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The WIDA® Standards

The WIDA® Standards. What are they? Why should I care? Mark Nigolian Burlington Schools. Diving In:.

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The WIDA® Standards

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  1. The WIDA® Standards What are they? Why should I care? Mark Nigolian Burlington Schools

  2. Diving In: • Sort WIDA Model Performance Indicators on page 2 from least linguistically complex (Level 1 ELL) to most complex (Level 5 ELL) and label levels with a partner. You can use the PERFORMANCE DEFINITIONS AND CAN-DO Descriptors to help. 2. Justify your reasons for choosing a particular level using sentence starters. I think this indicator is more complex because… 3. Compare/Contrast the two the strands of 6-8 MATH READING MPIs -What is the same? What is different?

  3. Objectives Content: • Interpret WIDA standards and indicators. • Learn and apply the process of transformation. • Integrate specific language features in planning for ELLs Language: • Sort WIDA Indicators and justify reasons for selections using comparative sentences with a partner and sentence frames. • Comprehend procedural language associated with transformation from oral presentation. • Explain specific language elements in writing from a model lesson.

  4. Key Vocabulary • WIDA (World-class Instructional Design and Assessment) • ELP (English Langauge Proficiency) • MPIs (Model Performance Indicators) • ACCESS (Large-Scale annual ELP assessment) • Language Function- Compare, Predict, Explain.... • Transformation- a method to change Model Performance indicators • Domains- Listening, Speaking, Reading, and Writing • Strand- a series of indicators from Levels 1-5 in one domain with the same topic. (you just sorted strands)

  5. Key Language Structures • Using comparative adjectives for justification and comparison. “Indicator 1 is less complex than indicator 2 because there is less visual support.” • Understanding Procedural language “The first way to change the MPI is to change the language function”

  6. Agenda • Brief background of WIDA Standards • What are the WIDA Standards? • TRANSFORMING WIDA MPIs for lesson planning. • Extending the MPIs for Language specific objectives • QUESTIONS?

  7. WIDA History • 2001 NCLB act creates Title III requiring all states to create ELP (English Language Proficiency) Standards and a standards based assessment system (a test) to measure ELL performance relative to these standards. • ELP standards and assessment must link/align with grade level content standards and be rooted in “Academic Language”

  8. WIDA History • NCLB (Title III and Title I) also created a strong accountability system for ELL’s)

  9. WIDA History • Some larger states (NY, TX, CA, FL) already had possessed standards-based assessment systems for ELLs (standards + assessments). • Some states created ELP standards on their own. • Some decided to form consortia (WIDA, ELDA, Mountain West) to create ELP standards and assessments. • All used very different approaches to addressing “academic language proficiency”

  10. WIDA History • Led by ELL State Director Jim McCobb, groups of ELL teachers and higher education faculty attempted to create ELP standards for Vermont. • A VT group attended the WIDA Standards Development meeting in 2003 and Jim McCobb led the state education department into joining WIDA. • This 2003 meeting established that the WIDA framework would be based on the use of academic language functions (explain, describe) across the. content areas.

  11. WIDA History

  12. What are the WIDA Standards? • The WIDA standards are the basis for the assessment and instruction of academic language proficiency for ELLs in Vermont and 18 other states. • The WIDA standards guide language instruction, differentiation, and assessment within the context of all academic content. • The WIDA Standards are also used to differentiate content for ELLs at different proficiency levels.

  13. What are the WIDA Standards? • Standard 1:English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) • Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA) • Standard 3:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS(LoMA) • Standard 4:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE(LoS) • Standard 5:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES(LoSS)

  14. What are the WIDA Standards? • The WIDA standards are expressed in Model Performance Indicators (MPIs). • MPIs are samples of language performance that can be assessed in… • Each standard or content area • Each language domain (Listening, Speaking, Reading, Writing) • Each grade level cluster (Pre-K-K, 1-2, 3-5, 6-8, 9-12)

  15. MPI What are the WIDA Standards?

  16. What are the WIDA Standards? • MPIs consist of 3 elements: • The Language Function • The Content Stem or Sample Topic • The Support or Strategy • Match vocabulary associated with perimeter and area from graphics, symbols, or figures.

  17. What are the WIDA Standards? • MPI Element #1= Language Function • Match vocabulary

  18. What are the WIDA Standards? • MPI element #2= Content or TOPIC Stem “Perimeter and Area” • For LA, MA, SS, and SCI these topics come from grade level topics from state standards. • There are ideas for different content in the WIDA Resource Guide

  19. What are the WIDA Standards?

  20. What are the WIDA Standards? • Element#3 of the MPI= SUPPORT OR STRATEGY • “from graphics, symbols, or figures.”

  21. STRAND

  22. What are the WIDA Standards? MPIs are organized in strands. Strands show a progression of language activities around a SAMPLE topic in a domain. How did you justify your MPI sort?

  23. What are the WIDA Standards?

  24. What are the WIDA Standards? There are two frameworks for the MPIs:: • Summative Framework- Language Tasks that are conducive to being assessed in a large-scale assessment (The ACCESS for ELLs) • Formative Framework- Language Tasks that are more conducive to classroom or formative assessments. • Look back to the first page, what differences did you notice about the SUMMATIVE and FORMATIVE strands? • Both frameworks can be used for ongoing instruction/assessment.

  25. Assessing SUMMATIVE MPIs on the WIDA ACCESS

  26. TRANSFORMING THE MPIs • The MPIs in the WIDA Standards are a limited sample of indicators. • TRANSFORMATION is the method to create new indicators for classroom, district, and possibly even state wide use.

  27. TRANSFORMING THE MPIs Match Vocabulary Copy Vocabulary Draw Vocabulary Associated with perimeter and area Around line segments Associated with the skeletal system From Graphics, Symbols, or figures in a small group From Graphics, Symbols, or figures With a partner In a small group

  28. TRANSFORMING THE MPIsOther important information needed:

  29. TRANSFORMING THE MPIs • Practice transforming different elements of each of the MPIs with a partner . • Feedback/questions on the process? -What do you think?

  30. TRANSFORMING THE MPIs • What is your new MPI? A language objective, a content objective, a blended objective?? • MPI are usually transformed in groups, or strands • The WIDA ACCESS released items are good examples of how to differentiate language tasks across 3 levels under 1 topic.

  31. Addressing language within WIDA • Language features (vocabulary, grammar, text structure, etc.) are not EXPLICIT in the WIDA MPIs • Language elements come from Performance Definitions and CAN-DO Descriptors, but these are general guides. • Language can be interpreted from the MPIs based on the language function and the task. Describe tables and graphs summarizing the weather. “What language (vocabulary, grammar,) do students need to do this?”

  32. Addressing the language within WIDA • Language can be interpreted from the MPIs based on the language function and the task. Explain information from tables and graphs about the last month’s weather. (Level 3 GRADE 3-5 SPEAKING) “What language (vocabulary, grammar,) do students need to do this?”

  33. Addressing language within WIDA A great deal of research is focusing on the specific language associated with language functions.

  34. Addressing language within WIDA • Language can be put into the TRANSFORMED MPI and addressed in more detail. • How much language you address will vary depending on role, training, time, etc. Justify reasons for selections using comparative sentences with a partner and sentence frames

  35. Addressing language in WIDA • Practice: • Look at the math activity around perimeter • Create language objectives for these Level 1 and Level 2 readers by transforming MPIs • Identify and write the specific language elements that are addressed in the activity. • You can add your own activities as well. CONTENT OBJECTIVE: Students will measure and calculate perimeter of rectangles with varying dimensions.

  36. Addressing the language • Where do we go from here? • Where does WIDA go from here?

  37. Thank you

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