WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs

1. WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs

2. What is WIDA? ELD Standards (English Language Development Standards)

3. What is WIDA? • WIDA stands for World-Class Instructional Design and Assessment • Adopted by 22 states • Visit the WIDA website: http://www.wida.us/

4. WIDA’s ELD Standards AcademicLanguage Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

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

6. 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

7. Language Domains

8. What language does he need to learn ____? How can I make grade level content comprehensible for my ELLs? What can he do? How can he show his learning? ACCESS scores, Can Do Descriptors, and Performance Definitions answer these questions for us.

9. Why should we implement WIDA Standards? • Mandated by the VA Dept. of Education • Used as a tool for the implementation of the VA SOLs and Essential Knowledge • Every teacher with ELLs needs to weave in ELD Standards in their instruction daily. • Supports the teacher! • VA Teacher Evaluation • Differentiation made easy! • Assessment wall conversations will be more meaningful. • Teachers can use the language provided by WIDA to formulate measurable goals. • Supportsall ESL students! • ExtendsDifferentiation and VA SOLs

10. VA Teacher Evaluation Process • Instructional Planning: The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students. • Uses student learning data to guide planning. • Plans for differentiated instruction. • Aligns lesson objectives to the school’s curriculum and student learning needs.

11. English Language Proficiency Standards

12. What are the Standards? Language Domains: Listening Speaking Reading Writing Standard: Language of Math Standard: Social and Instructional Language Standards: Language of Science Standard: Language of Social Studies Standard: Language of Language Arts What language do my students need to understand in order to learn the content?

13. Data Driven Instruction:Student Roster Reports • All LEP students received a language proficiency test called the ACCESS test. • This test measures English proficiency in: • Listening • Speaking • Reading • Writing

14. Student Reports: 2013 ACCESS Scores • Includes scores for all of the ESL students in your school last year. • The following slides will explain how to interpret these scores.

15. Language Proficiency Levels Students in this area are comparable to native English speakers. Many of our ESL students are in this range in one or more language domains. Source: www.wida.us

16. What are the Language Proficiency Levels? • 1 Entering: minimal social and academic language with support • 2 Beginning: uses some social and academic language with support • 3 Developing: uses social English and SOME academic language with support • 4 Expanding: uses social English and some technical academic language • 5 Bridging: uses social and academic language working with grade level material • 6 Reaching: uses social and academic language at the highest level

17. The Continuum of Second Language Acquisition Entering: 1Reaching: 6 The second language acquisition process involves gradual scaffolding from: Concrete ideas/concepts Abstract ideas/concepts Familiar situations Unfamiliar situations General vocabulary Technical vocabulary Single Words & Phrases Extended discourse Source: page RG12 WIDA Standards Booklet

18. When are students considered English language proficient? • ACCESS results are as followed to exit the ESL program. • Literacy = 5.0 Bridging • Composite (Overall Score)=5.0 Bridging Level • Students that exit the program are monitored for 2 years. Temporary support is given when needed.

19. WIDA Teacher Report • Every teacher receives a teacher report at the beginning of each year/semester for the ELL students in their classroom. • Understanding the Report: • Proficiency by Language Domains • Performance by ELD Standards

20. What should we expect from our students? Important references: Performance Definitions Can Do Descriptors

21. More about Language Proficiency Levels: • Performance Definitions- • Describes at each level what students can process, understand, produce or use. • Read and discuss characteristics of each level with your group.

23. CAN DO Descriptors • 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 Grades 6-8 Grades 9-12 Grade 1-2 Grades 9-12 Grades 3-5

24. 4.1 6.0

25. 5.0 3.8

26. Can Do DescriptorsWhat can my student do? • BEST resource! • Helps us answers the question: • What can I expect from my students? • Using a highlighter, mark the verbs that you see on the handout. • Notice the types of verbs we use at each proficiency level. • These verbs help us create formative assessment tasks that are appropriate for a particular language level.

27. Now, select a student from the Teacher Reports provided. • Using the Can Do’s and Performance Definitions, discuss how the rubrics can help you understand what the student can do and what we should expect them to do. • If you do not have a Teacher Report – please use the sample student provided

28. Academic language

29. WIDA Performance Definitions – Listening and Reading Grades K-12

30. WIDA Performance Definitions – Speaking and Writing Grades K-12

32. Language proficiency involves the languageassociated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. Language & Content

33. Activity • Write down as many words as possible for your content area – 30 seconds

34. What is the difference between specialized and technical vocabulary?

35. 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 Elements of Model Performance Indicators

36. The Language Function The Content Stem/Example Topic The Support The Elements of the MPI

37. Elements of MPIs Content Stem/Example Topic Language Function Instructional Support

38. The Model Performance IndicatorLanguage Function

39. The Model Performance IndicatorContent Stem

40. The Model Performance IndicatorSupport or Strategy

41. GRADE 8 ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy Organization of MPIs within the 2012 Standards STRAND MPI

42. Comparing MPIs and Objectives Content Objective MPI • Not always measurable and observable • Academic achievement • Includes a specific form of support • Drawn from subject area SCOS • Defines what a student will know or be able to do • Lesson-level • Students receive differentiated support; all students meet one objective per lesson • Distinct for each individual proficiency level represented in a classroom • Academic language • Includes R, W, L, or S • Linked to content • Based on WIDA ELPS • Measurable and observable Language Objective

43. Challenges The MPI may be used as a language objective Advantages MPI’s share many features with Language Objectives MPI’s are more specific than LO’s; the result will be more detailed LO’s Teachers often differentiate forms of support for individual students in a given classroom, while MPI’s include specific forms of support

44. The MPI can notbe used as a content objective! • SIOP lessons include a language objective and a content objective • The WIDA ELP Standards focus on academic language, not academic achievement • Content objectives are drawn from the subject area

45. Challenges The MPI may be used in addition to the content and language objectives Advantages While MPI’s and objectives share many features, they are three distinct concepts Writing three separate goals for every lesson is time-consuming The large amount of overlap between MPI’s and language objectives will result in repetition

46. Example – 3rd grade ESL lesson Essential Question: How do plants grow? • WIDA Standard: Standard 4, the Language of Science • Language Objective in the form of an MPI: Students will be able to write a sentence describing each step in the life cycle of a plant, using the Avenues photofile picture cards • Content Objective pulled from the appropriate subject area: Students will be able to identify the steps in the life cycle of a plant (From: “Investigate and describe how plants pass through distinct stages in their life cycle including growth, survival, and reproduction”)

47. Support Examples

48. Specific Examples of Sensory Supports

49. Content vs. Language Objectives Content Objectives LanguageObjectives • What you will learn: • Math • Science • Social Studies • Language Arts • How you will use: • Listening • Speaking • Reading • Writing in your learning

50. Content vs. Language Objectives LanguageObjectives ContentObjectives • Grade 3 Science: • Students will gain an understanding of the water cycle • Grade 10 Social Studies: • Students will gain an understanding of the Monroe Doctrine and the events leading up to it • From the WIDA ELP Standards • Language use activities • Listening • Speaking • Reading • Writing