Presenter
Affiliation
Date
© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

 Insert your training objectives
WIDA Consortium
Intro to WIDA ELD Standards 2

Why does WIDA distinguish between “language proficiency” and “language development?”
• WIDA uses the name English language development
(ELD) standards to articulate the language acquisition process as fluid, flexible, and ongoing
• WIDA uses the term language proficiency to reflect a student’s current level in the language acquisition process at a particular point in time
• Levels 16 are still referred to as “proficiency levels”
• ACCESS for ELLs is an English language proficiency assessment
WIDA Consortium
Intro to WIDA ELD Standards 3

 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 Consortium
Intro to WIDA ELD Standards 4

ELD Standards
Academic language development
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts
WIDA Consortium
State Content Standards
Academic achievement
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum
Intro to WIDA ELD Standards 5

WIDA Consortium
Adapted from Zwiers (2008)
Intro to WIDA ELD Standards 6

Functional Approach (Halliday, 1975)
BICS and CALP (Cummins, 1979)
Sociocultural context of language learning (Brice Heath,
Richard-Amato, Snow, 1986)
Academic LanguageS (Lemke, 1990)
Discourses (Gee, 1996, 2004)
WIDA Consortium
Intro to WIDA ELD Standards 7

• Culturally responsive pedagogy
(Ladson-Billings, 1994)
• Language of schooling
(Schleppegrell, 2004)
• Funds of Knowledge
(Gonzalez, Moll & Amanti, 2005)
• WIDA’s Can Do Philosophy
(2004, 2007, 2012)
WIDA Consortium
Intro to WIDA ELD Standards 8

Our Standards Framework for
English Language Development
Features of Academic
Language
WIDA Consortium
Performance
Definitions
Standards
Matrix
Intro to WIDA ELD Standards 9

Genre/
Text Type
Register Topic
Participants’ identities & social roles
Task/
Situation
WIDA Consortium
Intro to WIDA ELD Standards 11

WIDA Consortium
2007
Performance
Definitions
Intro to WIDA ELD Standards 12

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing Grades K-12

Social &
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social
Studies
Standard 1
WIDA Consortium
Academic Language
Standard 2 Standard 3 Standard 4 Standard 5
Intro to WIDA ELD Standards 15

Organization of the 2007
Standards Matrix
WIDA Consortium
Intro to WIDA ELD Standards 16

ELD STANDARD 4 - The Language of Science
GRADE 8
EXAMPLE TOPIC: Forms of energy
WIDA Consortium
Intro to WIDA ELD Standards 17

2007 ELP Standards
• PreK-Kindergarten
• Grades 1-2
• Grades 3-5
• Grades 6-8
• Grades 9-12
2012 ELD Standards
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Grades 9-10
• Grades 11-12
WIDA Consortium
Intro to WIDA ELD Standards 18

Listening
Process, understand, interpret and evaluate spoken language in a variety of situations
Speaking
Reading
Writing
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
Engage in written communication in a variety of situations for a variety of purposes and audiences
WIDA Consortium
Intro to WIDA ELD Standards 19

WIDA Consortium
Intro to WIDA ELD Standards 20

Standards Connection 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 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.
Cognitive Function
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.
COGNITIVE FUNCTION: Students at all levels of English language proficiency will ANALYZE energy transfer.
Level 1
Entering
Level 2
Emerging
State how energy Give examples of transfers using how energy visual supports
(e.g., “heat,” “light,”
“sound”) transfers using sentence frames and graphic supports
Topic-related Language
Level 3
Developing
Level 4
Expanding
Describe how energy transfers using sentence
Compare and contrast how energy transfers frames and graphic using graphic supports (e.g.,
“____ energy is supports transferred. ____ energy is stored.”)
Level 5
Bridging
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,
Intro to WIDA ELD Standards 21

• 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:
WIDA Consortium
Intro to WIDA ELD Standards 22

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
WIDA Consortium
Intro to WIDA ELD Standards 23

• 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
WIDA Consortium
Intro to WIDA ELD Standards 24

WIDA Consortium
Intro to WIDA ELD Standards 25

• 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
WIDA Consortium
Intro to WIDA ELD Standards 26

WIDA Consortium
Intro to WIDA ELD Standards 27

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
WIDA Consortium
Intro to WIDA ELD Standards 28

Language
Function
Content
Stem/Example Topic
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
WIDA Consortium
Instructional
Support
Intro to WIDA ELD Standards 29

The Model Performance Indicator
Language Function
WIDA Consortium
Intro to WIDA ELD Standards 30

The Model Performance Indicator
Content Stem
WIDA Consortium
Intro to WIDA ELD Standards 31

The Model Performance Indicator
Support or Strategy
WIDA Consortium
Intro to WIDA ELD Standards 32

WIDA Consortium
Intro to WIDA ELD Standards 33

Specific Examples of Sensory
Supports
WIDA Consortium
Intro to WIDA ELD Standards 34

Example Use of Graphic
Organizers
WIDA Consortium
Intro to WIDA ELD Standards 35

GRADE: _________
WIDA Consortium
Intro to WIDA ELD Standards 36

• Integrated strands
• Complementary strands
• Expanded strands
WIDA Consortium
Intro to WIDA ELD Standards 37

• 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
WIDA Consortium
Intro to WIDA ELD Standards 38

WIDA Consortium
Intro to WIDA ELD Standards 39

• 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
WIDA Consortium
Intro to WIDA ELD Standards 40

A Complementary Strand
WIDA Consortium
Intro to WIDA ELD Standards 41

• “ Expanded ” strands display the features of academic language:
Linguistic
Complexity
(Discourse
Level)
Language
Forms &
Conventions
(Sentence
Level)
Vocabulary
Usage
(Word/Phrase
Level)
• 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
WIDA Consortium
Intro to WIDA ELD Standards 42

An Expanded Strand

• 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
Grade 1-2
Grades 3-5
Grades 6-8
Grades 9-12
Grades 9-12
WIDA Consortium
Intro to WIDA ELD Standards 44

WIDA Consortium
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
Intro to WIDA ELD Standards 45

WIDA Consortium
4.1
6.0
Intro to WIDA ELD Standards 46

WIDA Consortium
5.0
3.8
Intro to WIDA ELD Standards 47

For more information, visit www.wida.us/eld
Contact the WIDA Client Services Center:
1-866-276-7735 or help@wida.us
World Class Instructional Design and Assessment, www.wida.us
© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us