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Agenda for the Day

Using ELL Tools Effectively: WIDA Standards for Instruction and Assessment Presented by: Lynore M. Carnuccio WIDA Trainer/Consultant. Agenda for the Day. Part 1: Exploring the Standards Part 2: Using the Standards Instructional strategies for content teaching.

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Agenda for the Day

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  1. Using ELL Tools Effectively: WIDA Standards for Instructionand AssessmentPresented by:Lynore M. CarnuccioWIDA Trainer/Consultant

  2. Agenda for the Day • Part 1:Exploring the Standards • Part 2:Using the Standards • Instructional strategies for content teaching

  3. What do you know about WIDA?Think – Pair - Share

  4. World-class Instructional Design and Assessments (WIDA) is a consortium of states dedicated to the design and implementation of standards-based education for English language learners (ELLs).

  5. The WIDA Consortium Wisconsin Delaware Arkansas (2002) Early Additions: District of Columbia Rhode Island, Maine, New Hampshire, Vermont, Illinois (2003), Alabama (2004) Latest Additions: New Jersey, Georgia and Oklahoma (2005) WIDA states represent 275,000 English Language Learners.

  6. What is WIDA doing and why? • English Language Proficiency Standards • ELP Large-Scale Assessments (ACCESS for ELLs) • Parallel/Alternate Academic Assessments • Professional Development • Validation and Research

  7. Title III Requirements of the “No Child Left Behind Act” • Title III requires each state to adopt English Language Proficiency standards that are linked to the state academic content standards. • Title III also mandates all K-12 English language learners to be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). • Each state must set ‘Annual Measurable Achievement Objectives’ based on results from English language proficiency assessment.

  8. Second Language Acquisition Review • Basic Interpersonal Communication Skills (BICS) • Social Language • 1-3 years to attain • Example words/phrases: table, What’s up? • Cognitive Academic Language Proficiency (CALP) • Academic Language • 3-7 years to attain • Example words: • New meanings: table • General academic words: act upon, attach, inquiry • Content words: atom, molecule

  9. Implications for Teachers • Both BICS and CALP need to be taught • Different subjects require different types of language • Subject area teachers must be aware of the language demands of their content • All teachers are language teachers • Lesson plans for ELLs need to include both content and language objectives

  10. Exploring the WIDA ELP Standards

  11. The WIDA ELP Standards • English Language Proficiency Standard 1: • English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting. • English Language Proficiency Standard 2: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. • English Language Proficiency Standard 3: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. • English Language Proficiency Standard 4: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. • English Language Proficiency Standard 5: • English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

  12. Connections to TESOL’s 1997 Edition Activity 1

  13. The WIDA Framework was used in the development of the newly released TESOL English Language Proficiency Standards

  14. Why are English language proficiency standards necessary? • To provide a curriculum/assessment resource anchored in academic content standards • To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing • To comply with federal law

  15. English Language Proficiency Standard 1:English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

  16. English Language Proficiency Standard 2:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

  17. English Language Proficiency Standard 3:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

  18. English Language Proficiency Standard 4:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

  19. English Language Proficiency Standard 5:English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

  20. Activity 2: Use of the Language Function ‘Discuss’ Across the Standards

  21. Language vs. Content • Language proficiency revolves around the language associated with the content areas • Academic achievement reflects the knowledge and skills associated with the content. • WIDA ELP standards focus on academic language; Academic standards focus on academic content.

  22. WIDA Standards • Are anchored in academic standards • Focus on academic language proficiency • Illustrate progression of language acquisition • Contain model indicators of language incorporated with content • Incorporate high levels of cognitive engagement, even at low proficiency levels

  23. The structure and design of the WIDA Standards for InstructionandAssessment

  24. There are 4 Grade-Level Clusters • K-2 • 3-5 • 6-8 • 9-12

  25. There are 4 Language Domains Listening- process, understand, interpret, and evaluate spoken language in a variety of situations Speaking- engage in oral communication in a variety of situations for a variety of purposes and audiences Reading-process, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing- engage in written communication in a variety of forms for a variety of purposes and audiences

  26. The Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 BEGINNING 1 Formerly ELL (Attained) ENTERING 6 Never ELL 7

  27. Criteria for Proficiency Level Definitions 1 2 3 4 5 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING • Comprehension and use of the technical language of the content areas • Extent of discourse control • Development of phonological, syntactic, and semantic understanding or usage

  28. Performance Definitions for WIDA’s Levels of Language Proficiencysee WIDA Overview Documentpage 6

  29. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Listening —process, understand, interpret, and evaluate spoken language in a variety of situations

  30. Compare Large Scale and Classroom Frameworks

  31. Two Assessment FrameworksThe Classroom Framework: • Capitalizes on performance-based, hands-on learning • Encourages student self-assessment and reflection • Incorporates learning strategies • Integrates technology through the use of multi-media • Acknowledges process writing and long term content-based projects • Serves as a resource for all teachers

  32. The Large-Scale Assessment Framework: • Addresses the products of learning • Includes a range of cognitive engagement across language proficiency levels • Is supported graphically or visually at the lower language proficiency levels • Ensures the use of grade level materials at the uppermost language proficiency level • Serves as a resource for all teachers

  33. There are more than 800 examples (Model Performance Indicators)…They: • Form developmental strands (across the 5 levels of language proficiency) that reflect the second language acquisition process • Describe how students can use the language associated with a given standard and language proficiency level within a language domain • Consist of a language function and content stem • Provide the anchors for curriculum, instruction, and assessment

  34. The Model Performance Indicators Consist of Two or Three* Elements: • The language function describes how students use language - the intent of the communication • The content stem specifies the context or topic that is addressed - a curricular kernel • The strategy or support *

  35. Model Performance Indicators Grade Level Cluster 6-8 Standards 4: (the language of) Science ___________________________ Language Proficiency Level: 3 Developing Language Domain: Reading _____________________________ Identifycharacteristics and conditions related to natural disasters based on text and pictures The language function The content stem The type of support

  36. Activity 3Identify other language functionsfrom the classroom framework

  37. Examples of Types of Support? • Visual… • Graphic… • Interactive…

  38. Model Performance Indicators Grade Level Cluster 6-8 Standards 4: (the language of) Science ___________________________ Language Proficiency Level: 3 Developing Language Domain: Reading _____________________________ Identifycharacteristics and conditions related to natural disasters based on text and pictures The language function The content stem The type of support

  39. The $64,000.00 QuestionWhere will additional content stems be found?

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

  41. Content vs. Language Objectives Language Objectives Content Objectives • 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

  42. WIDA and SIOPPerfect Partners

  43. Lesson Plans that Work for ELLs: The SIOP Model • Lesson Preparation • Content objective (from State Standards) • Language objective (from the WIDA ELP Standards) • Building Background • Schema Activation/Cultural relevance • Grammar • Vocabulary

  44. An Example Strand from Grade 3 Life Science English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking Content Standard:

  45. Activity 4: Grade 3 Life Science Content Standard: States of matter. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking

  46. Navigating the WIDA websitewww.wida.us

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