Curriculum and Materials Development using WIDA and

Common Core

Jennifer McCabe

Molly Ross

Malden, MA Public Schools TESOL ConventionMarch 20,2013

AgendaTime: Content:

8:00- 8:30 Organization and Structure of 2012 WIDA Standards

8:30- 9:00 Academic Discourse Across WIDA Standards

9:00- 9:30 Identifying links from WIDA to Common Core across content areas

9:30-9:45 Break

9:45-10:15 Practical Applications and Curriculum Development

10:15-11:30 Differentiating content across WIDA ELD levels

11:30-12:00 Debrief

Objectives

Analyze components of WIDA document, standards, ELD levels, MPI’s and strands

Analyze academic discourse using student/teacher video clip samples across content areas

Identify common themes across WIDA document and Common Core

Create lesson plans/curriculum maps using hands-on application of strands and differentiation of tasks/activities

Examine WIDA ELD levels and apply task analysis to assist in writing MPI’s

Academic Language in Context

Language of Mathematics

Foundation of home and community language and cultural factors

Language of Science

Language of Social Studies

Language of Reading, Writing &

Communicating

General academic language forknowing, thinking, reading, writing, visualizing

Adapted from Zwiers (2008)

World Languages Language of the Arts

Language of Health and P.E

Organization and Structure of the WIDA

Structure of the WIDA Standards

Grade Level Clusters (5)

ELD vs. State Standards

WIDA ELD Standards-Focus on Academic Language

State Content Standards-Focus on Academic Content Achievement

ELD vs. State Standards

ELD StandardsAcademic Language Proficiency

Language-based Reflective of the varying

stages of second language acquisition

Representative of social and academic language contexts

Tied to a state’s English language development standards (WIDA)

State Content StandardsAcademic Achievement

Content-based Reflective of conceptual

development Representative of the

school’s academic curriculum

Tied to a state’s academic content standards and Common Core Curriculum Standards

Why the WIDA ELD Standards?

English attainment for academic success Yardstick measure for progress in language

domains Resource anchored in academic standards Federal law compliance

WIDA’s ELD Standards

Academic Language

Two Standards Frameworks

Summative Is amenable to large scale

testing under standardized conditions

Includes visual and graphic support

Contains model performance indicators that are observable and measurable

Formative Corresponds to everyday

classroom practice Includes visual, graphic, and

interactive supports Contains model

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

Structure of the WIDA Standards

Grade Level Clusters (5)

13

The Grade-Level Clusters

PreK-K 1 - 2 3 - 5 6 - 8 9 - 12

Structure of the WIDA Standards

Grade Level Clusters (5)

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

4 Language Domains

Language Domains Considerations

Do all language domains develop at the same rate?

Is there a typical order in which language domains are developed?

Can language proficiency vary by language domains?

Structure of the WIDA Standards

Grade Level Clusters (5)

Levels of English Language Proficiency

EMERGING

Every ELL Deserves Exceptionally Brilliant Resources.

WIDA Consortium

Levels of English Language Proficiency

EMERGING

Single Words

Phrases, short sentences

Series of related sentences

Moderate discourse

Complex discourse

Linguistic ComplexityDiscourse Level: Amount and quality of speech or writing for a given situation

Levels of English Language Proficiency

EMERGING

Memorized language

Language with errors inhibiting communication

Meaning overrides communication errors

Language with minimal errors

Language comparable to English peers

Language Forms and ConventionsSentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language

Levels of English Language Proficiency

EMERGING

Most common vocabulary

High frequency vocabulary

General and some specific vocabulary

Specialized and some technical vocabulary

Specialized and technical vocabulary

Vocabulary UsageWord/Phrase Level: The specificity of words or phrases for a give context

Performance Criteria Relationships

Discourse Level

Sentence Level

Word/Phrase Level

Structure of the WIDA Standards

Grade Level Clusters (5)

Organization and Elements of the Model Performance Indicators (MPIs)

WIDA Consortium

Model Performance Indicators (MPIs)

Provide examples (models) of assessable language. Reflect the second language acquisition process. Describe how students can use the language

(purpose). Relate to specific criteria and elements of academic

language. Provide the anchors for curriculum, instruction, and

assessment.

WIDA Consortium

Organization of MPIs within Standards

MPIMPI

WIDA Consortium

Organization of MPIs within Standards

STRANDSTRAND

WIDA Consortium

The Elements of the MPIModel performance indicators consist of 3 elements:

The Language Function

The Content Stem or Sample Topic

The Support or Strategy

Model Performance Indicators

Make lists of real-world examples of three-dimensional shapes from labeled models

The Content Stem/Topic

Language Function Support

Standard 3: The language of Mathematics

Grade Level Cluster: 3-5

Model Performance Indicator (MPIs) Formula

Verb +++ Verbs

Topic from + state standards

Scaffolding

33

Language + Function

Topic +

Support

WIDA Consortium

The Model Performance Indicator Language Function

Language Function

Describes how language is used; not the cognitive task

Guides the language features that students should recognize or be able to produce

May be used across several different levels, though the language features associated at specific levels may be different

WIDA Consortium

Language FunctionsListenPointMatchLocateSelectSortRespondIdentifyDraw/illustrateCircleName

RecallRetellDefineExplainSummarizeRole-playCompare/contrastDiscussExpressRepeatCopyTraceDefine

AnalyzeInterpretJustify/DefendElaborateCritiqueExplainNarrateConcludeConvinceReflectResolveInferCompose SynthesizeHypothesize

WIDA Consortium

The Model Performance Indicator Content Stem

Content Stem

Helps ground language instruction to the content that students are learning

Relates to state or local content standards Is grade level appropriate

WIDA Consortium

WIDA Consortium

The Model Performance IndicatorSupport or Strategy

Support or Strategy

May be visual, graphic, or interactive Are based on the concept of scaffolding new

language and concepts May include use of language other than

English Are appropriate for instruction or assessment

Examples of Sensory, Graphic and Interactive Supports

Sensory Supports Graphic Supports Interactive Supports

Real-life objects (realia) Manipulatives Pictures and PhotographsIllustrations, diagrams, and drawingsMagazine and NewspapersPhysical activitiesVideos and FilmsBroadcastsModels and Figures

ChartsGraphic OrganizersTablesGraphsTimelinesNumber Lines

In pairs or partnersIn triads or small groupsIn a whole groupUsing cooperative group structuresWith the Internet (Websites) or software programsIn the native languageWith mentors

Specific Examples of Sensory Supports

Supports related to the language of Language Arts

Supports related to the language of Mathematics

Supports related to the language of Science

Supports related to the language of Social Students

Illustrated word/phrase wallsFelt or magnetic figures of story elements Sequence blocksEnvironmental printPosters or displaysBulletin boardsPhotographCartoonsAudio booksSongs/Chants

Blocks/CubesClocks, sundials and other timekeepersNumber linesModels of geometric figuresCalculatorsProtractorsRulers, yard/meter sticksGeoboardsCountersCompassesCalendarsCoins

Scientific instrumentsMeasurement toolsPhysical modelsNatural modelsActual substances, organisms or objects of investigationPosters/Illustrations of processes or cycles

MapsGlobesAtlasesCompassesTimelinesMulticultural artifactsAria and satellite photographsVideo clips

A Strand of Model Performance Indicators with an Example Topic

Emerging

A Strand of Model Performance Indicators

Emerging

Academic Discourse

A Definition for Academic Language

With a partner come up with a concise, precise definition of academic vocabulary.

A WIDA Definition for Academic Language

Academic language refers to – the abilities to construct meaning from oral and

written language– relate complex ideas and information – recognize features of different genre (text types)– use various linguistic strategies to communicate.

WIDA Consortium

Activity: Features of Academic Language in Action

As you watch the video of student, consider the level of language at the following levels: – Discourse Level– Sentence Level– Word/Phrase Level

Academic Discourse: 8th Grade Math

Students will defend their categorization of variables as “continuous data” or “discrete

data” using pictures and their partners.

Content stem Support

Language function

Academic Discourse: 8th Grade ELA

Students will identify and explain evidence for an open response using a

web and their partners.

Language function

Content stem

Support

Academic Discourse: Social Studies

Academic Discourse: 8th Grade Social Studies

Students will interpret aspects of the Renaissance using images and videos.

Language function

Content stem Support

Academic Discourse: Kindergarten Writing

Students will discuss pre-writing plans for personal narrative using their partners.

Language function

Content stem Support

Academic Discourse: 6th Grade Writing

Students will identify key details in a non-fiction text using a turn and talk strategy

with a partner and their textbook.

Language function Content stem

Support

Example of Mini-Lesson

Mini-lesson utilized to introduce topic Objective and agenda are introduced

Alignment of Common Core and WIDA

Common Core WIDA Alignment

CCSS WIDA

Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

Standard 1: English language learners communicate for Social and Instructional purposes within the school setting

WIDA ELD Levels and MPI’s

Sub-headline goes here

Office name goes hereDoLCE Slide #

WIDA Standards in Detail

A Strand of Model Performance Indicators with an Example Genre

Emerging

A Strand of Model Performance Indicators with an Example Genre

Emerging

Same topicINCREASING LANGUAGE

COMPLEXITY

Decreasing Support /Strategies

Pick the ELP Level Activity

Classroom Activity English Language Proficiency LevelAt what level, could a student complete the activity independently?

How might you differentiate this task for a more proficient student and/or less proficient student.

Explain how to solve a math story problem.

Write an essay explaining how the 3 branches of government are alike and different.

Prepare a timeline labeling the era of the civil war.

Label the materials used to conduct an experiment in class.

Prepare a poster showing the water cycle.

Draw and name geometric shapes.

Write a persuasive letter to your state senator citing why an increase in funding for education is necessary.

Objectives

Analyze components of WIDA document. Standards, ELD levels, MPI’s and Strands

Analyze academic discourse using student/teacher video clip samples across content areas

Identify common themes across WIDA document and Common Core

Create lesson plans/curriculum maps using hands-on application of strands and differentiation of tasks/activities

Examine WIDA ELD levels and apply task analysis to assist in writing MPI’s

Resources

http://maldenells.wikispaces.com/ http://literacymalden.wikispaces.com/ www.wida.us http://www.corestandards.org/ Jennifer McCabe:

jmccabe@malden.mec.edu Molly Ross: mross@malden.mec.edu