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Making WIDA Work for You!
Relax … Everything (and more) is on The Wiki
http://www.mplsesl.wikispaces.com/
Questions to be Answered
HOW DO WE USE THE WIDA TOOLS?
•
•
•
•
What are the WIDA Proficiency Levels?
What are the WIDA Standards?
How do the MPIs work?
How do the Can-Do Descriptors relate to the
MPIs/Standards? How do the Student-Friendly
Descriptors fit in?
• How can we use WIDA to differentiate instruction?
• How can we use WIDA tools to monitor progress?
Why Are These Questions Important?
1. We have adopted the WIDA model.
2. WIDA is a top-of-the-line instructional tool.
3. Tools are best used when they are VERY
familiar.
4. The more complex the tool, the higher the cost
of entry…
5. The gift of time…
WIDA: The Bigger Nutshell
1. 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. Language no matter how limited is an asset to
learning. You work with what you’ve got!
5. WIDA helps all teachers modify the language
demands of instruction to provide LEP students
with meaningful access to content.
Up the Triangle =
A More Specific View
but …
we now have enough
to work with….
Student Friendly Can-Do’s
Performance Defs informed by the
What students can
do with language
BROADLY
CVC Criteria
But what does that look
like at different grades?
With different language
domains? (Speak/Listen/
Read/Write)
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
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
3 ½ Steps to
Differentiation with WIDA
Repeat  Repeat  Repeat
Continuous Improvement Model
WIDA—Putting it All Together
Illustrate what
students can do
at each level in
context (in the
Remember
language serves
content learning
content area)
What students
can do with
language broken
down by domain
What students can
do with language
BROADLY
(Speaking, listening,
reading, writing)
Today’s goals:
USE THE 3 ½ STEPS TO
DIFFERENTIATE USING THE
WIDA LENS
1. Reformat activities or aspects
or steps of a lesson-sequence
into MPI format
2. Determine the WIDA level
3. Design an analogous learning
activity appropriate for lower
levels
3 ½ . Consider levels of
support/scaffolding that might
be needed
Model Performance Indicators (MPIs)
2007
The MPIs Consist of Two or Three*
Elements:
• The language function describes how
students use language - the intent of the
communication
• The content stem specifies the context or
topic that is addressed - a curricular kernel
• The strategy or support *
Supports
In a Nutshell
• An MPI tells us what we’re doing…they force
us to clarify:
Do NOT try to make a
– The language function: What type of language
differentiated
MPIoffor
each
performance will be demanded
students
– The content: The actual content subject matter
part
of
a
lesson
sequence
you are teachings
– The
supports: What
supports
are in place and/or
or
even
each
objective!
what supports need to be in place
Steps towards WIDA Transformations
Analyzing a Model Lesson from a WIDA Perspective:
Sequencing in Number the Stars
• Decide on the following:
–
–
–
–
–
Language domains?
Language function?
Content topic?
Type of support ?
Which Can-Do levels are being served?
Characteristics for Performance Definitions
1
2
3
4
5
6
ENTERING EMERGING DEVELOPINGEXPANDING BRIDGING
 Linguistic Complexity: The amount and
quality of speech or writing for a given
situation
 Vocabulary Usage: The specificity of words or
phrases for a given context
 Language Control: The comprehensibility of
the communication based on the amount and
type of errors
R
E
A
C
H
I
N
G
Steps towards WIDA Transformations
Analyzing a Model Lesson from a WIDA Perspective:
Sequencing in Number the Stars
• Decide on the following:
–
–
–
–
–
Language domains?
Language function?
Content topic?
Type of support ?
Which levels are being served?
Try It!
1. Watch the video.
2. Structure the activity as an MPI.
• What is the language function, the content,
the support?
• What level is it best suited for? How do you
know?
• Use the Can-Do Descriptors to help you
decide:
–
What support or modifications will your students
need to have some level of meaningful
participation?
Your Time!
• Think about lessons you teach
• Think about the sequence of activities that
make up the lesson
• Transform each activity into an MPI structure
• Consider the WIDA level the lesson is
appropriate for
• How can you modify the lesson to meet
multiple levels (or at least level 3)
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.
Why?
• Because the Can-Do
Descriptors are
essentially a
Developmental
Progression
Learning
progression
• Natural Order
Hypothesis
(Krashen)
But … you may want to use
WIDA as your main monitoring tool and
Dutro’s Matrix as the supplement ..
“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 2:
Beginning
Level 3:
Developing
Level 5:
Bridging
 Listen to information
and apply to a new
situation.
 Listen to follow
instructions about
[math or microscopes
or whatever]
 Listen and point to
pictures or words
 Listen to descriptions
and sort pictures.
 Follow one-step
directions
 Listen and arrange
pictures.
 Listen to an
explanation and
match it to a picture.
 Listen and find things
or people
 Follow two-step
directions.
 Match descriptions
to illustrations.
 Listen to the teacher
and do the classroom
routines.
 Listen and draw
pictures.
 Listen to a story and
sort pictures. [Listen
to an explanation
and …]
 Listen to [a story, an
explanation]
 Answer [simple]
questions about
[school subjects]
 Give reasons for an
opinion.
 Use evidence to
defend opinions.
Understand and
begin to produce the
following verbs for
observable actions
and descriptions:
 Discuss stories,
issues and concepts.
 Give oral
presentations using
technical vocabulary.
Present tense
• be
• have
• like
• need
• want
 Listen to choices and
express an opinion.
 Tell what you need. |
Tell how you feel.
 Ask everyday
questions.
 Say the names of
things.
 Restate facts about
school topics.
 Repeat words and
phrases from
pictures.
 Describe [people,
events, objects, or
people].
 Answer yes/no
questions. Answer
choice questions.
 Talk about yourself
with other students.
 Follow directions.
Level 4:
Expanding
 Re-tell stories. [Re-tell
events.]
 Listen to [stories,
explanations] and
make predictions.
Listen to [stories,
explanations] and
guess why things
happened.
 Listen to an
explanation and
point out details on
an illustration.
 Listen about authors
[scientists, etc.] and
act out what you
hear.
 Give oral reports.
 Compare solutions to
a problem.
 Compare and
contrast [ideas from
a subject].
 [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.
 List the steps you take
to solve a problem.
 Explain the results of
an experiment.
 Offer solutions to
social conflicts.
Susana Dutro’s ELD Matrix of Grammatical Forms
Beginning
DESCRIBING ACTIONS & STATES OF BEING: VERBS
Speaking
Listening
Level 1:
Entering
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.
 Make presentations.
 Follow written
directions. (visually
supported)
Writing
 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]
 Sequence events in
stories [articles,
explanations,
historical accounts].
 Find details that
support main ideas.
 Use context clues
and illustrations to
figure out the
meaning of words or
phrases.
 Write stories or
reports
 Write sentences that
go together
 Write what is the
same and different
about two sets of
information
 Distinguish fact and
opinion.
 Identify and explain
examples of figures of
speech. [Give
examples of figures of
speech.]
 Make inferences.
 Use graphic
organizer to take
notes
 Write responses to
texts near my grade
level
 Summarize
information about a
subject
 Write about [new
situation] using
information I learned
in class
 Write different kinds
of texts
 Write about things or
people or ways to do
something
 Answer thought
questions.
 Tell how I solved a
problem
 Make text-to-self
connections
 Write stories or
reports
Wolfe Platt | http://mplsesl.wikispaces.com/WIDA+Tools
NAMING PEOPLE, PLACES,
THINGS: NOUNS &
ARTICLES
PRONOUNS
 Choose the graphic
organizer that
matches a text.
Places & Things:
 Identify elements of
stories [characters,
setting, etc.]
 Identify main ideas
and some details.
 Summarize
information from [#]
sources.
RE-Naming People,
 Match words on the
board to words and
pictures.
 Classify features of
genres.
Common singular
and plural nouns and
articles Note: use
with appropriate
article as a pair (i.e.
the book, an orange)
CONNECTING IDEAS:
PREPOSITIONS
 Find changes to root
words in sentences or
stories.
 Interpret data from
charts and graphs.
Level 5: Bridging
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)
Intermediate
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.)
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?
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.
Location on, off, in,
out Direction up,
down
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.
Advanced
Learn to understand and
produce verb tenses
appropriate to the
situation:
Progressive, future and
conditional perfect tenses
She has been studying.
She will have been
studying, If she had
studied, she would have
done better.
Common singular and plural
nouns and articles Note: use
with appropriate article as a pair
(Ex: a pencil, an oval, the ball)
Articles for specific & general nouns (Ex: the best song, a
good song; the answer, an answer)
Collective nouns Ex: team,
group
Possessive nouns Ex: teacher's, friend's
Uncountable nouns Ex: some water, a lot of chocolate, a
little glitter
Collective nouns Ex: flock, box of ____, bunch of kids,
flowers,
Irregular plurals Ex: fish, teeth, mice
Object pronouns me, you, her,
him, it, us, them
Demonstrative pronouns this, that, these, those (Ex: Those
are his. These are mine.)
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 ____.
Possessive pronouns my/mine, your/ yours, her/hers, his,
our/ours, their/ theirs. It’s my lunch. It’s mine.
Location such as: inside, outside,
at, next to, beside, between,
behind, above, below, under
Location such as: on the left/right, in the middle of,
underneath, in front of, in back of, near
Direction such as: over, under,
through, across, around, into
Time such as: before, after
Statements and questions with
there will be/there has been
Phrasal verbs with
multiple meanings (often
idiomatic) Ex: make up
(your mind, a story, the
class, your face, with a
friend).
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!
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!
Less obvious idioms such as: Hit
the ceiling, scared silly, lend me a
hand
Derivational Ex: sad, sadness
Possessive pronouns
my, your
Early Advanced
Learn to understand and produce
verb tenses appropriate to the
situation:
Susana
Dutro’s ELD
Matrix of
Grammatical
Forms
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.)
Difficult plurals Ex: boxes, roses,
faces
Subject pronouns I,
you, he, she, it, we,
they
Questions with whose and which (Whose shoes are these?
They’re his.)
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
Content area
abstract nouns Ex: democracy,
safety, freedom
Figurative language using
metaphors, similes such
as: Love is a rose. She runs
like a cheetah.
Derivational Ex: converse,
conversation
Derivational verb to noun
gerunds Walking is healthy.
Feeding bears is not a good idea.
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)
Verb-preposition combinations,
such as: belong to, wait for
Specialized prepositions Until,
since, for, against, onto
Relative pronouns used to
introduce an adjective
clause with who, whom,
whose, which, that
Verb-preposition
combinations, such as:
agree with, answer to,
separate from
Time such as: during, while, from,
to
Teach prepositions as they occur with new verbs, adjectives: turn off/on, look at/for/up, care for, differ from/with
To combine pen and
pencil, brother and
sister, running and
skating
CONNECTING
IDEAS:
CONJUNCTIONS
 Make
sound/symbol/word
relations
Level 4: Expanding
To combine using and & both
(Bats and owls both fly.)
To contrast using or (You can
use a pen or a pencil.
Adjective placement
Ex: big cat, red ball
Ordinal numbers Ex: first, third
(1st through 10th)
Concrete, descriptive
adjectives for
number, color, size,
sensory, to describe
how it feels and
sounds
Descriptive: big, brown
ADJECTIVES
 Identify cognates.
 Read texts with
illustrations and
identify facts and
ideas.
Level 3: Developing
DESCRIBING WHAT KIND, HOW
MANY, HOW MUCH, WHICH ONE:
Reading
 Match symbols to
words [or concepts]
Level 2: Beginning
DESCRIBING WHEN, WHERE,
HOW, WHY: ADVERBS
 Solve problems.
Level 1: Entering
Early Intermediate
Learn to understand and
produce for observable actions
and descriptions:
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)
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 -er, (faster,
bigger)
Comparatives with –er than and as___as (Taller than, as
tall as)
Superlatives -est, (biggest)
Multiple adjectives (dry brown soil) Demonstrative
adjectives this, that, these, those (Ex: This book is about a
whale. That one is about a horse.)
Antonyms Ex; tall/short,
slow/fast, new/old
Derivation: noun to adj. (care, careful)
Synonyms and antonyms such as: nice, likeable, mean, evil
Dutro’s
ELD Matrix
of Grammatical
Forms
Adverbs with -ly in routine
expressions Ex: slowly, loudly
(Walk slowly/quickly to the
door. Say your name
quietly/loudly.)
Adverbs with -ly We walked slowly
Adverbs of time Ex: yesterday,
today, tomorrow
Extend speech for specificity (Yesterday we walked slowly
through the park.)
Formula phrases with very (very
big, very good, very quiet)
Modify adjective (I was very late. The problem was too
hard.)
Adverbs without -ly Ex: well, very, too, enough
To describe frequency Ex: always, never, sometimes
Common verb + too (Can I come, too?)
To explain: not only/but also,
although
To contrast: however, either/or;
neither/nor; yet
To show cause/effect: therefore
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
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
Such as, whenever, as
soon as, whether/or and
whereas used to form
adverb clauses which
show time and cause and
effect relationships.
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.)
Adverb clauses
introduced by
subordinating
conjunctions (Clap twice
whenever you hear the
sound.)
Specialized adverbs such
as already, yet, still,
anymore
May 2; #4.3; “What is theme?”
Plus … a Class
ELD Progress
Monitoring Form
Period ______ ELD Monitoring Sheet | Speaking (Grs 3-5)
ESL
Tchr
Gr
Co-Tchr
/ Subject
Period
Week(s)
#
Question:
1
2
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?
3
4
5
6
7
8
9
10
Number of EL’s at WIDA Lvl
1
2
3
4
5
Topic | State Curriculum Standard
Last, First
WIDA
Lvl
Can-Do # |
Goals & Notes
C V C
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
Involving Students in Learning
Students must be INVOLVED to be motivated!
Purpose
Mastery
Ownership
(Autonomy)
THINK
PINK!!!
Leads to
M
O
T
I
V
A
T
I
O
N
Leads to…
ACHIEVEMENT!
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 be Answered
HOW DO WE USE THE WIDA TOOLS?
•
•
•
•
What are the WIDA Proficiency Levels?
What are the WIDA Standards?
How do the MPIs work?
How do the Can-Do Descriptors relate to the
MPIs/Standards? How do the Student-Friendly
Descriptors fit in?
• How can we use WIDA to differentiate instruction?
• How can we use WIDA tools to monitor progress?
Ready, FIRE, Aim!!!
Remember….
• Be kind to yourself!
• It won’t all happen at
once.
• It won’t all go right.
• You CAN get
there….but it’s a
JOURNEY.
• It is a journey we
MUST take.