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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:

http://www.wida.us/

wida s eld standards
WIDA’s ELD Standards

AcademicLanguage

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

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

slide8

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
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:

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
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

slide24

4.1

6.0

slide25

5.0

3.8

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
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
activity
Activity
  • 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

The Content Stem/Example Topic

The Support

The Elements of the MPI
slide37

Elements of MPIs

Content Stem/Example Topic

Language Function

Instructional Support

slide41

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
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

the mpi may be used as a language objective
ChallengesThe 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 not be used as a content objective
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
the mpi may be used in addition to the content and language objectives
ChallengesThe 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 3 rd grade esl lesson
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”)

slide49

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

slide50

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 objective1
How to create a language objective:

Language Objectives have 3 parts:

  • Verb + Topic + Support
verbs are powerful wida and va sols
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
Why give support?
  • Levels the language playing field
  • Makes challenging vocabulary understandable
slide57

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

slide59
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
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
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
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

practice makes perfect
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
ESL Website
  • Training materials (including this presentation) are available on our ESL website.
questions need resources we are always available to help you
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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