Progress-Monitoring with WIDAMDE Bilingual, Migrant & ESL Conference Breakout SessionMay 3, 2012
John Wolfe,MPS Multilingual [email protected]
Rita Platt,St. Croix Falls [email protected]
http://www.mplsesl.wikispaces.com/
A quick pre-assessment,
por favor.
Progress-Monitoring with WIDA (Pre/Post Assessment & Session Feedback)
A. Pre- and Post- Learning Assessment Pre-Assessment Post-Assessment
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No C
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How well do you understand the WIDA ELP Standards and Tools?
How well do you understand how the WIDA parts work together (Proficiency Levels, Performance Definitions, CVC Criteria, Can-Do Descriptors, MPI’s, etc., etc., etc.)?
How confident are you in your ability to communicate & advocate for WIDA with a non-ESL colleague?
How clear are you on how you’d use the WIDA tools for ELD progress monitoring?
B. How likely are you to do these follow-up steps? (Mark where you are on the scale.) 1. Go to the WIKI and become a member. (It takes ten
seconds.)
2. Talk to colleagues about this session / share the Wiki site.
3. Go to the WIKI after June 28 to see how WIDA’s take on all
this compares with ours. (I realize that we ARE WIDA now, but you know what I mean.)
4. Implement a version of this system with your students next Fall.
5. Watch for Exemplars. Re-Visit the Wiki when we email you
that there are exemplars to look at.
C. Session Feedback Comments & Recommendations.
+ What did you like … what did you find useful … what did you learn ∆
What you didn’t like … what you wish had been different … what you still don’t understand
Fill this at the start of the workshop.
Fill this at the end of the workshop.
About taking
notes …
Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/
Questions to be Answered1. What is WIDA? How do all
those parts work?– BONUS!!! Why “What Is WIDA?”
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?)
Why “What Is WIDA?”
Still EARLY ClarifyDifferent Levels
Multiple Encounters
Advocate for all teachers to use WIDA …
“Ante Up”
We earn the right to stand up here…• proving our basic understanding,• risking that you’ll disagree with
our interpretation, &• giving you the basis to evaluate
what comes next.
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.
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 BROADLY
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)
Up the Triangle = A More Specific View(“Yeah, but what does that
look like?”)
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?”
You try!Compare
the two!
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
Try it! 1. Mark evidence of the
Linguistic Complexity in yellow.
2. Mark evidence of Vocabulary Usage in pink.
3. Mark evidence of Language Control in green.
4. Verify by looking up and down the strands. Can you see the differences?
What about BLUE?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.
You Try: 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
1.1 Point to stated pictures, words, or phrases
1.2 Follow one-step oral directions (e.g., physically or through drawings)
1.3 Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)
1.4 Match classroom oral language to daily routines
2.1 Categorize content-based pictures or objects from oral descriptions
2.2 Arrange pictures or objects per oral information
2.3 Follow two-step oral directions
2.4 Draw in response to oral descriptions
2.5 Evaluate oral information (e.g., about lunch options)
3.1 Follow multi-step oral directions
3.2 Identify illustrated main ideas from paragraph-level oral discourse
3.3 Match literal meanings of oral descriptions or oral reading to illustrations
3.4 Sequence pictures from oral stories, processes, or procedures
4.1 Interpret oral information and apply to new situations
4.2 Identify illustrated main ideas and supporting details from oral discourse
4.3 Infer from and act on oral information
4.4 Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media
5.1 Carry out oral instructions containing grade-level, content-based language
5.2 Construct models or use manipulatives to problem-solve based on oral discourse
5.3 Distinguish between literal and figurative language in oral discourse
5.4 Form opinions of people, places, or ideas from oral scenarios
Spea
kin
g
1.1 Express basic needs or conditions
1.2 Name pre-taught objects, people, diagrams, or pictures
1.3 Recite words or phrases from pictures of everyday objects and oral modeling
1.4 Answer yes/no and choice questions
2.1 Ask simple, everyday questions (e.g., “Who is absent?”)
2.2 Restate content-based facts
2.3 Describe pictures, events, objects, or people using phrases or short sentences
2.4 Share basic social information with peers
3.1 Answer simple content-based questions
3.2 Re/tell short stories or events
3.3 Make predictions or hypotheses from discourse
3.4 Offer solutions to social conflict
3.5 Present content-based information
3.6 Engage in problem-solving
4.1 Answer opinion questions with supporting details
4.2 Discuss stories, issues, and concepts
4.3 Give content-based oral reports
4.4 Offer creative solutions to issues/problems
4.5 Compare/contrast content-based functions and relationships
5.1 Justify/defend opinions or explanations with evidence
5.2 Give content-based presentations using technical vocabulary
5.3 Sequence steps in grade-level problem-solving
5.4 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.
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
“Student-Friendly” Can-Do’s• Make Can Do’s into “I can…’s” • “The WIDA CAN DO Descriptors [can be]used by ESL
teachers in coaching gen-ed teachers about differentiated instruction for ELs”(WIDA webpage).
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
Look at the Can-Do Descriptors and the Child-Friendly Can-Do Descriptors side-by-side
– What do you notice?– What difference do you
notice?
The Interactive Spreadsheet
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
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
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
• cf. Krashen & Terrell’s Natural Order Hypothesis
Susana Dutro’s ELD Matrix of Grammatical Forms Beginning Early Intermediate Intermediate Early Advanced Advanced
DESC
RIBI
NG AC
TIO
NS &
STAT
ES OF
BEIN
G: 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!
NAM
ING PE
OPL
E, PLA
CES,
THIN
GS: N
OUN
S & AR
TICL
ES
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-N
amin
g Peop
le,
Place
s & Th
ings:
PR
ON
OUN
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
NEC
TIN
G
IDEA
S: PR
EPO
SITI
ON
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
NEC
TIN
G
IDEA
S: CO
NJU
NCT
ION
S
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.
DESC
RIBI
NG W
HAT KI
ND, H
OW
M
ANY, H
OW
MUC
H, WHI
CH ON
E: AD
JECT
IVES
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.)
DESC
RIBI
NG W
HEN, W
HERE,
HOW,
WHY
: ADV
ERBS Dut r o’s
ELD Mat r ix of Gr am-mat ical For ms
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
There are other Learning Progressions for English Language Development
Susana Dutro’s ELD Matrix of Grammatical
Forms
Susana Dutro’s ELD Matrix of Grammatical Forms Beginning Early Intermediate Intermediate Early Advanced Advanced
DESC
RIBI
NG
AC
TIO
NS &
STAT
ES OF
BEIN
G: 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!
NAM
ING
PEO
PLE, P
LACE
S, TH
ING
S: NOU
NS &
ARTI
CLES
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-N
amin
g Peop
le,
Plac
es &
Thin
gs:
PRON
OUN
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
NEC
TIN
G IDEA
S: PR
EPO
SITI
ONS
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
NEC
TIN
G ID
EAS:
CON
JUN
CTIO
NS
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.
DESC
RIBI
NG W
HAT KI
ND, H
OW
M
ANY, H
OW
MUCH
, WHI
CH ON
E: AD
JECT
IVES
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.)
DESC
RIBI
NG W
HEN, W
HERE,
HO
W, W
HY: A
DVER
BS Dut r o’s ELD Mat r ix
of Gr am-mat ical For ms
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?Talk amongst yourselves!
One model … English Learner Progress Record (Grades 3- 5) | Levels 34 | Speaking
Name: Grade: U.S. School Start Date: Progress Record
Start Date:
CVC Criteria Speaking Date | Can-Do # | Topic | I need to work on …
To g
et to
Lev
el 4,
I nee
d to
…
4 – Expanding Complexity
Moderate discourse
Vocabulary Specialized and some technical vocabulary
Control Language w/minimal
errors
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 …
At L
evel
3 I c
an …
3 – Developing Complexity
Series of related sentences
Vocabulary General & some specific
vocabulary
Control Meaning overrides
communication errors
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.
CVC Criteria Speaking Date | Can-Do # | Topic | I need to work on …
The PM Tool In Action … sort of …. John & Rita discuss “Theme” and give examples … in Spanish
May 2; #4.3; “What is theme?”
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
May 2 | #4.2 Theme …
How can you use th
is in your
teaching?
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
How can you use this in 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
Questions to be Answered1. What is WIDA? How do all
those parts work?– Why “What Is WIDA?”
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 ELD progress?
(And why would you want them to?)
Daniel Pink on Motivation
Involving Students in Learning
Students must be INVOLVED to be motivated!
Make
Learning Visible
MOTIVATION
Leads to
Leads to…
ACHIEVEMENT!
PurposeMasteryOwnership
(Autonomy)
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
Steps for Using Data-Based Motivation
• Share criteria / norms with students
• Teach students to look at / analyze their own data
• Teach students to set goals and monitor progress
• Celebrate growth• Repeat
Using Data to build
OWNERSHIPPURPOSE MASTERY
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
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?
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
How can you use this in your teaching?
Progress-Monitoring With Can-Do’s
Student Goal Setting/ Record
Keeping
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
Were the Questions Answered?1. What is WIDA? How do all
those parts work?– BONUS!!! Why “What Is WIDA?”
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?)
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. Go to the WIKI after June 28 to see how WIDA’s take on all this compares with ours.
4. Implement a version of this system with your students next fall.
5.Watch for Exemplars.
And before you leave…
the post-assessment &
feedback.
Progress-Monitoring with WIDA (Pre/Post Assessment & Session Feedback)
A. Pre- and Post- Learning Assessment Pre-Assessment Post-Assessment
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How well do you understand the WIDA ELP Standards and Tools?
How well do you understand how the WIDA parts work together (Proficiency Levels, Performance Definitions, CVC Criteria, Can-Do Descriptors, MPI’s, etc., etc., etc.)?
How confident are you in your ability to communicate & advocate for WIDA with a non-ESL colleague?
How clear are you on how you’d use the WIDA tools for ELD progress monitoring?
B. How likely are you to do these follow-up steps? (Mark where you are on the scale.) 1. Go to the WIKI and become a member. (It takes ten
seconds.)
2. Talk to colleagues about this session / share the Wiki site.
3. Go to the WIKI after June 28 to see how WIDA’s take on all
this compares with ours. (I realize that we ARE WIDA now, but you know what I mean.)
4. Implement a version of this system with your students next Fall.
5. Watch for Exemplars. Re-Visit the Wiki when we email you
that there are exemplars to look at.
C. Session Feedback Comments & Recommendations.
+ What did you like … what did you find useful … what did you learn ∆
What you didn’t like … what you wish had been different … what you still don’t understand
Fill this at the start of the workshop.
Fill this at the end of the workshop.