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WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs. What is WIDA?. ELD Standards (English Language Development Standards). What is WIDA?. WIDA stands for World-Class Instructional Design and Assessment Adopted by 22 states Visit the WIDA website:

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Wida eld standards using language objectives to differentiate instruction for ells

WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs

What is wida

What is WIDA?

ELD Standards (English Language Development Standards)

What is wida1
What is WIDA?

  • WIDA stands for World-Class Instructional Design and Assessment

  • Adopted by 22 states

  • Visit the WIDA website:


Wida s eld standards
WIDA’s ELD Standards


Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Eld state standards
ELD & State Standards

State Content Standards

  • Academic achievement

  • Content-based

  • Reflective of conceptual development

  • Representative of the school’s academic curriculum

ELD Standards

  • Academic language development

  • Language-based

  • Reflective of the varying stages of second language acquisition

  • Representative of social and academic language contexts

Language domains
Language Domains

Process, understand, interpret and evaluate spoken language in a variety of situations


Engage in oral communication in a variety of

situations for a variety of purposes and audiences


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


What language does he need to

learn ____?

How can I make

grade level


comprehensible for my ELLs?

What can

he do?

How can he show his learning?

ACCESS scores, Can Do Descriptors, and

Performance Definitions answer these questions for us.

Why should we implement wida standards
Why should we implement WIDA Standards?

  • Mandated by the VA Dept. of Education

    • Used as a tool for the implementation of the VA SOLs and Essential Knowledge

    • Every teacher with ELLs needs to weave in ELD Standards in their instruction daily.

  • Supports the teacher!

    • VA Teacher Evaluation

    • Differentiation made easy!

    • Assessment wall conversations will be more meaningful.

    • Teachers can use the language provided by WIDA to formulate measurable goals.

  • Supportsall ESL students!

  • ExtendsDifferentiation and VA SOLs

  • Va teacher evaluation process
    VA Teacher Evaluation Process

    • Instructional Planning: The teacher plans using the Virginia Standards of Learning, the school’s curriculum, effective strategies, resources, and data to meet the needs of all students.

      • Uses student learning data to guide planning.

      • Plans for differentiated instruction.

      • Aligns lesson objectives to the school’s curriculum and student learning needs.

    What are the standards
    What are the Standards?

    Language Domains:







    of Math


    Social and




    Language of



    Language of




    Language of



    What language do my students need to understand in order to learn the content?

    Data driven instruction student roster reports
    Data Driven Instruction:Student Roster Reports

    • All LEP students received a language proficiency test called the ACCESS test.

    • This test measures English proficiency in:

      • Listening

      • Speaking

      • Reading

      • Writing

    Student reports 2013 access scores
    Student Reports: 2013 ACCESS Scores

    • Includes scores for all of the ESL students in your school last year.

    • The following slides will explain how to interpret these scores.

    Language proficiency levels
    Language Proficiency Levels

    Students in this area are comparable to native English speakers.

    Many of our ESL students are in this range in one or more language domains.

    Source: www.wida.us

    What are the language proficiency levels
    What are the Language Proficiency Levels?

    • 1 Entering:

      minimal social and academic language with support

    • 2 Beginning:

      uses some social and academic language with support

    • 3 Developing:

      uses social English and SOME academic language with support

    • 4 Expanding:

      uses social English and some technical academic language

    • 5 Bridging:

      uses social and academic language working with grade level material

    • 6 Reaching:

      uses social and academic language at the highest level

    The continuum of second language acquisition
    The Continuum of Second Language Acquisition

    Entering: 1Reaching: 6

    The second language acquisition process involves gradual scaffolding from:

    Concrete ideas/concepts Abstract ideas/concepts

    Familiar situations Unfamiliar situations

    General vocabulary Technical vocabulary

    Single Words & Phrases Extended discourse

    Source: page RG12 WIDA Standards Booklet

    When are students considered english language proficient
    When are students considered English language proficient?

    • ACCESS results are as followed to exit the ESL program.

      • Literacy = 5.0 Bridging

      • Composite (Overall Score)=5.0 Bridging Level

      • Students that exit the program are monitored for

        2 years. Temporary support is given when needed.

    Wida teacher report
    WIDA Teacher Report

    • Every teacher receives a teacher report at the beginning of each year/semester for the ELL students in their classroom.

    • Understanding the Report:

      • Proficiency by Language Domains

      • Performance by ELD Standards

    What should we expect from our students

    What should we expect from our students?

    Important references:

    Performance Definitions

    Can Do Descriptors

    More about language proficiency levels
    More about Language Proficiency Levels:

    • Performance Definitions-

      • Describes at each level what students can process, understand, produce or use.

      • Read and discuss characteristics of each level with your group.

    Can do descriptors
    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





    Can do descriptors what can my student do
    Can Do DescriptorsWhat can my student do?

    • BEST resource!

    • Helps us answers the question:

      • What can I expect from my students?

      • Using a highlighter, mark the verbs that you see on the handout.

      • Notice the types of verbs we use at each proficiency level.

      • These verbs help us create formative assessment tasks that are appropriate for a particular language level.

    Now select a student from the teacher reports provided
    Now, select a student from the Teacher Reports provided.

    • Using the Can Do’s and Performance Definitions, discuss how the rubrics can help you understand what the student can do and what we should expect them to do.

    • If you do not have a Teacher Report – please use the sample student provided

    WIDA Performance Definitions – Listening and Reading Grades K-12

    WIDA Performance Definitions – Speaking and Writing Grades K-12

    Language content

    Language proficiency involves the languageassociated with the content areas.

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

    Language & Content


    • Write down as many words as possible for your content area – 30 seconds

    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

    Elements of Model Performance Indicators

    The elements of the mpi

    The Language Function elements:

    The Content Stem/Example Topic

    The Support

    The Elements of the MPI

    Elements of MPIs elements:

    Content Stem/Example Topic

    Language Function

    Instructional Support

    The model performance indicator language function
    The Model Performance Indicator elements:Language Function

    The model performance indicator content stem
    The Model Performance Indicator elements:Content Stem

    The model performance indicator support or strategy
    The Model Performance Indicator elements:Support or Strategy

    GRADE 8 elements:

    ELD STANDARD 4 - The Language of Science EXAMPLE TOPIC: Forms of energy

    Organization of MPIs within the 2012 Standards



    Comparing mpis and objectives
    Comparing MPIs and Objectives elements:

    Content Objective


    • Not always measurable and observable

    • Academic achievement

    • Includes a specific form of support

    • Drawn from subject area SCOS

    • Defines what a student will know or be able to do

    • Lesson-level

    • Students receive differentiated support; all students meet one objective per lesson

    • Distinct for each individual proficiency level represented in a classroom

    • Academic language

    • Includes R, W, L, or S

    • Linked to content

    • Based on WIDA ELPS

    • Measurable and observable

    Language Objective

    The mpi may be used as a language objective

    Challenges elements:

    The MPI may be used as a language objective


    MPI’s share many features with Language Objectives

    MPI’s are more specific than LO’s; the result will be more detailed LO’s

    Teachers often differentiate forms of support for individual students in a given classroom, while MPI’s include specific forms of support

    The mpi can not be used as a content objective
    The MPI can elements:notbe used as a content objective!

    • SIOP lessons include a language objective and a content objective

    • The WIDA ELP Standards focus on academic language, not academic achievement

    • Content objectives are drawn from the subject area

    The mpi may be used in addition to the content and language objectives

    Challenges elements:

    The MPI may be used in addition to the content and language objectives


    While MPI’s and objectives share many features, they are three distinct concepts

    Writing three separate goals for every lesson is time-consuming

    The large amount of overlap between MPI’s and language objectives will result in repetition

    Example 3 rd grade esl lesson
    Example – 3 elements:rd grade ESL lesson

    Essential Question: How do plants grow?

    • WIDA Standard:

      Standard 4, the Language of Science

    • Language Objective in the form of an MPI:

      Students will be able to write a sentence describing each step in the life cycle of a plant, using the Avenues photofile picture cards

    • Content Objective pulled from the appropriate subject area:

      Students will be able to identify the steps in the life cycle of a plant

      (From: “Investigate and describe how plants pass through distinct stages in their life cycle including growth, survival, and reproduction”)

    Support examples
    Support Examples elements:

    Content vs. Language Objectives elements:

    Content Objectives


    • What you will learn:

      • Math

      • Science

      • Social Studies

      • Language Arts

    • How you will use:

      • Listening

      • Speaking

      • Reading

      • Writing

        in your learning

    Content vs. Language Objectives elements:



    • Grade 3 Science:

      • Students will gain an understanding of the water cycle

    • Grade 10 Social Studies:

      • Students will gain an understanding of the Monroe Doctrine and the events leading up to it

    • From the WIDA ELP Standards

      • Language use activities

        • Listening

        • Speaking

        • Reading

        • Writing

    How to create a language objective1
    How to create a language objective: elements:

    Language Objectives have 3 parts:

    • Verb + Topic + Support

    Creating a language objective step by step
    Creating a language objective: elements:step-by-step

    Verbs are powerful wida and va sols
    Verbs are POWERFUL! elements:WIDA and VA SOLs

    VERB = FORMATIVE ASSESSMENT (Differentiation)

    • How will the student demonstrate understanding?

    • Is the selected verb appropriate for the language level of my student?

    • Can this mode of communication (VERB) help students demonstrate what they TRULY know?

    Why give support
    Why give support? elements:

    • Levels the language playing field

    • Makes challenging vocabulary understandable

    Examples of mpi supports chosen to match language proficiency levels
    Examples of elements:MPI Supports:Chosen to match language proficiency levels!

    Compare elements:Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by usingmodels, pictures, diagrams, and maps.

    Use elements:information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

    Learning Target

    I CAN describe how a character feels using the illustrations and the text.

    Criteria for Success

    I WILL identify how the character is feeling using picture cards.

    I WILL point out examples from the text and illustrations to support my choice.

    Decode regularly spelled one syllable words
    Decode elements:regularly spelled one syllable words

    • Learning Target

    • I CAN read one syllable words.

    • Criteria for Success

    • I WILL identify each letter sound in a word using sound boxes.

    • I WILL produce a new word by changing the beginning sound in a word using sound boxes.

    Look at all of our resources
    Look at all of our resources!!!! elements:

    ESL Teachers


    Can Do’s

    ACCESS scores

    Performance Definitions


    Please visit www.wida.us for many useful resources!

    Now it is your turn
    Now it is your turn…. elements:

    Each table will need a scribe

    1 Assigned tables will list supports for:

    Beginning level (level 2) students

    Developing level (level 4) students

    2 Assigned tables will list language functions (verbs) that describe what students will do!

    Beginning level (level 2) students

    Developing level (level 4) students

    3. Assigned tables will be assigned to list topics related to learning South American countries.

    Beginning level (level 2) students

    Developing level (level 4) students

    Practice makes perfect
    Practice makes Perfect! elements:

    You will need to practice using academic language from content areas to create language focus in the ELL classroom, in co-teaching classes, in sheltered (SIOP) classes.

    Esl website
    ESL Website elements:

    • Training materials (including this presentation) are available on our ESL website.

    Questions need resources we are always available to help you
    Questions? Need resources? elements:We are always available to help you!

    Diana Alonso

    Deena Collins

    Moriah Dollarhite

    Please visit our ESL website!

    Please keep in touch!