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ESL Learning TeamJune 11, 2012Allison Balter and Lindsey Mayer

An Introduction to

WIDA

+Do Now

Complete the WIDA Anticipation Guide. Mark whether you believe each statement is True or False (you will revisit this at the end of the session).

Write what you think the acronym WIDA stands for. Be creative! And if you already know, come up with what you think WIDA should stand for

+Agenda

Do Now

Welcome and Introductions

How do we define and assess ELD levels using WIDA?

-BREAK-

Using the ELP Standards

Getting specific – using and writing MPIs to plan lessons

A quick look at the ACCESS and other assessment tools

Reflection and Group Share

Wrap-up and Exit Ticket

+Introduction to WIDA

What is WIDA?

Why are we moving to WIDA?

When and how will this happen?

What are the different components / tools?o p. 2 of your CAN DO

bookleto p. RG-44 of your Standards

booklet

+How do we define and assess ELD levels using WIDA? Performance Definitions

o p. 4 of your CAN DO bookleto p. RG-45 of your Standards booklet

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CAN DO Descriptors “The CAN DO Descriptors are a sampling of the

language expectations of English language learners as they travel along the continuum of English language development.”

Instructional AND assessment tool

Exploring the CAN DO Descriptors Activity Get into groups by grade span (PK-K, 1-2, 3-5, 6-8, 9-12) Look at each descriptor from your envelop and put it in

the correct place on the table based on language domain and level

How do we define and assess ELD levels using WIDA?

+Using the ELP Standards What are the ELP standards?

What are they aligned with?

What are the components? Standards

1: _______________________ 2: _______________________ 3: _______________________ 4: _______________________ 5: _______________________

Summative Frameworks

Formative Frameworks

+Using the ELP StandardsExample Topics and Genres (p. RG-25)

+Using the ELP StandardsNative Language Support (p. RG-24)

+Getting Specific: Using and Writing MPIs to Plan Lessons Model Performance Indicator (MPI): a single cell within

the standards’ matrices that describes a specific level of English language proficiency for a language domain; smallest unit of a topical strand (p. RG-14)

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Strands of MPIs Thematically connected through example topics or genres that are

identified from state academic standards Scaffolded from one proficiency level to the next Developmentally appropriate for given grade cluster Academically rigorous, with the Reaching Level (6) corresponding to

expectations for proficient English speakers at the highest grade level of the cluster

Getting Specific: Using and Writing MPIs to Plan Lessons

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Finding and Understanding MPIs

Find an MPI in your grade level and a content area of your choosing. Identify the key components (language function, example topic, support, and example).

Share your MPI with a partner

Getting Specific: Using and Writing MPIs to Plan Lessons

+Getting Specific: Using and Writing MPIs to Plan Lessons

Writing MPIs How to I write an MPI while planning units and lessons?

Grade cluster: 3-5 Level: 1 - Entering Standard: Language of Math Domain: Reading Topic: Polygons

Model MPI: “Identify polygons from pictures and models based on the number of sides and vertices (e.g. “This polygon has 5 sides and 5 vertices.”

+Getting Specific: Using and Writing MPIs to Plan Lessons

Guided Practice: Writing MPIs Select the following criteria based on your placement:

Grade cluster: Level: Standard: Domain: Topic:

MPI: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Share your MPI with a partner.

+The ACCESS and other Assessment Tools

Summative Assessment ACCESS Test

Reading and Writing Listening and Speaking Administered 1x per year (January)

Formative Assessment WIDA Speaking Rubric (p. RG-55) WIDA Writing Rubric (p. RG-56)

Intake Assessment W-APT

http://www.wida.us/assessment/ACCESS /

http://www.wida.us/assessment/w-apt/

+Group Share and Reflection:Write-Pair-Share

How will this inform your instruction in your classroom?

How can this support students outside of your classroom / how will this help content teachers to support ELLs?

What challenges do you anticipate in implementing this in your class and/or school-wide?

What can you do between now and the start of the school year to prepare for this transition?   

+Wrap-up and Exit Ticket

Revisit the Anticipation Guide. Complete it again, using what you learned about WIDA in today’s session.

Complete the Exit Ticket in your Inbox

Deliverable: WIDA Summer Action Plan Submit to your MTLD with your summer work TB2 2010s: Use this to plan for your teaching next year