tamara Rojas-12
docx
School
National Louis University *
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Course
551
Subject
Linguistics
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by SuperHumanInternet10420
Tamara Rojas
ELA - 300
1.
Explain what WIDA Standards are and their significance in language instruction and
assessment. Please make sure to include what grade band you are focusing on.
WIDA, which stands for World-Class Instructional Design and Assessment, is an organization
that focuses on supporting the academic language development of English language learners
(ELLs). To assist teachers in addressing the linguistic and academic needs of students learning
English as a second language, WIDA developed a set of standards and assessments.
The WIDA standards are the five levels of English language proficiency: Entering, Emerging,
Developing, Expanding, and Bridging. These levels guide teachers to understand and support
students' progress in English language skills and represent stages of language development.
●
Curriculum Planning:
The standards help create age-appropriate and linguistically
challenging learning activities.
●
Instructional Strategies:
This includes the use of breaking down content, the
distribution of language-rich environments, and the encouragement of language skills in
listening, speaking, reading, and writing.
●
Assessment:
These evaluations are designed to provide teachers with information on
students' language learning progress and identify the areas needing further support.
●
Differentiation:
A differentiation in teaching, recognizing that students need to be
provided with personalized support at various skill levels. Teachers may apply the
standards to distinguish lessons according to a student's language proficiency level.
●
Parental Involvement:
The parents can see their children's academic journey and
understand how language development will be supported at home by having clear
communication on linguistic proficiency levels and progress.
The WIDA Standards guide language teaching and assessing first-grade ESL learners. To ensure
that the learning process is effective and made to fit each student's level of linguistic ability, these
standards set up a framework for teachers who can meet students' specific language needs.
2.
How do you see the WIDA Standard supporting you in providing quality education to
multilingual students?
As a teacher, the WIDA Standards can be a valuable tool for providing quality education to
multilingual first-grade students. WIDA allows me to tailor instruction for each student's specific
needs by offering a structured framework that identifies different levels of language proficiency.
This individual approach ensures that learning activities are not only developmentally
appropriate for first grade but also aimed at promoting the use of English language skills. These
standards make communication with parents more efficient and create a collaboration to promote
language development both in the classroom and at home.
3.
What is your understanding of the Can Do Descriptors and their role in helping
educators understand and support language development stages?
These descriptors can be a practical guide for teachers, enabling them to understand and support
students in the various stages of their language development. By outlining specific tasks in
listening, speaking, reading, and writing, the Can Do Descriptors enable educators to assess
students' language proficiency effectively. They contribute to learning differentiation, allowing
teachers to adapt lessons according to their learning levels and providing an appropriate variety
of content. They help improve clear communication between teachers, students, and parents and
promote cooperation and realistic expectations of language development. The Can Do
Descriptors provide an essential tool for teachers to assist their students in understanding and
developing language skills.
4.
How might you use Can Do Descriptors to provide specific and targeted feedback to
students and their families regarding language development and progress?
I would use the Can Do Descriptors to provide specific and targeted feedback on language
development and progress to students and their families. I would identify the specific language
tasks and skills demonstrated by each student in listening, speaking, reading, and writing and
align them to the appropriate Can Do descriptors in assessments and regular observations. In this
way, I can give specific examples of what the student can do now and point out areas where
growth has been observed. I would highlight their child's achievements in my feedback to
families, highlighting their strengths and progress in language development. I would also explore
specific strategies and activities that families could consider at home to support the development
of a child's language, making feedback effective and collaborative. This approach also makes
feedback useful and allows families to participate in their children's language learning journey
actively.
5.
How might incorporating and utilizing the WIDA Standards and Can Do Descriptors
within your school/classroom support advocacy with quality education and language
development based on the needs of multilingual students?
Teachers can ensure that curriculum and assessments are responsive to the diverse language
proficiency levels in the classroom. This approach aims to create equality, recognition, and
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appreciation of language diversity among students. To inform parents of specific achievements
and growth areas, the Can Do Descriptors are an effective tool for promoting a cooperative
environment. This approach to language learning benefits multilingual students on their
academic journey. It brings awareness and understanding to teachers, administrators, and parents
about the relevance of addressing unique linguistic development needs in this age group.
6.
Do you have any questions or wonders related to the WIDA Standards and Can Do
Descriptors? (Optional).
What research or case studies exist to demonstrate the impact of WIDA Standards and Can Do
Descriptors on improving language proficiency and academic outcomes for English language
learners?
Are there specific challenges or criticisms associated with implementing WIDA Standards and
Can Do Descriptors, and how have educators addressed these in diverse classroom settings?