1. Title III

2. English Learner (EL) Hispanic Non-EL Lacks WAPT qualification Designated second language on Home Language Survey Qualifies for WAPT testing for ESOL Qualifies but does not accept services (still considered an EL) Qualifies and accepts services so is EL and ESOL

3. 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.

4. Level 1: EnteringLevel 2: BeginningLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Listening Point to stated pictures, words, or phrases Follow one-step oral directions (e.g., physically or through drawings) Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”) Match classroom oral language to daily routines Categorize content- based pictures or objects from oral descriptions Arrange pictures or objects per oral information Follow two-step oral directions Draw in response to oral descriptions Evaluate oral information (e.g., about lunch options) Follow multi-step oral directions Identify illustrated main ideas from paragraph-level oral discourse Match literal meanings of oral descriptions or oral reading to illustrations Sequence pictures from oral stories, processes, or Procedures Interpret oral information and apply to new situations Identify illustrated main ideas and supporting details from oral discourse Infer from and act on oral information Role play the work of authors, mathematicians, scientists, historians from oral readings, videos, or multi-media Carry out oral instructions containing grade-level, content-based language Construct models or use manipulative to problem solve based on oral discourse Distinguish between literal and figurative language in oral discourse Form opinions of people, places, or ideas from oral Scenarios Level 6 Reaching Speaking Express basic needs or conditions Name pre-taught objects, people, diagrams, or pictures Recite words or phrases from pictures of everyday objects and oral modeling Answer yes/no and choice Questions Ask simple, everyday questions (e.g., “Who is absent?”) Restate content-based facts Describe pictures, events, objects, or people using phrases or short sentences Share basic social information with peers Answer simple content based questions Re/tell short stories or events Make predictions or hypotheses from discourse Offer solutions to social conflict Present content-based information Engage in problem- solving Answer opinion questions with supporting details Discuss stories, issues, and concepts Give content-based oral reports Offer creative solutions to issues/problems Compare/contrast content-based functions and relationships Justify/defend opinions or explanations with evidence Give content-based presentations using technical vocabulary Sequence steps in grade-level problem-solving Explain in detail results of inquiry (e.g., scientific experiments)

5. Level 1: EnteringLevel 2: BeginningLevel 3: DevelopingLevel 4: ExpandingLevel 5: Bridging Reading Match icons or diagrams with words/concepts Identify cognates from first language, as applicable Make sound/symbol/word relations Match illustrated words/ phrases in differing contexts (e.g., on the board, in a book) Identify facts and explicit messages from illustrated text Find changes to root words in context Identify elements of story grammar (e.g., characters, setting) Follow visually supported written directions (e.g., “Draw a star in the sky.”) Interpret information or data from charts and graphs Identify main ideas and some details Sequence events in stories or content-based processes Use context clues and illustrations to determine meaning of words/phrases Classify features of various genres of text (e.g., “and they lived happily ever after”— fairy tales) Match graphic organizers to different texts (e.g., compare/contrast with Venn diagram) Find details that support main ideas Differentiate between fact and opinion in narrative and expository text Summarize information from multiple related sources Answer analytical questions about grade-level text Identify, explain, and give examples of figures of speech Draw conclusions from explicit and implicit text at or near grade level Level 6 Reaching Writing Label objects, pictures, or diagrams from word/phrase banks Communicate ideas by drawing Copy words, phrases, and short sentences Answer oral questions with single words Make lists from labels or with peers Complete/produce sentences from word/ phrase banks or walls Fill in graphic organizers, charts, and tables Make comparisons using real-life or visually supported materials Produce simple expository or narrative text String related sentences together Compare/contrast content based information Describe events, people, processes, procedures Take notes using graphic organizers Summarize content-based information Author multiple forms of writing (e.g., expository, narrative, persuasive) from models Explain strategies or use of information in solving problems Produce extended responses of original text approaching grade level Apply content-based information to new contexts Connect or integrate personal experiences with literature/content Create grade-level stories or Reports

6. The Common Core Georgia Performance Standards (CCGPS) define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school fully prepared for college and careers. The standards are: Aligned with college and work expectations; Clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Built upon strengths and lessons of current state standards; Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; Evidence- and research-based.

7. How 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 how language may be integrated within a given discipline or content area; use to plan with tutors, peers or mentors who work with English language learners;

8. 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.

9. Ability to understand the following Academic Language Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding & Level 5 Bridging Understands: Listen-DOK 1 Draw-DOK 2 Point – DOK 1 Illustrate – DOK 3 Match – DOK 2 Repeat- DOK 1 Trace –DOK 1 Locate – DOK 2 Circle – DOK 1 Select – DOK 2 Sort – DOK 2 Copy – DOK 1 Respond – DOK 2 Identify – DOK 3 Define – DOK 3 Name – DOK 1 Understands: Predict – DOK 3 Label – DOK 2 State/Restate – DOK 2 Describe- DOK 3 Group – DOK 2 Respond /List- DOK 3 Categorize – DOK 3 Sequence – DOK 3 Answer – DOK 3 Tell or Say – DOK 1 Ask/Request – DOK 3 Classify – DOK 3 Create – DOK 4 Connect – DOK 4 Make Lists – DOK 2 Rephrase – DOK 3 Give Examples – DOK 3 Understands: Recall – DOK 3 Retell – DOK 2 Define – DOK 3 Explain – DOK 4 Summarize – DOK 3 Role – Play – DOK 2 Compare/contrast – DOK 4 Discuss – DOK 4 Express – DOK 4 Understands: Analyze – DOK 4 Interpret – DOK 4 Justify/Defend – DOK 4 Elaborate – DOK 4 Critique – DOK 4 Explain – DOK 4 Narrate – DOK 4 Conclude – DOK 4 Convince – DOK 4 Reflect – DOK 4 Resolve – DOK 4 Compose- DOK 4 Infer – DOK 4 Synthesize – DOK 4 Hypothesize – DOK 4

10. ListeningSpeakingReadingWriting TASK Follow oral directions by providing students with visual cues, nonverbal cues, or modeling. Predict ideas in storylines based on titles and illustrated covers of fictional stories. Sort living organisms according to descriptions of their attributes. Describe different types of homes or habitats from pictures using some specific vocabulary. SUPPORT Use simple directions: Fold the paper in half. Then place it on your table the long way. Allow student to ORALLY explain what you think will happen in the story. Provide pictures and phrases using graphic organizers or T- charts. Allow drawings or written text to complete task depending on grade level. Provide word bank of key vocabulary terms.

11. StudentListeningSpeakingReadingWriting 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. Take notes using graphic organizers. 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 and 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.

12. Student: EL student in American History Class ListeningSpeaking 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 3 Suggest 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

13. Student: EL student in American History Class ReadingWriting LEVEL CAN DO Descriptor: Expanding Level 2 + Classify or organize information presented in visuals or graphs. DOK 2 CAN DO Descriptor: Expanding Level 4 Compose 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.

14. EL’s are students who speak a foreign language OR who are raised in a home where a foreign language is spoken AND are identified using a formal language assessment: WAPT (Entry) and ACCESS (Yearly Language Progression). WIDA’s Can Do descriptors (derived from ACCESS) should be used along with your CCGPS performance tasks to differentiate lessons for the EL’s in your class. Depth of Knowledge (DOK) is also correlated with helping the EL’s to move from Level 1 in language acquisition to a level 6 where they are proficient.

15. DCBOE ESOL Team Terri McNease- BHS- tmcnease@dcboe.comtmcnease@dcboe.com Lindsey Jarrett – BMS/HMS – ljarrett@dcboe.comljarrett@dcboe.com Charlotte Bell – JJE – cbell@dcboe.comcbell@dcboe.com Stephanie Daniels – EKE sdaniels@dcboe.comsdaniels@dcboe.com Troy Thomas – WBE – tthomas@dcboe.comtthomas@dcboe.com Jeanette Grimsley – PSE – jgrimsley@dcboe.comjgrimsley@dcboe.com April Aldridge – Federal Programs Director- aaldridge@dcboe.com aaldridge@dcboe.com www.boe.dcboe.com – PowerPoint will be available www.boe.dcboe.com www.wida.us Standards and Instruction tab will give you a list of all the Can Do’s along with great research too tell you how they were created and how to effectively use them.