1. An Overview of how to implement it in the Classroom
WIDA
An Overview of how to implement it in the Classroom

2. Language Acquisition and Academic Language DevelopmenT

3. Introduction: What do we know about English Language Learners (ELLs)?
One in ___public school students in K-12 comes from a home where a language other than English is spoken.
In 1990 the figure was only 1 in 20, and by 2025 it will be 1 in ___.
: Increase from 2 to ___ million
This represents a 150% increase
General K-12 increase was 20%
Greatest growth states: SC, NC, TN, GA, IN---400% increase in ELLs
It takes between __ and ___ years to learn English.
What do the following acronyms stand for?
EL, ELL, LEP
It’s no a secret that our ELL population in SC has grown. That’s the tendency all over the US.
Can you predict these numbers?
These numbers should give us a sense of urgency and desire to be equipped to teach these students. So, how are they different and what things do they have in common with other learners in our classrooms?

4. Factors that Affect Second Language Acquisition
language distance
level and type of L1 proficiency
previous experience and knowledge of L2
L1 status
Learner (Internal)
motivation and attitude
age
personality
disabilities
Learning process (external)
Access to the language
Quality of instruction
How do we learn a new language?
Is there a quick fix or a 10-minute a day approach?
I wish there was.
Unfortunately, we must follow the old-fashioned way of learning a new language, which requires time, effort, and patience.
How much time, effort, and patience depends a lot on the individual who is learning, as well as the learning environment and situation.
There are many factors that also play a role in how we learn a new language. Think about some of these factors that could affect your students in learning English.

5. Defining Academic Language
Conversational (everyday) Language
Academic Language
BICS ( Basic Interpersonal Communication
Skills)
“playground English” or “survival English.
The language is embedded in a rich context.
Topics for discussion are not cognitively demanding.
CALP (Cognitive Academic Language
Proficiency)
CALPS is the language ability required
for academic achievement in a context-
reduced environment
Academic language is more
cognitively demanding than social language
Often abstract
There are few clues as to the meaning of the
communication apart from the words themselves.
Read the following chart and complete the sentence frame:
Academic Language is not____________________.
To help my students with Academic Language I_____________________________________.

6. Content and Language Objectives:
Content Objectives:
Know / Do
Concepts and/or skills
For ELLs
Focus on essentials
Simplify wording not content
Chunk
Language Objectives:
Show
Using academic language
Receptively (L then R)
Expressively (S then W)
For ELLs
Scaffold support
Sentence frames
“An estuary has _______ water, but an ocean has _______ water.”
We will look at what are content and language objectives. Why do you think it would be important for ELLs to have language objectives specified?
Our ESOL students need to know what are our expectations for them to demonstrate understanding of concepts.
Content is what we want our students to know (it could be a concept like multiplication or a skill how to multiply 2 digit numbers). Language objectives need to be connected to content. Show what you KNOW using academic language. E.g. I can explain to a partner how to multiply 2 digit numbers. Language objectives help us ALL in the mainstream classroom, because we must develop 4 domains of language for all our students. Language objectives will give an opportunity for your students to practice and eventually own academic language necessary to understand content.

7. SAMPLES Of Language and Content and Objective:
Grade 4/ELA:
Content objective: Compare and contrast the point of view from which different stories are narrated, including the difference between first-and third-person narratives.
Language objective: Categorize passages based on the narrative points of view from illustrated text using a word/phrase bank with a partner.
Grade 10/ELA:
Content Objective: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or development of the theme.
Language objective: Describe personalities of characters in visuals using L1 support.
Grade 6/Math: Content objective: Fluently divide multi-digit numbers using the standard algorithm. Language objective: Explain the steps involved in dividing multi-digit numbers using models or visuals.

10. WIDA’s Can Do Philosophy
Accentuates the positive qualities and assets of our ELLs
Starts from the base of what students CAN DO and builds from there
Recognizes the importance of social and instructional language
Focuses on academic language to help give students access to grade- level content

11. Can Do’s

12. Let’s plot Jose Carlos’ ACCESS for ELLs results on the
CAN DO Descriptors:
Listening 4.1
Speaking 6.0
Reading 5.0
Writing 3.8
Here’s an example of how we might use the CAN DO Descriptors to understand a score report for an example student (Jose Carlos).

13. WIDA ELD Standards PPT on the website under Training Toolkit
4.1
WIDA ELD Standards PPT on the website under Training Toolkit
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Listening and Speaking, based on what was listed on his score report.
6.0

14. 5.0
These are the bullet points within the CAN DO Descriptors showing what Jose Carlos can do in Reading and Writing, based on what was listed on his score report.
3.8

15. What does it look like in your classroom?
What is
What does it look like in your classroom?
After presenter has asked this question, teachers will turn to a partner and discuss what they think the term “differentiate” means and give one example of how they differentiate in their classroom. Estimated time of activity: 3 minutes

16. Presenter: Ask the question “Why is differentiating necessary for ELLs
Presenter: Ask the question “Why is differentiating necessary for ELLs?” Presenter will explain the necessity of differentiating to make content comprehensible for ELLs, and a “one size fits all” model does not work. Focus on the WIDA comment: “All educators share responsible for ELL achievement.”

17. When and where in the real world have you been differentiated for?
It is real world and relevant.
It is a part of real life, and not negative.
Think, Pair, Share Activity
Buffet
College Career
Doctor's Office
Mechanic
Stores and Restaurants
Lessons – music, sports, dance, exercise…
Airplanes
Travels in other countries
Presenter: “It is important to really recognize that differentiation is a part of life. Differentiation occurs in daily activities and events in life. Many times differentiation occurs without us realizing. This is not something specific to schools and instruction.” Presenter will give a personal example: an exercise class or airports (extra time to get on the plane.) Then prepare the group for the Think, Pair, Share Activity. “Think of one time you were differentiated for. Briefly explain the situation in a few sentences and include why there was a need for differentiation.” Presenter will conduct the activity and allow the pair share to last 2 minutes as well. Total maximum time for slide, activity, and sharing – 5 minutes.

18. How Do I Differentiate for ELLs?
Language Differentiation: Ensuring the grade-level content is comprehensible and challenging while meeting the diverse language and learning needs of ELLs.
Presenter explains: “Differentiating for ELLs means language differentiation through the use of scaffolding and supports.”
Support
Scaffold
Instructional strategies or tools to aid with making content comprehensible
Building upon students’ knowledge and acquired skills

19. How to differentiate effectively?
Determine the current ability.
Define what the student CAN DO…
Determine specifically what the student is expected to accomplish.
Identify the gaps between what they are expected to accomplish in the activity or lesson and their current ability.
Implement strategies that allow the student to meet the expectations with what they can already do linguistically.
It is key to know the current English ability level of each student. Once that is known we can look at what they CAN DO according to their language performance level. The Performance Level Definition together with the CAN DO Descriptors tell us exactly what we need to know in order to differentiate. The exciting aspect about the CAN DO Descriptors is that they are a tool and a support created by teachers for teachers. It is important though to recognize they are not the standards, instead they help us decide upon the supports and differentiation needed during an activity or lesson.

20. Model Performance
Indicators

21. What are Model Performance Indicators?
WIDA’s standards framework shows examples of how language is processed or produced within a particular context through MODEL PERFORMANCE INDICATORS (MPIs).
MPIs are meant to be examples and not fixed guidelines of the language with which students may engage during instruction and assessment.
Demonstrate with the following slides.

22. Organization of the 2007 Standards Matrix
The standards matrix is the third component of WIDA’s Standards Framework, which provides a basic structure for representing the five English language development standards.
2012 standards do not replace They just become more specific. 22

23. The Content Stem/Example Topic The Support
The Elements of the MPI
The Language Function
The Content Stem/Example Topic
The Support
Each MPI consists of three main elements: language function, content stem/example topic, and type of support. Let’s discuss each of the three elements in a little more detail.

24. Elements of Model Performance Indicators
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 24

25. Examples of Language Function
Summarize
Compare
Identify
Categorize
Locate
Interpret
Name
Match
List
And the list goes on . . .
Define
Paraphrase
Explain
Describe
Critique
Discuss
Give examples
Distinguish
Draw conclusions
It is important to share with participants that this is not an exhaustive list. It is merely provided to give them a springboard for the activities that will follow.

26. Content Stem/Example Topic Instructional Support
Using the Example to Experiment with Elements of MPIs
Content Stem/Example Topic
Language Function
Follow oral directions to design area maps using manipulatives and illustrated examples in small groups
Using the earlier example, ask participants to divide their table into two teams. The first team will brainstorm different examples of language function that could be used with this content stem. The second team will brainstorm different examples of instructional supports that could be used with this content stem. As a table, they will work to transform this MPI so that it could be used with various levels of students for differentiation purposes.
Grade: 3
Standard 3: The Language of Mathematics
Proficiency Level: 3
Instructional Support

27. Activity – Making MPIs
Green = Language Function Blue = Content Topic Purple = Instructional Support
Number off participants 1-3. Make sure that participants remember their assignment. This works better if each number is a different color.

28. Activity Directions
Write 2 or 3 examples for your element of an MPI on a Post-It note that corresponds to your color. We will then work on putting the colors together to show how easy it is to put together an MPI.
Indicate with your fingers what number you have: 1,2, or 3.

29. Click search! 3
Choose grade level band. 1
Type content topic in this box. 2

30. Resources
Look under the Standards and Instruction tab to find the standards, 2007 and amplification of the standards and the Can Do Descriptors.
You will find Standards under
The Can Do Descriptors are under
You can also find RTI information, lesson plans, and videos under
For more information about WIDA and the WIDA standards, you may go to: