© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ...

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

Lynore Carnuccio, WIDA ConsultantMariana Castro, Professional Development Consultant

Introduction to the WIDA English Language Proficiency Standards

Introduction to the WIDA ELP Standards 3WIDA Consortium / CAL / Metritech

Wisconsin (1)Delaware (2) District of Columbia (3) Rhode Island (4)Vermont (5)Maine (6)New Hampshire (7)Illinois (8)Alabama (9)New Jersey (10)Georgia (11)Oklahoma (12)Kentucky (13)North Dakota (14)Pennsylvania (15)

Virginia (16) South Dakota (17)

North Carolina (18) Mississippi (19)

The WIDA Consortium 2008


The Bottom Line

In order for students to achieve academically and exhibit that learning

on Large Scale, High Stakes assessment, they MUST master

Academic Language.


More on language proficiency vs content knowledge

How many different ways can you read the following mathematical expression?

3+2=


Language versus Content

Language proficiency involves the language associated with the content areas.

Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content.

WIDA ELP standards focus on academic language; academic content standards focus on academic content.


The Language of Math

greater than[>] and less than[<]

NOT

6 [>/<] 5


The Language of Science


Why are English language proficiency (ELP) standards necessary?

To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success

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 (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments


Overall Organization of Standards

Frameworks for Formative & Summative Assessment (2)

English Language Proficiency Standards (5)

Language Domains (4)

Grade Level Clusters (5)

Language Proficiency Levels (5)

Model PIs are the lowest level ofexpression of the standards

Model Performance Indicators


SummativeIs amenable to large-scale testing under standardized conditions

Includes visual and graphic supports

Contains model performance indicators that are observable and measurable

FormativeCorresponds to everyday classroom practice

Includes visual, graphic, and interactive supports

Contains model performance indicators that include strategies, technology, and long-term projects

Two Standards FrameworksTwo Standards Frameworks


The Five WIDA ELP 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)


The Four Language Domains

Listening

Speaking Reading Writing


The Grade-Level Clusters

The 2007 WIDA ELP Standards are clustered:

PreK−K

Grades 1−2

Grades 3−5

Grades 6−8

Grades 9−12


The WIDA ELP Scale

6

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

BRIDGING

REACHING


Criteria for Performance Definitions

Linguistic Complexity: The amount and quality of speech or writing for a given situationVocabulary Usage: The specificity of words or phrases for a given contextLanguage Control: The comprehensibility of the communication based on the amount and type of errors

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING


Performance Definitions

6 Reaching

Specialized or technical language reflective of the content area at grade level;

A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse as required at the specified grade level;

Oral and written communication of English comparable to that of English proficient peers

5 Bridging

The technical language of the content areas;

A variety of sentence lengths of varying Linguistic Complexity in extended oral or written discourse, including stories, essays, or reports;

Oral or written language approaching comparability to that of English proficient peers when presented with grade level material

4 Expanding

Specific and some technical language of the content areas;

A variety of sentence lengths of varying Linguistic Complexity in oral discourse or multiple, related paragraphs;

Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support

3 Developing

General and some specific language of the content areas;

Expanded sentences in oral interaction or written paragraphs;

Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support

2 Beginning

General language related to the content areas;

Phrases or short sentences;

Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

1 Entering

Pictorial or graphic representation of the language of the content areas;

Words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support


Another Way to Examine Performance by ELP Level


The Elements of the MPI

Model performance indicators consist of 3 elements:

The Language Function

The Content Stem or Sample Topic

The Support or Strategy*


A Model Performance Indicator

Grade Level Cluster: 1-2 Domain: Speaking

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


Organization of MPIs within Standards


Organization of PI’s within Standards

STRAND

MPI

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

• www.wida.us• Click on English Language Proficiency• Scroll down to the bottom of the page• Click on Grade level clusters PreK-5 • You might want to save this link as a

“favorite” website on your internet tool bar.

http://www.wida.us/

http://www.wida.us/standards/PreK-5%20Standards%20web.pdf

http://www.wida.us/standards/PreK-5%20Standards%20web.pdf

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ...

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