1. Introduction to WIDA – Jumping Into the Framework
Stacey Gillish, Amy Haycock, Julie Lucas

2. Welcome and Introductions
Instructor Intros
Sound Off For Grade Levels

3. Ask Questions and Construct Answers
Working Agreements
Ask Questions and Construct Answers
Engage Fully and Embrace Discomfort
Integrate and Construct New Information
Open Your Mind to Diverse Views and Value Others’ Strengths
Utilize What You Learn, Share it, and Feed it Back
Learning Forward and 21st Century

4. Café Connections
Use of the WIDA Framework can make text across content areas accessible and comprehensible by building on what students Can Do.
Standards
Domains
Features of Academic Language
Performance Definitions
Chapter 6 from Best Practices in Literacy Instruction

5. Goals and Objectives
Participants will develop a working understanding of the WIDA framework through analyzing academic language of text and student writing samples.
Participants will discuss the ELD Standards, Language Domains, Features of Academic Language, and Performance Definitions from WIDA.
Participants will write notes about the different Features of Academic Language while analyzing text.
Participants will make posters that evidence an understanding of the WIDA Framework.
Participants will sort the Performance Definitions

6. WIDA has 10 Guiding Principles of Language Development
Did You Know?
WIDA has 10 Guiding Principles of Language Development
Each person will read their Guiding Principle
Buddy up with someone and ask them your Did You Know Guiding Principle and make a connection
Switch Guiding Principles and find a new partner
Repeat

7. Heart and Soul
“What is it that differentiates students who make it from those who do not? This list is long, but very prominent among the factors is mastery of academic language.” -Lily Wong Fillmore, Ph.D “Most scholars believe that instruction in academic English ' done early, consistently, and simultaneously across content areas ' can make a difference in English learners' ability to understand the core curriculum.” – U.S. Department of Education

8. Describe this picture in about 1 minute…
…as if you’re talking to your best friends from school.
… with the heart and soul of a historian.
… with the heart and soul of a mathematician.
… with the heart and soul of a scientist.
Talk about the picture
1 – as if you’re talking to your best friends from school
2 – with the heart and soul of a poet
3 – with the heart and soul of a scientist
2 – with the heart and soul of an mathematician
2 – with the heart and soul of a historian
… with the heart and soul of a poet.
10/18/2016

9. Heart and Soul
How did language differ from voice to voice? How does this activity apply to the teaching of ELs?

10. Nevada ELD Standards Discuss at your table:
How many ELD standards are there?
What are they?
Discuss at your table:
What do they have in common?
Why only 5 standards?
How do they work?
Each standard has to be put into content, context, and age appropriate – only then does it make sense.
THEY ARE NOT HEIRARCHICAL!

11. Domains of Language Domain Description Listening Speaking Reading
process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking
engage in oral communication in a variety of situations for a variety of purposes and audiences
Reading
process, interpret, evaluate written language and symbols, and text with understanding and fluency
Writing
engage in written communication in a variety of forms for a variety of purposes and audiences
Receptive
How we acquire and process information.
Not “observable”
Productive
How we express or communicate information.
Easier to assess.
What do you notice in these descriptions?
What do the different colors indicate?

12. Domains of Language – ACCESS Scores

13. Features of Academic Language

14. Features of Academic Language
Analyzing Academic Text for the Features
Linguistic Complexity/Discourse (ideas organized, purpose of text)
Language Forms and Conventions/Sentence (verb tenses, simple, complex, pronoun usage)
Vocabulary/Word and Phrase (content specific, key words)
Anything else you notice about text that might make it difficult for ELs?

15. Features of Academic Language
Analyzing the Features of Academic Language Through Content Area Text
Break into small groups of Primary (K-3), Intermediate (4-6), or Secondary (7-12) *6 in a group is ideal
Your group will be given a piece of text from one of the content areas
Analyze the text for the Feature of Academic Language (Discourse/Linguistic Complexity, Sentence/Forms and Conventions, Word or Phrase/Vocabulary Usage)
Break up work in pairs depending on size of group
You will come together as a group to record your findings on a group poster

16. Features of Academic Language
Discourse and Complexity
Sentences and Grammatical Structures
Words and Phrases

17. Gallery Walk Look for samples of: Discourse Sentence Structure
Vocabulary
Aha’s to share whole group

18. Performance Definitions
(in all content areas)
These are the features expanded into proficiency levels.

19. Performance Definitions
Performance Definition Sort
Complete sort with a partner
Compare with table mates
Raise hand to get answers and compare

20. Analyzing and Scoring Student Writing
Student sample of writing
Grade Band 1-2
Score using performance definitions in all three areas
Be ready to discuss in 5 minutes

21. and 1-2 Green Discourse Red Sentence Orange Word/Phrase
Work with Clock Partner (3:00)
DO THIS ONE 1 LEVEL AT A TIME
After looking at each feature, participants can refer to “Performance Definitions” in order to assign levels.
Overall 5 – (find evidence)
Linguistic Complexity (3-4) Simple and expanded sentences that show emerging complexity. One compound sentence. Coherent and cohesive. Parallel construction. Grade level?
Language Forms and Conventions – (5) – Upper/lower case errors don’t impede the overall meaning – doesn’t reflect first language interference. Present simple is typical of scientific descriptive writing. Very patterned. Correct adj-noun word order. Pronoun use.
Vocab (3) Animal names probably from a prompt. Usage of technical language
Green Discourse
Red Sentence
Orange Word/Phrase
Upper/lower case errors don’t impede the overall meaning – doesn’t reflect first language interference. Present simple is typical of scientific descriptive writing. Very patterned. Correct adj-noun word order. Pronoun use. (5)
Simple and expanded sentences that show emerging complexity. One compound sentence (but), one fragment. Coherent and cohesive. Parallel construction. (3-4)
Some specific content language: Animal names probably from a prompt. Use of technical language (rings, bELy). (3)

22. Analyzing and Scoring Student Writing
Student sample of writing
Grade Band 6-8
Score using performance definitions in all three areas
Be ready to discuss in 5 minutes

23. Grade Band 6-8 Green Discourse Red Sentence Orange Word/Phrase
Work with Clock Partner (9:00)
After looking at each feature, participants can refer to “Performance Definitions” in order to assign levels.
Have participants read silently first.
Then see what they notice when they read it out loud – spELing errors become much less significant!
Linguistic Complexity Chunks of simple sentences Phrases and short sentences. Varied amount of text. Some sense of organization.
Language Forms & Conventions - 2 – Somewhat comprehensible - often impeded by errors in spELing, syntax (first language interference). Formulaic grammatical structures. Understanding of sound-letter correspondence
Vocabulary Usage – 2 – kasen (= cousin), park , game, play, my, when, osom (= awesome - social or academic?)
Compound/complex grammatical constructions: Somewhat comprehensible - often impeded by errors in spELing, syntax (first language interference). Formulaic grammatical structures. (2-3)
Green Discourse
Red Sentence
Orange Word/Phrase
Idea with related details: Chunks of simple sentences. Phrases and short sentences. Varied amount of text. Some sense of organization. (2-3)
Social and instructional words & expressions: kasen (= cousin), park , game, play, my, when, osom (= awesome). Understanding of sound-letter correspondence. (1-2)

24. Goals and Objectives
Participants will develop a working understanding of the WIDA framework through analyzing academic language of text and student writing samples.
Participants will discuss the ELD Standards, Language Domains, Features of Academic Language, and Performance Definitions from WIDA.
Participants will write notes about the different Features of Academic Language while analyzing text.
Participants will make posters that evidence an understanding of the WIDA Framework.
Participants will sort the Performance Definitions

25. Closing With the coming week in mind, on a sticky, write:
One way that you will be able to apply the WIDA framework in your work with ELs
One way you will share this information with your team
Be ready to share in 2 minutes.
If you have questions you would like answered in Session B, please write
them on a sticky and make sure we get them before you leave class today.
Please complete the Session Evaluation
Thank you!!!