English Language Development Essential Standards

WIDA Standards10-31-11D. Sisk

Intro: How did we get here?• 1998 - All ELLs exempted from testing for 2 years. • 2000 – No NC standardized ELL English assessment• 2000 – NC developed ELD guide to SCOS• 2001 - No Child Left Behind enacted• 2001 - IPT• 2002 - NCAAAI (for EC/LEP) – no exemptions• 2005 – NCAAAI discontinued• 2005 – IPT II• 2006 – NCLASS (mostly LEP/some EC) – WS/FCS 1st Title III Audit. • 2008 – WAPT/ACCESS & WIDA standards• 2008 – First year LEP exemption for ELA tests• 2008/9 – NCLASS discontinued• 2010 – Common Core/Essential standards approved by SBOE• 2012 – New version of WIDA standards resource guide• 2012 – New assessments for Common Core/Essential Standards?• 2012 – New ACCESS assessment?• 2012 – Reauthorization of ESEA (NCLB)?

Part 1: WIDA changes?

• WIDA 2007 – Content Language– MPI formula– Can Do Descriptors– Transformations– MPI examples– Rubrics

• WIDA 2012 additions– Common Core

connections– Additional info. on

connection with levels of thinking (Blooms).

– Revised rubrics– Amplified Standards– More of a focus on

identifying the “language of.”

Brief Intro to 2012 WIDA standards

• http://www.wida.us/standards/DraftRelease/player.html

Activity: Make it work.

• Directions: Get into groups of three.

– 1st – Each person chooses a word to describe the new WIDA standards format. You should have three words.

– 2nd – Explain to your partners why you chose that word.

– 3rd - Work together to write a coherent paragraph about the video that incorporates all three of your words.

Example: Make it Work

• Words Chosen: Connected, Common Core, Rigor.

• Paragraph: – We were a little concerned with whether the

new standards were connected to what we are now doing. However, I can see that the rigor of the Common Core is part of the new WIDA standards.

So . . .

A panda walks into the library. He eats a sandwich, then draws his bow and shoots two arrows.

“Why did you do that?” asks the librarian.

The panda shows her a dictionary entry. I’m a panda. That’s what it says we do.

The librarian looks at the page.

Pán-da: Large black-and-white mammal, native to China. Eats, shoots and leaves.

Credit - Lynn Truss

Some other punctuation issues

• Pupil’s entrance (very selective school)

• Adult Learner’s week (lucky him).

Part 2: What is language?

Activity: Affinity Diagram

Directions: In groups of 5-6.

1st – Using the sticky notes on your table, write one idea on each sticky note describing or identifying any component of language. ANYTHING!!!

2nd – Categorize the sticky notes on your chart paper.

3rd – Tape your chart paper up on the wall.

Part 3: Review: Connecting with the 2007 WIDA Performance Definitions• In the 2007 WIDA Resource Guide, we

have Performance Definitions.

• There are six levels (1-6).

• Each level contains three criteria: Discourse Complexity, Language Conventions and Vocabulary.

Activity: Performance Defs.

Directions:

1. Get into groups of 4-6 people.

2. Each group receives an envelope.

3. Follow the directions in the envelope to reorganize the 2007 Performance Defs.

4. Discuss with your colleagues.

5. Check your work.

Part 4: Analyzing WIDA 2012 the “language of.”

Blooms Revised Taxonomy

Activity: Jigsaw Plus

Directions:

1st – get into groups of three

2nd – each person chooses one Academic Performance Criteria from the Language Chart.

3rd – Read through your criteria.

4th – Explain to your partners.

5th – Next . . . The Plus.

PLUS: Analyze and describel some of the

language features you see in these sentences.

1. The airplane needed to land because the pilot noticed that the engine was malfunctioning.

2. Writing is an amazing way to spend a winter evening indoors.

3. He would bring the wood inside every day.

Part 5: WIDA 2012: Amplified Standards.

Discourse

Complexity

The boy chooses a topic. He makes a video. He uses a computer.

First, I choose a topic. Next, I write a script and make a video. Then, I use my computer.

To begin with, he chooses his topic. Then, he decides what he wants to write about it. Then he writes his script and records the video.

In the beginning, he chose his topic. Then, he decided what he wanted to write about it. Next, he began to develop the script for his video. Finally, he was ready to start filming.

Creating a good multimedia project requires you to follow certain steps. First, you need to select your topic. Secondly, you should decide what you want to write about. Then, you need to select the type of media you want to use.

Discourse

Complexity

The boy chooses a topic. He makes a video. He uses a computer.

First, I choose a topic. Next, I write a script and make a video. Then, I use my computer.

To begin with, he chooses his topic. Then, he decides what he wants to write about it. Then he writes his script and records the video.

In the beginning, he chose his topic. Then, he decided what he wanted to write about it. Next, he began to develop the script for his video. Finally, he was ready to start filming.

Creating a good multimedia project requires that you follow certain steps. First, you need to select your topic. Secondly, you should decide what you want to write about. Then, you need to select the type of media you want to use.

Language Forms

boy chooses, he makes,

I choose, a script and make a . . .

To begin with, what he wants to . . . , writes and records.

In the beginning, he chose, decided, began to develop, was ready to start . . .

that you follow, you should,

Discourse

Complexity

The boy chooses a topic. He makes a video. He uses a computer.

First, I choose a topic. Next, I write a script and make a video. Then, I use my computer.

To begin with, he chooses his topic. Then, he decides what he wants to write about it. Then he writes his script and records the video.

In the beginning, he chose his topic. Then, he decided what he wanted to write about it. Next, he began to develop the script for his video. Finally, he was ready to start filming.

Creating a good multimedia project requires that you follow certain steps. First, you need to select your topic. Secondly, you should decide what you want to write about. Then, you need to select the type of media you want to use.

Language Forms

boy chooses, he makes,

I choose, a script and make a . . .

To begin with, what he wants to . . . , writes and records.

In the beginning, he chose, decided, began to develop, was ready to start . . .

that you follow, you should,

Vocabulary Usage

Topic, video, computer

First, next, write (homophone)

script, records ready, chose, began (irregular vb.), to start (infinitive), filming (gerund).

secondly, should (modal), complex sentences

EXAMPLE

MPI You choose

You choose

You choose

You choose

You choose

Discourse Complexity

You develop

You develop

You develop

You develop

You develop

Language Conventions

You develop

You develop

You develop

You develop

You develop

Vocabulary Usage

You develop

You develop

You develop

You develop

You develop

Activity: Identifying the “language of”

Directions: Working in groups of 2-3. 1. Choose an MPI from your 2007 WIDA guide or

the 2012 WIDA guide.2. Use the poster paper provided and markers

provided. 3. Develop a chart with the following rows:

1. 2007 or 2012 MPIs that you choose. 2. Discourse Complexity3. Language Forms and Conventions4. Vocabulary Usage

Debrief

Ticket out the door.