title iii. what are can-dos? can-dos are informative descriptors about a students academic abilities...
TRANSCRIPT
Title III
DOK & WIDA
What are Can-Do’s?Can-Do’s are informative descriptors about a
student’s academic abilities within the classroom.Can-Do’s are produced through testing results and
teacher evaluation. The WIDA Can Do Descriptors are commonly used
by ESL teachers in coaching general education teachers about differentiated instruction for English Learners (ELs).
The Can Do Descriptors allow a teacher to know what CCGPS outcomes they can expect from their EL students.
Can-Do Descriptors
Can Do DescriptorsHow might teachers use the CAN DO Descriptors? As an instructional assessment tool that supplements the English language proficiency standards, language teachers may use the Descriptors to:
• share with classroom teachers as a way to describe or explain the stages of English language development using concrete examples; • work with content teachers to show language may be integrated within a given discipline or content area; • use to plan with tutors or mentors who work with English language learners; •
Can Do’s• develop or co-develop lessons with differentiated language objectives; • set language goals with their English language learners; • explain students’ progress in listening, speaking, reading and writing to parents/ family members; • suggest language goals to be incorporated into Individual Education Programs (IEPs) for English language learners with diagnosed disabilities; • translate English language proficiency test scores (i.e., ACCESS for ELLs®, the W-APT™, WIDA MODEL™) into instructional practice; • observe and note levels of student performance as a precursor to using WIDA Speaking and Writing rubrics for formative assessment; • advocate on behalf of English language learners to show what they CAN DO.
Level 1 Entering / DOK Level 1
Can
Do
- Writi
ng• Label objects, pictures, ordiagrams from word/phrasebanks• Communicate ideas bydrawing• Copy words, phrases, andshort sentences• Answer oral questions withsingle wordsStudents in this category:
Level 2 Beginning / DOK Level 2
• Make lists from labels orwith peers• Complete/producesentences from word/phrase banks or walls• Fill in graphic organizers,charts, and tables• Make comparisons usingreal-life or visually supported materialsStudents in this category:
Can
Do
- Writi
ng
Level 3 Developing / DOK Level 3
Can
Do
- Writi
ng
• Produce simple expositoryor narrative text• String related sentencestogether• Compare/contrast content based information• Describe events, people,processes, procedures Students in this category
Level 4 and 5 / DOK Level 4Ca
n D
o - W
riting
• Take notes using graphicorganizers• Summarize content-basedinformation• Author multiple forms ofwriting (e.g., expository,narrative, persuasive) frommodels• Explain strategies or useof information in solvingproblemsStudents in this category
Can Do Level DescriptorsAbility to understand the following Academic Language
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4 Expanding
& Level 5 Bridging
Understands:Listen-DOK 1Draw-DOK 2
Point – DOK 1Illustrate – DOK 3
Match – DOK 2Repeat- DOK 1Trace –DOK 1
Locate – DOK 2Circle – DOK 1Select – DOK 2Sort – DOK 2Copy – DOK 1
Respond – DOK 2Identify – DOK 3Define – DOK 3Name – DOK 1
Understands:Predict – DOK 3Label – DOK 2
State/Restate – DOK 2
Describe- DOK 3Group – DOK 2
Respond /List- DOK 3
Categorize – DOK 3Sequence – DOK 3Answer – DOK 3
Tell or Say – DOK 1Ask/Request – DOK 3
Classify – DOK 3Create – DOK 4
Connect – DOK 4Make Lists – DOK 2Rephrase – DOK 3Give Examples –
DOK 3
Understands:Recall – DOK 3Retell – DOK 2Define – DOK 3Explain – DOK 4
Summarize – DOK 3Role – Play – DOK 2Compare/contrast –
DOK 4Discuss – DOK 4Express – DOK 4
Understands:Analyze – DOK 4
Interpret – DOK 4Justify/Defend – DOK
4Elaborate – DOK 4Critique – DOK 4Explain – DOK 4Narrate – DOK 4
Conclude – DOK 4Convince – DOK 4Reflect – DOK 4Resolve – DOK 4Compose- DOK 4
Infer – DOK 4Synthesize – DOK 4
Hypothesize – DOK 4
Student Listening Speaking Reading Writing
Student E was born and raised in the United States. He is now in third grade.
Infer from an activity after hearing oral information.
Discuss stories, issues, and concepts.
Find details that support main ideas.
Maria QueJesus Smith
Take notes using graphic organizers.
Jose DoeErika Tomas
Differentiation Ideas for Student E (third grader)
+He will benefit greatly by contrasting and comparing two characters from teacher’s oral reading, using a graphic organizer.
+ He will benefit by presenting reports on research on topics of interest that he can make connections to from personal experience.
+He will benefit by drawing on inferences from the text with the teacher’s help.
+ He will benefit by practicing with graphic organizers to write initial ideas and thoughts. Then allow student to use graphic organizer to write clear, organized and cohesive messages.
Grades 3-5 ExampleCAN DO Descriptor: Expanding Level 4
Student: EL student in American History Class
Listening Speaking
LEVEL CAN DO Descriptor: Expanding Level 2 +Match or classify oral descriptions to real-life experiences or visually represented, content related examples.
DOK 3
CAN DO Descriptor:Expanding Level 3Suggest ways to resolve issues or pose solutions.
DOK 3-4
TASK WITH DIFFERENTIATION
During a unit on the American Revolution, I could ask Student to create a timeline of the events leading up to war by listening to my short description and placing a picture of the event at the correct location on a timeline.
Student is presented with the issue of low voter-turnout in the United States and asked to orally discuss his suggestions for solving this problem.
SUPPORT IDEAS Photo cards, flashcards, or other visuals or manipulatives
Charts, graphs, oral discussion, and peer or group discussion
High School Example
Student: EL student in American History Class
Reading Writing
LEVEL CAN DO Descriptor: Expanding Level 2 +Classify or organize information presented in visuals or graphs.
DOK 2
CAN DO Descriptor:Expanding Level 4Compose narrative and expository text for a variety of purposes.
DOK 3-4
TASK WITH DIFFERENTIATION
Strengthen his abilities to interpret print sources, analyze data, or draw conclusions using supportive cues.
Strengthen his ability to express and create written text from multiple media resources using supportive cues.
SUPPORT IDEAS Provide a series of photographs, vocabulary cards and/or object cards prior to and during the reading of assigned print source.
View short topic video and provide graphic organizer to identify main ideas/concepts.
High School Example
WIDA’s “Can Do Descriptors” can be used along with DOK level indicators
Depth of Knowledge is also correlated with helping the EL’s to move from Level 1 in language acquisition to a level 6 where they are proficient.
Combining the CDD’s and the DOK can be a useful tool for determining academic ability.
The CDD’s and the DOK can be a useful tool for lesson differentiation.
Summary
ESOL Contacts:Dr. April Aldridge – [email protected] Thomas – [email protected] Thomas – [email protected] Stephanie Daniels – [email protected] Vivian Burke – [email protected]
www.boe.dcboe.com – PowerPoint will be available
www.wida.usStandards and Instruction tab will give you a list of all
the Can Do’s along with a great research to tell you how they were created and how to effectively use them.
Resources