Nuts and Bolts of WIDA

Margaret AdamsJennifer McCabe

Malden Public Schools

Day One Agenda• Foundation of the English Language Proficiency

(ELP) Standards:– Sociocultural Context– Academic Language and Content Knowledge

• Organization and Structure of the WIDA English Language Development (ELD) Standards:– Frameworks, Clusters, and Domains– English Language Proficiency (ELP) Levels and

Performance Criteria• Organization and Elements of the Model

Performance Objectives (MPIs)

Objectives• Understand the importance of the sociocultural

context in learning academic language.• Create an awareness of the multiple language skills

embodied in the term academic language.• Make connections between specific content areas and

the associated academic language. • Understand how the ELD Standards are organized. • Know and explain performance criteria for each

English language proficiency level. • Know and identify the elements of a Model Proficiency

Index (MPI) and the purpose for using them.

Academic Language in Context

Language of Mathematics

Foundation of home and community language and cultural factors

Language of Science

Language of Social Studies

Language of Reading, Writing &

Communicating

General academic language forknowing, thinking, reading, writing, visualizing

Adapted from Zwiers (2008)

World Languages Language of the Arts

Language of Health and P.E

The Social and Cultural Foundations of the English Language Development Standards

Register

• Who is the audience?

Genre/Text Types

• What is the subject matter? How is it organized?

• What is the communication all about?

Task/Situation

• What language does the situation demand?

Identities/Social Roles

• How is the environment organized?

ActivitySocial and Cultural Language Contexts

For one of the context below, consider the register, genre/text type, topic, task/situation and identities/social roles.

1. Car Dealers2. Supermarkets3. Beauty Salon/Barber Shop4. Walmart5. Doctor’s Office

The Academic Language Foundations of the English

Language Development Standards

An Apple Re: Language Proficiency

Activity: An Apple Re: Language Proficiency

• Get in a group of four. • Number one- Describe the apple.• Number Two-Describe the apple as a

poet.• Number three-Describe the apple as a

mathematician. • Number four-Describe the apple as a

scientist.

Language Across the Curriculum

With a partner, discuss the essential questions:1.What constitutes Academic Language

Proficiency? 2.What constitutes Academic Content

Knowledge? 3.What is the relationship between Academic

Language and Academic Content Knowledge?

Activity:

As you watch the video, consider the academic language needed:

Discourse Level (Quantity and variety of oral and written text)

Sentence Level (Types, array, and use of language structures)

Word/Phrase Level (Specificity of word or phrase choice)

Academic Content/Language in Science

Academic Language/Content in Math

Putting this Together

• To ensure content is comprehensible for ELLs consider:1. Does the ELL have English Academic Language?2. Does the ELL have the necessary content

knowledge to do the task? If not, how can his/her schema in that that content be built?

MEPA Assessment

• Write your answer to writing-prompt question 4 in the space provided on page 12 of your Practice Test Answer Sheet at the end of this test.

• Think about which subject you consider the most important subject in school. Write a composition telling which subject you think is most important and explain why you think it is so important.

MEPA Assessment

Which sentence is written correctly?A. The family sitting down to dinner, and Aunt

Marie joining them.B. As the family sat down to dinner, and Aunt

Marie joined them.C. The family sitting down to dinner. And Aunt

Marie joined them.D. As the family sat down to dinner, Aunt Marie

joined them.

Tiered Test Items

Each sample test item is placed on a tier A, B and C

The following Tier B test samples contain test items that address M.P.I levels 2,3, and 4

WIDA Access Math/Reading Examples Grades 6-8

The Bottom Line

• In order for students to achieve academically and exhibit that learning on large scale, high stakes assessments, they must master academic language.

A Definition for Academic Language

• With a partner come up with a concise, precise definition of academic vocabulary.

A WIDA Definition for Academic Language

• Academic language refers to – the abilities to construct meaning from oral and

written language– relate complex ideas and information – recognize features of different genre (text types)– use various linguistic strategies to communicate.

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Organization and Structure of the WIDA

Structure of the WIDA Standards

Grade Level Clusters (5)

ELD vs. State Standards

• WIDA ELD Standards-Focus on Academic Language

• State Content Standards-Focus on Academic Content Achievement

ELD and State Content StandardsELD StandardsAcademic Language Proficiency

• Language-based• Reflective of the varying

stages of second language acquisition

• Representative of social and academic language contexts

• Tied to a state’s English language development standards (WIDA)

State Content StandardsAcademic Achievement

• Content-based• Reflective of conceptual

development• Representative of the

school’s academic curriculum

• Tied to a state’s academic content standards and Common Core Curriculum Standards

Why the WIDA ELD Standards?

• English attainment for academic success• Yardstick measure for progress in language

domains• Resource anchored in academic standards• Federal law compliance

WIDA’s 5 ELD Standards

Standard 1 ELLs communicate for Social and Instructional purposes within the school setting.

Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

Standard 4 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

WIDA’s ELD Standards

Academic Language

Two Standards Frameworks

Summative• Is amenable to large scale

testing under standardized conditions

• Includes visual and graphic support

• Contains model performance indicators that are observable and measurable

Formative• Corresponds to everyday

classroom practice• Includes visual, graphic, and

interactive supports• Contains model

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

The Grade-Level Clusters

• PreK-K• 1-2• 3-5• 6-8• 9-12

Listening

Speaking

Reading

Writing

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

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

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

4 Language Domains

Language Domains Considerations

• Do all language domains develop at the same rate?

• Is there a typical order in which language domains are developed?

• Can language proficiency vary by language domains?

Levels of English Language Proficiency

EMERGING

Every ELL Deserves Exceptionally Brilliant Resources.

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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

ENTERING EMERGING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

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English Language Proficiency Level

Discourse Level: Linguistic Complexity

Sentence Level: Language Forms and Conventions

Word/Phrase Level: Vocabulary Usage

Level 6: Reaching Students have met all criteria through Level 5-Bridging.

Level 5 Bridging

Complex discourse Language comparable to English peers

Specialized and technical vocabulary

Level 4 Expanding

Moderate discourse Language with minimal errors

Specialized and some technical vocabulary

Level 3 Developing

Series of related sentences

Meaning overrides communication errors

General and some specific vocabulary

Level 2Emerging

Phrases, short sentences

Language with errors inhibiting communication

High frequency vocabulary

Level 1 Entering

Single Words Memorized language Most common vocabulary

EMERGING

Single Words

Phrases, short sentences

Series of related sentences

Moderate discourse

Complex discourse

Linguistic ComplexityDiscourse Level: Amount and quality of speech or writing for a given situation

EMERGING

Memorized language

Language with errors inhibiting communication

Meaning overrides communication errors

Language with minimal errors

Language comparable to English peers

Language Forms and ConventionsSentence Level: The rules of language, including syntax, conventions, mechanics, which enhance comprehensibility of language

EMERGING

Most common vocabulary

High frequency vocabulary

General and some specific vocabulary

Specialized and some technical vocabulary

Specialized and technical vocabulary

Vocabulary UsageWord/Phrase Level: The specificity of words or phrases for a give context

Functional Components of Academic Language

Performance Criteria Relationships

Discourse Level

Sentence Level

Word/Phrase Level

Activity: Features of Academic Language in Action

• As you watch the video of student, consider the level of language at the following levels: – Discourse Level– Sentence Level– Word/Phrase Level

Activity: Using WIDA Performance Definitions

• Using the topic of the water cycle, what could a student at each level complete in each of the language domains?

Water Cycle

Language Proficiency Level Speaking and Writing Listening and Reading

Level 5 Bridging

Level 4 Expanding

Level 3 Developing

Level 2Emerging

Level 1Entering

Activity: Which English Language Proficiency Level?

• Referring to the English Performance Level Definitions, record the English language proficiency level a student would need to perform each activity independently.

Pick the ELP Level Activity

Classroom Activity English Language Proficiency LevelAt what level, could a student complete the activity independently?

How might you differentiate this task for a more proficient student and/or less proficient student.

Explain how to solve a math story problem.

Write an essay explaining how the 3 branches of government are alike and different.

Prepare a timeline labeling the era of the civil war.

Label the materials used to conduct an experiment in class.

Prepare a poster showing the water cycle.

Draw and name geometric shapes.

Write a persuasive letter to your state senator citing why an increase in funding for education is necessary.

Organization and Elements of the Model Performance Indicators

(MPIs)

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Model Performance Indicators (MPIs)

• Provide examples (models) of assessable language.

• Reflect the second language acquisition process.• Describe how students can use the language

(purpose).• Relate to specific criteria and elements of

academic language. • Provide the anchors for curriculum, instruction,

and assessment.

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Organization of MPIs within Standards

MPIMPI

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STRANDSTRAND

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The Elements of the MPIModel performance indicators consist of 3

elements:

• The Language Function

• The Content Stem or Sample Topic

• The Support or Strategy

Model Performance Indicators

Make lists of real-world examples of three-dimensional shapes from labeled models

The Content Stem/Topic

Language Function

Support

Standard 3: The language of Mathematics

Grade Level Cluster: 3-5

Model Performance Indicator (MPIs) Formula

Verb +++ Verbs

Topic from + state standards

Scaffolding

Language + Function

Topic +

Support

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A Model Performance IndicatorGrade Level Cluster: 1-2English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.Domain: Speaking

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The Model Performance IndicatorLanguage Function

Language Function

• Describes how language is used; not the cognitive task

• Guides the language features that students should recognize or be able to produce

• May be used across several different levels, though the language features associated at specific levels may be different

WIDA Consortium

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The Model Performance IndicatorContent Stem

Content Stem

• Helps ground language instruction to the content that students are learning

• Relates to state or local content standards• Is grade level appropriate

WIDA Consortium

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The Model Performance IndicatorSupport or Strategy

Support or Strategy

• May be visual, graphic or interactive• Are based on the concept of scaffolding new

language and concepts• May include use of languages other than English• Are appropriate for instruction or assessment

WIDA Consortium

Elements of a Model Performance Indicator (MPI)

Language FunctionsListenPointMatchLocateSelectSortRespondIdentifyDraw/illustrateCircleName

RecallRetellDefineExplainSummarizeRole-playCompare/contrastDiscussExpressRepeatCopyTraceDefine

AnalyzeInterpretJustify/DefendElaborateCritiqueExplainNarrateConcludeConvinceReflectResolveInferCompose SynthesizeHypothesize

Support or Strategy

• May be visual, graphic, or interactive• Are based on the concept of scaffolding new

language and concepts• May include use of language other than

English• Are appropriate for instruction or assessment

Examples of Sensory, Graphic and Interactive Supports

Sensory Supports Graphic Supports Interactive Supports

•Real-life objects (realia) •Manipulatives •Pictures and Photographs•Illustrations, diagrams, and drawings•Magazine and Newspapers•Physical activities•Videos and Films•Broadcasts•Models and Figures

•Charts•Graphic Organizers•Tables•Graphs•Timelines•Number Lines

•In pairs or partners•In triads or small groups•In a whole group•Using cooperative group structures•With the Internet (Websites) or software programs•In the native language•With mentors

Specific Examples of Sensory SupportsSupports related to the language of Language Arts

Supports related to the language of Mathematics

Supports related to the language of Science

Supports related to the language of Social Students

•Illustrated word/phrase walls•Felt or magnetic figures of story elements •Sequence blocks•Environmental print•Posters or displays•Bulletin boards•Photograph•Cartoons•Audio books•Songs/Chants

•Blocks/Cubes•Clocks, sundials and other timekeepers•Number lines•Models of geometric figures•Calculators•Protractors•Rulers, yard/meter sticks•Geoboards•Counters•Compasses•Calendars•Coins

•Scientific instruments•Measurement tools•Physical models•Natural models•Actual substances, organisms or objects of investigation•Posters/Illustrations of processes or cycles

•Maps•Globes•Atlases•Compasses•Timelines•Multicultural artifacts•Aria and satellite photographs•Video clips

A Strand of Model Performance Indicators with an Example Topic

Emerging

A Strand of Model Performance Indicators

Emerging

A Strand of Model Performance Indicators with an Example Genre

Emerging

A Strand of Model Performance Indicators with an Example Genre

Emerging

Same topicINCREASING LANGUAGE

COMPLEXITY

Decreasing Support /Strategies

Activity: Create PIs

• Create Performance Indicators (PIs). • Count off by threes.

– All ones write a different language function on a card.

– All number twos generate a topic or content stem. – All number threes write a support/scaffold.

• Organize yourself into groups of three with one language function, one content stem/topic, and a support/scaffold.

REFLECTION:Please answer the questions and turn in.

Something that squares with my me…

Something I see from a different angle…

Something that is circling around in my mind…

Thank you!

Day Two: Objectives

• Review the learnings from the previous day. • Make connections to content applications. • Understand the purpose and use of the CAN

DO descriptors. • Apply, analyze, and problem solve the

differentiation of academic content language through the ELD standard framework.

• Synthesize the learnings for the day.

Agenda: Day Two

• Implementation of the ELD Standards for differentiating academic content language through the Pyramids of Relationships

• CAN DO Descriptors and transformed MPIs to lesson planning

• Differentiation of academic content language through the ELD Standards framework.

Activity: Matrix Mingle

• Move around the room to find other participants who can answer the question in each box.

Guiding Principles

WIDA’s Guiding Principles of Language Development Within a school Setting

Concentric Circles using the 10 Guiding Principles

Activity: Concentric Circles

• Number off by 2s. • Ones form an inside circle. Twos form an

outside circle facing the ones. • Discuss with your partner what you believe

the guiding principle you have means. What are the implications of the guiding principle for your teaching?

• Move according to the facilitator’s directions.

Academic Language in Context

Language of Mathematics

Foundation of home and community language and cultural factors

Language of Science

Language of Social Studies

Language of Reading, Writing &

Communicating

General academic language forknowing, thinking, reading, writing, visualizing

Adapted from Zwiers (2008)

World Languages Language of the Arts

Language of Health and P.E

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Pyramid of Relationships

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EMERGING

Every ELL Deserves Exceptionally Brilliant Resources.

98WIDA Consortium

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

ENTERING EMERGING DEVELOPING EXPANDING BRIDGING

54321 6

REACHING

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CAN DO Descriptors

• Describe how English Language Learners process and use language for each language domain and English Language Proficiency Level by grade cluster.

Activity: Getting to Know CAN DO Descriptors

• Pick a grade level cluster that you work with. • Highlight going across each domain key

difference to show increased linguistic and cognitive complexity.

Activity: Student Profile

• Read a student profile. • Read a task. • Use the CAN DO descriptors. • Identify what the student can do at their level.

What scaffolds or supports would help the student move to the next level?

CAN DO Descriptors

• CAN DO Descriptors should be used in tandem with the Performance Definitions

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WIDA’s 5 ELD Standards

Standard 1 ELLs communicate for Social and Instructional purposes within the school setting.

Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

Standard 4 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.

WIDA’s ELD Standards

Academic Language

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MPIMPI

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STRANDSTRAND

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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

Level 3 Developing

Describe the relationship between two points on coordinate plan maps using a word bank and visual support.

Language Function

Content Stem

Support

MPIs Within Each FrameworkGrade Level Cluster 6-8Domain of Speaking Level 2Formative Framework

State differences in temperature over time based on information from charts or graphs to a partner in L1 or L2.

Grade Level Cluster 6-8Domain of Speaking Level 2Summative Framework

Describe scientific inventions or discoveries based on illustrations.

Activity-Strand Review

1. Circle language function. 2. Underline topic. 3. Box support/scaffold.

Activity: Four Corners

• Rate each MPI as true or false. • Make sure it has the three parts of an MPI. • Make sure the MPI matches the English

language performance level.

Activity

• Create a PIs have the three components using your cube.

• Write your PIs on a sentence strip.• Consider:

– What language domain is addressed in the PI?– What language proficiency does the PI pertain to? – What ELD standard is addressed? – Is the support appropriate?– What English language proficiency level is the PIs

appropriate?

Transformations

Amplified Strand

The Magic of Transformations

What are transformations? Changes to one or multiple components or elements of

the WIDA standards to create stronger connections to local curriculum and instruction and alignment with the Massachusetts Curriculum Frameworks.

TRANSFORMING THE MPIs

• The MPIs in the WIDA Standards are a limited sample of indicators.

• TRANSFORMATION is the method to create new indicators for classroom, district, and possibly even state wide use.

Three Transformations

Transformation in FunctionGrade Level: 1-2 Standard: 5 Grade Level: 1-2 Standard: 5

Language Domain: WritingLanguage Domain: Writing(From (From CompareCompare to to EvaluateEvaluate))

Compare attributes of two products in the marketplace from illustrated examples

Evaluate attributes of two products in the marketplace from illustrated examples

Language FunctionsAcross Proficiency Levels

Use words or phrases related to weather from pictures or photographs

Grade level cluster 1-2

Make statements about weather from pictures or photographs

Ask questions about weather from pictures or photographs

Forecast weather and provide reasons from pictures or photographs

Evaluate and weigh options related to weather forecasting

Transformation in ContentGrade Level: 6-8 Standard 4 Grade Level: 6-8 Standard 4

Language Domain: ReadingLanguage Domain: Reading(From (From Cycles/ProcessesCycles/Processes to to EcosystemsEcosystems))

Predict consequences of alteration of cycles or processes from grade-level text

Predict consequences of alteration of ecosystems from grade-level text

Transformation in SupportGrade Level: 6-8 Standard 4 Grade Level: 6-8 Standard 4

Language Domain: SpeakingLanguage Domain: Speaking((From From with a partner with a partner toto based on graphic support or picturesbased on graphic support or pictures))

Outline steps of scientific inquiry involving elements or compounds with a partner

Outline steps of scientific inquiry involving elements or compounds based on graphic support or pictures

Activity: Try Some Transformations

• Transform the MPI using the graphic organizer.

• Use your list of language functions and scaffolds to help you.

Building an Amplified Strand

Relationship Between Language Function and Cognitive Function

MPIMPISTRANDSTRAND

Activity: Label Components of Amplified Strand

• On an amplified strand label: – Standards Connection– Topic Vocabulary– Cognitive Function– Language Domain– Example Context for Language Use– Model Performance Indicators – Strand of MPIs

Activity: Create an Amplified Strand

• Choose a content area standard.• Choose a topic. • Choose a grade level. • Choose a language domain. • Using an amplified strand, develop PIs for the ELD

proficiency level. • Choose a cognitive function. • Identify language. • Give an example context for language use.

The Life of a Performance Indicator

Content/Common Core Standard

ELD Standard-MPI

Unit/Lesson-PI

Content/Language Objective

Reflection: Give and Take

• Write three learnings about WIDA. • Travel around the room sharing one of your

learnings and adding to your list of learnings until you have 10 learnings.

Nuts and Bolts of WIDA

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Content Nuts and Bolts

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Bolts Nuts

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Agile: Nuts & Bolts

Nuts and Bolts of WIDA

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THREADED RODS, BOLTS, SPRING NUTS, NUTS