WIDA and ELPA Can Do`s- How can I use these in a manageable

WIDAandELPACanDo'sHowcanIusetheseina
manageableway?
Kennewick,WA.
August23,2016
www.TeachingForBiliteracy.com
@T4Biliteracy
TeachingforBiliteracy
Agenda
1.  LanguageProficiencyLevels:WhatThey
Are
2.  LanguageProficiencyLevels:Howto
UseThem
3.  QuesFonsandAnswers
4.  Closure.
www.TeachingForBiliteracy.com
www.TeachingForBiliteracy.com
LanguageProficiencyLevels:
WhattheyAre
StarPngwithYou!
•  AsIdothisSpanishlessonwithyou,think
aboutwhatyourSpanishLanguageProficiency
Levelis.
•  IdenFfythestrategiesthathelpyoulearn
language(Spanish),literacy,andcontent.
4)
4GUQWTEG)WKFG
(KIWTG/%#0&1&GUETKRVQTUHQTVJG.GXGNUQH'PINKUJ.CPIWCIG2TQſEKGPE[2TG-
t Locate, select, order
information from oral
descriptions
t Follow multi-step oral
directions
t Categorize or sequence
oral information using
pictures, objects
t Compare/contrast
functions, relationships
from oral information
t Analyze and apply oral
information
t Identify cause and effect
from oral discourse
t Draw conclusions from
oral information
t Construct models based
on oral discourse
t Make connections from
oral discourse
t Name objects, people,
pictures
t Answer WH- (who, what,
when, where, which)
questions
t Ask WH- questions
t Describe pictures, events,
objects, people
t Restate facts
t Formulate hypotheses,
make predictions
t Describe processes,
procedures
t Retell stories or events
t Discuss stories, issues,
concepts
t Give speeches, oral
reports
t Offer creative solutions to
issues, problems
t Engage in debates
t Explain phenomena,
give examples and justify
responses
t Express and defend
points of view
t Match icons and symbols
to words, phrases or
environmental print
t Identify concepts about
print and text features
t Locate and classify
information
t Identify facts and explicit
messages
t Select language patterns
associated with facts
t Sequence pictures, events,
processes
t Identify main ideas
t Use context clues to
determine meaning of
words
t Interpret information or
data
t Find details that support
main ideas
t Identify word families,
figures of speech
t Conduct research to
glean information from
multiple sources
t Draw conclusions from
explicit and implicit text
t Label objects, pictures,
diagrams
t Draw in response to a
prompt
t Produce icons, symbols,
words, phrases to convey
messages
t Make lists
t Produce drawings,
phrases, short sentences,
notes
t Give information
requested from oral or
written directions
t Produce bare-bones
expository or narrative
texts
t Compare/contrast
information
t Describe events, people,
processes, procedures
t Summarize information
from graphics or notes
t Edit and revise writing
t Create original ideas or
detailed responses
t Apply information to
new contexts
t React to multiple genres
and discourses
t Author multiple forms/
genres of writing
.+56'0+0)
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$TKFIKPI
52'#-+0)
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Beginning
t Point to stated pictures,
words, phrases
t Follow one-step oral
directions
t Match oral statements
to objects, figures or
illustrations
t Sort pictures, objects
according to oral
instructions
t Follow two-step oral
directions
t Match information
from oral descriptions to
objects, illustrations
.GXGN
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.GXGN4GCEJKPI
.GXGN
'ZRCPFKPI
94+6+0)
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WIDA/ELPA
4'#&+0)
For the given level of English language proficiency, with support, English language learners can:
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considered in using this information.
LasregionesdelosEstadosUnidos
ElpaísdelosEstadosUnidosestácompuestode
5regionesque,aunquevaríanmuchoentreellas,
compartenlasmismascaracterísFcas:topograXa,
clima,historia,recursosnaturalesyhabitantes.La
regióndelMedio-oesteFenerecursosnaturales
vastos–árboles,agua,animalesyotrosrecursos
importantes.Entresushabitantesoriginalesse
encuentranindígenaseinmigrantesfrancesesy
noruegos,mientrasqueloshabitantes
contemporáneosincluyenlosdescendientesdelos
habitantesanFguosjuntoconmuchosinmigrantes
laFnosyAfro-Americanosquesetrasladaronal
nortedelsurenlosaños50,50y70.
LosEE.UU.Fenevariasregiones
KarenBeeman,EscuelaFratney,August,
2014
Nosotrosvivimosenlaregióndel
medio-oeste
KarenBeeman,EscuelaFratney,August,
2014
CadaregiónFenecaracterísFcas
únicas.
LatopograXa
Los
habitantes
Suhistoria
Elclima
Losrecursos
naturales
KarenBeeman,EscuelaFratney,August,
2014
LatopograTaesunacaracterísPcade
unaregión
KarenBeeman,EscuelaFratney,August,
2014
ElaguaesunejemplodelatopograXa.
KarenBeeman,EscuelaFratney,August,
ElaguaesunejemplodelatopograXa.
2014
Elbosqueesunejemplodela
topograXa.
KarenBeeman,EscuelaFratney,August,
ElbosqueesunejemplodelatopograXa.
2014
Losrecursosnaturalessonuna
caracterísPcadeunaregión
KarenBeeman,EscuelaFratney,August,
2014
Lamaderaesunrecursonatural.
KarenBeeman,EscuelaFratney,August,
Lamaderaesunrecursonatural. 2014
ElclimaesunacaracterísPcadeuna
región
KarenBeeman,EscuelaFratney,August,
2014
Elclimadeterminacómovivelagente
KarenBeeman,EscuelaFratney,August,
2014
Ejemplos:elveranoyelcalor
KarenBeeman,EscuelaFratney,August,
Elveranoyelcalordeterminacomovivelagente.
2014
LoshabitantessonunacaracterísFca
deunaregión
KarenBeeman,EscuelaFratney,August,
2014
Existenhabitantesdelpresente
KarenBeeman,EscuelaFratney,August,
2014
ExisFeronexploradoresdelpasado.
KarenBeeman,EscuelaFratney,August,
2014
CadaregiónFenecaracterísFcas
únicas
•  LatopograTa(cómoeslaFerra)
•  Losrecursosnaturales(loquesepuedeusarpara
comeryvivir)
•  Elclima(elfrío,elcalor)
•  Loshabitantes(indígenas,exploradorese
inmigrantes)
KarenBeeman,EscuelaFratney,August,
2014
Inmigrantesdelpasadoyelpresente:
¿AquécaracterísFcacorresponde?
CorrespondealacaracterísFcade:(topograXa,recursosnaturales,clima,
KarenBeeman,EscuelaFratney,August,
2014
habitantes)porque_______________________
Lasplantas
¿AquécaracterísFcacorresponde?
CorrespondealacaracterísFcade:(topograXa,recursosnaturales,clima,
habitantes)porque_______________________
KarenBeeman,EscuelaFratney,August,
2014
Lasmontañasylosmontes
¿AquécaracterísFcacorresponde?
CorrespondealacaracterísFcade:(topograXa,recursosnaturales,clima,
KarenBeeman,EscuelaFratney,August,
habitantes)porque_______________________
2014
Lalluvia
¿AquécaracterísFcacorresponde?
CorrespondealacaracterísFcade:(topograXa,recursosnaturales,clima,
KarenBeeman,EscuelaFratney,August,
2014
habitantes)porque_______________________
Lapecera
•  Creoque____
pertenecealgrupo__
porque____.
•  ¿Quéopinastú?
•  Estoydeacuerdo
porque_______
•  Noestoydeacuerdo
porque_____.
•  LatopograXa(cómoes
laFerra)
•  Losrecursosnaturales
(loqueseusapara
comeryvivir)
•  Elclima(elfrío,elcalor)
•  Loshabitantes
(indígenas,
exploradorese
KarenBeeman,EscuelaFratney,August,
inmigrantes)
2014
Lapecera
•  ________corresponde •  LatopograXa(cómoesla
Ferra)
alacarácterís>cade
___________.
•  Tetoca.
•  Gracias.
•  Losrecursosnaturales(lo
queseusaparacomery
vivir)
•  Elclima(elfrío,elcalor)
•  Loshabitantes(indígenas,
exploradorese
inmigrantes)
KarenBeeman,EscuelaFratney,August,
2014
LaregióndeMilwaukee,WI.
LaregióndeMilwaukee,Wi.secaracteriza
por
KarenBeeman,EscuelaFratney,August,
2014
Milwaukee,Wisconsin
•  Contucompañero(a),describeunadelas
caracterísFcasdelaregióndeMilwaukee,
Wisconsin.
–  LatopograXa
–  Losrecursosnaturales
–  Elclima
–  Loshabitantes
KarenBeeman,EscuelaFratney,August,
2014
4)
4GUQWTEG)WKFG
(KIWTG/%#0&1&GUETKRVQTUHQTVJG.GXGNUQH'PINKUJ.CPIWCIG2TQſEKGPE[2TG-
t Locate, select, order
information from oral
descriptions
t Follow multi-step oral
directions
t Categorize or sequence
oral information using
pictures, objects
t Compare/contrast
functions, relationships
from oral information
t Analyze and apply oral
information
t Identify cause and effect
from oral discourse
t Draw conclusions from
oral information
t Construct models based
on oral discourse
t Make connections from
oral discourse
t Name objects, people,
pictures
t Answer WH- (who, what,
when, where, which)
questions
t Ask WH- questions
t Describe pictures, events,
objects, people
t Restate facts
t Formulate hypotheses,
make predictions
t Describe processes,
procedures
t Retell stories or events
t Discuss stories, issues,
concepts
t Give speeches, oral
reports
t Offer creative solutions to
issues, problems
t Engage in debates
t Explain phenomena,
give examples and justify
responses
t Express and defend
points of view
t Match icons and symbols
to words, phrases or
environmental print
t Identify concepts about
print and text features
t Locate and classify
information
t Identify facts and explicit
messages
t Select language patterns
associated with facts
t Sequence pictures, events,
processes
t Identify main ideas
t Use context clues to
determine meaning of
words
t Interpret information or
data
t Find details that support
main ideas
t Identify word families,
figures of speech
t Conduct research to
glean information from
multiple sources
t Draw conclusions from
explicit and implicit text
t Label objects, pictures,
diagrams
t Draw in response to a
prompt
t Produce icons, symbols,
words, phrases to convey
messages
t Make lists
t Produce drawings,
phrases, short sentences,
notes
t Give information
requested from oral or
written directions
t Produce bare-bones
expository or narrative
texts
t Compare/contrast
information
t Describe events, people,
processes, procedures
t Summarize information
from graphics or notes
t Edit and revise writing
t Create original ideas or
detailed responses
t Apply information to
new contexts
t React to multiple genres
and discourses
t Author multiple forms/
genres of writing
.+56'0+0)
.GXGN
$TKFIKPI
52'#-+0)
.GXGN
Beginning
t Point to stated pictures,
words, phrases
t Follow one-step oral
directions
t Match oral statements
to objects, figures or
illustrations
t Sort pictures, objects
according to oral
instructions
t Follow two-step oral
directions
t Match information
from oral descriptions to
objects, illustrations
.GXGN
&GXGNQRKPI
.GXGN4GCEJKPI
.GXGN
'ZRCPFKPI
94+6+0)
.GXGN
'PVGTKPI
WIDA/ELPA
4'#&+0)
For the given level of English language proficiency, with support, English language learners can:
9DULDELOLW\RIVWXGHQWV¶FRJQLWLYHGHYHORSPHQWGXHWRDJHJUDGHOHYHOVSDQVWKHLUGLYHUVLW\RIHGXFDWLRQDOH[SHULHQFHVDQGGLDJQRVHGOHDUQLQJGLVDELOLWLHVLIDSSOLFDEOHDUHWREH
considered in using this information.
t
t
t
t
t
t
t
t
t
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
t
t
t
t
t
t
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
t
t
t
t
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
t With the Internet (Web
sites) or software programs
t In the native language (L1)
t With mentors
Sensory Supports
Some sensory supports are applicable across all ELP standards, as exemplified in Figure 3G. Others
are specific to the language of a content area. Figure 3H expands the notion of the use of sensory
support by giving specific examples for ELP standards 2 through 5. The use of these sensory supports
in activities, tasks and projects helps promote the development of students’ academic language
proficiency.
!"#$%"$&
Illustrated word/phrase
walls
Felt or magnetic figures
of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
!"#$%"$&
Blocks/Cubes
Clocks, sundials and
other timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
'!"#$%"$&
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects
of investigation
Posters/Illustrations of
processes or cycles
!"#$%&"'()#*'+#%%,-&./'01'2344561'
1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1'
!"#$%"$&
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
WIDA2007
ResourceGuide
LanguageSupports
Whichdidweuse?
Sensory
Graphic
InteracPve
ThreeCorners
Levels1and2
Level3
Levels4and5
Whatcanyoudo?
WhatinstrucFonal
strategieshelpedyoulearn
content,languageand
literacy?
Whatneedstobeinplace
inordertousetheCAN
DosandidenFfylanguage
proficiencylevels?
Whatcanyoudo?
WhatinstrucFonal
strategieshelpedyoulearn
content,languageand
literacy?
Whatneedstobeinplace
inordertousetheCAN
DosandidenFfylanguage
proficiencylevels?
Whatcanyoudo?
WhatinstrucFonal
strategieshelpedyoulearn
content,languageand
literacy?
Whatneedstobeinplace
inordertousetheCAN
DosandidenFfylanguage
proficiencylevels?
LanguageProficiencyLevels:
HowtoUseThem
AcademicLanguage(WIDA)
PerformanceCriteria
Features
Discourse
Level
LinguisPcComplexity
(QuanFtyandvarietyof
text)
Amountofspeech/text
Structure
Density
OrganizaFonandcohesion
Varietyofsentencetypes
Sentence
Level
LanguageFormsand
ConvenPons(Types,array,
anduseoflanguage
structures)
GrammaFcalstructures
ConvenFons,mechanicsandfluency
Matchoflanguageformstopurpose/
perspecFve
Word/Phrase VocabularyUsage
Level
(Specificityofwordor
phrasechoice)
General,specific,andtechnicallanguage
MulFplemeaningsofwordsandphrases
FormulaicandidiomaFcexpressions
Nuancesandshadesofmeaning
Describethechiles
t
t
t
t
t
t
t
t
t
Real-life objects (realia)
Manipulatives
Pictures & photographs
Illustrations, diagrams & drawings
Magazines & newspapers
Physical activities
Videos & Films
Broadcasts
Models & figures
t
t
t
t
t
t
Charts
Graphic organizers
Tables
Graphs
Timelines
Number lines
t
t
t
t
In pairs or partners
In triads or small groups
In a whole group
Using cooperative group
structures
t With the Internet (Web
sites) or software programs
t In the native language (L1)
t With mentors
Sensory Supports
Some sensory supports are applicable across all ELP standards, as exemplified in Figure 3G. Others
are specific to the language of a content area. Figure 3H expands the notion of the use of sensory
support by giving specific examples for ELP standards 2 through 5. The use of these sensory supports
in activities, tasks and projects helps promote the development of students’ academic language
proficiency.
!"#$%"$&
Illustrated word/phrase
walls
Felt or magnetic figures
of story elements
Sequence blocks
Environmental print
Posters or displays
Bulletin boards
Photographs
Cartoons
Audio books
Songs/Chants
!"#$%"$&
Blocks/Cubes
Clocks, sundials and
other timekeepers
Number lines
Models of geometric
figures
Calculators
Protractors
Rulers, yard/meter sticks
Geoboards
Counters
Compasses
Calendars
Coins
'!"#$%"$&
Scientific instruments
Measurement tools
Physical models
Natural materials
Actual substances,
organisms or objects
of investigation
Posters/Illustrations of
processes or cycles
!"#$%&"'()#*'+#%%,-&./'01'2344561'
1'78#9:;<"'=;>:/'?!@'?#)A-<'B)&::1'
!"#$%"$&
Maps
Globes
Atlases
Compasses
Timelines
Multicultural artifacts
Arial & satellite
photographs
Video clips
WIDA2007
ResourceGuide
SampleStudentProfilefor:
Isabel
Baseline
First Trimester
SecondTrimester
ThirdTrimester
SampleStudentProfilefor:Isabel
(conFnued)
Baseline
First Trimester
SecondTrimester
ThirdTrimester
LessonPlanningGuide
LessonPlanningGuide(conFnued)
Closure
•  Thebestpartofthisworkshopwas_______.
•  Iwish_______________________________.
•  Ican’twaitto________________________.
Thankyou!
www.TeachingForBiliteracy.com
@T4Biliteracy
TeachingforBiliteracy