PART 3

They need, what they need! Quick & Easy Tools for Differentiation

Rita & John

• Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts.

• John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.

•ritaplatt@hotmail.com• john.wolfe@mpls.k12.mn.us •http://www.weteachwelearn.org/tag/rita-platt/• http://mplsesl.wikispaces.com/Home+Page• @ritaplatt• @johnwolfe3rd

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

Questions to be Answered1. What is WIDA? How do all

those parts work?

2. How can teachers use CBM3D & WIDAas a tool for monitoring ELD progress?

(And why would you want to?)

3. How can students use CBM3D & WIDA as a tool for monitoring their own ELD progress?

(And why would you want them to?)

4. What resources are available to help us differentiate?

PD must be:Continuous, Collaborative,

Communicative

A Word About Self-Esteem and Transparency

http://www.weteachwelearn.org/tag/rita-platt/

http://thetalentcode.com/2012/12/11/the-most-powerful-3-letter-word-a-parent-or-teacher-can-use/

A Word About Self-Esteem and Transparency

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2. _____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2.

Name: ____________________________ Date: ________

_______________’s Goal Sheet

_____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

2. _____________________ Level: _____ I can work on _______________ by

1. Looking at the _________________ example

Questions to Ask:1. What is the student's current

language level? 2. What does this level tell me about

what a student can-do (consult WIDA Can-Do Descriptors)?

3. What is the standards-based goal for student learning (what do we want her/him to be able to do at the end of a given period of time)?

4. What scaffolds, strategies, support, modifications are needed to move my student toward meeting the standard?

TuSSLE1. Target/

Standards

1. What are the students supposed to be learning? Identify what key standards-based learning targets are being supported.

2. Supports 2. What WIDA-required supports can you find already in the teaching materials? In other words, in the textbook or handouts, what pictures or graphic organizer or timeline or outline can serve as a WIDA-style support for learning?

3. Language 3. What language do your ELs need to do this task? Do they have it? How do you support it?

4. Evaluation 4. How will you evaluate their success with the language demands of this instruction?

Leveling Texts

http://www.online-utility.org/

Reading A to Z

http://www.readinga-z.com/

Reading A to Z

Hi/Lo Texts

Bluford High Series, Townsend Press WILBooks

WILBooks - PreK-2

Townsend Press Bluford

Databases

Where from here?“What use is a newborn baby?“

(Benjamin Franklin)

1. Go to the WIKI, look around, and become a member.

2. Talk to colleagues about this session / share the Wiki site.

3. Enroll in the Modifying Instruction Moodle Course

4. Practice using the tools and strategies with your students!

Ready, FIRE, Aim!!!

Rita Platt & John Wolfe

• ritaplatt@hotmail.com• john.wolfe@mpls.k12.mn.us

• http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page

• @ritaplatt• @johnwolfe3rd