+ ESL Learning Team June 11, 2012 Allison Balter and Lindsey Mayer An Introduction to WIDA

+ Do Now Complete the WIDA Anticipation Guide. Mark whether you believe each statement is True or False (you will revisit this at the end of the session). Write what you think the acronym WIDA stands for. Be creative! And if you already know, come up with what you think WIDA should stand for

+ Agenda Do Now Welcome and Introductions How do we define and assess ELD levels using WIDA? -BREAK- Using the ELP Standards Getting specific – using and writing MPIs to plan lessons A quick look at the ACCESS and other assessment tools Reflection and Group Share Wrap-up and Exit Ticket

+ Introduction to WIDA What is WIDA? Why are we moving to WIDA? When and how will this happen? What are the different components / tools? o p. 2 of your CAN DO booklet o p. RG-44 of your Standards booklet

+ How do we define and assess ELD levels using WIDA? Performance Definitions o p. 4 of your CAN DO booklet o p. RG-45 of your Standards booklet __________

+ CAN DO Descriptors “The CAN DO Descriptors are a sampling of the language expectations of English language learners as they travel along the continuum of English language development.” Instructional AND assessment tool Exploring the CAN DO Descriptors Activity Get into groups by grade span (PK-K, 1-2, 3-5, 6-8, 9-12) Look at each descriptor from your envelop and put it in the correct place on the table based on language domain and level How do we define and assess ELD levels using WIDA?

+ Using the ELP Standards What are the ELP standards? What are they aligned with? What are the components? Standards 1: _______________________ 2: _______________________ 3: _______________________ 4: _______________________ 5: _______________________ Summative Frameworks Formative Frameworks

+ Using the ELP Standards Example Topics and Genres (p. RG-25)

+ Using the ELP Standards Native Language Support (p. RG-24)

+ Getting Specific: Using and Writing MPIs to Plan Lessons Model Performance Indicator (MPI): a single cell within the standards’ matrices that describes a specific level of English language proficiency for a language domain; smallest unit of a topical strand (p. RG-14)

+ Strands of MPIs Thematically connected through example topics or genres that are identified from state academic standards Scaffolded from one proficiency level to the next Developmentally appropriate for given grade cluster Academically rigorous, with the Reaching Level (6) corresponding to expectations for proficient English speakers at the highest grade level of the cluster Getting Specific: Using and Writing MPIs to Plan Lessons

+ Finding and Understanding MPIs Find an MPI in your grade level and a content area of your choosing. Identify the key components (language function, example topic, support, and example). Share your MPI with a partner Getting Specific: Using and Writing MPIs to Plan Lessons

+ Writing MPIs How to I write an MPI while planning units and lessons? Grade cluster: 3-5 Level: 1 - Entering Standard: Language of Math Domain: Reading Topic: Polygons Model MPI: “Identify polygons from pictures and models based on the number of sides and vertices (e.g. “This polygon has 5 sides and 5 vertices.”

+ Getting Specific: Using and Writing MPIs to Plan Lessons Guided Practice: Writing MPIs Select the following criteria based on your placement: Grade cluster: Level: Standard: Domain: Topic: MPI: __________________________________________________ ____________________________________________________________ Share your MPI with a partner.

+ The ACCESS and other Assessment Tools Summative Assessment ACCESS Test Reading and Writing Listening and Speaking Administered 1x per year (January) Formative Assessment WIDA Speaking Rubric (p. RG-55) WIDA Writing Rubric (p. RG-56) Intake Assessment W-APT /

+ Group Share and Reflection: Write-Pair-Share How will this inform your instruction in your classroom? How can this support students outside of your classroom / how will this help content teachers to support ELLs? What challenges do you anticipate in implementing this in your class and/or school-wide? What can you do between now and the start of the school year to prepare for this transition?

+ Wrap-up and Exit Ticket Revisit the Anticipation Guide. Complete it again, using what you learned about WIDA in today’s session. Complete the Exit Ticket in your Inbox Deliverable: WIDA Summer Action Plan Submit to your MTLD with your summer work TB2 2010s: Use this to plan for your teaching next year