Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
WIDA ELP Standards
1. The WIDA ELP Standards are designed for the many audiences in the field of education who are impacted by ELLs. These audiences include: ELLs and their family members; teachers; principals; program, district and regional administrators; test developers; teacher educators; and other stakeholders in the educational lives of ELLs. By developing the ELP standards, the WIDA Consortium has responded to demands to link language learning with state academic content standards and to address educators’ needs in three different areas: 1) Pedagogy, 2) Assessment, and 3) Educational policy.
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6. WIDA Consortium / CAL / Metritech Frameworks for Formative & Summative Assessment (2) English Language Proficiency Standards (5) Language Domains (4) Grade Level Clusters (5) Language Proficiency Levels (5) MPIs are the lowest level of expression of the standards Model Performance Indicators
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8. WIDA Consortium / CAL / Metritech Standard 1 : English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting (SIL) Standard 2 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS (LoLA) Standard 3 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS (LoMA) Standard 4 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE (LoS) Standard 5 : English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES (LoSS)
9. WIDA Consortium / CAL / Metritech Listening Speaking Reading Writing Listening and Reading are comprehension skills that involve receptive language; Speaking and Writing are communication skills that require productive or expressive language. In order to give educators a comprehensive picture of ELL students’ English language proficiency – and to comply with federal law - all four domains are tested on the ACCESS for ELLs ® test and the W-APT™ screener.
The clustering of grade levels reflects the fact that language proficiency increases over a time period that does not necessarily correspond with grade level. That is, a sixth grade ELL who has been in U.S. schools for three years will likely be at a higher level of English language proficiency than a ninth grader who has just recently arrived in the U.S.
The criteria used to determine the performance definitions for each proficiency level are based on Linguistic Complexity, Vocabulary Usage and Language Control. At the two lower proficiency levels, it is assumed that ELLs would need extralinguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels. These three criteria are the basis for the test items on the W-APT and ACCESS.
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