1. WIDA Standards Using Language Objectives to Differentiate Instruction for ELLs

2. Common Core Training with ESL Strategies
What is WIDA?
ELD Standards (English Language Development Standards / NC Essential Standards)
Common Core Training with ESL Strategies

3. What is WIDA?
WIDA stands for World-Class Instructional Design and Assessment
Adopted by 22 states
Visit the WIDA website:

4. comprehensible for my ELLs? What can he do?
What language does he need to
learn ____?
How can I make
grade level
content
comprehensible for my ELLs?
What can
he do?
How can he show his learning?
ACCESS scores, Can Do Descriptors, and
Performance Definitions answer these questions for us.

5. Why should we implement WIDA Standards?
Mandated by the NC Dept. of Education
Used as a tool for the implementation of the Common Core State and Essential Standards
Every teacher with ELLs needs to weave in ELD Standards in their instruction daily.
Supports the teacher!
NC Teacher Evaluation Standards II and IV
Differentiation made easy!
Assessment wall conversations will be more meaningful.
Teachers can use the language provided by WIDA to formulate measurable goals on PEPs.
Supports all ESL students!
Extends NC Falcon and the Common Core

6. NC Teacher Evaluation Process
Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students:
D.) Teacher adapt their teaching for the benefit of students with special needs. (special language needs)

7. NC Teacher Evaluation Process
Standard IV: Teachers Facilitate Learning for Their Students
A.) Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
B.) Teachers plan instruction appropriately for their students.
C.) Teachers use a variety of instructional methods.
D.) Teachers use a variety of methods to assess what each student has learned.

8. English Language Proficiency Standards
WIDA Standards
Gives teachers a
framework to
differentiate
instruction.
Easily altered
to fit what we
are teaching
Centered on the
language needs of the
student to
access grade level
content

9. What are the Standards? Language Domains: Standard: Standard:
Listening
Speaking
Reading
Writing
Standard:
Language
of Math
Standard:
Social and
Instructional
Language
Standards:
Language of
Science
Standard:
Language of
Social
Studies
Standard:
Language of
Language
Arts
What language do my students need to understand in order to learn the content?

10. Data Driven Instruction: Student Roster Reports
All LEP students received a language proficiency test called the ACCESS test.
This test measures English proficiency in:
Listening
Speaking
Reading
Writing

11. Student Roster Reports: 2011 ACCESS Scores
Includes scores for all of the ESL students in your school last year.
See highlighted sections for specific scores.
The following slides will explain how to interpret these scores.

12. Language Proficiency Levels
Students in this area are comparable to native English speakers.
Many of our ESL students are in this range in one or more language domains.
Source:

13. What are the Language Proficiency Levels?
1 Entering:
minimal social and academic language with support
2 Beginning:
uses some social and academic language with support
3 Developing:
uses social English and SOME academic language with support
4 Expanding:
uses social English and some technical academic language
5 Bridging:
uses social and academic language working with grade level material
6 Reaching:
uses social and academic language at the highest level

14. The Continuum of Second Language Acquisition
Entering: Reaching: 6
The second language acquisition process involves gradual scaffolding from:
Concrete ideas/concepts Abstract ideas/concepts
Familiar situations Unfamiliar situations
General vocabulary Technical vocabulary
Single Words & Phrases Extended discourse
Source: page RG12 WIDA Standards Booklet

15. What is the difference between specialized and technical vocabulary?
General
Specific
Technical
Math
in all
total
sum
ELA
3-5
person
character
protagonist
Science 6-8
knee
kneecap
patella
Social
Studies
9-12
people
population
Demographics
RG-46 Figure 5C WIDA Resource Guide

16. When are students considered English language proficient?
ACCESS results are as followed to exit the ESL program.
Reading= Expanding
Writing= Expanding
Composite (Overall Score)=4.8 Expanding/Bridging Level
Students that exit the program are monitored for
2 years. Temporary support is given when needed.

17. What should we expect from our students?
Important references:
Performance Definitions
Can Do Descriptors

18. More about Language Proficiency Levels:
Performance Definitions-
Describes at each level what students can process, understand, produce or use.
Refer to page RG-45 in your Resource Guide
Read and discuss characteristics of each level with your group.

19. Can Do Descriptors What can my student do?
Refer to page RG 58 in your Resource Guide
BEST resource!
Helps us answers the question:
What can I expect from my students?
Using a highlighter, mark the verbs that you see on the handout.
Notice the types of verbs we use at each proficiency level.
These verbs help us create formative assessment tasks that are appropriate for a particular language level.

20. Now, select a student from the Student Roster Report provided.
Using the Can Do’s and Performance Definitions, discuss how the rubrics can help you understand what the student can do and what we should expect them to do.

21. How to Create a Language Objective

22. How to create a language objective:
Language Objectives have 3 parts:
Verb + Topic + Support

23. Creating a language objective: step-by-step
2nd
Choose a verb
Is the verb appropriate for
his/her level of language?
How do I want to
assess their knowledge?
3rd
Choose a method of support.
How can I help them understand the vocabulary?
1st
Choose a topic

24. Verbs are POWERFUL! WIDA and NC FALCON
VERB = FORMATIVE ASSESSMENT (Differentiation)
How will the student demonstrate understanding?
Is the selected verb appropriate for the language level of my student?
Can this mode of communication (VERB) help students demonstrate what they TRULY know?
Refer to handouts that show lists of verbs in your folder.

25. Why give support? Levels the language playing field
Makes challenging vocabulary understandable
Please refer to page RG-21 for types of supports across content areas.

26. 3.E.2.2 Compare Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using models, pictures, diagrams, and maps.

27. Level 1 Level 2 Level 3 Level 4 Level 5
Match pictures of landforms using word cards with a partner.
Point to pictures of landforms when asked questions. (“Which one is a mountain”)
Level 2
Categorize landforms by their characteristics using picture cards.
Explain in phrases or short sentences each category with teacher support.
Level 3
Follow multi-step directions to complete a model of landforms using illustrations from the text.
Write a brief description of each landform presented in the model using words and illustrations from the text.
Level 4
Compare and contrast different landforms using the text and a Venn diagram with a partner.
Summarize the similarities and differences between two landforms using a Venn diagram.
Level 5
Explain physical chararacter-istics of landforms using pictures and technical vocabulary from an alphabox.
Produce an informational article about a popular landform in the world using information found on the internet.

28. Learning Target Criteria for Success
2.RL.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Learning Target
I CAN describe how a character feels using the illustrations and the text.
Criteria for Success
I WILL identify how the character is feeling using picture cards.
I WILL point out examples from the text and illustrations to support my choice.

29. 1.RF.3b Decode regularly spelled one syllable words
Learning Target
I CAN read one syllable words.
Criteria for Success
I WILL identify each letter sound in a word using sound boxes.
I WILL produce a new word by changing the beginning sound in a word using sound boxes.

30. Look at all of our resources!!!!
ESL Teachers
Verbs
Can Do’s
ACCESS scores
Performance Definitions
Supports
Please visit for many useful resources!

31. ESL Website
Training materials (including this presentation) are available on our ESL website.

32. Questions? Need resources? We are always available to help you!
Our ESL website
Please visit our ESL website!
Please keep in touch!