WCSD ELL

Department
2012

www.wida.us
WCSD
The WIDA Framework

www.ride.ri.gov
 Academic Language and
the WIDA English Language
Proficiency (ELP) Standards

WIDA ELP Standards and Formative Assessment

 The Five K-12
ELP Standards
Standard Abbreviation

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

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

English Language English language learners communicate information, ideas The language
Proficiency and concepts necessary for academic success in the content of Mathematics
Standard 3 area of Mathematics

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

English Language English language learners communicate information, ideas The language
Proficiency and concepts necessary for academic success in the content of Social
Standard 5 area of Social Studies Studies

www.ride.ri.gov.
 5 Grade Level Spans
5 standards for
each grade span

www.ride.ri.gov
 4 Language
Domains
process, understand, interpret, and
Listening
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, evaluate written language
and symbols, and text with understanding and
fluency
engage in written communication in a variety
Writing
of forms for a variety of purposes and
audiences WCSD
Janeen A. Kelly
 Levels of
English
Proficiency 6
5 REACHING
4 BRIDGING
3 EXPANDING
2 DEVELOPING
1
EMERGING
REACHING
ENTERING

WCSD
Janeen A. Kelly
Model Performance
Indicator (MPI)

MPI

www.ride.ri.gov
 Formative Summative
Social and Social and
Instructional Instructional
Language Arts Language Arts

Mathematics Mathematics

Science Science

Social Studies Social Studies

www.ride.ri.gov
www.ride.ri.gov
 English
Language
Standard title, content area,
and framework Proficiency
Levels

A strand of
model
performance
indicators Model
Domains performance
indicator
www.ride.ri.gov
 The WIDA
Performance
Definitions are an
example of a holistic
rubric

WIDA ELP Standards and Formative Assessment

The Performance Definitions describe what
students can be expected to do within the four
language domains.

www.ride.ri.gov
 What is a model
performance indicator
(MPI)?
The MPIs give
expectations for
what & how
students can
MPI
process and
produce at a given
proficiency level.

www.ride.ri.gov
 Academic Language and
the WIDA ELP Standards
The model performance indicator shows examples of
language expectations at different levels of language
proficiency across different domains and ELP standards

WIDA ELP Standards and Formative Assessment

 Academic Language and
the WIDA ELP Standards
The elements of academic language are implicit in the
performance indicator

What elements
of academic
language are
needed to
describe?

WIDA ELP Standards and Formative Assessment

 Activity
Change Language Function
Keep standard, support
Change Standard
Keep language function, support
Change Support
Keep language function, standard
Discussion
Application to CCSS WCSD
Janeen A. Kelly
 Reflection
Questions
 Common Core State
Standards
The National Governors Association Center for Best Practices and
the Council of Chief State School Officers strongly believe that all
students should be held to the same high expectations outlined in the
Common Core State Standards. This includes students who are
English language learners (ELLs). However, these students may
require additional time, appropriate instructional support, and aligned
assessments as they acquire both English language proficiency and
content area knowledge.

www.corestandards.org/assets/application-for-english-learners.pdf
 Common Core State
Standards (continued)

To help ELLs meet high academic standards in language arts it is

essential that they have access to:

Teachers and personnel at the school and district levels who are
well prepared and qualified to support ELLs while taking advantage
of the many strengths and skills they bring to the classroom;

Literacy-rich school environments where students are immersed in a

variety of language experiences;

Instruction that develops foundational skills in English and enables

ELLs to participate fully in grade-level coursework;
www.corestandards.org/assets/application-for-english-learners.pdf
 Common Core State
Standards (continued)

Coursework that prepares ELLs for postsecondary education or the

workplace, yet is made comprehensible for students learning content in
a second language (through specific pedagogical techniques and
additional resources);
Opportunities for classroom discourse and interaction that are well-
designed to enable ELLs to develop communicative strengths in
language arts;
Ongoing assessment and feedback to guide learning; and
Speakers of English who know the language well enough to provide
ELLs with models and support.

(Application of Common Core State Standards for English Language

Learners)

www.corestandards.org/assets/application-for-english-learners.pdf
 Common Core State
Standards
What Is Not Covered by the Standards

The Standards set grade-specific standards but do not define the intervention
methods or materials necessary to support students who are well below or well
above grade-level expectations.
It is also beyond the scope of the Standards to define the full range
of supports appropriate for English language learners and for students
with special needs. At the same time, all students must have the
opportunity to learn and meet the same high standards if they are to
access the knowledge and skills necessary in their posthigh school lives.
CCSS for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects

www.corestandards.org/assests/application-for-english-learners.pdf
 To Avoid
Misunderstandings

WCSD
Dawn Adams
WIDA provides ELLs
ACCESS to CCSS
A Framework for teachers to hold
ELLs to a high cognitive demand
while providing appropriate
LINGUISTIC SCAFFOLDS to
ensure high expectations and
student success.

WCSD
Dawn Adams
 Paradigm Shift of How/When,
NOT IF, to Scaffold Close Reads
From To
Contextual support

Cultural Specifics

Idioms

Vocabulary
Background Contextual support
Cultural Specifics

Idioms

Vocabulary
WCSD
Dawn Adams Background
 Ways for ELLs to
access the CCSS
and to support
teachers. GLAD and
SIOP help teachers
use this framework in
the classroom.
The SIOP - WIDA Connection

Academic
Language Language Content
Proficiency

WIDA SIOP CCSS

WCSD
Kimberly Howland
The WIDA/ELP Standards
Standard Abbreviation

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

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

English Language English language learners communicate information, ideas The language
Proficiency and concepts necessary for academic success in the content of Mathematics
Standard 3 area of Mathematics

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

English Language English language learners communicate information, ideas The language
Proficiency and concepts necessary for academic success in the content of Social
Standard 5 area of Social Studies Studies

www.ride.ri.gov
The GLAD - WIDA Connection

Academic
Language Language Content
Proficiency

WIDA GLAD CCSS

WSCD
Kimberly Howland
 Targeting the CCSS Using the WIDA Framework:
Guided Language Acquisition Design - GLAD
Assessment
Wiggins & McTighe
Planning

Instructional
Strategies

GLAD,
Pc
CCSS SIOP

WIDA English
Language
Proficiency
Standards
Grade Level Formative &
Summative Frameworks
Whole Class Small Group - Independent
WCSD Kris Gingras and Edith
Final Reflections and
Application
Form groups to discuss questions and
roll-out ideas
Fill out index card
Greatest take away
Additional Questions