Nuts and Bolts of WIDA

1. Nuts and Bolts of WIDA Margaret Adams Jennifer McCabe Malden Public Schools

2. Day One Agenda • 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)

3. Objectives • 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.

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. The Social and Cultural Foundations of the English Language Development Standards

6. Register • Who is the audience?

7. Genre/Text Types • What is the subject matter? How is it organized?

8. Topic • What is the communication all about?

9. Task/Situation • What language does the situation demand?

10. Identities/Social Roles • How is the environment organized?

11. Activity 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

12. The Academic Language Foundations of the English Language Development Standards

13. An Apple Re: Language Proficiency

14. 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.

15. Language Across the Curriculum With a partner, discuss the essential questions: • What constitutes Academic Language Proficiency? • What constitutes Academic Content Knowledge? • What is the relationship between Academic Language and Academic Content Knowledge?

16. Activity: 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)

17. Academic Content/Language in Science

18. Academic Language/Content in Math

19. Putting this Together • To ensure content is comprehensible for ELLs consider: • Does the ELL have English Academic Language? • 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?

20. MEPA Assessment 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.

21. MEPA Assessment 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.

22. Tiered Test Items 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

23. WIDA Access Math/Reading Examples Grades 6-8

28. The Bottom Line • In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they must master academic language.

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

30. 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.

31. WIDA Consortium

32. Organization and Structure of the WIDA

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

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

35. ELD and State Content Standards ELD Standards Academic Language Proficiency 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 • 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)

36. 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

37. WIDA’s 5 ELD Standards

38. WIDA’s ELD Standards AcademicLanguage

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

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

41. The Grade-Level Clusters • PreK-K • 1-2 • 3-5 • 6-8 • 9-12 41

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

43. 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

44. 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?

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

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

47. Criteria for Performance Definitions 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 6 REACHING 1 2 3 4 5 ENTERING EMERGING DEVELOPING EXPANDING BRIDGING WIDA Consortium

48. WIDA Consortium

50. 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