2012 amplifications to wida eld standards. intro to wida eld standards 2 wida consortium wida terms...

2012 Amplifications to WIDA ELD Standards

Intro to WIDA ELD Standards 2WIDA Consortium

WIDA Terms

Why does WIDA distinguish between “language proficiency” and “language

development?”


ELD & State Standards

State Content StandardsAcademic achievement

Content-based

Reflective of conceptual development

Representative of the school’s academic curriculum

ELD StandardsAcademic language development

Language-based

Reflective of the varying stages of second language acquisition

Representative of social and academic language contexts


Variations of Language

Adapted from Zwiers (2008)


Our Standards Framework for English Language Development

Features of Academic Language

Performance Definitions

Standards

Matrix


Sociocultural Context

Participants’ identities & social roles

Register

Genre/ Text Type

Topic

Task/ Situation

Using WIDA Standards to Shape Interaction Activities

Conversation Prompt:As you listen to the story, jot down notes on possible character traits. Compare them with your partner and predict which will change the most; try to explain how the changes might help the story.

J. Zwiers, 2012 WIDA Debut

Language Stems for thinking skills and complex ideas


Structured Interaction: Quotation Cafe


Challenging an Idea: InfoGap-Negotiation Cards


Academic Conversation Excerpt - Language Arts


Academic Language


Academic Language

• Academic Conversation Samples

• InFo Negotiation Cards

• Academic Conversation Placemat

• Practice Conversations



2007 Performance Definitions

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12


WIDA’s ELD Standards

Social & Instructional Language

Language of Language

Arts

Language of Mathematics

Language of Science

Language of Social

Studies

Academic Language

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5


Organization of the 2007 Standards Matrix


GRADE 8

ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy

Organization of MPIs within the 2012 Standards

STRAND

MPI


Grade Levels & Clusters

2007 ELP Standards

• PreK-Kindergarten• Grades 1-2• Grades 3-5• Grades 6-8• Grades 9-12

• Kindergarten• Grade 1• Grade 2• Grade 3• Grade 4• Grade 5

• Grade 6• Grade 7• Grade 8• Grades 9-10• Grades 11-12

2012 ELD Standards


Listening

Speaking

Reading

Writing

Process, understand, interpret and evaluate spoken language in a variety of situations

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Engage in written communication in a variety of situations for a variety of purposes and audiences

Engage in oral communication in a variety of

situations for a variety of purposes and audiences

Language Domains


COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer.

SPEAKING

Level 1Entering

Level 2Emerging

Level 3Developing

Level 4Expanding

Level 5Bridging

Level 6 - Reaching

State how energy transfers using visual supports (e.g., “heat,” “light,” “sound”)

Give examples of how energy transfers using sentence frames and graphic supports

Describe how energy transfers using sentence frames and graphic supports (e.g., “____ energy is transferred. ____ energy is stored.”)

Compare and contrast how energy transfers using graphic supports

Discuss how energy transfers using graphic supports

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: energy transfer, conservation of energy, sound wave, kinetic energy, potential energy, thermal energy

GRADE 8

ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy

CONNECTION: Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use representations of potential energy to construct an explanation of how much energy an object has when it’s in different positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation.

EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy.

Standards Connection

Topic-related Language

Cognitive Function

Example Context for Language Use


Standards Connection

• Provides a direct connection to grade-level content standards, including:

• The Common Core State Standards (CCSS)• The Next Generation Science Standards• Other state standards

• The example below draws from the CCSS:


Example Context for Language Use

• Highlights the importance of teaching language in a meaningful context

• Provides examples for teachers to think about possible:• instructional tasks• audiences• registers• genres


Cognitive Function

• Adopted terms from Bloom’s revised taxonomy

• All MPIs across a strand now relate to a common cognitive function

• Expect higher cognitive functioning from ALL students


Cognitive Function


Topic-Related Language

• Gives students access to a grade-level language-rich environment while they are acquiring English

• Grade 3 Language of Mathematics example:

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area


The Elements of the MPI

The Language Function

The Content Stem/Example Topic

The Support


Elements of Model Performance Indicators

The Model Performance Indicator (MPI) consists of three elements:

• Language function: describes how students use language to demonstrate their proficiency

• Content stem/example topic: specifies context for language instruction; derived from state content standards

• Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content


Elements of MPIs

Follow oral directions to design area maps using manipulatives and illustrated examples in small groups

Content Stem/Example Topic

Language Function

Instructional Support


The Model Performance IndicatorLanguage Function


The Model Performance IndicatorContent Stem


The Model Performance IndicatorSupport or Strategy


Support Examples


Specific Examples of Sensory Supports


Example Use of GraphicOrganizers


A Blank Template for customizing strands

GRADE: _________


• Integrated strands

• Complementary strands

• Expanded strands

Special Strands


Integrated Strands

• Show how one unit of instruction integrates all four language domains

• Encourage educators to prepare units incorporating multiple language domains and subject areas

• Help students make important learning connections across disciplines

Listening Speaking Reading Writing


An Integrated Strand (K-5)


Complementary Strands

• Address language used in electives, including:• Music and Performing Arts• Humanities• Visual Arts• Health and Physical Education• Technology and Engineering

• Language learning occurs throughout the school day, formally and informally


A Complementary Strand


Expanded Strands

• “Expanded” strands display the features of academic language:

• Provide concrete examples of language at discourse, sentence, and word/phrase levels

• Show how MPIs are connected to Performance Definitions

• Inform teachers’ planning and instruction

Linguistic Complexity

(Discourse Level)

Language Forms &

Conventions

(Sentence Level)

Vocabulary Usage

(Word/Phrase Level)

An Expanded Strand


CAN DO Descriptors

• Provide teachers with information on the language students are able to understand and produce in the classroom in within all five ELD standards.

• Available in both English and Spanish for the following grade-level clusters:

PreK-K Grades 6-8 Grades 9-12

Grade 1-2 Grades 9-12

Grades 3-5


Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors:

Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8


4.1

6.0


3.8

5.0

© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

For more information, visit www.wida.us/eld

Contact the WIDA Help Desk:1-866-276-7735 or [email protected]

World Class Instructional Design and Assessment, www.wida.us

Questions or Comments?

http://www.wida.us/eld

mailto:[email protected]

Sources

• Aspen Institute

• Council of Great City Schools

• WIDA

• 2012 WIDA Debut Conference

• DPI Disciplinary Online Module

Presentation Development

Charlotte “Nadja” Trez, NCDPI ESL/Title III Office

Ivanna Mann Thrower, NCDPI ESL/Title III Office

Lindsey Fults, Charlotte Mecklenburg Schools

Deborah Wilkes, Durham County Schools

NCDPI WIDA/Common Core Task Force

Process Check

Whatworked well? What could

be done differently!

Ivanna Mann Thrower

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3860

[email protected]

Charlotte “Nadja” Trez

ESL/Title III Consultant

NC Department of Public Instruction

919-807-3861

[email protected]

ESL Website http://esl.ncwiseowl.org/

Contacts




2012 amplifications to wida eld standards. intro to wida eld standards 2 wida consortium wida terms...

Documents

wida standards

wida eld standards

wida debut slide

wida consortium wida

wida consortium organization

standards matrix slide

wida performance definitions

standards framework