Margaret Adams
Jennifer McCabe
Malden Public Schools
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• Foundation of the English Language Proficiency
(ELP) Standards:
– Sociocultural Context
– Academic Language and Content Knowledge
• Organization and Structure of the WIDA English
Language Development (ELD) Standards:
– Frameworks, Clusters, and Domains
– English Language Proficiency (ELP) Levels and
Performance Criteria
• Organization and Elements of the Model
Performance Objectives (MPIs)
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• Understand the importance of the sociocultural context in learning academic language.
• Create an awareness of the multiple language skills embodied in the term academic language .
• Make connections between specific content areas and the associated academic language.
• Understand how the ELD Standards are organized.
• Know and explain performance criteria for each English language proficiency level .
• Know and identify the elements of a Model Proficiency
Index (MPI) and the purpose for using them.
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Academic Language in Context
Language of
Mathematics
Language of
Science
World Languages
Language of
Social Studies
Language of
Reading, Writing &
Communicating
General academic language for knowing, thinking, reading, writing, visualizing
Language of the Arts
Language of Health and P.E
Foundation of home and community language and cultural factors
Adapted from Zwiers (2008)
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The Social and Cultural Foundations of the English Language
Development Standards
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• Who is the audience?
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• What is the subject matter? How is it organized?
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• What is the communication all about?
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• What language does the situation demand?
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• How is the environment organized?
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Social and Cultural Language Contexts
For one of the context below, consider the register, genre/text type, topic, task/situation and identities/social roles.
1. Car Dealers
2. Supermarkets
3. Beauty Salon/Barber Shop
4. Walmart
5. Doctor’s Office
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The Academic Language
Foundations of the English
Language Development Standards
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Activity: An Apple Re: Language
Proficiency
• Get in a group of four.
• Number one- Describe the apple.
• Number Two-Describe the apple as a poet.
• Number three-Describe the apple as a mathematician.
• Number four-Describe the apple as a scientist.
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With a partner, discuss the essential questions:
1. What constitutes Academic Language
Proficiency ?
2. What constitutes Academic Content
Knowledge ?
3. What is the relationship between Academic
Language and Academic Content Knowledge?
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As you watch the video, consider the academic language needed:
Discourse Level (Quantity and variety of oral and written text)
Sentence Level (Types, array, and use of language structures)
Word/Phrase Level (Specificity of word or phrase choice)
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Academic Content/Language in
Science
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Academic Language/Content in Math
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• To ensure content is comprehensible for ELLs consider:
1. Does the ELL have English Academic Language?
2. Does the ELL have the necessary content knowledge to do the task? If not, how can his/her schema in that that content be built?
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• Write your answer to writing-prompt question 4 in the space provided on page 12 of your
Practice Test Answer Sheet at the end of this test.
• Think about which subject you consider the most important subject in school. Write a composition telling which subject you think is most important and explain why you think it is so important.
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Which sentence is written correctly?
A. The family sitting down to dinner, and Aunt
Marie joining them.
B. As the family sat down to dinner, and Aunt
Marie joined them.
C. The family sitting down to dinner. And Aunt
Marie joined them.
D. As the family sat down to dinner, Aunt Marie joined them.
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Each sample test item is placed on a tier A, B and C
The following Tier B test samples contain test items that address M.P.I levels 2,3, and 4
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WIDA Access Math/Reading Examples
Grades 6-8
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• In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they must master academic language .
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A Definition for Academic Language
• With a partner come up with a concise, precise definition of academic vocabulary.
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A WIDA Definition for Academic
Language
• Academic language refers to
– the abilities to construct meaning from oral and written language
– relate complex ideas and information
– recognize features of different genre (text types)
– use various linguistic strategies to communicate.
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WIDA Consortium
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Structure of the WIDA Standards
Content Area
Frameworks
ELD Standards
Grade level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Performance Indicator
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• WIDA ELD Standards-Focus on Academic
Language
• State Content Standards-Focus on Academic
Content Achievement
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ELD Standards
Academic Language Proficiency
• Language-based
• Reflective of the varying stages of second language acquisition
• Representative of social and academic language contexts
• Tied to a state’s English language development standards (WIDA)
State Content Standards
Academic Achievement
• Content-based
• Reflective of conceptual development
• Representative of the school’s academic curriculum
• Tied to a state’s academic content standards and
Common Core Curriculum
Standards
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• English attainment for academic success
• Yardstick measure for progress in language domains
• Resource anchored in academic standards
• Federal law compliance
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Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
ELLs communicate for Social and Instructional purposes within the school setting.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Language Arts.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Mathematics.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Science.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Social Studies.
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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
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Summative
• Is amenable to large scale testing under standardized conditions
• Includes visual and graphic support
• Contains model performance indicators that are observable and measurable
Formative
• Corresponds to everyday classroom practice
• Includes visual, graphic, and interactive supports
• Contains model performance indicators that include strategies, technology, and long-term projects
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Structure of the WIDA Standards
Content Area
Frameworks
ELD Standards
Grade level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Performance Indicator
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• PreK-K
• 1-2
• 3-5
• 6-8
• 9-12

Structure of the WIDA Standards
Content Area
Frameworks
ELD Standards
Grade level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Performance Indicator
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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
Writing
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
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• Do all language domains develop at the same rate?
• Is there a typical order in which language domains are developed?
• Can language proficiency vary by language domains ?
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Structure of the WIDA Standards
Content Area
Frameworks
ELD Standards
Grade level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Performance Indicator
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Levels of English Language Proficiency
EMERGING
Every ELL Deserves Exceptionally
Brilliant Resources.
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Criteria for Performance Definitions
1 2 3 4 5
ENTERING EMERGING DEVELOPING EXPANDING BRIDGING
Linguistic Complexity:
The amount and quality of speech or writing for a given situation
Vocabulary Usage:
The specificity of words or phrases for a given context
Language Control:
The comprehensibility of the communication based on the amount and type of errors
WIDA Consortium
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WIDA Consortium
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Level 5
Bridging
Level 4
Expanding
Level 3
Developing
Level 2
Emerging
Level 1
Entering
English Language
Proficiency Level
Discourse Level:
Linguistic Complexity
Sentence Level:
Language Forms and
Conventions
Word/Phrase Level:
Vocabulary Usage
Level 6: Reaching Students have met all criteria through Level 5-Bridging.
Complex discourse Language comparable to English peers
Specialized and technical vocabulary
Moderate discourse Language with minimal errors
Series of related sentences
Meaning overrides communication errors
Specialized and some technical vocabulary
General and some specific vocabulary
Phrases, short sentences
Single Words
Language with errors inhibiting communication
High frequency vocabulary
Memorized language Most common vocabulary
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Levels of English Language Proficiency
Linguistic Complexity
Discourse Level: Amount and quality of speech or writing for a given situation
Single
Words
EMERGING
Phrases, short sentences
Series of related sentences
Moderate discourse
Complex discourse
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Levels of English Language Proficiency
Language Forms and Conventions
Sentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language
Memorized language
Language with minimal errors
EMERGING
Language with errors inhibiting communication
Meaning overrides communication errors
Language comparable to English peers
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Levels of English Language Proficiency
Vocabulary Usage
Word/Phrase Level: The specificity of words or phrases for a give context
Most common vocabulary
EMERGING
High frequency vocabulary
General and some specific vocabulary
Specialized and some technical vocabulary
Specialized and technical vocabulary
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Functional Components of Academic Language
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Performance Criteria Relationships
Discourse
Level
Sentence
Level
Word/Phrase
Level
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Activity: Features of Academic
Language in Action
• As you watch the video of student, consider the level of language at the following levels:
– Discourse Level
– Sentence Level
– Word/Phrase Level
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Structure of the WIDA Standards
Content Area
Frameworks
ELD Standards
Grade level Cluster
Grade Level Clusters (5)
Language Domain
English Language
Proficiency Level
Performance Indicator
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Activity: Using WIDA Performance
Definitions
• Using the topic of the water cycle, what could a student at each level complete in each of the language domains?
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Language Proficiency Level
Level 5
Bridging
Speaking and Writing
Level 4
Expanding
Level 3
Developing
Level 2
Emerging
Level 1
Entering
Listening and Reading
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Activity: Which English Language
Proficiency Level?
• Referring to the English Performance Level
Definitions, record the English language proficiency level a student would need to perform each activity independently.
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Classroom Activity English Language Proficiency Level How might you differentiate
At what level, could a student this task for a more proficient
student.
Explain how to solve a math story problem.
Write an essay explaining how the 3 branches of government are alike and different.
Prepare a timeline labeling the era of the civil war.
Label the materials used to conduct an experiment in class.
Prepare a poster showing the water cycle.
Draw and name geometric shapes.
Write a persuasive letter to your state senator citing why an increase in funding for education is necessary.
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Organization and Elements of the
Model Performance Indicators
(MPIs)
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Model Performance Indicators (MPIs)
• Provide examples (models) of assessable language.
• Reflect the second language acquisition process.
• Describe how students can use the language
(purpose).
• Relate to specific criteria and elements of academic language.
• Provide the anchors for curriculum, instruction, and assessment.
WIDA Consortium 65

Organization of MPIs within Standards
MPI
WIDA Consortium 66

Organization of MPIs within Standards
STRAND
WIDA Consortium 67

Model performance indicators consist of 3 elements:
• The Language Function
• The Content Stem or Sample Topic
• The Support or Strategy
WIDA Consortium 68

Model Performance Indicators
Language
Function
Support
Make lists of real-world examples of threedimensional shapes from labeled models
Standard 3: The language of Mathematics
Grade Level Cluster: 3-5
The Content
Stem/Topic
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Model Performance Indicator (MPIs)
Formula
Language +
Function
Verb +++
Verbs
Topic from + state standards
Scaffolding
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A Model Performance Indicator
Grade Level Cluster: 1-2
English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.
Domain: Speaking
WIDA Consortium 71

The Model Performance Indicator
Language Function
WIDA Consortium 72

Language Function
• Describes how language is used; not the cognitive task
• Guides the language features that students should recognize or be able to produce
• May be used across several different levels, though the language features associated at specific levels may be different
WIDA Consortium
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The Model Performance Indicator
Content Stem
WIDA Consortium 74

Content Stem
• Helps ground language instruction to the content that students are learning
• Relates to state or local content standards
• Is grade level appropriate
WIDA Consortium 75

The Model Performance Indicator
Support or Strategy
WIDA Consortium 76

• May be visual, graphic or interactive
• Are based on the concept of scaffolding new language and concepts
• May include use of languages other than English
• Are appropriate for instruction or assessment
WIDA Consortium 77

Elements of a Model Performance
Indicator (MPI)
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Listen
Point
Match
Locate
Select
Sort
Respond
Identify
Draw/illustrate
Circle
Name
Recall
Retell
Define
Explain
Summarize
Role-play
Compare/contrast
Discuss
Express
Repeat
Copy
Trace
Define
Analyze
Interpret
Justify/Defend
Elaborate
Critique
Explain
Narrate
Conclude
Convince
Reflect
Resolve
Infer
Compose
Synthesize
Hypothesize 79

• May be visual, graphic, or interactive
• Are based on the concept of scaffolding new language and concepts
• May include use of language other than
English
• Are appropriate for instruction or assessment
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Examples of Sensory, Graphic and
Sensory Supports
Interactive Supports
Graphic Supports Interactive Supports
• Real-life objects (realia)
• Manipulatives
• Pictures and
Photographs
• Illustrations, diagrams, and drawings
• Magazine and
Newspapers
• Physical activities
• Videos and Films
• Broadcasts
• Models and Figures
• Charts
• Graphic Organizers
• Tables
• Graphs
• Timelines
• Number Lines
• In pairs or partners
• In triads or small groups
• In a whole group
• Using cooperative group structures
• With the Internet
(Websites) or software programs
• In the native language
• With mentors
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Specific Examples of Sensory
Supports related to the language of
Language Arts
• Illustrated word/phrase walls
• Felt or magnetic figures of story elements
• Sequence blocks
• Environmental print
• Posters or displays
• Bulletin boards
• Photograph
• Cartoons
• Audio books
• Songs/Chants the language of
Mathematics
• Blocks/Cubes
• Clocks, sundials and other timekeepers
• Number lines
• Models of geometric figures
• Calculators
• Protractors
• Rulers, yard/meter sticks
• Geoboards
• Counters
• Compasses
• Calendars
• Coins the language of
Science
• Scientific instruments
• Measurement tools
• Physical models
• Natural models
• Actual substances, organisms or objects of investigation
• Posters/
Illustrations of processes or cycles
Supports related to the language of
Social Students
• Maps
• Globes
• Atlases
• Compasses
• Timelines
• Multicultural artifacts
• Aria and satellite photographs
• Video clips
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A Strand of Model Performance
Indicators with an Example Topic
Emerging
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A Strand of Model Performance
Indicators
Emerging
Decreasing Support
/Strategies
INCREASING
LANGUAGE
COMPLEXITY
Same topic
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A Strand of Model Performance
Indicators with an Example Genre
Emerging
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A Strand of Model Performance
Indicators with an Example Genre
Emerging
Decreasing Support
/Strategies
INCREASING
LANGUAGE
COMPLEXITY
Same topic
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• Create Performance Indicators (PIs).
• Count off by threes.
– All ones write a different language function on a card.
– All number twos generate a topic or content stem.
– All number threes write a support/scaffold.
• Organize yourself into groups of three with one language function, one content stem/topic, and a support/scaffold.
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Please answer the questions and turn in.
Something that squares with my me…
Something I see from a different angle…
Something that is circling around in my mind…
Thank you!
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• Review the learnings from the previous day.
• Make connections to content applications.
• Understand the purpose and use of the CAN
DO descriptors.
• Apply, analyze, and problem solve the differentiation of academic content language through the ELD standard framework.
• Synthesize the learnings for the day.
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• Implementation of the ELD Standards for differentiating academic content language through the Pyramids of Relationships
• CAN DO Descriptors and transformed MPIs to lesson planning
• Differentiation of academic content language through the ELD Standards framework.
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• Move around the room to find other participants who can answer the question in each box.
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WIDA’s Guiding Principles of Language
Development Within a school Setting
Concentric Circles using the 10 Guiding
Principles
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• Number off by 2s.
• Ones form an inside circle. Twos form an outside circle facing the ones.
• Discuss with your partner what you believe the guiding principle you have means. What are the implications of the guiding principle for your teaching?
• Move according to the facilitator’s directions.
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Academic Language in Context
Language of
Mathematics
Language of
Science
World Languages
Language of
Social Studies
Language of
Reading, Writing &
Communicating
General academic language for knowing, thinking, reading, writing, visualizing
Language of the Arts
Language of Health and P.E
Foundation of home and community language and cultural factors
Adapted from Zwiers (2008)
94

WIDA Consortium
Pyramid of Relationships
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WIDA Consortium
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Levels of English Language Proficiency
EMERGING
Every ELL Deserves Exceptionally
Brilliant Resources.
97

Criteria for Performance Definitions
1 2 3 4 5
ENTERING EMERGING DEVELOPING EXPANDING BRIDGING
Linguistic Complexity:
The amount and quality of speech or writing for a given situation
Vocabulary Usage:
The specificity of words or phrases for a given context
Language Control:
The comprehensibility of the communication based on the amount and type of errors
WIDA Consortium
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WIDA Consortium
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WIDA Consortium
Pyramid of Relationships
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• Describe how English Language Learners process and use language for each language domain and English Language Proficiency
Level by grade cluster.
103

Activity: Getting to Know CAN DO
Descriptors
• Pick a grade level cluster that you work with.
• Highlight going across each domain key difference to show increased linguistic and cognitive complexity.
104

• Read a student profile.
• Read a task.
• Use the CAN DO descriptors.
• Identify what the student can do at their level.
What scaffolds or supports would help the student move to the next level?
105

• CAN DO Descriptors should be used in tandem with the Performance Definitions
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WIDA Consortium
Pyramid of Relationships
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Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
ELLs communicate for Social and Instructional purposes within the school setting.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Language Arts.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Mathematics.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Science.
ELLs communicate information, ideas and concepts necessary for academic success in the content area of
Social Studies.
108

WIDA’s ELD Standards
Social
Instructional
Language
Language of
Language
Arts
Language of
Mathematics
Language of
Science
Language of
Social Studies
Academic Language
109

WIDA Consortium
Pyramid of Relationships
110

Organization of MPIs within Standards
MPI
WIDA Consortium 111

Organization of MPIs within Standards
STRAND
WIDA Consortium 112

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
WIDA Consortium 113

Language
Function
Support
Level 3
Developing
Describe the relationship between two points on coordinate plan maps using a word bank and visual support
.
Content
Stem
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Grade Level Cluster 6-8
Domain of Speaking
Level 2
Formative Framework
State differences in temperature over time based on information from charts or graphs to a partner in L1 or L2.
Grade Level Cluster 6-8
Domain of Speaking
Level 2
Summative Framework
Describe scientific inventions or discoveries based on illustrations.
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1. Circle language function.
2. Underline topic.
3. Box support/scaffold.
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• Rate each MPI as true or false.
• Make sure it has the three parts of an MPI.
• Make sure the MPI matches the English language performance level.
117

• Create a PIs have the three components using your cube.
• Write your PIs on a sentence strip.
• Consider:
– What language domain is addressed in the PI?
– What language proficiency does the PI pertain to?
– What ELD standard is addressed?
– Is the support appropriate?
– What English language proficiency level is the PIs appropriate?
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The Magic of Transformations
What are transformations?
Changes to one or multiple components or elements of the WIDA standards to create stronger connections to local curriculum and instruction and alignment with the
Massachusetts Curriculum Frameworks.
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• The MPIs in the WIDA Standards are a limited sample of indicators.
• TRANSFORMATION is the method to create new indicators for classroom, district, and possibly even state wide use.
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Three Transformations
123

Grade Level: 1-2 Standard: 5
Language Domain: Writing
(From Compare to Evaluate )
Compare attributes of two products in the marketplace from illustrated examples
Evaluate attributes of two products in the marketplace from illustrated examples
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Language Functions
Across Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Grade level cluster 1-2
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Language Functions
Across Proficiency Levels
Make statements about weather from pictures or photographs
Grade level cluster 1-2
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Language Functions
Across Proficiency Levels
Ask questions about weather from pictures or photographs
Grade level cluster 1-2
127

Language Functions
Across Proficiency Levels
Forecast weather and provide reasons from pictures or photographs
Grade level cluster 1-2
128

Language Functions
Across Proficiency Levels
Evaluate and weigh options related to weather forecasting
Grade level cluster 1-2
129

Grade Level: 6-8 Standard 4
Language Domain: Reading
(From Cycles/Processes to Ecosystems )
Predict consequences of alteration of cycles or processes from grade-level text
Predict consequences of alteration of ecosystems from grade-level text
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Grade Level: 6-8 Standard 4
Language Domain: Speaking
( From with a partner to based on graphic support or pictures )
Outline steps of scientific inquiry involving elements or compounds with a partner
Outline steps of scientific inquiry involving elements or compounds based on graphic support or pictures
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Activity: Try Some Transformations
• Transform the MPI using the graphic organizer.
• Use your list of language functions and scaffolds to help you.
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Relationship Between Language Function and
Cognitive Function
134

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136

STRAND
MPI
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Activity: Label Components of
Amplified Strand
• On an amplified strand label:
– Standards Connection
– Topic Vocabulary
– Cognitive Function
– Language Domain
– Example Context for Language Use
– Model Performance Indicators
– Strand of MPIs
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Activity: Create an Amplified Strand
• Choose a content area standard.
• Choose a topic.
• Choose a grade level.
• Choose a language domain.
• Using an amplified strand, develop PIs for the ELD proficiency level.
• Choose a cognitive function.
• Identify language.
• Give an example context for language use.
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The Life of a Performance Indicator
Content/Common Core Standard
ELD Standard-MPI
Unit/Lesson-PI
Content/Language Objective
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• Write three learnings about WIDA.
• Travel around the room sharing one of your learnings and adding to your list of learnings until you have 10 learnings.
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