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![Page 1: © 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA English Language Development.](https://reader035.fdocuments.us/reader035/viewer/2022062802/56649ea05503460f94ba3c51/html5/thumbnails/1.jpg)
© 2012 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
Introduction to the WIDA English Language Development Standards
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Intro to WIDA ELD Standards 2WIDA Consortium
WIDA Terms
Why does WIDA distinguish between “language proficiency” and “language development?”
• WIDA uses the name English language development (ELD) standards to articulate the language acquisition process as fluid, flexible, and ongoing
• WIDA uses the term language proficiency to reflect a student’s current level in the language acquisition process at a particular point in time• Levels 1-6 are still referred to as “proficiency levels”• ACCESS for ELLs is an English language proficiency
assessment
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Intro to WIDA ELD Standards 3WIDA Consortium
Language & 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.
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Intro to WIDA ELD Standards 4WIDA Consortium
ELD & State Standards
State Content StandardsAcademic achievement
Content-based
Reflective of conceptual development
Representative of the school’s academic curriculum
ELD StandardsAcademic language development
Language-based
Reflective of the varying stages of second language acquisition
Representative of social and academic language contexts
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Intro to WIDA ELD Standards 5WIDA Consortium
Variations of Language
Adapted from Zwiers (2008)
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WIDA Performance Definitions – Listening and Reading Grades K-12
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WIDA Performance Definitions – Speaking and Writing Grades K-12
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Intro to WIDA ELD Standards 9WIDA Consortium
WIDA’s ELD Standards
Academic Language
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
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Intro to WIDA ELD Standards 10WIDA Consortium
GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
Organization of MPIs within the 2012 Standards
STRAND
MPI
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Intro to WIDA ELD Standards 11WIDA Consortium
Listening
Speaking
Reading
Writing
Process, understand, interpret and evaluate spoken language in a variety of situations
Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency
Engage in written communication in a variety of situations for a variety of purposes and audiences
Engage in oral communication in a variety of
situations for a variety of purposes and audiences
Language Domains
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Intro to WIDA ELD Standards 12WIDA Consortium
Language Domains
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Intro to WIDA ELD Standards 13WIDA Consortium
GRADE 8
ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy
CONNECTION: Next Generation Science Standards, May 2012 Draft, Energy b-d (Middle School): Use representations of potential energy to construct an explanation of how much energy an object has when it’s in different positions in an electrical, gravitational, and magnetic field. Plan and carry out investigations to show that in some chemical reactions energy is released or absorbed. Use and/or construct models to communicate the means by which thermal energy is transferred during conduction, convection, and radiation.
EXAMPLE CONTEXT FOR LANGUAGE USE: Students decide with peers the types of energy transfers that occur in various situations from everyday life (e.g., glow sticks, thunderstorms, simple engines) to demonstrate the conservation of energy.
Standards Connection
Topic-related Language
Cognitive Function
Example Context for Language Use
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Intro to WIDA ELD Standards 14WIDA Consortium
Standards Connection
• Provides a direct connection to grade-level content standards, including:
• The Common Core State Standards (CCSS)
• The Next Generation Science Standards
• Other state standards
• The example below draws from the CCSS:
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Intro to WIDA ELD Standards 15WIDA Consortium
Example Context for Language Use
• Highlights the importance of teaching language in a meaningful context
• Provides examples for teachers to think about possible:• instructional tasks• audiences• registers• genres
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Intro to WIDA ELD Standards 16WIDA Consortium
Cognitive Function
• Adopted terms from Bloom’s revised taxonomy
• All MPIs across a strand now relate to a common cognitive function
• Expect higher cognitive functioning from ALL students
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Intro to WIDA ELD Standards 17WIDA Consortium
Cognitive Function
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Intro to WIDA ELD Standards 18WIDA Consortium
Topic-Related Language
• Gives students access to a grade-level language-rich environment while they are acquiring English
• Grade 3 Language of Mathematics example:
TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area
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Intro to WIDA ELD Standards 19WIDA Consortium
The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
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Intro to WIDA ELD Standards 20WIDA Consortium
Elements of Model Performance Indicators
The Model Performance Indicator (MPI) consists of three elements:
• Language function: describes how students use language to demonstrate their proficiency
• Content stem/example topic: specifies context for language instruction; derived from state content standards
• Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content
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Intro to WIDA ELD Standards 21WIDA Consortium
Elements of MPIs
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Content Stem/Example Topic
Language Function
Instructional Support
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Intro to WIDA ELD Standards 22WIDA Consortium
The Model Performance IndicatorLanguage Function
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Intro to WIDA ELD Standards 23WIDA Consortium
The Model Performance IndicatorContent Stem
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Intro to WIDA ELD Standards 24WIDA Consortium
The Model Performance IndicatorSupport or Strategy
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Intro to WIDA ELD Standards 25WIDA Consortium
Support Examples
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Intro to WIDA ELD Standards 26WIDA Consortium
Specific Examples of Sensory Supports
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Intro to WIDA ELD Standards 27WIDA Consortium
Example Use of GraphicOrganizers
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Intro to WIDA ELD Standards 28WIDA Consortium
Expanded Strands
• “Expanded” strands display the features of academic language:
• Provide concrete examples of language at discourse, sentence, and word/phrase levels
• Show how MPIs are connected to Performance Definitions
• Inform teachers’ planning and instruction
Linguistic Complexity
(Discourse Level)
Language Forms &
Conventions
(Sentence Level)
Vocabulary Usage
(Word/Phrase Level)
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An Expanded Strand
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Intro to WIDA ELD Standards 30WIDA Consortium
CAN DO Descriptors
• Provide teachers with information on the language students are able to understand and produce in the classroom in within all five ELD standards.
• Available in both English and Spanish for the following grade-level clusters:
PreK-K Grades 6-8 Grades 9-12
Grade 1-2 Grades 9-12
Grades 3-5
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Intro to WIDA ELD Standards 31WIDA Consortium
Let’s plot Jose Carlos’ ACCESS for ELLs results on the CAN DO Descriptors:
Listening 4.1 Speaking 6.0 Reading 5.0 Writing 3.8
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Intro to WIDA ELD Standards 32WIDA Consortium
4.1
6.0
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Intro to WIDA ELD Standards 33WIDA Consortium
3.8
5.0