progress-monitoring with wida

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/

mailto:[email protected]

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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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!



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



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


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.


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



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.


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


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.


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 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



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!

http://flareassessment.org/resources/presentations.aspx

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?”

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


2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet





How can you use this in your teaching?

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

those parts work?– Why “What Is WIDA?”



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


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)

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





2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet





How can you use this in your teaching?

Progress-Monitoring With Can-Do’s

Student Goal Setting/ Record

Keeping

Name: ____________________________ Date: ________

_______________’s Goal Sheet





2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet





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

those parts work?– BONUS!!! Why “What Is WIDA?”



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


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

(Benjamin Franklin)

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


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

No C

lue

Vagu

e Un

ders

tand

ing

I thi

nk I

unde

rsta

nd

Rock

Sol

id

No C

lue

Vagu

e Un

ders

tand

ing

I thi

nk I

unde

rsta

nd

Rock

Sol

id

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.)


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.

progress-monitoring with wida

Documents

nutshell wida

language broadlybut

hisher language

wida philosophy

different language domains

basic contexts language

esl teachers

dos studentfriendly