© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Lynore Carnuccio, WIDA Consultant Mariana Castro, Professional Development Consultant Introduction to the WIDA English Language Proficiency Standards

Introduction to the WIDA ELP Standards 2 WIDA Consortium / CAL / Metritech

Introduction to the WIDA ELP Standards 3 WIDA Consortium / CAL / Metritech Wisconsin (1) Delaware (2) District of Columbia (3) Rhode Island (4) Vermont (5) Maine (6) New Hampshire (7) Illinois (8) Alabama (9) New Jersey (10) Georgia (11) Oklahoma (12) Kentucky (13) North Dakota (14) Pennsylvania (15) Virginia (16) South Dakota (17) North Carolina (18) Mississippi (19) The WIDA Consortium 2008

Introduction to the WIDA ELP Standards 4 WIDA Consortium / CAL / Metritech The Bottom Line In order for students to achieve academically and exhibit that learning on Large Scale, High Stakes assessment, they MUST master Academic Language.

Introduction to the WIDA ELP Standards 5 WIDA Consortium / CAL / Metritech More on language proficiency vs content knowledge How many different ways can you read the following mathematical expression? 3+2= 

Introduction to the WIDA ELP Standards 6 WIDA Consortium / CAL / Metritech Language versus Content 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.

Introduction to the WIDA ELP Standards 7 WIDA Consortium / CAL / Metritech The Language of Math greater than[>] and less than[<] NOT 6 [>/<] 5

Introduction to the WIDA ELP Standards 8 WIDA Consortium / CAL / Metritech The Language of Science

Introduction to the WIDA ELP Standards 9 WIDA Consortium / CAL / Metritech 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

Introduction to the WIDA ELP Standards 10 WIDA Consortium / CAL / Metritech Overall Organization of Standards Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (5) Model PIs are the lowest level of expression of the standards Model Performance Indicators

Introduction to the WIDA ELP Standards 11 WIDA Consortium / CAL / Metritech Summative Is amenable to large- scale testing under standardized conditions Includes visual and graphic supports 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 Two Standards Frameworks

Introduction to the WIDA ELP Standards 12 WIDA Consortium / CAL / Metritech The Five WIDA ELP Standards Standard 1: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA) Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS (LoMA) Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE (LoS) Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES (LoSS)

Introduction to the WIDA ELP Standards 13 WIDA Consortium / CAL / Metritech The Four Language Domains Listening Speaking Reading Writing

Introduction to the WIDA ELP Standards 14 WIDA Consortium / CAL / Metritech The Grade-Level Clusters The 2007 WIDA ELP Standards are clustered: PreK−K Grades 1−2 Grades 3−5 Grades 6−8 Grades 9−12

Introduction to the WIDA ELP Standards 15 WIDA Consortium / CAL / Metritech The WIDA ELP Scale 6 ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING REACHINGREACHING

Introduction to the WIDA ELP Standards 16 WIDA Consortium / CAL / Metritech 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 ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING REACHINGREACHING

Introduction to the WIDA ELP Standards 17 WIDA Consortium / CAL / Metritech Performance Definitions

Introduction to the WIDA ELP Standards 18 WIDA Consortium / CAL / Metritech Another Way to Examine Performance by ELP Level

Introduction to the WIDA ELP Standards 19 WIDA Consortium / CAL / Metritech 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*

Introduction to the WIDA ELP Standards 20 WIDA Consortium / CAL / Metritech A Model Performance Indicator Grade Level Cluster: 1-2 Domain: Speaking English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Introduction to the WIDA ELP Standards 21 WIDA Consortium / CAL / Metritech Organization of MPIs within Standards

Introduction to the WIDA ELP Standards 22 WIDA Consortium / CAL / Metritech Organization of PI’s within Standards STRAND MPI

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Click on English Language Proficiency Scroll down to the bottom of the page Click on Grade level clusters PreK-5Grade level clusters PreK-5 You might want to save this link as a “favorite” website on your internet tool bar.

© 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Please use the Sharpie and the Yellow Flags to mark the following pages in your booklet. RG-10 ELP Standards RG-15 MPI Elements RG-21 Supports RG-23 Graphic Organizers RG-45 Performance Definitions RG-55 Speaking Rubric RG-56 Writing Rubric RG-58 Can Do Descriptors