WIDA English Language Development
Standards for Michigan’s English Learners
Connecting with Mathematics
Jackie Moase-Burke, Oakland Schools
Jackie.MoaseBurke@oakland.k12.mi.us
248.209.2070
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
Objectives
To develop an awareness of the new WIDA
English Language Development* (ELD) Standards
To develop an awareness of the connection
between the WIDA ELD Standards and CCSS
Mathematics Standards
To explore ways that ESL/Bilingual and
Mathematics colleagues might collaborate to
promote quality mathematics instruction for
English Language Learners
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The History of WIDA
Created in response to NCLB requirements for ELLs
pertaining to standards and assessments
Funded originally through a USDE Enhanced
Assessment Grant to the WI Department of Public
Instruction in 2003
Made up initially of three states: Wisconsin, Delaware,
and Arkansas
Changed to World-Class Instructional Design and
Assessment in 2005
Moved to the Wisconsin Center for Education Research
at the University of Wisconsin- Madison in 2006
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Where is WIDA?
Alabama
Alaska
Colorado
Delaware
District of Columbia
Georgia
Hawaii
Illinois
Kentucky
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nevada
New Hampshire
New Jersey
New Mexico
North Carolina
North Dakota
Northern Mariana Islands
Oklahoma
Pennsylvania
Rhode Island
32 WIDA states represent over 1,000,000 English Language
South Dakota
Learners (ELLs) 2012-13
Vermont
Virginia
Standards Adoption – Idaho, Utah and South Carolina
Wisconsin
4
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Wyoming
WIDA Products and Services
Standards
English Language Development Standards
Spanish Language Arts Standards
Spanish Language Development Standards (in development)
Assessments
ACCESS for ELLs (Large-Scale ELP Assessment )
WIDA–ACCESS Placement Test (W-APT)™ (ELP Screener)
Measure Of Developing English Language (MODEL)™ (ELP Interim and/or Screener)
Alternate ACCESS for ELLs™ for children with significant cognitive disabilities
ONPAR™ content assessment for low-proficiency ELLs (in development)
Formative Language Assessment Records for ELLs (FLARE)™ (in development)
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WIDA
Guiding Principles
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WIDA Guiding Principles
1. Students’ languages and cultures are valuable resources to be
tapped and incorporated into schooling.
2. Students’ home, school and community experiences influence
their language development.
3. Students draw on their metacognitive, metalinguistic, and meta
cultural awareness to develop proficiency in additional
languages.
4. Students’ language development in their native language
facilitates their academic language development in English.
Conversely, students’ academic language development in
English informs their academic language development in their
native language.
5. Students learn language and culture through meaningful use
and interaction.
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WIDA Guiding Principles
6. Students use language in functional and communicative ways
that vary according to context.
7. Students develop language proficiency inlistening, speaking,
reading and writing interdependently but at different rates and
in different ways.
8. Students’ development of academic language and academic
content knowledge are interrelated processes.
9. Students’ development of social instructional and academic
language, a complex and long term process, is the foundation
for their success in school.
10. Student’s access to instructional tasks requiring complex
thinking is enhanced when linguistic complexity and instruction
support match their levels of language proficiency.
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WIDA
English Language
Development (ELD) Standards
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Overall Organization of
WIDA Framework
Frameworks
ELD Standards
Grade Level
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Model Performance
Indicator
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Language & 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.
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ELD & State Standards
ELD Standards
State Content Standards
Academic language
development
Academic achievement
Language-based
Content-based
Reflective of the varying
stages of second language
acquisition
Reflective of conceptual
development
Representative of social and
academic language contexts
Representative of the
school’s academic curriculum
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Variations of Language
Adapted from Zwiers (2008)
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The WIDA ELD Standards
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Academic Language
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Talk like a…
Count off by 5
Regroup according to your number
In your group, describe the photo as if you were a
1.
2.
3.
4.
5.
Student talking to friend
Poet
Scientist
Historian
Mathematician
Be ready to report out.
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Grade Level ELD Standards
The 2012 WIDA ELD Standards are organized by
the following Grade-levels aligned to the Common
Core Standards:
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
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Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
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Four Language Domains
Listening ─ 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
Reading ─ process, interpret, and evaluate written
language, symbols, and text with understanding and
fluency
Writing ─ engage in written communication in a variety
of forms for a variety of purposes and audiences
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English Language Development
Levels
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CAN DO Descriptors
The grade level cluster Can Do Descriptors have
been created by teachers, primarily for teachers,
who work with English language learners. These
Descriptors for the four language domains—
listening, speaking, reading, and writing—and five
levels of English language proficiency are based
on the WIDA English Language Proficiency
Standards.
http://www.wida.us/standards/CAN_DOs/
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Can Do (Grades 3-5)
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Can Do (Grades 3-5)
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Our Standards Framework for
English Language Development
Features of Academic
Language
Performance
Definitions
Standards
Matrix
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Features of Academic Language
Performance
Features
Discourse
Level
Linguistic Complexity Amount of speech/written text
(Quantity and variety of
oral and written text)
Structure/written text
Density of speech/written text
Organization and cohesion of written
ideas
Variety of sentence types
Sentence
Level
Language Forms
and Conventions
Types and variety of grammatical
structures
Conventions, mechanics and fluency
Match of language forms to
purpose/perspective
(Types, array, and use of
language structures)
Word/Phras Vocabulary Usage
(Specificity of word or
e Level
phrase choice)
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General, specific and technical
language
Multiple meanings
Formulaic and idiomatic expressions
Nuances and shades of meaning
Collocation
Overview of the WIDA Consortium: ELD Standards and Assessment
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Criteria for
Performance Definitions
Linguistic Complexity: Expectations of the quantity and
organization of the student’s verbal response
Vocabulary Usage: Expectations of the student’s use of
appropriate vocabulary for grade level and proficiency level;
refers to language quality
Language Control: Expectations of the student’s control of
English grammar, word choice in context, and the English
sound system; refers to language quality
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2012
Performance
Definitions
Language that students
can understand
and produce at each
level of proficiency
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Putting it All Together!
EDL Standards +
Performance indicators+
Common Core =
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Quality
Leveled
Instruction
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Model Performance Indicators
MPI
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The Elements of the MPI
The Language
Function
The Content
Stem/Example Topic
The Support
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Elements of Model Performance
Indicators
The Model Performance Indicator (MPI) consists of
three elements:
The language function describes how students use
language to demonstrate their proficiency
The example topic specifies the context for
language instruction, derived from state content
standards
The support includes instructional strategies or
tools used to assist students in accessing content
necessary for communication; can be sensory,
graphic, or interactive
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Elements of MPIs
Language
Function
Content
Stem/Example Topic
Follow oral directions to design area
maps using manipulatives and
illustrated examples in small groups
Instructional
Support
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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
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Standard 3
Standard 4
Standard 5
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Language Domains
Listening
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
Reading
Process, understand, interpret and evaluate written
language, symbols and text with understanding and
fluency
Writing
Engage in written communication in a variety of
situations for a variety of purposes and audiences
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Math Strand
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Math Strand
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4
C
QLI
•Connection
•Collaboration
•Comparison
•Creation of MPIs
•Quality Leveled Instruction for ELs
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