The BIG “ How-To ”: Practical, Simple, Effective Tools for ESL

1. TheBIG“How-To”: Practical, Simple, Effective Tools for ESL

2. PART 1 WIDA Works! I WIDA

3. Rita & John • ritaplatt@hotmail.com • john.wolfe@mpls.k12.mn.us • 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.

4. Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

5. Questions to be Answered • What is WIDA? How do all those parts work? • How can teachers use CBM3D & WIDAas a tool for monitoring ELD progress? (And why would you want to?) • How can studentsuse CBM3D & WIDA as a tool for monitoring their own ELD progress? (And why would you want themto?) 4. What resources are available to help us differentiate? PD must be: Continuous, Collaborative, Communicative

6. WIDA Philosophy in a Nutshell

7. WIDA: The Bigger Nutshell • Language is the toolfor learning! • LEP’s are in mainstream classrooms. • LEP’s use their Limited English to learn in 5 basic contexts (Language Arts, Science, Social Studies, Math, Social & Amplification.) • EL’s English -- no matter how limited– is an asset for learning. You work with what you’ve got! • WIDA is designed to help allteachersmodify the language demands of instruction to provide LEP students with meaningful access to content.

8. 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.

10. Up the Triangle = A More Specific View (“Yeah, but what does that look like?”) Standard 1 – Social & Instructional Language (SIL) • English language learners communicate for social and instructional purposes in the school setting. Standard 2 – Language of Language Arts (LoLA) • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3 – Language of Mathematics (LoMA) • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4 – Language of Science (LoSC) • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 – Language of Social Studies (LoSS) • English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies. But what might that look like in a particular lesson in a particular unit? Differentiation Remember! language serves content learning But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) What students can do with language BROADLY The student’s LEVEL

11. Performance Definitions

12. Good … but still too hard …

14. Can-Do Descriptors

15. Look for Evidence of CVC

16. How is this the same and different from CVC?

17. Can-Do Descriptors Good … but still too hard …

18. The MPLS Student-Friendly Can-Do’s Go to the Wiki for the MPLS Student-Friendly’s & The MPLS Translated Can-Do’s in Spanish!

19. Student-Friendly’s do NOTReplace WIDA Can Do’s Remember: These do NOT come from WIDA! They come from John & Rita

20. Think about the ToolsTurn 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 Can-Do’s? • How can you use the CVD?

21. Where from here?“What use is a newborn baby?“ (Benjamin Franklin) • 1. Go to the WIKI, look around, and become a member. • Talk to colleagues about this session / share the Wiki site. • Enroll in the Strategies That Work Moodle Course • Use the WIDA tools with your students and let us know how it goes!

22. Part 2CBM3DProgress-MonitoringEnglish Language Development (ELD)

23. Rita & John • ritaplatt@hotmail.com • john.wolfe@mpls.k12.mn.us • 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.

24. Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/

25. Questions to be Answered • What is WIDA? How do all those parts work? • How can teachers use CBM3D & WIDAas a tool for monitoring ELD progress? (And why would you want to?) • How can studentsuse CBM3D & WIDA as a tool for monitoring their own ELD progress? (And why would you want themto?) 4. What resources are available to help us differentiate? PD must be: Continuous, Collaborative, Communicative

27. 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 alsousing 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.

28. Data-Based Decision Making • Assess • Analyze results • Set goals for student growth-plan interventions to meet goals • Teach for growth toward goals • Reassess • Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model

30. What is Reasonable to Expect?

31. Data-Based Decision Making • Assess • Analyze results • Set goals for student growth-plan interventions to meet goals • Teach for growth toward goals • Reassess • Tweak plans Repeat  Repeat  Repeat Continuous Improvement Model

32. 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)

33. CBM3D(Curriculum-Based Measures, 3 Domains) A CBM with WIDA prompts and rubrics!

34. What is a CBM? • Leveled timed-reading task • AIMS Web, Easy CBM, DIBELS

35. 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

36. Easy CBM • www.easycbm.com • Clear directions • Grades K-8 • 9 free passages

37. 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!

38. 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)

39. Student orally retells the story • Teacher scores comprehension rubric • Teacher scores speaking level

40. 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

41. Student orally retells the story • Teacher scores speaking level using the WIDA speaking rubric • Can get 3 scores (CVC)

42. Student does a written retell • Student uses visual support • Teacher scores WIDA writing level using the adapted rubric • Can get 3 scores (CVC)

45. What About Kinder? • Read the passage to the student and do a retell • Count number of words in retell • Phonemic Awareness Assessments

46. Involving Students in Learning Students must be INVOLVED to be motivated!

47. 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

48. Student-centered goals • BIG thanks to the Sullivan Team: • Kaitlin Lindsey, Laura Byard, James Kindle, Dierde Quinn

49. Were the Questions Answered? • What is WIDA? How do all those parts work? • How can teachers use CBM3D & WIDA as a tool for monitoring ELD progress? (And why would you want to?) • How can studentsuse CBM3D & WIDAas a tool for monitoring their own ELD progress? (And why would you want themto?)

50. Where from here?“What use is a newborn baby?“ (Benjamin Franklin) • 1. Go to the WIKI, look around, and become a member. • Talk to colleagues about this session / share the Wiki site. • Enroll in the Formative Assessment Moodle Course • Implement a version of this system with your students next fall. • Watch for/SHARE Exemplars.