INTRODUCTION TO THE WIDA FRAMEWORK Presenter Affiliation Date
TRAINING OBJECTIVES Insert your training objectives © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM2
TOOLKIT DISCLAIMER All presentations are available through this Power Point presentation and the supporting documents are to be used for educational purposes only with educators within the WIDA Consortium. Do not post any of these materials to public websites or forums or share with individuals who are not educators within the WIDA Consortium. The use of these materials do not replace the online test administration certification process, rather they are supplemental materials. © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM3
THE WIDA MISSION WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators. © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM4
GUIDING PRINCIPLES OF LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM5
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM6
EXEMPLIFYING THE WIDA CAN DO PHILOSOPHY WIDA believes in Language Learners’ Assets, Contribution and Potential Activity: Turn and Talk About: The contributions students bring to school or classroom that are based on their: Linguistic assets Cultural assets Experiential assets Social and Emotion assets © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM7
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM8
FEATURES OF ACADEMIC LANGUAGE IN THE WIDA STANDARDS © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM9
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM10
TURN AND TALK ACTIVITY © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM11 Participants’ Identities & Social Roles Register Genre/ Text Type Topic Task/ Situation Formality of language Use of language, ‘packaging’ Content related subject How students will work Type of interaction Turn and Talk About: Register: features of language that vary according to the context, the groups of users, and purpose of the communication (e.g., the speech used when students talk to their peers versus their principal) Genre: socially-defined ways in which language (e.g., oral and written) is used to participate in particular contexts to serve specific purposes Text type: categories of text that employ particular language features for specific purposes
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM12
WIDA PERFORMANCE DEFINITIONS – LISTENING & READING GRADES K-12 © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM13
WIDA PERFORMANCE DEFINITIONS – SPEAKING & WRITING GRADES K-12 © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM14
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM15
ELD STANDARDS (PAGE 3, 2012 AMPLIFICATION) © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM16 Activity: Turn and Talk What are the big ideas of these standards? What might be affirming for educators? What is challenging? What role, if any, does proficiency play in these standards?
FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM17
LANGUAGE DOMAINS © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM18 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 Activity: Turn and Talk 1.How are the four language domains similar and unique? 2.Do all language domains develop at the same rate for students? 3.Is there a typical order in which domains are developed?
AMPLIFIED ELEMENTS OF STANDARDS MATRIX © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM19
CONNECTION Provides a direct connection to grade-level content standards, including: The Common Core State Standards (CCSS) The Next Generation Science Standards Other state standards The example below draws from the CCSS: © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM20
EXAMPLE CONTEXT FOR LANGUAGE USE Highlights the importance of teaching language in a meaningful context Provides examples for teachers to think about possible: Instructional tasks Audiences Registers Genres © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM21
COGNITIVE FUNCTION Adopted terms from Bloom’s revised taxonomy All MPIs across a strand now relate to a common cognitive function Expect higher cognitive functioning from ALL students © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM22
TOPIC-RELATED LANGUAGE Gives students access to a grade-level language-rich environment while they are acquiring English Grade 3 Language of Mathematics example: TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as: square unit, unit squares, length, width, area © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM23
ELEMENTS OF THE STANDARDS MATRIX: STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM24 STRAND
ELEMENTS OF THE STANDARDS MATRIX: MPI © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM25 MPI
THE ELEMENTS OF THE MPI The Language Function The Content Stem/Example Topic The Support © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM26
THE ELEMENTS OF THE MPI The Model Performance Indicator (MPI) consists of three elements: Language function: describes how students use language to demonstrate their proficiency Content stem/example topic: specifies context for language instruction; derived from state content standards Support: sensory, graphic, or interactive resources embedded in instruction and assessment that help students construct meaning from language and content © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM27
THE ELEMENTS OF THE MPI © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM28 Follow oral directions to design area maps using manipulatives and illustrated examples in small groups Content Stem/Example Topic Language Function Instructional Support
SUPPORT EXAMPLES © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM29
SPECIAL STRANDS Integrated strands Complementary strands Expanded strands © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM30
INTEGRATED STRANDS Show how one unit of instruction integrates all four language domains Encourage educators to prepare units incorporating multiple language domains and subject areas Help students make important learning connections across disciplines © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM31 Listening Speaking Reading Writing
AN INTEGRATED STRAND (K-5) © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM32
COMPLEMENTARY STRANDS Address language used in electives, including: Music and Performing Arts Humanities Visual Arts Health and Physical Education Technology and Engineering Language learning occurs throughout the school day, formally and informally © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM33
A COMPLEMENTARY STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM34
EXPANDED STRANDS “Expanded” strands display the features of academic language: Provide concrete examples of language at discourse, sentence, and word/phrase levels Show how MPIs are connected to Performance Definitions Inform teachers’ planning and instruction © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM35
AN EXPANDED STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM36
QUESTIONS OR COMMENTS? © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM37 For more information, visit Contact the WIDA Client Services Center: or