WIDA Certified Trainers and ELD Specialists, Tulsa Public Schools, Tulsa, OK Stephanie Cagle Van...

ELLS REALLY CAN-DO: EMPOWERING STUDENTS THROUGH CHOICE

WIDA Certified Trainers and ELD Specialists, Tulsa Public Schools, Tulsa, OK

Stephanie CagleVan Meade

Tetyana Roger

Agenda

• Tulsa Fast Facts• What is Differentiation?• WIDA Performance Definitions• Tic Tac Toe Menu• Think Dots• Reflection

Tulsa Public Schools Fast Facts

• 40,000 students• 75 schools• 86% free/reduced lunch• 12,477 speak another

language• 7,382 ELL• 79 languages

represented• Students from 77

different countries

• Population: 400,000• Second largest city

and school district in OK

Elements of Differentiation

• Created by Carol Tomlinson• Philosophy: Students differ as

learners, and teachers are responsible to meet their needs

• Differences affect learning• Flexible approach that makes room

for student variance

What to Differentiate

• How students learn

Process

• What students learn

Content

• How students show learning

Product

How to Differentiate

• Curiosity

Interest

• Language Domain• Language Proficiency• Intelligence Preference• Culture

Learning Profile

Why Differentiate?

• Increased motivation• Appropriate assignment choices• Increased engagement

She is a 3rd grader and has attended school in the US and Mexico. She has developed close friendships with other girls.

She feels comfortable sharing ideas in small groups.

She is enthusiastic about hands-on science activities and is inquisitive during math. She often extends his science learning at home by trying experiments and shares his results before school with his classroom teacher.

ACCESS Scores Listening: 3.6Speaking: 4.5Reading: 5.9Writing: 3.4

She was born in the US, her older siblings were born in Mexico; the family has moved between the countries. Spanish is the primary language spoken at home.

Parents and teachers use interpreters to communicate with her parents about Fatima’s progress in school.

Fatima can read more complex text in English but does not participate in whole class discussions

When solving story problems, she can give the answer to the problem but has difficulty explaining the process

She enjoys illustrating stories

FATIMA

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing

Tic-Tac-Toe Menu

• Allows student choice• Covers 1-3 topics• Helps teacher differentiate by:

language proficiency, language domain, multiple intelligence, etc.

• Can be used as part of a long-term project

Speaking Example:

Explain to a partner why one fraction is larger or smaller than another.

Listening 

Reading  

Writing 

FREECHOICE

Writing 

Reading 

Speaking  

Listening  

Think Dots

• Allows limited student choice• Covers 1-2 topics• Teacher targets type of

differentiation• Often used as formative assessment

Directions

• Use the student profile to create two instructional menus

• Be prepared to share

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3—2—1

• 3 concepts you learned• 2 ideas you can use next week• 1 strategy to share with a colleague

Contact Information

• Stephanie Cagle: caglest@tulsaschools.org

• Van Meade: meadeva@tulsaschools.org

• Tetyana Roger: tolbete@tulsaschools.org