WCSD ELL Department 2012

1. WCSD ELL Department 2012 www.wida.us

2. WCSD

3. The WIDA Framework www.ride.ri.gov

4. Academic Language and the WIDA English Language Proficiency (ELP) Standards WIDA ELP Standards and Formative Assessment

5. The Five K-12 ELP Standards www.ride.ri.gov.

6. 5 Grade Level Spans 5 standards for each grade span www.ride.ri.gov

7. 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, interpret, evaluate written language and symbols, and text with understanding and fluency Reading engage in written communication in a variety of forms for a variety of purposes and audiences Writing WCSD Janeen A. Kelly

8. 2 3 4 5 6 1 EXPANDING ENTERING BRIDGING DEVELOPING EMERGING REACHING Levels of English Proficiency REACHING WCSD Janeen A. Kelly

9. MPI Model Performance Indicator (MPI) www.ride.ri.gov

10. Social and Instructional Social and Instructional Language Arts Mathematics Science Social Studies Language Arts Mathematics Science Social Studies Formative Summative ELPS www.ride.ri.gov

11. www.ride.ri.gov

12. Domains A strand of model performance indicators English Language Proficiency Levels Standard title, content area, and framework Model performance indicator www.ride.ri.gov

13. The WIDA Performance Definitions are an example of a holistic rubric WIDA ELP Standards and Formative Assessment

14. The Performance Definitions describe what students can be expected to do within the four language domains. www.ride.ri.gov

15. MPI What is a model performance indicator (MPI)? The MPIs give expectations for what & how students can process and produce at a given proficiency level. www.ride.ri.gov

16. Academic Language and the WIDA ELP Standards • The model performance indicator shows examples of language expectations at different levels of language proficiency across different domains and ELP standards WIDA ELP Standards and Formative Assessment

17. What elements of academic language are needed to “describe”? Academic Language and the WIDA ELP Standards • The elements of academic language are implicit in the performance indicator WIDA ELP Standards and Formative Assessment

18. Activity • Change Language Function • Keep standard, support • Change Standard • Keep language function, support • Change Support • Keep language function, standard • Discussion • Application to CCSS WCSD Janeen A. Kelly

19. Reflection Questions

20. Common Core State Standards The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. www.corestandards.org/assets/application-for-english-learners.pdf

21. Common Core State Standards (continued) To help ELLs meet high academic standards in language arts it is essential that they have access to: • Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom; • Literacy-rich school environments where students are immersed in a variety of language experiences; • Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework; www.corestandards.org/assets/application-for-english-learners.pdf

22. Common Core State Standards (continued) • Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources); • Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; • Ongoing assessment and feedback to guide learning; and • Speakers of English who know the language well enough to provide ELLs with models and support. (Application of Common Core State Standards for English Language Learners) www.corestandards.org/assets/application-for-english-learners.pdf

23. Common Core State StandardsWhat Is Not Covered by the Standards The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects www.corestandards.org/assests/application-for-english-learners.pdf

24. To Avoid Misunderstandings WCSD Dawn Adams

25. WIDA provides ELLs ACCESS to CCSS A Framework for teachers to hold ELLs to a high cognitive demand while providing appropriate LINGUISTIC SCAFFOLDS to ensure high expectations and student success. WCSD Dawn Adams

26. From To Contextual support Cultural Specifics Idioms Vocabulary Background Paradigm Shift of How/When, NOT IF, to Scaffold Close Reads Contextual support Cultural Specifics Idioms Vocabulary Background WCSD Dawn Adams

27. Ways for ELLs to access the CCSS and to support teachers. GLAD and SIOP help teachers use this framework in the classroom.

28. The SIOP - WIDA Connection Academic Language Proficiency Content Language SIOP CCSS WIDA WCSD Kimberly Howland

29. The WIDA/ELP Standards www.ride.ri.gov

30. The GLAD - WIDA Connection Academic Language Proficiency Content Language GLAD CCSS WIDA WSCD Kimberly Howland

31. Assessment CCSS c P Targeting the CCSS Using the WIDA Framework: Guided Language Acquisition Design - GLAD Wiggins & McTighe Planning Instructional Strategies GLAD, SIOP WIDA English Language Proficiency Standards Grade Level Formative & Summative Frameworks Whole Class – Small Group - Independent WCSD Kris Gingras and Edith

32. Final Reflections and Application • Form groups to discuss questions and roll-out ideas • Fill out index card • Greatest take away • Additional Questions