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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

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introduction to the wida consortium

Introduction to the WIDA Consortium

Jesse Markow

Director-Communications and Business Development

WIDA Consortium

© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

academic language
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
  • The acquisition of academic English must be integrated with the acquisition of academic content
  • Educators of ELLs must have the knowledge, skills, and tools to help students develop academic English
  • Educators must collaborate to most effectively meet all the educational needs of ELLs
  • Resources, tools, and approaches must be grounded in sound research

WIDA Consortium

language and content knowledge
Language and Content Knowledge

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.

WIDA Consortium

wida elp standards

WIDA ELP Standards

WIDA Consortium

why are english language proficiency elp standards necessary
Why are English language proficiency (ELP) standards necessary?

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.

WIDA Consortium

centrality of the elp standards
Centrality of the ELP Standards

Classroom Assessments

W-APT™ACCESS for ELLs®

Ongoing Instruction & Assessment

Formative

Framework

Summative

Framework

English Language

ProficiencyStandards& PerformanceDefinitions

ModelPerformanceIndicators:Formative

ModelPerformanceIndicators:Summative

WIDA Consortium

structure of the wida standards
Structure of the WIDA Standards

Grade Level Clusters (5)

the wida elp standards
The WIDA ELP Standards

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.

five grade level clusters
Five Grade-Level Clusters

The 2007 WIDA ELP Standards are organized by the following Grade-level clusters:

PreK−K

Grades 1−2

Grades 3−5

Grades 6−8

Grades 9−12

WIDA Consortium

four language domains
Four Language Domains

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

WIDA Consortium

criteria for performance definitions
Criteria for Performance Definitions

Linguistic Complexity:

The amount and quality of speech or writing for a given situation

Vocabulary Usage:

The specificity of words or phrases for a given context

Language Control:

The comprehensibility of the communication based on the amount and type of errors

6

REACHING

1

2

3

4

5

ENTERING

BEGINNING

DEVELOPING

EXPANDING

BRIDGING

WIDA Consortium

model performance indicators
Model Performance Indicators

WIDA Consortium

  • Provide examples (models) of assessable language skills
  • Reflect the second language acquisition process
  • Describe how students can use the language
  • Provide the anchors for curriculum, instruction, and assessment
organization of mpis within standards example social instructional grades 6 8
Organization of MPIs within StandardsExample: Social & Instructional; Grades 6-8

WIDA Consortium

standards frameworks
Summative

Is amenable to large-scale testing or classroom assessment

Includes sensory and graphic supports

Contains model performance indicators that are observable and measurable

Formative

Corresponds to everyday classroom practice

Includes sensory, graphic, and interactive supports

Contains model performance indicators that include strategies, technology, and long-term projects

Standards Frameworks

WIDA Consortium

a model performance indicator
A Model Performance Indicator

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.

Domain: Speaking

WIDA Consortium

the elements of the mpi
The Elements of the MPI

Model performance indicators consist of 3 elements:

The Language Function

The Content Stem or Sample Topic

The Support or Strategy

WIDA Consortium

where is wida
Where is WIDA?
  • Alabama
  • Alaska
  • Delaware
  • District of Columbia
  • Georgia
  • Hawaii
  • Illinois
  • Kentucky
  • Maine
  • Minnesota
  • Mississippi
  • Missouri
  • New Hampshire
  • New Jersey
  • New Mexico
  • North Carolina
  • North Dakota
  • Oklahoma
  • Pennsylvania
  • Rhode Island
  • South Dakota
  • Vermont
  • Virginia
  • Wisconsin
  • Wyoming

Over 940,000 K–12 English Language Learners (ELLs) are served in 25 WIDA member states (2011-2012)

Standards Adoption - Colorado & Utah