
Includes visual, graphic, and interactive supports
Contains model performance indicators that include strategies, technology, and long-term projects

40. Structure of the WIDA Standards
Content Area Frameworks
ELD Standards
Grade level Cluster
Language Domain
English Language Proficiency Level
Performance Indicator
Grade Level Clusters (5)
In between Framework level and MPI level, there are several levels of organization to the standards.
The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 40

41. The Grade-Level Clusters
PreK-K
1-2
3-5
6-8
9-12
And, finally, as you recall, there are 4 grade-level clusters in the 2004 Edition of the WIDA ELP Standards. The 2006 Edition includes 5 grade-level clusters with the addition of the PreK-K cluster. 41

42. Structure of the WIDA Standards
Content Area Frameworks
ELD Standards
Grade level Cluster
Language Domain
English Language Proficiency Level
Performance Indicator
Grade Level Clusters (5)
In between Framework level and MPI level, there are several levels of organization to the standards.
The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 42

43. 4 Language Domains Listening Speaking Reading Writing
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
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Reading
Do all language domains develop at the same rate?
Is there a typical order in which domains are developed?
How are domains taken into account when we talk about a proficiency level? (e.g. “Maria is a 2.4, and so is Jose!”)
Writing
Engage in written communication in a variety of situations for a variety of purposes and audiences

44. Language Domains Considerations
Do all language domains develop at the same rate?
Is there a typical order in which language domains are developed?
Can language proficiency vary by language domains?

45. Structure of the WIDA Standards
Content Area Frameworks
ELD Standards
Grade level Cluster
Language Domain
English Language Proficiency Level
Performance Indicator
Grade Level Clusters (5)
In between Framework level and MPI level, there are several levels of organization to the standards.
The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 45

46. Levels of English Language Proficiency
EMERGING
The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services.
Every ELL Deserves Exceptionally Brilliant Resources. 46

47. Criteria for Performance Definitions1 2 3 4 5 6
REACHING
ENTERING
EMERGING
DEVELOPING
EXPANDING
BRIDGING
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
The criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
It is upon these three criteria that the rubrics for Writing and Speaking are based.
WIDA Consortium 47 47

48. This slide is meant for general review/overview of the defining features of language within social and cultural contexts. Be sure to remind participants of the importance of register, genre/text type, topic, task/situation, participants’ identities, and social roles as indicated on the laminated cards from the previous day.
WIDA Consortium

49. English Language Proficiency Level
Discourse Level: Linguistic Complexity
Sentence Level: Language Forms and Conventions
Word/Phrase Level: Vocabulary Usage
Level 6: Reaching Students have met all criteria through Level 5-Bridging.
Level 5
Bridging
Complex discourse
Language comparable to English peers
Specialized and technical vocabulary
Level 4
Expanding
Moderate discourse
Language with minimal errors
Specialized and some technical vocabulary
Level 3
Developing
Series of related sentences
Meaning overrides communication errors
General and some specific vocabulary
Level 2
Emerging
Phrases, short sentences
Language with errors inhibiting communication
High frequency vocabulary
Level 1 Entering
Single Words
Memorized language
Most common vocabulary

50. Levels of English Language Proficiency
Linguistic Complexity
Discourse Level: Amount and quality of speech or writing for a given situation
Complex discourse
Moderate discourse
EMERGING
Series of related sentences
The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services.
Phrases, short sentences
Single Words 50

51. Levels of English Language Proficiency
Language Forms and Conventions
Sentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language
Language comparable to English peers
Language with minimal errors
EMERGING
Meaning overrides communication errors
The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services.
Language with errors inhibiting communication
Memorized language 51

52. Levels of English Language Proficiency
Vocabulary Usage
Word/Phrase Level: The specificity of words or phrases for a give context
Specialized and technical vocabulary
Specialized and some technical vocabulary
EMERGING
General and some specific vocabulary
The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services.
High frequency vocabulary
Most common vocabulary 52

53. Functional Components of Academic Language
This slide is a reminder of how the defining features are embedded in social and cultural contexts.
Providing Access to Academic Achievement Through Language Development 53

54. Performance Criteria Relationships
Discourse Level
Word/Phrase Level
Sentence Level

55. Activity: Features of Academic Language in Action
As you watch the video of student, consider the level of language at the following levels:
Discourse Level
Sentence Level
Word/Phrase Level

56. Structure of the WIDA Standards
Content Area Frameworks
ELD Standards
Grade level Cluster
Language Domain
English Language Proficiency Level
Performance Indicator
Grade Level Clusters (5)
In between Framework level and MPI level, there are several levels of organization to the standards.
The organization of the standards is hierarchical. At the highest level, the standards are general statements about a broad range of communicative proficiency in a particular content area. As the standards drill down to the Model Performance Indicators they become much more specific about the particular kind of language proficiency being addressed. 56

57. Introducing the “after”!
The new Performance Definitions explicitly highlight the features of academic language (performance criteria) and they are broken down by receptive and expressive domains.
Highlight the use of the wording “toward the end of a given level of ELP, and with instructional support…”
Also highlight the “within sociocultural contexts for language use.”

59. Activity: Using WIDA Performance Definitions
Using the topic of the water cycle, what could a student at each level complete in each of the language domains?

60. Water Cycle

61. Language Proficiency Level
Speaking and Writing
Listening and Reading
Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Emerging
Level 1
Entering

62. Activity: Which English Language Proficiency Level?
Referring to the English Performance Level Definitions, record the English language proficiency level a student would need to perform each activity independently.

63. Pick the ELP Level Activity
Classroom Activity
English Language Proficiency Level
At what level, could a student complete the activity independently?
How might you differentiate this task for a more proficient student and/or less proficient student.
Explain how to solve a math story problem.
Write an essay explaining how the 3 branches of government are alike and different.
Prepare a timeline labeling the era of the civil war.
Label the materials used to conduct an experiment in class.
Prepare a poster showing the water cycle.
Draw and name geometric shapes.
Write a persuasive letter to your state senator citing why an increase in funding for education is necessary.
Pick the ELP Level Activity

64. Organization and Elements of the Model Performance Indicators (MPIs)

65. Model Performance Indicators (MPIs)
Provide examples (models) of assessable language.
Reflect the second language acquisition process.
Describe how students can use the language (purpose).
Relate to specific criteria and elements of academic language.
Provide the anchors for curriculum, instruction, and assessment.
WIDA Consortium 65 65

66. Organization of MPIs within Standards
YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize
Use the stand to develop another resource.
Substitute “support” Using graphic support… add… “In Small groups”
WIDA Consortium 66 66 66

67. Organization of MPIs within Standards
STRAND
YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize
Use the stand to develop another resource.
Substitute “support” Using graphic support… add… “In Small groups”
WIDA Consortium 67 67 67

68. The Elements of the MPI
Model performance indicators consist of 3 elements:
The Language Function
The Content Stem or Sample Topic
The Support or Strategy
WIDA Consortium

69. Model Performance Indicators The Content Stem/Topic
Language Function
Support
Make lists of real-world examples of three-dimensional shapes from labeled models
This slide summarizes the MPI components.
The Content Stem/Topic
Standard 3: The language of Mathematics
Grade Level Cluster: 3-5

70. Model Performance Indicator (MPIs) Formula
Language Function
Topic
Support
Verb
Verbs
Topic from state standards
Scaffolding 70

71. A Model Performance Indicator
Grade Level Cluster: 1-2
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
Could students describe at level 1, 3 and 5?
WIDA Consortium

72. The Model Performance Indicator Language Function
WIDA Consortium

73. Language Function
Describes how language is used; not the cognitive task
Guides the language features that students should recognize or be able to produce
May be used across several different levels, though the language features associated at specific levels may be different
WIDA Consortium

74. The Model Performance Indicator Content Stem
WIDA Consortium

75. Content Stem
Helps ground language instruction to the content that students are learning
Relates to state or local content standards
Is grade level appropriate
WIDA Consortium

76. The Model Performance Indicator Support or Strategy
Activity: Group the participants into 3 groups. One group writes a language function, a scaffold, and a content area. The participants would then group themselves into MPIs. Then for each new MPI ask: What language domain is addressed in the PI?
What language proficiency does the PI pertain to?
What ELD standard is addressed?
Is the support appropriate?
WIDA Consortium

77. Support or Strategy May be visual, graphic or interactive
Are based on the concept of scaffolding new language and concepts
May include use of languages other than English
Are appropriate for instruction or assessment
WIDA Consortium

78. Elements of a Model Performance Indicator (MPI)

79. Language Functions Listen Point Match Locate Select Sort Respond
Identify
Draw/illustrate
Circle
Name
Recall
Retell
Define
Explain
Summarize
Role-play
Compare/contrast
Discuss
Express
Repeat
Copy
Trace
Analyze
Interpret
Justify/Defend
Elaborate
Critique
Narrate
Conclude
Convince
Reflect
Resolve
Infer
Compose
Synthesize
Hypothesize

80. Support or Strategy May be visual, graphic, or interactive
Are based on the concept of scaffolding new language and concepts
May include use of language other than English
Are appropriate for instruction or assessment

81. Examples of Sensory, Graphic and Interactive Supports
Sensory Supports
Graphic Supports
Interactive Supports
Real-life objects (realia)
Manipulatives
Pictures and Photographs
Illustrations, diagrams, and drawings
Magazine and Newspapers
Physical activities
Videos and Films
Broadcasts
Models and Figures
Charts
Graphic Organizers
Tables
Graphs
Timelines
Number Lines
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group structures
With the Internet (Websites) or software programs
In the native language
With mentors

82. Specific Examples of Sensory Supports
Supports related to the language of Language Arts
Supports related to the language of Mathematics
Supports related to the language of Science
Supports related to the language of Social Students
Illustrated word/phrase walls
Felt or magnetic figures of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photograph
Cartoons
Audio books
Songs/Chants
Blocks/Cubes
Clocks, sundials and other timekeepers
Number lines
Models of geometric figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
Scientific instruments
Measurement tools
Physical models
Natural models
Actual substances, organisms or objects of investigation
Posters/
Illustrations of processes or cycles
Maps
Globes
Atlases
Timelines
Multicultural artifacts
Aria and satellite photographs
Video clips

83. A Strand of Model Performance Indicators with an Example Topic
Emerging

84. A Strand of Model Performance Indicators
Emerging
Decreasing Support /Strategies
INCREASING LANGUAGE COMPLEXITY
Same topic

85. A Strand of Model Performance Indicators with an Example Genre
Emerging

86. A Strand of Model Performance Indicators with an Example Genre
Emerging
Decreasing Support /Strategies
INCREASING LANGUAGE COMPLEXITY
Same topic

87. Activity: Create PIs Create Performance Indicators (PIs).
Count off by threes.
All ones write a different language function on a card.
All number twos generate a topic or content stem.
All number threes write a support/scaffold.
Organize yourself into groups of three with one language function, one content stem/topic, and a support/scaffold.
Activity: Group the participants into 3 groups. One group writes a language function, a scaffold, and a content area. The participants would then group themselves into MPIs. Then for each new MPI ask: What language domain is addressed in the PI?
What language proficiency does the PI pertain to?
What ELD standard is addressed?
Is the support appropriate?
What English language proficiency level is the PIs appropriate?

88. REFLECTION:
Please answer the questions and turn in. Something that squares with my me… Something I see from a different angle… Something that is circling around in my mind… Thank you!

89. Day Two: Objectives Review the learnings from the previous day.
Make connections to content applications.
Understand the purpose and use of the CAN DO descriptors.
Apply, analyze, and problem solve the differentiation of academic content language through the ELD standard framework.
Synthesize the learnings for the day.

90. Agenda: Day Two
Implementation of the ELD Standards for differentiating academic content language through the Pyramids of Relationships
CAN DO Descriptors and transformed MPIs to lesson planning
Differentiation of academic content language through the ELD Standards framework.

91. Activity: Matrix Mingle
Move around the room to find other participants who can answer the question in each box.

92. Guiding Principles
WIDA’s Guiding Principles of Language Development Within a school Setting Concentric Circles using the 10 Guiding Principles

93. Activity: Concentric Circles
Number off by 2s.
Ones form an inside circle. Twos form an outside circle facing the ones.
Discuss with your partner what you believe the guiding principle you have means. What are the implications of the guiding principle for your teaching?
Move according to the facilitator’s directions.

94. Academic Language in Context
Language of
Reading, Writing &
Communicating
Language of
Social Studies
Language of
Science
Language of
Mathematics
General academic language for
knowing, thinking, reading, writing, visualizing
Language of
the Arts
World Languages
Language of Health
and P.E
Foundation of home and community
language and cultural factors
(rainbow fly in) There is specific language in each of the standards disciplines, but the language often remains implicit in curriculum and instruction.   It is important to explicitly plan for teaching academic language for ALL of our students, but specifically for ELs.
(bottom oval) The important connections to make are that language begins  with the cultural and community language foundation. Then…
(middle oval)  Builds with explicit English language development, and finally…
(top oval) There is also more general academic language for knowing, thinking, reading, writing, and visualizing.   This is needed in order for students to access the content.
Adapted from Zwiers (2008) 94

95. Pyramid of Relationships
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
WIDA Consortium

96. This slide is meant for general review/overview of the defining features of language within social and cultural contexts. Be sure to remind participants of the importance of register, genre/text type, topic, task/situation, participants’ identities, and social roles as indicated on the laminated cards from the previous day.
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
WIDA Consortium

97. Levels of English Language Proficiency
EMERGING
The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to levels 1 through 5. A student reaching level 6 shows no language characteristics that would distinguish him or her as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction. Note that a student at a lower level in the policy set by states or school districts may be designated as functionally able to participate in and benefit from regular classroom instruction and may, in fact, be exited from special English language services.
Every ELL Deserves Exceptionally Brilliant Resources. 97

98. Criteria for Performance Definitions1 2 3 4 5 6
REACHING
ENTERING
EMERGING
DEVELOPING
EXPANDING
BRIDGING
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
The criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
It is upon these three criteria that the rubrics for Writing and Speaking are based.
WIDA Consortium 98 98

99. Introduce the Features of Academic Language.
WIDA Consortium

100. Introducing the “after”!
The new Performance Definitions explicitly highlight the features of academic language (performance criteria) and they are broken down by receptive and expressive domains.
Highlight the use of the wording “toward the end of a given level of ELP, and with instructional support…”
Also highlight the “within sociocultural contexts for language use.”

102. Pyramid of Relationships
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
WIDA Consortium

103. CAN DO Descriptors
Describe how English Language Learners process and use language for each language domain and English Language Proficiency Level by grade cluster.

104. Activity: Getting to Know CAN DO Descriptors
Pick a grade level cluster that you work with.
Highlight going across each domain key difference to show increased linguistic and cognitive complexity.

105. Activity: Student Profile
Read a student profile.
Read a task.
Use the CAN DO descriptors.
Identify what the student can do at their level. What scaffolds or supports would help the student move to the next level?

106. CAN DO Descriptors
CAN DO Descriptors should be used in tandem with the Performance Definitions

107. Pyramid of Relationships
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
WIDA Consortium

108. WIDA’s 5 ELD Standards Standard 1
ELLs communicate for Social and Instructional purposes within the school setting.
Standard 2
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
Standard 4
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5
ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

109. WIDA’s ELD Standards Academic Language
Social Instructional Language
Language of Language Arts
Language of Mathematics
Language of Science
Language of Social Studies
Quickly go over the five standards and highlight that the five standards have NOT changed.
Academic Language
109

110. Pyramid of Relationships
This graphic illustrates how the breadth and depth of academic language (across the criteria of linguistic complexity, vocabulary usage, and language control) that students are expected to comprehend and produce increases as they advance in proficiency level.
WIDA Consortium

111. Organization of MPIs within Standards
YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize
Use the stand to develop another resource.
Substitute “support” Using graphic support… add… “In Small groups”
WIDA Consortium
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112. Organization of MPIs within Standards
STRAND
YOU can SWAP OUT the content stem or VERB: Change research---- to distinguish….. Analyze….Categorize
Use the stand to develop another resource.
Substitute “support” Using graphic support… add… “In Small groups”
WIDA Consortium
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113. The Elements of the MPI
Model performance indicators consist of 3 elements:
The Language Function
The Content Stem or Sample Topic
The Support or Strategy
WIDA Consortium

114. Level 3 Developing
Describe the relationship between two points on coordinate plan maps using a word bank and visual support.
Language Function
Content Stem
Support

115. MPIs Within Each Framework
Grade Level Cluster 6-8
Domain of Speaking
Level 2
Formative Framework
Grade Level Cluster 6-8
Domain of Speaking
Level 2
Summative Framework
State differences in temperature over time based on information from charts or graphs to a partner in L1 or L2.
Describe scientific inventions or discoveries based on illustrations.

116. Activity-Strand Review
Circle language function.
Underline topic.
Box support/scaffold.

117. Activity: Four Corners
Rate each MPI as true or false.
Make sure it has the three parts of an MPI.
Make sure the MPI matches the English language performance level.

118. Activity Create a PIs have the three components using your cube.
Write your PIs on a sentence strip.
Consider:
What language domain is addressed in the PI?
What language proficiency does the PI pertain to?
What ELD standard is addressed?
Is the support appropriate?
What English language proficiency level is the PIs appropriate?

119. Transformations
The power of the ELD standards is that they are designed to be flexible enough to meet the specific demands of a teachers curriculum and instructional goals. This is accomplished through transformations.

120. Amplified Strand

121. The Magic of Transformations
What are transformations?
Changes to one or multiple components or elements of the WIDA standards to create stronger connections to local curriculum and instruction and alignment with the Massachusetts Curriculum Frameworks.

122. TRANSFORMING THE MPIs
The MPIs in the WIDA Standards are a limited sample of indicators.
TRANSFORMATION is the method to create new indicators for classroom, district, and possibly even state wide use.

123. Three Transformations
There are three ways to transform a MPI.

124. Transformation in Function
Grade Level: Standard: 5
Language Domain: Writing
(From Compare to Evaluate)
Compare attributes of two products in the marketplace from illustrated examples
Evaluate attributes of two products in the marketplace from illustrated examples
Change the language function

125. Language Functions Across Proficiency Levels
Use words or phrases related to weather from pictures or photographs
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Grade level cluster 1-2

126. Language Functions Across Proficiency Levels
Make statements about weather from pictures or photographs
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Grade level cluster 1-2

127. Language Functions Across Proficiency Levels
Ask questions about weather from pictures or photographs
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Grade level cluster 1-2

128. Language Functions Across Proficiency Levels
Forecast weather and provide reasons from pictures or photographs
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Grade level cluster 1-2

129. Language Functions Across Proficiency Levels
Evaluate and weigh options related to weather forecasting
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Grade level cluster 1-2

130. Transformation in Content
Grade Level: 6-8 Standard 4 Language Domain: Reading (From Cycles/Processes to Ecosystems)
Predict consequences of alteration of cycles or processes from grade-level text
Predict consequences of alteration of ecosystems from grade-level text
Change the content

131. Transformation in Support
Grade Level: Standard 4
Language Domain: Speaking
(From with a partner to based on graphic support or pictures)
Outline steps of scientific inquiry involving elements or compounds with a partner
Outline steps of scientific inquiry involving elements or compounds based on graphic support or pictures
Change the support

132. Activity: Try Some Transformations
Transform the MPI using the graphic organizer.
Use your list of language functions and scaffolds to help you.

133. Building an Amplified Strand

134. Relationship Between Language Function and Cognitive Function
Important to remind participants here that underlying the language function (communication process) is the cognitive demand, which is applicable across all levels of English language proficiency.

137. MPI
STRAND

139. Activity: Label Components of Amplified Strand
On an amplified strand label:
Standards Connection
Topic Vocabulary
Cognitive Function
Language Domain
Example Context for Language Use
Model Performance Indicators
Strand of MPIs

141. Activity: Create an Amplified Strand
Choose a content area standard.
Choose a topic.
Choose a grade level.
Choose a language domain.
Using an amplified strand, develop PIs for the ELD proficiency level.
Choose a cognitive function.
Identify language.
Give an example context for language use.

142. The Life of a Performance Indicator
Content/Common Core Standard ELD Standard-MPI Unit/Lesson-PI Content/Language Objective

143. Introduce the new layout and highlight the new features.

147. Reflection: Give and Take
Write three learnings about WIDA.
Travel around the room sharing one of your learnings and adding to your list of learnings until you have 10 learnings.