© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
Introduction to the WIDA Consortium
Jesse MarkowJesse Markow
Director-Communications and Business DevelopmentDirector-Communications and Business Development
WIDA ConsortiumWIDA Consortium
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Academic Language
WIDA’s philosophical and theoretical approach is that
Students must acquire academic as well as social English to be successful in US schoolsThe acquisition of academic English must be integrated with the acquisition of academic contentEducators of ELLs must have the knowledge, skills, and tools to help students develop academic EnglishEducators must collaborate to most effectively meet all the educational needs of ELLsResources, tools, and approaches must be grounded in sound research
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Language and Content Knowledge
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.
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WIDA ELP Standards
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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.
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Centrality of the ELP Standards
FormativeFramework
SummativeFramework
English LanguageProficiencyStandards
& PerformanceDefinitions
ModelPerformanceIndicators:Formative
ModelPerformanceIndicators:Summative
Ongoing Instruction & Assessment
Classroom Assessments
W-APT™ ACCESS for
ELLs®
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Structure of the WIDA Standards
Grade Level Clusters (5)
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The WIDA ELP Standards
Standard 1 – Social & Instructional Language (SIL)
English language learners communicate for social and instructional purposes in the school setting.
Standard 2 – Language of Language Arts (LoLA)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
Standard 3 – Language of Mathematics (LoMA)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.
Standard 4 – Language of Science (LoSC)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
Standard 5 – Language of Social Studies (LoSS)
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
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Five Grade-Level Clusters
The 2007 WIDA ELP Standards are organized by the following Grade-level clusters:
PreK−K
Grades 1−2
Grades 3−5
Grades 6−8
Grades 9−12
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Four 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
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Levels of English Language Proficiency
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Criteria for Performance Definitions
Linguistic Complexity: The amount and quality of speech or writing for a given
situation
Vocabulary Usage: The specificity of words or phrases for a given context
Language Control: The comprehensibility of the communication based on
the amount and type of errors
ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING
54321 6
REACHING
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Model Performance Indicators
Provide examples (models) of assessable language skills
Reflect the second language acquisition process
Describe how students can use the language
Provide the anchors for curriculum, instruction, and assessment
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Organization of MPIs within StandardsExample: Social & Instructional; Grades 6-8
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Organization of MPIs within Standards
STRANDSTRAND
MPIMPI
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Summative
Is amenable to large-scale testing or classroom assessment
Includes sensory and graphic supports
Contains model performance indicators that are observable and measurable
Formative
Corresponds to everyday classroom practice
Includes sensory, graphic, and interactive supports
Contains model performance indicators that include strategies, technology, and long-term projects
Standards Frameworks
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A Model Performance Indicator
Grade Level Cluster: 1-2
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
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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
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The Model Performance IndicatorLanguage Function
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The Model Performance IndicatorContent Stem
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The Model Performance IndicatorSupport or Strategy
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Where is WIDA?
Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states (2011-2012)
Standards Adoption - Colorado & Utah
AlabamaAlaskaDelawareDistrict of ColumbiaGeorgiaHawaiiIllinoisKentuckyMaineMinnesotaMississippiMissouriNew HampshireNew JerseyNew MexicoNorth CarolinaNorth DakotaOklahomaPennsylvaniaRhode IslandSouth DakotaVermontVirginiaWisconsinWyoming