WCSD ELL
Department
2012
www.wida.us
WCSD
The WIDA Framework
www.ride.ri.gov
Academic Language and
the WIDA English Language
Proficiency (ELP) Standards
WIDA ELP Standards and Formative Assessment
The Five K-12
ELP Standards
Standard
Abbreviation
English Language
Proficiency
Standard 1
English language learners communicate for Social and
Instructional purposes within the school setting
Social and
Instructional
language
English Language
Proficiency
Standard 2
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Language Arts
The language
of Language
Arts
English Language
Proficiency
Standard 3
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Mathematics
The language
of Mathematics
English Language
Proficiency
Standard 4
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Science
The language
of Science
English Language
Proficiency
Standard 5
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Social Studies
The language
of Social
Studies
www.ride.ri.gov.
5 Grade Level Spans
5 standards for
each grade span
www.ride.ri.gov
4 Language
Domains
process, understand, interpret, and
Listening
evaluate spoken language in a variety of
situations
Speaking engage in oral communication in a variety of
Reading
Writing
situations for a variety of purposes and
audiences
process, interpret, evaluate written language
and symbols, and text with understanding and
fluency
engage in written communication in a variety
of forms for a variety of purposes and
audiences
WCSD
Janeen A. Kelly
Levels of
English
Proficiency
6
5
4
3
2
1
ENTERING
REACHING
BRIDGING
EXPANDING
DEVELOPING
EMERGING
REACHING
WCSD
Janeen A. Kelly
Model Performance
Indicator (MPI)
MPI
www.ride.ri.gov
Formative
Summative
Social and
Instructional
Social and
Instructional
Language Arts
Language Arts
Mathematics
Mathematics
Science
Science
Social Studies
Social Studies
www.ride.ri.gov
www.ride.ri.gov
Standard title, content area,
and framework
Domains
English
Language
Proficiency
Levels
A strand of
model
performance
indicators
Model
performance
indicator
www.ride.ri.gov
The WIDA
Performance
Definitions are an
example of a holistic
rubric
WIDA ELP Standards and Formative Assessment
The Performance Definitions describe what
students can be expected to do within the four
language domains.
www.ride.ri.gov
What is a model
performance indicator
(MPI)?
The MPIs give
expectations for
what & how
students can
process and
produce at a given
proficiency level.
MPI
www.ride.ri.gov
Academic Language and
the WIDA ELP Standards
•
The model performance indicator shows examples of
language expectations at different levels of language
proficiency across different domains and ELP standards
WIDA ELP Standards and Formative Assessment
•
Academic Language and
the WIDA ELP Standards
The elements of academic language are implicit in the
performance indicator
What elements
of academic
language are
needed to
“describe”?
WIDA ELP Standards and Formative Assessment
Activity
•
Change Language Function
•
•
Change Standard
•
•
Keep language function, support
Change Support
•
•
Keep standard, support
Keep language function, standard
Discussion
•
Application to CCSS
WCSD
Janeen A. Kelly
Reflection
Questions
Common Core State
Standards
The National Governors Association Center for Best Practices and
the Council of Chief State School Officers strongly believe that all
students should be held to the same high expectations outlined in the
Common Core State Standards. This includes students who are
English language learners (ELLs). However, these students may
require additional time, appropriate instructional support, and aligned
assessments as they acquire both English language proficiency and
content area knowledge.
www.corestandards.org/assets/application-for-english-learners.pdf
Common Core State
Standards
(continued)
To help ELLs meet high academic standards in language arts it is
essential that they have access to:
•
•
•
Teachers and personnel at the school and district levels who are
well prepared and qualified to support ELLs while taking advantage
of the many strengths and skills they bring to the classroom;
Literacy-rich school environments where students are immersed in a
variety of language experiences;
Instruction that develops foundational skills in English and enables
ELLs to participate fully in grade-level coursework;
www.corestandards.org/assets/application-for-english-learners.pdf
Common Core State
Standards
(continued)
 Coursework that prepares ELLs for postsecondary education or the
workplace, yet is made comprehensible for students learning content in
a second language (through specific pedagogical techniques and
additional resources);
 Opportunities for classroom discourse and interaction that are welldesigned to enable ELLs to develop communicative strengths in
language arts;
 Ongoing assessment and feedback to guide learning; and
 Speakers of English who know the language well enough to provide
ELLs with models and support.
(Application of Common Core State Standards for English Language
Learners)
www.corestandards.org/assets/application-for-english-learners.pdf
Common Core State
Standards
What Is Not Covered by the Standards
The Standards set grade-specific standards but do not define the intervention
methods or materials necessary to support students who are well below or well
above grade-level expectations.
It is also beyond the scope of the Standards to define the full range
of supports appropriate for English language learners and for students
with special needs. At the same time, all students must have the
opportunity to learn and meet the same high standards if they are to
access the knowledge and skills necessary in their post–high school lives.
CCSS for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
www.corestandards.org/assests/application-for-english-learners.pdf
To Avoid
Misunderstandings
WCSD
Dawn Adams
WIDA provides ELLs
ACCESS to CCSS
A Framework for teachers to hold
ELLs to a high cognitive demand
while providing appropriate
LINGUISTIC SCAFFOLDS to
ensure high expectations and
student success.
WCSD
Dawn Adams
Paradigm Shift of How/When,
NOT IF, to Scaffold Close Reads
From
To
Contextual support
Cultural Specifics
Idioms
Vocabulary
Contextual support
Background
Cultural Specifics
Idioms
Vocabulary
WCSD
Dawn Adams
Background
Ways for ELLs to
access the CCSS
and to support
teachers. GLAD and
SIOP help teachers
use this framework in
the classroom.
The SIOP - WIDA Connection
Language
WIDA
Academic
Language
Proficiency
SIOP
Content
CCSS
WCSD
Kimberly Howland
The WIDA/ELP Standards
Standard
Abbreviation
English Language
Proficiency
Standard 1
English language learners communicate for Social and
Instructional purposes within the school setting
Social and
Instructional
language
English Language
Proficiency
Standard 2
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Language Arts
The language
of Language
Arts
English Language
Proficiency
Standard 3
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Mathematics
The language
of Mathematics
English Language
Proficiency
Standard 4
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Science
The language
of Science
English Language
Proficiency
Standard 5
English language learners communicate information, ideas
and concepts necessary for academic success in the content
area of Social Studies
The language
of Social
Studies
www.ride.ri.gov
The GLAD - WIDA Connection
Language
WIDA
Academic
Language
Proficiency
GLAD
Content
CCSS
WSCD
Kimberly Howland
Targeting the CCSS Using the WIDA Framework:
Guided Language Acquisition Design - GLAD
Assessment
Wiggins & McTighe
Planning
Instructional
Strategies
P
c
CCSS
GLAD,
SIOP
WIDA English
Language
Proficiency
Standards
Grade Level Formative &
Summative Frameworks
Whole Class – Small Group - Independent
WCSD Kris Gingras and Edith
Final Reflections and
Application
• Form groups to discuss questions and
roll-out ideas
• Fill out index card
• Greatest take away
• Additional Questions