The BIG “ How-To ”: Practical, Simple, Effective Tools for ESL

The

BIG “How-To”: Practical, Simple, Effective Tools for ESL

PART 1

WIDA Works!

I WIDA

Rita & John

• Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.

• John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

•[email protected]• [email protected] •http://www.weteachwelearn.org/tag/rita-platt/• http://mplsesl.wikispaces.com/Home+Page• @ritaplatt• @johnwolfe3rd

mailto:[email protected]



http://www.weteachwelearn.org/tag/rita-platt/

http://mplsesl.wikispaces.com/Home+Page

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

http://www.mplsesl.wikispaces.com/

Questions to be Answered1. What is WIDA? How do all

those parts work?

2. How can teachers use CBM3D & WIDAas a tool for monitoring ELD progress?

(And why would you want to?)

3. How can students use CBM3D & WIDA as a tool for monitoring their own ELD progress?

(And why would you want them to?)

4. What resources are available to help us differentiate?

PD must be:Continuous, Collaborative,

Communicative


WIDA Philosophy in a Nutshell

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

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

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

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)

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.

Up the Triangle = A More Specific View(“Yeah, but what does that

look like?”)

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?”

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

Look for Evidence of CVC

How is this the same and different from CVC?

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


2.4 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

Good … but still too hard

…

The MPLS 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


2.4 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 MPLS Student-Friendly’s & The MPLS Translated Can-Do’s in Spanish!

Student-Friendly’s do NOT Replace WIDA 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

Think about the ToolsTurn To Your Partner and discuss:

– Do the descriptors seem accurate?

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

– How can you use the “Student-Friendly Can-Do’s?

– How can you use the CVD?

Where from here?“What use is a newborn baby?“

(Benjamin Franklin)

1. Go to the WIKI, look around, and become a member.

2. Talk to colleagues about this session / share the Wiki site.

3. Enroll in the Strategies That Work Moodle Course

4. Use the WIDA tools with your students and let us know how it goes!

Part 2

CBM3D Progress-Monitoring English Language Development (ELD)

Rita & John



•[email protected]• [email protected] •http://www.weteachwelearn.org/tag/rita-platt/•http://mplsesl.wikispaces.com/Home+Page• @ritaplatt• @johnwolfe3rd









those parts work?







Communicative


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.


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


What is Reasonable to Expect?

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

In ESL this Has Been Hard• Access is not frequent enough• There are few tools for PM with ELs• The tools are expensive and/or take a LONG

time to administer….

Until now! Introducing …….

CBM3D(made by practical teachers for practical teachers)

CBM3D(Curriculum-Based Measures, 3 Domains)

A CBM with WIDA prompts and rubrics!

What is a CBM?• Leveled timed-reading task• AIMS Web, Easy CBM, DIBELS

Why Use a CBM

• It is free• It is a “dipstick”• It is “down & dirty”--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 easy to document• It can be VERY motivating

•Easy CBM

•www.easycbm.com

•Clear directions

•Grades K-8

•9 free passages

http://www.easycbm.com/

How to Use CBM3D

• Choose a passage at the student’s actual reading level (NOT grade level)

• Follow the directions and administer the assessment

• Enjoy the chance to listen to your student!

•At actual reading level

•One minute oral reading

•Student finishes passage (silently or orally)

•Teacher scores oral reading fluency (ORF) w/ correct words per minute (WPM)

•Student orally retells the story

•Teacher scores comprehension rubric

•Teacher scores speaking level


•Teacher scores comprehension rubric

•ANY comprehension rubric is okay…as long as it is consistent

•Reading A-Z has a fiction & nonfiction rubric


•Teacher scores speaking level using the WIDA speaking rubric

•Can get 3 scores (CVC)

•Student does a written retell

•Student uses visual support

•Teacher scores WIDA writing level using the adapted rubric

•Can get 3 scores (CVC)

What About Kinder?

• Read the passage to the student and do a retell

• Count number of words in retell

• Phonemic Awareness Assessments

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

•Student-centered goals

BIG thanks to the Sullivan Team:

Kaitlin Lindsey, Laura Byard, James Kindle, Dierde Quinn

Were the Questions Answered?1. What is WIDA? How do all

those parts work?

2. How can teachers use CBM3D & WIDA as a tool for monitoring ELD progress?


3. How can students use CBM3D & WIDAas a tool for monitoring their own ELD progress?



(Benjamin Franklin)



3. Enroll in the Formative Assessment Moodle Course

4. Implement a version of this system with your students next fall.

5.Watch for/SHARE Exemplars.

PART 3

They need, what they need! Quick & Easy Tools for Differentiation

Rita & John



•[email protected]• [email protected] •http://www.weteachwelearn.org/tag/rita-platt/• http://mplsesl.wikispaces.com/Home+Page• @ritaplatt• @johnwolfe3rd









those parts work?







Communicative


A Word About Self-Esteem and Transparency


http://thetalentcode.com/2012/12/11/the-most-powerful-3-letter-word-a-parent-or-teacher-can-use/

A Word About Self-Esteem and Transparency




Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

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


2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by


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


Questions to Ask:1. What is the student's current

language level? 2. What does this level tell me about

what a student can-do (consult WIDA Can-Do Descriptors)?

3. What is the standards-based goal for student learning (what do we want her/him to be able to do at the end of a given period of time)?

4. What scaffolds, strategies, support, modifications are needed to move my student toward meeting the standard?

TuSSLE1. Target/

Standards

1. What are the students supposed to be learning? Identify what key standards-based learning targets are being supported.

2. Supports 2. What WIDA-required supports can you find already in the teaching materials? In other words, in the textbook or handouts, what pictures or graphic organizer or timeline or outline can serve as a WIDA-style support for learning?

3. Language 3. What language do your ELs need to do this task? Do they have it? How do you support it?

4. Evaluation 4. How will you evaluate their success with the language demands of this instruction?

Leveling Texts

http://www.online-utility.org/

http://www.online-utility.org/

Reading A to Z

http://www.readinga-z.com/

http://www.readinga-z.com/

Reading A to Z

Hi/Lo Texts

Bluford High Series, Townsend Press WILBooks

WILBooks - PreK-2

Townsend Press Bluford

Databases


(Benjamin Franklin)



3. Enroll in the Modifying Instruction Moodle Course

4. Practice using the tools and strategies with your students!

Ready, FIRE, Aim!!!

Rita Platt & John Wolfe

• [email protected]• [email protected]

• http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page

• @ritaplatt• @johnwolfe3rd






Documents

The BIG “ How-To ”: Practical, Simple, Effective Tools for ESL