WIDAs English Language Proficiency Standards for English Language Learners K12

1
WIDAs English Language Proficiency Standards for
English Language Learners (K-12)

• ALABAMA
• July 2006
• Shelley Fairbairn, M.A.
• WIDA Professional Development Consultant

2
Agenda for the Day

• Part 1 Background Information
• Part 2 The WIDA ELP Standards and Language
  Development
• Part 3 Using the Standards for ELL-friendly
  Lesson Planning
• Part 4 Merging the Standards with your Content
  Lesson Plans

3
Background Information
4
World-class Instructional Design and Assessments
(WIDA) is a consortium of 12 states dedicated
to the design and implementation of
standards-based education for English language
learners (ELLs).
5
WIDA Member States

• Alabama
• Delaware
• the District of Columbia Public Schools
• Georgia
• Illinois

• New Hampshire
• New Jersey
• Maine
• Oklahoma
• Rhode Island
• Vermont
• Wisconsin

6
Two of WIDAs Main Projects

• English Language Proficiency Standards
• ELP Large-Scale Assessments (ACCESS for ELLs)

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).

8
Title III Requirements of the No Child Left
Behind Act (cont.)

• Each state must set Annual Measurable
  Achievement Objectives (AMAOs) based on results
  from English language proficiency assessment.

9
Helpful Acronyms

• ELL English Language Learner
• ESL English as a Second Language
• ELP English Language Proficiency
• L1 First language
• L2 Second language

10
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

11
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

12
Think-Pair-Share

• Discuss the first segment of the workshop with a
  shoulder partner
• What did you learn?
• What do you hope to get out of the rest of the
  workshop? (Write down specific questions)

13
The WIDA ELP Standards and Language Development
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
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 (ALs Courses of Study) focus
  on academic content.

16
WIDA ELP 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

17
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

18
The Levels of English Language Proficiency
5
BRIDGING
4
EXPANDING
3
DEVELOPING
2
BEGINNING
1
Formerly ELL (Attained)
ENTERING
6
Never ELL
7
19
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 (what kind?)
• Extent of discourse control (how much?)
• Development of phonological, syntactic, and
  semantic understanding or usage (how good?)

20
Level 1 Entering
21
Level 2 Beginning
22
Level 3 Developing
23
Level 4 Expanding
24
Level 5 Bridging
25
Activity 1A Identifying Levels of Language
Proficiency based on the Performance Definitions

• Review the performance definitions for the 5
  levels of English language proficiency (p. 2)
• Read the sample activities for English language
  learners from the handout (p. 3)
• For each activity, assign a language proficiency
  level based on the performance definition
• Compare your results with a partner

26
Activity 1B Rating Writing Samples

• Referring to the Performance Definitions on p. 2
  of your handout, rate the writing samples found
  on p. 4.
• Feel free to work with a partner.
• Compare your answers with those of several
  colleagues.

27
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

28
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

29
Compare the 2 Frameworks

• Take a few moments to compare the two frameworks
• Classroom process focus
• Large-Scale Assessment product focus (basis for
  the ACCESS for ELLs English language proficiency
  test)
• Questions?

30
There are Five English Language Proficiency
Standards
Standard 1 English language learners
communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school
setting. Standard 2 English language learners
communicate information, ideas, and concepts
necessary for academic success in the content
area of LANGUAGE ARTS. Standard 3
MATHEMATICS Standard 4 SCIENCE Standard 5
SOCIAL STUDIES
31
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  
32
There are 4 Grade-Level Clusters

• K-2
• 3-5
• 6-8
• 9-12

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

34
Model Performance Indicators (MPIs) (cont.)

• Consist of a language function, content stem, and
  level of support
• Provide the anchors for curriculum, instruction,
  and assessment

35
ELP Standard 4 Science Language Domain Reading
36
ELP Standard 4 Science Language Domain Reading
Classify living organisms (such as birds and
mammals) by using pictures or icons
37
ELP Standard 4 Science Language Domain Reading
Interpret data presented in text and tables in
scientific studies
38
The Model Performance Indicators Consist of 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 type of support clarifies how much
  scaffolding is provided for students

39
ELP Standard 2 Language Arts Language Domain
Speaking
40
Activity 2 Understanding the MPI Components

• Analyze the Model Performance Indicators (MPIs)
  on p. 5 of your handout and identify the
  following
• Language function (underline)
• Content stem (circle)
• Level of support (leave plain)
• Feel free to work with a partner. Be ready to
  share your work

41
English Language Proficiency Standard
Domain
Model Performance Indicator (MPI)
A strand of MPIs
42
Example Strand of MPIs Standard 2 - Language
Arts 9-12 Writing (p. 8a red book)
Level 1- copy facts pertaining to current events
or issues and produce key words or phrases from
written text Level 2- express opinions or
reactions to current events or issues and extract
key phrases or sentences from written texts Level
3- produce editorial comments on current events
or issues based on personal experiences and take
notes or produce outlines from written
texts Level 4- rewrite stories on current events
or issues in different time frames and summarize
notes from written texts in paragraph form Level
5- rewrite stories on current events or issues
from different perspectives or points of view and
produce essays from notes or outlines
43
Note the Changing Language Functions
Level 1- copy facts pertaining to current events
or issues and produce key words or phrases from
written text Level 2- express opinions or
reactions to current events or issues and extract
key phrases or sentences from written texts Level
3- produce editorial comments on current events
or issues based on personal experiences and take
notes or produce outlines from written
texts Level 4- rewrite stories on current events
or issues in different time frames and summarize
notes from written texts in paragraph form Level
5- rewrite stories on current events or issues
from different perspectives or points of view and
produce essays from notes or outlines
44
Note the Consistent Content Stem
Level 1- copy facts pertaining to current events
or issues and produce key words or phrases from
written text Level 2- express opinions or
reactions to current events or issues and extract
key phrases or sentences from written texts Level
3- produce editorial comments on current events
or issues based on personal experiences and take
notes or produce outlines from written
texts Level 4- rewrite stories on current events
or issues in different time frames and summarize
notes from written texts in paragraph form Level
5- rewrite stories on current events or issues
from different perspectives or points of view and
produce essays from notes or outlines
45
Note the Levels of Support
Level 1- copy facts pertaining to current events
or issues and produce key words or phrases from
written text Level 2- express opinions or
reactions to current events or issues and extract
key phrases or sentences from written texts Level
3- produce editorial comments on current events
or issues based on personal experiences and take
notes or produce outlines from written
texts Level 4- rewrite stories on current events
or issues in different time frames and summarize
notes from written texts in paragraph form Level
5- rewrite stories on current events or issues
from different perspectives or points of view and
produce essays from notes or outlines
46
The Main Idea of the Strands

• As the level of proficiency increases
• The language functions become more difficult
  and/or demanding
• The content stems stay the same
• The levels of support decrease

47
Activity 3 Working with MPIs

• Activity 3A (pp. 6-8 of handout)
• Rewrite MPIs to reflect provided content
• Generate additional language functions for each
  proficiency level
• Rewrite MPIs with new language functions
• Activity 3B (p. 9 of handout)
• Write your own MPIs based on content that you
  select from Alabamas Courses of Study

48
Using the Standards for ELL-friendly Lesson
Planning
49
Content vs. Language Objectives
Content Objectives
Language Objectives

• What students will learn
• Math
• Science
• Social Studies
• Language Arts

• What students will do in terms of
• Listening
• Speaking
• Reading
• Writing
• in their learning (the activity and the level of
  involvement)

50
Content vs. Language Objectives
Language Objectives
Content Objectives

• Grade 3 Science, Objective 33
• Students will gain an understanding of the water
  cycle
• Grade 10 Social Studies, Objective 6
• Students will gain an understanding of the Monroe
  Doctrine and the events leading up to it

• What students will do in terms of
• Listening
• Speaking
• Reading
• Writing
• in their learning (the activity and the level of
  involvement)

51
The SIOP ModelSheltered Instruction
Observation Protocol(Echavarria, Vogt, Short,
2004)

• Lesson Preparation
• Content objective (Course of Study objective)
• Language objective
• Activity
• Level of involvement (from the WIDA ELP
  Standards)
• Building Background
• Schema Activation/Cultural Relevance
• Grammar
• Vocabulary

52
Creating a Standards-based, Content-based
Lesson/Unit

• Sample Lesson Plan 1
• Science
• Grade 3
• Sample Lesson Plan 2
• Social Studies
• Grade 10

53
Science Lesson Plan, Grade 3

• Content Objective Earth and Space Science,
  Objective 33 - Describe the water cycle
• Language Objectives (L,S,R,W)
• Discuss rain occurrence in different locations
  represented by students (building background)
• Watch a video about the water cycle and discuss
  it (including vocabulary in order to build
  background)
• Look at and discuss a terrarium and then build
  one in cooperative groups
• Read a short description of the water cycle and
  discuss grammar and vocabulary
• Create posters about the water cycle
• Write short descriptions of the water cycle

54
Social Studies Lesson, Grade 10

• Content Objective Grade 10 Social Studies (U.S.
  History), Objective 6
• Describe relations of the United States with
  Britain and France from 1781 to 1823, including
  the XYZ Affair, the War of 1812, and the Monroe
  Doctrine.
• Language Objectives
• Discuss colonization in countries represented by
  students (building background)
• Watch and discuss a video about colonization
  (specifically talk about vocabulary)
• Small groups read assigned sections of the
  textbook chapter on colonization and create
  graphic organizers
• Students write summaries of their assigned
  chapter sections
• Small groups present their assigned chapter
  sections to the rest of the class

55
Sample Lesson Plans

• Take a few minutes to look over the 2 sample
  lesson plans (pp. 10-15)
• Pay special attention to
• the general language objectives
• the building background section
• Discuss the lesson plans with several others
• What is different about this type of lesson
  planning from your current style of planning?

56
Focusing on the 5 Proficiency Levels

• As the level of proficiency increases
• The language functions become more difficult
  and/or demanding
• The content stems stay the same
• The levels of support decrease

57
Activity 4 Writing MPIs for a Given Lesson Plan

• Select one of the Sample Lesson Plans for your
  focus
• Elementary Sample 1 (pp. 10-12)
• Secondary Sample 2 (pp. 13-15)
• Using the Standards document and your list of
  additional language functions (p. 7), write MPIs
  for L, S, R, and W
• List grammar relevant to the lesson
• Be ready to share your work

58
Assessing ELLs at Different Levels of Proficiency
59
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 (ALs Courses of Study) focus
  on academic content.

60
Sample Lesson - Writing

• Topic The rain forest
• Assignment Write a short essay describing the
  layers of the rain forest (based on a reading).
  Explain how the layers affect plant growth.
• (Lets look at the reading quickly.)

61
From Under the Canopy(Rigbys On Our Way to
English series)
62
From Under the Canopy
63
Sample Lesson - Writing

• Assignment Write a short essay describing the
  layers of the rain forest. Explain how the layers
  affect plant growth.
• Appropriate expectations

• Writers Workshop works well for this

64
Rubric Development

• Determine what is being assessed
• Content?
• Language?
• Thinking?
• Weight each area appropriately
• Break these areas down into distinct levels (4 or
  5 are recommended)
• Consider performance variability
• e.g., strong capitalization but poor punctuation

65
Sample Rubric Science Writing

• Content
• Grammar and Mechanics
• Organization
• (Lets look at the sample rubric together p. 16)

66
Activity 5 Assessing Students at Different
Proficiency Levels

• Key Concept Differentiated instruction calls for
  differentiated assessment.
• Select one set of MPIs from your work on Sample
  Lesson 1 or 2 (L,S,R, or W)
• Discuss what a rubric to assess that language
  domain would look like (L,S,R, or W) using the
  template on p. 20

67
Merging the WIDA ELP Standards with your
Content Lesson Plans
68
Activity 6 Creating a Standards-based Lesson or
Unit of Instruction for English Language Learners
(pp. 17-22)

• Decide on a topic, theme, or unit of instruction
  based on a relevant Course of Study.
• Determine your content objectives.
• Determine your language objectives.
• The activities
• The expected levels of participation for students
  with different proficiency levels (from the ELP
  Standards)
• Determine the various aspects of building
  background
• Brainstorm how you will assess students learning
  in the lesson or unit.

69
Activity 7 Collaboration

• Reflect on the sample lessons or your newly
  created lesson and consider the following
• How could/should bilingual/ESL teachers
  collaborate with mainstream teachers in teaching
  this lesson/unit?
• What would be the role of each?
• How could mainstream and bilingual/ESL teachers
  approach each other with this lesson?
• What role would WIDA ELP Standards play in this
  collaboration?

70
Next Steps

• What are 2 things that you plan to do this fall
  to incorporate the WIDA ELP Standards into your
  classroom and school practice?
• In my classroom _____________________
• In my school ________________________

71
Q A

• Refer to the questions you wrote at the beginning
  of the day
• What else do you need to know in order to conduct
  this training in your district?