1. Guiding Principles of WIDA

2. SCDE State WIDA Implementation Team Summer 2014
The History of WIDA
Created in response to NCLB requirements for ELLs pertaining to standards and assessments
Funded originally through a USDE Enhanced Assessment Grant to the WI Department of Public Instruction in 2003
Made up initially of three states: Wisconsin, Delaware, and Arkansas
Changed to World-Class Instructional Design and Assessment in 2005
Moved to the Wisconsin Center for Education Research at the University of Wisconsin- Madison in 2006
The Consortium is managed out of the Wisconsin Center for Educational Research (WCER) at the University of Wisconsin at Madison.
[Arkansas is no longer a member of the WIDA consortium.] 2

3. Where is WIDA? SCDE State WIDA Implementation Team Summer 2014
Information for trainers to share in future trainings.
Who are the new WIDA states?
What states are close to you?

4. Resources WIDA website - http://www.wida.us/ Click here
SCDE State WIDA Implementation Team Summer 2014
Resources
WIDA website -
Click here
Here is the WIDA website. In order to access certain areas of the website you need a username and password. Most documents, such as the Can Do Descriptors, are available via the Download Library, shown here. If you click you will find…

5. 2012 ELD Amplified Standards Guiding Principles Can Do Lesson Plans
SCDE State WIDA Implementation Team Summer 2014
2012 ELD
Amplified Standards
Guiding
Principles
The Guiding Principles of language development. The Can Do Descriptors and sample lesson plans, the 2012 WIDA Amplified ELD Standards, and many other items.
Can Do
Lesson Plans

6. Activity Choose a strip of paper from the center of the table.
Read your Guiding Principle and think about why that would be important in your work with ELLs.
Find at least 1-2 people who share the same Guiding Principle as you. Discuss your principle with your new partner(s) until time is called.
Find 1-2 new people with different Guiding Principles and discuss each of your principles until time is called.
At this point, each person should pick up a strip of paper with a Guiding Principle on it from the table. Each table should have all 10 Guiding Principles on the table. Ask participants to hold up the appropriate number of fingers for the principle that they have to facilitate finding partners quickly and efficiently. For each round of discussion, allow 3-5 minutes for them to find a partner or partners and discuss. Then, ask them to return to their tables to begin going through the Guiding Principles. I used the dance graphic to illustrate that it is time for them to find a new “dance” partner.

7. Guiding Principle #1
Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.
Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)

8. Guiding Principle #2
Students’ home, school, and community experiences influence their language development.
Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)

9. Guiding Principle #3
Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages.
Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991); Cummins (1978)

10. Guiding Principle #4
Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language.
Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm & Molina (2000); Pardo & Tinajero (1993)

11. Guiding Principle #5
Students learn language and culture through meaningful use and interaction.
Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987)

12. Guiding Principle #6
Students use language in functional and communicative ways that vary according to context.
Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983)

13. Guiding Principle #7
Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways.
Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)

14. Guiding Principle #8
Students’ development of academic language and academic content knowledge are inter-related processes.
Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)

15. Guiding Principle #9
Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school.
Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

16. Guiding Principle #10
Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.
Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)

17. What is the Can Do Philosophy?
The belief that ALL students bring established knowledge, skills, and ways of seeing and understanding the world from their homes and their communities.
Picture credit: ondrejgalik.wordpress.com

18. 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

19. Do’s and Don’ts of the CAN DO’s
Provide a tool for differentiation (plotting and grouping students)
Provide a sampling of language ELLs can process and produce
Contextualize the ACCESS for ELL scores
Don’ts
Don’t replace the Standards
Don’t address academic language in all five ELD Standards
Don’t address the ZPD
Don’t represent the language development trajectory
Don’t provide an exhaustive list

20. Can Do Descriptors
Describe how English language learners process and use language for each language domain (Listening, Speaking, Reading, and Writing) and level of language proficiency by grade level cluster (PK-K, 1-2, 3-5, 6-8, 9-12).

21. From RG-58 of the 2007 standards

22. From the Grades 3-5 Can Do Booklet – p. 6