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Making WIDA Work for You!

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Questions to be AnsweredHOW DO WE USE THE WIDA TOOLS? • What are the WIDA Proficiency Levels? • What are the WIDA Standards?• How do the MPIs work?• How do the Can-Do Descriptors relate to the

MPIs/Standards? How do the Student-Friendly Descriptors fit in?

• How can we use WIDA to differentiate instruction?• How can we use WIDA tools to monitor progress?

Why Are These Questions Important?

1. We have adopted the WIDA model.2. WIDA is a top-of-the-line instructional tool.3. Tools are best used when they are VERY familiar.4. The more complex the tool, the higher the cost

of entry…5. The gift of time…

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. Language no matter how limited is an asset to learning. You work with what you’ve got!

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

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

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

Data-Based Decision Making

1. 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

3 ½ Steps to Differentiation with WIDA

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)

WIDA—Putting it All Together

Today’s goals:

USE THE 3 ½ STEPS TO DIFFERENTIATE USING THE WIDA LENS

1. Reformat activities or aspects or steps of a lesson-sequence into MPI format

2. Determine the WIDA level3. Design an analogous learning

activity appropriate for lower levels

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

Model Performance Indicators (MPIs)2007

The MPIs Consist of Two or Three* Elements:

• The language function describes how students use language - the intent of the communication

• The content stem specifies the context or topic that is addressed - a curricular kernel

• The strategy or support *

Supports

In a Nutshell

• An MPI tells us what we’re doing…they force us to clarify:– The language function: What type of language

performance will be demanded of students – The content: The actual content subject matter

you are teachings– The supports: What supports are in place and/or

what supports need to be in place

Do NOT try to make a differentiated MPI for each part of a lesson sequence

or even each objective!

Steps towards WIDA TransformationsAnalyzing a Model Lesson from a WIDA Perspective:

Sequencing in Number the Stars

• Decide on the following:– Language domains?– Language function?– Content topic?– Type of support ?– Which Can-Do levels are being served?

Characteristics for Performance Definitions

Linguistic Complexity: The amount and quality of speech or writing for a given situation

Vocabulary Usage: The specificity of words or phrases for a given context

Language Control: The comprehensibility of the communication based on the amount and type of errors

ENTERING EMERGING DEVELOPINGEXPANDING BRIDGING

54321 6

REACHING

Steps towards WIDA TransformationsAnalyzing a Model Lesson from a WIDA Perspective:

Sequencing in Number the Stars

• Decide on the following:– Language domains?– Language function?– Content topic?– Type of support ?– Which levels are being served?

Try It! 1. Watch the video. 2. Structure the activity as an MPI.

• What is the language function, the content, the support?

• What level is it best suited for? How do you know?

• Use the Can-Do Descriptors to help you decide:– What support or modifications will your students

need to have some level of meaningful participation?

Your Time!• Think about lessons you teach• Think about the sequence of activities that

make up the lesson• Transform each activity into an MPI structure• Consider the WIDA level the lesson is

appropriate for• How can you modify the lesson to meet

multiple levels (or at least level 3)

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

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 using them tool to bridge from one level to the next (as a tool for ELD)

• Can-Do Descriptors (combined with the CVC Criteria)can be the heart of progress-monitoring.

Why? • Because the Can-Do

Descriptors are essentially a Developmental Progression Learning progression

• Natural Order Hypothesis (Krashen)

Susana Dutro’s ELD Matrix of Grammatical Forms Beginning Early Intermediate Intermediate Early Advanced Advanced

DE

SCR

IBIN

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ACT

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S & S

TA

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S OF BE

ING:

VER

BS

Understand and begin to produce the following verbs for observable actions and descriptions:

Present tense • be • have • like • need • want

Respond to routine can and do questions with an action or orally (yes/no, single word) Can I help you? Do you need a ___? Can a bird fly? Does a square have three sides?

Present progressive statements Ex: walking, Is reading, She is running.

Imperative (receptive) Ex: point to, pick up, stand up

Auxiliary Uses can in simple statements with concrete verbs: She can read. Birds can fly.

Learn to understand and produce for observable actions and descriptions:

Present tense Including: be, do, have, need, see, know run, draw, make (I like my dog, She likes cats. He is a boy. I have two sisters.)

Present progressive statements & questions Ex: play, read, work, eat, drink (She is laughing. Is she reading?)

Past progressive statements & questions was, were (Ex: was walking, were walking)

Routine statements & questions using who, what, where, when and how. (What is your name? What can a dog do? A dog can bark. How old are you? How are you? Where is ___? I like baseball. She is my sister.)

Statements and questions with there is and there are

Future tense statements and questions going to, will Imperatives such as: Please be quiet. Play soccer with me. Bring your book.

Auxiliary do, and can in routine questions and statements. (Do you have/need a pencil? How do you spell your name? Can you see the board? Yes, I can. Can you help me? I can help you. May I go to the bathroom?

Learn to understand and produce regular & irregular past tense verbs in: !

Positive/negative statements Ex: lived, walked, went, did not live, did not go (He talked on the phone. She saw her friend yesterday.) !

Positive/negative question Ex: were/weren’t, did/didn’t, could/couldn’t, was/wasn’t

Negative present and past progressive Ex: was/were not, were not walking

Contractions Ex: I'm, she’s, I’ll, we’ll, can't, wasn’t, weren’t, isn’t

Present perfect tense with routine statements and questions have/ has + past participle: (She has been in my group since November.)

Formulating Questions (past, present, future) with who, what, where, when, how many, how much, why (How much is it?) Formulating above questions with do and does (How much does it cost?)

Statements and questions with there was and there were

Imperatives such as: Stop doing that, please. Let’s play soccer now.

Auxiliary verbs may, might, must, should, could, would (You should study. I might be late. We could divide by 5. Would you…?)

Exclamations such as: What a great idea! That’s not fair.

Simple idioms such as: Give me a break. It's raining cats and dogs.

Learn to understand and produce verb tenses appropriate to the situation:

Present & past perfect have/has/had + past participle

Positive/negative statements: I have studied ballet since I was six. Kennedy hadn't been president long.

Questions How long have you___?

Phrasal verbs Turn on the light. Turn the light on. Clear your desks off. Clear off your desks.

Statements and questions with there will be/there has been

Conditional statements and questions using if and auxiliary verbs would, will, may, might, must, can could, should (If we see a brown bear, we will not feed him. We can make it to the show if we leave now. If we left now, we would be on time. If you don’t…)

Synonyms Ex: responded/cried; stroll/ hike/march

Exclamations such as: You have got to be kidding! That’s unbelievable!

Less obvious idioms such as: Hit the ceiling, scared silly, lend me a hand

Learn to understand and produce verb tenses appropriate to the situation:

Progressive, future and conditional perfect tenses She has been studying. She will have been studying, If she had studied, she would have done better.

Phrasal verbs with multiple meanings (often idiomatic) Ex: make up (your mind, a story, the class, your face, with a friend).

Passive voice It was written by..., This picture of a grizzly bear was taken by my grandfather.

Conditional statements using unless: Unless I turn in my essay, I won’t be able to go to recess.

Auxiliary: ought, will/shall (We ought to check in the book.) Prefer to/would rather

Exclamation such as: That’s beyond belief!

NA

MIN

G PEO

PLE,

PLA

CE

S,

THIN

GS: N

OU

NS

&

AR

TIC

LES

Common singular and plural nouns and articles Note: use with appropriate article as a pair (i.e. the book, an orange)

Common singular and plural nouns and articles Note: use with appropriate article as a pair (Ex: a pencil, an oval, the ball)

Collective nouns Ex: team, group

Difficult plurals Ex: boxes, roses, faces

Articles for specific & general nouns (Ex: the best song, a good song; the answer, an answer)

Uncountable nouns Ex: some water, a lot of chocolate, a little glitter

Possessive nouns Ex: teacher's, friend's

Collective nouns Ex: flock, box of ____, bunch of kids, flowers,

Irregular plurals Ex: fish, teeth, mice

Derivational Ex: sad, sadness

Content area

abstract nouns Ex: democracy, safety, freedom

Derivational Ex: converse, conversation

Derivational verb to noun gerunds Walking is healthy. Feeding bears is not a good idea.

Figurative language using metaphors, similes such as: Love is a rose. She runs like a cheetah.

RE-

Na

min

g

Pe

op

le,

Pla

ces &

Thin

gs:

PRO

NO

UN

S

Subject pronouns I, you, he, she, it, we, they

Possessive pronouns my, your

Object pronouns me, you, her, him, it, us, them

Possessive pronouns her, his, our, their (Our ball, her book, their team) Demonstrative pronouns used in routine statements and questions Ex: Is this ___? This is ____.

Demonstrative pronouns this, that, these, those (Ex: Those are his. These are mine.)

Possessive pronouns my/mine, your/ yours, her/hers, his, our/ours, their/ theirs. It’s my lunch. It’s mine.

Questions with whose and which (Whose shoes are these? They’re his.)

Reflexive pronouns (myself, yourself, himself, herself, ourselves, yourselves, themselves)

Reciprocal pronouns each other, one another) Indefinite pronouns (some/any/no/every + body/one/THING/where)

Relative pronouns used to introduce an adjective clause with who, whom, whose, which, that

CON

NE

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ING

ID

EA

S:

PRE

PO

SIT

ION

S

Location on, off, in, out Direction up, down

Location such as: inside, outside, at, next to, beside, between, behind, above, below, under

Direction such as: over, under, through, across, around, into

Time such as: before, after

Location such as: on the left/right, in the middle of, underneath, in front of, in back of, near

Direction such as: to, from, toward, into, out of, through, by, past, to the left/right

Time such as: at [certain time], on [certain day of the week], in [certain month, season], after, before

Verb-preposition combinations, such as: belong to, wait for

Specialized prepositions Until, since, for, against, onto

Time such as: during, while, from, to

Verb-preposition combinations, such as: agree with, answer to, separate from

CON

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ING

IDE

AS:

CON

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To combine pen and pencil, brother and sister, running and skating

To combine using and & both (Bats and owls both fly.)

To contrast using or (You can use a pen or a pencil.

To explain: because (I like soccer because it is fun.)

To contrast: but (I like apples, but not bananas. Owls are birds, but bats are mammals.)

To show cause/effect: Ex: so, because (We are selling candy so we can take a trip. The ship sank because it had a hole)

To explain: not only/but also, although

To contrast: however, either/or; neither/nor; yet

To show cause/effect: therefore

Such as, whenever, as soon as, whether/or and whereas used to form adverb clauses which show time and cause and effect relationships.

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Adjective placement Ex: big cat, red ball

Concrete, descriptive adjectives for number, color, size, sensory, to describe how it feels and sounds

Ordinal numbers Ex: first, third (1st through 10th)

Descriptive: big, brown

Comparatives -er, (faster, bigger)

Superlatives -est, (biggest)

Antonyms Ex; tall/short, slow/fast, new/old

Quantities Ex: few, a lot, many

Comparative & superlative adjectives with special forms, such as: good, better, best; bad, worse, worst; some, more, most; little, less, least

Comparatives with –er than and as___as (Taller than, as tall as)

Multiple adjectives (dry brown soil) Demonstrative adjectives this, that, these, those (Ex: This book is about a whale. That one is about a horse.)

Derivation: noun to adj. (care, careful)

Synonyms and antonyms such as: nice, likeable, mean, evil

Quantities Ex: any, much, several, each

Too + adjective (too red)

Similes (as red as a rose)

Adjectives with -ish or -y (milky, sluggish)

Synonyms and antonyms such as: pleasant, agreeable, delightful, vile, despicable, enormous, gigantic

Abstract idiomatic expressions Abstract similes and metaphors from literature (Ex: as cool as a cucumber)

Adjective clauses introduced by relative pronouns (He was the teacher who taught history.)

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Adverbs with -ly in routine expressions Ex: slowly, loudly (Walk slowly/quickly to the door. Say your name quietly/loudly.)

Adverbs of time Ex: yesterday, today, tomorrow

Formula phrases with very (very big, very good, very quiet)

Adverbs with -ly We walked slowly

Adverbs without -ly Ex: well, very, too, enough

To describe frequency Ex: always, never, sometimes

Common verb + too (Can I come, too?)

Extend speech for specificity (Yesterday we walked slowly through the park.)

Modify adjective (I was very late. The problem was too hard.)

Too + adverb (too fast, too carefully, too loudly)

Well vs. good (Good job; well done; that was a good book; she writes well)

To describe frequency such as usually, rarely, seldom, frequently, often

Adverb clauses introduced by subordinating conjunctions (Clap twice whenever you hear the sound.)

Specialized adverbs such as already, yet, still, anymore

Teach prepositions as they occur with new verbs, adjectives: turn off/on, look at/for/up, care for, differ from/with

“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: Beginning

Level 3: Developing

Level 4: Expanding

Level 5: Bridging

List

enin

g

Listen and point to pictures or words

Follow one-step directions

Listen and find things or people

Listen to the teacher and do the classroom routines.

Listen to descriptions and sort pictures.

Listen and arrange pictures.

Follow two-step directions.

Listen and draw pictures.

Listen to choices and express an opinion.

Follow directions.

Listen to an explanation and match it to a picture.

Match descriptions to illustrations.

Listen to a story and sort pictures. [Listen to an explanation and …]

Listen to information and apply to a new situation.

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

Listen to [a story, an explanation]

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

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

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

Listen and explain figurative language.

Listen to [stories, explanations] and give opinions.

Spea

king

Tell what you need. | Tell how you feel.

Say the names of things.

Repeat words and phrases from pictures.

Answer yes/no questions. Answer choice questions.

Ask everyday questions.

Restate facts about school topics.

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

Talk about yourself with other students.

Answer [simple] questions about [school subjects]

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

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

Offer solutions to social conflicts.

Make presentations.

Solve problems.

Give reasons for an opinion.

Discuss stories, issues and concepts.

Give oral reports.

Compare solutions to a problem.

Compare and contrast [ideas from a subject].

Use evidence to defend opinions.

Give oral presentations using technical vocabulary.

List the steps you take to solve a problem.

Explain the results of an experiment.

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

Rea

ding

Match symbols to words [or concepts]

Identify cognates.

Make sound/symbol/word relations

Match words on the board to words and pictures.

Read texts with illustrations and identify facts and ideas.

Find changes to root words in sentences or stories.

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

Follow written directions. (visually supported)

Interpret data from charts and graphs.

Identify main ideas and some details.

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

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

Classify features of genres.

Choose the graphic organizer that matches a text.

Find details that support main ideas.

Distinguish fact and opinion.

Summarize information from [#] sources.

Answer thought questions.

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

Make inferences.

Wri

ting

Write the words that tell about things

Tell what I think by drawing

Copy words and short sentences

Answer questions with one word

Make lists from labels or with other students

Finish or write sentences using word walls

Fill in graphic organizers, charts, and tables

Write a comparison about [some realia]

Write stories or reports

Write sentences that go together

Write what is the same and different about two sets of information

Write about things or people or ways to do something

Use graphic organizer to take notes

Summarize information about a subject

Write different kinds of texts

Tell how I solved a problem

Write responses to texts near my grade level

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

Make text-to-self connections

Write stories or reports

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

But … you may want to useWIDA as your main monitoring tool and

Dutro’s Matrix as the supplement ..

Susana Dutro’s ELD

Matrix of Grammatical

Forms

Why?

May 2; #4.3; “What is theme?”

Plus … a Class ELD Progress

Monitoring Form Question:

How often would you do a focused speaking progress assessment like this?

Especially considering that you might also be monitoring progress in the other three domains?

Period ______ ELD Monitoring Sheet | Speaking (Grs 3-5)

ESL Tchr

Gr Number of EL’s at WIDA Lvl

1 2 3 4 5 Co-Tchr / Subject

Period

Week(s) Topic | State Curriculum Standard

# Last, First WIDA

Lvl Can-Do # | Goals & Notes C V C

1

2

3

4

5

6

7

8

9

10

Data-Based Decision Making

1. 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

Involving Students in Learning

Students must be INVOLVED to be motivated!

Make

Learning Visible

MOTIVATION

Leads to

Leads to…

ACHIEVEMENT!

PurposeMasteryOwnership

(Autonomy)

THINK PINK!!!

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

Questions to be Answered

HOW DO WE USE THE WIDA TOOLS? • What are the WIDA Proficiency Levels? • What are the WIDA Standards?• How do the MPIs work?• How do the Can-Do Descriptors relate to the

MPIs/Standards? How do the Student-Friendly Descriptors fit in?

• How can we use WIDA to differentiate instruction?• How can we use WIDA tools to monitor progress?

Ready, FIRE, Aim!!!

Remember….• Be kind to yourself!• It won’t all happen at

once.• It won’t all go right. • You CAN get

there….but it’s a JOURNEY.

• It is a journey we MUST take.