TheBIG_How-To - 3 C`s ESL Tools and Strategies

Report
The
BIG
“How-To”:
Practical, Simple,
Effective Tools for ESL
PART 1
WIDA Works!
I
WIDA
Rita & John
[email protected][email protected]
•http://www.weteachwelearn.org/tag/rita-platt/
• http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
• @johnwolfe3rd
•
•
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching
learners of all levels from kindergarten to graduate student. She currently is a
Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches
graduate courses for the Professional Development Institute, and consults with
local school districts.
John Wolfe is a teacher on special assignment for the Multilingual Department at
the Minneapolis Public School District. He has worked with students at all levels as
well as provided professional development to fellow teachers. His areas of
expertise include English Language Learners, literacy, and integrated technology.
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
Questions to be Answered
1. What is WIDA? How do all
those parts work?
PD must be:
2. How can teachers use CBM3D & WIDA
Continuous,
as a tool
for monitoring Collaborative,
ELD progress?
Communicative
(And why would you want to?)
3. How can students use CBM3D & WIDA
as a tool for monitoring their own ELD progress?
(And why would you want them to?)
4. What resources are available to help us differentiate?
WIDA Philosophy in a Nutshell
WIDA: The Bigger Nutshell
1. Language is the tool for learning!
2. LEP’s are in mainstream classrooms.
3. LEP’s use their Limited English to learn in 5 basic
contexts (Language Arts, Science, Social Studies, Math, Social &
Amplification.)
4. EL’s English -- no matter how limited – is an asset
for learning. You work with what you’ve got!
5. WIDA is designed to help all teachers modify the
language demands of instruction to provide LEP
students with meaningful access to content.
WIDA Proficiency Levels
(Nutshell Perspective)
WIDA Levels describe
the difficulty of the
language we can
reasonably expect a
student to be able to
use for grade-level
content learning.
Two Key Roles of the ESL Teacher
English Language
Development
Meaningful Access to
Grade-Level Learning
Informed by
Informed by
Second Language Acquisition Theory
WIDA Standards & Tools
• 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
 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
Up the Triangle =
A More Specific View
But what might that look like in
Standard
1 – Social
& Instructional Language (SIL)
but
what
does
a particular lesson in
(“Yeah,
• English language learners communicate for social and instructional
that look like?”)
a particular unit?
purposes in the school setting.
Standard 2 – Language of Language Arts (LoLA)Differentiation
•
English language learners communicate information, ideas and
concepts necessary for academic success in the content area of
Language Arts.
Remember!
Standard 3 – Language of Mathematics (LoMA)
language serves
content learning • English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Math.
Standard 4 – Language of Science (LoSC)
But what does that look like
• English language learners communicate information,
and
atideas
different
grades?
concepts necessary for academic success in the content area of
With different language
Science.
domains? (Speak/Listen/
Standard 5 – Language of Social Studies (LoSS)
Read/Write)
What students can • English language learners communicate information, ideas and
concepts necessary for academic success in the content area of Social
do with language
Studies.
BROADLY
The student’s
LEVEL
Performance Definitions
Performance Definitions for the levels of English language proficiency
At the given level of English language proficiency, English language learners will process, understand, produce or use:
6
Reaching
5
Bridging
4
Expanding
3
Developing
2
Emerging
1
Entering






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
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



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



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



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

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 & Specialized &
some technical technical
vocabulary
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 Descriptors
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:
Writing
Reading
Level 1: Entering
Level 2: Beginning
Level 3: Developing
Level 4: Expanding
1.1 Match icons or
diagrams with
words/concepts
2.1 Identify facts and
explicit messages from
illustrated text
3.1 Interpret
information or data
from charts and graphs
1.2 Identify cognates from
first language, as
applicable
2.2 Find changes to root
words in context
3.2 Identify main ideas
and some details
4.1 Classify features of
various genres of text
(e.g., “and they lived
happily ever after”—
fairy tales)
1.3 Make sound/ symbol/
word relations
2.3 Identify elements of
story grammar (e.g.,
characters, setting)
3.3 Sequence events in
stories or contentbased processes
1.4 Match illustrated
words/ phrases in
differing contexts (e.g., on
the board, in a book)
2.4 Follow visually
supported written
directions (e.g., “Draw
a star in the sky.”)
3.4 Use context clues
and illustrations to
determine meaning of
words/phrases
1.1 Label objects, pictures,
or diagrams from
word/phrase banks
2.1 Make lists from
labels or with peers
3.1 Produce simple
expository or narrative
text
1.2 Communicate ideas by
drawing
1.3 Copy words, phrases,
and short sentences
1.4 Answer oral questions
with single words
2.2 Complete/produce
sentences from word/
phrase banks or walls
3.2 String related
sentences together
2.3 Fill in graphic
organizers, charts, and
tables
3.3 Compare/contrast
content-based
information
2.4 Make comparisons
using real-life or
visually-supported
3.4 Describe events,
people, processes,
procedures
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
4.1 Take notes using
graphic organizers
4.2 Summarize contentbased information
4.3 Author multiple
forms of writing (e.g.,
expository, narrative,
persuasive) from
models
4.4 Explain strategies
or use of information
Level 5: Bridging
5.1 Summarize
information from
multiple related sources
5.2 Answer analytical
questions about gradelevel 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
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
Look for Evidence of CVC
How is this the same
and different from CVC?
Can-Do Descriptors
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:
Writing
Reading
Level 1: Entering
Level 2: Beginning
Level 3: Developing
Level 4: Expanding
1.1 Match icons or
diagrams with
words/concepts
2.1 Identify facts and
explicit messages from
illustrated text
3.1 Interpret
information or data
from charts and graphs
1.2 Identify cognates from
first language, as
applicable
2.2 Find changes to root
words in context
3.2 Identify main ideas
and some details
4.1 Classify features of
various genres of text
(e.g., “and they lived
happily ever after”—
fairy tales)
1.3 Make sound/ symbol/
word relations
2.3 Identify elements of
story grammar (e.g.,
characters, setting)
3.3 Sequence events in
stories or contentbased processes
1.4 Match illustrated
words/ phrases in
differing contexts (e.g., on
the board, in a book)
2.4 Follow visually
supported written
directions (e.g., “Draw
a star in the sky.”)
3.4 Use context clues
and illustrations to
determine meaning of
words/phrases
1.1 Label objects, pictures,
or diagrams from
word/phrase banks
2.1 Make lists from
labels or with peers
3.1 Produce simple
expository or narrative
text
1.2 Communicate ideas by
drawing
1.3 Copy words, phrases,
and short sentences
1.4 Answer oral questions
with single words
2.2 Complete/produce
sentences from word/
phrase banks or walls
4.2 Match graphic
organizers to different
texts (e.g., compare/
contrast with Venn
diagram)
4.3 Find details that
support main ideas
Good … but
still too
hard …
3.2 String related
sentences together
2.3 Fill in graphic
organizers, charts, and
tables
3.3 Compare/contrast
content-based
information
2.4 Make comparisons
using real-life or
visually-supported
3.4 Describe events,
people, processes,
procedures
4.4 Differentiate
between fact and
opinion in narrative
and expository text
4.1 Take notes using
graphic organizers
4.2 Summarize contentbased information
4.3 Author multiple
forms of writing (e.g.,
expository, narrative,
persuasive) from
models
4.4 Explain strategies
or use of information
Level 5: Bridging
5.1 Summarize
information from
multiple related sources
5.2 Answer analytical
questions about gradelevel 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
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
“Student-Friendly” WIDA CAN DO Descriptors: Grade Level Cluster 3-5
Speaking
The MPLS
StudentFriendly
Can-Do’s
Listening
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
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.
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]
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
1.1 Match symbols to
words [or
concepts]
1.2 Identify cognates.
1.3 Make
sound/symbol/wor
d relations
1.4 Match words on
the board to words
and pictures.
Level 2: Emerging
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)
Level 3: Developing
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.
Level 4: Expanding
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.
Level 5: Bridging
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.
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
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.
Writing
Reading
Go to the Wiki for the MPLS Student-Friendly’s
& The MPLS Translated Can-Do’s in Spanish!
Wolfe Platt | http://mplsesl.wikispaces.com/WIDA+Tools
Student-Friendly’s
do NOT Replace WIDA Can Do’s
WIDA Can-Do Descriptor Student-friendly version
Match 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
sentences
Tell where things are
Apply content-based information to
new contexts
Write about [new situation] using
information I learned in class
Remember: These do NOT come from WIDA! They come from John & Rita
Think about the Tools
Turn To Your Partner and discuss:
– Do the descriptors seem
accurate?
– How could you use the
Can-Do’s to inform your
teaching?
– How can you use the
“Student-Friendly CanDo’s?
– How can you use the
CVD?
Where from here?
“What use is a newborn baby?“
(Benjamin Franklin)
1. Go to the WIKI, look around, and become
a member.
2. Talk to colleagues about this session /
share the Wiki site.
3. Enroll in the Strategies That Work Moodle
Course
4. Use the WIDA tools with your students
and let us know how it goes!
Part 2
CBM3D
Progress-Monitoring English Language
Development (ELD)
Rita & John
[email protected][email protected]
•http://www.weteachwelearn.org/tag/rita-platt/
•http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
• @johnwolfe3rd
•
•
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching
learners of all levels from kindergarten to graduate student. She currently is a
Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches
graduate courses for the Professional Development Institute, and consults with
local school districts.
John Wolfe is a teacher on special assignment for the Multilingual Department at
the Minneapolis Public School District. He has worked with students at all levels as
well as provided professional development to fellow teachers. His areas of
expertise include English Language Learners, literacy, and integrated technology.
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
Questions to be Answered
1. What is WIDA? How do all
those parts work?
PD must be:
2. How can teachers use CBM3D & WIDA
Continuous,
as a tool
for monitoring Collaborative,
ELD progress?
Communicative
(And why would you want to?)
3. How can students use CBM3D & WIDA
as a tool for monitoring their own ELD progress?
(And why would you want them to?)
4. What resources are available to help us differentiate?
Two Key Roles of the ESL Teacher
English Language
Development
Meaningful Access to
Grade-Level Learning
Informed by
Informed by
Second Language Acquisition Theory
WIDA Standards & Tools
• 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
 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. Assess
2. Analyze results
3. Set goals for student growthplan interventions to meet goals
4. Teach for growth toward goals
5. Reassess
6. Tweak plans
Repeat  Repeat  Repeat
Continuous Improvement Model
What is Reasonable to Expect?
Data-Based Decision Making
1. Assess
2. Analyze results
3. Set goals for student growthplan interventions to meet goals
4. Teach for growth toward goals
5. Reassess
6. Tweak plans
Repeat  Repeat  Repeat
Continuous Improvement Model
In ESL this Has Been Hard
• Access is not frequent enough
• There are few tools for PM with ELs
• The tools are expensive and/or take a LONG
time to administer….
Until now!
Introducing …….
CBM3D
(made by practical teachers for practical teachers)
CBM3D
(Curriculum-Based Measures, 3 Domains)
A CBM with WIDA prompts and rubrics!
What is a CBM?
• Leveled timed-reading task
• AIMS Web, Easy CBM, DIBELS
Why Use a CBM
•
•
•
•
•
It is free
It is a “dipstick”
It is “down & dirty”--EASY to use
It focuses attention on growth
It can help us learn to look at
data productively
• Similar to mini-IRI’s and/or
Running Records
• It’s easy to document
• It can be VERY motivating
•Easy CBM
•www.easycbm.com
•Clear directions
•Grades K-8
•9 free passages
How to Use CBM3D
• Choose a passage
at the student’s
actual reading level
(NOT grade level)
• Follow the
directions and
administer the
assessment
• Enjoy the chance
to listen to your
student!
•At actual reading
level
•One minute oral
reading
•Student finishes
passage (silently or
orally)
•Teacher scores oral
reading fluency
(ORF) w/ correct
words per minute
(WPM)
•Student orally
retells the story
•Teacher scores
comprehension
rubric
•Teacher scores
speaking level
•Student orally
retells the story
•Teacher scores
comprehension
rubric
•ANY
comprehension
rubric is okay…as
long as it is
consistent
•Reading A-Z has a
fiction & nonfiction
rubric
•Student orally
retells the story
•Teacher scores
speaking level
using the WIDA
speaking rubric
•Can get 3 scores
(CVC)
•Student does a
written retell
•Student uses
visual support
•Teacher scores
WIDA writing
level using the
adapted rubric
•Can get 3 scores
(CVC)
What About Kinder?
• Read the passage
to the student
and do a retell
• Count number of
words in retell
• Phonemic
Awareness
Assessments
Involving Students in Learning
Students must be INVOLVED to be motivated!
Teaching Students to Analyze Data
• Where do I want/need to be?
– Look at the Norms / Criteria
• Where am I now?
– Look at Current Data
• How can I get there?
– Students reflect on data
• What does the data tell me about my learning?
• How can I improve?
– Students set goals for growth
•Studentcentered goals
BIG thanks to the
Sullivan Team:
Kaitlin Lindsey, Laura
Byard, James Kindle,
Dierde Quinn
Were the Questions Answered?
1. What is WIDA? How do all
those parts work?
2. How can teachers use CBM3D & WIDA
as a tool for monitoring
ELD progress?
(And why would you want to?)
3. How can students use CBM3D & WIDA
as a tool for monitoring their own ELD progress?
(And why would you want them to?)
Where from here?
“What use is a newborn baby?“
(Benjamin Franklin)
1. Go to the WIKI, look around, and become
a member.
2. Talk to colleagues about this session /
share the Wiki site.
3. Enroll in the Formative Assessment
Moodle Course
4. Implement a version of this system with
your students next fall.
5.Watch for/SHARE
Exemplars.
PART 3
They need, what they need!
Quick & Easy Tools for Differentiation
Rita & John
[email protected][email protected]
•http://www.weteachwelearn.org/tag/rita-platt/
• http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
• @johnwolfe3rd
•
•
Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching
learners of all levels from kindergarten to graduate student. She currently is a
Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches
graduate courses for the Professional Development Institute, and consults with
local school districts.
John Wolfe is a teacher on special assignment for the Multilingual Department at
the Minneapolis Public School District. He has worked with students at all levels as
well as provided professional development to fellow teachers. His areas of
expertise include English Language Learners, literacy, and integrated technology.
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
Questions to be Answered
1. What is WIDA? How do all
those parts work?
PD must be:
2. How can teachers use CBM3D & WIDA
Continuous,
as a tool
for monitoring Collaborative,
ELD progress?
Communicative
(And why would you want to?)
3. How can students use CBM3D & WIDA
as a tool for monitoring their own ELD progress?
(And why would you want them to?)
4. What resources are available to help us differentiate?
A Word About Self-Esteem and
Transparency
A Word About Self-Esteem and
Transparency
http://www.weteachwelearn.org/tag/rita-platt/
http://thetalentcode.com/2012/12/11/the-most-powerful-3-letterword-a-parent-or-teacher-can-use/
Name: ____________________________ Date: ________
_______________’s Goal Sheet
_____________________ Level: _____
_______________ by
I can work on
1. Looking at the _________________ example
2.
_____________________ Level: _____
_______________ by
I can work on
1. Looking at the _________________ example
2.
Name: ____________________________ Date: ________
_______________’s Goal Sheet
_____________________ Level: _____
_______________ by
I can work on
1. Looking at the _________________ example
2.
_____________________ Level: _____
_______________ by
I can work on
1. Looking at the _________________ example
Questions to Ask:
1. What is the student's current
language level?
2. What does this level tell me
about what a student can-do
(consult WIDA Can-Do
Descriptors)?
3. What is the standards-based
goal for student learning
(what do we want her/him to
be able to do at the end of a
given period of time)?
4. What scaffolds, strategies,
support, modifications are
needed to move my student
toward meeting the
standard?
TuSSLE
1. Target/
Standards
1. What are the students supposed to be learning?
Identify what key standards-based learning targets are
being supported.
2. Supports
2. What WIDA-required supports can you find already in
the teaching materials? In other words, in the textbook or
handouts, what pictures or graphic organizer or timeline or
outline can serve as a WIDA-style support for learning?
3. Language
3. What language do your ELs need to do this task?
Do they have it? How do you support it?
4. Evaluation
4. How will you evaluate their success with the
language demands of this instruction?
Leveling Texts
http://www.online-utility.org/
Reading A to Z
http://www.readinga-z.com/
Reading A to Z
Hi/Lo Texts
Bluford High Series, Townsend Press
WILBooks
WILBooks - PreK-2
Townsend Press Bluford
Databases
Where from here?
“What use is a newborn baby?“
(Benjamin Franklin)
1. Go to the WIKI, look around, and become
a member.
2. Talk to colleagues about this session /
share the Wiki site.
3. Enroll in the Modifying Instruction
Moodle Course
4. Practice using the tools and strategies
with your students!
Ready, FIRE, Aim!!!
Rita Platt & John Wolfe
[email protected][email protected]
•http://www.weteachwelearn.org/tag/rita-platt/
http://mplsesl.wikispaces.com/Home+Page
• @ritaplatt
[email protected]

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