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CELP/WIDA Basics

CELP / WIDA Basics

The purpose of the CELP/WIDA Basics section:

This section provides resources to educators that introduce the central components of the CELP (WIDA) standards. These resources will provide educators with introductory documents to understand language development.

WIDA Resources:

RESOURCE NAME: WIDA ELD Standards (Colorado English Language Proficiency [CELP] Standards)

screenshot of WIDA ELD Standards (Colorado English Language Proficiency [CELP] Standards), page 4. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

Suggestion for use: In 2009, Colorado adopted the WIDA ELD Standards as the Colorado English Language Proficiency (CELP) Standards. These 5 standards, found on page 4, represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: Features of Academic Language

screenshot of Features of Academic Language, page 5. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

Suggestion for use: Educators may use the features of academic language, found on page 5, to analyze students’ oral and written language as well as analyze texts students will hear or read. WIDA illustrates social, instructional, and academic language as three dimensions: discourse dimension, sentence dimension, and word/phrase dimension. The features delineate academic language in each of these dimensions and their corresponding criteria. The criteria are framed within the sociocultural contexts for language use.

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: Performance Definitions for Listening and Reading

screenshot of Performance Definitions for Listening and Reading, page 6. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

Suggestion for use: The WIDA Performance Definitions for Listening and Reading, found on page 6, support educators in identifying what English learners should be able to process through reading and/or listening toward the end of each given level of English proficiency. May be used for formative assessment, goal setting, and unit and lesson planning (also found in the Formative Assessment section).

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: Performance Definitions for Speaking and Writing

screenshot of Performance Definitions for Speaking and Writing, page 7. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

Suggestion for use:

The WIDA Performance Definitions for Speaking and Writing, found on page 7, support educators in identifying what English learners should be able to produce through speaking and/or writing toward the end of each given level of English proficiency. May be used for formative assessment, goal setting, and unit and lesson planning (also found in the Formative Assessment section).

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.