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1、1“WIDA Standards and ESL Curriculum Alignment”Presenters:Raquel Sinai, Lori Ramella, Ericka ReedOffice of Student Achievement and AccountabilityNew Jersey Department of Education2ObjectivesDevelop a general understanding of the WIDA English Language Proficiency StandardsDetermine how the ESL curricu
2、lum relates to the ACCESS for ELLsDiscriminate the differences between an aligned ESL curriculum and an unaligned ESL curriculum Begin to develop or revise an aligned curriculum3English Language Proficiency Standards in New JerseyTESOL Standards- 1997Adoption into administrative code 1998Adoption in
3、to administrative code 1998Alignment to NJ LAL Standards 1999Alignment to NJ LAL Standards 1999Alignment of NJLAL Standards to Goal 2 of TESOL Standards2003- added language proficiency levels and classroom tasks that provided a sample of academic activities in different subject areas at each level o
4、f language proficiency and grade levelWIDA English Language Proficiency Standards- 2005 4WIDA Standards5Why the WIDA Standards?Vision of language proficiency has expanded to encompass both social contexts and academic contextsStandards-based instruction that integrates language and content reflects
5、the construct of “cognitive academic language proficiency”NCLB mandates that ELP standards be aligned to academic content standards and the ELP tests be standards based.6 Are you proficientproficient? How many standards are there? Identify the grade level clusters. Explain the difference between for
6、mative and summative. Name the proficiency levels. Explain the purpose of the CAN DO Descriptors.7WIDA Standards FormatStandards FrameworksModel Performance Indicators (MPIs)Language DomainsLanguage Proficiency LevelsExample Topics8Curriculum Alignment9ESL Curriculum ESL Curriculum Aligned to(Old)(O
7、ld) English Language Proficiency StandardsResources Resources and and MaterialsMaterialsActivitiesActivities(Classroom Tasks)(Classroom Tasks)English Language English Language Proficiency LevelProficiency LevelEnglish Language English Language Proficiency Proficiency StandardStandardStrands Strands
8、and and Cumulative Cumulative Performance Performance Indicators Indicators (CPIs)(CPIs)New Jersey ELP Standards10ESL Curriculum ESL Curriculum Aligned toAligned to(New)(New) World-class Instructional Design and Assessment (WIDA) English Language Proficiency StandardsMaterials Materials and and Reso
9、urcesResourcesActivitiesActivitiesLearning Outcomes Learning Outcomes and Instructional and Instructional StrategiesStrategies(Objective and (Objective and Skills)Skills)Enduring Enduring UnderstandingUnderstandingStandards:Standards:WIDA and WIDA and NJCCCSNJCCCS(CPIs, MPIs)(CPIs, MPIs)Standards:(W
10、IDA (WIDA and and NJCCCS)NJCCCS)Essential Questions(What is the (What is the “big idea”?)“big idea”?)Enduring Understanding(How do you (How do you apply and use in apply and use in real-life real-life situations?)situations?)Learning Outcomes and Instructional StrategiesActivitiesCan-do-Can-do-descr
11、iptorsdescriptorsELP LevelsELP LevelsLanguage Language DomainsDomainsMaterials and ResourcesAssessment andEvaluationEssential Essential QuestionsQuestionsAssessment Assessment and and EvaluationEvaluationWIDA Standards11Curriculum Design12Step I: Identify Desired Results StandardsEssential Questions
12、 (What is the (What is the “big idea”?)“big idea”?)Enduring Understanding (How (How do you apply and use in real-life do you apply and use in real-life situations?)situations?)Source: Backward Design by Wiggins and McTighe13Step II: Determine Acceptable EvidenceSummative Assessment (ACCESS for ELLs)
13、Formative Assessment Source: Backward Design by Wiggins and McTighe14Sample ACCESS for ELLsTest Items (Summative Framework)1516Step III: Plan Learning Experiences and InstructionIdentify Learning Outcomes (State the objective and identify skills)Instructional Strategies (Integrate the Language Domai
14、ns: Listening, Speaking, Reading , Writing)Listening, Speaking, Reading , Writing)Refine Learning Experiences (Develop activities which provide interdisciplinary connectionsinterdisciplinary connections, technology integrationtechnology integration, and a global global perspectiveperspective for Eng
15、lish language learners)Select Multi-Genre Resources (Internet, Authentic realia, Novels, Magazines, Textbooks, etc.)Source: Backward Design by Wiggins and McTighe17Standards in PracticeWIDA ELP Standard Number 1 - Social and Instructional Language:WIDA ELP Standard Number 1 - Social and Instructiona
16、l Language:Natalie Fullerton, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates teaching the language function of classifyclassify through social and instructional language. PLAY VIDEO Social and Instructional Language Handout WIDA ELP Standard Number 2 - The Language of L
17、anguage Arts:WIDA ELP Standard Number 2 - The Language of Language Arts:Eric Blomquist, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates teaching the language function of sequencingsequencing through the language of language arts. PLAY VIDEO WIDA ELP Standard Number 3 - T
18、he Language of Mathematics: WIDA ELP Standard Number 3 - The Language of Mathematics: Sharon Hoffert, a high school mathematics teacher for Chesterfield County Public Schools, demonstrates teaching the language function of create and changecreate and change through the language of mathematics. PLAY
19、VIDEO Mathematics Handout WIDA ELP Standard Number 4 - The Language of Science:WIDA ELP Standard Number 4 - The Language of Science:Donna ONeill, a middle school ESOL teacher for Fairfax County Public Schools, demonstrates techniques in the language function of recordrecord through the language of s
20、cience. PLAY VIDEO Science Handout WIDA ELP Standard Number 5 - The Language of Social Studies:WIDA ELP Standard Number 5 - The Language of Social Studies: Robin Liten-Tejada, ESOL/HILT Secondary Specialist for Arlington County Public Schools, demonstrates teaching the language function of compare a
21、nd contrastcompare and contrast through the language of social studies. PLAY VIDEO Social Studies Handout Source: Virginia Department of Education18ESL Curriculum (Sample)Aligned to WIDA English Language Proficiency StandardsElementary ProgramElementary ProgramGrades 1-2Grades 1-219Standards(WIDA an
22、d (WIDA and NJCCCS)NJCCCS)Essential Questions(What is the (What is the “big idea”?)“big idea”?)Enduring Understanding(How do you (How do you apply and use in apply and use in real-life real-life situations?)situations?)Learning Outcomes and Instructional StrategiesActivitiesCan-do-descriptorsELP Lev
23、elsLanguage DomainsMaterials and ResourcesAssessment andEvaluationNJCCCSNJCCCS: 3.3.1.D.3WIDA: WIDA: LoLA.1-2.S(pg.16 ,WIDA 2007)How can I retell stories?Good speakers use organizational strategies to aid in the comprehension of text.Objective: Students will be able to :Identify story elementsUse st
24、ory elements to retell stories.Skills;vSequencingvRetellingvLabelingStory elementsCharactersMain eventSettingLevel 5 Create original stories from a series of pictures , wordless picture books, or personal experiences.Level 4: Tell stories from pictures or wordless picture books.Level 3: State action
25、s of characters or describe events depicted in story pictures or wordless picture books.Level 2:Describe people or places depicted in story pictures or wordless picture books.Level 1: Repeat new language related to story pictures or wordless picture books modeled by teachers.Picture BooksVideoGraphi
26、c OrganizerGluePencilsPictures of Characters Present an original story to the class. ESL Curriculum (Sample)ESL Curriculum (Sample)Aligned toWIDA English Language Proficiency StandardsElementary Program Elementary Program 1-21-2Language ArtsLanguage Arts20Standards(WIDA and (WIDA and NJCCCS)NJCCCS)E
27、ssential Questions(What is the (What is the “big idea”?)“big idea”?)Enduring Understanding(How do you (How do you apply and use in apply and use in real-life real-life situations?)situations?)Learning Outcomes and Instructional StrategiesActivitiesCan-do-descriptorsELP LevelsLanguage DomainsMaterial
28、s and ResourcesAssessment andEvaluationNJCCCSNJCCCS: 4.2.2.D.3WIDA: WIDA: LoMA.1-2.R(pg.20 ,WIDA 2007)What tools can be used to measure?There are a variety of tools that can be used for measurement.Objective: Students will be able to :Identify measurement tools.Compare measurement tools.Explain whic
29、h measurement tools are used for various purposes.Skills;vIdentifyingvLabeling vComparingvEvaluatingvSynthesizingLevel 5 Follow illustrated directions from text to use standard or metric measurement tools.Level 4: Follow illustrated directions from text to compare tools for standard or metric measur
30、ement with a partner.Level 3: Identify key phrases in illustrated text to use standard or metric measurement tools with a partner.Level 2 Use labeled diagrams from texts to guide use of standard or metric measurement tools with a partner.Level 1: Use diagrams to guide use of standard or metric measu
31、rement tools with a partner.ScaleRulerMeasuring CupThermometerClockCreate a chart of measurement tools and identify their purpose.ESL Curriculum (Sample)ESL Curriculum (Sample)Aligned toWIDA English Language Proficiency StandardsElementary Program Elementary Program 1-21-2MATHMATH21Activity22Standar
32、ds(WIDA and (WIDA and NJCCCS)NJCCCS)Essential Questions(What is the (What is the “big idea”?)“big idea”?)Enduring Understanding(How do you (How do you apply and use in apply and use in real-life real-life situations?)situations?)Learning Outcomes and Instructional StrategiesActivitiesCan-do-descript
33、orsELP LevelsLanguage DomainsMaterials and ResourcesAssessment andEvaluationNJCCCSNJCCCS: 6.5.2.B.1WIDA: WIDA: LoSO.1-2.S(pg.25 ,WIDA 2007)Objective: Students will be able to :Skills;Level 5 Predict impact of community workers in emergencies or unusual situations.Level 4: Explain importance or contr
34、ibutions of community workers in illustrated scenes.Level 3: Describe encounters or interactions with community workers in illustrated scenes. Level 2 State roles of community workers in pictures or illustrated scenes.Level 1: Name community workers shown doing their jobs in pictures or illustrated
35、scenes.ESL Curriculum (Sample)ESL Curriculum (Sample)Aligned toWIDA English Language Proficiency StandardsElementary Program Elementary Program 1-21-2Social StudiesSocial Studies23ResourcesBilingual Education website: http:/www.nj.gov/education/bilingual/ WIDA: www.wida.us Virginia Department of Edu
36、cation English as a Second Language VDOE WIDA ELP Standards Instructional Videos. http:/www.doe.virginia.gov/VDOE/Instruction/ESL/elp_videos.html# Backward Design: www.greece.k12.ny.us/instruction/ela/6-12/Backward Design/top10.htm 24New Jersey Department of EducationOffice of Student Achievement an
37、d AccountabilityBureau of Bilingual/ESL EducationJames F. Curry, Manager, james.currydoe.state.nj.usRaquel Sinai, Bilingual/ESL Coordinator, raquel.sinaidoe.state.nj.usLori Ramella, Bilingual/ESL Education Program Specialist, lori.ramelladoe.state.nj.usEricka Reed, Bilingual/ESL Education Program Specialist,ericka.reeddoe.state.nj.uswww.state.nj.us/educationhttp:/www.nj.gov/education/bilingual/ (609) 292-8777
