Using ELL Tools Effectively: WIDA Standards for Instruction and Assessment Presented by: Lynore M' C

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Using ELL Tools Effectively WIDA Standards for
Instructionand AssessmentPresented byLynore
M. CarnuccioWIDA Trainer/Consultant
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Agenda for the Day

• Part 1 Exploring the Standards
• Part 2 Using the Standards
• Instructional strategies for content teaching

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

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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.

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Second Language Acquisition Review

• Basic Interpersonal Communication Skills (BICS)
• Social Language
• 1-3 years to attain
• Example words/phrases table, Whats 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

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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

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Exploring the WIDA ELP Standards
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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.

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Connections to TESOLs 1997 Edition
Activity 1
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The WIDA Framework was used in the development of
the newly released TESOL English Language
Proficiency Standards
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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

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English Language Proficiency Standard 1English
language learners communicate in English for
SOCIAL AND INSTRUCTIONAL purposes within the
school setting.
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English Language Proficiency Standard 2English
language learners communicate information, ideas,
and concepts necessary for academic success in
the content area of LANGUAGE ARTS.
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English Language Proficiency Standard 3English
language learners communicate information, ideas,
and concepts necessary for academic success in
the content area of MATHEMATICS.
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English Language Proficiency Standard 4English
language learners communicate information, ideas,
and concepts necessary for academic success in
the content area of SCIENCE.
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English Language Proficiency Standard 5English
language learners communicate information, ideas,
and concepts necessary for academic success in
the content area of SOCIAL STUDIES.
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Activity 2 Use of the Language Function
Discuss Across the Standards
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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.

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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

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The structure and design of the WIDA Standards
for InstructionandAssessment
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There are 4 Grade-Level Clusters

• K-2
• 3-5
• 6-8
• 9-12

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

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Performance Definitions for WIDAs Levels of
Language Proficiencysee WIDA Overview
Documentpage 6
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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
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Compare Large Scale and Classroom Frameworks
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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

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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

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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

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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

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Model Performance Indicators
Grade Level Cluster 6-8 Standards 4 (the
language of) Science ___________________________ L
anguage Proficiency Level 3 Developing Language
Domain Reading _____________________________ Iden
tify characteristics and conditions related to
natural disasters based on text and pictures
The language function
The content stem
The type of support
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Activity 3Identify other language functions
from the classroom framework
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Examples of Types of Support?

• Visual
• Graphic
• Interactive

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Model Performance Indicators
Grade Level Cluster 6-8 Standards 4 (the
language of) Science ___________________________ L
anguage Proficiency Level 3 Developing Language
Domain Reading _____________________________ Iden
tify characteristics and conditions related to
natural disasters based on text and pictures
The language function
The content stem
The type of support
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The 64,000.00 QuestionWhere will additional
content stems be found?
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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

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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

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WIDA and SIOPPerfect Partners
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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

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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
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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
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Navigating the WIDA websitewww.wida.us