Introduction to the WIDA Consortium. Jesse Markow Director-Communications and Business Development WIDA Consortium . Academic Language. WIDA’s philosophical and theoretical approach is that Students must acquire academic as well as social English to be successful in US schools
Director-Communications and Business Development
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
WIDA’s philosophical and theoretical approach is that
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.
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.
W-APT™ACCESS for ELLs®
Ongoing Instruction & Assessment
Grade Level Clusters (5)
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.
The 2007 WIDA ELP Standards are organized by the following Grade-level clusters:
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
The amount and quality of speech or writing for a given situation
The specificity of words or phrases for a given context
The comprehensibility of the communication based on the amount and type of errors
Is amenable to large-scale testing or classroom assessment
Includes sensory and graphic supports
Contains model performance indicators that are observable and measurable
Corresponds to everyday classroom practice
Includes sensory, graphic, and interactive supports
Contains model performance indicators that include strategies, technology, and long-term projectsStandards Frameworks
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.
Model performance indicators consist of 3 elements:
The Language Function
The Content Stem or Sample Topic
The Support or Strategy
Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states (2011-2012)
Standards Adoption - Colorado & Utah