1. Differentiating for English Learners with the WIDA Standards Department of Educational Equity, Granite School District

2. Exercise fidelity to the core. Implement the instructional framework. Use district provided tools and assessments. Organize and implement PLCs. Implement MTSS. The Granite Way

3. bit.ly/edeqsiop Download this Presentation

4. Objectives Content:  I can use WIDA standards to differentiate lessons. Language:  I will discuss EL student access, analyze principles of language development, align Can Dos to a student profile, and create performance indicators.

5. Task 1: 4 Corners Move to the picture that reflects your answer I am coming in the door. I sampled a few items. I am ready to eat. I can serve others.

6. By law, ELs are entitled to both content and language instruction To get a fair and equal education, I also need help with my English Language Development… I need the same access to core content and other students receive.

7. EL Student Rights  Researched based program and services.  Consistent student placement based on data.  Allows meaningful access to the core curriculum.  Allows meaningful access to educational programs. Office of Civil Rights: Dear Colleague Letter (January 7, 2015)

8. With a partner discuss how we ensure EL student access at our schools. At my school, I ensure English Learner’s access by ________________. Task 2: Academic Discussion

9. WIDA Can Do Philosophy Linguistic Assets Cultural Assets Experiential Assets Social and Emotional Assets http://bit.ly/candophilosophy

10. Task 3: Guiding Principles of Language Development http://bit.ly/WIDAguidingprinciples PART A Read the Guiding Principles of Language Development. Circle three principles that you most identify with. PART B Compare your answers with a partner. Discuss why you made the selections you did. PART C Place dot next to principle. Whole group discussion.

11. Developing Academic Language Bridging Expanding Developing Emerging Entering Discourse Sentence Word/Phrase http://bit.ly/academiclangaugefeatures

12. Features of Academic Language http://bit.ly/academiclangaugefeatures

13. English Development Proficiency Levels

14. EL Roster

15. Task 4: Profile a Class Use the class roster to describe the proficiency levels in a class.

16. Can Do’s

17. Task 5: Using the Can Do’s Use the class levels and the Can Do’s to:  Mark an X by things your class can already do.  Mark a ✓ by things your class could do with support.  Underline goals that you could set for your class.

18. SupportsScaffolds Instructional strategies/ tools to assist students in accessing content necessary for classroom understanding or communication and to help construct meaning from language. An intentional act of building upon students’ already acquired skills and knowledge to teach new skills.

19. Language Function  Language Function describes how students use language to demonstrate proficiency  Describes how language is used  Action word – measureable

20. Content Stem  Content Stem/Topic specifies the context for language instruction  Relates to state or local content standards or Common Core  Is grade level appropriate

21. Scaffold or Support  Scaffolds and Supports include instructional strategies or tools used to assist students in accessing content necessary for communication; can be sensory, graphic, or interactive  May be visual, graphic or interactive  May include use of languages other than English

22. WIDA Differentiation Content Stem or Topic Language Function Scaffolds and Supports

23. List examples of themes or central idea from illustrated word/phrase banks using graphic organizers (e.g., T chart). Level 2 ELA Writing

24. themes or central idea from illustrated word/phrase banks using graphic organizers (e.g., T chart). Explain Level 3 Writing – new language level

25. Level 3 Writing – new support themes or central idea Explain from pictures or real-life materials (e.g., using phrases or short sentences with opposites).

26. ELA Level 3 MATH – new curriculum from pictures or real-life materials (e.g., using phrases or short sentences with opposites). Explain dividing 2 digit numbers

27. Differentiate to Utah State Core http://bit.ly/gsdwida

28. Task 6: Make your own Performance Indicators Part A Write the corresponding element on a note card.  Language function -- red  Content topic -- green  Support -- purple

29. Task 6: Make your own Performance Indicators Part B  At the signal form groups of 3 different elements.  Read your performance indicator. Part C  For what domain could you use your PI?  For what proficiency level is your PI?  Are the supports appropriate?

30. Resources

31. Performance Definitions http://bit.ly/speakwriteperfhttp://bit.ly/speakwriteperf & http://bit.ly/listenreadperfhttp://bit.ly/listenreadperf

32. Differentiate to Utah State Core http://bit.ly/gsdwida

33. bit.ly/edeqsiop Download this Presentation

34. Task 7: Ticket Out Using the Performance Indictor template and your student profile  Create at least 1 performance indicator.  Read your performance indicator to one other person.

35. Objectives Content:  I can use WIDA standards to differentiate lessons. Language:  I will discuss EL student access, analyze principles of language development, align Can Dos to a student profile, and create performance indicators.

36.  Nathan Moore nmoore1@graniteschools.org nmoore1@graniteschools.org  Cheryl Pietz cpietz@graniteschools.org cpietz@graniteschools.org  April Boone aboone@graniteschools.org Questions or Comments