WIDA ® LANGUAGE PROFICIENCY STANDARDS FOR ELLs
Activity Sheet
One Hour of ELL Training
Due on or before April 4, 2011
Directions: Please view the PowerPoint – (PSRC_Intro_to_WIDA_ELP_ standards_condensded_presentation_Spring_2011) WIDA ® LANGUAGE PROFICIENCY STANDARDS FOR ELLs and answer the following questions. Answers are in sequential order.
1. List the two English Language Proficiency Standards.
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2. English Language Proficiency Standards are guides for ________________________ and ________________________ within the context of all ___________________________.
3. List the four purposes of the English Language Proficiency Standards.
· To facilitate ELL students’ English proficiency _______________________, access to content knowledge, and ultimately, their _____________________________.
· To provide a curriculum/assessment resource ____________________________ in academic content standards.
· To establish a ___________________________________ to define and measure how ELLs acquire language across the domains of _________________________, __________________, _________________ and _________________________.
· To comply with _________________________ (No Child Left Behind Act of 2001) requiring ELP standards and ELP standards-based assessments.
4. WIDA ELP standards focus on academic ________________________; academic content standards focus on academic ________________________________.
5. Organization of the Proficiency Standards:
1) List the two frameworks,
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2) There are ______ standards,
3) List the four Language Domains,
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4) List the five grade-level Clusters,
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5) List the six Levels, and
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6) Model Performance Indicators or _______________ are the lowest level of expression of the standards.
6. MPIs are ___________________________________ within the standards’ matrices that _____________________________ specific levels of English language proficiency.
7. MPIs are ____________________ of language performance for each grade level cluster.
8. There are more than __________ MPIs – examples (models) of assessable language skills.
9. MPI’s _________________________________ the second language acquisition process.
10. MPI’s __________________________________ how students can use the language.
11. MPI’s provide the anchors for ______________________, ________________________, and ___________________________________.
12. List the 3 elements of the MPI’s:
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13. The strands of the MPI’s are __________________________, _____________________, ___________________________________, and ________________________________.
14. _______________________________________________________________ provide a collaborative tool for planning and differentiate instruction, provide indicators in each language domain, grade cluster, and level of language proficiency, can be shared with students and their families, and facilitate teachers’ examination of the language domains.
15. ___________________________ are used to adapt MPIs to specific teaching situations.
16. ELLs should have a __________________________, __________________________ and ______________________________ curriculum that addresses academic content and language development in English.
17. ________________________________ with a mutual understanding of the expectations of ELLs are best able to serve the students individual and collective needs.
18. The information on the PowerPoint gave nine (9) ideas or ways that ESL teachers, regular classroom teachers, parents and schools could use ________________________ to meet the needs of our English Language Learners.
19. Define the following acronyms. 1) ACCESS, 2) ELP, 3) ESL and 4)ELL.