putting the wida can-do descriptors to work for you ... · putting the wida can-do descriptors to...

Putting the WIDA Can-Do Descriptors to Work for You:

Assessment, Progress Monitoring, and Goal Setting

Alicia Duncan

Putting the WIDA Can-Do Descriptors to Work for You

Assessment, Progress Monitoring, and Goal Setting

Alicia [email protected]

liveit2learnit.com

Today we will …

• Explore enhancements and key uses of 2016 can-do descriptors.

• Identify and intentionally group students based on language development.

• Track student progress and set goals for moving students forward to higher levels of proficiency.

Two Major Challenges for ELs… and at the same time,

accomplish grade-level content learning through

their (limited) English

They have to learn English …

© Duncan 2016. SolutionTree.comDo not duplicate. 1

Two Measures of Success

English Language Development

Academic Achievement

Can-Do Descriptors Help Us

• Separate language from content.• Allow students to demonstrate content

learning using various levels of language command.

• Set language goals for moving students forward in their proficiency.

Levels of Implementation• Getting Started: Use original can-do

descriptors by overall proficiency.• Growing: Use can-do descriptors by

language domain and plan supports.• Implementing: Use can-do descriptors

2016 key uses by language demands.• Impacting: Plan goal sheets for leveling up

students’ language proficiency.

© Duncan 2016. SolutionTree.comDo not duplicate.2

What are the building blocks of the WIDA framework?

• Can-Do Descriptors: Highlight language tasks students can be expected to perform at each English language development level.

• Academic Language Performance Definitions: Highlights academic features (word, sentence, and discourse levels) expected for students at each proficiency level.

• Model Performance Indicators (MPIs): Provide examples of differentiated language expectations for students at different language proficiency levels in a specific context for language use.

Academic Language and the WIDA English Language Proficiency (ELP) Standards

The Five K–12 ELP Standards


www.ride.ri.gov

Five Grade Level Spans

5 standards for each grade span

Four Language Domains

Listening process, understand, interpret, and evaluate spoken language in various situations.

Speaking engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading process, interpret, evaluate written language and symbols, and text with understanding and fluency

Writing engage in written communication in a variety of forms for a variety of purposes and audiences

ENTERING

EMERGING

DEVELOPING

EXPANDING

1

2

3

4

5

6

REACHING

BRIDGING

Levels of English Proficiency

REACHING


Can-Do Philosophy

• Additive language approach, not deficit thinking

• Focuses on what students can do• A standards-based resource tool—an

extension of, not a substitute for, the five ELD standards

• Can be used by any content area teacher: the skills span across all ELD standards

Can-Do Descriptors• Provide teachers with information on the language

students are able to understand and produce in the classroom within all five ELD standards.

• Available in English and Spanish for the following grade clusters:– PreK–K– Grades 1–2– Grades 3–5– Grades 6–8– Grades 9–12

Using Can-Do Descriptors: Teachers

Share concrete examples with classroom.Show that language may be integrated within

the content area.Use to plan with tutors or mentors.Develop or co-develop lessons with

differentiated language objectives.Set language goals.


Explain progress to parents/families.Suggest language goals for IEPs.Move test scores to instructional practice.Observe performance as a precursor to WIDA

speaking and writing.Advocate on behalf of students and what they

can do.

Using Can-Do Descriptors: Teachers

Share with community leaders, organizations, and Boards of Education.Explain ELP data.Set school improvement goals.Work with school or district committees.Provide additional information about ELs to

resource teachers, such as Title I or literacy coaches.

Using Can-Do Descriptors: Administrators




2016 key uses by language demands.• Impacting: Plan goal sheets for leveling up

students’ language proficiency.


Determining a Student’s Language Development Levels

• Annual WIDA ACCESS assessment• Educators will use the ACCESS scores as a starting

point, combined with “knowing” your students to determine their language-development levels.

• Consider using other WIDA tools (such as performance definitions, speaking/writing rubrics).

• Not an exact science but it’s a start to identifying the strengths and needs of our students.

ACCESS Results Example

Language Domains

Scale Score

(Possible 100–600)

Confidence Band100 200 300 400 500 600

Proficiency Level

(Possible 1.0–6.0)

Listening 361 324—391 3.8

Speaking 435 379—431 6.0

Reading 358 337—397 3.5

Writing 332 316—348 2.8

Oral Language 398 370—426 5.6

Literacy 345 330—360 3.0

Comprehension 359 336—360 3.6

Overall Score (Composite) 361 347—375 3.8

Student’s level of English proficiency by language domain

Original Can-Do Descriptors: Grade Level Cluster 3–5Level 1

EnteringLevel 2

BeginningLevel 3

DevelopingLevel 4

ExpandingLevel 5

Bridging

Level 6 ‒Reaching

List

enin

g

• Point to stated pictures, words, or phrases.

• Follow one-step oral directions (e.g., physically or through drawing).

• Identify objects, figures, people from oral statement or questions.

• Match classroom oral language to daily routines.

• Categorize content-based pictures or objects from oral description.

• Arrange objects or pictures per oral information.

• Follow two-step oral directions.

• Draw in response to oral directions.

• Evaluate oral information (e.g., about lunch options).

• Follow multiple-step oral directions.

• Identify illustrated main ideas from paragraph-level oral discourse.

• Match literal meaning of oral description or oral reading to illustrations.

• Sequence pictures from oral sources, processes, or procedures.

• Interpret new information and apply it 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, etc. from oral readings, videos, or multimedia.

• Carry out oral instructionscontaining grade-level, content-based language.

• Construct models or use a manipulative to problem solve based on oral discourse.

• Distinguish between literal and figurative language in oral discourse.

• Form options of people, places, or ideas from oral scenarios.

Spea

king

• Express basic needs or conditions.

• Name pre-taught objects, people, diagrams, or pictures.

• Recite words or phrases from pictures of everyday objects—oral modeling.

• 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 storiesor events.

• Make predictions or hypotheses from discourse.

• Offer solutions to social conflicts.

• Present content-based information.

• Engage in problem solving.

• Answer opinionquestions 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 the results of an inquiry (e.g., scientific experiments).


Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6 -Reaching

Read

ing

• Match icons or diagrams with word/concepts.

• Identify cognations from first language, if applicable.

• Make sound/symbol/word relations.

• Match illustrated words/phrases in differing contexts (e.g., on the board, in a book).

• Identify facts and explicit messages from illustrated text.

• Find changes to root words in context.

• Identify elements of story grammar (e.g., characters, setting).

• Follow visually supported written directions (e.g., “Draw a star in the sky.”).

• Interpret information or data from charts and graphs.

• Identify main ideas and some details.

• Sequence events in stories or content-based processes.

• Use context clue and illustrations to determine the meaning of words/phrases.

• Clarify features of various genres of text (e.g., “And they lived happily ever after” ‒fairy tale)

• Match graphic organizers to different texts (e.g., compare/contrast using Venn diagram).

• Find details that support the main ideas.

• Differentiate between fact and opinion in narrative and expository texts.

• Summarize information from multiple related sources.

• Answer analytical questions about grade-level texts.

• Identify, explain, and give examples of figures of speech.

• Draw conclusions from explicit and implicit text at or near grade level.

Writ

ing

• Label object, pictures, or diagrams from word/phrase banks.

• Communicate ideas by drawing.

• Copy words, phrases, and short sentences.

• Answer oral question with single words.

• Make lists from labels or with peers.

• Complete/producesentences from word/phrase banks or walls.

• Fill in graphic organizers, charts and tables.

• Make comparisons using real-life or visually supported materials.

• Produce simple expository or narrative text.

• String related sentences together.

• Compare/contrast content-based information.

• Describe events, people, processes, procedures.

• Take notes usinggraphic organizers.

• Summarize content-based information.

• Author multiple forms of writing (e.g., expository, narrative, persuasive) from models.

• Explain strategies or use of information in solving problems.

• Produce extended responses of original text approaching grade level.

• Apply content-based information to new contexts.

• Connect or integrate personal experiences with literature/content.

• Create grade-level stores or reports.

Original Can-Do Descriptors: Grade Level Cluster 3–5

How can a Level 1 student show what they know?Pull out the key verbs.

• Getting Started: Use original can-do descriptors by overall proficiency.

• Growing: Use can-do descriptors by language domain and plan supports.

• Implementing: Use can-do descriptors 2016 key uses by language demands.

• Impacting: Plan goal sheets for leveling up students’ language proficiency.

Levels of Implementation


Charting the Can-Do Descriptors

Plan Types of Instructional SupportsSensory Supports Graphic Supports Interactive Supports• Real-life objects

(realia)• Manipulatives• Pictures &

photographs• Magazines &

newspapers• Physical activities• Videos & film• Broadcasts• Models & figures

• Charts• Graphic

Organizers• Tables• Graphs• Timelines• Number lines

• In pairs or partners• In triads or small

group• In a whole group• Using cooperative

group structures• With the internet

(websites) or software programs

• In the native language (L1)

• With mentors

Can-Do Speaking DomainCristina Carlos Alejandro

Level 1 Entering

Level 2 Beginning

Level 3 Developing

Level 4 Expanding

Level 5 Bridging

Level 6 -ReachingSpea

king

• Express basic needs or conditions.

• Name pre-taught objects, people, diagrams, or pictures.

• Recite words or phrases from pictures of everyday objects—oral modeling.

• 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 storiesor events.

• Make predictions or hypotheses from discourse.

• Offer solutions to social conflicts.

• Present content-based information.

• Engage in problem solving.

• Answer opinionquestions 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).

Who will need support? What type of support? (sensory, graphic, interactive) What are some possible goals?


Can-Do Student Name ChartsLevel 1

EnteringLevel 2

BeginningLevel 3

DevelopingLevel 4

ExpandingLevel 5

Bridging

Level 6 ‒Reaching

List

enin

g

• Point to stated pictures, words,or phrases.

• Follow one-step oral directions (e.g., physically or through drawing).

• Identify objects, figures, or people from oral statement or questions.

• Match classroom oral language to daily routines.

• Categorize content-based pictures or objects from an oral description.

• Arrange objects or pictures per oral information.

• Follow two-step, oral directions.

• Draw in response to oral directions.

• Evaluate oral information (e.g., about lunch options).

• Follow multiple-step oral directions.

• Identify illustrated main ideas from paragraph-level oral discourse.

• Match literal meaning of oral description or oral reading to illustrations.

• Sequence pictures from oral sources, processes, or procedures.

• Interpret new 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, scientist, historians, etc. from oral readings, videos, or multimedia.

• Carry out oral instructionscontaining grade-level, content-based language.

• Construct models or use a manipulative to problem solve based on oral discourse.

• Distinguish between literal and figurative language in oral discourse.

• Form options of people, place, or ideas from oral scenarios.

Spea

king

Cristina Alejandro Carlos




2016 key uses by language demands.• Impacting: Plan goal sheets for leveling

up students’ language proficiency.

Enhancements to 2016 Can-Do Descriptors

Key UsesEnhanced can-do descriptors consider college- and career-readiness standards to include four language demands:

Recount: display knowledge/narrate experiences.Explain: clarify “why” and “how” of ideas, action, or

phenomena.Argue: persuade by making claims supported by evidence.Discuss: interact with others to build meaning and share

knowledge.


Grade-Level Bands

Enhanced Key Uses• PreK• K• 1• 2–3• 4–5• 6–8• 9–12

Original Can Do • PreK‒K• 1-2• 3-5• 6-8• 9–12

Recount Can-Do 4–5 Speaking/Listening

Explain Can-Do 4–5 Listening/Speaking


Argue Can-Do 4–5 Listening/Speaking

Discuss Can-Do 4–5 Listening/Speaking




2016 key uses by language demands.• Impacting: Plan goals sheets for leveling

up students’ language proficiency.


Let’s Make a Plan: Student Goal Sheets




Today did we …

• Explore enhancements to can-do descriptors’ 2016 key uses?

• Identify and intentionally group students based on language development?

• Track student progress and set goals for moving students forward to higher levels of proficiency?

Resources

• Can-Do Original www.wida.us• Student Goal Sheets www.liveit2learnit.com

Alicia Duncano [email protected] 248-318-3579


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