Collaborative WIDA Tools for Serving ELs in the Classroom

Many roads, one destination.

Rita Platt Reading Specialist/Media

St. Croix Falls School DistrictSt. Croix Falls, Wisconsinritaplatt@hotmail.com

Questions to be Answered

• What’s WIDA got to do with co-teaching?

• What are the WIDA Proficiency Levels?

• How can we use the WIDA tools to differentiate and motivate?

Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

WIDA Philosophy in a Nutshell

WIDA: The Bigger Nutshell1. Language is the tool for learning! 2. LEP’s are in mainstream classrooms. (95% of the time

in MPS.)

3. LEP’s use their Limited English to learn in 5 basic contexts (Language Arts, Science, Social Studies, Math, Social & Amplification.)

4. EL’s English -- no matter how limited – is an asset for learning. You work with what you’ve got!

5. WIDA is designed to help all teachers modify the language demands of instruction to provide LEP students with meaningful access to content.

Two Key Roles of the ESL Teacher

English Language Development

Meaningful Access to Grade-Level Learning

Informed by Second Language Acquisition Theory • a communicative focus,

• commitment to Academic language

• intensified practice of academic speaking and listening

• opportunities to focus on FORM (i.e., grammar, correctness of language)

• systematic attention to developmentally appropriate vocabulary & grammatical structures

Informed by WIDA Standards & Tools differentiate instruction based on student

language proficiency,

match the language demands of content instruction to the student’s language abilities,

(and, ultimately) provide learners with supported opportunities to expand proficiency through challenging language tasks (speaking, listening, reading and writing) above their current levels (i+1 or ZPD)

In the service of both goals: Ongoing Progress monitoring of English Language Development

The Old Way of Looking at Co-Teaching

Benefits of Collaboration• Shared responsibility for educating

all students• Ideal structure for transfer of teacher

expertise• Two heads are needed…these are

complex needs!• Shared understanding and use of

standards, curriculum, & assessment data

• Shared ownership & accountability for teaching and interventions

The New Way

+The Surgical Model

Instructional Tips• KNOW the MN standards.• UNDERSTAND the assessments.

• Be ready to DIFFERENTIATE (MODIFY) instruction.

• Clearly display an agenda for the class, which includes the standard(s) to be covered and any additional goals

• Strive to demonstrate parity in instruction whenever possible by switching roles often

• Share common tools…WIDA tools

• Together, “Act as if!”

WIDA to the rescue!

Remember! language serves content learning

What students can do with language BROADLYThe student’s LEVEL

But what might that look like in a particular lesson in a particular unit? Differentiation

But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write)

THIS IS WIDA! (“Yeah, but what does

that look like?”)Standard 1 – Social & Instructional Language (SIL)

• English language learners communicate for social and instructional purposes in the school setting.

Standard 2 – Language of Language Arts (LoLA)• English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Language Arts.

Standard 3 – Language of Mathematics (LoMA)• English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Math.

Standard 4 – Language of Science (LoSC)• English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Science.

Standard 5 – Language of Social Studies (LoSS)• English language learners communicate information, ideas and

concepts necessary for academic success in the content area of Social Studies.

Performance Definitions

Performance Definitions for the levels of English language proficiency At the given level of English language proficiency, English language learners will process, understand, produce or use:

6 Reaching

specialized or technical language reflective of the content area at grade level a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the

specified grade level oral or written communication in English comparable to proficient English peers

5 Bridging

the technical language of the content areas; lengths linguistic in discourse, including a variety of sentence of varying complexity extended oral or written stories,

essays, or reports; oral or written language approaching comparability to that of English proficient peers when presented with grade level

material

4 Expanding

specific and some technical language of the content areas; a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs; oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning

of the communication when presented with oral or written connected discourse with occasional visual and graphic support

3 Developing

general and some specific language of the content areas; expanded sentences in oral interaction or written paragraphs; oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain

much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support

2 Emerging

general language related to the content areas; phrases or short sentences; oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the

communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

1 Entering

pictorial or graphic representation of the language of the content areas;

words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support

Good … but still too hard

…

WIDA CVC Criteria: Your New Best Friend

1 – Entering 2 – Emerging 3 – Developing 4 – Expanding 5 – Bridging

Linguistic Complexity Single words Phrases, short

sentences Series of related sentences

Moderate discourse

Complex discourse

Vocabulary Usage

Most common vocabulary

High frequency vocabulary

General and some specific vocabulary

Specialized & some technical vocabulary

Specialized & technical vocabulary

Language Control

Memorized language

Errors inhibiting communication

Meaning overrides errors

Language w/minimal errors

Language comparable to English peers

… and the Can-Do Descriptors would then answer the question:

“What does ‘a series of related sentences’ look like in terms of Kindergarten?”

WIDA Proficiency Levels (Nutshell Perspective)

WIDA Levels describe the

difficulty of the language we can

reasonably expect a student to be able to use for grade-level content learning.

Your Data

Lyndale’s Data

7 months old… TTYP: Thoughts? Ideas? Patterns?

Data-Based Teaching1. Assess2. Analyze results3. Set goals for student growth-

plan interventions to meet goals4. Teach for growth toward goals5. Reassess6. Tweak plans

Repeat Repeat Repeat

Continuous Improvement Model

What students can do with language BROADLY

But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write)

Up the Triangle = A More Specific View

Performance Defs informed by the CVC Criteria

Can-Do DescriptorsCAN-DO Descriptors: Grade Level Cluster 3-5: For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

Level 1: Entering Level 2: Beginning Level 3: Developing Level 4: Expanding Level 5: Bridging

Rea

din

g

1.1 Match icons or diagrams with words/concepts

1.2 Identify cognates from first language, as applicable

1.3 Make sound/ symbol/ word relations

1.4 Match illustrated words/ phrases in differing contexts (e.g., on the board, in a book)

2.1 Identify facts and explicit messages from illustrated text

2.2 Find changes to root words in context

2.3 Identify elements of story grammar (e.g., characters, setting)

2.4 Follow visually supported written directions (e.g., “Draw a star in the sky.”)

3.1 Interpret information or data from charts and graphs

3.2 Identify main ideas and some details

3.3 Sequence events in stories or content-based processes

3.4 Use context clues and illustrations to determine meaning of words/phrases

4.1 Classify features of various genres of text (e.g., “and they lived happily ever after”— fairy tales)

4.2 Match graphic organizers to different texts (e.g., compare/ contrast with Venn diagram)

4.3 Find details that support main ideas

4.4 Differentiate between fact and opinion in narrative and expository text

5.1 Summarize information from multiple related sources

5.2 Answer analytical questions about grade-level text

5.3 Identify, explain, and give examples of figures of speech

5.4 Draw conclusions from explicit and implicit text at or near grade level

Wri

tin

g

1.1 Label objects, pictures, or diagrams from word/phrase banks

1.2 Communicate ideas by drawing

1.3 Copy words, phrases, and short sentences

1.4 Answer oral questions with single words

2.1 Make lists from labels or with peers

2.2 Complete/produce sentences from word/ phrase banks or walls

2.3 Fill in graphic organizers, charts, and tables

2.4 Make comparisons using real-life or visually-supported materials

3.1 Produce simple expository or narrative text

3.2 String related sentences together

3.3 Compare/contrast content-based information

3.4 Describe events, people, processes, procedures

4.1 Take notes using graphic organizers

4.2 Summarize content-based information

4.3 Author multiple forms of writing (e.g., expository, narrative, persuasive) from models

4.4 Explain strategies or use of information in solving problems

5.1 Produce extended responses of original text approaching grade level

5.2 Apply content-based information to new contexts

5.3 Connect or integrate personal experiences with literature/content

5.4 Create grade-level stories or reports

WIDA CVC Criteria: Your New Best Friend

1 – Entering 2 – Emerging 3 – Developing 4 – Expanding 5 – Bridging

Linguistic Complexity Single words Phrases, short

sentences Series of related sentences

Moderate discourse

Complex discourse

Vocabulary Usage

Most common vocabulary

High frequency vocabulary

General and some specific vocabulary

Specialized & some technical vocabulary

Specialized & technical vocabulary

Language Control

Memorized language

Errors inhibiting communication

Meaning overrides errors

Language w/minimal errors

Language comparable to English peers

… and the Can-Do Descriptors would then answer the question:

“What does ‘a series of related sentences’ look like in terms of Kindergarten?”

Language Control is clearer in the productive domains – speaking and writing – where it refers to the extent to which errors affect comprehension.

In the receptive domains (Listening & Reading), think of “language control” as referring to how closely the speaker has to monitor his/her language to be sure not to lose the listeners.

The CVC Criteria INFORM the CAN-DO Descriptors

Directions. If it’s true that the CVC Criteria inform the Can-Do Descriptors, you should be able to detect “traces” of the CVC criteria in the Can-Do descriptors. In other words, you’ll mark phrases in the Can-Do Descriptors that imply the Language Proficiency Levels define by the CVC Criteria.

CAN-DO Descriptors: Grade Level Cluster 3-5: For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

Level 1: Entering Level 2: Beginning Level 3: Developing Level 4: Expanding Level 5:

Bridging

List

enin

g • Point to stated pictures, words, or phrases

• Follow one-step oral directions (e.g., physically or through drawings)

• Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)

• Match classroom oral language to daily routines

• Categorize content-based pictures or objects from oral descriptions

• Arrange pictures or objects per oral information

• Follow two-step oral directions

• Draw in response to oral descriptions

• Evaluate oral information (e.g., about lunch options)

• Follow multi-step oral directions

• Identify illustrated main ideas from paragraph-level oral discourse

• Match literal meanings of oral descriptions or oral reading to illustrations

• Sequence pictures from oral stories, processes, or procedures

• Interpret oral information and apply to new situations

• Identify illustrated main ideas and supporting details from oral discourse

• Infer from and act on oral information

• Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media

• Carry out oral instructions containing grade-level, content-based language

• Construct models or use manipulatives to problem-solve based on oral discourse

• Distinguish between literal and figurative language in oral discourse

• Form opinions of people, places, or ideas from oral scenarios

Spea

k

• Express basic needs or conditions

• Name pre-taught objects, people, diagrams, or pictures

• Recite words or phrases from pictures of everyday objects and oral modeling

• Answer yes/no and choice questions

• Ask simple, everyday questions (e.g., “Who is absent?”)

• Restate content-based facts

• Describe pictures, events, objects, or people using phrases or short sentences

• Share basic social information with peers

• Answer simple content-based questions

• Re/tell short stories or events

• Make predictions or hypotheses from discourse

• Offer solutions to social conflict

• Present content-based information

• Engage in problem-solving

• Answer opinion questions with supporting details

• Discuss stories, issues, and concepts

• Give content-based oral reports

• Offer creative solutions to issues/problems

• Compare/contrast content-based functions and relationships

• Justify/defend opinions or explanations with evidence

• Give content-based presentations using technical vocabulary

• Sequence steps in grade-level problem-solving

• Explain in detail results of inquiry (e.g., scientific experiments)

1. Mark indicators of LINGUISTIC COMPLEXITY in YELLOW.

2. Mark indicators of VOCABULARY USAGE in PINK.

3. Mark indicators of LANGUAGE CONTROL in BLUE.

4. As you do this, pay attention to how the tasks make greater language demands as you move up the strand.

Good … but can it be easier???

The Student-Friendly Can-Do’s

“Student-Friendly” WIDA CAN DO Descriptors: Grade Level Cluster 3-5

For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:

Level 1: Entering

Level 2: Emerging

Level 3: Developing Level 4: Expanding

Level 5: Bridging

List

enin

g

1.1 Listen and point to pictures or words

1.2 Follow one-step directions

1.3 Listen and find things or people

1.4 Listen to the teacher and do the classroom routines.

2.1 Listen to descriptions and sort pictures.

2.2 Listen and arrange pictures.

2.3 Follow two-step directions.

2.4 Listen and draw pictures.

2.5 Listen to choices and express an opinion.

3.1 Follow directions. 3.2 Listen to an explanation

and match it to a picture. 3.3 Match descriptions to

illustrations. 3.4 Listen to a story and sort

pictures. [Listen to an explanation and …]

4.1 Listen to information and apply to a new situation.

4.2 Listen to an explanation and point out details on an illustration.

4.3 Listen to [a story, an explanation]

4.4 Listen about authors [scientists, etc.] and act out what you hear.

5.1 Listen to follow instructions about [math or microscopes or whatever]

5.2 [Using a model], listen to a problem and use models to figure it out.

5.3 Listen and explain figurative language.

5.4 Listen to [stories, explanations] and give opinions.

Spea

king

1.1 Tell what you need. | Tell how you feel.

1.2 Say the names of things.

1.3 Repeat words and phrases from pictures.

1.4 Answer yes/no questions. Answer choice questions.

2.1 Ask everyday questions.

2.2 Restate facts about school topics.

2.3 Describe [people, events, objects, or people].

2.4 Talk about yourself with other students.

3.1 Answer [simple] questions about [school subjects]

3.2 Re-tell stories. [Re-tell events.]

3.3 Listen to [stories, explanations] and make predictions.

3.4 Listen to [stories, explanations] and guess why things happened.

3.5 Offer solutions to social conflicts.

3.6 Make presentations. 3.7 Solve problems.

4.1 Give reasons for an opinion.

4.2 Discuss stories, issues and concepts.

4.3 Give oral reports. 4.4 Compare

solutions to a problem.

4.5 Compare and contrast [ideas from a subject].

5.1 Use evidence to defend opinions.

5.2 Give oral presentations using technical vocabulary.

5.3 List the steps you take to solve a problem.

5.4 Explain the results of an experiment.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

1.1 Match symbols to words [or concepts]

1.2 Identify cognates. 1.3 Make

sound/symbol/word relations

1.4 Match words on the board to words and pictures.

2.1 Read texts with illustrations and identify facts and ideas.

2.2 Find changes to root words in sentences or stories.

2.3 Identify elements of stories [characters, setting, etc.]

2.4 Follow written directions. (visually supported)

3.1 Interpret data from charts and graphs.

3.2 Identify main ideas and some details.

3.3 Sequence events in stories [articles, explanations, historical accounts].

3.4 Use context clues and illustrations to figure out the meaning of words or phrases.

4.1 Classify features of genres.

4.2 Choose the graphic organizer that matches a text.

4.3 Find details that support main ideas.

4.4 Distinguish fact and opinion.

5.1 Summarize information from [#] sources.

5.2 Answer thought questions.

5.3 Identify and explain examples of figures of speech. [Give examples of figures of speech.]

5.4 Make inferences.

Writi

ng

1.1 Write the words that tell about things

1.2 Tell what I think by drawing

1.3 Copy words and short sentences

1.4 Answer questions with one word

2.1 Make lists from labels or with other students

2.2 Finish or write sentences using word walls

2.3 Fill in graphic organizers, charts, and tables

2.4 Write a comparison about [some realia]

3.1 Write stories or reports 3.2 Write sentences that go

together 3.3 Write what is the same

and different about two sets of information

3.4 Write about things or people or ways to do something

4.1 Use graphic organizer to take notes

4.2 Summarize information about a subject

4.3 Write different kinds of texts

4.4 Tell how I solved a problem

5.1 Write responses to texts near my grade level

5.2 Write about [new situation] using information I learned in class

5.3 Make text-to-self connections

5.4 Write stories or reports

Wolfe Platt | http://mplsesl.wikispaces.com/WIDA+Tools

Go to the Wiki for the Can-Do’s in Spanish!

Student-Friendly’s do NOT Replace Can Do’s

WIDA Can-Do Descriptor Student-friendly versionMatch oral language to classroom

and everyday objects Listen and match words to things

Compare attributes of real objects (e.g., size, shape, color)

Tells what is the same and what is different in things

Indicate spatial relations of real-life objects using phrases or short

sentencesTell where things are

Apply content-based information to new contexts Write about [new situation] using

information I learned in class

Remember: These do NOT come from WIDA! They come from John & Rita

Peek at the Can Do’sTTYP

• Think about your students:– Do they seem like

accurate depictions of what they were able to do?

– How could you use the Can-Do’s to inform your teaching?

Data-Based Decision Making1. Assess2. Analyze results3. Set goals for student growth-

plan interventions to meet goals4. Teach for growth toward goals5. Reassess6. Tweak plans

Repeat Repeat Repeat

Continuous Improvement Model

Why Share “Kid-Friendly” Can Do’s?

• Students and teacher(s) have a clear target

• Makes Can Do’s into “I can…’s”

• Facilitates differentiation • Post them? Refer to

them? Give students Can Do booklets? Have level 2 and level 3 set goals?

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2. _____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2. _____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

http://mplsesl.wikispaces.com/MDE-WIDA-ProgressMonitor

They’re on the Wiki!

What students can do with language BROADLY

But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write)

Up the Triangle = A More Specific View but …we now have enough to work with….

Performance Defs informed by the CVC Criteria

Student Friendly Can-Do’s

Look for CVCThink about—is the same knowledge

still tested/reviewed?

3 ½ Steps Toward Differentiating with WIDA

MPIs = Differentiation in action!

Lyndale’s Data

USE THE 3 ½ STEPS TO DIFFERENTIATE USING THE WIDA LENS

1. Reformat activities or aspects or steps of a lesson to match language needs

2. Determine the WIDA level

3. Design an analogous learning activity appropriate for lower levels

3 ½ . Consider levels of support/scaffolding that might be needed

Figure 3G: Examples of Sensory, Graphic and Interactive Supports Sensory Supports Graphic Supports Interactive Supports

• Real-life objects (realia) • Manipulatives • Pictures & photographs • Illustrations, diagrams &

drawings • Magazines & newspapers • Physical activities • Videos & Films • Broadcasts • Models & figures

• Charts • Graphic organizers • Tables • Graphs • Timelines • Number lines

• In pairs or partners • In triads or small groups • In a whole group • Using cooperative group

structures • With the Internet (Web

sites) or software programs

• In the native language (L1)

• With mentors

Examples of Vocabulary Types

3rd Grade Social Studies: Identify the 3 branches of government and their primary functions.

1. Check the lesson with the CVC, what level is it pitched to?2. Use the Can Do Descriptors and the 3 ½ Steps to

Differentiation to modify the lesson for a level 3.3. Share your work with someone else.

Try it! • Choose a standard• Think of a lesson you use to teach it• Look at the CVC to determine what level your

lesson is pitched to• Look at the Can-Do Descriptors and use the 3

½ Steps to Differentiation to modify it down (and up if needed) the levels

Remember language serves content learning

What students can do with language BROADLY

Illustrate what students can do at each level in context (in the content area)

What students can do with language broken down by domain (Speaking, listening, reading, writing)

Student-Friendly Can-Do’s

SOEISOEI Domain

Relationship to Co-TeachingIf co-teaching is effective teachers must:

1. Preparation & Planning

Understand the content and how students learn it (A .i). Have a ready “toolbox” of resources and strategies (A.iii) and be able to use this toolbox to plan (A.iv) Know goals for students (B.ii) and be able to align goals to teaching and learning (B.iii). Plan and provide assessments (C.i) in skills, interests, and language proficiency (C.iii), use data collected (C.ii) to differentiate instruction (C.iv).

2. Classroom Environment

Create an environment where students are respected (A.ii), actively engaged in their learning (B.i) and held to high expectations for achievement (B.i).

3. Classroom Instruction

Be flexible and able to use alternate instructional activities to meet students’ needs (A.ii). Be aware of cultural as it relates to language and cultural nuances (A.iii). Allow for differentiated instruction (B.i) student ability to progress at their own learning rates & work in groups as needed (B.iv). Use assessments to inform adjustment of instruction and as the base for applying varied learning strategies (C.i).

4. Professional Responsibilities

Be willing to grow, learn, and change teaching practices (A.i & B.i). Be able to articulate different courses of action to help students succeed (A.ii). Collaborate with colleagues (B.ii).

Focused InstructionFI Features Relationship to Co-TeachingPlanning lessons using high-quality curriculum derived from state standards

Both teachers must know the standards for the core and for ESL.

Engaging students in rigorous learning using a variety of strategies

All ELs have access to content and to English language development through teacher use of flexible strategies matched to student need.

Adapting instruction to meet individual needs

This is the point of co-teaching!

Conducting frequent assessments

In order to figure out HOW to serve learners, teachers must first determine a student’s language, content, and skills levels.

Using data Teachers must consult data in order to ensure that the differentiated strategies are helping increase student achievement.

Questions to be Answered• What are the WIDA Proficiency

Levels? • How can we use the WIDA tools

to differentiate and motivate?• What’s WIDA got to do with co-

teaching?

Ready, FIRE, Aim!!!