1. INTRODUCTION TO THE WIDA FRAMEWORK Presenter Affiliation Date

2. TRAINING OBJECTIVES Insert your training objectives © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM2

3. 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

4. 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

5. GUIDING PRINCIPLES OF LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM5

6. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM6

7. 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

8. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM8

9. FEATURES OF ACADEMIC LANGUAGE IN THE WIDA STANDARDS © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM9

10. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM10

11. 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

12. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM12

13. WIDA PERFORMANCE DEFINITIONS – LISTENING & READING GRADES K-12 © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM13

14. WIDA PERFORMANCE DEFINITIONS – SPEAKING & WRITING GRADES K-12 © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM14

15. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM15

16. 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?

17. FRAMEWORK FOR ENGLISH LANGUAGE DEVELOPMENT © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM17

18. 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?

19. AMPLIFIED ELEMENTS OF STANDARDS MATRIX © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM19

20. 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

21. 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

22. 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

23. 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

24. ELEMENTS OF THE STANDARDS MATRIX: STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM24 STRAND

25. ELEMENTS OF THE STANDARDS MATRIX: MPI © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM25 MPI

26. 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

27. 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

28. 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

29. SUPPORT EXAMPLES © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM29

30. SPECIAL STRANDS Integrated strands Complementary strands Expanded strands © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM30

31. 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

32. AN INTEGRATED STRAND (K-5) © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM32

33. 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

34. A COMPLEMENTARY STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM34

35. 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

36. AN EXPANDED STRAND © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM36

37. QUESTIONS OR COMMENTS? © 2015 BOARD OF REGENTS OF THE UNIVERSITY OF WISCONSIN SYSTEM, ON BEHALF OF THE WIDA CONSORTIUM37 For more information, visit www.wida.us/eldwww.wida.us/eld Contact the WIDA Client Services Center: 1-866-276-7735 or help@wida.ushelp@wida.us