Skip to main content

Synopsis: WIDA ELD Standards Framework 2020

 

WIDA English Language Development (ELD) Standards Framework, 2020 Edition (Link)

INTRODUCTION


SECTION 1: BIG IDEAS

  • Equity of Opportunity and Access

  • Integration of Content and Language

  • Collaboration among Stakeholders

  •  Functional Approach to Language Development


SECTION 2: UNDERSTANDING THE WIDA ELD STANDARDS FRAMEWORK

  • WIDA ELD Standards Statements

  • Key Language Uses

    • NARRATE highlights language to convey real or imaginary experiences through stories and histories. Narratives serve many purposes, including to instruct, entertain, teach, or support argumentation.

    • INFORM highlights language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.

    • EXPLAIN highlights language to give an account for how things work or why things happen. As students explain, they substantiate the inner workings of natural, man-made, and social phenomena.

    • ARGUE highlights language to justify claims using evidence and reasoning. Argue can be used to advance or defend an idea or solution, change the audience’s point of view, bring about action, or accept a position or evaluation of an issue.

  • Language Expectations

  • Proficiency Level Descriptors

    • “Proficiency Level Descriptors (PLDs) are a detailed articulation of multilingual learners’ growth in interpretive and expressive language across levels of English language proficiency...Proficiency Level Descriptors describe how multilingual learners might develop language across levels of English language proficiency as they move toward meeting Language Expectations.”


SECTION 3: GRADE-LEVEL CLUSTER MATERIALS

  • ELD Standards are broken down in grade-level bands: Kindergarten, Grade 1, Grades 2-3, Grades 4-5, Grades 6-8, and Grades 9-12.

  • For each of the 5 ELD Standards, it provides language expectations for each of the four key uses: narrate, inform, explain, and argue.

  • For ELD Standards 2-5, for each key use, it provides language functions and sample language features.

  • For each grade-level band, there is also a chart that represents how key uses are distributed in the grade-level. See sample:


COLLABORATIVE PLANNING FOR CONTENT AND LANGUAGE INTEGRATION

  • Collaboration Considerations:

    • The ELD Standards Framework is inclusive: multilingual learners can enter at many different points and follow unique, individual language learning pathways

    • The ELD Standards Framework does not prescribe a specific curriculum, pedagogy, or teaching methodology.

    • The ELD Standards Framework can be used in flexible ways to ensure that all multilingual learners are engaged in processes for making meaning across classrooms.

    • This sample collaborative planning process starts once educators have identified a well designed, content-rich curricular unit of study.

    • This sample collaborative planning process is intended to help educators define a unit’s language development goals alongside the unit’s academic content goals.

  • Setting Unit-Level CONTENT AND LINGUISTIC GOALS

Comments

Post a Comment

Popular posts from this blog

Guidelines for a Culturally Responsive Curriculum

Welcome back -  We are so excited to collaborate with everyone again this year to serve all of our diverse learners to help them achieve maximum growth. As DeEtta mentioned in her presentation, we are all at different stages on the spectrum of cultural competence, and THAT IS OKAY!!! Developing intercultural competence is both a professional and a personal pursuit. Therefore, in an effort to help all of the amazing professionals focus their professional growth on serving all of diverse learners, I wanted to share this table of reflective questions that can help guide your professional learning and support for diverse learners. Feel free to use it as a reflective piece (I know that I constantly engage in many of these questions thinking about my own evolving practice) or invite us to work collaboratively with you. We look forward to this school year!
Post a Comment
Read more

Creating a classroom culture of learning, respect, and student value

The University of Chicago Consortium on School Research published a recent summary of research titled, " Supporting Social, Emotional, &Academic Development Research Implications for Educators " (October 2018). On the publication, the Consortium defines their mission as, "To build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working." In Chapter 3, "Teachers Shape Students’ Mindsets, Changing Their Learning Experience," the consortium identifies and describes how the teacher has a direct impact in shaping the mindsets of the students. The consortium identifies four learning mindsets essential for students to accept in order to develop in school: "I belong in this learning community. I can succeed at this. My ability and competence grow with my effort (also kno...
Post a Comment
Read more