WIDA Standards Using Language Objectives to Differentiate Instruction for ELLs

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

2. What is WIDA? ELD Standards (English Language Development Standards / NC Essential Standards) Common Core Training with ESL Strategies

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. 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.

5. Why should we implement WIDA Standards? • Mandated by the NC Dept. of Education • Used as a tool for the implementation of the Common Core State and Essential Standards • Every teacher with ELLs needs to weave in ELD Standards in their instruction daily. • Supports the teacher! • NC Teacher Evaluation Standards II and IV • Differentiation made easy! • Assessment wall conversations will be more meaningful. • Teachers can use the language provided by WIDA to formulate measurable goals on PEPs. • Supportsall ESL students! • Extends NC Falcon and the Common Core

6. NC Teacher Evaluation Process • Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students: • D.) Teacher adapt their teaching for the benefit of students with special needs. (special language needs)

7. NC Teacher Evaluation Process • Standard IV: Teachers Facilitate Learning for Their Students • A.) Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. • B.) Teachers plan instruction appropriately for their students. • C.) Teachers use a variety of instructional methods. • D.) Teachers use a variety of methods to assess what each student has learned.

8. English Language Proficiency Standards

9. 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?

10. 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

11. Student Roster Reports: 2011 ACCESS Scores • Includes scores for all of the ESL students in your school last year. • See highlighted sections for specific scores. • The following slides will explain how to interpret these scores.

12. 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

13. 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

14. 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

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

16. When are students considered English language proficient? • ACCESS results are as followed to exit the ESL program. • Reading=4.0 Expanding • Writing=4.0 Expanding • Composite (Overall Score)=4.8 Expanding/Bridging Level • Students that exit the program are monitored for 2 years. Temporary support is given when needed.

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

18. More about Language Proficiency Levels: • Performance Definitions- • Describes at each level what students can process, understand, produce or use. • Refer to page RG-45 in your Resource Guide • Read and discuss characteristics of each level with your group.

19. Can Do DescriptorsWhat can my student do? • Refer to page RG 58 in your Resource Guide • 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.

20. Now, select a student from the Student Roster Report 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.

21. How to Create a Language Objective

22. How to create a language objective: Language Objectives have 3 parts: • Verb + Topic + Support

23. Creating a language objective: step-by-step

24. Verbs are POWERFUL!WIDA and NC FALCON VERB = FORMATIVE ASSESSMENT (Differentiation) • How will the student demonstrate understanding? • Is the selected verb appropriate for the language level of my student? • Can this mode of communication (VERB) help students demonstrate what they TRULY know? Refer to handouts that show lists of verbs in your folder.

25. Why give support? • Levels the language playing field • Makes challenging vocabulary understandable • Please refer to page RG-21 for types of supports across content areas.

26. 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by usingmodels, pictures, diagrams, and maps.

28. 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Learning Target I CAN describe how a character feels using the illustrations and the text. Criteria for Success I WILL identify how the character is feeling using picture cards. I WILL point out examples from the text and illustrations to support my choice.

29. 1.RF.3b Decode regularly spelled one syllable words • Learning Target • I CAN read one syllable words. • Criteria for Success • I WILL identify each letter sound in a word using sound boxes. • I WILL produce a new word by changing the beginning sound in a word using sound boxes.

30. Look at all of our resources!!!! ESL Teachers Verbs Can Do’s ACCESS scores Performance Definitions Supports Please visit www.wida.us for many useful resources!

31. ESL Website • Training materials (including this presentation) are available on our ESL website.

32. Questions? Need resources? We are always available to help you! www.wida.us Our ESL website Please visit our ESL website! Please keep in touch!