can do descriptors: an assets-based approach to differentiation · 2017. 11. 10. · can do...

Can Do Descriptors: An Assets-Based Approach to

Differentiation

VANAS Conference November 2017

Mariana Castro, P.h.D. Director of Standards

WIDA Consortium at WCER, University of Wisconsin-Madison

© 2017 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

REFLECTION: Who needs language differentiation?

1. Explain why you chose this student.

2. Why would this student be more successful in a classroom withlanguage differentiation?

3. What does this student bring to your classroom?


DIFFERENTIATION Quick Write

I already… I want to be able to… Some difficulties I experience…


Differentiation To differentiate is to accommodate for content, process, product, and/or learning environment, based on readiness levels,

interests, and learning profile to provide success and challenge for all students.

Example Context: 8th grade science class researching public health issues that impact adolescents in the community.

Content Process Product Learning Environment

Example: Teacher provides a variety of resource materials for students on public health issues. 8th grade students choose a topic of interest to research.

Example: In addition to reading about various public health issues, students will watch videos, visit a public health clinic and interview public health workers.

Example: Some 8th grade students are producing a poster on the impact of smoking cigarettes on adolescents, while others are creating a power point presentation

Example: The teacher places students into small groups to research public health issues.

Context:

Content Process Product Learning Environment


LANGUAGE FUNCTION: the purpose for which oral or written communication is being used; language functions guide the choices in language use and structure as well as the social relationships being established; first element of model performance indicators that indicates how English language learners process or use language to demonstrate their language proficiency

COGNITIVE FUNCTION: the mental process involved in learning

The Six Categories of the Cognitive Process Dimension • REMEMBER: retrieve relevant knowledge from long-term

memory• UNDERSTAND: construct meaning from instructional

messages, including oral, written, and graphiccommunication

• APPLY: carry out or use a procedure in a given situation• ANALYZE: break material into constituent parts and

determine how parts relate to one another and to anoverall structure or purpose

• EVALUATE: make judgments based on criteria andstandards

• CREATE: put elements together to form a coherent orfunctional whole; reorganize elements into a new patternor structure

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman Publishing.


Gaetan is a 4th grade student who is refugee from the Democratic Republic of Congo. He arrived in the United States one year ago. He attended the district’s Elementary Immersion Center his first year in the country.

He speaks Swahili at home and also knows a little bit of French.

Gaetan

Gaetan can write simple stories and prefers to write narratives. His favorite part of the writing process is illustrating his story at the end. He spends lots of time drawing out every intricate detail.

In math, he likes to work with a partner or in a small group but during reading workshop, he prefers to read by himself because he likes it to be quiet when he reads.

Gaetan is an only child. He is here with his mother and stepfather. His mother and stepfather work the night shift at John Morrell meat packing plant. He goes to his aunt’s house after school and stays the night there.

Gaetan is very outgoing and makes friends easily. He is a leader among the boys in the class. He loves sports and spends every recess playing basketball or soccer.

ACCESS Scores (3rd grade) Listening: 4.0 Speaking: 3.1 Reading: 2.7 Writing: 2.3

He really enjoys using the computer and ipad.


Mariana is a 4th grade student who immigrated to the United States when she was in 2nd grade.

Mariana is literate in her L1, which is Spanish.

Mariana Mariana loves to write narratives. If she has a free moment during the day, you’ll catch her writing in her notebook. She writes stories that go on for pages and pages. She loves to add intricate details to her stories to make them more interesting. She likes to write in both English and Spanish.

Mariana prefers to work alone most of the time. She is a hard worker and is very focused when doing her schoolwork. She says that other kids mess around too much and so she doesn’t want to work with a partner or small group.

Mariana lives with her father, his girlfriend and her children. Her mother is in Guatemala. Mariana goes to Guatemala every summer to stay with her mother and grandmother. She looks forward to this trip all year long!

Mariana is shy and is very tentative about taking risks in class. She is a perfectionist and wants to have the right answer before she will speak up and share out.

ACCESS Scores (3rd grade) Listening: 5.1 Speaking: 3.8 Reading: 4.3 Writing: 4.7


Student Picture


Student Information for Differentiation

What information do you need to gather about your students to aid you in differentiation of language? What information do you already have? Does your information contain both qualitative and quantitative information? Are there any missing pieces that you would like to know? Is your information:

• Additive vs. subtractiveDoes it focus on what the student can do?Does it provide ideas for next steps?Does the information guide instruction?Does it reflect the strengths and interests of the student?

• Dynamic vs. staticHow often is it revised?What type of information is added?How are decisions made on the type of information that is needed?

• RelevantDoes it provide guidance to instruction?Is the information about the target student?

• Valid and reliableWhat are the sources for the information collected?Is the information collected from more than a single source?Is all the information from secondary sources or does it include student work and thestudent voice?

• SpecificIs the information general or does it provide details of performance?Does the information focus on particular areas, domains or skill or knowledge?

How are you gathering your information and recording it? Take a moment with your table to discuss what information you already have and the qualitative information you might need to systematically gather about your students.


Examples of Sensory, Graphic, and Interactive Supports

For more information on types of supports, see pages RG20-RG24 of the Understanding the WIDA English Language Proficiency Standards: A Resource Guide, 2007 Edition available on www.wida.us

Sensory Graphic Interactive Real-life objects (realia)

Manipulatives

Pictures & photographs

Illustrations, diagrams & drawings

Magazines & newspapers

Physical activities

Videos & Films

Broadcasts

Models & figures

Charts

Graphic organizers

Tables

Graphs

Timelines

Number lines

In pairs or partners

In triads or small groups

In a whole group

Using cooperative group

structures

With the Internet (Web sites) or software programs

In the native language (L1)

With mentors


Examples of Graphic Supports across the ELD Standards ELD standard

1- Social and Instructional

Language

2- The language of Language Arts

3- The language of Mathematics

4- The language of Science

5- The language of Social Studies

Venn Diagrams - Comparing and Contrasting Two Entities

● Two friends or

family members

● Two traditions

● Two characters ● Two settings ● Two genres

● Two operations ● Two geometric

figures ● Two forms of

proportion

● Two bodysystems or organs

● Two animals orplants

● Two conflicts ● Two forms

of government ● Two forms of

transportation

T-Charts - Sorting or Categorizing Objects or Concepts

● Colors ● Classroom objects

● Facts/Opinions ● Points of view● Pros/Cons

● Area/Perimeter● Fractions/

Decimals ● Addition/

Subtraction

● Forms of matter● Forms of energy● Senses ● Vertebrates/

Invertebrates

● Types oftransportation

● Types of habitats

Cycles - Producing a Series of Connected Events or a Process

● Conflict/Resolution

● School orclassroom routines

● Plot lines ● Steps in problem- solving

● Scientificinquiry

● Life cycles ● Water cycle

● Elections in a democracy

● Passage of a law

Cause and Effect - Illustrating a Relationship

● Classroom orschool rules

● Health and safety at home or in school

● Responses ofcharacters to events

● Variables in algebraic equations

● Geometrictheorems

● Chemical reactions

● Adaptation ● Weather events

● Political movements

● Economic trends

Semantic Webs - Connecting Categories to Themes or Topics

● Personal interests ● Idiomatic

expressions● Multiple meanings

of words and phrases

● Root words and affixes

● Main idea/Details

● Types andfeatures ofpolygons

● Types and characteristics of angles

● Foods and theirnutritionalingredients

● Types and characteristics ofrocks

● Types of humanand civil rights

● Impact ofeconomic policies

Taken from the WIDA ELP Standards Resource Guide 2007, Page RG 23Resou

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Illustrated word/phrase wallsFelt or magnetic !gures of story elements Sequence blocksEnvironmental printPosters or displaysBulletin boardsPhotographsCartoonsAudio booksSongs/Chants

Blocks/CubesClocks, sundials and other timekeepersNumber linesModels of geometric !guresCalculatorsProtractorsRulers, yard/meter sticksGeoboardsCountersCompassesCalendarsCoins

Scienti!c instrumentsMeasurement tools Physical modelsNatural materialsActual substances, organisms or objects of investigationPosters/Illustrations of processes or cycles

MapsGlobesAtlasesCompassesTimelinesMulticultural artifactsArial & satellite photographsVideo clips

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Examples of Sensory Supports across the ELD Standards


The WIDA Can Do Descriptors, Key Uses Edition, Grades K–12The WIDA Can Do Descriptors provide examples of what language learners can do at various stages of English language development in listening, speaking, reading and writing. The WIDA Can Do Descriptors, Key Uses Edition is one component of the WIDA Standards Framework (shown at right). The framework, as a whole, supports the implementation of the WIDA English Language Development Standards in the instruction and assessment of language learners. We encourage educators to use the WIDA Can Do Descriptors, Key Uses Edition in conjunction with the other components of the framework, along with the previous edition of the Can Do Descriptors. For more information on the WIDA Standards Framework, visit www.wida.us.

The WIDA Can Do Descriptors, Key Uses Edition provides examples of academic language use for four specific communicative purposes. These purposes, referred to as Key Uses, were identified based on reviews of literature and a language analysis of college and career readiness standards:

Recount: To display knowledge or narrate experiences or events. Example tasks for the Key Use of Recount include telling or summarizing stories, producing information reports, and sharing past experiences.

Explain: To clarify the “why” or the “how” of ideas, actions, or phenomena. Example tasks for the Key Use of Explain include describing life cycles, sharing why or how things work, stating causes and effects, and sharing results of experiments.

Argue: To persuade by making claims supported by evidence. Example tasks for the Key Use of Argue include stating preferences or opinions and constructing arguments with evidence.

Discuss: To interact with others to build meaning and share knowledge. Example tasks for the Key Use of Discuss include participating in small or large group activities and projects.

The WIDA Can Do Descriptors, Key Uses Edition and the example descriptors are not exhaustive but are meant to help guide the planning and conversation around meaningful participation of language learners in stardards-based contest curriculum, instruction, and assessment.

2

Exemplifying the WIDA Can Do Philosophy

PerformanceDe�nitions

Standards & their Matrices

Guiding Principles of Language Development

Dev

elop

men

tally-Appropriate Academic Language

in Sociocultural Contexts

WIDA Standards Framework

4-5ELP Level 1

EnteringELP Level 2Emerging

ELP Level 3Developing

ELP Level 4Expanding

ELP Level 5Bridging

ELP Level 6 Reaching

LIST

ENIN

G

Process recounts by• Matching oral

words and phrases to content-related pictures or objects

• Identifying the topic in oral statements

Process recounts by• Classifying time-

related language in oral statements (e.g., present, past, future)

• Connecting the context of narratives (e.g., the who, what, when, & where) to illustrations

Process recounts by• Identifying the

beginning, middle and end in oral retelling of a text

• Following tasks and directions retold by peers

Process recounts by• Sequencing events

or steps based on oral reading of informational text

• Recognizing the language of related genres (e.g., news reports, historical accounts)

Process recounts by• Identifing related

information from multiple sources presented orally

• Recognizing the key historical, scientific or technical language used in a mini-lecture


overall structure (e.g., chronology) of events, ideas, concepts, or information in oral presentations

• Differentiating similarities and differences of information presented through multimedia and written text

SPEA

KIN

G

Recount by• Stating key words

and phrases associated with the content using visual or graphic support

• Communicating personal experiences orally

Recount by• Retelling short

stories or content-related events

• Stating procedural steps across content areas

Recount by• Presenting detailed

content-related information that has been rehearsed

• Stating main ideas in classroom conversations on social and academic topics

Recount by• Giving content-

related oral reports • Sequencing steps to

solve a problem

Recount by• Conveying personal

and content-related experiences in a team

• Using technical and specific vocabulary when sharing content information

Recount by• Summarizing

discussions on content-related topics

• Expanding on topics with descriptive details using varied vocabulary

KEY

USE

OF

RECO

UN

TBy the end of each of the given levels of English language proficiency* English language learners can...

*Except for Level 6, for which there is no ceiling.4

4-5ELP Level 1




ELP Level 5Bridging


REA

DIN

G

Process recounts by• Identifying words in

context during oral reading of illustrated text on familiar topics or experiences

• Highlighting previewed or familiar phrases

Process recounts by• Classifying time-

related language in text as present or past

• Identifying the “who,” “what,” “where,” and “when” in narrative text with a partner

Process recounts by• Sequencing

events in stories or content-related processes

• Identifying main ideas in narrative and informational text

Process recounts by• Connecting details

to main ideas or themes

• Identifying conclusions in multi-paragraph text

Process recounts by• Becoming familiar

with the language of related genres (e.g., news reports, historical accounts)

• Summarizing information from multiple related sources


overall structure (e.g., chronology) of events, ideas, concepts, or information in text

• Highlighting events or procedures that happened in historical, scientific, or technical text

WRI

TIN

G

Recount by• Communicating

personal experiences through drawings and words

• Reproducing a series of events through illustrated text

Recount by• Listing procedural

steps across content areas

• Listing positive and negative effects of events in informational or narrative text

Recount by• Using key words

and phrases reflective of main ideas

• Conveying details using concrete words and phrases

Recount by• Relating a sequence

of events using a variety of transitional words, phrases, and clauses

• Synthesizing information across related texts (e.g., author study)

Recount by• Producing content-

related reports• Creating narratives

that connect personal experiences and content

Recount by• Summarizing

content-related information

• Using narrative themes to extend the storyline K

EY U

SE O

F RE

COU

NT

By the end of each of the given levels of English language proficiency* English language learners can...


4-5ELP Level 1




ELP Level 5Bridging


LIST

ENIN

G

Process explanations by• Sequencing oral

procedures or cycles with images

• Distinguishing key words and phrases related to phenomena

Process explanations by• Organizing routine

causal or sequential relationships described orally

• Following oral directions to show recurring steps in cycles or problem-solving

Process explanations by• Interpreting

cause and effect relationships in conversations

• Recognizing relationships in a series of oral statements

Process explanations by• Identifying precise

details, descriptions, or comparisons that support conversation

• Following oral information on how or why phenomena occur

Process explanations by• Recognizing

language used to enhance the specificity of phenomena in class discussions

• Identifying components of systems (e.g., ecosystems, branches of government) in small group interactions

Process explanations by• Interpreting the

specific language used to enhance descriptions of phenomena

• Attending to the language related to events or phenomena in peer presentations

SPEA

KIN

G

Explain by• Naming

components of phenomena using illustrations, photographs, or diagrams

• Demonstrating procedures using realia

Explain by• Giving reasons why

or how something works using diagrams, charts or images

• Stating key words or phrases in processes in a sequential order

Explain by• Stating clear

sequential procedures to peers

• Comparing data or information

Explain by• Connecting

the sequential, cyclical, or causal relationships of content-related issues and concepts

• Presenting detailed information in small groups

Explain by• Elaborating by

adding precision and details to content-related sequence or causal phenomena

• Describing relationships of components within systems (e.g., ecosystems, government)

Explain by• Analyzing how

variables contribute to events or outcomes

• Maintaining a formal register K

EY U

SE O

F EX

PLA

INBy the end of each of the given levels of English language proficiency* English language learners can...


4-5ELP Level 1




ELP Level 5Bridging


REA

DIN

G

Process explanations by• Matching illustrated

words/ phrases to causal or sequential language

• Sequencing sentences strips to show content-area processes from illustrated texts

Process explanations by• Identifying different

types of connectors (e.g., first, next, because, so)

• Identifying key words and phrases that describe the topic or phenomena

Process explanations by• Matching causes

with effects• Identifying words

or phrases to determine the type of explanation (e.g., linear sequence, cycle, system)

Process explanations by• Identifying the

different words or phrases that are used to describe the same topic or phenomena

• Organizing information on how or why phenomena occur

Process explanations by• Identifying how

text provides clear details of the topic or phenomena

• Identifying components of systems (e.g., ecosystems, government)

Process explanations by• Identifying how

text presents information in a factual or neutral manner

• Evaluating the specific language used to enhance descriptions of phenomena

WRI

TIN

G

Explain by• Producing short-

answer responses to questions using word/ phrase banks

• Labeling charts and graphs to describe phenomena (e.g., organisms in ecosystems)

Explain by• Using key

terms related to phenomena

• Ordering linear and cyclical sequences of phenomena (e.g., the steps of how a volcano erupts)

Explain by• Connecting related

ideas or concepts using linking words and phrases

• Answering “how” or “why questions (e.g., “How does the water cycle work?” “Why are there three branches of government?”)

Explain by• Presenting

information on processes or phenomena from a variety of sources

• Elaborating topics with facts, definitions, concrete details, or quotations and examples

Explain by• Describing how

factors contribute to events or outcomes

• Describing how systems relate or interact

Explain by• Presenting

information on processes or phenomena supported by facts and details in essays and reports

• Selecting the appropriate organizational structure for the particular purpose

KEY

USE

OF

EXPL

AIN



4-5ELP Level 1




ELP Level 5Bridging


LIST

ENIN

G

Process arguments by• Matching

illustrations with oral points of view

• Identifying language related to facts or opinions from oral presentations

Process arguments by• Sorting evidence

and claims from oral descriptions

• Distinguishing words and phrases related to opinions or facts from oral statements

Process arguments by• Identifying different

perspectives, stances, or points of view

• Recognizing reasons for positions in oral presentations

Process arguments by• Identifying evidence

that supports predictions or hypotheses

• Differentiating between multiple points of view in class discussions

Process arguments by• Distinguishing

certainty from uncertainty of spoken words or phrases in context

• Identifying the degree of formality in oral presentations

Process arguments by• Recognizing the

strength of the quality of evidence presented in oral discourse

• Identifying the purpose of arguments

SPEA

KIN

G

Argue by• Stating reasons for

choices using words or phrases

• Answering yes/no or choice questions across content or personal preferences

Argue by• Stating opinions

based on experiences• Responding to

opinion statements of others with personal preferences

Argue by• Expressing opinions

using content-area specific language

• Presenting content-based facts that support a position

Argue by• Stating relevant

evidence for claims • Responding to

opinion statements of others with reasons or evidence

Argue by• Supporting claims

with evidence from various sources

• Using claims and evidence to persuade an audience

Argue by• Countering with a

different point of view

• Stating conclusions based on a summary of information from the various sides

KEY

USE

OF

ARG

UE



4-5ELP Level 1




ELP Level 5Bridging


REA

DIN

G

Process arguments by• Identifying key

words and phrases of claims

• Identifying a claim or an opinion in multimedia with a partner

Process arguments by• Identifying language

indicative of points of view

• Organizing evidence based on sequential language in texts

• Differentiating between claims and evidence

Process arguments by• Identifying evidence

from multiple places within text

• Identifying different perspectives, stances, or points of view

Process arguments by• Hypothesizing or

predicting based on evidence

• Comparing multiple points of view on a topic

Process arguments by• Connecting

personal experience with textual evidence to strengthen an interpretation of the text

• Evaluating the strength of evidence as support for claims

Process arguments by• Evaluating claims

and evidence by drawing from multiple print sources

• Differentiating from the strength of different pieces of evidence as support for claims

WRI

TIN

G

Argue by• Selecting words and

phrases to represent points of view using facts from illustrated text or posters

• Using key words or phrases related to the topic

Argue by• Stating reasons for

particular points of view

• Listing pros and cons of issues

Argue by• Connecting

reasons to opinions supported by facts and details

• Making adjustments for audience and context

Argue by• Comparing and

contrasting evidence for claims

• Providing reasons and evidence which support particular points

Argue by• Evaluating positive

and negative implications associated with various positions (e.g., historical events, scientific discoveries)

• Including evidence from multiple sources

Argue by• Organizing ideas

and information logically and coherently

• Integrating information from multiple sources to provide evidence for claims

KEY

USE

OF

ARG

UE



4-5ELP Level 1




ELP Level 5Bridging


OR

AL

LAN

GU

AG

E

Discuss by• Expressing own

ideas in a variety of ways (e.g., drawing, using gestures, graphing)

• Tracking the person speaking

• Sharing own work (e.g., graphic organizers, drawings) to contribute to the conversation

Discuss by• Taking turns

and applying conventions specific to particular conversations

• Addressing others according to relationship (e.g., student-peers, student-teacher)

Discuss by• Asking clarifying

questions to demonstrate engagement

• Using examples to clarify statements

• Answering questions to contribute to a topic

Discuss by• Elaborating on

statements of others to extend ideas

• Presenting creative solutions to resolve communication issues

• Contributing ideas to co-create group responses

Discuss by• Recognizing how

language can be used to express bias and influence others

• Challenging ideas respectfully

• Managing conversations to stay focused on a topic

Discuss by• Examining the value

of examples to bring clarity to statements

• Extend conversations by developing topics with clear examples and information

KEY

USE

OF

DIS

CUSS


*Except for Level 6, for which there is no ceiling.

10

can do descriptors: an assets-based approach to differentiation · 2017. 11. 10. · can do...

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