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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

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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:

    http://www.wida.us/


WIDA’s ELD Standards

AcademicLanguage

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5


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

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

Listening

Engage in oral communication in a variety of

situations for a variety of purposes and audiences

Speaking

Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency

Reading

Engage in written communication in a variety of situations for a variety of purposes and audiences

Writing


Language Domains


What language does he need to

learn ____?

How can I make

grade level

content

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?

  • 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

    • 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.


    English Language Proficiency Standards


    What are the Standards?

    Language Domains:

    Listening

    Speaking

    Reading

    Writing

    Standard:

    Language

    of Math

    Standard:

    Social and

    Instructional

    Language

    Standards:

    Language of

    Science

    Standard:

    Language of

    Social

    Studies

    Standard:

    Language of

    Language

    Arts

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


    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

    • 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

    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?

    • 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

    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?

    • 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

    • 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?

    Important references:

    Performance Definitions

    Can Do Descriptors


    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

    • 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-KGrades 6-8Grades 9-12

      Grade 1-2Grades 9-12

      Grades 3-5


    4.1

    6.0


    5.0

    3.8


    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.

    • 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


    Academic language


    WIDA Performance Definitions – Listening and Reading Grades K-12


    WIDA Performance Definitions – Speaking and Writing Grades K-12


    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


    Activity

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


    What is the difference between specialized and technical vocabulary?


    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 Language Function

    The Content Stem/Example Topic

    The Support

    The Elements of the MPI


    Elements of MPIs

    Content Stem/Example Topic

    Language Function

    Instructional Support


    The Model Performance IndicatorLanguage Function


    The Model Performance IndicatorContent Stem


    The Model Performance IndicatorSupport or Strategy


    GRADE 8

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

    Organization of MPIs within the 2012 Standards

    STRAND

    MPI


    Comparing MPIs and Objectives

    Content Objective

    MPI

    • 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


    Challenges

    The MPI may be used as a language objective

    Advantages

    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 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


    Challenges

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

    Advantages

    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 – 3rd 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


    Specific Examples of Sensory Supports


    Content vs. Language Objectives

    Content Objectives

    LanguageObjectives

    • 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

    LanguageObjectives

    ContentObjectives

    • 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 Objective


    How to create a language objective:

    Language Objectives have 3 parts:

    • Verb + Topic + Support


    Creating a language objective: step-by-step


    Verbs are POWERFUL!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?

    • Levels the language playing field

    • Makes challenging vocabulary understandable


    Examples ofMPI Supports:Chosen to match language proficiency levels!


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


    Use 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

    • 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!!!!

    ESL Teachers

    Verbs

    Can Do’s

    ACCESS scores

    Performance Definitions

    Supports

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


    Now it is your turn….

    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


    Share your wisdom!!!!


    Practice makes Perfect!

    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

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


    Questions? Need resources? We are always available to help you!

    Diana Alonso

    Deena Collins

    Moriah Dollarhite

    Please visit our ESL website!

    Please keep in touch!


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