Curriculum and Materials Development using WIDA and Common Core

1. Curriculum and Materials Development using WIDA and Common Core Jennifer McCabe Molly Ross Malden, MA Public Schools TESOL Convention March 20,2013

2. Agenda

3. Objectives • Analyze components of WIDA document, standards, ELD levels, MPI’s and strands • Analyze academic discourse using student/teacher video clip samples across content areas • Identify common themes across WIDA document and Common Core • Create lesson plans/curriculum maps using hands-on application of strands and differentiation of tasks/activities • Examine WIDA ELD levels and apply task analysis to assist in writing MPI’s

4. Academic Language in Context Language of Reading, Writing & Communicating Language of Social Studies Language of Science Language of Mathematics General academic language for knowing, thinking, reading, writing, visualizing Language of the Arts World Languages Language of Health and P.E Foundation of home and community language and cultural factors Adapted from Zwiers (2008)

5. Organization and Structure of the WIDA

6. Structure of the WIDA Standards Grade Level Clusters (5)

7. ELD vs. State Standards WIDA ELD Standards-Focus on Academic Language State Content Standards-Focus on Academic Content Achievement

8. ELD vs. State Standards ELD Standards Academic Language Proficiency State Content Standards Academic Achievement 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) 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

9. Why the WIDA ELD Standards? English attainment for academic success Yardstick measure for progress in language domains Resource anchored in academic standards Federal law compliance

10. WIDA’s ELD Standards Academic Language

11. Two Standards Frameworks Summative Formative Is amenable to large scale testing under standardized conditions Includes visual and graphic support Contains model performance indicators that are observable and measurable Corresponds to everyday classroom practice Includes visual, graphic, and interactive supports Contains model performance indicators that include strategies, technology, and long-term projects

12. Structure of the WIDA Standards Grade Level Clusters (5)

13. The Grade-Level Clusters PreK-K 1 - 2 3 - 5 6 - 8 9 - 12 13

14. Structure of the WIDA Standards Grade Level Clusters (5)

15. 4 Language Domains Process, understand, interpret and evaluate spoken language in a variety of situations Listening Engage in oral communication in a variety of situations for a variety of purposes and audiences Speaking Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Reading Engage in written communication in a variety of situations for a variety of purposes and audiences Writing

16. Language Domains Considerations 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?

17. Structure of the WIDA Standards Grade Level Clusters (5)

18. Levels of English Language Proficiency EMERGING Every ELL Deserves Exceptionally Brilliant Resources.

19. WIDA Consortium

20. Levels of English Language Proficiency Linguistic Complexity Discourse Level: Amount and quality of speech or writing for a given situation Complex discourse Moderate discourse EMERGING Series of related sentences Phrases, short sentences Single Words

21. Levels of English Language Proficiency Language Forms and Conventions Sentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language Language comparable to English peers Language with minimal errors EMERGING Meaning overrides communication errors Language with errors inhibiting communication Memorized language

22. Levels of English Language Proficiency Vocabulary Usage Word/Phrase Level: The specificity of words or phrases for a give context Specialized and technical vocabulary Specialized and some technical vocabulary EMERGING General and some specific vocabulary High frequency vocabulary Most common vocabulary

23. Performance Criteria Relationships Discourse Level Word/Phrase Level Sentence Level

24. Structure of the WIDA Standards Grade Level Clusters (5)

27. Organization and Elements of the Model Performance Indicators (MPIs)

28. 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

29. Organization of MPIs within Standards MPI WIDA Consortium

30. Organization of MPIs within Standards STRAND WIDA Consortium

31. 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

32. Model Performance Indicators Language Function Support The Content Stem/Topic Standard 3: The language of Mathematics Grade Level Cluster: 3-5

33. Model Performance Indicator (MPIs) Formula 33

34. The Model Performance Indicator Language Function WIDA Consortium

35. 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

36. Language Functions

37. The Model Performance Indicator Content Stem WIDA Consortium

38. 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

39. The Model Performance IndicatorSupport or Strategy WIDA Consortium

40. Support or Strategy 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

41. Examples of Sensory, Graphic and Interactive Supports

42. Specific Examples of Sensory Supports

43. A Strand of Model Performance Indicators with an Example Topic Emerging

44. A Strand of Model Performance Indicators Emerging

45. Academic Discourse

46. A Definition for Academic Language With a partner come up with a concise, precise definition of academic vocabulary.

47. 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.

48. WIDA Consortium

49. 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

50. Academic Discourse: 8th Grade Math Students will defend their categorization of variables as “continuous data” or “discrete data” using pictures and their partners. Language function Content stem Support