1. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Jesse Markow Manager-Communication and Business Development WIDA Consortium Introduction to the WIDA English Language Proficiency Standards

2. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 2 Overview of the Presentation Overview of Language Acquisition: Myths and Misconceptions Academic Language and its Relationship to Academic Content Knowledge Introduction to the structure and organization of the WIDA ELP Standards Key to Implementation of WIDA ELP Standards: Transformations Using the WIDA ELP Standards to differentiate language Adapting lessons

3. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 3 Quiz Do this quiz with at least one other person, but no more that two other people As a team, read carefully each statement and decide if the statement is true or false For each statement, justify your answer; i.e. “why do you think it is true/false?”

4. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 4 Myths and Misconceptions about Language Acquisition 1.When an ELL is able to speak English fluently, he or she has mastered it 2.The more time students spend in the mainstream, the quicker they learn the language 3.Teaching academic language is only about teaching vocabulary 4.ELLs will acquire academic English faster if their parents speak English at home 5.According to research, students in ESL-only programs with no schooling in their native language take 1-2 years to reach grade level norms

5. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 5 Myth #1 When an ELL is able to speak English fluently, he or she has mastered it Students need to be able to LISTEN, SPEAK, READ and WRITE in English in order to be successful in school Speaking social English fluently is not enough, students should also develop academic oral language We must build upon what students CAN do

6. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 6 Myth #2 The more time students spend in the mainstream, the quicker they learn the language Students learn most efficiently when instruction is at their zone of proximal development (ZPD); classrooms with no language supports may be beyond some students ZPD Pull out situations, on the other hand, do not always provide separate education that is equitable to the general education classroom Collaboration between general education teachers and ESL specialists is key to effective pedagogy for ELLs

7. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 7 Myth #3 Teaching academic language is only about teaching vocabulary Look at the following passage and write down: Important information Details Vocabulary needed to solve the problem What else may you need to know

8. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 8 A train carrying 179 passengers leaves the station traveling due east at a rate of 45 miles per hour. A second train carrying 220 passengers leaves a different station an hour later traveling due west on the same track, going 60 miles per hour If the stations are 255 miles apart, how many miles from the halfway point between the stations will the trains collide?

9. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 9 Myth #3 Teaching academic language is about teaching the discourse used to communicate and understand ideas and concepts Academic discourse includes vocabulary, language rules and norms, linguistic complexity, pragmatics, socio cultural usage, etc.

10. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 10 Myth #4 ELLs will acquire academic English faster if their parents speak English at home Parents should speak to their children in their strongest language for the appropriate context in order to Model appropriate use of language Promote higher order thinking skills Maintain quality family conversations Develop bilingualism, biliteracy and bicognition

11. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 11 Myth #5 According to research, students in ESL-only programs with no schooling in their native language take 1-2 years to reach grade level norms The amount of time that takes ELLs to reach grade level norms depends on: Instruction, practice and feedback on their use of academic language Student’s prior schooling Socio economic position Content knowledge Socio cultural factors Other

12. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 12 Debrief Language development occurs at different rates in different domains (listening, speaking, reading and writing). Language development needs to be scaffolded; as educators we need tools to achieve this. Academic language is more than just vocabulary; it includes the rules of language and the discourse we use to make meaning of concepts or express ideas. In addition to academic language and content, educators must consider ELLs’ unique experiences, background and educational history when planning instruction and assessment.

13. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 13 What is the Relationship of Academic Language to Academic Content Knowledge?

14. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 14 Language Across the Curriculum Consider the essential questions below: What constitutes Academic Language Proficiency? What constitutes Academic Content Knowledge? What is the relationship between Academic Language Proficiency and Academic Content Knowledge?

15. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 15 More on Language Proficiency and Content Knowledge How many different ways can you read the following mathematical expression? 3+2= 

16. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 16 Let’s “discuss” this a little more… You will write 5 paragraphs. Each paragraph will discuss a different topic: 1. Your best friend

17. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 17 Let’s “discuss” this a little more… You will write 5 paragraphs. Each paragraph will discuss a different topic: 1. Your best friend 2. Your favorite holiday

18. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 18 Let’s “discuss” this a little more… You will write 5 paragraphs. Each paragraph will discuss a different topic: 1. Your best friend 2. Your favorite holiday 3. The Pythagorean Theorem

19. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 19 Let’s “discuss” this a little more… You will write 5 paragraphs. Each paragraph will discuss a different topic: 1. Your best friend 2. Your favorite holiday 3. The Pythagorean Theorem 4. Photosynthesis

20. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 20 Let’s “discuss” this a little more… You will write 5 paragraphs. Each paragraph will discuss a different topic: 1. Your best friend 2. Your favorite holiday 3. The Pythagorean Theorem 4. Photosynthesis 5.The effect of World Wars I and II in the Role of Women in the job market of America

21. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 21 WIDA Consortium Variations of Language Language of Mathematics Foundation of home and community language and cultural factors Language of Science Language of Social Studies Language of Language Arts General academic language for knowing, thinking, reading, writing, visualizing Adapted from Zwiers (2008) Language of Computer Science Language of Music

22. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 22 Language and Content Knowledge Language proficiency involves the language associated with the content areas. Content knowledge reflects the declarative (what) and procedural knowledge (how) associated with the content. WIDA ELP standards focus on academic language; academic content standards focus on academic content.

23. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 23 WIDA ELP Standards

24. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 24 Why are English language proficiency (ELP) standards necessary? To facilitate ELL students’ English proficiency attainment, access to content knowledge, and ultimately, their academic success. To provide a curriculum/assessment resource anchored in academic content standards. To establish a common yardstick to define and measure how ELLs acquire language across the domains of listening, speaking, reading, and writing. To comply with federal law (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards- based assessments.

25. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 25 Five WIDA ELP Standards Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting. Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS. Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS. Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

26. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 26 ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator

27. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 27 ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator

28. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 28 Five Grade-Level Clusters The 2007 WIDA ELP Standards are organized by the following Grade-level clusters: PreK−K Grades 1−2 Grades 3−5 Grades 6−8 Grades 9−12

29. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 29 ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator

30. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 30 Four Language Domains Listening ─ 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, and evaluate written language, symbols, and text with understanding and fluency Writing ─ engage in written communication in a variety of forms for a variety of purposes and audiences

31. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 31 ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator

32. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 32 Levels of English Language Proficiency 6 ENTERING BEGINNING DEVELOPING EXPANDING 1 2 3 4 5 BRIDGING REACHINGREACHING

33. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 33 Criteria for Performance Definitions Linguistic Complexity: The amount and quality of speech or writing for a given situation Vocabulary Usage: The specificity of words or phrases for a given context Language Control: The comprehensibility of the communication based on the amount and type of errors ENTERINGBEGINNINGDEVELOPINGEXPANDINGBRIDGING 54321 6 REACHINGREACHING

34. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 34

35. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 35 Task Analysis Look at the following tasks and decide the proficiency language level that a student should possess to engage in each of them: 1.___ Draw a poster describing the water cycle 2.___ Write a lab report for an experiment performed in class 3.___ Explain how a problem was solved 4.___ Follow directions on how to create a timeline of their life events 5.___ Write a persuasive essay

36. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 36 How can I use this new knowledge in my instruction? To differentiate the language used in Directions Instruction Processes: activities, readings Products: assessments, presentations, assignments To guide language instruction Listening Speaking Reading Writing

37. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 37

38. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 38 Language Development Language Proficiency 1 Entering 2 Beginning 3 Developing 4 Expanding 5 Bridging Linguistic Complexity Vocabulary Usage Language Control

39. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 39 ELP Standards Grade level Cluster Language Domain English Language Proficiency Level Model Performance Indicator

40. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 40 Model Performance Indicators Provide examples (models) of assessable language skills Reflect the second language acquisition process Describe how students can use the language Provide the anchors for curriculum, instruction, and assessment

41. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 41 Organization of MPIs within Standards Example: Social & Instructional; Grades 6-8

42. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 42 Organization of MPIs within Standards STRAND MPI

43. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 43 Summative Is amenable to large- scale testing or classroom assessment Includes sensory and graphic supports Contains model performance indicators that are observable and measurable Formative Corresponds to everyday classroom practice Includes sensory, graphic, and interactive supports Contains model performance indicators that include strategies, technology, and long-term projects Standards Frameworks

44. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 44 Centrality of the ELP Standards Formative Framework Summative Framework English Language Proficiency Standards & Performance Definitions Model Performance Indicators: Formative Model Performance Indicators: Summative Ongoing Instruction & Assessment Classroom Assessments W-APT™ ACCESS for ELLs ®

45. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 45 A Model Performance Indicator Grade Level Cluster: 1-2 English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE. Domain: Speaking

46. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 46 The Elements of the MPI Model performance indicators consist of 3 elements: The Language Function The Content Stem or Sample Topic The Support or Strategy

47. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 47 The Model Performance Indicator Language Function

48. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 48 The Model Performance Indicator Content Stem

49. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 49 The Model Performance Indicator Support or Strategy

50. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 50 Transformations The Key to your Lesson Planning and Curriculum Development

51. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 51 Transformations Changing the MPI and strand to more specifically address state or local content standards and classroom practice

52. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 52 Transforming the Content Stem

53. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 53 Pretend… You teach or support 2 nd grade Mathematics…

54. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 54 This Unit …you have been working on Benchmark MA 2.1.1 from the HI Content and Performance Standards Represent whole numbers up to 1000 in flexible ways (e.g. relating, composing, and decomposing numbers), including the use of tens and hundreds as units

55. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 55 Finding a Strand What grade level cluster should you look in? What standard should you focus on? The domain you choose will depend on the specific needs of your students and on your lesson plan

56. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 56 Finding a Strand What grade level cluster should you look in? 1-2 What standard should you focus on? Standard 3: The language of Mathematics The domain you choose will depend on the specific needs of your students and on your lesson plan Let’s choose speaking

57. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 57 Does the topic match yours? Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking Number sense Provide identifying information that involves real-world numbers (e.g., age, address, or telephone number) to a peer Give examples of things with real-world numbers (e.g., room numbers, bus numbers, or calendars) to a peer Give examples of how or when to use numbers outside of school with a partner (e.g., shopping) Tell a partner how to play games or activities that involve numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve numbers Grades 1-2 ELP Standard 3: The Language of Mathematics, Formative Framework Domain: Speaking

58. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 58 What is the content stem? Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking Number sense Provide identifying information that involves real-world numbers (e.g., age, address, or telephone number) to a peer Give examples of things with real-world numbers (e.g., room numbers, bus numbers, or calendars) to a peer Give examples of how or when to use numbers outside of school with a partner (e.g., shopping) Tell a partner how to play games or activities that involve numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve numbers

59. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 59 The Content Stem Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking Number sense Provide identifying information that involves real-world numbers (e.g., age, address, or telephone number) to a peer Give examples of things with real- world numbers (e.g., room numbers, bus numbers, or calendars) to a peer Give examples of how or when to use numbers outside of school with a partner (e.g., shopping) Tell a partner how to play games or activities that involve numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve numbers

60. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 60 Transforming the Content Stem Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking Represe ntation of numbers up to 1000 Provide identifying information that involves ________ to a peer Give examples of things with _________ to a peer Give examples of _________ with a partner (e.g., shopping) Tell a partner how to play games or activities _________ (e.g., sports, board games, hopscotch) Relate stories or events that involve _________

61. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 61 New Transformed Strand Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking De- composing numbers Provide identifying information that involves decomposing numbers to a peer Give examples of situations when it is necessary to decompose numbers to a peer Give examples of how to decompose numbers with a partner (e.g., shopping) Tell a partner how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve decomposing numbers

62. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 62 Transforming the Language Function

63. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 63 Transforming the Language Function Sometimes, it may be useful to transform other parts of the MPI Transforming the language function can help you change the domain, for example, from speaking to writing Change the language function to better match your goals and objectives

64. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 64 What is the Language Function? Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking De- composing numbers Provide identifying information that involves decomposing numbers to a peer Give examples of situations when it is necessary to decompose numbers to a peer Give examples of how to decompose numbers with a partner (e.g., shopping) Tell a partner how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve decomposing numbers

65. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 65 The Language Function Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching SpeakingSpeaking De- composing numbers Provide identifying information that involves decomposing numbers to a peer Give examples of situations when it is necessary to decompose numbers to a peer Give examples of how to decompose numbers with a partner (e.g., shopping) Tell a partner how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Relate stories or events that involve decomposing numbers

66. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 66 The Language Function Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting De- composing numbers Label the numbers involved in decomposing a large number to a peer Describe how to decompose numbers to a peer Write step-by- step directions of how to decompose numbers with a partner (e.g., shopping) Explain how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Write stories or events that involve decomposing numbers

67. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 67 Transforming the Support

68. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 68 Transform the supports to: Match your instruction Meet the needs of your students Use your available resources

69. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 69 What are the Supports? Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting De- composing numbers up to 1000 Label the numbers involved in decomposing a large number to a peer Describe how to decompose numbers to a peer Write step- by-step directions of how to decompose numbers with a partner (e.g., shopping) Explain how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Write stories or events that involve decomposing numbers

70. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 70 The Supports Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting De- composing numbers up to 1000 Label the numbers involved in decomposing a large number to a peer Describe how to decompose numbers to a peer Write step- by-step directions of how to decompose numbers with a partner (e.g., shopping) Explain how to play games or activities that involve decomposing numbers (e.g., sports, board games, hopscotch) Write stories or events that involve decomposing numbers

71. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 71 Transforming your Supports Example Topics Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6- Reaching WritingWriting Decomposing numbers up to 1000 Label the numbers involved in decomposing a large number using a word bank Describe how to decompose numbers in the student’s native language Write step- by-step directions of how to decompose numbers with a partner (e.g., shopping) Explain how to play games or activities that involve decomposing numbers in a small group (e.g., sports, board games, hopscotch) Write stories or events that involve decomposing numbers

72. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 72 Your transformed strand… Can be used to scaffold for language development A student with English language proficiency may not be able to write stories, but instead, could describe how to decompose numbers And with support, this students could give examples of situations when it is useful to decompose numbers

73. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 73 Another Classroom Example Ms. Vang teaches 6 th grade language arts and social studies. She is about to start a unit in Ancient Greece and wants to incorporate a study of the genre of mythology in the same unit. Amalia and Cheng are two students in Ms. Vang’s class who have been identified as ELLs. Amalia came to the US three years ago with her family and speaks fluent Tagalog at home. Amalia’s oral language proficiency is higher than her literacy. (Listening: 4, Speaking: 3, Reading 3, Writing 2) Cheng’s parents are from Taiwan and they speak Mandarin, Taiwanese and English. His family arrived last year to the US. Cheng is fluent in Mandarin and can read and write some English. (Listening: 2, Speaking: 1, Reading: 3, Writing: 3)

74. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 74 Using the Standards to Differentiate Language How can Ms. Vang differentiate language in her instruction? Grades 6-8 ELP Standard 1: Social and Instructional Language

75. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 75 Using the Standards to Differentiate Language How can Ms. Vang differentiate the reading of the myths? Grades 6-8 ELP Standard 2: Language of Language Arts Domain: Reading Myths

76. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 76 Using the Standards to Differentiate Language How can Ms. Vang differentiate the writing assignment where she asks her students to explain the relationship between Ancient Greece’s religion and mythology? ELP Standard 5: Language of Social Studies Domain: Writing

77. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 77 Using the Standards to Collaborate The WIDA ELP Standards integrate content and language. Content specialists AND language specialists need to collaborate to differentiate language appropriately and to target appropriate language objectives. Strong collaboration will result in continuous academic language development and access to content.

78. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 78 Summary: Using the Standards Differentiating instruction Setting language goals and objectives Scaffolding language development Assessing students’ language performance Collaborating with other educators

79. © 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Introduction to the WIDA ELP Standards 79 Visit www.wida.us

80. © 2009 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us For more information, please contact the WIDA Help Desk: 1-866-276-7735 or help@wida.ushelp@wida.us Questions or Comments?