© 2007 board of regents of the university of wisconsin system, on behalf of the wida consortium ...
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© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
Lynore Carnuccio, WIDA ConsultantMariana Castro, Professional Development Consultant
Introduction to the WIDA English Language Proficiency Standards
Introduction to the WIDA ELP Standards 3WIDA Consortium / CAL / Metritech
Wisconsin (1)Delaware (2) District of Columbia (3) Rhode Island (4)Vermont (5)Maine (6)New Hampshire (7)Illinois (8)Alabama (9)New Jersey (10)Georgia (11)Oklahoma (12)Kentucky (13)North Dakota (14)Pennsylvania (15)
Virginia (16) South Dakota (17)
North Carolina (18) Mississippi (19)
The WIDA Consortium 2008
Introduction to the WIDA ELP Standards 4WIDA Consortium / CAL / Metritech
The Bottom Line
In order for students to achieve academically and exhibit that learning
on Large Scale, High Stakes assessment, they MUST master
Academic Language.
Introduction to the WIDA ELP Standards 5WIDA Consortium / CAL / Metritech
More on language proficiency vs content knowledge
How many different ways can you read the following mathematical expression?
3+2=
Introduction to the WIDA ELP Standards 6WIDA Consortium / CAL / Metritech
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.
Introduction to the WIDA ELP Standards 7WIDA Consortium / CAL / Metritech
The Language of Math
greater than[>] and less than[<]
NOT
6 [>/<] 5
Introduction to the WIDA ELP Standards 8WIDA Consortium / CAL / Metritech
The Language of Science
Introduction to the WIDA ELP Standards 9WIDA Consortium / CAL / Metritech
Why are English language proficiency (ELP) standards necessary?
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
Introduction to the WIDA ELP Standards 10WIDA Consortium / CAL / Metritech
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 (5)
Model PIs are the lowest level ofexpression of the standards
Model Performance Indicators
Introduction to the WIDA ELP Standards 11WIDA Consortium / CAL / Metritech
SummativeIs amenable to large-scale testing under standardized conditions
Includes visual and graphic supports
Contains model performance indicators that are observable and measurable
FormativeCorresponds to everyday classroom practice
Includes visual, graphic, and interactive supports
Contains model performance indicators that include strategies, technology, and long-term projects
Two Standards FrameworksTwo Standards Frameworks
Introduction to the WIDA ELP Standards 12WIDA Consortium / CAL / Metritech
The Five WIDA ELP Standards
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)
Introduction to the WIDA ELP Standards 13WIDA Consortium / CAL / Metritech
The Four Language Domains
Listening
Speaking Reading Writing
Introduction to the WIDA ELP Standards 14WIDA Consortium / CAL / Metritech
The Grade-Level Clusters
The 2007 WIDA ELP Standards are clustered:
PreK−K
Grades 1−2
Grades 3−5
Grades 6−8
Grades 9−12
Introduction to the WIDA ELP Standards 15WIDA Consortium / CAL / Metritech
The WIDA ELP Scale
6
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
REACHING
Introduction to the WIDA ELP Standards 16WIDA Consortium / CAL / Metritech
Criteria for Performance Definitions
Linguistic Complexity: The amount and quality of speech or writing for a given situationVocabulary Usage: The specificity of words or phrases for a given contextLanguage Control: The comprehensibility of the communication based on the amount and type of errors
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
Introduction to the WIDA ELP Standards 17WIDA Consortium / CAL / Metritech
Performance Definitions
6 Reaching
Specialized or technical language reflective of the content area at grade level;
A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse as required at the specified grade level;
Oral and written communication of English comparable to that of English proficient peers
5 Bridging
The technical language of the content areas;
A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse, including stories, essays, or reports;
Oral or written language approaching comparability to that of English proficient peers when presented with grade level material
4 Expanding
Specific and some technical language of the content areas;
A variety of sentence lengths of varying Linguistic Complexity in oral discourse or multiple, related paragraphs;
Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support
3 Developing
General and some specific language of the content areas;
Expanded sentences in oral interaction or written paragraphs;
Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support
2 Beginning
General language related to the content areas;
Phrases or short sentences;
Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support
1 Entering
Pictorial or graphic representation of the language of the content areas;
Words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support
Introduction to the WIDA ELP Standards 18WIDA Consortium / CAL / Metritech
Another Way to Examine Performance by ELP Level
Introduction to the WIDA ELP Standards 19WIDA Consortium / CAL / Metritech
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*
Introduction to the WIDA ELP Standards 20WIDA Consortium / CAL / Metritech
A Model Performance Indicator
Grade Level Cluster: 1-2 Domain: Speaking
English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Introduction to the WIDA ELP Standards 21WIDA Consortium / CAL / Metritech
Organization of MPIs within Standards
Introduction to the WIDA ELP Standards 22WIDA Consortium / CAL / Metritech
Organization of PI’s within Standards
STRAND
MPI
© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
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