ILLINOIS STANDARDS AND ELLS:

FRAMEWORKS FOR LEARNING

Margo Gottlieb

Illinois Resource Center

FY12 Bilingual

Program Directors’ Meeting

Springfield, IL

September 20, 2011

TODAY’S BIG IDEA

WIDA’S FOUNDATIONAL PILLARS ANCHOR

ITS LANGUAGE DEVELOPMENT STANDARDS

THAT, IN TURN, CONNECT TO THE COMMON

CORE STATE STANDARDS.

THE PILLARS OF WIDA’S LANGUAGE FRAMEWORKS

TWO OF OUR RESEARCH-BASED PILLARS

1. Principles of Language Development

Within a School Setting

2. CAN DO Descriptors

IN OTHER WORDS, LET’S EMPHASIZE

WHAT ENGLISH LANGUAGE LEARNERS

CAN DO!

1. GUIDING PRINCIPLES OF LANGUAGE

DEVELOPMENT

Scan the 10 principles of language

development for language learners.

Star 3 principles that most resonate with

your language education program and

share with a colleague how they might be

used in your setting.

2. CAN DO DESCRIPTORS

Crafting Grade-Level Cluster CAN DO

Descriptors: An Organic Process

CAN DO Descriptors

Grade Level Cluster 1-2

Writing

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level 6

- Reach

ing

Copy written

language

Use first

language (L1,

when L1 is a

medium of

instruction) to

help form words

in English

Communicate

through drawings

Label familiar

objects or

pictures

Provide

information using

graphic

organizers

Generate lists

of words/phrases

from banks or

walls

Complete

modeled

sentence starters

(e.g., “I like

____.”)

Describe

people, places or

objects from

illustrated

examples and

models

Engage in

prewriting

strategies (e.g.,

use of graphic

organizers)

Form simple

sentences using

word/phrase

banks

Participate in

interactive

journal writing

Give content-

based

information

using visuals or

graphics

Produce original

sentences

Create

messages for

social purposes

(e.g., get well

cards)

Compose

journal entries

about personal

experiences

Use classroom

resources (e.g.,

picture

dictionaries) to

compose

sentences

Create a related

series of

sentences in

response to

prompts

Produce

content-related

sentences

Compose

stories

Explain

processes or

procedures using

connected

sentences

YOUR TURN! A ‘CAN DO’ JIGSAW

• Divide into groups of 4

• Select a grade-level cluster and scan the

CAN DO Descriptors; then choose a topic.

• Share with your colleagues how you and

your teachers can use the CAN DOs in your

setting.

1. Interpreting and reporting ACCESS for ELL® Data

3. Instructing ELLs

2. Promoting teacher

collaboration

4. Assessing ELLs

CAN DO Descriptors

USES OF CAN DO DESCRIPTORS IN INTERPRETING

AND REPORTING ACCESS FOR ELL® DATA

Create individual and group student

language profiles

Share results with family members by

highlighting what the students can do in

English for each language domain

Help students create language goals

USES OF CAN DO DESCRIPTORS FOR

PROMOTING COLLABORATION

Co-design and implement language (and

content) targets for units of instruction

Co-construct instructional assessment

tasks and projects

Communicate students’ receptive and

productive language proficiency from

classroom to classroom

USES OF CAN DO DESCRIPTORS FOR

INSTRUCTING ELLS

Convert CAN DO Descriptors into

language objectives

Differentiate language instruction

Embed instructional supports

USES OF CAN DO DESCRIPTORS FOR

ASSESSING ELLS

Tally student performance in one or multiple language domains on a quarterly basis using the CAN DO Descriptors

Create a student checklist or rating scale from the Descriptors to use throughout the year

Attach the CAN DO criteria in reporting student performance

THE PILLARS AS THE FOUNDATION OF

LANGUAGE DEVELOPMENT STANDARDS

WHAT ANCHORS STUDENT LEARNING

STANDARDS? English

Language

Proficiency Standards

Common Core

Standards

IL Learning Standards

Spanish Language

Arts Standards

Spanish Language Development

Standards

Academic

language

ACADEMIC LANGUAGE IS THE CROSSWALK

BETWEEN THE LANGUAGE AND CONTENT

STANDARDS.

Language

Instruction

through

Content

Content

Instruction

through

Language

Academic

Language

E N G L I S H Language Development Standards

ELDS 1 English language learners communicate for Social and Instructional purposes within the school setting

Social and Instructional Language

ELDS 2 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

The language of Language Arts

ELDS 3 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

The language of Mathematics

ELDS 4 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

The language of Science

ELDS 5 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

The language of Social Studies

OUR SPANISH

LANGUAGE

DEVELOPMENT

STANDARDS

Spanish language learners communicate for Social and Instructional purposes within the school setting

SLDS 1

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

SLDS 2

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

SLDS 3

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

SLDS 4

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

SLDS 5

OUR

BILINGUAL

DEVELOPMENT

STANDARD

Bilingual

language

learners use

their linguistic

and cultural

resources as a

tool for social

and academic

participation

as they

navigate

within and

between

their two

languages.

E N G L I S H Language Development Standards

ELDS 1

English language learners communicate for Social and Instructional purposes within the school setting

ELDS 2

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

ELDS 3

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

ELDS 4

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

ELDS 5

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

S P A N I S H Language Development Standards

Spanish language learners communicate for Social and Instructional purposes within the school setting

SLDS 1

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

SLDS 2

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

SLDS 3

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

SLDS 4

Spanish language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

SLDS 5

Adapted from WIDA ELPS by M. Gottlieb, M. Castro, G. Ernst-Slavit, J. Hilliard, S. Ibarra-Johnson, Robin M. Lisboa, and Patricia Venegas - 11/2010

Bilingual language

learners use their meta-

linguistic and meta-cultural resources to

navigate

within and between their two languages.

MAKING CONNECTIONS BETWEEN

ENGLISH LANGUAGE DEVELOPMENT

STANDARDS AND THE COMMON CORE

CONNECTING THE COMMON CORE STATE STANDARDS TO

THE ENGLISH LANGUAGE DEVELOPMENT STANDARDS:

A 4TH GRADE MATHEMATICS EXAMPLE

• Operations and Algebraic Thinking, 4.OA

Use the four operations with whole numbers to solve problems.

1. Interpret a multiplication equation as a comparison

2. Multiply or divide to solve word problems

3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations

NOW, HOW MIGHT THE STRANDS OF MODEL

PERFORMANCE INDICATORS PROVIDE

DIFFERENTIATED WAYS FOR ENGLISH

LANGUAGE LEARNERS TO ACCESS GRADE-

LEVEL CONTENT THROUGH LANGUAGE?

A CORRESPONDING STRAND OF MODEL PERFORMANCE

INDICATORS, STANDARD 3, THE LANGUAGE OF MATHEMATICS,

GRADE LEVEL CLUSTER 3-5

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

State and confirm operation, represented visually, with a partner (in L1)

Relate how to solve problems from models with a partner (e.g., “I need to put groups together.”)

Use sequential language to outline steps to solve everyday problems, and share with a partner

Give everyday, descriptive examples of how to solve problems with a partner or in small groups

Explain how to use information from solving problems in everyday situations

TOPIC: BASIC OPERATIONS LANGUAGE DOMAIN: SPEAKING

COMPARING ENGLISH LANGUAGE DEVELOPMENT

STANDARDS AND THE COMMON CORE STATE

STANDARDS

PreK-12

ELD Standards

Common Attributes of the Standards

Common Core State Standards

Coverage- Grades K-12, working with developmental language progressions for each grade level cluster

Content- Social & instructional language; Academic language of the core content areas

Purposes- To

ground

curriculum,

instruction, and

assessment; drive

school-based

reform

Views-

Acknowledgement

of discipline-

specific literacies

Coverage- Grades K-12, starting from the anchor College and Career Ready standards

Content-Language Arts, Mathematics; Literacy in History/Social Studies, Science & Technical Subjects

A REVIEW OF THE COMPONENTS OF THE

ENGLISH LANGUAGE PROFICIENCY

STANDARDS

ORGANIZATION OF THE STRANDS OF MODEL PERFORMANCE

INDICATORS (MPIS) WITHIN ELP STANDARDS..…2007

STRAND

MPI

THE ELEMENTS OF A MODEL PERFORMANCE

INDICATOR

• Grade level cluster: 1-2

• ELP Standard 4: The language of science

• Language domain: Speaking

• Language proficiency level: 2

Language function

Describe objects of the earth or sky from

observation, photographs, or models

Instructional supports

Content topic

From the 2007 Edition to the 2012 Edition

of the English Language Development

Standards, Kindergarten through Grade 12

Look at the next slide …

What are some of the similarities and

differences between the two standards

matrices?

WHAT’S THE SAME?

THE STANDARDS!!

The series of language progressions, or strands of model performance indicators (MPIs)

The 3 elements of the MPIs—language function, content stem, and instructional support.

The built-in instructional supports through language proficiency level 4.

The example topic

WHAT’S GOING TO BE DIFFERENT IN 2012?

The strands of MPIs are representative of a grade rather than a grade-level cluster.

Level 2 is now called Emerging, not Beginning

And…..there are several new elements!

Connections to content standards

Cognitive Function

Topical Vocabulary

Example Context for Language Use

Now let’s examine the new elements!

Connection

Common Core Reading Standards for Literacy in History/Social Studies: Integration of Knowledge and Ideas

#7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information

in print and digital text.

Example Topic Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Le

ve

l 6 - R

ea

ch

ing

RE

AD

ING

Agriculture Identify

agricultural icons

using visual or

graphic support

(e.g., on maps or

graphs)

Locate resources

or agricultural

products using

visual or graphic

support

Distinguish

among resources

or agricultural

products using

visual or graphic

support

Find patterns

associated with

resources or

agricultural

products using

visual or graphic

support

Draw conclusions

about resources

or agricultural

products on maps

or graphs from

grade-level text

Topical Vocabulary:

Students at all levels

of English language

proficiency are

exposed to grade-

level words and

expressions, such

as: agricultural

product, natural

resource

Cognitive Function: Students at all levels of English language proficiency ANALYZE the importance of

agricultural resources to regional economies.

Example Context for Language Use: Students read informational texts and related websites about crops

or agricultural products to use maps or create charts.

Grade: 7

Standard: The Language of Social Studies

Standards Connection

Topical Vocabulary

Cognitive Function

Example Context for Language Use

THE RELATIONSHIP BETWEEN COGNITIVE AND

LANGUAGE FUNCTIONS

Analyze

Identify

Distinguish

Draw conclusions

TIES BETWEEN THE LANGUAGE DEVELOPMENT

STANDARDS AND THE COMMON CORE STATE

STANDARDS

1. Grade Level Matrices

2. New Elements in the Standards Matrix

A. Standards Connections

B. Example Topic

C. Context for Language Use

THE HISTORY OF STANDARDS IN IL, PART 1

1997 Illinois Learning Standards adopted 2004 Illinois Language Proficiency Standards adopted 2010 Common Core State Standards adopted 2010 Common Core- IL Learning Standards Gap

Analysis Study 2011 Common Core- English Language Proficiency Correspondence Study conducted

THE HISTORY OF STANDARDS IN IL, PART 2

2005 Spanish Language Arts Standards formulated

with Illinois input

2006 Spanish Language Arts Standards adopted by

the Illinois State Board of Education

2010 SALSA grant awarded to Illinois to design Spanish

Language Development Standards for Pre-K -12

2011 Spanish Language Arts Standards codified into

IL Article 14, Sec. 228 Bilingual Education Rules

A STANDARDS-REFERENCED FRAMEWORK FOR

ENGLISH LANGUAGE LEARNERS IN ILLINOIS

RESEARCH-BASED

PILLARS OF LANGUAGE

DEVELOPMENT

COLLEGE AND CAREER READINESS

English Language

Development Standards

Spanish Language

Development Standards

Common Core State

Standards

Spanish Language Arts

Standards

WHAT’S COMING IN 2011-2012?

A Survey of Draft Standards Matrices

A full complement of MODEL Kits

Additional speaking samples

The 2012 Edition of the English Language Development Standards, Kindergarten through grade 12

WIDA Consortium / CAL /

Metritech WIDA Consortium / CAL / MetriTech

www.wida.us

REFRAMING OUR THINKING

Foundation of Language Development

Common Core State Standards