Using ELL Tools Using ELL Tools Effectively: Effectively:

WIDA Standards for WIDA Standards for InstructionInstruction

and Assessmentand Assessment

Presented by:Presented by:Lynore M. CarnuccioLynore M. Carnuccio

WIDA Trainer/ConsultantWIDA Trainer/Consultant

Using ELL Tools Using ELL Tools Effectively: Effectively:

WIDA Standards for WIDA Standards for InstructionInstruction

and Assessmentand Assessment

Presented by:Presented by:Lynore M. CarnuccioLynore M. Carnuccio

WIDA Trainer/ConsultantWIDA Trainer/Consultant

Agenda for the Day

• Part 1: Exploring the Standards

• Part 2: Using the Standards– Instructional strategies for content

teaching

What do you know about What do you know about WIDA?WIDA?

Think – Pair - ShareThink – Pair - Share

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).

The WIDA Consortium

WIDA states represent 275,000 English Language Learners.

WWisconsinisconsinDDelawareelawareAArkansas rkansas (2002)(2002)

Early Additions:Early Additions:

District of ColumbiaDistrict of Columbia

Rhode Island, Maine, New Hampshire, Rhode Island, Maine, New Hampshire, Vermont, Illinois (2003), Alabama Vermont, Illinois (2003), Alabama (2004)(2004)

Latest Additions:Latest Additions:

New Jersey, Georgia and New Jersey, Georgia and Oklahoma (2005)Oklahoma (2005)

What is WIDA doing and why?

1. English Language Proficiency Standards

2. ELP Large-Scale Assessments (ACCESS for ELLs)

3. Parallel/Alternate Academic Assessments

4. Professional Development5. Validation and Research

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.

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

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

Exploring the WIDA Exploring the WIDA ELP StandardsELP Standards

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.

Connections to TESOL’s 1997 Edition

Activity 1

The WIDA Framework was used in the development of the newly

released TESOL English Language Proficiency Standards

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

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.

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

Standards

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.

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

The structure and design of the WIDA Standards for

Instructionand

Assessment

There are 4 Grade-Level Clusters

• K-2• 3-5• 6-8• 9-12

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

The Levels of English Language Proficiency

ENTERING

BEGINNING

DEVELOPING

EXPANDING

Never ELL

1

2

3

4

5

6

7

Formerly ELL(Attained)

BRIDGING

Criteria for Proficiency Level Definitions

•Comprehension and use of the technical language of the content areas

•Extent of discourse control •Development of phonological, syntactic, and semantic understanding or usage

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

1 2 3 4 5

Performance Definitions for WIDA’s Levels of

Language Proficiency

see WIDA Overview Document

page 6

English Language Proficiency Standard 4: English Language Proficiency Standard 4: English language learners communicate information, English language learners communicate information,

ideas, and concepts necessary for academic success in the content area of SCIENCE.ideas, and concepts necessary for academic success in the content area of SCIENCE.Domain: Domain: Listening Listening —— process, understand, interpret, and evaluate spoken language in a variety of process, understand, interpret, and evaluate spoken language in a variety of

situationssituations

Grade Level Cluster

Level 1 Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

K-2 explore movement of real-life objects by following commands(e.g., “Roll the ball.”)

follow movement of real-life objects by following multiple step directions(e.g. “The car goes backwards then forwards.”)

compare movement of objects based on oral statements by pointing to pictures or objects (e.g., “Which goes fastest, bikes, buses, or airplanes?”)

predict movement of objects by pointing to pictures or demonstration based on oral statements(e.g., “Show what happens when you let go of balloons.”)

interpret the effects of force on motion by pointing or demonstration based on oral descriptions

3-5 differentiate between healthy and unhealthy foods or lifestyles from realia, magazines, or newspapers following oral directions

select/draw healthy choices for meals or lifestyles from realia, magazines, or newspapers following oral directions

compare choices for meals or lifestyles by following oral directions (e.g., “Choose the healthier food for dinner: banana bread or carrots.”)

categorize choices for meals or lifestyles and chart following oral directions

evaluate choices for meals or lifestyles by following oral descriptions

6-8 match oral statements of scientific facts with illustrations(e.g., “White is made up of all colors.”)

create scientific models based on illustrations and oral directions(e.g., “Show how light or sound travels;” “Show how the earth goes around the sun.”)

classify examples of properties (of light, sound, stars or planets) based on illustrations and oral directions

apply oral descriptions of properties (of light, sound, stars or planets) to everyday life

seek explanations of the properties (of light, sound, stars or planets) through oral scenarios

9-12 collect and prepare real-life materials needed for scientific experiments based on oral directions

replicate scientific experiments using real-life materials based on oral directions

build different hypotheses based on oral descriptions of science issues

match different oral explanations of the results with evidence of the findings

conduct scientific inquiry using multimedia resources that include oral input

Compare Large Scale and Classroom

Frameworks

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

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

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

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 *

Model Performance Indicators

Grade Level Cluster 6-8

Standards 4: (the language of) Science

___________________________

Language Proficiency Level: 3 Developing

Language Domain: Reading

_____________________________

Identify characteristics and conditions related to natural disasters based on text and

pictures

The language The language functionfunction

The content The content stemstem

The type of supportThe type of support

Activity 3

Identify other language functions from the

classroom framework

Examples of Types of Examples of Types of Support?Support?

• Visual…Visual…

• Graphic…Graphic…

• Interactive…Interactive…

Model Performance Indicators

Grade Level Cluster 6-8

Standards 4: (the language of) Science

___________________________

Language Proficiency Level: 3 Developing

Language Domain: Reading

_____________________________

Identify characteristics and conditions related to natural disasters based on text and

pictures

The language The language functionfunction

The content The content stemstem

The type of supportThe type of support

The $64,000.00 Question

Where will additional content stems be found?

Content vs. Language Objectives

• What you will learn:– Math– Science– Social Studies– Language Arts

• How you will use:– Listening– Speaking– Reading– Writing

in your learning

Content Objectives Language Objectives

Content vs. Language 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

Content Objectives Language Objectives

WIDA and SIOPPerfect Partners

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

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: SpeakingContent Standard:

3-5

make collections, organize, and identify natural phenomena(such as leaves, insects, or rocks)

describe natural phenomena from real-life examples (e.g., “This leaf has five points.”)

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”)

compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”)

report on the physical relationships among natural phenomena

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

3-5

make collections, organize, and identify natural phenomena(such as leaves, insects, or rocks)

describe natural phenomena from real-life examples (e.g., “This leaf has five points.”)

describe the step-by-step process of making and organizing collections of natural phenomena (e.g., “First, I went to the park.”)

compare features of natural phenomena (e.g., “This leaf has five points while this one has two.”)

report on the physical relationships among natural phenomena

Navigating the WIDA website

www.wida.us