WIDA Certified Trainers and ELD Specialists, Tulsa Public Schools, Tulsa, OK Stephanie Cagle Van Meade Tetyana Roger

Tulsa Fast Facts What is Differentiation? WIDA Performance Definitions Tic Tac Toe Menu Think Dots Reflection

40,000 students 75 schools 86% free/reduced lunch 12,477 speak another language 7,382 ELL 79 languages represented Students from 77 different countries Population: 400,000 Second largest city and school district in OK

Created by Carol Tomlinson Philosophy: Students differ as learners, and teachers are responsible to meet their needs Differences affect learning Flexible approach that makes room for student variance

How students learn Process What students learn Content How students show learning Product

Curiosity Interest Language Domain Language Proficiency Intelligence Preference Culture Learning Profile

Increased motivation Appropriate assignment choices Increased engagement

She is a 3 rd grader and has attended school in the US and Mexico. She has developed close friendships with other girls. She feels comfortable sharing ideas in small groups. She is enthusiastic about hands-on science activities and is inquisitive during math. She often extends his science learning at home by trying experiments and shares his results before school with his classroom teacher. ACCESS Scores Listening: 3.6 Speaking: 4.5 Reading: 5.9 Writing: 3.4 She was born in the US, her older siblings were born in Mexico; the family has moved between the countries. Spanish is the primary language spoken at home. Parents and teachers use interpreters to communicate with her parents about Fatima’s progress in school. Fatima can read more complex text in English but does not participate in whole class discussions When solving story problems, she can give the answer to the problem but has difficulty explaining the process She enjoys illustrating stories FATIMA

WIDA Performance Definitions – Listening and Reading Grades K-12

WIDA Performance Definitions – Speaking and Writing

Allows student choice Covers 1-3 topics Helps teacher differentiate by: language proficiency, language domain, multiple intelligence, etc. Can be used as part of a long-term project

Speaking  Example : Explain to a partner why one fraction is larger or smaller than another. Listening Reading Writing FREE CHOICE Writing Reading Speaking Listening

Allows limited student choice Covers 1-2 topics Teacher targets type of differentiation Often used as formative assessment

Use the student profile to create two instructional menus Be prepared to share

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

Time Left … Back to Clock Home

3 concepts you learned 2 ideas you can use next week 1 strategy to share with a colleague

Stephanie Cagle: Van Meade: Tetyana Roger: