Transcript Can Do`s? - Wikispaces
Progress-Monitoring with WIDA
MINNETESOL Conference November 3, 2012 John Wolfe, MPS Multilingual Department [email protected]
Rita Platt, St. Croix Falls SD [email protected]
http://www.mplsesl.wikispaces.com/
About taking notes …
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
Questions to be Answered
1. What is WIDA? How do all those parts work?
2. How can teachers use WIDA as a tool for monitoring ELD progress?
(And why would you want to?)
3. How can
students
use WIDA as a tool for monitoring their own ELD progress?
(And why would you want them to?)
WIDA Philosophy in a Nutshell
WIDA: The Bigger Nutshell
1. 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.
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
.
Two Key Roles of the ESL Teacher English Language Development
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 Meaningful Access to Grade-Level Learning
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
Up the Triangle = A More Specific View
(“Yeah, but what does that
look like?
”)
Remember! language serves content learning But what might that look like in
a particular lesson
in
a particular unit?
But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) What students can do with language
BROADLY
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 5 Bridging 4 Expanding 3 Developing 2 Emerging 1 Entering
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 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 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
Good … but
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 general language related to the content areas; phrases or short sentences; with visual and graphic support
still too hard …
communication when presented with one to multiple-step commands, directions, questions, or a series of statements 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
WIDA CVC Criteria: Your New Best Friend 1 – Entering 2 – Emerging Linguistic Complexity
Single words
Phrases, short
sentences
3 – Developing 4 – Expanding 5 – Bridging
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?”
Can-Do Descriptors
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
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 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
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. 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.
The CVC Criteria INFORM the CAN-DO Descriptors 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 2: Beginning Level 3: Developing Level 4: Expanding Level 1: Entering
• 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 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 mathematicians, scientists, historians from oral readings, videos, or multi-media • 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 • Ask simple, everyday questions (e.g., “Who is absent?”)
easier???
• Describe pictures, events, objects, or people using phrases or short sentences • Answer simple content-based questions • Make predictions or hypotheses from discourse • Offer solutions to social conflict • Answer opinion questions with supporting details • Answer yes/no and choice questions • Share basic social information with peers • Discuss stories, issues, and concepts • Give content-based oral reports • Offer creative solutions to issues/problems • Present content based information • Compare/contrast content-based functions and relationships • Engage in problem solving
Level 5: Bridging
• 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 • 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)
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
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.
Level 2: Emerging
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. 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.
Level 1: Entering
1.1 Match symbols to words [or concepts] 1.2 Identify cognates. 1.3 Make sound/symbol/wor d relations 1.4 Match words on the board to words and pictures. 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
Level 2: Emerging
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) 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]
Level 3: Developing
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 …] 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 .
Level 3: Developing
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.
Level 4: Expanding
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. 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].
Level 4: Expanding
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.
Level 5: Bridging
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. 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 5: Bridging
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. 3.1 Write stories or reports 3.2 Write sentences that go together 4.1 Use graphic organizer to take notes 5.1 Write responses to texts near my grade level 3.3 Write what is the same and different about two sets of information 4.2 Summarize information about a subject 5.2 Write about [new situation] using information I learned in class 3.4 Write about things or people or ways to do something 4.3 Write different kinds of texts 4.4 Tell how I solved a problem 5.3 Make text-to-self connections 5.4 Write stories or reports
Wolfe Platt | http://mplsesl.wikispaces.com/WIDA+Tools
Student-Friendly’s do
NOT
Replace Can Do’s
WIDA Can-Do Descriptor Student-friendly version
Match 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 sentences Apply content-based information to new contexts Tell where things are Write about [new situation] using information I learned in class
Remember: These do NOT come from WIDA! They come from John & Rita
Two Key Roles of the ESL Teacher English Language Development
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 Meaningful Access to Grade-Level Learning
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
Basically …
• • The WIDA Tools
are designed
to indicate what students should be able to do
in the service of grade-level learning at their proficiency level
But we recommend
also
from one level to the next (as a tool for ELD) using them tool to bridge • Can-Do Descriptors (combined with the CVC Criteria) can be the heart of progress-monitoring.
Data-Based Decision Making
1. Assess 2. Analyze results 3. Set goals for student growth plan interventions to meet goals 4. Teach for growth toward goals 5. Reassess 6. Tweak plans Repeat Repeat Repeat
Continuous Improvement Model
What
is
Reasonable to Expect?
Why can we use the Can-Do’s as a ELD Progress Monitoring Tool?
• Because the Can-Do Descriptors are essentially a
Developmental Learning progression
• Krashen & Terrell’s
Natural Order Hypothesis
Data-Based Decision Making
1. Assess 2. Analyze results 3. Set goals for student growth plan interventions to meet goals 4. Teach for growth toward goals 5. Reassess 6. Tweak plans Repeat Repeat Repeat
Continuous Improvement Model
One model …
English Learner Progress Record (Grades 3-5) | Levels 3
4 | Speaking
Name: Grade: U.S. School Start Date : Progress Record Start Date: CVC Criteria
4 – Expanding
Complexity
Moderate discourse
Vocabulary
Specialized and some technical vocabulary
Control
Language w/minimal errors
Speaking 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]. Date | Can Do # | Topic | I need to work on … Date | Can Do # | Topic | I need to work on …
3 – Developing
Complexity
Series of related sentences
Vocabulary
General & some specific vocabulary
Control
Meaning overrides communication errors
CVC Criteria 3. 1 Answer questions about [school subjects] 3.2 Re-tell stories/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.
Speaking Date | Can Do # | Topic | I need to work on …
Plus … a Class ELD Progress Monitoring Form
Question: ESL Tchr Co-Tchr / Subject Week(s) # 1 Period ______ ELD Monitoring Sheet | Speaking (Grs 3-5) Gr Period 1
Number of EL’s at WIDA Lvl
2 3 4 5 Last, First Topic | State Curriculum Standard
WIDA Lvl Can-Do # |
Goals & Notes C V C 2
How often would you do a focused speaking progress assessment like this?
3 4 5 6
Especially considering that you might also be monitoring progress in the other three domains?
7 8 9 10
May 2 | #4.2 Theme …
Another Method
•
A CBM with WIDA prompts and rubrics!
Why Use a CBM
• • • • • • • • It is a “dipstick” It is “down & dirty” It is free It is EASY to use It focuses attention on growth It can help us learn to look at data productively Similar to mini-IRI’s and/or Running Records It’s nationally normed
Keep in Mind…
• • • • • •
F & P is BETTER (but also MUCH longer) IDEL is a mini-check IDEL is NOT a substitute, it is an extra Again, it’s a quick “dipstick” It is easy to document It can be VERY motivating
How to Use a CBM
• • •
www.easycbm.com
https://dibels.uoregon.edu/measures/ AIMS Web
• •
Choose a passage at the student’s actual reading level (NOT grade level) Follow the directions and administer the 1 minute reading assessment
How to Use a CBM Continued
• • • • Stop timing after one-minute and record correct words per minute Allow student to finish the passage orally or silently Ask student to retell the story, score her/his speaking on the WIDA Speaking Rubric (also score on the reading comprehension rubric if desired) Ask student to write about the story by responding to one of the prompts, score the writing sample on the WIDA Writing Rubric
Involving Students in Learning Students must be INVOLVED to be motivated!
Teaching Students to Analyze Data
•
Where do I want/need to be?
– Look at the Norms / Criteria •
Where am I now?
– Look at Current Data •
How can I get there?
– Students reflect on data • – What does the data tell me about my learning?
• How can I improve? Students set goals for growth
Name: ____________________________ Date: ________ _______________’s Goal Sheet _____________________ Level: _____ I can work on _______________ by 1.
Looking at the _________________ example 2.
_____________________ Level: _____ I can work on _______________ by 2.
teaching?
_______________’s Goal Sheet _____________________ Level: _____ I can work on _______________ by 1.
2.
1.
Looking at the _________________ example _____________________ Level: _____ I can work on _______________ by Looking at the _________________ example
Why Share “Kid-Friendly” Can Do’s?
• • • Students
and
teacher(s) have a clear target Makes Can Do’s into “I can…’s” Post them? Refer to them? Give students Can Do booklets? Have level 2 and level 3 set goals?
Were the Questions Answered?
1. What is WIDA? How do all those parts work?
2. How can teachers use WIDA as a tool for monitoring ELD progress?
(And why would you want to?)
3. How can
students
use WIDA as a tool for monitoring their own ELD progress?
(And why would you want them to?)