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Internet: Use MPS Guest or password for esc-wireless: educatwifi000

Internet: Use MPS Guest or password for esc-wireless: educatwifi000. 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?

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Internet: Use MPS Guest or password for esc-wireless: educatwifi000

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  1. Internet:Use MPS Guest or password for esc-wireless:educatwifi000

  2. Making WIDA Work for You!

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

  4. 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?

  5. Why Are These Questions Important? • We have adopted the WIDA model. • WIDA is a top-of-the-line instructional tool. • Tools are best used when they are VERY familiar. • The more complex the tool, the higher the cost of entry… • The gift of time…

  6. WIDA: The Bigger Nutshell • Language is the toolfor learning! • LEP’s are in mainstream classrooms. (95% of the time in MPS.) • LEP’s use their Limited English to learn in 5 basic contexts (Language Arts, Science, Social Studies, Math, Social & Amplification.) • Language no matter how limitedis an asset to learning. You work with what you’ve got! • WIDA helps allteachersmodify the language demands of instruction to provide LEP students with meaningful access to content.

  7. Up the Triangle = A More Specific View but …we now have enough to work with…. Student Friendly Can-Do’s But what does that look like at different grades? With different language domains? (Speak/Listen/ Read/Write) Performance Defs informed by the CVC Criteria What students can do with language BROADLY

  8. 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 3 ½ Steps to Differentiation with WIDA Continuous Improvement Model

  9. WIDA—Putting it All Together Illustrate what students can do at each level in context (in the content area) Remember language serves content learning What students can do with language broken down by domain (Speaking, listening, reading, writing) What students can do with language BROADLY

  10. Today’s goals: • USE THE 3 ½ STEPS TO DIFFERENTIATE USING THE WIDA LENS • Reformat activities or aspects or steps of a lesson-sequence into MPI format • Determine the WIDA level • Design an analogous learning activity appropriate for lower levels • 3 ½ . Consider levels of support/scaffolding that might be needed

  11. Model Performance Indicators (MPIs) 2007

  12. 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 *

  13. Supports

  14. In a Nutshell • An MPI tells us what we’re doing…they force us to clarify: • The language function: What type of language performance will be demanded of students • The content: The actual content subject matter you are teachings • The supports: What supports are in place and/or what supports need to be in place Do NOT try to make a differentiated MPI for each part of a lesson sequence or even each objective!

  15. Steps towards WIDA TransformationsAnalyzing 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?

  16. 6 1 2 3 4 5 ENTERING EMERGING DEVELOPING EXPANDING BRIDGING REACHING Characteristics for Performance Definitions • 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

  17. Steps towards WIDA TransformationsAnalyzing 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?

  18. Try It! • Watch the video. • 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?

  19. 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)

  20. 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.

  21. Why? • Because the Can-Do Descriptors are essentially a Developmental Progression Learning progression • Natural Order Hypothesis (Krashen)

  22. But … you may want to useWIDA as your main monitoring tool and Dutro’s Matrix as the supplement.. Why? Susana Dutro’s ELD Matrix of Grammatical Forms

  23. May 2; #4.3; “What is theme?”

  24. 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?

  25. 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

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

  27. Leads to MOTIVATION Make Learning Visible Purpose Mastery Ownership (Autonomy) THINK PINK!!! ACHIEVEMENT! Leads to…

  28. 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?

  29. Ready, FIRE, Aim!!!

  30. 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.

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