Progress-Monitoring with WIDAMINNETESOL Conference November 3, 2012

John Wolfe,MPS Multilingual Departmentjohn.wolfe@mpls.k12.mn.us

Rita Platt,St. Croix Falls SDritaplatt@hotmail.com

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

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?

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

(And why would you want to?)

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

(And why would you want them to?)

WIDA Philosophy in a Nutshell

WIDA: The Bigger 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?”

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

Re

ad

ing

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

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’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

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 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

What is Reasonable to Expect?

Why can we use the Can-Do’s as a ELD Progress Monitoring Tool?

• Because the Can-Do Descriptors are essentially a Developmental Learning progression

• Krashen & Terrell’s Natural Order Hypothesis

Data-Based Decision Making

1. 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

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 t

o Le

vel 4,

I ne

ed 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

Leve

l 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 …

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?

Another Method• A CBM with WIDA prompts and rubrics!

Why Use a CBM

• It is a “dipstick”• It is “down & dirty”• It is free• It is EASY to use• It focuses attention on growth• It can help us learn to look at data productively• Similar to mini-IRI’s and/or Running Records• It’s nationally normed

Keep in Mind…

• F & P is BETTER (but also MUCH longer)• IDEL is a mini-check• IDEL is NOT a substitute, it is an extra• Again, it’s a quick “dipstick” • It is easy to document• It can be VERY motivating

How to Use a CBM

• www.easycbm.com• https://dibels.uoregon.edu/measures/• AIMS Web

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

• Follow the directions and administer the 1 minute reading assessment

How to Use a CBM Continued

• Stop timing after one-minute and record correct words per minute

• Allow student to finish the passage orally or silently• Ask student to retell the story, score her/his

speaking on the WIDA Speaking Rubric (also score on the reading comprehension rubric if desired)

• Ask student to write about the story by responding to one of the prompts, score the writing sample on the WIDA Writing Rubric

Involving Students in Learning

Students must be INVOLVED to be motivated!

Teaching Students to Analyze Data

• Where do I want/need to be?– Look at the Norms / Criteria

• Where am I now? – Look at Current Data

• How can I get there? – Students reflect on data

• What does the data tell me about my learning?• How can I improve?

– Students set goals for growth

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

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

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?

Why Share “Kid-Friendly” Can Do’s?

• Students and teacher(s) have a clear target

• Makes Can Do’s into “I can…’s”

• Post them? Refer to them? Give students Can Do booklets? Have level 2 and level 3 set goals?

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

those parts work?

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

(And why would you want to?)

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

(And why would you want them to?)