ELL Support Guide 080914 DS - Standards Institute · This work is licensed under a Creative Commons...

A Guide to Supporting English Language Learners Expeditionary Learning Grades 3–8 ELA Curriculum

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by Expeditionary Learning

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Table of Contents I. INTRODUCTION...................................................................................................................3 The Purpose of This Guide.............................................................................................................................3 What This Guide Will and Will Not Provide................................................................................................3 A Guide for All Teachers of ELLs.................................................................................................................4 English Language Learners and ELL Instruction: Our Beliefs..................................................................4 How ELLs and the Common Core Intersect................................................................................................5 The Design of the Expeditionary Learning Grades 3–8 ELA Curriculum Modules: Inherently and Intentionally Supportive of ELLs............................................................................................................6 English Language Arts/Literacy CCSS Shifts and English Language Teacher Expertise......................8 ELL Scaffolds: Sensitive, Standards-Based, and Scholarly..........................................................................9 II. MODULE SCAFFOLDING FOR ELL SUPPORT: OVERARCHING DESIGN..................................10 Three Considerations for Designing Expeditionary Learning Grades 3–8 ELA Curriculum Scaffolds for ELLs..........................................................................................................................................10 Consideration #1: Know Your Students.....................................................................................................10 Consideration #2: Know Your Standards: Content and English Language Acquisition....................12 Consideration #3: Know Your Curriculum and Prepare to Teach It.....................................................12 Preparing to Teach A Module.......................................................................................................................14 Case Study: Rosa..............................................................................................................................................25 III. MODULE SCAFFOLDING FOR ELLS: OPTIONS FOR ELL DIFFERENTIATION..........................26 Overarching Scaffolds....................................................................................................................................27 Scaffolding Complex Text.............................................................................................................................28 Scaffolding Vocabulary..................................................................................................................................30


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Scaffolding Listening and Speaking.............................................................................................................31 Scaffolding Writing.........................................................................................................................................33 Scaffolding Grammar.....................................................................................................................................34 Scaffolding Assessment..................................................................................................................................35 Scaffolding Pacing...........................................................................................................................................36 IV. A FINAL WORD: THE SHARED RESPONSIBILITY FOR ELL INSTRUCTION..............................37 V. REFERENCES......................................................................................................................38 VI. SAMPLE: ELL SCAFFOLDED LESSON...................................................................................41 VII. SAMPLE: ELL SCAFFOLDED UNIT......................................................................................63 APPENDIX 1: FURTHER READING...........................................................................................80 APPENDIX 2: NEW YORK STATE NEW LANGUAGE ARTS PROGRESSIONS SAMPLE...................82


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I. INTRODUCTION The Purpose of This Guide The growth of the population of English Language Learners (ELLs) in the United States over the last decade is unmatched in our history. More than one half of states have experienced a growth rate of over 100 percent in their ELL numbers (National Clearinghouse of English Language Acquisition, 2011). It is highly likely, then, that even in schools where ELL instruction has been minimal or unnecessary, teachers will now find ELLs in their classes. In turn, this means that ELLs will be exposed to, and expected to succeed in, Common Core–aligned curriculum and instruction. Expeditionary Learning supports full access to standards-aligned curriculum for ELLs. When this curriculum is delivered with scaffolds that are standards-based, research-aligned, culturally and academically respectful, grounded in the strengths and needs of the individual student, and surrounded by supportive school culture, we believe we have laid the groundwork for ELL academic success. The purpose of this document is to provide guidance for you—teachers and administrators—to plan scaffolds for your ELLs. As our base, we use Expeditionary Learning’s Grades 3–8 ELA Curriculum, commissioned by New York State in 2012 and fully Common Core–aligned. This curriculum is divided into sets of interrelated units called “modules”: we’ll use the term “module” frequently in this document to refer to our curriculum. We will discuss the following:

• Our beliefs about quality ELL instruction • Implications for ELLs in the Common Core • The supports for ELLs already built into the modules • The definition of an ELL scaffold • A process for developing ELL-appropriate scaffolds • Suggestions for recommended, research-based ELL scaffolds • Several detailed examples of the scaffolding process

What This Guide Will and Will Not Provide The range of questions and considerations related to ELL instruction is extensive, complex, and always evolving. As a result, it is important to be clear from the outset about what guidance this document contains. Questions we do not address are not unimportant; however, they are beyond the scope of this guide. We strongly suggest that you consult Appendix 1 for further reading regarding the multifaceted subject of ELL instruction.


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What this guide will provide What this guide will not provide

Suggestions for how both general education teachers and ELL specialists can scaffold the content of the modules for use with ELLs, with fidelity to the Common Core

Review of or commentary on school-level ELL instruction delivery protocols (push in, pull out, etc.), ELL instructor staffing, or budget concerns

Suggestions for addressing key areas of ELL instruction using the modules: complex text, pacing, and vocabulary instruction

A comprehensive set of scaffolds for a specific level of ELL acquisition

A model for designing scaffolds for any curriculum on the lesson and unit level for ELLs

In-depth information or instruction on ELLs or second language acquisition*

A “database” of general scaffolding supports Redesigned/replaced module tasks or texts

Samples of scaffolded module lessons and units

Specialized scaffolds and supports for every module lesson and unit

* In this document, we use the term “second language acquisition” because it is well known. English actually may be the third, fourth, or dominant language for many of our ELLs. Many ELL resources refer to English as the “target language” and the first language as the “home language.”

A Guide for All Teachers of ELLs We hope the guidance provided here may be used fruitfully with other curricula as well. Consider how this work might also be useful for ELL or ELA colleagues who are not using the modules. Strong ELL instruction is the concern of every teacher and cannot be limited to only the ELL teacher’s concern or expertise (Bunch, Kibler, & Pimentel, 2012). English Language Learners and ELL Instruction: Our Beliefs Expeditionary Learning believes that all students deserve an education that leads them to do things they never thought possible. We seek to create an environment where ELLs have the courage, skills, and support to meet the same academic goals as all other students. When given sincere respect, personally meaningful instruction, and engagement in a diverse community of learning, ELLs thrive and become leaders of their own learning. We believe that students learn best when engaged in authentic, meaningful, and developmentally appropriate tasks that generate an immediate urgency to learning language (Krashen, 1983; Willis & Willis, 2007). For example, ELLs may develop their writing by reading, and then writing, letters to the editor of the local newspaper; refine their oral communication by listening to quality speeches and then rehearsing a presentation for their school’s Parent Teacher Association; or demonstrate their content knowledge by researching, writing, and illustrating an e-book on sea creatures for their peers. We recommend balancing this approach with explicit instruction in the foundational forms of English (syntax, spelling, punctuation, sociolinguistic features, etc.) that relate to the tasks at hand. We believe this balance builds competence and confidence in the production of new language; both approaches have demonstrated effectiveness in different ways for instructing ELLs (Ellis 2012; Shintani, Li, & Ellis, 2013). In addition to meaningful English instruction, we also strongly support instruction that honors students’ home languages and cultures. Not only has this been proven to develop students’ underlying academic


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proficiency, but it also reinforces our strong belief that mastery of multiple languages is a tremendous asset in a person’s life (Cummins, 2000; Ernst-Slavit & Mulhern, 2003; Thomas & Collier, 1998). Creating a strong school culture is equally as important as the academic strategies teachers employ (Igoa, 1995; Rodriguez, 2008). To help students develop the courage necessary to learn a new language, we recommend the intentional development of a safe, respectful, and diverse school culture. Students’ home languages and cultures should be honored through the school’s environment, communications, and organizational structures (Espinoza-Herold, 2003). Moreover, we recommend building learning communities where students of all linguistic and cultural backgrounds appreciate the diversity surrounding them and actively contribute to one another’s learning. How ELLs and the Common Core Intersect Expeditionary Learning President and CEO, Scott Hartl, writes the following (2014): “We believe that we as a nation can take advantage of [the Common Core opportunity] only if those standards are joined with creative, effective instruction that engages and inspires all students, and challenges them with worthy texts and problems….” “With our curriculum, we believe the Common Core provides an opportunity to create learning experiences where teachers and students can do more than they think is possible.” For that reason, we believe ELLs who participate in well-implemented Expeditionary Learning curricula are well prepared to meet the Common Core standards. According to Achieve the Core (2012), Common Core ELA standards represent three instructional shifts that are a fundamental change in the current paradigm of English language instruction. They also provide a useful lens for creating effective scaffolding of Common Core–aligned curricula for ELLs. The shifts, and examples of these scaffolds, are on page 8. (Please also refer to the entirety of TESOL International Association’s helpful March 2013 policy brief from which this chart is taken. A link is provided in Appendix 1.) In addition, states now are taking steps to link the Common Core standards to standards specifically regarding English language proficiency development (ELPD). One such initiative is the World Class Instructional Design and Assessment Consortium (WIDA), which we reference in Appendix 1. Explore your home state’s ELPD standards, and consider carefully how they may be best aligned with Expeditionary Learning instruction, along with the content standards of the Common Core.


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The Design of the Expeditionary Learning Grades 3–8 Curriculum Modules: Inherently and Intentionally Supportive of ELLs The basic design of the modules already incorporates many literacy practices that meet the needs of ELLs, even without additional scaffolding. These practices serve as the foundation for assisting ELLs in successfully moving through the modules. We detail some of these practices in the chart below.

Instructional Practice Embedded in the Modules

Example from the Modules How This Practice Aligns with Best Practice for/Needs of ELL Instruction

Explicit Mapping of Skills and Content

Each module contains a module overview and three unit overviews, all of which map content onto skills and content-driven standards. Each lesson is also grounded in long-term learning targets based on the Common Core.

All students, including ELLs, are required to participate in standards-driven education and meet locally determined standards of education as per the No Child Left Behind Act of 2001.

Compelling, Relevant Topics

Seventh-grade module “Identity and Transformation: Then and Now” explores what makes up our sense of identity through relevant and culturally diverse readings, a reading of the play Pygmalion, and a project that asks students to analyze modern advertising for its messages of identity.

Compelling and relevant topics increase learner engagement: engagement and connection to the literacy has been identified as key in developing new language literacy (Meltzer & Hamann, 2004).

Thematic curriculum Fifth-grade module “Stories of Human Rights” asks students to read and analyze the universal declaration of human rights, and then apply that work to a reading of the novel Esperanza Rising.

Thematically integrated curriculum promotes the academic success of ELLs (Howard, E.R. et al., 2007; Freeman & Freeman, 1998).

Strong content literacy Third-grade module “Adaptations and the Wide World of Frogs” creates “freaky frog trading cards” after two units of deep reading and research on frogs.

ELLs require instruction specifically in content literacy (Shanahan & Shanahan, as cited in Freeman & Freeman, 2011); ELLs learn language as they learn content (Bunch, Kibler, & Pimentel, 2012).

Formative, Summative, and Task-Based Assessments

Each module contains two formal mid-unit and end-of-unit summative assessments, a summative performance task, and multiple protocols to promote academic discourse in each lesson specifically constructed for formative assessment.

Multiple methods of demonstrating knowledge are essential as ELLs develop both their content knowledge and their linguistic knowledge, since accurate assessment of ELL academic performance is a consistent challenge.

Collaborative Learning Eighth-grade module “Taking a Stand” examines the novel To Kill A Mockingbird, and then has students

,ELLs learn their new language effectively by widening the sphere of discourse via group work. This allows for self-selected topics and can result in greater quality and quantity of


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in groups develop and defend an associated Readers Theater piece based on key quotes from the text.

language (Ellis, 2012); it also addresses the need for ELLs to expand their linguistic repertoires for different situations and audiences (Bunch, Kibler, & Pimentel, 2012).

Producing High-Quality Student Work

Fourth-grade module “Susan B. Anthony, the Suffrage Movement, and the Importance of Voting” requires students to create, through multiple drafts, an authentic public service announcement about the importance of voting.

Full proficiency in academic new language may take many years (Cummins, 2008); teaching ELLs the skills of perseverance and self-assessment may assist them in this process.

Global Skills and Knowledge

Sixth-grade module “The Land of the Golden Mountain” challenges students to read the novel Dragonwings by Laurence Yep, and discuss how his cultural heritage and perspective influence the novel.

Culturally relevant texts with features that support readers assist ELLs (Freeman, Freeman, & Freeman, as cited in Freeman & Freeman, 2011).

College and Career Readiness

All modules are tightly aligned to the Common Core, which was constructed explicitly for the goal of college and career readiness.

ELLs have a better chance of high-level achievement when academic barriers to college preparation and accelerated coursework are removed (Koelsch, 2006).

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and

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ELL Scaffolds: Sensitive, Standards-Based, and Scholarly The combination of respectful learning standards and an excellent base curriculum is a powerful place to begin the exciting work of helping ELLs become fully literate in two or more languages. However, the need for ELLs to acquire English while simultaneously absorbing new content and cultural knowledge also requires a third pedagogical move: thoughtful scaffolding. A scaffold is simply a way to support students with specific learning needs through differentiation of instruction. Scaffolds are distinct from accommodations or modifications. An accommodation is similar in concept to a scaffold, but is usually a legally mandated instructional requirement. An accommodation is sometimes, but not always, applicable to ELLs. For example, many states give the accommodation of “extra time” for ELL students on summative tests. A modification goes deeper than a scaffold, and changes the actual content and/or learning standards for students. This, too, may be legally mandated, but it is not always applicable or appropriate for ELLs. For example, an ELL student may, or may not, require an IEP for other learning needs, which would result in modifications. ELLs do receive accommodations in some instances, and some ELLs have needs that require modifications. However, in general, the most accurate term for instructional support that helps ELLs is scaffolds. We chose this language to emphasize these distinctions in this document. Scaffolds should be sensitive to the ELL’s strengths and challenges at her particular stage of English acquisition—whether she is a newcomer having only lived in the United States for a few weeks, or an advanced learner who has been a resident for several years. They should standards-based, both in terms of content and in terms of English language acquisition. Lastly, they should be scholarly: rooted firmly in the linguistic, cultural, and content tasks of the curriculum. Scaffolds also can occur outside of the modules. While the modules may represent the core of the grade-level literacy curriculum, carefully consider examples of what also may be required in terms of supplemental instruction for ELLs: small group guided literacy instruction, explicit sociocultural support, and/or instruction to address other needs of ELLs. We regard scaffolding of the modules as a matter of the intersection of the module tasks, the grade-level Common Core standards, and the needs of individual children. The modules do not, and cannot, stand alone.


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II. MODULE SCAFFOLDING FOR ELL SUPPORT: OVERARCHING DESIGN Three Considerations for Designing Expeditionary Learning 3–8 ELA Curriculum Scaffolds for ELLs We’ve identified three considerations, described in detail below, that educators should keep in mind to create effective module scaffolds for ELLs. In and of themselves, they are not magical or new; you’ll recognize them as steps any teacher takes to ensure curriculum is properly anchored and instruction is differentiated. On the next several pages, you’ll also find Expeditionary Learning’s document “Preparing to Teach a Module,” which describes a general planning approach using these three considerations. In this section, we include specific questions and considerations to take into account when thinking about your ELLs. We also include a case study of scaffolding based on a real ELL student. The case study is the basis for the unit annotation you’ll find in Part VII, from our seventh-grade module “Identity and Transformation: Then and Now.” We assume that when scaffolds are being developed, educators are also consulting relevant research and resources on ELLs and second language acquisition. A list of suggestions for this work is available in Appendix 1. Consideration #1: Know Your Students

Successful Scaffolding of the Common Core Modules

KNOW YOUR STUDENTS: What are the

needs of the individual children?

KNOW YOUR STANDARDS: What grade-

level Common Core standards must be supported

by all scaffolds? What English langage proficiency

standards apply, if any? KNOW YOUR

CURRICULUM: What are the linguistic, cultural, and content-based demands of

the tasks outlined in the grade-level modules?


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In the case of ELLs, it is essential to have a full picture of the students’ academic, cultural, and linguistic histories. Due to the huge variation in the population of ELLs—from U.S.-born children of first-generation immigrants to refugee students who have never set foot inside a school—nothing can be assumed about an ELL child. We strongly encourage deep collaboration with ELL families, cultural interpreters, language translators, former teachers, your ELL specialist, and/or your school social worker or counselor to accurately assess the strengths and needs of your ELLs. The four main areas of “knowing” your ELL can be organized as follows: background information, literacy skills, second language acquisition level, and standardized test results. First, it is vital to gather as much background information as possible on your ELL. A brief example of questions that may be asked in an interview with an ELL family is included below. For more resources, see Appendix 1. This information should be shared collaboratively with your ELL decision-making team and used to help enrich and interpret quantitative data on your ELLs. Educational History Questions Did the student go to preschool or Head Start? Where? When did he/she first learn the English alphabet? Did she/he enjoy being read to? When did he/she first learn to read? What schools has he/she attended? Has his/her attendance been regular or irregular? In what countries has he/she attended school? In what languages has he/she been instructed? What is the most frustrating thing about school for her/him? (From Assessing Culturally and Linguistically Diverse Students: A Practical Guide, Rhodes, Ochoa, & Ortiz, 2005.)

Second, before constructing scaffolds for ELLs, a pre-assessment in literacy skills is recommended (Baker et al., 2007; Baker et al, 2014). This will help target specific ELL language needs and can be conducted by any qualified school personnel. Bear in mind, however, the need for the cautious use of standardized instruments (see below). Third, even with the widespread adoption of the Common Core, each state will have its own method of determining a second language acquisition level for ELLs. The important question to consider, no matter what the method entails, is this: “What specific, accurate information does this assessment give me about my ELLs?” We strongly encourage you to collaborate with your ELL specialists and other school personnel in using and interpreting state placement results for ELLs. And finally, there are both advantages and disadvantages to using standardized test results for ELLs. A significant amount of standardized exams, whether content-based or psychological, have not been normed for ELLs. Consequently, their results may give a baseline measurement against native-speaking standards, but they must be used prudently and in conjunction with several other types of assessments.


12

A concluding note of caution: While it is crucial to have complete background knowledge on ELLs, it is equally crucial to not develop preconceived notions about their abilities to learn English based on this information. The classroom is a dynamic, complex, and powerful place. With careful instruction and planning, it is possible for even the most challenged of ELL learners to have their aptitude, engagement, and motivation changed for the better. Consideration #2: Know Your Standards: Content and English Language Acquisition Each Expeditionary Learning module and unit contains an “Overview” section that details the Common Core ELA grade-level standards being taught and assessed. As with any planning instruction done with the modules, we advise that you read and study these standards with the utmost care. The key question for ELLs regarding each standard addressed in a module is: “Given what I know about my ELL’s language acquisition level, what would ELL-scaffolded mastery of this standard look and sound like?” We show examples of scaffolded mastery of standards, taken from New York State’s New Language Arts Progressions, in the “New Language Arts Progressions Sample” on the following pages. These progressions represent New York State’s mapping of English language proficiency standards onto the Common Core and suggestions for resulting scaffolding. We use these progressions because they are particularly well developed and clear; as noted earlier, states are just beginning to write English language proficiency standards that are Common Core–aligned. We encourage you to educate yourself on the steps your home state has taken. If your state does not yet have Common Core–aligned English language proficiency standards, the question of how to interpret Common Core standards through the lens of second language acquisition becomes trickier. We strongly suggest that you work in deep collaboration with your school and district to consider this question and its implications for your instruction, and also to determine what initiatives might already be underway. In the meantime, see Appendix 1 for a list of resources that will guide you towards use ELL-supportive language standards. Consideration #3: Know Your Curriculum and Prepare to Teach It On the following pages, we provide guidelines for preparing to teach a module and planning scaffolds for ELLs. ELL-specific questions to consider include a star (★) and are in bold type. We have also provided a sample ELL-scaffolded lesson (Part VI) and a sample ELL-scaffolded unit (Part VII) to show the end product of what this process might look like.


13

We have chosen both a lesson and a unit that are engaging and accessible to ELLs. However, bear in mind that modules must be considered in their entirety when planning for ELL scaffolds. For example, Unit 2 of “Identity and Transformation: Then and Now” is considerably more difficult than Unit 1. As you read through the questions and think about the questions asked, keep in mind the knowledge you’ve gathered about your ELLs and the module standards in Considerations #1 and #2. Remember: These are suggestions, not mandates, for preparing to teach the modules. Use your professional judgment and collaborative partnerships to determine the best planning approach for you and your ELLs.

Prep

arin

g to

Tea

ch a

Mod

ule:

Gu

idan

ce fo

r Coa

ches

and

Tea

cher

Lea

ders

W

elco

me

to E

xped

ition

ary

Lear

ning

’s G

rade

s 3-8

ELA

Cur

ricul

um.

Befo

re te

achi

ng th

e m

odul

es, w

e en

cour

age

you

to h

ave

deta

iled

conv

ersa

tions

with

teac

hers

and

scho

ol-b

ased

team

s. T

hrou

gh a

pro

cess

of s

truc

ture

d an

alys

is, o

utlin

ed in

this

docu

men

t, te

ache

rs w

ill g

ain

a be

tter u

nder

stan

ding

of t

he le

arni

ng p

rogr

essio

n of

eac

h m

odul

e, th

e co

nten

t kno

wle

dge

that

stud

ents

bui

ld, a

nd k

ey c

ompo

nent

s of t

he

scaf

fold

ing

tow

ard

stan

dard

s. Th

is an

alys

is al

so w

ill e

nsur

e th

at te

ache

rs u

nder

stan

d th

e m

odul

es d

eepl

y be

fore

mak

ing

adap

tatio

ns.

The

mod

ules

wer

e de

signe

d ba

sed

on th

e “b

ackw

ard

desig

n” c

urric

ulum

app

roac

h. W

e re

com

men

d th

at y

ou g

et a

sens

e of

the

big

pict

ure

befo

re

you

dig

into

the

less

on-le

vel d

etai

ls. W

e ha

ve o

rgan

ized

this

docu

men

t in

a “z

oom

-like

” st

ruct

ure,

beg

inni

ng w

ith su

gges

tions

for h

ow to

ana

lyze

th

e ye

ar-lo

ng o

verv

iew

doc

umen

ts, t

hen

zoom

ing

in to

the

mod

ule,

uni

t, an

d le

sson

leve

ls.

Orie

ntin

g to

the

Year

: Cur

ricul

um M

aps a

nd O

verv

iew

Doc

umen

ts

Two

Mon

ths

Befo

re T

each

ing

the

Mod

ules

Orie

nt y

our t

eam

to th

e ye

ar-lo

ng c

urric

ulum

•

Con

vene

you

r Cur

ricul

um C

ounc

il, o

r oth

er in

stru

ctio

nal d

ecisi

on m

akin

g gr

oup,

idea

lly in

a tw

o-ho

ur p

rofe

ssio

nal

deve

lopm

ent s

essio

n.

• D

ig in

to th

e gr

ade-

leve

l Cur

ricul

um M

aps.

The

y he

lp y

our t

eam

s und

erst

and

exist

ing

mod

ules

at e

ach

grad

e le

vel

(incl

udin

g A

and

B o

ptio

ns),

how

eac

h m

odul

e bu

ilds o

n th

e pr

eced

ing

mod

ule,

and

whe

n an

d ho

w o

ften

each

st

anda

rd is

ass

esse

d.

• N

otic

e th

e st

rong

con

tent

con

nect

ions

. •

Und

erst

and

the

“foc

us”

of e

ach

mod

ule,

such

as “

clos

e re

adin

g” o

r “re

sear

ch,”

so th

at te

ache

rs c

an m

ake

deci

sions

abo

ut w

here

to p

riorit

ize

time.

•

Thin

k ab

out t

he sc

hool

-wid

e sy

stem

s and

stru

ctur

es fo

r ind

epen

dent

read

ing

and

addi

tiona

l lite

racy

inst

ruct

ion

that

nee

d to

be

in p

lace

for t

he m

odul

es to

be

impl

emen

ted

mos

t eff

ectiv

ely.

Th

is w

ork

is li

cens

ed u

nder

a C

reat

ive

Com

mon

s At

tribu

tion-

Non

Com

mer

cial

-Sha

reAl

ike

3.0

Unp

orte

d Li

cens

e.

Exem

pt th

ird-p

arty

con

tent

is in

dica

ted

by th

e fo

oter

: © (n

ame

of c

opyr

ight

hol

der)

. Use

d by

per

mis

sion

and

not

sub

ject

to C

reat

ive

Com

mon

s lic

ense

.

lwoodfin

Typewritten Text

14

lwoodfin

Typewritten Text

14

Desc

riptio

n of

Cu

rric

ulum

Map

s

Cur

ricul

um M

aps i

nclu

de th

e fo

llow

ing

info

rmat

ion:

1.

M

odul

e fo

cus (

e.g.

, “cl

ose

read

ing”

or “

rese

arch

”) is

con

siste

nt a

cros

s gra

des 3

–5 a

nd 6

–8.

2.

Mod

ule

title

nam

es th

e co

nten

t tha

t stu

dent

s lea

rn a

bout

as t

hey

build

thei

r lite

racy

skill

s. 3.

M

odul

e de

scrip

tion

is a

thre

e- o

r fou

r-se

nten

ce b

lurb

that

con

veys

the

“arc

” or

lear

ning

pro

gres

sion

of th

e m

odul

e.

4.

Perf

orm

ance

task

is a

cul

min

atin

g w

ritin

g pr

ojec

t, in

clud

ing

the

stan

dard

s add

ress

ed.

5.

Ass

essm

ents

incl

ude

the

title

of t

he a

sses

smen

t, th

e as

sess

men

t for

mat

, and

stan

dard

s ass

esse

d.

6.

Stan

dard

s ass

esse

d in

dica

tes (

with

che

ck m

arks

) all

stan

dard

form

ally

ass

esse

d (o

ther

stan

dard

s may

be

taug

ht

and

rein

forc

ed).

7.

Text

(s) s

igna

ls ce

ntra

l tex

t(s) s

choo

ls or

dist

ricts

ord

er, a

nd o

ther

text

s inc

lude

d in

the

mod

ule

less

ons.

Anal

yze

the

Curr

icul

um M

aps

As y

ou a

naly

ze th

e C

urric

ulum

Map

s, co

nsid

er h

ow th

e m

odul

es c

onne

ct to

you

r bui

ldin

g an

d/or

dist

rict p

riorit

ies.

For e

xam

ple,

if y

our d

istric

t or s

choo

l has

cur

ricul

um m

aps i

n pl

ace

for c

over

age

of sc

ienc

e an

d so

cial

stud

ies c

onte

nt,

how

can

mod

ules

and

stan

dard

s cov

ered

in e

ach

mod

ule

fit in

to th

at a

gree

d-up

on sc

ope

and

sequ

ence

? O

n C

omm

onco

resu

cces

s.elsc

hool

s.org

, fin

d th

e “r

esou

rces

” ta

b th

at c

onta

ins s

tand

-alo

ne d

ocum

ents

that

giv

e th

e “b

ig p

ictu

re.”

1.

Pr

efac

e to

the

Mod

ules

: Int

rodu

ctio

n to

Exp

editi

onar

y Le

arni

ng G

rade

s 3-8

ELA

Cur

ricul

um.

2.

App

endi

x: R

esou

rces

and

Pro

toco

ls: D

escr

iptio

ns o

f the

inst

ruct

iona

l rou

tines

use

d ac

ross

all

mod

ules

. 3.

Fo

unda

tiona

l Rea

ding

and

Lan

guag

e St

anda

rds

Res

ourc

es P

acka

ge fo

r Gra

des

3–5.

To

supp

ort

read

ing

beyo

nd th

e m

odul

es, G

rade

s 3–5

. In

clud

es O

verv

iew

, Wor

d St

udy

Rec

omm

enda

tions

, Add

ition

al

Wor

k w

ith C

ompl

ex T

exts

, Flu

ency

Res

ourc

e, S

how

the

Rul

e™ O

verv

iew

, Ind

epen

dent

Rea

ding

. 4.

C

omm

on C

ore

Inte

rven

tions

for A

dole

scen

t Rea

ders

. To

supp

ort r

eadi

ng b

eyon

d th

e m

odul

es, g

rade

s 6-8

. In

clud

es O

verv

iew

, Wor

d St

udy

and

Voc

abul

ary,

Add

ition

al W

ork

with

Rel

ated

Tex

ts, F

luen

cy R

esou

rce,

Sy

ntax

and

Mec

hani

cs, I

ndep

ende

nt R

eadi

ng, a

nd S

ampl

e Sc

hedu

le.

5.

Ass

essm

ent D

esig

n in

Exp

editi

onar

y L

earn

ing

Gra

des

3-8

EL

A C

urric

ulum

6.

W

ritin

g In

stru

ctio

n in

Exp

editi

onar

y L

earn

ing

Gra

des

3-8

EL

A C

urric

ulum

7.

T

each

ing

Res

earc

h Sk

ills

in E

xped

ition

ary

Lea

rnin

g G

rade

s 3-

8 E

LA

Cur

ricul

um

8.

Hel

ping

Stu

dent

s R

ead

Clo

sely

in E

xped

ition

ary

Lea

rnin

g G

rade

s 3-

8 E

LA

Cur

ricul

um

9.

A G

uide

to S

uppo

rtin

g E

nglis

h L

angu

age

Lea

rner

s in

Exp

editi

onar

y L

earn

ing

Gra

des

3-8

EL

A

Cur

ricul

um

10. S

caffo

ldin

g St

uden

t Nee

ds –

Com

ing

Soon

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

15

lwoodfin

Typewritten Text

15

Anal

yze

the

Curr

icul

um M

aps

(con

tinue

d)

If y

our s

choo

l or d

istric

t is u

sing

only

sele

ct m

odul

es, b

e cl

ear a

bout

whi

ch o

nes a

nd w

hy. F

or e

xam

ple,

if y

our

stud

ents

are

alre

ady

stro

ng c

lose

read

ers,

you

mig

ht u

se o

nly

sele

ct u

nits

from

Mod

ule

1. O

r, be

caus

e op

inio

n w

ritin

g fe

atur

es p

rom

inen

tly o

n st

ate

asse

ssm

ents

, you

mig

ht p

riorit

ize

Mod

ule

3 [G

rade

s 3–5

] or M

odul

e 2

[Gra

des 6

–8]

befo

re th

ose

test

s occ

ur.

Orie

ntin

g to

a M

odul

e O

ne M

onth

Be

fore

Tea

chin

g th

e M

odul

es

Orie

nt y

our t

eam

to th

e m

odul

e-le

vel d

ocum

ents

and

com

pone

nts.

•

Con

vene

a p

lann

ing

mee

ting

that

invo

lves

all

colla

bora

tors

on

a gi

ven

clas

sroo

m’s

inst

ruct

ion

(gen

eral

edu

catio

n te

ache

rs, s

peci

al e

duca

tion

co-te

ache

rs, r

eadi

ng sp

ecia

lists

, tea

cher

s of E

LLs,

etc.

) to

unde

rsta

nd th

e “a

rc”

or

“sto

ry”

of st

uden

ts’ l

earn

ing:

bot

h th

e de

sign

and

flow

of t

he c

onte

nt a

nd a

sses

smen

ts a

nd h

ow a

ll of

stud

ents

’ w

ork

build

s tow

ard

the

perf

orm

ance

task

. •

Hav

e th

e te

am ta

ke n

otes

usin

g a

fram

ewor

k th

at E

xped

ition

ary

Lear

ning

cal

ls th

e “4

T’s”

: Wha

t is t

he to

pic

of

this

mod

ule?

Wha

t is t

he te

xt? W

hat a

re th

e le

arni

ng ta

rget

s (th

e st

anda

rds,

in st

uden

t-frie

ndly

lang

uage

) tha

t st

uden

ts w

ill b

e w

orki

ng to

mas

ter?

And

wha

t is t

he ta

sk (t

he p

erfo

rman

ce ta

sk a

nd th

e six

oth

er a

sses

smen

ts)?

Desc

riptio

n of

M

odul

e Co

mpo

nent

s

Thre

e m

odul

e-le

vel d

ocum

ents

des

crib

e th

e vi

sion

of th

e m

odul

e –

the

“big

pic

ture

” of

wha

t stu

dent

s will

lear

n du

ring

the

eigh

t wee

ks o

f ins

truct

ion:

1.

M

odul

e O

verv

iew

2.

A

sses

smen

t Ove

rvie

w

3.

Perf

orm

ance

Tas

k

Eac

h m

odul

e al

so in

clud

es th

e fo

llow

ing:

1.

R

ecom

men

ded

Tex

ts li

sts

(one

per

mod

ule

for g

rade

s 6–8

, one

per

uni

t for

gra

des 3

–5):

text

s with

a ra

nge

of L

exile

® m

easu

res o

n th

e m

odul

e to

pic,

use

d fo

r ind

epen

dent

read

ing

to b

uild

stud

ents

’ kno

wle

dge

on th

e to

pic

of th

e m

odul

e.

2.

Uni

t Ove

rvie

ws

(thre

e pe

r mod

ule)

: sim

ilar i

n fo

rmat

to th

e m

odul

e-le

vel o

verv

iew

3.

L

esso

ns, i

nclu

ding

supp

ortin

g m

ater

ials

(34–

40 le

sson

s/m

odul

e)

Anal

yze

the

Mod

ule

Leve

l Do

cum

ents

Her

e is

a re

com

men

ded

path

and

que

stio

ns to

hel

p yo

ur te

am a

naly

ze th

e m

odul

es:

• M

odul

e O

verv

iew

: Rea

d th

e su

mm

ary

para

grap

h cl

osel

y. It

des

crib

es st

uden

ts’ l

earn

ing

acro

ss th

e th

ree

units

of

the

mod

ule.

Wha

t is t

his m

odul

e m

ostly

abo

ut?

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

16

lwoodfin

Typewritten Text

16

Anal

yze

the

Mod

ule

Leve

l Do

cum

ents

(c

ontin

ued)

• M

odul

e O

verv

iew

: Rea

d th

e sh

ort p

arag

raph

that

des

crib

es th

e pe

rfor

man

ce ta

sk. H

ow w

ill st

uden

ts b

e as

ked

to

synt

hesiz

e an

d sh

ow th

eir l

earn

ing

at th

e en

d of

the

mod

ule?

•

Perf

orm

ance

Tas

k: R

ead

abou

t the

crit

eria

for t

his t

ask.

Wha

t for

mat

is u

sed?

Wha

t sta

ndar

ds a

re a

ddre

ssed

? W

hat s

uppo

rts a

re g

iven

? Wha

t are

opt

ions

to m

odify

or e

xten

d th

e le

arni

ng o

r put

you

r ow

n st

amp

on it

as a

te

ache

r?

• M

odul

e O

verv

iew

: Loc

ate

the

char

t with

the

Eng

lish

Lang

uage

Arts

out

com

es, w

hich

list

s the

stan

dard

s ad

dres

sed.

Stu

dy th

e ac

tual

lang

uage

of t

he st

anda

rds.

Wha

t doe

s the

Com

mon

Cor

e ex

pect

the

stud

ents

to k

now

an

d be

abl

e to

do

durin

g th

is m

odul

e? W

hat m

ight

that

look

like

or s

ound

like

in a

ctio

n? B

e su

re to

con

sider

av

aila

ble

lang

uage

pro

gres

sions

for E

nglis

h La

ngua

ge L

earn

ers.

• M

odul

e O

verv

iew

: Rea

d th

e lis

t of t

exts

. Wha

t is/

are

the

cent

ral t

ext(s

)? W

hat e

lse d

o st

uden

ts re

ad?

• M

odul

e O

verv

iew

: Ski

m th

e W

eek-

at-a

-Gla

nce

char

t, w

hich

giv

es a

sens

e of

wha

t stu

dent

s will

do

and

lear

n ea

ch

wee

k.

-

Not

ice

the

leng

th o

f eac

h un

it. W

here

will

the

stud

ents

spen

d th

e m

ajor

ity o

f the

ir tim

e?

-

Whe

n an

d ho

w o

ften

are

each

of t

he st

anda

rds t

augh

t and

ass

esse

d?

-

Wha

t will

the

stud

ents

be

aske

d to

kno

w a

nd d

o in

eac

h as

sess

men

t?

-

How

wou

ld y

ou e

xpla

in h

ow th

e th

ree

units

con

nect

(in

term

s of b

oth

know

ledg

e an

d sk

ills)

? •

Ass

essm

ent O

verv

iew

: Rea

d th

e de

scrip

tion

and

stan

dard

s for

eac

h m

id- a

nd e

nd o

f uni

t ass

essm

ent.

Wha

t lit

erac

y sk

ills a

re st

uden

ts fo

cuse

d on

? N

OT

E: W

e ur

ge te

ache

rs to

kno

w th

e ce

ntra

l tex

t tho

roug

hly

befo

re te

achi

ng it

. Rea

d th

e ce

ntra

l tex

t(s) y

ours

elf.

If

poss

ible

, disc

uss i

t with

col

leag

ues.

•

Wha

t is t

his t

ext a

bout

? Wha

t did

you

lear

n ab

out t

his t

opic

/iss

ue/c

onte

nt?

• W

hat i

s int

rigui

ng, s

urpr

ising

, puz

zlin

g ab

out t

he in

form

atio

n in

this

text

? •

Wha

t is h

ard

or c

onfu

sing

abou

t the

info

rmat

ion

in th

is te

xt?

• A

s an

adul

t rea

der,

wha

t did

you

not

ice

and/

or a

ppre

ciat

e ab

out t

his a

utho

r’s c

raft?

•

Wha

t do

you

thin

k w

ill e

ngag

e st

uden

ts a

bout

this

text

? Whe

re m

ight

they

stru

ggle

?

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

17

lwoodfin

Typewritten Text

17

Anal

yze

the

Mod

ule

Leve

l Do

cum

ents

(c

ontin

ued)

Con

sider

any

spec

ific

scaf

fold

s tha

t nee

d to

be

plan

ned

at th

e m

odul

e le

vel.1 S

ee A

Gui

de to

Sup

port

ing

Eng

lish

Lan

guag

e L

earn

ers

and

Scaf

fold

ing

Stud

ent N

eeds

. Fo

r exa

mpl

e, h

ow m

ight

you

use

the

Rec

omm

ende

d Te

xts

lists

to b

uild

stud

ents

’ bac

kgro

und

know

ledg

e? W

hat a

dditi

onal

supp

orts

mig

ht sp

ecifi

c st

uden

ts n

eed

to su

ccee

d w

ith

the

perf

orm

ance

task

?

Orie

ntin

g to

a U

nit

Two

Wee

ks

Befo

re T

each

ing

the

Uni

t

Orie

nt y

our t

eam

to th

e U

nit O

verv

iew

doc

umen

t:

• C

onve

ne a

pla

nnin

g m

eetin

g th

at in

volv

es a

ll co

llabo

rato

rs o

n a

give

n cl

assr

oom

’s in

stru

ctio

n (g

ener

al e

duca

tion

teac

hers

, spe

cial

edu

catio

n co

-teac

hers

, rea

ding

spec

ialis

ts, t

each

ers o

f ELL

s, et

c.).

•

Disc

uss h

ow su

ppor

ting

stru

ctur

es su

ch a

s Res

ourc

e R

oom

and

Inte

rven

tion

clas

ses c

an p

repa

re st

uden

ts fo

r cl

assr

oom

inst

ruct

ion.

•

Rea

d ea

ch U

nit O

verv

iew

doc

umen

t clo

sely

to se

e th

e “b

ig p

ictu

re”

of th

e un

it. A

s you

read

, kee

p in

min

d ho

w

each

uni

ts fi

ts in

to th

e la

rger

thre

e-un

it st

ruct

ure

of th

e m

odul

e. H

ow d

o un

its b

uild

on

one

anot

her?

Foc

us o

n th

e U

nit-a

t-a-G

lanc

e ch

art.

Desc

riptio

n of

U

nit O

verv

iew

s Th

e U

nit O

verv

iew

s (th

ree

per m

odul

e) g

ive

a de

eper

and

mor

e fo

cuse

d lo

ok in

to w

hat t

he st

uden

ts w

ill b

e le

arni

ng

and

doin

g th

roug

hout

the

mod

ule.

Uni

t Ove

rvie

ws f

ollo

w th

e sa

me

form

at a

s the

Mod

ule

Ove

rvie

w: s

umm

ary,

gu

idin

g qu

estio

ns, a

sses

smen

t des

crip

tions

, sta

ndar

ds, c

entra

l tex

ts, a

nd U

nit-a

t-a-G

lanc

e ch

art.

Th

e U

nit-a

t-a-G

lanc

e ch

art i

s an

espe

cial

ly im

porta

nt c

ompo

nent

of t

he U

nit O

verv

iew

. Tea

cher

s rep

eate

dly

refe

renc

e th

is ch

art t

o un

ders

tand

the

arc

of th

e un

it, h

ow le

sson

s bui

ld to

war

d as

sess

men

ts, s

caff

oldi

ng (i

nclu

ding

ke

y an

chor

cha

rts),

prot

ocol

s use

d ac

ross

the

unit,

as w

ell a

s whe

n ea

ch sh

orte

r tex

t is i

ntro

duce

d an

d ho

w m

uch

time

is re

com

men

ded

to sp

end

on e

ach.

A

t the

end

of e

ach

Uni

t Ove

rvie

w, a

sect

ion

on P

repa

ratio

n an

d M

ater

ials,

as w

ell a

s opt

iona

l Ext

ensio

ns to

go

deep

er w

ith th

e co

nten

t of t

he m

odul

e, o

ffer

s var

ious

cre

ativ

e an

d en

gagi

ng a

ctiv

ities

.

1 The

sugg

estio

ns in

the

Mee

ting

Stud

ents

’ Nee

ds c

olum

ns o

ften

are

less

on-s

peci

fic. T

hey

are

base

d on

the

mor

e ge

nera

l rec

omm

enda

tions

foun

d in

two

sepa

rate

gui

danc

e do

cum

ents

: Sca

ffold

ing

Stud

ents

’ Nee

ds (t

o co

me)

and

A G

uide

to S

uppo

rtin

g E

nglis

h L

angu

age

Lea

rner

s, w

hich

ca

n be

foun

d in

the

reso

urce

s tab

at c

omm

onco

resu

cces

s.elsc

hool

s.org

. C

opyr

ight

© 2

014

by E

xped

ition

ary

Lear

ning

, New

Yor

k, N

Y. A

ll R

ight

s R

eser

ved.

Ex

pedi

tiona

ry L

earn

ing

Gra

de 3

-8 E

LA C

urric

ulum

• P

repa

ring

to T

each

a M

odul

e • S

epte

mbe

r 201

4•

lwoodfin

Typewritten Text

18

lwoodfin

Typewritten Text

lwoodfin

Typewritten Text

lwoodfin

Typewritten Text

18

Anal

yze

Uni

t O

verv

iew

s and

As

sess

men

ts

Any

one

teac

hing

a m

odul

e ne

eds t

o an

alyz

e al

l thr

ee u

nits

. If y

our t

eam

use

s a “

Jigsa

w”

stru

ctur

e to

div

ide

and

conq

uer t

he a

naly

sis o

f the

thre

e un

its, b

e su

re to

revi

sit e

ach

unit

thor

ough

ly o

n yo

ur o

wn

befo

re te

achi

ng. I

f you

r tim

e is

limite

d, p

riorit

ize

anal

yzin

g ho

w th

e un

its w

ork

toge

ther

to c

reat

e th

e ar

c of

the

entir

e m

odul

e. T

hen

chun

k th

e un

it in

to tw

o ha

lves

and

focu

s on

how

the

less

ons i

n ea

ch h

alf s

caff

old

tow

ard

the

asse

ssm

ents

: Wha

t is e

xpec

ted

of st

uden

ts a

nd h

ow d

o th

e le

sson

s get

them

ther

e?

Rea

d al

l thr

ee U

nit O

verv

iew

s, co

nsid

erin

g th

e ar

c of

the

mod

ule:

•

Wha

t are

the

skill

s (st

anda

rds-

base

d lo

ng-te

rm le

arni

ng ta

rget

s) th

at st

uden

ts a

re le

arni

ng?

• W

hat a

re th

e ou

tcom

es (p

rodu

cts a

nd u

nder

stan

ding

s)?

• In

add

ition

to th

e ce

ntra

l tex

t(s),

wha

t do

stud

ents

read

? •

How

do

all t

hese

—th

e lit

erac

y, th

e co

nten

t, an

d th

e te

xts—

conn

ect t

o on

e an

othe

r?

We

sugg

est t

his p

roce

ss fo

r rer

eadi

ng e

ach

Uni

t Ove

rvie

w:

• R

ead

the

sum

mar

y pa

ragr

aph

to u

nder

stan

d th

e “s

tory

” of

the

unit.

•

Ana

lyze

the

Uni

t-at-a

-Gla

nce

char

t. N

ote

less

on T

itles

and

Lon

g-te

rm a

nd S

uppo

rting

Lea

rnin

g Ta

rget

s. W

hat

spec

ific

thin

king

will

stud

ents

nee

d to

do?

How

do

less

ons s

caff

old

to th

e m

id-u

nit a

nd e

nd-o

f-un

it as

sess

men

ts?

• U

se th

e U

nit-a

t-a-G

lanc

e ch

art t

o lo

cate

whi

ch le

sson

s hol

d th

e m

id-u

nit a

nd e

nd o

f uni

t ass

essm

ents

. •

Go

to th

ese

actu

al le

sson

s th

at h

old

the

mid

-uni

t and

end

-of u

nit a

sses

smen

ts. I

n ea

ch le

sson

, scr

oll d

own

to

the

Supp

ortin

g M

ater

ials

to fi

nd th

e as

sess

men

t its

elf.

Take

the

asse

ssm

ent y

ours

elf,

as a

lear

ner,

to id

entif

y w

hat

the

stud

ents

are

goi

ng to

nee

d to

be

able

to d

o. W

hat l

itera

cy sk

ills o

r kno

wle

dge

did

this

asse

ssm

ent r

equi

re?

• C

hunk

the

unit

in tw

o ha

lves

: les

sons

lead

ing

up to

the

mid

-uni

t ass

essm

ent a

nd le

sson

s lea

ding

up

to th

e en

d of

un

it as

sess

men

t. H

ow w

ould

you

des

crib

e th

e lo

gic

or se

quen

ce o

f eac

h ha

lf un

it?

Con

sider

any

spec

ific

scaf

fold

s tha

t nee

d to

be

plan

ned

at th

e un

it le

vel.

(See

Sca

ffold

ing

Stud

ent N

eeds

and

A

Gui

de to

Sup

port

ing

Eng

lish

Lan

guag

e L

earn

ers.

)

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

19

lwoodfin

Typewritten Text

19

Prep

arin

g to

Tea

ch a

Les

son

O

ne W

eek

Befo

re

Teac

hing

a

Less

on

Orie

nt y

our t

eam

to th

e le

sson

form

at:

• C

onve

ne a

pla

nnin

g m

eetin

g th

at in

volv

es a

ll co

llabo

rato

rs o

n a

give

n cl

assr

oom

’s in

stru

ctio

n (g

ener

al e

duca

tion

teac

hers

, spe

cial

edu

catio

n co

-teac

hers

, rea

ding

spec

ialis

ts, t

each

ers o

f ELL

s, et

c.)

• E

mph

asiz

e w

ays t

o m

atch

mod

ule

less

ons t

o le

arne

rs’ n

eeds

whi

le m

aint

aini

ng e

ach

less

on’s

rigor

and

alig

nmen

t to

the

Com

mon

Cor

e an

d th

e sh

ifts.

• Fa

mili

ariz

e yo

urse

lf w

ith th

e le

sson

form

at a

nd th

e pu

rpos

e of

eac

h bo

x on

the

less

on te

mpl

ate.

Ana

lyze

and

pr

epar

e le

sson

s in

half-

unit

chun

ks (l

eadi

ng u

p to

eac

h as

sess

men

t), so

you

can

still

see

the

fore

st fo

r the

tree

s. D

eter

min

e w

hat s

uppo

rting

targ

et is

the

“hea

rt” o

f eac

h le

sson

. Wha

t see

ms m

ost i

mpo

rtant

to e

mph

asiz

e or

fo

regr

ound

in in

stru

ctio

n, g

iven

the

asse

ssm

ent t

hat s

tude

nts a

re b

uild

ing

tow

ard?

Desc

riptio

n of

th

e Le

sson

s Th

ere

are

34–4

0 le

sson

s per

mod

ule.

Les

sons

pro

vide

det

aile

d de

scrip

tions

of w

hat t

o te

ach

and

sugg

estio

ns o

n ho

w

to te

ach

it in

eng

agin

g, ri

goro

us w

ays.

The

less

ons a

re n

ot sc

ripts

, but

off

er sp

ecifi

c su

gges

tions

for l

earn

ing

activ

ities

, pr

otoc

ols,

ques

tions

to a

sk, a

nd st

uden

t res

pons

es to

list

en fo

r. A

ll le

sson

s inc

lude

supp

ortin

g m

ater

ials,

whi

ch a

re k

ey

to th

e le

arni

ng a

nd sc

affo

ldin

g to

war

d as

sess

men

ts.

Teac

hers

shou

ld e

xpec

t to

flex

less

ons i

n or

der t

o m

eet s

tude

nts’

need

s, bu

t mak

e su

re to

mai

ntai

n fo

cus o

n th

e le

arni

ng ta

rget

s tha

t a g

iven

less

on a

ddre

sses

. Ski

lls ta

ught

in le

sson

s spi

ral o

ver t

ime,

so th

ere

is no

nee

d to

ling

er o

n a

give

n le

sson

unt

il al

l stu

dent

s ach

ieve

“m

aste

ry.”

Stu

dent

s pra

ctic

e sim

ilar s

kills

ofte

n ac

ross

a u

nit.

A

ll le

sson

s ha

ve th

ree

sect

ions

: Ope

ning

, Wor

k T

ime,

and

Clo

sing

and

Ass

essm

ent.

E

ach

less

on in

clud

es th

e fo

llow

ing:

•

Title

: suc

cinc

tly n

ame

the

liter

acy

skill

s stu

dent

s will

wor

k on

and

con

tent

they

will

lear

n ab

out

• Lo

ng-T

erm

Lea

rnin

g Ta

rget

s: Th

e C

CSS

that

are

the

focu

s of t

he le

sson

•

Supp

ortin

g Le

arni

ng T

arge

ts: t

he in

tend

ed le

arni

ng fo

r thi

s par

ticul

ar le

sson

•

Ong

oing

Ass

essm

ent:

one

or m

ore

task

s tha

t giv

e te

ache

rs fo

rmat

ive

asse

ssm

ent d

ata

rega

rdin

g st

uden

ts’ m

aste

ry

of th

e ke

y le

arni

ng.

• A

gend

a: a

snap

shot

of t

he d

ay’s

activ

ities

•

Teac

hing

Not

es: T

hese

sign

al h

ow th

is le

sson

link

s to

the

less

ons b

efor

e an

d af

ter i

t, ill

umin

ate

the

inte

nt o

f the

le

sson

(e.g

., w

hat s

tand

ard

is th

e th

rust

of t

he le

sson

or i

f a n

ew st

anda

rd is

bei

ng in

trodu

ced)

, giv

e tip

s abo

ut

impo

rtant

thin

gs to

kee

p in

min

d (e

.g.,

“Don

’t gi

ve th

is aw

ay to

stud

ents

” or

“D

on’t

wor

ry if

stud

ents

are

con

fuse

d he

re; t

hey

retu

rn to

this

agai

n), a

nd g

uide

teac

hers

on

wha

t to

prep

are

in a

dvan

ce.

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

20

lwoodfin

Typewritten Text

20

Desc

riptio

n of

th

e Le

sson

s (c

ontin

ued)

• Le

sson

Voc

abul

ary:

wor

ds e

xplic

itly

addr

esse

d. N

ote

the

divi

sion

signa

led

by th

e se

mic

olon

. Wor

ds b

efor

e th

e se

mic

olon

are

aca

dem

ic v

ocab

ular

y ta

ught

dur

ing

the

cour

se o

f ins

truct

ion

(exp

licit

inst

ruct

ion,

unp

acki

ng ta

rget

s, et

c.);

wor

ds a

fter t

he se

mic

olon

are

any

voc

abul

ary

(aca

dem

ic a

nd d

omai

n sp

ecifi

c) fr

om th

e te

xt it

self.

•

Mat

eria

ls: a

con

cise

list

of a

ll re

quisi

te m

ater

ials.

•

Mee

ting

Stud

ents

’ Nee

ds c

olum

n: su

gges

tions

for d

iffer

entia

tion

and

addi

tiona

l sca

ffol

ding

(for

stud

ents

who

are

st

rugg

ling,

ELL

s, an

d st

uden

ts n

eedi

ng c

halle

nge

exte

nsio

ns2 ).

•

Supp

ortin

g M

ater

ials:

the

actu

al m

ater

ials

need

ed to

run

the

less

on (i

nclu

des g

raph

ic o

rgan

izer

s, ha

ndou

ts, s

hort

te

xts,

clos

e re

adin

g gu

ides

, exa

mpl

es fo

r tea

cher

refe

renc

e, e

tc.)

Man

y le

sson

s ref

er to

Pro

toco

ls or

Che

ckin

g fo

r Und

erst

andi

ng te

chni

ques

that

can

be

foun

d in

the

App

endi

x.

Anal

yze

Less

ons

and

Supp

ortin

g M

ater

ials

Whe

n an

alyz

ing

the

less

ons,

keep

you

r stu

dent

s’ ne

eds i

n m

ind.

Som

e le

sson

s may

nee

d ad

apta

tion.

Be

sure

any

ad

just

men

ts y

ou m

ake

alig

n to

the

less

ons’

lear

ning

targ

ets,

and

that

you

r stu

dent

s are

the

ones

doi

ng m

ost o

f the

re

adin

g, w

ritin

g, th

inki

ng, a

nd ta

lkin

g.

Whe

n an

alyz

ing

any

less

on, h

ave t

he a

ctual

text f

rom

that

lesso

n in

your

han

d: m

ost a

ctiv

ities

link

bac

k to

the

text

. A

naly

ze a

nd p

roce

ss th

e le

sson

eno

ugh

to m

ake

it yo

ur o

wn.

Man

y te

ache

rs fi

nd it

hel

pful

to c

reat

e a

shor

tene

d ch

eat

shee

t age

nda,

ann

otat

e, P

ower

Poin

t, or

SM

AR

T Bo

ard

files

. Bre

athe

life

into

the

less

on w

ith y

our s

pirit

, voi

ce,

expe

rtise

, and

adj

ustm

ents

. D

o no

t rea

d th

e le

sson

ver

batim

with

stud

ents

. A

s not

ed in

the

“Orie

ntin

g to

a U

nit”

sect

ion

abov

e, re

ad a

nd a

naly

ze th

e ac

tual

ass

essm

ents

firs

t: •

Wha

t is a

sses

sed?

•

How

is it

ass

esse

d?

• W

hat d

o th

e st

uden

ts n

eed

to k

now

and

be

able

to d

o?

• W

hat t

ext(s

) will

the

stud

ents

read

? How

will

they

be

expe

cted

to n

avig

ate

the

text

? •

Wha

t gra

phic

org

aniz

ers o

r not

e-ca

tche

rs a

re u

sed?

Loo

k fo

r the

se in

the

less

ons l

eadi

ng u

p to

the

asse

ssm

ent.

• W

hat i

s the

form

at o

r des

ign

of th

e as

sess

men

t?

-

Wha

t typ

es o

f que

stio

ns a

re in

clud

ed?

-

Wha

t typ

e(s)

of w

ritin

g is

requ

ired?

2 The

sugg

estio

ns in

the

Mee

ting

Stud

ents

’ Nee

ds c

olum

ns o

ften

are

less

on-s

peci

fic. T

hey

are

base

d on

mor

e ge

nera

l rec

omm

enda

tions

foun

d in

Sc

affo

ldin

g St

uden

ts’ N

eeds

and

A G

uide

to S

uppo

rtin

g E

nglis

h L

angu

age

Lea

rner

s (s

ee re

sour

ces a

t com

mon

core

succ

ess.e

lscho

ols.o

rg).

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

21

lwoodfin

Typewritten Text

21

Anal

yze

Less

ons

and

Supp

ortin

g M

ater

ials

(c

ontin

ued)

We

sugg

est t

wo

optio

ns fo

r ana

lyzi

ng th

e le

sson

s:

A. O

RD

ER

OF

PRIO

RIT

Y:

(Ski

m le

sson

, the

n ch

unk

and

rere

ad c

lose

ly b

ased

on

wha

t will

hel

p yo

u be

st u

nder

stan

d th

e “l

ogic

”)

1.

Alw

ays s

tart

by th

inki

ng a

bout

you

r stu

dent

s. W

hat d

o th

ey k

now

? Wha

t do

they

nee

d?

2.

Do

a “f

irst r

ead”

of t

he le

sson

all

the

way

thro

ugh

to g

et th

e gi

st o

f wha

t is b

eing

taug

ht a

nd h

ow.

3.

Ana

lyze

the

less

on T

itle,

Lon

g-te

rm a

nd S

uppo

rting

Lea

rnin

g Ta

rget

s: W

hat i

s the

pur

pose

of t

his l

esso

n?

4.

Rer

ead

the

Teac

hing

Not

es, w

hich

hel

p yo

u un

ders

tand

the

thin

king

of t

he c

urric

ulum

des

igne

rs.

5.

Skip

to th

e en

d of

the

less

on a

nd e

xam

ine

the

Supp

ortin

g M

ater

ials.

6.

Fo

cus o

n th

e O

ngoi

ng A

sses

smen

t box

. How

will

the

stud

ents

show

thei

r mas

tery

of t

he ta

rget

s?

7.

Skim

the

Less

on V

ocab

ular

y an

d M

ater

ials

List

. The

se w

ill b

e re

visit

ed a

s you

ana

lyze

the

body

of t

he le

sson

. 8.

R

erea

d th

e le

sson

: -

C

ontin

ually

circ

le b

ack

to th

e V

ocab

ular

y an

d M

ater

ials

List

to se

e w

here

it a

ll fit

s. •

Whe

re d

oes v

ocab

ular

y w

ork

happ

en in

the

less

on?

• W

hat w

ords

may

be

mos

t cha

lleng

ing

for s

tude

nts?

•

In o

rder

to h

elp

ELL

s und

erst

and

key

conc

epts

, wha

t sca

ffol

ds m

ight

be

need

ed (e

.g. v

isual

s, gl

ossa

ries,

etc.

)?

• A

re th

ere

wor

ds in

the

text

that

wer

e no

t ide

ntifi

ed in

the

less

on v

ocab

ular

y th

at n

eed

to b

e ad

ded,

sin

ce st

uden

ts m

ight

find

thos

e w

ords

to b

e ba

rrie

rs to

dee

p co

mpr

ehen

sion

of th

e te

xt?

• W

here

and

how

is e

ach

mat

eria

l int

rodu

ced/

used

? (N

ote

that

the

first

use

is si

gnal

ed w

ith b

old.

) •

Wha

t pre

para

tion

mus

t be

done

to h

ave

all m

ater

ials

read

y?

• C

an y

ou su

bstit

ute

mat

eria

ls an

d st

ill h

old

the

less

on’s

inte

grity

(e.g

., st

icky

not

es v

s. hi

ghlig

hter

s)?

9.

Com

plet

e th

e ta

sks t

hat t

he st

uden

ts a

re a

sked

to d

o, a

s a w

ay to

und

erst

and

the

thin

king

requ

ired

of st

uden

ts.

U

se th

e gr

aphi

c or

gani

zers

and

/or n

ote-

catc

hers

from

the

less

on to

go

thro

ugh

the

less

on a

s if y

ou w

ere

a st

uden

t, ke

epin

g in

min

d th

e m

etac

ogni

tion

of th

e le

sson

. 10

. Rea

d ea

ch se

ctio

n of

the

less

on to

see

how

it b

uild

s to

the

inte

nded

out

com

e. A

djus

t with

pur

pose

in m

ind.

Thi

s is

whe

re y

ou c

an m

ake

the

less

on y

our o

wn

(e.g

., ch

ange

the

prot

ocol

).

-

Doe

s the

flow

of t

he le

sson

mak

e se

nse

to y

ou? F

ocus

on

the

thin

king

and

lear

ning

, not

just

the

“doi

ng”

of

the

grap

hic

orga

nize

rs, h

ando

uts,

etc.

-

A

sk y

ours

elf,

“Are

we

spen

ding

the

bulk

of t

he le

arni

ng ti

me

on th

e ke

y st

uden

t thi

nkin

g th

at d

rives

to

war

d th

e m

ost i

mpo

rtant

lear

ning

targ

et(s

)?”

-

W

hat a

dapt

atio

ns m

ight

you

nee

d to

bet

ter m

eet t

he n

eeds

of y

our s

peci

fic st

uden

ts?

-

Focu

s on

the

“set

ting

up”

for t

he ta

sk, w

hich

will

ens

ure

that

mos

t stu

dent

s can

do

the

task

itse

lf w

ithou

t yo

u ha

ving

to re

teac

h or

inte

rven

e.

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

22

lwoodfin

Typewritten Text

22

Anal

yze

Less

ons

and

Supp

ortin

g M

ater

ials

(c

ontin

ued)

• Pr

iorit

ize

the

supp

ortin

g le

arni

ng ta

rget

s. W

hat i

s the

“he

art”

of t

he le

sson

? Whe

re is

this

less

on

driv

ing?

•

Con

sider

the

less

on st

ruct

ure:

Do

stud

ents

“gr

appl

e” fi

rst,

or d

o yo

u m

odel

? Why

? •

Wha

t pro

toco

ls or

anc

hor c

harts

are

use

d? T

hese

ofte

n lin

k to

oth

er le

sson

s, so

bew

are

of a

dapt

ing

too

muc

h.

• W

hat t

ypes

of w

ritin

g ar

e ex

pect

ed?

11. S

tep

back

and

thin

k ag

ain

abou

t you

r stu

dent

s. W

hat d

o th

ey k

now

? Wha

t do

they

nee

d?

B. C

HR

ON

OL

OG

ICA

L:

(Ski

m, t

hen

chun

k an

d re

read

from

sta

rt to

fini

sh)

1.

Alw

ays s

tart

by th

inki

ng a

bout

you

r stu

dent

s. W

hat d

o th

ey k

now

? Wha

t do

they

nee

d?

2.

Do

a “f

irst r

ead”

of t

he le

sson

all

the

way

thro

ugh

to g

et th

e gi

st o

f wha

t is b

eing

taug

ht a

nd h

ow.

3.

Ana

lyze

the

less

on T

itle,

Lon

g-te

rm a

nd S

uppo

rting

Lea

rnin

g Ta

rget

s: W

hat i

s the

pur

pose

of t

his l

esso

n?

4.

Rer

ead

the

less

on, s

topp

ing

afte

r eac

h ag

enda

step

(inc

ludi

ng th

e M

eetin

g St

uden

ts’ N

eeds

col

umn)

. Kee

p in

min

d:

-

Doe

s the

flow

of t

he le

sson

mak

e se

nse

to y

ou?

-

Wha

t ada

ptat

ions

mig

ht y

ou n

eed

to b

ette

r mee

t the

nee

ds o

f you

r spe

cific

stud

ents

? 5.

R

erea

d th

e Te

achi

ng N

otes

. 6.

R

erea

d th

e Lo

ng-te

rm a

nd S

uppo

rting

Lea

rnin

g Ta

rget

s, an

d no

tice

how

they

alig

n w

ith th

e O

ngoi

ng A

sses

smen

t or

the

mid

-/en

d of

uni

t ass

essm

ent t

hat t

his l

esso

n bu

ilds t

owar

d.

7.

Focu

s on

Less

on V

ocab

ular

y an

d vo

cabu

lary

inst

ruct

ion.

See

Opt

ion

A a

bove

for q

uest

ions

to th

ink

abou

t.

8.

Rev

iew

the

actu

al su

ppor

ting

mat

eria

ls. S

ee O

ptio

n A

abo

ve fo

r que

stio

ns to

thin

k ab

out.

9.

Rer

ead

the

less

on it

self.

Rea

d th

e O

peni

ng, W

ork

Tim

e, a

nd C

losin

g an

d A

sses

smen

t to

see

how

eac

h st

ep in

the

agen

da b

uild

s to

the

inte

nded

out

com

e.

-

How

doe

s the

less

on fl

ow?

-

Doe

s it m

ake

sens

e to

you

? -

D

oes i

t con

nect

to th

e le

arni

ng ta

rget

s?

-

How

doe

s thi

s les

son

tie to

upc

omin

g as

sess

men

ts? (

Stay

gro

unde

d in

whe

re th

e st

uden

ts a

re g

oing

.)

-

Wha

t typ

es o

f thi

ngs a

re th

e st

uden

ts a

sked

to d

o in

ord

er to

show

thei

r lea

rnin

g?

-

As a

lear

ner y

ours

elf,

com

plet

e an

y ta

sks t

hat t

he st

uden

ts a

re a

sked

to d

o.

• N

ote

that

at s

trate

gic

poin

ts in

the

mod

ule,

exe

mpl

ars a

re p

rovi

ded

for t

each

er re

fere

nce.

•

Doi

ng th

e ta

sks y

ours

elf w

ill c

larif

y th

e pr

oces

s tha

t the

stud

ents

will

nee

d to

go

thro

ugh—

the

thin

king

of a

read

er (m

etac

ogni

tion)

. Kee

p in

min

d, “

Wha

t am

I do

ing

as I

read

?” so

that

this

can

be p

art o

f any

disc

ussio

ns a

nd/o

r the

deb

rief.

Cop

yrig

ht ©

201

4 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY.

All

Rig

hts

Res

erve

d.

Expe

ditio

nary

Lea

rnin

g G

rade

3-8

ELA

Cur

ricul

um •

Pre

parin

g to

Tea

ch a

Mod

ule

• Sep

tem

ber 2

014•

lwoodfin

Typewritten Text

23

lwoodfin

Typewritten Text

lwoodfin

Typewritten Text

23

lwoodfin

Typewritten Text

Anal

yze

Less

ons

and

Supp

ortin

g M

ater

ials

(c

ontin

ued)

10. E

xam

ine

the

Supp

ortin

g M

ater

ials

(list

ed in

the

Mat

eria

ls bo

x an

d pr

ovid

ed a

t the

end

of e

ach

less

on).

-

Wha

t sup

porti

ng m

ater

ials

are

prov

ided

? -

U

nder

stan

d ho

w g

raph

ic o

rgan

izer

s and

not

e-ca

tche

rs se

rve

as sc

affo

ldin

g to

war

d as

sess

men

ts. I

f you

nee

d to

diff

eren

tiate

, be

sure

any

new

gra

phic

org

aniz

er st

ays t

rue

to th

e ta

rget

s and

pro

vide

s onl

y th

e su

ppor

t th

at st

uden

ts tr

uly

need

. 11

. Ste

p ba

ck a

nd th

ink

agai

n ab

out y

our s

tude

nts.

Wha

t do

they

kno

w? W

hat d

o th

ey n

eed?

-

C

onsid

er a

nd p

lan

addi

tiona

l sca

ffol

ding

. -

W

hat s

chem

a do

they

alre

ady

have

on

the

skill

bei

ng a

sses

sed?

-

W

hat d

o th

ey n

ot k

now

? (Fo

r exa

mpl

e, o

lder

stud

ents

may

alre

ady

know

that

tim

e an

d pl

ace

desc

ribe

the

“set

ting.

” Th

ere

is no

nee

d to

spen

d a

lot o

f tim

e on

that

eve

n if

it’s w

ritte

n in

the

less

on. I

nste

ad, s

pend

tim

e te

achi

ng th

at “

cultu

re”

also

des

crib

es th

e se

tting

.) -

W

hat a

re th

e su

gges

ted

grou

ping

stru

ctur

es, a

nd h

ow w

ill th

ose

serv

e yo

ur st

uden

ts?

If, a

fter t

each

ing

a le

sson

, you

det

erm

ine

that

you

r stu

dent

s nee

d m

ore

prac

tice

or re

info

rcem

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Case Study: Rosa What follows is a case study based on a real ELL student, and how her teacher moves through the three considerations to create appropriate module scaffolding for her for the first unit of a seventh grade module. Rosa is a 12-year-old seventh-grader from the Dominican Republic. She entered her school district at age nine in third grade after immigrating with her single mother. According to Rosa’s cumulative file and input from her teachers, she has well-established social communication skills; she can listen and speak in English in school and in the wider community. When she reads aloud, she substitutes words she knows for words she does not recognize without being aware that the meaning of the passage changes when she employs this strategy. She is a semi-fluent “decoder,” but her comprehension lags behind her pronunciation skills. According to a widely used standardized reading assessment, her independent reading level is within the fourth-grade Lexile band (as modified by the Common Core in 2012). Additionally, according to information received through intake interviews that are updated yearly and conducted in Spanish, Rosa now lives with her mother and two younger siblings, one of whom was born in the United States. Her mother speaks and reads nothing but Spanish, and Rosa often serves as her translator on the phone, during errands, or in government offices. With her siblings, she speaks a rich inter-language (a mix of two or more languages, in this case Spanish and English), which occurs often as Rosa is expected to take care of them both when her mother leaves home to work cleaning office buildings at night. There are very few print publications in the home, mostly consisting of materials sent home from school and a handful of pre-primer books in Spanish. Rosa does not have a computer, a cell phone, or Internet access. The family does own a television and a phone landline. Rosa often watches English-language TV with her siblings at night when homework and chores are completed. Since there is a sizable population of Spanish-speaking families in the district, Spanish language resources are widely available. Rosa has participated proudly in Spanish cultural activities in school; she feels comfortable as a Dominican in her learning community. This information has several implications for the module scaffolds. For example: • Rosa likely will need significant scaffolding of the homework so she can complete it at home without the English language

supports that may be available to native speaking families. Providing access to a good dictionary or a glossary, written for Rosa’s acquisition level, will be important.

• Rosa is comfortable sharing and discussing her language and culture in school. This is an asset to build upon as the module progresses.

• Rosa’s strong oral fluency in English and Spanish will be an asset as she works to comprehend complex text in the module. Thoughtful, limited use of Spanish in the classroom—in homogenous pairs or groups of Spanish-speaking students, or with a Spanish-speaking adult—can assist her in “getting the gist” of challenging text or understanding key vocabulary in an efficient manner.

Rosa will begin the seventh-grade module, “Identity and Transformation: Then and Now,” shortly. Rosa’s ELL and ELA teachers meet to plan collaboratively; both express concern that scaffolding the unit for Rosa will necessarily make the instruction deeper and longer.

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The Unit 1 Overview states that standards RI.7.1, 7.2, 7.3, and 7.5 are assessed in the unit:

RI.7.1. Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

In order to keep pacing reasonable, Rosa’s teachers determine that RI.7.1, 7.2, and 7.3 are the most important standards for Rosa to master. Using state English language acquisition standards available to them, Rosa’s teachers interpret those three standards through her acquisition level. They then determine what a scaffolded mastery of the standard would look and sound like for Rosa. For example, they will allow Rosa to answer questions with a word bank and a partially completed graphic organizer where appropriate. Rosa’s teachers then use the ELL guiding questions in “Preparing to Teach a Module” to plan lesson-level scaffolds for Rosa. They focus in particular on giving Rosa assistance in her native language; modifying the ongoing Reader’s Notes to include more scaffolding such as sentence stems and word banks; and determining which texts can be deemphasized in light of the longer, deeper “dive” Rosa will need for comprehending the texts. Rosa will also need heavy scaffolding to complete the homework independently. Rosa’s linguistic strength is her oral communication and comfort with speaking aloud in class; her teachers plan to build upon this strength during listening and speaking activities, which they code in the curriculum. An important pedagogical move for Rosa is to use the independent reading component to help build background knowledge for the unit. Rosa can self-select books on her reading level, but her teachers will search for novels that are engaging and involve strong themes of identity. III. MODULE SCAFFOLDING FOR ELLS: OPTIONS FOR ELL DIFFERENTIATION Below, we discuss ELL-specific options and considerations for module scaffolds. We divide these scaffolds into eight sections: • Overarching Scaffolds • Scaffolding Complex Text • Scaffolding Vocabulary • Scaffolding Listening and Speaking • Scaffolding Writing • Scaffolding Grammar • Scaffolding Assessment

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• Scaffolding Pacing You can find additional support and suggestions in the Meeting Student Needs column in every module lesson. Overarching Scaffolds Clear Expectations (Targets), Both Content-Based and Language-Based: No matter what aspect of language you are working on with your ELLs, being clear about your academic goals is key. ELL-friendly targets not only allow ELLs to understand the purpose of the classroom work, but to see what language objectives they must master to access the content (Himmel, 2012). Consider how you might communicate or scaffold targets in a way your ELLs can comprehend. Small Group Work: This is recommended in both ELL-based Educator’s Practice Guides from the U.S. Department Education’s Institute of Education Sciences, or IES. In particular, direct and explicit small group instructional intervention in all aspects of reading is recommended for ELLs who struggle with reading in the elementary grades. Small group work, in peer groups or with a teacher, is also recommended for ELL secondary students who struggle with literacy and English language development (Baker et al., 2007; Baker et al, 2014). The IES also recommends pair and group work for integrating oral language development for all ELL students across content-area teaching in the secondary grades. Overall, small group work for all ELL students increases the opportunity for meaningful oral language interaction on multiple levels, and decreases learner anxiety (Gibbons, 2002). Opportunities for Student-Driven Listening and Speaking: As mentioned above, research confirms that classroom listening and speaking is often teacher-dominated. Teacher-dominated discourse, if conducted thoughtfully, does not necessarily impede second language learning. However, across all instruction, providing opportunities for ELLs to authentically communicate in their second language has obvious implications for increasing their listening and speaking abilities. Gibbons (2007) lists the following qualities of what she calls “progressive discourse” for ELLs:

• A need for ideas not just to be shared, but questioned • A classroom ethos that encourages students to share their own ideas • Control of the discourse does not rest entirely with the teacher • Learner control of the interpersonal language needed to participate in classroom talk

Pay close attention to the implications of “teacher talk time” and “student talk time,” deciding what would be most appropriate to the learning at hand. Overall, it is essential to recognize the importance of oral language development for ELLs: ELLs with oral proficiency in English possess more language learning strategies, and are better at engaging in academic uses of language (Genesee et al, 2005). Honoring the Home Culture and Language: As we mentioned in the Introduction, there is strong evidence both that encouraging literacy in the first language facilitates literacy in the second language, and that ELLs thrive in schools and classrooms that have an “intercultural orientation” (Freeman & Freeman, 2011). Practically, studies show that teachers also use the first language to help them connect personally with students, acquire vocabulary of all kinds, and help students meta-think about their language instruction (for example, using the first language to work through the proper position of a verb in a sentence) (Ellis, 2012).

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There are obvious dangers in overreliance upon the first language in ELL instruction (for example, in small group work with ELL peers), and it is important overall to expose ELLs to their new language as much as possible in the classroom setting. Bearing this in mind, however, we strongly support thoughtful and targeted use of the first language in all ELL scaffolding. Decreasing Anxiety: ELL research is clear that student anxiety about producing correct second language can have a profound negative affect on second language acquisition. This may be especially true in the secondary grades, where students naturally enter a period of identity formation and questioning that is potentially difficult to navigate (Leki, Cumming, & Silva, 2008). ELLs can also come from personal situations of high stress, such as the recent high influx of unaccompanied immigrant children across the Mexican border (Maxwell, 2014). Whatever scaffolds you choose, give strong consideration to the levels of comfort or anxiety they can induce in your ELLs. Scaffolding Complex Text We recommend first looking closely at each piece of module text through the lens of the three factors of text complexity: qualitative factors, quantitative factors, and reader-based factors. Having a strong sense of how the ELL reader interacts with quantitative and qualitative complexity can help determine how the text should be best scaffolded. For example, even a very simple, low-level text can be difficult for ELL students to understand without text structures that assist in comprehension, or if ELL students are lacking sufficient background knowledge. In general, we recommend a tripartite foundation for scaffolding module text with ELLs: • Strategically chosen complex text scaffolded through a gradual release model: teacher read-aloud, guided

read-aloud, guided reading small group work, independent reading (Freeman & Freeman, 2011) • Targeted vocabulary instruction related to the text • Heavy pre-reading in related independent-level text The module lesson’s typical format for close reading—reading for gist, teacher read-aloud, independent or partner reading, annotating the text, and revisiting the text for craft and structure—supports the gradual release model. Scaffolds, such as multiple read-alouds or several rounds of teacher modeling, are easily folded into the module’s close reading structure. In this document we separate vocabulary scaffolds from reading scaffolds simply as a means of organization. In reality, these two areas of instruction are inextricably linked. When scaffolding text … Provide additional quality read-alouds, including via technology. Number the sentences in the text. Provide repeated oral readings and choral readings for exposure to and practice with fluency. Use accessible portions of the text to provide explicit instruction and practice with fluency.

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Support understanding of topics and themes with visuals and realia. Guide reading of additional text on the same topic within the student’s acquisition level to enhance background knowledge. Work on the module’s literacy strategies with independent-level text. Use ELL-friendly glossaries during close reads (see “Vocabulary” below for more detail). Frame reading the text with a preview and review—this can be conducted in the student’s first language. Point out text features. Build background knowledge in the student’s first language.

When planning independent reading … Chunk text into sections that hang together conceptually. Read with a buddy (a strong first language reader, a peer who shares the first language, and/or a peer with similar reading abilities). Provide structured overviews for sections of text in simplified English or first language. Reformat texts to include embedded definitions or picture cues of ELL vocabulary words (see “Vocabulary”). Have a fluent adult read aloud to a small group before independent reading. When answering text-dependent questions … Tackle small sections of complex text at a time, especially excerpts that are on the same Lexile or acquisition level as your ELLs. Provide additional modeling for those who need it once students have tried the task. Provide sentence stems or frames. Provide a glossary and use frequently (see “Vocabulary” section below). Pre-highlight key ideas/details in the text.

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Have heterogeneous ELL pairs practice and extend previously taught material. When planning reading homework … Use any of the scaffolds above, bearing in mind that the ELL must complete the homework independently. More scaffolding than usual may be required. Consider how technology, such as audio versions of the text or video of instruction, may assist the ELL. A note on free voluntary reading: According to research, ELLs who engaged in free voluntary reading experienced less writer’s block and stronger writing performance (Leki, Cumming, & Silva, 2008). Consider this when implementing the independent reading program built into the modules. Scaffolding Vocabulary It is not possible to teach every word an ELL needs to know. As a result, we recommend three categories of words to consider teaching:

• Words (academic and domain-specific) required for answering the module’s text-dependent questions (e.g., “water,” “connect,” “independence”)

• Words (academic and domain-specific) required to meet the module’s learning targets (e.g., “analyze,” “write,” “understand”)

• Any words that appear in high frequency across module texts (e.g., “of course,” “said,” “stated”) Consider using technology and/or existing high-frequency word lists to assist in analyzing texts for words that fall into these categories. In Appendix 1, we recommend resources for this. Devoted time to teaching these words using tailored glossaries is recommended. The IES recommends doing so intensively across several days, using a variety of instructional activities (Baker et al, 2014). Use the words as frequently as possible in your authentic classroom communication, and encourage your students to do the same. Different types of instruction are suited to different types of words. Words that are abstract or have multiple layers of meaning should be pre-taught using visuals or other non-linguistic scaffolds. Less abstract words can be taught “in the moment” during a close read. Lastly, word-learning strategies can be explicitly taught to help ELLs discover the meanings of words independently. In general, go “deep” instead of “wide.” Choose a handful of words to teach per every several days and emphasize them versus extensive lists of vocabulary.

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When pre-teaching vocabulary … Underline words in the text that are key to understanding it so students don’t look up every word in complex passages. Pre-teach vocabulary using a glossary, interactive Word Wall, phone or computer apps, or other techniques for more abstract words or words with confusing multiple meanings. Teach students word-learning strategies in explicit mini lessons using cognates, context clues, morphology, and reference guides.

When teaching words while you read … Highlight less abstract, more concrete vocabulary during read-alouds and discussions and define them in context. Allow students to use their glossaries during close reading. When using a glossary … Provide a glossary that has ELL-friendly definitions, examples from the text, visual supports, and the opportunity to create new phrases or sentences using the target words. Use smart phones or other technology to allow students to look up words they don’t know and create their own glossaries. Remember that word translation and/or definitions in the first language can be helpful in a glossary, but only if students have sufficient literacy in their first language. Scaffolding Listening and Speaking Do not be misled by an ELL’s seeming fluency in oral English. Cummins (2008) distinguishes between BICS (Basic Interpersonal Communicative Skills), or conversational fluency, and CALP (Cognitive Academic Language Proficiency), or academic language. ELLs typically take one to three years to gain proficiency in BICS. In stark contrast, depending on the level of first language literacy, an ELL can take multiple years to become proficient in CALP (Thomas & Collier, 2002). As a result, you may hear your ELL students chatting fluently in English with their friends in the lunchroom, but also observe them struggle with listening and speaking about academic text in the classroom. Therefore, for ELLs to be successful in the academic discussions and collaboration required by the Common Core, they need explicit instruction in oral and aural academic language. They may also need

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guidance in social language and cultural norms of communication (Fisher & Frey, 2013; Zwiers & Crawford, 2009). An example of this kind of guidance is below. Sentence Starters for Counter Claims I disagree with ____________________ because __________________. The reason I believe _______________ is _________________. The facts that support my idea are ________________. In my opinion, __________________. One difference between my idea and yours is _________________. (From Karen Jessop in “Collaborative Conversations” by Douglas Fisher and Nancy Frey, Principal Leadership April 2013).

Consider teaching nonverbal academic hand signals to increase opportunities for ELLs to listen and actively contribute. Develop simple signs for statements such as “I agree,” “I disagree,” or “I have a question.” This allows for more transparency in determining what students are thinking, and gives ELL students more “think time.” More resources for facilitating academic conversations can be found in Appendix 1. Bear in mind the cultural implications of helping students speak a new language. It is tempting to position oral academic English as “correct,” and dialect, slang, social English, inter-language, or even the first language as undesirable or “incorrect.” However, we feel this is not a helpful distinction; it runs the risk of increasing ELL anxiety about producing their new language, or feeling that their cultural heritage is “second best.” Consider, then, explicitly teaching that the oral language ELLs learn in the classroom through their academic instruction is a means of gaining what Pierre Bourdieu called “cultural capital” (1986): a powerful tool for success in school and in the wider community.

When scaffolding speaking/listening in general … Dedicate time during a close text read to prepare and present oral answers. Use language to talk about language (“metalanguage”). Metalanguage can help students reflect upon their language learning and how their new language is used, draw attention to important features of language, and help students make connections between knowledge of their first and second languages (Hu, 2010). When scaffolding speaking/listening in small groups … With care, select heterogeneous pairs or groups who speak the first language. Provide and explicitly teach social AND academic sentence starters and frames for conversation, accompanied by visual support.

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Scaffolding Writing Below, we summarize many of the ELL writing recommendations from Silva (1993); Leki, Cumming, & Silva (2008); and IES (Baker et al., 2014). Our modules provide regular, structured opportunities to develop written language skills, one of the recommendations in the recent ELL-based Educator’s Practice Guide by IES. Consider adding to this practice for ELLs through dialogue journals, daily free writing, or other means (Peregoy & Boyle, 2012). Organizing, planning, and goal-setting for ELL writers is key to their success, as often ELLs pay the most attention to simply generating content. Our systematic writing approach—preplanning, talking through ideas, graphic organizers, and conferencing—gives this support to ELLs. Additional scaffolding can easily be folded into the general writing approach in the modules such as more detailed graphic organizers or multiple rounds of conferencing. The writing process in a new language can be more laborious for ELLs than for native speakers, with stilted or uneven results. As a result, support for fluency (such as word banks, practice with transition words, or work in sentence combining) are important. Since ELLs often struggle with reading text, textual references can be minimal their writing. Text evidence is critical to meeting Common Core standards, so explicit instruction and scaffolding on how to effectively cite text is essential. Writing for a specific audience also requires support, since ELLs may not possess the cultural or background knowledge necessary to “step into the shoes” of the audience for a writing piece. Older students with first language literacy may organize their writing within discourse patterns, or patterns of thought, that differ from ones typically taught in Western/North American/U.S. schools. For example, students from another culture may have been taught to write deductively (from evidence to conclusion) instead of inductively (from conclusion to evidence). They also may have been taught different patterns of narrative, such as beginning in the middle of a story’s chronological progression. Such culturally influenced approaches to writing are not “incorrect.” As a result, the expectations of Common Core writing should be explicitly taught as an effective and culture-specific means of approaching written communication. Lastly, oral interaction between students and teachers helps students negotiate writing in English by scaffolding text construction, modeling texts, and making clear the learning targets for writing tasks (Leki, Cumming, & Silva, 2008). In the pre-planning stage … Modify graphic organizers to include picture cues, partially filled-in items, or additional step-by-step directions. Provide explicit descriptions of audience, and help students deduce how their writing should address audience in specific ways.

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Consider allowing or encouraging drawing as a pre-writing strategy for younger ELLs. When drafting/revising … Provide sentence starters and sentence frames for specific language functions. Provide word banks, glossaries, and models of targeted vocabulary use. Focus on increasing fluency, generating ideas, and clarifying content before grammatical structures. Support oral rehearsal of writing: Give more “talk time” with peers for this purpose. Bear in mind that older ELLs generally produce more writing than younger ELLs, similar to native writers.

While editing … Provide practice in sentence combining for fluency. Provide full model sentences from module texts for students to imitate and analyze. Teach “editing” as a discrete process, using dedicated cycles of rereading student writing for a specific editing purpose. When giving feedback … Offer frequent conferencing, both with you and peers; expand and repeat cycles of process-oriented writing. Correct writing in targeted ways over multiple drafts to avoid overwhelming the student. Scaffolding Grammar In this section we use the word “grammar” to mean all structural rules that govern English. This includes mechanics/conventions, syntax, the proper use of parts of speech, spelling, and so on. The Common Core language standards, covering all aspects of grammar, are addressed in the modules but not heavily emphasized. However, explicit instruction on these forms of English is essential: grammatical errors are the most common and the most difficult to navigate for ELLs in their writing (Leki, Cumming, & Silva, 2008).

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Effective grammar instruction for ELLs is the source of continued debate, and there are several approaches supported by research. Use your collaborative partnerships to determine a grammar approach that is Common Core–aligned as well as supportive of your school’s or district’s local curricular decisions on grammar. We include some potential resources in Appendix 1. When considering grammar instruction for ELLs … Consider that there is evidence for the effectiveness of both comprehension-based instruction (centered on exposure to a grammatical form) and production-based instruction (centered on producing the grammatical form) (Shintani, Li, & Ellis, 2013). Have students discover grammatical rules through inductive reasoning (finding patterns in a group of examples). Fold dedicated grammar instruction into close reading instruction for ELLs, using model sentences fro the text and deconstructing them with students. Scaffolding Assessment Each module contains a mid-unit and end-of-unit assessment, a performance task, and multiple forms of ongoing formative assessment. For any assessment task, pinpoint the target standard(s) of the assessment and interpret its mastery through the second language acquisition level of your students. The New York State Language Progressions for standards RI.7.1 and 7.2 that we have included give you some examples of how to do this. Once this interpretation is complete, any assessment for ELLs should be aligned accordingly. Our case study on Rosa also exemplifies this alignment. On any assessment task, you must give any state-approved accommodations to ELLs, such as extra time. We also recommend using any additional appropriate scaffolding you have determined for your ELL on the performance task and formative assessments. Treat the mid-unit and end-of-unit assessments differently from the performance task and formative assessments. While it is important to give ELLs state-approved accommodations on their mid-unit and end-of-unit assessments, give these on-demand, summative assessments “straight up,” with no further scaffolding. This allows you to have a baseline measurement of your ELL’s performance against a grade-level standard. If you wish to see how your ELL will perform on the mid-unit and end-of-unit assessments with scaffolding and accommodations, give the assessments a second time. However, use your professional judgment. If giving a summative assessment twice creates an undue burden on your ELL students, it will not yield useful results. The key question to ask when assessing ELLs is:

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“In what way can I give this assessment so it yields reliable information on whether my ELL is meeting the learning standard at hand?” Scaffolding Pacing ELLs are participating in several layers’ worth of learning that native speakers do not necessarily require. Simultaneously with content, ELLs are learning receptive and productive new language, cultural norms and social mores, and background knowledge to which they may never have had access before. As a result, a typical learning target may take much longer to address thoroughly for an ELL. Below are some strategies. When looking at the big picture of the unit/module … Analyze the whole unit—targets, assessments, agendas. Then cut judiciously. Examine the instructional arc of the next few lessons to see how you might scaffold them within the time you have. Choose quality over quantity; eliminate peripheral complex text tasks and/or learning targets and focus on the central texts and targets of the module. Spend time explicitly teaching management routines that cut down on “downtime.” When looking at a lesson … Consider where supplemental education can reduce the number of academic demands in a particular period or lesson. Add marginal notes in handouts to remind students of procedures and processes. Break tasks down into smaller, focused chunks, and time them visibly. Provide formative feedback to push students onward: “You’re producing so much writing! Keep up the good work. You have three minutes left.” Allow some students to complete the same task on a smaller scale (e.g., three out of the five questions). Analyze specific tasks that take too long. Then make adjustments to address the same standards in a more efficient fashion.

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IV. A FINAL WORD: THE SHARED RESPONSIBILITY FOR ELL INSTRUCTION While the intended audience for this document is English Language Arts and ELL teachers of ELLs, we must reiterate the critical understanding that ELL instruction is everyone’s concern: across the school, across disciplines, and across teachers. In the past, ELLs have often been considered to be just the ELL teacher’s responsibility. Such an attitude is unsustainable, given the sharply rising numbers of ELLs in this country and the dramatic shift in academic expectations embedded in the Common Core. To that end, we list recommendations for content-area teacher instruction in the IES ELL-based Educator’s Guide for 2014 (Baker et al., 2014):

• Video clips • Graphic organizers • Explicit teaching of content-specific academic vocabulary and general academic vocabulary • Daily opportunities to talk about content in pairs and groups

All of these recommendations are incorporated into the existing modules. These techniques also can be exported, simply and powerfully, into other subjects and classrooms. ELLs are capable of the same achievement as their native-speaking peers, given adequate cross-curricular support. ELLs need and deserve access to all aspects of the American educational experience, from the curriculum to the physical mainstream classroom. All teachers are teachers of ELLs.

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V. REFERENCES Achieve the Core (2012). Common Core state standards shifts in ELA/Literacy [article]. Retrieved from

http://achievethecore.org/content/upload/122113_Shifts.pdf. Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English

language instruction for English learners in the elementary grades. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://www.p12.nysed.gov/biling/bilinged/documents/el_practice_guide.pdf.

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., ... & Newman-Gonchar, R. (2014).

Teaching academic content and literacy to English learners in elementary and middle school. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040114.pdf.

Bourdieu, P. (1986). The forms of capital. In J. Richardson (ed.) and Richard Nice (trans.), Handbook of

Theory and Research for the Sociology of Education (46–58). New York: Greenwood. Retrieved from http://books.google.com/books?hl=en&lr=&id=tK_KhHOkurYC&oi=fnd&pg=PA81&ots=NVyucWmQRH&sig=Btyy9RMtl-t5wSkaQ6qHGxG4idI#v=onepage&q&f=false.

Bunch, G., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the Common Core English

Language Arts and disciplinary literacy standards. Stanford, CA: Understanding Language Initiative. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/01_Bunch_Kibler_Pimentel_RealizingOpp%20in%20ELA_FINAL_0.pdf.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of

Language and Education, 2nd Edition (Volume 2: Literacy, pp. 71-83). New York, NY: Springer. Retrieved from http://daphne.palomar.edu/lchen/cumminsbicscalpspringer2007.pdf.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual

Matters. Ellis, R. (2012). Language teaching research and language pedagogy. West Sussex, UK: Wiley-Blackwell. Ernst-Slavit, G., & Mulhern, M. (2003). Bilingual books: Promoting literacy and biliteracy in the second-

language and mainstream classroom. Reading Online 7(2). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/index.html.

Espinoza-Herold, M. (2003). Issues in Latino education: Race, school culture, and the politics of academic success.

Boston, MA: Pearson. Fisher, D. & Frey, N. (2013). Collaborative conversations. Principal Leadership 13, 57–61.

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Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.).

Portsmouth, NH: Heinemann. Freeman, D.E. & Freeman, Y.S. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth, NH:

Heinemann. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US

schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream

classroom. Portsmouth, NH: Heinemann. Gibbons, P. (2007). Mediating academic language learning through classroom discourse. In International

handbook of English language teaching (pp. 701-718). New York, NY: Springer Science+Business Media. Hu, G. (2010). Revisiting the role of metalanguage in L2 teaching and learning. EA Journal, 26(1), 61-70. Hartl, S. (2014). My view: preparing students to do more than they think possible. Times Herald Record.

Retrieved from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20140509/OPINION/405090333/-1/OPINION04.

Hartl, S. (2014). Introduction. In Transformational literacy: Making the Common Core shift with work that matters.

San Francisco: Jossey-Bass. Himmel, J. (2012). Language objectives: The key to effective content area instruction for English learners

[article]. Retrieved from http://www.colorincolorado.org/article/49646/. Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for

dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics. Igoa, C. (1995). The inner world of the immigrant child. Mahwah, NJ: Lawrence Erlbaum Associates Koelsch, N. (2006). Improving literacy outcomes for English language learners in high school: Considerations for states and

districts in developing a coherent policy framework. Washington, DC: The National High School Center. Retrieved from http://www.betterhighschools.org/docs/NHSC_Adolescents_110806.pdf.

Krashen, S.D. & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. London, UK:

Prentice Hall Europe. Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. New York,

NY: Routledge. Maxwell, L. (2014). U.S. schools gear up for surge of young immigrants [article]. Retrieved from

http://www.edweek.org/ew/articles/2014/06/27/36unaccompanied.h33.html.

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Meltzer & Hamann (2004). Meeting the literacy development needs of adolescent English language learners through content

area learning part 1: Focus on motivation and engagement. Providence, RI: The Education Alliance at Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/adell_litdv2.pdf.

National Clearinghouse for English Language Acquisition (2011). The growing number of English learner

students [article]. Retrieved from http://www.ncela.us/files/uploads/9/growing_EL_0910.pdf. Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for K–12 Teachers (5th

ed.). New York: Pearson. Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical

guide. New York: Guilford Press. Rodriguez, L. (2008). Teachers know you can do more: Understanding how school cultures of success

affect urban high school students. Educational Policy, 22(5), 758–780. Shintani, N., Li, S., & Ellis, R. (2013). Comprehension-based versus production-based grammar instruction:

A meta-analysis of comparative studies. Language Learning, 63(2), 296–329. Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its

implications. TESOL Quarterly, 27(4), 657–677. TESOL International Association (2013). Overview of the Common Core state standards initiatives for ELLs.

Alexandria, VA: Author. Retrieved from http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf?sfvrsn=4.

Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term

academic achievement. Santa Cruz: Center for Research on Education, Diversity and Excellence, University of California Santa Cruz. Retrieved from http://files.eric.ed.gov/fulltext/ED475048.pdf.

Thomas, W., & Collier, V. (1998). Two languages are better than one. Educational Leadership, 55(4), 23–26. Willis, D., & Willis, J. (2007). Doing task-based teaching. London, UK: Oxford Press. Zwiers, J., & Crawford, M. (2009). How to start academic conversations. Educational Leadership 66(7), 70-73. We also gratefully acknowledge The Expeditionary Learning ELL Working Group, Diane August, Diane Staehr-Fenner, the New York State Department of Education, and the teachers of New York State for their feedback, assistance, and generosity in developing this resource.

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VI. SAMPLE: ELL-‐SCAFFOLDED LESSON

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Th

is w

ork

is li

cens

ed u

nder

a C

reat

ive

Com

mon

s A

ttrib

utio

n-N

onC

omm

erci

al-S

hare

Alik

e 3.

0 U

npor

ted

Lice

nse.

E

xem

pt th

ird-p

arty

con

tent

is in

dica

ted

by th

e fo

oter

: © (n

ame

of c

opyr

ight

hol

der)

. Use

d by

per

mis

sion

and

not

sub

ject

to C

reat

ive

Com

mon

s lic

ense

.

Gra

de 5

: Mod

ule

1: U

nit 2

: Les

son

2 G

ettin

g to

Kno

w E

sper

anza

: (C

hapt

er 2

: “La

s U

vas/

Gra

pes”

)

Ove

rvie

w o

f a

da

ptio

ns

I a

m t

hin

kin

g a

bou

t:

-

My

fift

h g

rad

e cl

ass

is

extr

emel

y d

iver

se. I

ha

ve c

urr

ent

ELLs

, in

clu

din

g n

ewco

mer

s; f

orm

er E

LLs;

an

d s

tud

ents

wit

h I

EPs.

Sca

ffold

ing

th

e w

ork

is

an

ess

enti

al

part

of

my

tea

chin

g.

- St

ud

ents

wer

e in

stru

cted

to w

rite

dow

n a

ny

ques

tion

s or

won

der

ing

s th

ey h

ad

du

rin

g t

hei

r re

ad

ing

of

Ch

apt

er 2

for

hom

ework

la

st n

igh

t.

- I

am

th

inkin

g i

t w

ou

ld b

e ben

efic

ial

for

my

ELLs

to h

ear

the

cha

pter

re

ad

alo

ud

. -

I a

m g

oin

g t

o s

top

a f

ew t

imes

th

rou

gh

ou

t th

e ch

apt

er t

o a

llow

st

ud

ents

to a

sk a

ny

cla

rify

ing

qu

esti

on

s th

ey h

ave

, I

am

goin

g t

o l

et

them

lea

d t

he

dis

cuss

ion

. -

Stu

den

ts n

eed

to “

see”

an

d “

hea

r” w

ha

t g

ood

con

vers

ati

on

is,

so I

am

g

oin

g t

o i

ncl

ud

e a

Fis

hbow

l pr

oto

col

in t

his

les

son

. -

I a

m g

oin

g t

o p

ick s

tron

ger

stu

den

ts t

o m

od

el t

he

firs

t ti

me

aro

un

d.

- I

thin

k I

sh

ou

ld w

rite

th

e se

nte

nce

sta

rter

s I

hea

r th

ese

stu

den

ts u

sin

g

on

an

an

chor

cha

rt t

ha

t ca

n b

e d

ispl

aye

d f

or

stu

den

t re

fere

nce

d

uri

ng

th

eir

tria

d t

alk

s.

- EL

Ls s

hou

ld a

dd

an

y n

ew v

oca

bu

lary

to t

he

dic

tion

ary

th

ey c

rea

ted

in

th

eir

cla

ss f

or

ELLs

.

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42

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42

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

Long

-Ter

m T

arge

ts A

ddre

ssed

(Bas

ed o

n N

YSP1

2 EL

A C

CLS

)

I ca

n e

ffec

tive

ly e

nga

ge in

a d

iscu

ssio

n w

ith

my

pee

rs. (

SL

.5.1

) I

can

exp

lain

wh

at a

tex

t sa

ys u

sin

g q

uot

es f

rom

th

e te

xt. (

RL

.5.1

) I

can

mak

e in

fere

nce

s u

sin

g q

uot

es f

rom

th

e te

xt. (

RL

.5.1

) I

can

com

par

e an

d c

ontr

ast

lite

rary

ele

men

ts u

sin

g d

etai

ls f

rom

th

e te

xt (

two

or m

ore

char

acte

rs’ p

oin

ts o

f vi

ew, s

etti

ngs

, eve

nts

). (

RL

.5.3

) I

can

det

erm

ine

the

mea

nin

g of

lite

ral a

nd

fig

ura

tive

lan

guag

e (m

etap

hor

s an

d s

imil

es)

in t

ext.

(R

L.5

.4)

Supp

ortin

g Le

arni

ng T

arge

ts

Ong

oing

Ass

essm

ent

• I

can

dis

cuss

an

swer

s to

qu

esti

ons

wit

h m

y tr

iad

an

d p

rovi

de

evid

ence

to

exp

lain

my

idea

s.

• I

can

an

swer

qu

esti

ons

abou

t th

e se

ttin

g of

th

e n

ovel

Esp

eran

za R

isin

g b

ased

on

evi

den

ce f

rom

th

e te

xt.

• I

can

an

swer

qu

esti

ons

abou

t th

e m

ain

ch

arac

ter,

Esp

eran

za, b

ased

on

evi

den

ce f

rom

th

e te

xt.

• O

bse

rve

wh

ere

stu

den

ts p

lace

th

eir

evid

ence

fla

gs

• T

riad

dis

cuss

ion

s

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43

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43

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

Age

nda

Teac

hing

Not

es

1. O

pen

ing

A.

Intr

odu

ctio

n o

f T

riad

Str

uct

ure

(5

min

ute

s)

2. W

ork

Tim

e

A.

Tri

ad D

iscu

ssio

n: S

etti

ng

and

Ch

arac

ter

in C

hap

ter

1

(10

min

ute

s)

B.

Rea

d-a

lou

d, I

nd

epen

den

t R

ead

ing,

an

d T

ext-

Dep

end

ent

Qu

esti

ons:

Pag

es 4

–8

(2

0 m

inu

tes)

C.

Gu

ided

Pra

ctic

e: T

riad

Wor

k (1

0 m

inu

tes)

D.

An

swer

ing

Qu

esti

ons

in T

riad

s (1

0 m

inu

tes)

3. C

losi

ng

and

Ass

essm

ent

A.

Deb

rief

: Rea

din

g Es

pera

nza

Ris

ing

An

chor

Ch

art

(5

min

ute

s)

4. H

omew

ork

• In

ad

van

ce: C

reat

e an

chor

ch

art:

Nor

ms

for

Tri

ad T

alk

(see

su

pp

orti

ng

mat

eria

ls).

• M

ake

sure

ch

art

s a

re c

lea

rly

visi

ble

an

d a

t ey

e le

vel

for

stu

den

ts

so t

hey

ca

n b

e ea

sily

ref

eren

ced

du

rin

g g

rou

p w

ork

. •

Espe

ranz

a R

isin

g is

a lo

ng

nov

el. I

n U

nit

2, s

tud

ents

typ

ical

ly r

ead

a c

hap

ter

each

day

for

hom

ewor

k an

d d

iscu

ss k

ey p

assa

ges

in c

lass

. Stu

den

ts m

ay n

eed

ad

dit

ion

al t

ime

du

rin

g ot

her

par

ts o

f th

e d

ay t

o ke

ep u

p w

ith

th

e re

adin

g. N

ote,

how

ever

, th

at in

Un

it 3

(R

ead

ers

Th

eate

r), s

tud

ents

rev

isit

, an

alyz

e, a

nd

d

iscu

ss m

any

key

pas

sage

s fr

om E

sper

anza

Ris

ing.

Th

us,

stu

den

ts’ u

nd

erst

and

ing

of t

he

text

wil

l gro

w

acro

ss t

he

six

wee

ks o

f U

nit

s 2

an

d 3

com

bin

ed.

• R

ead

ing

ea

ch c

ha

pter

alo

ud

to t

he

cla

ss w

ill

take

ext

ra t

ime

but

it w

ill

all

ow

for

a m

uch

dee

per

un

der

sta

nd

ing

. T

he

nove

l is

a

Lev

el V

(En

d o

f 5

th g

rad

e re

ad

ing

lev

el)

an

d s

om

e st

ud

ents

are

on

ly r

ead

ing

on

a 2

nd/3

rd g

rad

e le

vel.

Du

rin

g o

ur

cla

ss r

ead

a

lou

d,

ha

vin

g s

tud

ents

wri

te q

ues

tion

s a

nd

won

der

ing

s on

po

st-i

ts w

ill

all

ow

th

em t

o c

lari

fy t

hei

r th

inki

ng

, so

th

ey c

an

a

cces

s th

e te

xt a

t a

mu

ch d

eepe

r le

vel

wh

ile

work

ing

wit

h t

hei

r tr

iad

s.

• T

he

less

ons

in t

his

un

it f

ollo

w a

pre

dic

tab

le p

atte

rn. H

elp

stu

den

ts s

tart

not

icin

g th

is p

atte

rn. T

hey

wil

l d

o a

“fir

st d

raft

” re

ad o

f a

new

ch

apte

r fo

r h

omew

ork

each

nig

ht.

Th

ey a

re n

ot e

xpec

ted

to

full

y u

nd

erst

and

eve

ryth

ing

at t

hat

poi

nt.

In

cla

ss, t

hey

wil

l an

alyz

e ke

y as

pec

ts o

f th

e ch

apte

r th

ey r

ead

for

h

omew

ork

(oft

en b

y an

swer

ing

a se

ries

of

text

-dep

end

ent

qu

esti

ons)

. Th

ey d

o th

is w

ork

wit

h t

each

er

sup

por

t, e

ith

er w

hol

e gr

oup

, in

tri

ads,

or

on t

hei

r ow

n. O

ften

, th

ey w

ill r

evis

it k

ey p

assa

ges

from

a g

iven

ch

apte

r in

fu

ture

less

ons

as w

ell.

• B

egin

nin

g in

Les

son

3, e

ach

less

on o

pen

s w

ith

a b

rief

qu

iz t

hat

hol

ds

them

mor

e in

div

idu

ally

ac

cou

nta

ble

for

th

eir

hom

ewor

k re

adin

g. I

n t

his

less

on, s

tud

ents

sim

ply

rev

isit

th

eir

hom

ewor

k re

adin

g w

ith

th

eir

tria

ds.

• U

se t

his

qu

iz d

ata

to d

rive

my

sma

ll g

rou

p re

ad

ing

in

stru

ctio

n

late

r in

th

e d

ay

in t

hei

r a

dd

itio

na

l li

tera

cy b

lock

. I

can

gro

up

stu

den

ts w

ith

lit

tle

un

der

sta

nd

ing

tog

eth

er a

nd

work

wit

h m

e la

ter

in t

he

da

y: I

wil

l ch

un

k t

he

text

so w

e ca

n w

ork

on

lwoodfin

Typewritten Text

44

lwoodfin

Typewritten Text

44

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

com

preh

ensi

on

an

d v

oca

bu

lary

at

the

stu

den

ts’ p

ace

. •

Th

rou

ghou

t th

eir

stu

dy

of t

he

nov

el, s

tud

ents

reg

ula

rly

answ

er t

ext-

dep

end

ent

qu

esti

ons.

In

ad

van

ce:

Rea

d C

hap

ter

2: “

Las

Uva

s/G

rap

es”

and

rev

iew

th

e te

xt-d

epen

den

t q

ues

tion

s (s

ee s

up

por

tin

g m

ater

ials

). S

tud

ents

wil

l wor

k w

ith

a s

imil

ar d

ocu

men

t in

man

y le

sson

s. T

wo

cop

ies

of t

he

qu

esti

ons

are

pro

vid

ed—

a b

lan

k to

dis

trib

ute

to

stu

den

ts a

nd

dis

pla

y on

a d

ocu

men

t ca

mer

a, a

nd

on

e w

ith

an

swer

s fo

r te

ach

er r

efer

ence

. In

th

is le

sson

, sin

ce it

is t

he

firs

t ti

me

stu

den

ts w

ill b

e w

orki

ng

wit

h t

his

Tex

t-D

epen

den

t Q

ues

tion

s h

and

out,

you

fir

st ju

st d

isp

lay

the

firs

t q

ues

tion

(as

gu

ided

pra

ctic

e d

uri

ng

wor

k ti

me

C).

Th

en y

ou d

istr

ibu

te t

he

qu

esti

ons

to s

tud

ents

du

rin

g W

ork

Tim

e D

.

• W

hen

work

ing

on

wri

tin

g s

kil

ls l

ate

r w

ith

my

ELLs

, I

ma

y u

se

thes

e qu

esti

on

s.

Th

e st

ud

ents

wil

l be

fam

ilia

r w

ith

th

e qu

esti

on

s a

nd

th

e te

xt

so I

ca

n f

ocu

s m

y in

stru

ctio

n m

ore

on

loca

tin

g

evid

ence

an

d d

evel

opi

ng

wel

l-su

pport

ed a

nsw

ers.

• T

his

less

on in

trod

uce

s a

new

sm

all g

rou

p s

tru

ctu

re: T

riad

Tal

k. T

hes

e re

adin

g an

d d

iscu

ssio

n g

rou

ps

wil

l be

use

d t

hro

ugh

out

the

stu

dy

of E

sper

anza

Ris

ing.

• R

emin

d s

tud

ents

of

all

th

e g

rea

t co

lla

bora

tion

an

d d

iscu

ssio

n

they

did

in

Un

it 1

. R

emin

d s

tud

ents

th

at

this

is

a d

iffi

cult

book

an

d i

t’s

OK

not

to a

lwa

ys u

nd

erst

an

d e

very

thin

g. T

ha

t’s

wh

y w

e a

re w

ork

ing

tog

eth

er i

n g

rou

ps,

so w

e ca

n h

elp

each

oth

er g

row

a

s re

ad

ers.

•

Be

stra

tegi

c in

you

r gr

oup

ing.

If

you

hav

e a

few

str

ugg

lin

g re

ader

s in

you

r cl

ass,

pu

t th

em in

a g

rou

p

toge

ther

so

that

you

can

mor

e d

irec

tly

sup

por

t th

em w

hil

e al

low

ing

oth

er s

tud

ents

to

be

mor

e in

dep

end

ent.

If

you

hav

e m

any

stru

ggli

ng

read

ers,

pla

ce t

hem

in g

rou

ps

wit

h s

tron

ger

read

ers

bu

t ca

refu

lly

mon

itor

th

at t

hey

are

rea

din

g an

d c

ontr

ibu

tin

g. Y

our

EL

Ls

may

ben

efit

fro

m b

ein

g in

a g

rou

p

wit

h o

ther

s w

ho

spea

k th

eir

nat

ive

lan

guag

e.

• I

wil

l g

rou

p m

ost

ELL

stu

den

ts w

ith

on

e st

ud

ent

wh

o s

pea

ks

thei

r n

ati

ve l

an

gu

ag

e a

nd

an

oth

er s

tud

ent

wit

h s

tron

g

coll

abora

tion

skil

ls. T

her

e is

on

e n

ewco

mer

wh

o s

pea

ks

Ara

bic

a

nd

I d

on

’t h

ave

an

y oth

er A

rabic

stu

den

ts. I

wil

l pl

ace

him

in

a

tri

ad

wit

h a

form

er E

LL w

ho c

an

hel

p ou

r n

ewco

mer

wit

h t

he

fru

stra

tion

an

d n

erve

s h

e m

ay

feel

. T

he

oth

er g

rou

p m

ember

w

ill

be

a s

tron

g s

tud

ent

wit

h g

ood

con

vers

ati

on

an

d l

ead

ersh

ip

skil

ls.

lwoodfin

Typewritten Text

45

lwoodfin

Typewritten Text

45

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

A

gend

a Te

achi

ng N

otes

•

Not

e th

at f

or t

his

less

on, s

tud

ents

are

tol

d t

he

pag

e n

um

ber

wh

ere

answ

ers

to t

he

text

-dep

end

ent

qu

esti

ons

can

be

fou

nd

. Th

is in

form

atio

n is

pro

vid

ed a

s a

scaf

fold

an

d a

mod

el, s

o st

ud

ents

lear

n t

o re

fere

nce

pag

e n

um

ber

s w

hen

cit

ing

evid

ence

.

• S

tud

ents

may

not

hav

e ti

me

to a

nsw

er a

ll 5

tex

t-d

epen

den

t q

ues

tion

s; Q

ues

tion

5 is

rev

isit

ed in

Les

son

3.

• I

see

the

note

her

e to

wa

tch

pa

cin

g—

tha

t w

ill

def

init

ely

impa

ct

my

ELLs

.

• T

hro

ugh

out

the

nov

el, t

he

auth

or u

ses

Sp

anis

h w

ord

s to

con

vey

imp

orta

nt

asp

ects

of

Esp

eran

za’s

ex

per

ien

ce. I

f yo

u h

ave

Sp

anis

h s

pea

kers

in y

our

clas

s, t

ap t

hei

r ex

per

tise

. Bu

t em

ph

asiz

e to

all

stu

den

ts

that

th

ey s

hou

ld b

e ab

le t

o in

fer

all t

he

Sp

anis

h w

ord

s fr

om c

onte

xt. T

his

is a

use

ful o

pp

ortu

nit

y to

co

nti

nu

e to

pra

ctic

e an

d r

ein

forc

e th

is im

por

tan

t re

adin

g st

rate

gy.

• Th

ere

are

a f

ew p

art

s of

the

text

wh

ere

Spa

nis

h i

s w

ritt

en. F

or

each

ch

apt

er I

wil

l ch

oose

a s

tud

ent

wh

o s

pea

ks

Spa

nis

h t

o r

ead

th

ese

word

s a

lou

d t

o u

s.

We

wil

l w

ork

tog

eth

er t

o u

se t

ext

clu

es

to f

igu

re o

ut

the

mea

nin

g o

f th

ose

word

s.

Ou

r Sp

an

ish

stu

den

ts

wh

o r

ead

th

e w

ord

s w

ill

tell

us

if w

e a

re r

igh

t.

Less

on V

ocab

ular

y M

ater

ials

sett

ing,

ch

arac

ter,

his

tori

cal f

icti

on,

tria

d, a

dor

ed, v

icio

us,

pre

mon

itio

n,

cau

tiou

sly,

su

per

stit

ion

, ban

dit

s,

rese

ntm

ent,

sym

pat

het

ic,

dis

tin

guis

hed

, cap

rici

ous,

pro

pri

ety,

cr

och

et, l

opsi

ded

, pro

per

ty,

stu

bb

orn

ly, s

elf-

imp

orta

nce

, bea

con

, to

rmen

ted

• Es

pera

nza

Ris

ing

(boo

k; o

ne

per

stu

den

t)

• D

ocu

men

t p

roje

ctor

or

inte

ract

ive

wh

ite

boa

rd

• C

olor

ed m

arke

rs (

app

rox.

9)

so e

very

tea

m o

f th

ree

has

a u

niq

ue

colo

r

• E

vid

ence

fla

gs (

stic

ky n

otes

: th

e sm

alle

st s

ize

avai

lab

le o

r la

rger

siz

es c

ut

into

str

ips)

. Giv

e ea

ch s

tud

ent

two

bag

gies

of

evid

ence

fla

gs: o

ne

for

hom

e an

d o

ne

for

sch

ool.

• N

orm

s fo

r T

riad

Tal

k an

chor

ch

art

(sam

ple

, for

Tea

cher

Ref

eren

ce; c

reat

e on

e li

ke t

his

for

you

r cl

ass)

• T

ext

Dep

end

ent

Qu

esti

ons

for

Ch

apte

r 2

: Las

Uva

s/G

rap

es (

one

per

stu

den

t; o

ne

to d

isp

lay)

lwoodfin

Typewritten Text

46

lwoodfin

Typewritten Text

46

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

•C

on

tin

ue

usi

ng

th

e vo

cabu

lary

rou

tin

e I’

ve

dev

elope

d. Fo

r h

om

ework

ea

ch w

eek I

ch

oose

15

word

s fr

om

th

e le

sson

s w

e w

ill

work

on

. E

ach

mem

ber

of

the

tria

d i

s re

spon

sible

for

5

of

the

word

s.

Th

rou

gh

ou

t th

e w

eek

they

are

expe

cted

to

crea

te v

oca

bu

lary

ca

rds

wit

h t

hei

r ow

n

def

init

ion

an

d a

pi

ctu

re o

n t

he

ba

ck.

Du

rin

g t

he

wee

k ,

we

ad

d o

ur

word

s/ p

ictu

res

to t

he

word

wa

ll,

use

a

proto

col

to p

ract

ice

(Ex

: G

ive

On

e G

et O

ne

or

Qu

iz Q

uiz

Tra

de)

, a

nd

w

rite

sen

ten

ces

usi

ng

ea

ch w

ord

corr

ectl

y.

On

Fri

da

y st

ud

ents

ta

ke

a v

oca

bu

lary

qu

iz

crea

ted

by

the

tea

cher

. •

Wh

ile

rece

ivin

g E

SL

serv

ices

eve

ryd

ay

stu

den

ts k

eep

a

pers

on

al

dic

tion

ary

of

new

word

s th

ey

lea

rned

. S

tud

ents

wri

te

thei

r ow

n d

efin

itio

ns

an

d d

raw

a p

ictu

re t

o

• T

ext

Dep

end

ent

Qu

esti

ons

for

Ch

apte

r 2

: Las

Uva

s/G

rap

es (

An

swer

s fo

r T

each

er R

efer

ence

)

• H

omew

ork:

Pu

rpos

e fo

r R

ead

ing,

Ch

apte

r 3:

“L

as P

apay

as/P

apay

as”

(on

e p

er s

tud

ent)

• A

nch

or c

har

t: C

lose

Rea

der

s D

o T

hes

e T

hin

gs (

from

Un

it 1

)

• R

ead

ing

Espe

ranz

a R

isin

g an

chor

ch

art

(fro

m L

esso

n 1

)

lwoodfin

Typewritten Text

47

lwoodfin

Typewritten Text

lwoodfin

Typewritten Text

47

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

hel

p ex

pla

in t

he

word

’s

mea

nin

g. T

he

word

s w

e le

arn

in

ea

ch u

nit

wil

l be

ad

ded

to t

he

stu

den

ts’ d

icti

on

ary

.

lwoodfin

Typewritten Text

48

lwoodfin

Typewritten Text

48

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

Ope

ning

M

eetin

g St

uden

ts’ N

eeds

A.

Intr

oduc

tion

of T

riad

Str

uctu

re (

5 m

inut

es)

• R

evie

w t

he

lear

nin

g ta

rget

: “I

can

dis

cuss

an

swer

s to

qu

esti

ons

wit

h m

y tr

iad

an

d p

rovi

de

evid

ence

to

exp

lain

my

idea

s,”

and

let

stu

den

ts k

now

th

ey w

ill b

e w

orki

ng

on t

his

nov

el in

tri

ads,

or

grou

ps

of t

hre

e. P

lace

stu

den

ts in

th

eir

tria

ds

and

re

view

wit

h t

hem

th

e an

chor

ch

art

for

Nor

ms

for

Tri

ad T

alk.

If

ther

e’s

tim

e, m

odel

som

e of

th

e ex

pec

ted

beh

avio

rs w

ith

a

stu

den

t h

elp

er.

• I

wil

l re

min

d s

tud

ents

th

at

all

good

rea

der

s th

ink a

nd

qu

esti

on

as

they

re

ad

. A

sk s

tud

ents

to t

urn

an

d t

alk

wit

h t

hei

r tr

iad

abou

t on

e qu

esti

on

th

ey w

rote

dow

n d

uri

ng

th

eir

rea

din

g l

ast

nig

ht.

• R

ead

th

e ch

apt

er a

lou

d w

hil

e st

ud

ents

foll

ow

alo

ng

. S

top

a f

ew t

imes

d

uri

ng

th

e bre

aks

in t

ext

an

d a

llow

stu

den

ts t

o a

sk a

nd

an

swer

cl

ari

fyin

g q

ues

tion

s.

All

ow

th

em t

o l

ead

th

e d

iscu

ssio

n a

nd

pra

ise

stu

den

ts f

or

usi

ng

acc

ou

nta

ble

ta

lk a

nd

tex

t ev

iden

ce.

• S

ome

stu

den

ts m

ay b

e u

nfa

mil

iar

wit

h

acad

emic

voc

abu

lary

wor

ds

(e.g

., d

iscu

ss, p

rovi

de,

exp

lain

, id

eas,

ev

iden

ce).

Cla

rify

voc

abu

lary

wit

h

stu

den

ts a

s n

eed

ed.

• H

ave

stu

den

ts w

ork

wit

h

Tri

ad

to

rev

iew

ho

mew

ork

vo

cabu

lary

ca

rds

to h

elp

cla

rify

mea

nin

g.

If

a

voca

bu

lary

ca

rd w

as

no

t cr

eate

d b

y th

e g

rou

p th

ey

can

wo

rk t

og

eth

er t

o c

rea

te

on

e n

ow

.

Wor

k Ti

me

Mee

ting

Stud

ents

’ Nee

ds

A. T

riad

Dis

cuss

ion

: Set

tin

g an

d C

hara

cter

in C

hapt

er 1

(10

min

utes

) •

Ch

oose

tw

o st

ud

ents

to

read

th

e le

arn

ing

targ

ets

alou

d:

– “I

can

an

swer

qu

esti

ons

abou

t th

e se

ttin

g of

th

e n

ovel

Esp

eran

za R

isin

g b

ased

on

evi

den

ce f

rom

th

e te

xt.”

– “I

can

an

swer

qu

esti

ons

abou

t th

e m

ain

ch

arac

ter,

Esp

eran

za, b

ased

on

evi

den

ce f

rom

th

e te

xt.”

• W

hat

do

they

not

ice?

Bri

efly

rev

iew

th

e te

rms

sett

ing

(fro

m L

esso

n 1

) an

d c

hara

cter

to

sup

por

t st

ud

ents

in

un

der

stan

din

g th

e ta

rget

s. R

emin

d t

he

clas

s th

at E

sper

anza

Ris

ing

is h

isto

rica

l fic

tion:

Th

e au

thor

dra

ws

up

on r

eal

even

ts, r

eal s

etti

ngs

, an

d s

ome

real

peo

ple

, bu

t al

so m

ade

up

man

y ev

ents

an

d c

har

acte

rs.

• R

emin

d t

he

stu

den

ts o

f w

hat

th

ey le

arn

ed a

bou

t ye

ster

day

(M

exic

o, t

he

Mex

ican

Rev

olu

tion

, soc

ial u

nre

st),

an

d a

sk

them

to

turn

an

d t

ell a

nei

ghb

or w

her

e Es

pera

nza

Ris

ing

take

s p

lace

(th

e se

ttin

g: A

guas

cali

ente

s, M

exic

o) a

nd

wh

at

char

acte

rs h

ave

bee

n in

trod

uce

d s

o fa

r (E

sper

anza

an

d h

er p

apa)

.

• R

evie

w F

ish

bow

l pr

oto

col.

• Se

lect

th

ree

stro

ng

stu

den

ts

wh

o h

ave

dem

on

stra

ted

ma

ster

y of

prev

iou

s

lwoodfin

Typewritten Text

49

lwoodfin

Typewritten Text

49

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

lea

rnin

g t

arg

ets

an

d w

ho h

ave

soli

d c

on

vers

ati

on

al

skil

ls t

o d

iscu

ss l

ast

n

igh

t’s

focu

s qu

esti

on

s in

th

e m

idd

le o

f th

e fi

shbow

l.

Tel

l st

ud

ents

on

th

e ou

tsid

e of

the

circ

le t

o f

ocu

s on

th

e la

ng

ua

ge

the

stu

den

ts a

re u

sin

g

bec

au

se y

ou

are

goin

g t

o a

sk t

hem

to s

ha

re o

ut.

• A

sk s

tud

ents

, in

th

eir

tria

ds,

to

dis

cuss

th

e tw

o q

ues

tion

s th

ey w

ere

give

n t

o fo

cus

on f

or t

hei

r h

omew

ork

rere

adin

g of

C

hap

ter

1: “

Agu

asca

lien

tes,

Mex

ico,

19

24

.”

* “D

escr

ibe

the

geog

rap

hic

al s

etti

ng

of E

sper

anza

Ris

ing.

Wh

at is

it li

ke w

her

e E

sper

anza

live

s? U

se d

etai

ls f

rom

th

e te

xt t

o su

pp

ort

you

r an

swer

.”

* “W

hat

is E

sper

anza

’s r

elat

ion

ship

wit

h h

er p

apa

like

? H

ow d

o yo

u k

now

?”

* To b

uil

d o

n s

tud

ents

’ str

eng

ths,

I w

ill

reco

rd a

ny

effe

ctiv

e se

nte

nce

st

art

ers

I h

ear

the

stu

den

ts u

sin

g i

n t

hei

r d

iscu

ssio

n (

Ex: I

kn

ow

bec

au

se

on

pa

ge

____

it

said

… o

r I

ag

ree

bec

au

se t

he

au

thor

wro

te…

) *

All

ow

tim

e to

sh

are

ou

t w

ha

t w

ord

s th

e st

ud

ents

use

d t

o m

ake

thei

r d

iscu

ssio

n s

ucc

essf

ul.

I

wil

l a

dd

th

at

lan

gu

ag

e to

th

e a

nch

or

cha

rt.

• U

se t

his

op

por

tun

ity

to c

ircu

late

an

d li

sten

in t

o ga

uge

wh

o d

id t

he

hom

ewor

k re

adin

g, h

ow w

ell s

tud

ents

un

der

stan

d

the

read

ing,

an

d h

ow s

tud

ents

are

beg

inn

ing

to c

olla

bor

ate

in t

hei

r tr

iad

s.

lwoodfin

Typewritten Text

50

lwoodfin

Typewritten Text

50

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

Wor

k Ti

me

M

eetin

g St

uden

ts’ N

eeds

B. R

ead-

alou

d, I

nde

pen

den

t Rea

din

g, a

nd

Tex

t-D

epen

den

t Que

stio

ns:

Pag

es 4

–8

(20

min

utes

)

• C

hec

k to

see

th

at e

very

one

in t

he

clas

s h

as t

hei

r te

xt: E

sper

anza

Ris

ing.

Mak

e su

re e

ach

stu

den

t h

as h

is/h

er b

aggi

e of

ev

iden

ce f

lags

. Rem

ind

eve

ryb

ody

that

th

ey w

ill b

e u

sin

g th

ese

stic

ky n

otes

th

rou

ghou

t th

e n

ovel

to

hel

p t

hem

kee

p t

rack

of

imp

orta

nt

pas

sage

s.

• T

ell s

tud

ents

th

at t

hey

did

a “

firs

t d

raft

” re

ad o

f C

hap

ter

2: “

Las

Uva

s/G

rap

es”

for

thei

r h

omew

ork.

Poi

nt

out

that

th

is

nov

el is

ch

alle

ngi

ng,

an

d t

hat

th

ey w

ill o

ften

nee

d t

o re

ad s

ecti

ons

mu

ltip

le t

imes

in o

rder

to

un

der

stan

d t

he

idea

s in

th

e te

xt. E

xpla

in t

o st

ud

ents

th

at t

he

mos

t im

por

tan

t th

ing

to d

o w

hil

e re

adin

g is

to

thin

k! S

ay: “

As

we

read

th

is b

ook,

we

are

goin

g to

be

thin

kin

g a

lot

abou

t th

e ch

arac

ters

—w

hat

th

ey a

re li

ke, t

he

chal

len

ges

they

fac

e (i

ncl

ud

ing

hu

man

rig

hts

),

and

how

th

ey c

han

ge o

ver

tim

e.”

• R

ead

alo

ud

pag

e 4

th

rou

gh t

he

top

of

pag

e 6

(“H

arve

st!”

), a

s st

ud

ents

fol

low

alo

ng.

• C

an

skip

th

e re

ad

alo

ud

of

pag

es 4

-6 s

ince

we

rea

d i

t to

get

her

alr

ead

y.

• In

vite

stu

den

ts t

o th

ink,

th

en t

alk

bri

efly

wit

h t

hei

r tr

iad

, ab

out

wh

at t

hes

e fi

rst

few

pag

es o

f C

hap

ter

2 a

re m

ostl

y ab

out.

L

iste

n f

or s

tud

ents

to

not

ice

the

chap

ter

titl

e “L

as U

vas/

Gra

pes

.” I

f n

eces

sary

, poi

nt

out

how

ch

apte

r ti

tles

in a

nov

el

pro

vid

e a

sign

al t

o a

read

er a

bou

t th

e m

ain

idea

s or

eve

nts

in a

giv

en c

hap

ter.

• U

sin

g yo

ur

doc

um

ent

cam

era

or p

laci

ng

the

qu

esti

ons

on t

he

boa

rd, d

isp

lay

just

Qu

esti

on 1

fro

m t

he

Tex

t-D

epen

den

t Q

ues

tion

s fo

r C

hap

ter

2: “

Las

Uva

s/G

rap

es”

(see

su

pp

orti

ng

mat

eria

ls).

• G

ive

stu

den

ts f

ive

min

ute

s on

th

eir

own

to

rere

ad t

hro

ugh

th

e b

reak

on

pag

e 8

. (N

ote

that

th

is is

th

e th

ird

tim

e th

ey

hav

e re

ad p

ages

4-6

). R

emin

d t

hem

th

at r

erea

din

g is

an

imp

orta

nt

stra

tegy

to

hel

p t

hem

mak

e se

nse

of

dif

ficu

lt t

ext.

Ask

th

em t

o ke

ep Q

ues

tion

1 in

min

d a

s th

ey r

ead

.

• A

sk s

tud

ents

to

use

th

e T

riad

Tal

k an

chor

ch

art

to r

emin

d t

hem

selv

es a

bou

t h

ow t

o ta

lk t

o ea

ch o

ther

wh

ile

dev

elop

ing

the

answ

er t

o th

e q

ues

tion

in t

hei

r tr

iad

. Eac

h p

erso

n s

hou

ld m

ark

the

evid

ence

in t

he

boo

k th

at s

up

por

ts t

he

grou

p’s

an

swer

by

pla

cin

g an

evi

den

ce f

lag

on t

he

spec

ific

info

rmat

ion

.

• A

lso u

se t

he

an

chor

cha

rt ju

st c

rea

ted

fro

m o

ur

fish

bow

l a

ctiv

ity.

G

ive

ELLs

spe

cifi

c po

siti

ve f

eed

ba

ck w

hen

th

ey u

se t

he

cha

rts

to m

ake

thei

r d

iscu

ssio

n s

tron

ger

. •

Ask

a f

ew g

rou

ps

to r

epor

t ou

t th

eir

answ

er a

nd

th

eir

evid

ence

. If

nec

essa

ry, m

odel

by

add

ing

add

itio

nal

evi

den

ce t

o cl

arif

y an

d f

urt

her

su

pp

ort

wh

at s

tud

ents

are

say

ing.

• P

rais

e gr

oup

s u

sin

g T

riad

Tal

k w

ell.

Tel

l stu

den

ts t

hat

th

ey w

ill b

e w

orki

ng

in t

hes

e gr

oup

s ea

ch d

ay, a

nd

rem

ind

th

em

• T

o as

sist

wit

h c

omp

reh

ensi

on, p

rovi

de

EL

Ls

wit

h b

ilin

gual

wor

d-f

or-w

ord

tr

ansl

atio

n d

icti

onar

ies

or o

nli

ne

tran

slat

ion

sou

rces

su

ch a

s G

oogl

e T

ran

slat

e or

Bin

g T

ran

slat

e.

• G

ive

stu

den

ts a

cces

s to

th

eir

Goog

le C

hro

me

book,

as

usu

al,

wh

ich

th

ey k

now

ca

n b

e u

sed

at

an

y ti

me

to h

elp

ass

ist

wit

h c

om

preh

ensi

on

.

lwoodfin

Typewritten Text

51

lwoodfin

Typewritten Text

51

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

how

dis

cuss

ing

thei

r th

inki

ng

wit

h o

ther

s ca

n h

elp

th

em u

nd

erst

and

har

d t

ext.

lwoodfin

Typewritten Text

52

lwoodfin

Typewritten Text

52

GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

Wor

k Ti

me

M

eetin

g St

uden

ts’ N

eeds

C. G

uid

ed P

ract

ice:

Tri

ad W

ork

(10

min

ute

s)

• D

istr

ibu

te t

he

Tex

t-D

epen

den

t Q

ues

tion

s fo

r C

hap

ter

2: L

as U

vas/

”Gra

pes

” to

stu

den

ts. F

ocu

s th

em o

n t

he

seco

nd

q

ues

tion

. Tel

l th

em t

o li

sten

for

an

d m

ark

evid

ence

th

at a

nsw

ers

the

qu

esti

on a

s yo

u r

ead

alo

ud

. Con

tin

ue

to r

ead

alo

ud

fr

om t

he

mid

dle

of

pag

e 8

, wit

h s

tud

ents

fol

low

ing

alon

g. S

top

at

the

bre

ak in

th

e m

idd

le o

f p

age

12, a

nd

ask

stu

den

ts t

o d

iscu

ss t

hei

r an

swer

s to

Qu

esti

on 2

wit

h t

hei

r tr

iad

, rer

ead

ing

the

pag

es if

nec

essa

ry. A

gain

, fol

low

th

e p

roce

ss o

f h

avin

g so

me

tria

ds

rep

ort

out

thei

r an

swer

s to

th

e cl

ass,

au

gmen

tin

g th

e st

ud

ents

’ res

pon

ses

wit

h e

vid

ence

fro

m t

he

text

if

nec

essa

ry.

D. A

nsw

erin

g Q

ues

tion

s in

Tri

ads

(10

min

ute

s)

• N

ote:

Stu

den

ts m

ay n

ot h

ave

tim

e to

an

swer

all

th

ree

of t

he

rem

ain

ing

text

-dep

end

ent

qu

esti

ons;

Qu

esti

on 5

(ab

out

Pap

a’s

dea

th)

is r

evis

ited

in L

esso

n 3

.

• I

wil

l m

ake

sure

my

ELLs

kn

ow

to f

ocu

s on

th

e fi

rst

two q

ues

tion

s fo

r n

ow

; th

ey’r

e “r

igh

t th

ere”

qu

esti

on

s a

nd

don

’t i

nvo

lve

the

met

aph

ori

cal

com

ma

nd

of

lan

gu

ag

e th

at

4 a

nd

5 r

equ

ire.

#5

com

es u

p in

a f

utu

re

less

on

, so

I w

ill

ha

ve a

noth

er o

pport

un

ity

to d

ig i

nto

it.

•

In t

riad

s, s

tud

ents

sh

ould

rea

d a

lou

d o

ne

text

-dep

end

ent

qu

esti

on a

t a

tim

e, a

nd

cla

rify

an

y te

rms.

Th

ey s

hou

ld t

hen

th

ink

on t

hei

r ow

n, t

hen

tal

k to

geth

er t

o an

swer

th

e q

ues

tion

, mar

kin

g th

eir

answ

ers

wit

h e

vid

ence

fla

gs. T

hey

do

not

n

eed

to

wri

te a

nsw

ers

to t

he

qu

esti

ons

at t

his

poi

nt.

• A

s st

ud

ents

work

in

gro

ups

I w

ill

circ

ula

te a

rou

nd

th

e ro

om

, pa

yin

g

spec

ial

att

enti

on

to t

hose

gro

ups

th

at

mig

ht

stru

gg

le g

etti

ng

sta

rted

bec

au

se o

f la

ng

ua

ge.

I

ma

y h

ave

to d

irec

tly

ask

my

new

com

er f

or

idea

s a

nd

evi

den

ce—

for

exa

mpl

e,“W

her

e is

Abu

elit

a s

pea

kin

g o

n t

his

pa

ge?

W

ha

t d

oes

sh

e te

ll E

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GR

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GR

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MO

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: UN

IT 2

: LES

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2

Get

ting

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eran

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Las

Uva

s/G

rape

s”)

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201

3 by

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NY

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id t

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l th

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l con

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dd

to

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n

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ags

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at

rela

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o th

e q

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at w

ill h

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th

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ucc

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sk s

tud

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to g

ive

me

feed

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t h

ow

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ake

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cces

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ind

st

ud

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th

at

wh

en

giv

ing

fee

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t sh

ou

ld a

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nd

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uden

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eeds

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apte

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as P

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(pag

es 2

3–2

8).

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urpo

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adin

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se e

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spec

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as

in t

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tud

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th

at

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on

der

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s or

ques

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s th

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rin

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rea

din

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con

cern

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bout

stud

ents

com

plet

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the

read

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assi

gnm

ent a

t hom

e, p

lan

an a

dditi

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rea

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iod

late

r in

the

day

or fi

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in th

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com

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lunc

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ente

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r ju

st b

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me

for

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nove

l or

inde

pend

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eadi

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n ad

ditio

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uden

ts li

kely

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• A

ud

io r

ecor

din

gs o

f te

xt c

an a

id s

ome

stu

den

ts in

com

pre

hen

sion

. Stu

den

ts

can

pau

se a

nd

rep

lay

con

fusi

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por

tion

s w

hil

e th

ey f

ollo

w a

lon

g w

ith

th

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GR

AD

E 5:

MO

DU

LE 1

: UN

IT 2

: LES

SON

2

Get

ting

to K

now

Esp

eran

za:

(Cha

pter

2: “

Las

Uva

s/G

rape

s”)

Cop

yrig

ht ©

201

3 by

Exp

editi

onar

y Le

arni

ng, N

ew Y

ork,

NY

. All

Rig

hts

Res

erve

d.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

5:M

1:U

2:L2

• J

une

2014

•

need

add

ition

al su

ppor

t sho

uld

prer

ead

this

nov

el w

ith su

ppor

t dur

ing

inte

rven

tion

or o

ther

supp

ort p

erio

ds.

Prer

eadi

ng w

ith su

ppor

t will

then

allo

w st

uden

ts to

spen

d cl

ass p

erio

ds r

erea

ding

and

focu

sing

on

evid

ence

.

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.

Grade 5: Module 1: Unit 2: Lesson 2 Supporting Materials

GRADE 5: MODULE 1: UNIT 2: LESSON 2 Norms for Triad Talk

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •

Teacher Instructions: Write the following instructions on a chart paper so all students can see it for the remainder of the unit.

Norms for Triad Talk: • Each person must contribute to the discussion, but take turns talking. Ask each other: “Would you

like to add to my idea?” or “Can you tell us what you’re thinking?

• Each person should show the others specific details from the text by pointing to specific page numbers, paragraphs, and lines. Say: “My evidence is here on page ___ in the ___ paragraph” and read the evidence aloud.

• Ask questions so that you understand each other’s ideas. Say: “Can you tell me more about that?” or “Can you say that another way?”

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GRADE 5: MODULE 1: UNIT 2: LESSON 2 Text-Dependent Questions for Chapter 2:

“Las Uvas/Grapes” (Pages 4-22)


1. The first paragraph on page 8 says that Esperanza would like to live at El Rancho de las Rosas with her Mama and Papa forever. Why does she feel this way? Find details from the text to explain your answer.

2. On pages 8–12, Esperanza and Mama seem to be worried about Papa. What specific words

or phrases in this section of the novel help you know that they are worried? Why are they worried? Use evidence from the text in your answer.

3. On pages 14 and 15, what two pieces of advice does Abuelita give Esperanza? How does

Esperanza respond to the advice? Use evidence from the text in your answer.

4. On page 18, Esperanza says that a “deep river” runs between her and Miguel. What does

she mean? How does Miguel respond when she tells him this? Use details from the text in your answer.

5. At the end of the chapter, why does Esperanza feel her heart drop and that she has sunk

into a “dark hole of despair and disbelief”? Use details from the text in your answer.

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“Las Uvas/Grapes” (Pages 4-22) (Answers for Teacher Reference)


1. The first paragraph on page 8 says that Esperanza would like to live at El Rancho de las Rosas with her Mama and Papa forever. Why does she feel this way? Find details from the text to explain your answer.

Esperanza is the only child of a wealthy rancher, and her father’s “pride and

glory” (p. 4). Her family employs many servants and farmworkers. She is very happy to live with her parents, and is mostly thinking about her upcoming birthday party and eventual quinceanera. She can’t imagine living “with any fewer servants. Or without being surrounded by the people who adored her” (p. 8).

2. On pages 8–12, Esperanza and Mama seem to be worried about Papa. What specific words

or phrases in this section of the novel help you know that they are worried? Why are they worried? Use evidence from the text in your answer.

How do you know: Esperanza shows she is worried when she says that Papa

had promised to meet her and never disappointed her, but he isn’t there (p.8). Then she worries that pricking her finger is bad luck and asks, “where was Papa?” (p. 9). On page 10, she “strained her eyes” looking for him. Mama bites the corner of her lip in worry (p. 11). Why they are worried: On page 11, it says they have been warned about bandits. And even though the revolution has been over for 10 years, “there is still resentment against large landowners” (p. 12).

3. On pages 14-15, what two pieces of advice does Abuelita give Esperanza? How does

Esperanza respond to the advice? Use evidence from the text in your answer.

1. “There is no rose without thorns” – Esperanza seems to understand and

accept this advice, because she smiles and says that “Abuelita wasn’t talking about flowers at all but that there was no life without difficulties” (p.14).

2. “Do not be afraid to start over.” – Esperanza accepts this advice, because she does start her stitches over again, but she sighs, which implies she is impatient with it. (p. 15). She also complains on page 13 that she doesn’t like to always crochet to take her mind off worry.

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“Las Uvas/Grapes” (Pages 4-22) (Answers for Teacher Reference)


4. On page 18, Esperanza says that a “deep river” runs between her and Miguel. What does

she mean? How does Miguel respond when she tells him this? Use details from the text in your answer.

She is talking about the class issues that divide them, because she is a ranch owner’s daughter and he is a housekeeper’s son. Also, they are Indians and she is of Spanish descent. Miguel seems to be angry or hurt, since he doesn’t speak to her anymore (p. 18).

5. At the end of the chapter, why does Esperanza feel her heart drop and that she has sunk

into a “dark hole of despair and disbelief”? Use details from the text in your answer.

She has just learned that her Papa is dead. This isn’t said, but she sees his body

in the back of the wagon covered with a blanket, and Alfonso is crying, which “confirms the worst” (p. 22).

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GRADE 5: MODULE 1: UNIT 2: LESSON 2 Homework:

Purpose for Reading, Chapter 3: “Las Papayas/Papayas” (Pages 23–28)


Name:

Date:

What challenges do the main characters in this chapter face? As you read, think about this question. Use your evidence flags to mark specific passages in the text to discuss with your triad. You do not need to write out answers as part of your homework; just keep track of your thinking with your evidence flags.

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VII. SAMPLE: ELL-‐SCAFFOLDED UNIT

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ce R

osa

is

tra

nsi

tio

nin

g,

I w

ill

nee

d t

o s

caff

old

a b

it

dif

fere

ntl

y a

nd

les

s th

an

I w

ill

for

my

ente

rin

g o

r em

erg

ing

st

ud

ents

, so

sh

e h

as

incr

easi

ng

in

dep

end

ence

as

she

dev

elo

ps

thes

e sk

ills

. T

his

mea

ns

giv

ing

her

su

ppo

rts

such

as

part

iall

y-fi

lled

ou

t g

raph

ic o

rga

niz

ers,

wo

rd b

an

ks,

an

d s

ente

nce

st

ems

tha

t so

sh

e ca

n f

ocu

s o

n i

den

tify

ing

th

e ce

ntr

al

idea

s in

th

e te

xts

. T

his

is

con

sist

ent

wit

h N

ew Y

ork

Sta

te E

ng

lish

La

ng

ua

ge

Pro

gre

ssio

ns,

Tra

nsi

tio

nin

g (

3)

Leve

l. (

Th

ese

are

d

iffe

ren

t th

an

in

oth

er s

tate

s w

her

e I’

ve t

au

gh

t, b

ut

I g

et t

he

ba

sic

idea

.)

Gui

ding

Que

stio

ns A

nd B

ig Id

eas

• In

divi

dual

s def

ine

them

selv

es in

myr

iad

of w

ays,

incl

udin

g bo

th in

tern

al a

nd e

xter

nal c

hara

cter

istic

s.

• Id

entit

y ca

n de

velo

p an

d ch

ange

ove

r tim

e.

• H

ow d

o in

divi

dual

s de

fin

e th

emse

lves

?

• H

ow c

an s

trug

glin

g w

ith

your

iden

tity

hel

p yo

u to

str

engt

hen

you

r se

nse

of s

elf?

• H

ow c

an r

eadi

ng

diff

eren

t tex

ts a

bout

the

sam

e to

pic

buil

d ou

r un

ders

tan

din

g of

a c

ompl

ex id

ea?

lwoodfin

Typewritten Text

65

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

M

id-U

nit 1

Ass

essm

ent

Evi

den

ce, I

deas

, an

d In

tera

ctio

ns:

“W

hy C

ould

n’t

Snow

Whi

te B

e C

hin

ese?

” Th

is a

sses

smen

t cen

ters

on

NYS

P12

ELA

CCLS

RI.7

.1, R

I.7.2

, and

RI.7

.3. F

or th

is a

sses

smen

t, st

uden

ts w

ill c

ite se

vera

l pie

ces

of e

vide

nce

in G

race

Lin

’s es

say

“Why

Cou

ldn’

t Sno

w W

hite

Be

Chin

ese?

” and

use

it to

iden

tify

cent

ral i

deas

and

to a

naly

ze th

e te

xt.

This

ass

essm

ent a

lso

feat

ures

an

oppo

rtun

ity fo

r stu

dent

s to

prac

tice

para

phra

sing

info

rmat

ion

in a

shor

t-re

spon

se,

usin

g a

stru

ctur

ed fo

rmat

they

pra

ctic

e th

roug

hout

the

unit.

T

his

ass

essm

ent

ha

s st

ron

g e

mph

asi

s o

n R

I.7

.1,

citi

ng

evi

den

ce f

rom

tex

t a

nd

ma

kin

g

infe

ren

ces,

RI.

7.2

, d

eter

min

ing

cen

tra

l id

eas

an

d R

I.7

.3,

an

aly

zin

g t

he

inte

ract

ion

s bet

wee

n

ind

ivid

ua

ls,

even

ts,

an

d i

dea

s in

a t

ext.

Lo

okin

g a

t th

e pr

og

ress

ion

s fo

r th

ese

sta

nd

ard

s, I

’ll

nee

d t

o s

upp

ort

Ro

sa a

s a

tra

nsi

tio

nin

g E

LL m

ost

ly b

y o

ffer

ing

pa

rtia

lly-

fill

ed i

n g

raph

ic

org

an

izer

s fo

r re

ad

ing

ta

sks

an

d p

rovi

din

g s

ente

nce

s st

ems

for

wri

tin

g.

I’m

no

t o

verl

y co

nce

rned

abo

ut

pre-

tea

chin

g v

oca

bu

lary

, si

nce

I k

no

w t

he

voca

b o

ften

co

mes

up

ag

ain

an

d

ag

ain

in

th

ese

un

its.

In

stea

d,

I w

ill

all

ow

stu

den

ts l

ike

Ro

sa t

o u

se s

tra

teg

ies

to d

eter

min

e u

nfa

mil

iar

wo

rd m

ean

ing

s (co

nte

xt

clu

es,

bil

ing

ua

l d

icti

on

ari

es,

etc.

).

I

thin

k I

’ll

giv

e th

is a

sses

smen

t to

Ro

sa t

wic

e. T

he

firs

t ti

me,

I w

ill

giv

e th

e a

sses

smen

t w

ith

ou

t a

ny

sca

ffo

lds

to s

ee h

ow

sh

e d

oes

. I

nee

d t

o b

e su

re s

he

kn

ow

s th

at

this

is

pure

ly d

iag

no

stic

a

nd

th

e g

rad

e w

ill

no

t co

un

t (u

nle

ss s

he

do

es s

o w

ell

tha

t I

fin

d s

he

do

esn

’t n

eed

fu

rth

er

sca

ffo

ldin

g.

Bu

t si

nce

sh

e is

at

a T

ran

siti

on

ing

pro

gre

ssio

n,

my

gu

ess

is s

he

wil

l).

Dep

end

ing

o

n h

er a

sses

sed

str

eng

ths

an

d n

eed

s, I

’ll

then

giv

e h

er a

sca

ffo

lded

ver

sio

n o

f th

is m

id u

nit

a

sses

smen

t h

at

I w

ill

then

sco

re a

nd

en

ter

into

my

gra

deb

oo

k.

I’l

l pr

oba

bly

do

th

e sa

me

thin

g f

or

the

end

of

un

it a

sses

smen

t, d

epen

din

g o

n w

ha

t I

lea

rn a

bo

ut

wh

at

she

nee

ds.

P

oss

ibil

itie

s fo

r th

e sc

aff

old

ed v

ersi

on

of

this

ass

essm

ent

wo

uld

in

clu

de

expl

an

ati

on

s o

f a

dd

itio

na

l key

wo

rds

bey

on

d t

he

wo

rd l

ist

giv

en t

o a

ll s

tud

ents

(I

wil

l pr

oba

bly

nee

d t

o

expl

ain

so

me

pres

um

ed b

ack

gro

un

d k

no

wle

dg

e, l

ike

wh

o t

he

cha

ract

ers

Sno

w W

hit

e a

nd

D

oro

thy

are

, w

ha

t th

e W

iza

rd o

f O

z a

nd

Cin

der

ella

are

) tr

an

sla

ted

in

to S

pan

ish

fo

r R

osa

, so

th

at

the

cult

ura

l si

gn

ific

an

ce o

f th

ese

cha

ract

ers/

mo

vies

is

clea

rly

expl

ain

ed.

Wit

h ju

st a

qu

ick w

eb s

earc

h,

I fo

un

d S

pan

ish

ver

sio

ns

of

thes

e st

ori

es (

fou

nd

Cin

der

ella

at

lwoodfin

Typewritten Text

66

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

htt

ps:/

/ww

w.i

sto

rybo

oks.

co/c

enic

ien

ta-c

ind

erel

la-i

n-s

pan

ish

.htm

l ).

It’

s a

ma

zin

g h

ow

re

sou

rces

lik

e th

ese

ma

ke

it e

asy

fo

r m

e to

ma

ke

the

con

ten

t a

cces

sible

to

Ro

sa.

O

n h

er s

caff

old

ed a

sses

smen

t, I

wil

l a

lso

ad

d a

cad

emic

vo

cabu

lary

wo

rds

tha

t a

ppea

r w

ith

h

igh

fre

qu

ency

to

th

e vo

cabu

lary

lis

t. A

nd

I n

eed

to

be

sure

sh

e h

as

her

bil

ing

ua

l d

icti

on

ary

.

I’m

no

t to

o w

orr

ied

abo

ut

Ro

sa c

om

plet

ing

a p

erfe

ct q

uo

te s

an

dw

ich

in

th

e sh

ort

res

pon

se,

giv

en t

ha

t sh

e is

tra

nsi

tio

nin

g.

Wh

at

I m

ost

wa

nt

to s

ee i

s if

sh

e ca

n f

ind

at

lea

st o

ne

piec

e o

f ev

iden

ce t

ha

t su

ppo

rts

the

cen

tra

l id

ea o

f th

e te

xt,

an

d g

ive

a b

asi

c ex

pla

na

tio

n o

f h

ow

it

do

es s

o.

End

of U

nit 1

Ass

essm

ent

Cla

ims,

In

tera

ctio

ns

and

Tex

t Str

uctu

re: “

Is M

oney

Aff

ecti

ng

You

r So

cial

Sta

tus?

” Th

is a

sses

smen

t foc

uses

on

NYS

P12

ELA

CCLS

RI.7

.1, 7

.2, R

I.7.3

, and

RI.7

.5. F

or th

is a

sses

smen

t, st

uden

ts w

ill re

ad a

nd

anal

yze

the

artic

le “

Is M

oney

Affe

ctin

g Yo

ur S

ocia

l Sta

tus?

” and

iden

tify

the

cent

ral i

deas

, cla

ims,

and

stru

ctur

e of

the

text

. Th

is a

sses

smen

t ask

s stu

dent

s to

sum

mar

ize

info

rmat

ion

they

’ve

read

in a

shor

t par

agra

ph, s

elec

t the

bes

t pie

ce o

f evi

denc

e to

su

ppor

t a c

laim

, and

ana

lyze

the

rela

tions

hip

betw

een

diffe

rent

par

agra

phs.

Thi

s ass

essm

ent t

ests

all

the

info

rmat

iona

l tex

t re

adin

g st

anda

rds t

hat a

re c

over

ed in

the

unit,

serv

ing

as a

cul

min

atin

g as

sess

men

t.

Ag

ain

, I

thin

k I

’ll

giv

e th

is a

ssig

nm

ent

wit

ho

ut

sca

ffo

lds

to a

sses

s R

osa

’s p

rog

ress

, a

nd

th

en

als

o o

ffer

a s

caff

old

ed v

ersi

on

to

gra

de.

Her

e, f

or

ad

dit

ion

al

sca

ffo

ldin

g,

I w

ill

ma

ke

sure

R

osa

ha

s a

pa

rtia

lly-

fill

ed i

n g

raph

ic o

rga

niz

er a

nd

sen

ten

ce s

tem

s to

org

an

izer

her

wri

tin

g

for

the

sho

rt r

espo

nse

. I

nee

d t

o d

ig i

nto

th

e le

sso

n t

ha

t h

as

this

act

ua

l a

sses

smen

t in

it

in

ord

er t

o t

hin

k m

ore

abo

ut

wh

at

kin

d o

f st

ems

mig

ht

wo

rk b

est.

Con

tent

Con

nect

ions

This

mod

ule

is d

esig

ned

to a

ddre

ss E

nglis

h La

ngua

ge A

rts s

tand

ards

as s

tude

nts r

ead

liter

atur

e an

d in

form

atio

nal t

ext a

bout

iden

tity

form

atio

n an

d tr

ansf

orm

atio

n.

How

ever

, the

mod

ule

inte

ntio

nally

inco

rpor

ates

Soc

ial S

tudi

es P

ract

ices

and

The

mes

to su

ppor

t pot

entia

l int

erdi

scip

linar

y co

nnec

tions

to th

is c

ompe

lling

con

tent

. Th

ese

inte

ntio

nal c

onne

ctio

ns a

re d

escr

ibed

bel

ow.

Big

idea

s an

d gu

idin

g qu

esti

ons

are

info

rmed

by

the

New

Yor

k St

ate

Com

mon

Cor

e K

-8 S

ocia

l Stu

dies

Fra

mew

ork:

ht

tp:/

/en

gage

ny.

org/

site

s/de

faul

t/fi

les/

reso

urce

/att

achm

ents

/ss-

fram

ewor

k-k-

8.pd

f

lwoodfin

Typewritten Text

67

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

Un

ifyi

ng

The

mes

(pa

ges

6–7)

•

Them

e 1:

Indi

vidu

al D

evel

opm

ent a

nd C

ultu

ral I

dent

ity: T

he ro

le o

f soc

ial,

polit

ical

, and

cul

tura

l int

erac

tions

supp

orts

the

deve

lopm

ent o

f ide

ntity

; per

sona

l ide

ntity

is

a fu

nctio

n of

an

indi

vidu

al’s

cultu

re, t

ime,

pla

ce, g

eogr

aphy

, int

erac

tion

with

gro

ups,

influ

ence

s fro

m in

stitu

tions

, and

live

d ex

peri

ence

s.

• C

oo

l! G

rea

t to

see

all

th

is f

ocu

s o

n i

den

tity

. I

kn

ow

it'

s so

met

hin

g a

ll m

y st

ud

ents

, bu

t pa

rtic

ula

rly

my

ELLs

, a

re t

hin

kin

g

abo

ut

as

7th

gra

der

s. N

eed

to

be

sure

to

dra

w o

n R

osa

's e

xpe

rtis

e.....

• Th

eme

5: D

evel

opm

ent a

nd T

rans

form

atio

n of

Soc

ial S

truc

ture

s: R

ole

of so

cial

cla

ss, s

yste

ms o

f str

atifi

catio

n, so

cial

gro

ups,

and

inst

itutio

ns; r

ole

of g

ende

r, ra

ce,

ethn

icity

, edu

catio

n, c

lass

, age

, and

relig

ion

in d

efin

ing

soci

al st

ruct

ures

with

in a

cul

ture

; soc

ial a

nd p

oliti

cal i

nequ

aliti

es.

• W

e’re

go

ing

to

wa

nt

to b

e se

nsi

tive

an

d r

espe

ctfu

l w

hen

wo

rkin

g w

ith

th

ese

topi

cs i

n c

lass

. I

can

rel

y o

n R

osa

’s

dem

on

stra

ted

co

mfo

rt l

evel

wit

h h

er e

thn

icit

y, b

ut

do

n’t

wa

nt

to a

ssu

me

too

mu

ch.

If t

her

e’s

an

yth

ing

I t

hin

k m

igh

t be

a

stu

mbli

ng

sto

ne

for

Ro

sa (

or

an

y o

ther

kid

s),

I’ll

bri

ng

th

em i

n a

hea

d o

f ti

me

to e

mpo

wer

th

em b

y g

etti

ng

th

eir

ad

vice

as

‘co

nte

nt

con

sult

an

ts’ (

an

d n

am

e th

em a

s su

ch!)

I’l

l te

ll t

hem

ad

ult

s d

o t

his

so

rt o

f co

lla

bo

rati

on

all

th

e ti

me.

lwoodfin

Typewritten Text

68

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

A

h,

the

texts

lis

t. S

o i

mpo

rta

nt,

bu

t a

lwa

ys a

bit

da

un

tin

g t

o t

hin

k a

bo

ut

for

my

ELLs

. Fo

r ea

ch o

f th

e li

sted

tex

ts l

iste

d b

elo

w,

I w

ill

pro

vid

e a

glo

ssa

ry,

dic

tio

na

ry,

an

d p

art

iall

y fi

lled

in

gra

phic

org

an

izer

fo

r R

osa

to

org

an

ize

cen

tra

l cl

aim

s a

nd

su

ppo

rtin

g e

vid

ence

. Si

nce

I s

ee m

an

y te

xts

lis

ted

, I

am

gu

essi

ng

mo

st o

f th

em a

re s

ho

rter

art

icle

s. I

ma

y fo

cus

on

so

me

“po

wer

te

xts

” th

at

hel

p R

osa

ad

dre

ss R

I.7

.1,

citi

ng

evi

den

ce f

rom

tex

t a

nd

ma

kin

g i

nfe

ren

ces,

RI.

7.2

, d

eter

min

ing

cen

tra

l id

eas

an

d

RI.

7.3

, a

na

lyzi

ng

th

e in

tera

ctio

ns

bet

wee

n i

nd

ivid

ua

ls,

even

ts,

an

d i

dea

s in

a t

ext.

By

focu

sin

g o

n s

om

e te

xts

an

d p

ote

nti

all

y sk

ippi

ng

oth

ers,

I c

an

ad

dre

ss i

ssu

es o

f pa

cin

g w

hil

e st

ill

giv

ing

Ro

sa a

n o

ppo

rtu

nit

y to

str

eng

then

her

skil

ls i

n c

om

preh

end

ing

co

mpl

ex t

ext

an

d i

n h

er f

luen

cy a

nd

pro

nu

nci

ati

on

. Sh

e is

a s

emi-

flu

ent

dec

od

er w

ho

mig

ht

be

able

to

dec

od

e a

ll o

f th

ese

texts

, bu

t I

wa

nt

to f

ocu

s h

er e

ffo

rts

on

im

pro

vin

g c

om

preh

ensi

on

, ci

tin

g e

vid

ence

, a

nd

det

erm

inin

g c

entr

al

idea

s a

nd

in

tera

ctio

ns

wit

hin

th

e te

xt.

Les

s is

pro

ba

bly

mo

re.

T

o h

elp

Ro

sa I

’ll

als

o t

ry t

o i

nco

rpo

rate

so

me

use

of

Spa

nis

h i

n t

he

cla

ssro

om

by

occ

asi

on

all

y g

rou

pin

g h

er i

n h

om

og

eno

us

pair

s o

r g

rou

ps o

f Sp

an

ish

-spe

akin

g s

tud

ents

. (N

ote

to

oth

er t

each

ers

usi

ng

th

is c

urr

icu

lum

: if

th

ere

are

no

oth

er S

pan

ish

-sp

eakin

g s

tud

ents

, th

en t

ry r

ecru

itin

g a

Spa

nis

h-s

pea

kin

g a

du

lt –

eit

her

a t

each

er o

r a

ide

in t

he

bu

ild

ing

or

a v

olu

nte

er.)

Le

ttin

g h

er d

o s

om

e o

f h

er e

arl

y o

ral

wo

rk i

n S

pan

ish

wil

l h

elp

her

th

ink t

hro

ug

h t

he

“gis

t” o

f so

me

of

thes

e ch

all

eng

ing

tex

ts

or

un

der

sta

nd

ing

key

vo

cabu

lary

in

an

eff

icie

nt

ma

nn

er,

bef

ore

sh

e ta

ckle

s th

e te

xt

in E

ng

lish

. I

wil

l tr

y to

do

th

is

earl

y L1

g

rou

nd

wo

rk f

or

the

texts

th

at

are

th

e m

ost

co

mpl

ex a

nd

th

at

off

er t

he

mo

st o

ppo

rtu

nit

ies

for

her

to

co

nn

ect

to t

he

con

ten

t, l

ike

“Th

e B

ord

er”

an

d “

My

Ow

n T

rue

Na

me.

” D

epen

din

g o

n h

ow

Ro

sa d

oes

on

th

e d

iag

no

stic

mid

an

d e

nd

un

it a

sses

smen

ts,

I m

ay

all

ow

her

to

dis

cuss

th

e te

xts

use

d o

n t

ho

se i

n S

pan

ish

as

wel

l.

Cen

tral

Tex

ts

Engl

ish,

Kar

en, a

nd Jo

nath

an W

eine

r. N

adia

's H

ands

. Hon

esda

le, P

A: B

oyds

Mill

s, 19

99.

Th

is i

s g

rea

t; I

see

th

is i

s th

e fi

rst

text

in t

he

un

it,

an

d i

t's

an

ea

sier

ch

ild

ren

's b

oo

k.

A p

erfe

ct h

oo

k f

or

Ro

sa....

1.

2.

Perl

stei

n, L

inda

. Not

Muc

h, J

ust C

hilli

n: T

he H

idde

n Li

ves o

f Mid

dle

Scho

oler

s. N

ew Y

ork:

Far

rar,

Str

aus a

nd G

irou

x, 2

003.

3.

Erik

a Pa

ckar

d, “T

eam

Pla

yers

,” M

onito

r, S

epte

mbe

r 200

6, V

ol 3

7, N

o. 8

.

I w

ill

con

sid

er s

kip

pin

g “

Tea

m P

laye

rs”

for

Ro

sa,

sin

ce s

he

wil

l h

ave

opp

ort

un

itie

s to

ad

dre

ss t

he

sta

nd

ard

s R

I.7

.1,

RI.

7.2

an

d R

I.7

.3

tho

ug

h t

he

Rea

der

’s N

ote

s fo

r N

ot

Mu

ch,

Just

Ch

illi

n a

nd

“Th

e B

ord

er.'

4.

Cind

y M

oran

d, “T

he B

orde

r," R

ed: T

eena

ge G

irls

of A

mer

ica

Wri

te o

n W

hat F

ires

Up

Thei

r Li

ves T

oday

, Pen

guin

/Plu

me,

200

7. F

irst

per

son

na

rra

tive

of

a

His

pan

ic g

irl;

em

pha

size

th

is o

ne

for

Ro

sa a

nd

rea

lly

get

her

opi

nio

n/v

oic

e o

n i

t, a

s so

meo

ne

wh

o’s

liv

ed t

he

expe

rien

ce.

lwoodfin

Typewritten Text

69

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

5.

Gra

ce L

in, “

Why

Cou

ldn’

t Sno

w W

hite

Be

Chin

ese?

” htt

p://

ww

w.g

race

lin.c

om/m

edia

/pre

ss/p

ress

_sno

ww

hite

essa

y.pd

f

6.

Dia

ne G

onza

les B

ertr

and,

“My

Ow

n Tr

ue N

ame,

" Cho

cola

te fo

r a

Teen

's Sp

irit:

Insp

irin

g St

orie

s For

You

ng W

omen

Abo

ut H

ope,

Str

engt

h, a

nd W

isdo

m, S

imon

&

Schu

ster

, 200

2. S

ee n

ote

fo

r #

4!

So g

lad

to

see

su

ch s

tro

ng

co

nn

ecti

on

s to

th

e im

mig

ran

t ex

peri

ence

.

7.

Den

ise

Win

term

an, “

Teen

Sla

ng: W

hat's

, lik

e, so

wro

ng w

ith li

ke?”

BBC

New

s Mag

azin

e, S

epte

mbe

r 201

0.

I m

ay

ha

ve R

osa

skip

th

is t

ext

as

wel

l, s

ince

sh

e w

ill

be

focu

sin

g l

ess

on

sta

nd

ard

RI.

7.5

, a

na

lyzi

ng

tex

t st

ruct

ure

, “S

ince

I

can

see

in

th

e u

nit

-at-

a-g

lan

ce c

ha

rt t

ha

t w

hen

stu

den

ts r

ead

th

is t

ext,

th

ey a

re f

ocu

sed

on

RI.

7.5

. I

nst

ead

, I

wil

l co

nti

nu

e h

avi

ng

her

det

erm

ine

cen

tra

l id

eas,

cit

e ev

iden

ce,

an

d m

ake

infe

ren

ces

fro

m t

he

prev

iou

s re

ad

ing

s. I

mig

ht

use

th

is l

esso

n a

s a

n o

ppo

rtu

nit

y fo

r R

osa

to

wo

rk w

ith

an

oth

er S

pan

ish

-spe

akin

g s

tud

ent

or

ad

ult

to

d

iscu

ss t

he

texts

sh

e’s

rea

d s

o f

ar

an

d h

er c

orr

espo

nd

ing

Rea

der

’s N

ote

s to

ad

dre

ss a

ny

ga

ps i

n c

om

preh

ensi

on

.

8.

Julia

nne

Mic

olet

a, “G

ener

atio

n Z

Teen

s Ste

reot

yped

As '

Lazy

And

Una

war

e,” H

uffin

gton

Pos

t, M

arch

, 201

2.

9.

Ren

iqua

Alle

n, “I

s Mon

ey A

ffect

ing

Your

Soc

ial S

tatu

s?” T

een

Vogu

e, h

ttp:

//w

ww

.teen

vogu

e.co

m/a

dvic

e/fr

iend

ship

-adv

ice/

2011

-12/

how

-mon

ey-a

ffect

s-fr

iend

ship

s-so

cial

-sta

ndin

g/?i

ntro

.

lwoodfin

Typewritten Text

70

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

Thi

s un

it is

app

roxi

mat

ely

2 w

eeks

or

10 s

essi

ons

of in

stru

ctio

n.

As

abo

ve.

loo

kin

g a

t th

e st

an

da

rds,

I s

ee t

ha

t th

is u

nit

ha

s st

ron

g e

mph

asi

s o

n R

I.7

.1,

RI.

7.2

, a

nd

RI.

7.3

, I

wil

l be

sure

to

fo

llo

w

the

New

Yo

rk S

tate

En

gli

sh L

an

gu

ag

e P

rog

ress

ion

s, T

ran

siti

on

ing

(3

) Le

vel

for

thes

e st

an

da

rds

for

Ro

sa.

(C

hec

k f

or

app

ropr

iate

En

gli

sh l

an

gu

ag

e pr

ofi

cien

cy d

evel

opm

ent

sta

nd

ard

s in

yo

ur

sta

te).

Pa

re b

ack

on

7.5

. to

ma

ke

the

paci

ng

mo

re r

eali

stic

an

d

ma

na

gea

ble

fo

r R

osa

.

For

each

les

son

, I

did

a q

uic

k s

can

an

d c

od

ed

the

inst

an

ces

wh

ere

the

cla

ss i

s fo

cusi

ng

on

Rea

din

g (

R),

Wri

tin

g (

W),

Spe

akin

g

(S)

, o

r Li

sten

ing

(L)

. T

ha

t’s

go

ing

to

hel

p m

e re

mem

ber

to

att

end

to

th

e d

iffe

ren

t su

ppo

rts

Ro

sa m

igh

t n

eed

fo

r th

at

giv

en

less

on

. W

hen

ever

th

ere

is S

pea

kin

g o

r Li

sten

ing

, I

nee

d t

o m

ake

sure

I g

ive

Ro

se s

ente

nce

sta

rter

s a

nd

en

ou

gh

tim

e fo

r m

ult

iple

re

-rea

din

gs.

Wil

l pr

oba

bly

nee

d t

o p

ull

in

her

ELL

tea

cher

an

d w

ork

to

get

her

on

eit

her

giv

ing

her

tim

e in

her

extr

a l

iter

acy

cl

ass

fo

r th

ese

pre-

rea

ds

or

re-r

ead

s, o

r h

avi

ng

th

e EL

L te

ach

er t

ake

Ro

sa i

n a

sm

all

gro

up

or

ind

ivid

ua

lly

du

rin

g s

om

e o

ther

w

ork

tim

e in

a p

rece

din

g c

lass

.

Less

on

Less

on T

itle

Long

-Ter

m T

arge

ts

Supp

ortin

g Ta

rget

s O

ngoi

ng

Ass

essm

ent

Anc

hor C

hart

s &

Pr

otoc

ols

Less

on 1

R

W

Laun

chin

g th

e M

odul

e:

Iden

tity

and

Tran

sfor

mat

ion:

Th

en a

nd N

ow

• I c

an d

eter

min

e th

e ce

ntra

l ide

a of

a te

xt.

(RI.7

.2)

• I c

an m

ake

infe

renc

es a

bout

the

cent

ral

idea

of N

adia

’s H

ands

. •

I can

bui

ld a

wor

king

def

initi

on o

f id

entit

y.

• Id

entit

y jo

urna

ls

• Ex

tern

al Id

entit

y m

ind

map

• In

tern

al Id

entit

y m

ind

map

• R

eade

r’s N

otes

*

• Id

entit

y an

chor

cha

rt

*I n

eed

to

pre

-rea

d e

ach

Rea

der

’s N

ote

s h

an

do

ut,

an

d p

rovi

de

part

iall

y-fi

lled

in

an

swer

s, s

ente

nce

ste

ms,

an

d w

ord

ba

nks

for

the

dif

fere

nt

sect

ion

s. P

roba

bly

nee

d t

o d

o t

his

fo

r th

e w

ho

le u

nit

bef

ore

we

dig

in

, so

eve

ry h

om

ewo

rk a

ssig

nm

ent

wil

l be

sca

ffo

lded

. T

his

wil

l h

elp

mee

t th

e pr

og

ress

ion

lev

el o

f T

ran

siti

on

ing

wit

hin

th

e st

an

da

rds

of

RI.

7.2

. (O

ther

tea

cher

s u

sin

g

this

cu

rric

ulu

m:

Ch

eck f

or

app

ropr

iate

En

gli

sh l

an

gu

ag

e pr

ofi

cien

cy d

evel

opm

ent

sta

nd

ard

s in

yo

ur

sta

te).

Less

on 2

R

W

Def

inin

g K

ey T

erm

s: G

ende

r an

d In

tern

al Id

entit

y •

I can

cite

seve

ral p

iece

s of t

ext-

base

d ev

iden

ce to

supp

ort a

n an

alys

is o

f in

form

atio

nal t

ext.

(RI.7

.1)

• I c

an d

eter

min

e th

e ce

ntra

l ide

as in

in

form

atio

nal t

ext.

(RI.7

.2)

• I c

an a

naly

ze th

e in

tera

ctio

n be

twee

n in

divi

dual

s, e

vent

s, a

nd id

eas i

n a

text

. (R

I.7.3

)

• I c

an c

ite sp

ecifi

c ev

iden

ce fr

om “T

eam

Pl

ayer

s” to

supp

ort a

n an

alys

is o

f the

te

xt.

• I c

an d

eter

min

e th

e ce

ntra

l ide

as in

“T

eam

Pla

yers

”. •

I can

ana

lyze

the

inte

ract

ion

betw

een

indi

vidu

als,

eve

nts,

and

idea

s in

“Tea

m

Play

ers.

”

• R

eade

r’s N

otes

: Not

Muc

h,

Just

Chi

llin’

, pag

es 10

5–10

6 (f

rom

hom

ewor

k)

• Id

entit

y an

chor

cha

rt

• R

eade

r’s N

otes

: “Te

am

Play

ers”

• Id

entit

y an

chor

cha

rt

lwoodfin

Typewritten Text

71

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AD

E 7:

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DU

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B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

For

all

rea

din

gs,

I w

ill

refo

rma

t te

xt

wit

h l

arg

er f

on

t a

nd

spa

cin

g,

roo

m f

or

def

init

ion

s a

nd

im

ag

es o

f key

wo

rds.

Th

at’

s ea

sy

usi

ng

th

e W

ord

do

cum

ents

fro

m c

om

mo

nco

resu

cces

s.el

sch

oo

ls.o

rg.

I w

ill

als

o u

se w

ord

sift

.co

m t

o s

can

fo

r th

e m

ost

co

mm

on

ly-

use

d w

ord

in

ea

ch t

ext,

giv

ing

Ro

sa d

efin

itio

ns

to t

he

mo

st c

om

mo

n,

com

plex

, o

r a

bst

ract

wo

rds

tha

t a

re e

ssen

tia

l fo

r h

er

com

preh

ensi

on

of

the

text

as

a w

ho

le.

Exa

mpl

es:

“in

tern

al/

exte

rna

l,”

“id

enti

ty,

“cu

ltu

re.”

Fo

r m

ore

ch

all

eng

ing

Rea

der

’s N

ote

s qu

esti

on

s, I

wil

l n

eed

to

pro

vid

e “h

int

card

s” t

ha

t h

elp

stu

den

ts l

ike

Ro

sa f

ind

th

e pl

ace

s in

th

e te

xt

wit

h t

he

an

swer

s. F

or

Ro

sa,

I m

igh

t I

occ

asi

on

all

y o

ffer

hin

ts a

nd

key

ter

min

olo

gy

in h

er n

ati

ve l

an

gu

ag

e w

hen

th

e co

nce

pts

are

in

crea

sin

gly

abst

ract

or

com

plex

, bu

t n

eed

to

ch

eck m

ysel

f h

ere

so I

do

n’t

co

dd

le h

er t

oo

mu

ch.

I a

lso

w

ill

ind

ica

te w

her

e in

th

e te

xt

to f

ind

an

swer

s to

mo

re d

iffi

cult

tex

t-d

epen

den

t qu

esti

on

s (fo

r ex

am

ple,

I w

ill

pre-

hig

hli

gh

t th

e te

xt

tha

t co

nta

ins

the

an

swer

or

I w

ill

dir

ect

Ro

sa t

o t

he

app

ropr

iate

pa

rag

raph

).

Less

on 3

R

W

S

L

Anal

yzin

g th

e Ce

ntra

l Ide

as,

Part

1: “T

he B

orde

r”

• I c

an c

ite se

vera

l pie

ces o

f tex

t-ba

sed

evid

ence

to su

ppor

t an

anal

ysis

of

info

rmat

iona

l tex

t. (R

I.7.1

) •

I can

det

erm

ine

the

cent

ral i

deas

in

info

rmat

iona

l tex

t. (R

I.7.2

) •

I can

ana

lyze

the

inte

ract

ion

betw

een

indi

vidu

als,

eve

nts,

and

idea

s in

a te

xt.

(RI.7

.3)

• I c

an u

se q

uota

tions

from

“The

Bor

der”

to

supp

ort a

n an

alys

is o

f the

text

. •

I can

trac

e th

e de

velo

pmen

t of t

he

cent

ral i

dea

of “T

he B

orde

r.”

• I c

an a

naly

ze th

e in

tera

ctio

n be

twee

n in

divi

dual

s, e

vent

s, a

nd id

eas i

n “T

he

Bord

er.”

• R

eade

r’s N

otes

: “Te

am

Play

ers”

(fro

m h

omew

ork)

•

Text

-Dep

ende

nt Q

uest

ions

: “T

he B

orde

r”

• R

eade

r’s N

otes

: “Th

e Bo

rder

”

• Id

entit

y an

chor

cha

rt

• St

uden

t ide

ntity

min

d m

aps

• Id

entit

y an

chor

cha

rt

• Ba

ck-t

o-Ba

ck a

nd F

ace-

to-

Face

pro

toco

l

Tex

ts s

uch

as

“Th

e B

ord

er”

an

d “

My

Ow

n T

rue

Na

me”

wil

l li

kel

y re

son

ate

wit

h R

osa

mo

re s

ince

th

ey d

escr

ibe

the

imm

igra

nt

expe

rien

ce.

I w

ill

be

sure

to

en

ga

ge

Ro

sa i

n c

on

vers

ati

on

s a

rou

nd

th

ese

texts

an

d e

nco

ura

ge

her

to

sh

are

an

y pe

rso

na

l co

nn

ecti

on

s sh

e ca

n m

ake

wit

ho

ut

putt

ing

her

on

th

e sp

ot.

Ro

sa i

s co

mfo

rta

ble

ta

lkin

g a

bo

ut

her

expe

rien

ces

as

a

Do

min

ica

n i

mm

igra

nt

to A

mer

ica

, a

nd

sh

e li

kes

th

e ch

an

ge

to e

du

cate

her

cla

ssm

ate

s. I

wil

l u

se t

his

as

a w

ay

of

hel

pin

g h

er

con

nec

t to

th

e th

emes

an

d c

entr

al

idea

s w

ith

in t

his

tex

t.

Ro

sa l

ikel

y w

ill

nee

d s

ign

ific

an

t sc

aff

old

ing

of

the

ho

mew

ork

so

sh

e ca

n c

om

plet

e it

at

ho

me

wit

ho

ut

the

Eng

lish

la

ng

ua

ge

supp

ort

s th

at

ma

y be

ava

ila

ble

to

na

tive

spe

akin

g f

am

ilie

s.

Pro

vid

ing

acc

ess

to a

go

od

dic

tio

na

ry o

r a

glo

ssa

ry,

wri

tten

fo

r R

osa

’s a

cqu

isit

ion

lev

el,

wil

l be

impo

rta

nt.

Less

on 4

W

S

L

Anal

yzin

g th

e Ce

ntra

l Ide

as,

Part

2: “

The

Bord

er”

• I c

an c

ite se

vera

l pie

ces o

f tex

t-ba

sed

evid

ence

to su

ppor

t an

anal

ysis

of

info

rmat

iona

l tex

t. (R

I.7.1

) •

I can

exp

ress

idea

s with

pre

cisi

on.

(W.7

.4)

• I c

an e

ffect

ivel

y en

gage

in d

iscu

ssio

ns

with

div

erse

par

tner

s abo

ut se

vent

h-

• I c

an u

se q

uote

s suc

cess

fully

to su

ppor

t an

ana

lysi

s of t

he c

entr

al id

eas o

f “Th

e Bo

rder

.” •

I can

wri

te w

ith p

reci

sion

abo

ut “T

he

Bord

er” u

sing

the

“quo

te sa

ndw

ich”

. •

By e

ngag

ing

in a

dis

cuss

ion

with

my

part

ner,

I can

ana

lyze

“The

Bor

der”

to

deep

en m

y un

ders

tand

ing

of it

s cen

tral

id

ea.

• Id

entit

y an

chor

cha

rt

• R

eade

r’s N

otes

: “Th

e Bo

rder

” (fr

om h

omew

ork)

•

Shor

t Res

pons

e G

raph

ic

Org

aniz

er: “

The

Bord

er”

• Id

entit

y an

chor

cha

rt

• D

iscu

ssio

n Ap

poin

tmen

t pr

otoc

ol

lwoodfin

Typewritten Text

72

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

grad

e to

pics

, tex

ts, a

nd is

sues

. (SL

.7.1

)

I se

e th

at

stu

den

ts w

ork

wit

h t

his

tex

t a

cro

ss t

wo

les

son

s. T

ha

t w

ill

serv

e R

osa

. I

nee

d t

o o

ffer

a p

art

iall

y-fi

lled

ou

t G

O a

nd

a

lso

pro

vid

e a

sa

mpl

e st

ud

ent

para

gra

ph a

s a

mo

del

fo

r h

er s

ho

rt-r

espo

nse

.

Just

as

wit

h r

ead

ing

an

d w

riti

ng

-cen

tere

d a

ctiv

itie

s, I

wil

l g

ive

Ro

sa a

pa

rtia

lly-

fill

ed i

n g

raph

ic o

rga

niz

er f

or

list

enin

g

act

ivit

ies

so s

he

can

fil

l it

in

wh

ile

the

text

is r

ead

alo

ud

to

her

. “I

nee

d t

o d

ig i

nto

th

e le

sso

ns

to a

ctu

all

y fi

nd

th

e g

raph

ic

org

an

izer

s. B

ut

I’m

gu

essi

ng

I m

igh

t in

clu

de

the

def

init

ion

of

“sel

f-w

ort

h”

an

d g

ive

a t

ext-

ba

sed

exa

mpl

e o

f th

at

in L

esso

n 6

, fo

r ex

am

ple,

to

la

un

ch h

er i

nto

th

e li

sten

ing

/spe

akin

g q

ues

tio

ns.

I

wil

l a

lso

pro

vid

e a

wo

rd b

an

k f

or

spea

kin

g a

ctiv

itie

s w

hen

sh

e is

en

ga

ged

in

dis

cuss

ion

wit

h a

pa

rtn

er.

I w

ill

con

sid

er

pair

ing

her

wit

h a

no

ther

stu

den

t w

ho

spe

aks

Spa

nis

h o

cca

sio

na

lly

so t

ha

t sh

e ca

n h

ave

mo

re i

n-d

epth

co

nve

rsa

tio

ns

abo

ut

the

abst

ract

id

eas

wit

hin

th

e te

xt.

lwoodfin

Typewritten Text

73

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

Less

on

Less

on T

itle

Long

-Ter

m T

arge

ts

Supp

ortin

g Ta

rget

s O

ngoi

ng

Ass

essm

ent

Anc

hor C

hart

s &

Pr

otoc

ols

Less

on 5

R

W

Mid

-Uni

t 1 A

sses

smen

t: Ev

iden

ce, I

deas

, and

In

tera

ctio

ns in

“Why

Co

uldn

’t Sn

ow W

hite

Be

Chin

ese?

”

• I c

an c

ite se

vera

l pie

ces o

f tex

t-ba

sed

evid

ence

to su

ppor

t an

anal

ysis

of

info

rmat

iona

l tex

t. (R

I7.1

) •

I can

obj

ectiv

ely

sum

mar

ize

a pi

ece

of te

xt.

(RI7

.2)

• I c

an a

naly

ze th

e in

tera

ctio

ns b

etw

een

indi

vidu

als,

eve

nts,

and

idea

s in

a te

xt.

(RI7

.3)

• I c

an o

bjec

tivel

y su

mm

ariz

e “W

hy

Coul

dn’t

Snow

Whi

te B

e Ch

ines

e?”

• I c

an id

entif

y th

e su

ppor

ting

evid

ence

fo

r an

anal

ysis

of “

Why

Cou

ldn’

t Sno

w

Whi

te B

e Ch

ines

e?”

• I c

an a

naly

ze th

e in

tera

ctio

n be

twee

n an

in

divi

dual

and

eve

nts a

nd id

eas i

n “W

hy

Coul

dn’t

Snow

Whi

te B

e Ch

ines

e?”

• M

id-U

nit 1

Ass

essm

ent

• R

emem

ber

, g

ive

this

tw

ice

(w

hen

?...I’

ll

nee

d t

o

coo

rdin

ate

wit

h

the

ELL

tea

cher

o

n t

ha

t. M

ayb

e

sca

ffo

ld h

alf

a

nd

do

an

oth

er

ha

lf “

cold

” to

sa

ve t

ime,

m

akin

g s

ure

I’

m h

itti

ng

all

th

e st

an

da

rds

bo

th w

ays

.

Less

on 6

R

W

S

L

Dra

win

g In

fere

nces

: “M

y O

wn

True

Nam

e”

• I c

an c

ite se

vera

l pie

ces o

f tex

t-ba

sed

evid

ence

to su

ppor

t an

anal

ysis

of

info

rmat

iona

l tex

t. (R

I.7.1

) •

I can

det

erm

ine

the

cent

ral i

deas

in

info

rmat

iona

l tex

t. (R

I.7.2

) •

I can

ana

lyze

the

inte

ract

ions

bet

wee

n in

divi

dual

s, e

vent

s, a

nd id

eas i

n a

text

. (R

I.7.3

) •

I can

effe

ctiv

ely

enga

ge in

dis

cuss

ions

with

di

vers

e pa

rtne

rs a

bout

seve

nth-

grad

e to

pics

, tex

ts, a

nd is

sues

. (SL

.7.1

)

• I c

an m

ake

and

shar

e ac

cura

te

infe

renc

es a

bout

“My

Ow

n Tr

ue N

ame”

in

dis

cuss

ion

with

my

peer

s.

• I c

an d

eter

min

e th

e ce

ntra

l ide

a of

“My

Ow

n Tr

ue N

ame.

”

• R

eade

r’s N

otes

•

Text

-dep

ende

nt q

uest

ions

•

Iden

tity

anch

or c

hart

Less

on 7

Anal

yzin

g Te

xt S

truc

ture

: “T

een

Slan

g: W

hat’s

, Lik

e,

• I c

an d

eter

min

e th

e ce

ntra

l ide

as o

f an

• I c

an a

naly

ze th

e or

gani

zatio

n of

“Tee

n Sl

ang:

Wha

t’s, L

ike,

So

Wro

ng w

ith

• R

eade

r’s N

otes

: “M

y O

wn

True

Nam

e” (f

rom

•

“Tee

n Sl

ang:

Wha

t’s, L

ike,

So

Wro

ng w

ith L

ike?

”

lwoodfin

Typewritten Text

74

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

R

W

So W

rong

with

Lik

e?”

info

rmat

iona

l tex

t. (R

I.7.2

) •

I can

ana

lyze

the

deve

lopm

ent o

f a c

entr

al

idea

thro

ugho

ut th

e te

xt. (

RI.7

.2)

• I c

an a

naly

ze th

e or

gani

zatio

n of

an

info

rmat

iona

l tex

t (in

clud

ing

how

the

maj

or se

ctio

ns c

ontr

ibut

e to

the

who

le a

nd

to th

e de

velo

pmen

t of t

he id

eas.

(RI.7

.5)*

Like

?” to

det

erm

ine

the

auth

or’s

clai

ms

and

evid

ence

. •

I can

ana

lyze

how

the

clai

ms a

nd

evid

ence

of “

Teen

Sla

ng: W

hat’s

, Lik

e,

So W

rong

with

Lik

e?” r

elat

e to

one

an

othe

r.

hom

ewor

k)

• Te

xt-D

epen

dent

Que

stio

ns:

“Tee

n Sl

ang:

Wha

t’s, L

ike,

So

Wro

ng w

ith L

ike?

” •

“Tee

n Sl

ang:

Wha

t’s, L

ike,

So

Wro

ng w

ith L

ike?

” St

ruct

ure

anch

or c

hart

Stru

ctur

e an

chor

cha

rt

lwoodfin

Typewritten Text

75

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

U

nit-a

t-a-G

lanc

e

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

Less

on

Less

on T

itle

Long

-Ter

m T

arge

ts

Supp

ortin

g Ta

rget

s O

ngoi

ng

Ass

essm

ent

Anc

hor C

hart

s &

Pr

otoc

ols

* T

ho

ug

h R

osa

’s E

LL t

each

er a

nd

I h

ave

dec

ided

no

t to

ma

ke

RI.

7.5

, a

na

lyzi

ng

th

e st

ruct

ure

an

au

tho

r u

ses

to o

rga

niz

e a

te

xt,

a f

ocu

s fo

r R

osa

, I

wil

l g

ive

her

a a

gra

phic

org

an

izer

th

at

visu

all

y d

epic

ts t

he

rela

tio

nsh

ip o

f th

e d

iffe

ren

t cl

aim

s to

o

ne

an

oth

er w

ith

sen

ten

ce s

tem

s so

sh

e ca

n s

ee t

hei

r re

lati

on

ship

vis

ua

lly.

I w

ill

then

ha

ve h

er f

ill

in t

he

rem

ain

ing

det

ail

s a

bo

ut

wh

at

the

cla

ims

an

d c

entr

al

idea

s a

re.

Less

on 8

R

W

Anal

yzin

g Te

xt S

truc

ture

: “G

ener

atio

n Z

Ster

eoty

ped…

”

• I c

an d

eter

min

e th

e ce

ntra

l ide

as o

f an

info

rmat

iona

l tex

t. (R

I.7.2

) •

I can

ana

lyze

the

deve

lopm

ent o

f a c

entr

al

idea

thro

ugho

ut th

e te

xt. (

RI.7

.2)

• I c

an a

naly

ze th

e or

gani

zatio

n of

an

info

rmat

iona

l tex

t (in

clud

ing

how

the

maj

or se

ctio

ns c

ontr

ibut

e to

the

who

le a

nd

to th

e de

velo

pmen

t of t

he id

eas.

(RI.7

.5)

• I c

an a

naly

ze th

e or

gani

zatio

n of

“G

ener

atio

n Z

Ster

eoty

ped

...” t

o de

term

ine

its c

entr

al id

eas a

nd

evid

ence

. •

I can

ana

lyze

the

cent

ral i

deas

and

ev

iden

ce o

f “G

ener

atio

n Z

Ster

eoty

ped

…” a

nd h

ow th

ey re

late

to

one

anot

her.

• Fo

rmin

g Ev

iden

ce-B

ased

Cl

aim

s Gra

phic

Org

aniz

er:

“Tee

n Sl

ang:

Wha

t’s, L

ike,

So

Wro

ng w

ith L

ike?

” (fr

om

hom

ewor

k)

• “G

ener

atio

n Z

Ster

eoty

ped…

” an

chor

ch

art

• Id

entit

y an

chor

cha

rt

Dep

end

ing

on

ho

w w

ell

Ro

sa i

s co

mpr

ehen

din

g w

ha

t sh

e is

rea

din

g,

I ei

ther

wil

l pr

ovi

de

ad

dit

ion

al

gra

phic

org

an

izer

s so

R

osa

ca

n s

ee t

he

org

an

iza

tio

na

l st

ruct

ure

of

the

text

(R

I.7

.5)

or

cro

ss o

ut

the

qu

esti

on

s re

lati

ng

to

tex

t st

ruct

ure

, so

Ro

sa

can

co

nti

nu

e to

fo

cus

on

th

e o

ther

sta

nd

ard

s.

Less

on 9

R

W

End

of U

nit A

sses

smen

t: Cl

aim

s, In

tera

ctio

ns, a

nd

Stru

ctur

e in

“Is M

oney

Af

fect

ing

Your

Soc

ial

Stat

us?”

• I c

an c

ite se

vera

l pie

ces o

f tex

t-ba

sed

evid

ence

to su

ppor

t an

anal

ysis

of

info

rmat

iona

l tex

t. (R

I,7.1

) •

I can

ana

lyze

the

inte

ract

ions

bet

wee

n in

divi

dual

s, e

vent

s, a

nd id

eas i

n a

text

. (R

I.7.3

) •

I can

ana

lyze

the

orga

niza

tion

of a

n in

form

atio

nal t

ext (

incl

udin

g ho

w th

e m

ajor

sect

ions

con

trib

ute

to th

e w

hole

and

to

the

deve

lopm

ent o

f the

idea

s). (

RI.7

.5)

• I c

an c

ite e

vide

nce

to su

ppor

t ana

lysi

s of

“Is M

oney

Affe

ctin

g Yo

ur S

ocia

l Sta

tus?

” •

I can

ana

lyze

inte

ract

ions

bet

wee

n in

divi

dual

s, e

vent

s, a

nd id

eas i

n “I

s M

oney

Affe

ctin

g Yo

ur S

ocia

l Sta

tus?

” •

I can

ana

lyze

how

par

agra

phs o

f “Is

M

oney

Affe

ctin

g Yo

ur S

ocia

l Sta

tus?

” co

ntri

bute

to th

e de

velo

pmen

t of t

he

idea

s in

the

text

.

• En

d of

Uni

t 1 A

sses

smen

t

Less

on 1

0 R

Inde

pend

ent R

eadi

ng

Cele

brat

ion

and

Rea

d-al

oud

of th

e M

yth

of P

ygm

alio

n

• I c

an se

lf-se

lect

text

bas

ed o

n pe

rson

al

pref

eren

ces.

(RL.

7.11

a)

• I c

an c

eleb

rate

my

acco

mpl

ishm

ents

in

inde

pend

ent r

eadi

ng fo

r thi

s uni

t. •

Inde

pend

ent R

eadi

ng

shar

ing

• Id

entit

y an

chor

cha

rt

lwoodfin

Typewritten Text

76

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

R

eadi

ng C

lose

ly a

nd C

iting

Evi

denc

e:

Sto

ries

of P

erso

nal I

dent

ity F

orm

atio

n C

reat

ed b

y E

xped

ition

ary

Lear

ning

, on

beha

lf of

Pub

lic C

onsu

lting

Gro

up, I

nc.

© P

ublic

Con

sulti

ng G

roup

, Inc

., w

ith a

per

petu

al li

cens

e gr

ante

d to

Exp

editi

onar

y Le

arni

ng O

utw

ard

Bou

nd, I

nc.

NYS

Com

mon

Cor

e EL

A C

urric

ulum

• G

7:M

2B:U

1: O

verv

iew

• J

une

2014

•

O

ptio

nal:

Expe

rts,

Fie

ldw

ork,

And

Ser

vice

Exp

erts

: •

Invi

te a

gue

st sp

eake

r fro

m a

n or

gani

zatio

n th

at w

orks

with

cla

ss o

r soc

ial j

ustic

e is

sues

.

• In

vite

a g

uest

spea

ker w

ith a

psy

chol

ogy

back

grou

nd to

spea

k ab

out i

dent

ity fo

rmat

ion

and

tran

sfor

mat

ion.

• In

vite

an

auth

or o

f a m

emoi

r or p

erso

nal n

arra

tive

abou

t ide

ntity

to c

ome

and

spea

k to

the

clas

s or b

e in

terv

iew

ed b

y th

e cl

ass.

Opt

iona

l: Ex

tens

ions

• W

atch

the

mus

ical

My

Fair

Lad

y an

d co

mpa

re th

e fil

med

ver

sion

to th

e pl

ay, p

artic

ular

ly p

ayin

g at

tent

ion

to th

e di

ffere

nt e

ndin

gs.

• Co

nduc

t a m

ore

in-d

epth

stud

y of

cla

ss in

Eng

land

and

in A

mer

ica.

Use

the

PBS

docu

men

tary

Peo

ple

Like

Us t

o su

ppor

t you

r stu

dy.

lwoodfin

Typewritten Text

77

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

Pr

epar

atio

n an

d M

ater

ials

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

Prep

arat

ion

and

Mat

eria

ls

This

uni

t inc

lude

s sev

eral

rout

ines

: Ind

epen

dent

Rea

ding

and

Rea

der’s

Not

es.

1. In

depe

nden

t Rea

ding

This

uni

t ass

umes

that

you

hav

e la

unch

ed a

n in

depe

nden

t rea

ding

pro

gram

with

you

r stu

dent

s. H

omew

ork

in th

is m

odul

e of

ten

incl

udes

inde

pend

ent r

eadi

ng, a

nd th

e U

nit 1

and

Uni

t 3 p

lans

incl

ude

time

in c

lass

to c

heck

in o

n in

depe

nden

t rea

ding

. Con

side

r sch

edul

ing

a w

eek

betw

een

the

prev

ious

mod

ule

and

this

one

to la

unch

in

depe

nden

t rea

ding

. Al

tern

ativ

ely,

you

cou

ld le

ngth

en th

e tim

e fo

r Uni

t 1 a

nd in

ters

pers

e th

e in

depe

nden

t rea

ding

less

ons i

nto

the

first

par

t of t

he u

nit.

See

two

sepa

rate

stan

d-al

one

docu

men

ts o

n En

gage

NY.

org:

The

Im

port

ance

of I

ncr

easi

ng

the

Vol

ume

of R

eadi

ng

and

Lau

nch

ing

Inde

pen

den

t Rea

din

g in

Gra

des

6-8:

Sam

ple

Pla

n, w

hich

toge

ther

pro

vide

the

ratio

nale

and

pra

ctic

al g

uida

nce

for a

robu

st in

depe

nden

t rea

ding

pro

gram

. Onc

e st

uden

ts h

ave

all l

earn

ed h

ow to

sele

ct

book

s and

com

plet

e th

e re

adin

g lo

g, it

take

s les

s cla

ss ti

me.

Afte

r the

laun

ch p

erio

d, th

e in

depe

nden

t rea

ding

rout

ine

take

s abo

ut ½

cla

ss p

erio

d pe

r wee

k, w

ith a

n ad

ditio

nal d

ay n

ear t

he e

nd o

f a u

nit o

r mod

ule

for s

tude

nts t

o re

view

and

shar

e th

eir b

ooks

. Var

ious

opt

ions

are

out

lined

in th

e L

aun

chin

g In

depe

nde

nt R

eadi

ng

in

Gra

des

6-8:

Sam

ple

Pla

n; c

onsi

der w

hat w

ill b

est m

eet t

he n

eeds

of y

our s

tude

nts a

nd e

stab

lish

that

rout

ine

in th

is u

nit.

As

I d

id i

n M

od

ule

1,

I w

ill

giv

e R

osa

tw

o t

ypes

of

ind

epen

den

t re

ad

ing

. Sh

e w

ill

rea

d b

oo

ks

at

her

in

dep

end

ent

Lexil

e le

vel

in

En

gli

sh a

nd

in

her

na

tive

la

ng

ua

ge

wh

ere

poss

ible

. B

ut

she

mu

st a

lso

sel

ect

ind

epen

den

t re

ad

ing

bo

oks

in E

ng

lish

th

at

she

can

rea

d w

ith

ou

t su

ppo

rt (

bey

on

d o

cca

sio

na

l d

icti

on

ary

use

). I

wil

l en

cou

rag

e R

osa

to

sel

ect

bo

oks

abo

ut

iden

tity

so

th

at

she

can

co

nti

nu

e to

bu

ild

her

ba

ckg

rou

nd

kn

ow

led

ge

on

th

e su

bje

ct a

t h

an

d.

I lo

ve t

his

lis

t o

f po

ten

tia

l ti

tles

: h

ttp:

//st

ore

.pa

cta

do

pt.o

rg/B

oo

ks-

for-

3rd

-to

-5th

-Gra

de.

htm

l. I

pro

ba

bly

sh

ou

ld d

ig b

ack

in

to t

he

Rec

om

men

ded

Tex

ts l

ist

for

this

un

it,

too

, a

nd

th

inkin

g a

bo

ut

turn

ing

Ro

sa o

n t

o o

ne

of

the

bo

oks

in t

he

low

er L

exil

e ba

nd

s.

2. R

eade

r’s N

otes

Stud

ents

will

read

a v

arie

ty o

f inf

orm

atio

nal t

exts

in th

is U

nit a

nd re

cord

thei

r thi

nkin

g da

ily in

Rea

der’s

Not

es. R

eade

r’s N

otes

are

org

aniz

ed b

y le

sson

and

cor

resp

ond

to th

e re

adin

g se

lect

ion

each

day

. Th

e in

clud

e se

ctio

ns fo

r pra

ctic

ing

the

follo

win

g ke

y sk

ills:

iden

tifyi

ng w

ord

mea

ning

s fro

m th

e re

adin

g, re

adin

g fo

r gis

t, m

akin

g in

fere

nces

, and

pul

ling

evid

ence

from

the

text

to su

ppor

t ana

lysi

s.

• Co

nsid

er c

opyi

ng a

nd st

aplin

g th

e R

eade

r’s N

otes

for t

he e

ntir

e un

it in

to o

ne b

undl

e w

hich

you

dis

trib

ute

to y

our s

tude

nts.

Thi

s will

requ

ire

less

tim

e sp

ent o

n pa

ssin

g ou

t pap

ers a

nd w

ill re

quir

e m

ore

resp

onsi

bilit

y fr

om st

uden

ts to

stor

e th

eir p

acke

ts sa

fely

. You

will

be

prom

pted

in sp

ecifi

c le

sson

s to

chec

k an

d co

llect

the

Rea

der’s

N

otes

so y

ou c

an e

nsur

e al

l you

r stu

dent

s are

filli

ng th

em o

ut c

orre

ctly

. The

teac

her’s

edi

tion

of th

e R

eade

r’s N

otes

incl

udes

def

initi

ons f

or a

ll vo

cabu

lary

wor

ds in

the

lwoodfin

Typewritten Text

78

GR

AD

E 7:

MO

DU

LE 2

B: U

NIT

1: O

VER

VIEW

Pr

epar

atio

n an

d M

ater

ials

Cre

ated

by

Exp

editi

onar

y Le

arni

ng, o

n be

half

of P

ublic

Con

sulti

ng G

roup

, Inc

. ©

Pub

lic C

onsu

lting

Gro

up, I

nc.,

with

a p

erpe

tual

lice

nse

gran

ted

to E

xped

ition

ary

Lear

ning

Out

war

d B

ound

, Inc

. N

YS C

omm

on C

ore

ELA

Cur

ricul

um •

G7:

M2B

:U1:

Ove

rvie

w •

Jun

e 20

14 •

Rea

der’s

Dic

tiona

ry a

s wel

l as s

ampl

e re

spon

ses t

o th

e qu

estio

ns.

For

Ro

sa,

I w

ill

try

to i

ncl

ud

e a

s m

an

y pa

rtia

lly

fill

ed-i

n g

raph

ic o

rga

niz

ers

wit

h s

ente

nce

ste

ms

into

th

is p

ack

et a

s po

ssib

le

ah

ead

of

tim

e. M

y EL

L te

ach

er c

an

pro

ba

bly

hel

p m

e pu

ll t

his

to

get

her

. B

ut

I’m

als

o g

oin

g t

o h

ave

to

sta

y fl

exil

e so

I c

an

re

spo

nd

ing

to

Ro

sa’s

nee

ds

as

the

un

it p

rog

ress

es.

Sin

ce l

ast

mo

du

le,

I fo

un

d t

ha

t I

wa

s be

crea

tin

g s

upp

ort

ing

do

cum

ents

as

she

nee

ds

them

, I

thin

k I

’ll

giv

e R

osa

a f

old

er t

o p

ut

all

of

her

Rea

der

’s N

ote

s in

sid

e, s

o s

he

can

un

sta

ple

them

an

d a

dd

su

ppo

rtin

g d

ocu

men

ts a

s n

eed

ed.

lwoodfin

Typewritten Text

79


APPENDIX 1: FURTHER READING Note: The inclusion of a resource in this list is for information only, and does not necessarily represent an endorsement on the part of Expeditionary Learning. Standards for ELLs: Overview of State Standards Initiatives for ELLs: http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf?sfvrsn=4 World-Class Instructional Design and Assessment: http://www.wida.us/ TESOL International Association: http://www.tesol.org/advance-the-field/standards/the-common-core-state-standards-and-english-learners The New York State Bilingual Common Core Initiative: https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative California English Language Development Standards: http://www.cde.ca.gov/sp/el/er/documents/sbeoverviewpld.pdf Assessment of ELLs: Classroom Assessment of English Language Learners: http://www.colorincolorado.org/webcasts/assessment Multiple Means of Assessment for English Language Learners: Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical

guide. Guilford Press. Performance Assessment for English Language Learners: https://scale.stanford.edu/system/files/performance-assessments-english-language-learners.pdf Grammar/Writing: Specific ELL Issues with Grammar: http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-(october-2009)/why-k-12-teachers-need-to-know-about-esl-grammar-issues Speaking/Listening: Academic Conversations: http://www.jeffzwiers.org/interaction.html Word Study:

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Coxhead Academic Word List: http://www.nottingham.ac.uk/alzsh3/acvocab/ Fry Sight Word List: http://www.k12reader.com/subject/sight-words/fry-words/ Dolch Sight Word List: http://www.k12reader.com/dolch-word-list/ Text Analysis: http://wordsift.com/ Reading/Text Complexity: Beginner’s Guide to Text Complexity and Text Complexity Rubrics: http://schools.nyc.gov/Academics/CommonCoreLibrary/CommonCoreClassroom/Literacy/default.htm General Resources: National Clearinghouse for English Language Acquisition: http://www.ncela.us/ TESOL International Association: http://www.tesol.org Larry Ferlazzo’s ELL Web site: http://larryferlazzo.edublogs.org/larry-ferlazzos-english-website/ Colorín Colorado: http://www.colorincolorado.org/index.php?langswitch=en Books: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream

classroom. Portsmouth: Heinemann. Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language learners. Alexandria, VA:

Association for Supervision and Curricular Development. Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for K–12 Teachers (5th

ed.). New York: Pearson. Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.).

Portsmouth, NH: Heinemann.

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APPENDIX 2: NEW YORK STATE NEW LANGUAGE ARTS PROGRESSIONS SAMPLE

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N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I.1: R

I.7.1

NEW

LA

NG

UA

GE

AR

TS P

RO

GR

ESSI

ON

S (E

SL/N

ew L

angu

age)

G

rade

7: R

eadi

ng fo

r Inf

orm

atio

n 1

Com

mon

Cor

e Anc

hor

Stan

dard

(RI.1

): R

ead

clos

ely

to d

eter

min

e w

hat t

he te

xt sa

ys

expl

icitl

y an

d to

mak

e lo

gica

l inf

eren

ces f

rom

it; c

ite sp

ecifi

c te

xtua

l evi

denc

e w

hen

writ

ing

or

spea

king

to su

ppor

t con

clus

ions

dra

wn

from

the

text

.

Ma

in a

ca

deM

ic d

eMa

nd

D

raw

Infe

renc

es U

sing

Evi

denc

e Fr

om T

ext

Com

mon

Cor

e G

rade

7 S

tand

ard

(RI.7

.1):

Cite

seve

ral p

iece

s of t

extu

al e

vide

nce

to

supp

ort a

naly

sis o

f wha

t the

text

says

exp

licitl

y as

wel

l as i

nfer

ence

s dra

wn

from

the

text

.G

ra

de

Lev

eL a

ca

deM

ic d

eMa

nd

C

ite S

ever

al P

iece

s of T

extu

al E

vide

nce

to

Sup

port

Infe

renc

es5

Lev

els o

f L

angu

age

Dev

elop

men

t

Ent

erin

g (B

egin

ner)

Em

ergi

ng

(Low

Inte

rmed

iate

)Tr

ansi

tioni

ng

(Hig

h In

term

edia

te)

Exp

andi

ng

(Adv

anci

ng)

Com

man

ding

(Proficient)

Whe

n ac

quiri

ng a

new

lang

uage

, usi

ng g

rade

leve

l tex

ts a

nd a

ppro

pria

te su

ppor

ts, s

tude

nts a

re a

ble

to:

RECEPTIVE

Ora

cy

and

Lite

racy

L

inks

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e pr

etau

ght w

ords

and

ph

rase

s on

a do

uble

col

umn

char

t to

iden

tify

wha

t the

te

xt sa

ys e

xplic

itly

and

draw

infe

renc

es fr

om th

e te

xt, a

s the

text

is re

ad

alou

d in

par

tner

ship

and

/or

teac

her l

ed sm

all g

roup

s

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e pr

eide

ntifi

ed w

ords

and

ph

rase

s on

a do

uble

col

umn

char

t to

iden

tify

wha

t the

te

xt sa

ys e

xplic

itly

and

draw

infe

renc

es fr

om th

e te

xt, a

s the

text

is re

ad

alou

d in

par

tner

ship

and

/or

smal

l gro

ups

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e ph

rase

s an

d se

nten

ces o

n a

part

ially

co

mpl

eted

dou

ble

colu

mn

char

t to

iden

tify

wha

t the

te

xt sa

ys e

xplic

itly

and

draw

infe

renc

es fr

om th

e te

xt, a

s the

text

is re

ad

alou

d in

par

tner

ship

, sm

all

grou

p an

d/or

who

le c

lass

se

tting

s

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e in

form

atio

n on

a d

oubl

e co

lum

n ch

art t

o id

entif

y w

hat t

he te

xt sa

ys e

xplic

itly

and

draw

infe

renc

es fr

om

the

text

, as t

he te

xt is

read

al

oud

in p

artn

ersh

ip, s

mal

l gr

oup

and/

or w

hole

cla

ss

setti

ngs

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e in

form

atio

n w

hen

taki

ng

note

s ind

epen

dent

ly to

id

entif

y w

hat t

he te

xt sa

ys

expl

icitl

y an

d dr

aw

infe

renc

es fr

om th

e te

xt,

part

ners

hip,

smal

l gro

up

and/

or w

hole

cla

ss se

tting

s

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

pret

augh

t wor

ds a

nd

phra

ses o

n an

evi

denc

e-ba

sed

grap

hic

orga

nize

r to

cite

text

ual e

vide

nce

that

su

ppor

ts a

naly

sis o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

prei

dent

ified

wor

ds a

nd

phra

ses o

n an

evi

denc

e-ba

sed

grap

hic

orga

nize

r to

cite

text

ual e

vide

nce

that

su

ppor

ts a

naly

sis o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

phra

ses

and

sent

ence

s on

a pa

rtia

lly

com

plet

ed e

vide

nce-

base

d gr

aphi

c or

gani

zer t

o ci

te

text

ual e

vide

nce

that

su

ppor

ts a

naly

sis o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

info

rmat

ion

on a

n ev

iden

ce-

base

d gr

aphi

c or

gani

zer,

afte

r tea

cher

mod

elin

g, to

ci

te te

xtua

l evi

denc

e th

at

supp

orts

ana

lysi

s of a

text

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

info

rmat

ion

in a

not

e ta

king

gu

ide

inde

pend

ently

to c

ite

text

ual e

vide

nce

that

su

ppor

ts a

naly

sis o

f a te

xt

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd,

occa

sion

ally

, in

the

hom

e la

ngua

ge.

in th

e ne

w la

ngua

ge.

in th

e ne

w la

ngua

ge.

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N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I.1: R

I.7.1

5 L

evel

s of

Lan

guag

e D

evel

opm

ent

Ent

erin

g (B

egin

ner)

Em

ergi

ng

(Low

Inte

rmed

iate

)Tr

ansi

tioni

ng

(Hig

h In

term

edia

te)

Exp

andi

ng

(Adv

anci

ng)

Com

man

ding

(Proficient)

PRODUCTIVE

Ora

cy

and

Lite

racy

L

inks

Spea

king

-Cen

tere

d A

ctiv

ity: U

se p

reta

ught

w

ords

and

phr

ases

and

th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs to

co

mpl

ete

sent

ence

star

ters

th

at c

ite te

xtua

l evi

denc

e to

ex

plai

n in

fere

nces

and

an

alys

is o

f the

text

, whe

n sp

eaki

ng a

bout

text

in

part

ners

hip

and/

or te

ache

r le

ad sm

all g

roup

s

Spea

king

-Cen

tere

d A

ctiv

ity: U

se p

reid

entifi

ed

wor

ds a

nd p

hras

es a

nd

the

prev

ious

ly c

ompl

eted

gr

aphi

c or

gani

zers

to

com

plet

e se

nten

ce st

arte

rs

that

cite

text

ual e

vide

nce

to

expl

ain

infe

renc

es a

nd

anal

ysis

of t

he te

xt, w

hen

spea

king

abo

ut te

xt in

pa

rtne

rshi

p an

d/or

smal

l gr

oups

Spea

king

-Cen

tere

d A

ctiv

ity: U

se a

wor

d ba

nk

to c

ite te

xtua

l evi

denc

e to

ex

plai

n in

fere

nces

and

an

alys

is o

f the

text

, whe

n sp

eaki

ng a

bout

text

in

part

ners

hip,

smal

l gro

up

and/

or w

hole

cla

ss se

tting

s

Spea

king

-Cen

tere

d A

ctiv

ity: U

se th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs to

cite

te

xtua

l evi

denc

e to

exp

lain

in

fere

nces

and

ana

lysi

s of

the

text

, whe

n sp

eaki

ng

abou

t tex

t in

part

ners

hip,

sm

all g

roup

and

/or w

hole

cl

ass s

ettin

gs

Spea

king

-Cen

tere

d A

ctiv

ity: U

se k

now

ledg

e of

the

text

to c

ite te

xtua

l ev

iden

ce to

exp

lain

in

fere

nces

and

ana

lysi

s of

the

text

, whe

n sp

eaki

ng

abou

t tex

t in

part

ners

hip,

sm

all g

roup

and

/or w

hole

cl

ass s

ettin

gs

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se p

reta

ught

w

ords

and

phr

ases

to

com

plet

e cl

oze

para

grap

hs

that

cite

text

ual e

vide

nce

to

supp

ort t

he a

naly

sis o

f a

text

and

infe

renc

es d

raw

n

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se p

reid

entifi

ed

wor

ds a

nd p

hras

es to

wri

te

two

or m

ore

para

grap

hs

that

cite

text

ual e

vide

nce

to

supp

ort t

he a

naly

sis o

f a

text

and

infe

renc

es d

raw

n

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se a

wor

d ba

nk a

nd th

e pr

evio

usly

co

mpl

eted

gra

phic

or

gani

zers

to d

evel

op a

sh

ort e

ssay

that

cite

s tex

tual

ev

iden

ce to

supp

ort t

he

anal

ysis

of a

text

and

in

fere

nces

dra

wn

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs a

nd

teac

her p

rovi

ded

mod

els t

o de

velo

p an

ess

ay th

at c

ites

text

ual e

vide

nce

to su

ppor

t th

e an

alys

is o

f a te

xt a

nd

infe

renc

es d

raw

n

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se k

now

ledg

e of

the

text

to d

evel

op a

m

ultip

le p

arag

raph

ess

ay

that

cite

s tex

tual

evi

denc

e to

supp

ort t

he a

naly

sis o

f a

text

and

infe

renc

es d

raw

n

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd,

occa

sion

ally

, in

the

hom

e la

ngua

ge.

in th

e ne

w la

ngua

ge.

in th

e ne

w la

ngua

ge.

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N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I.1: R

I.7.1

Com

mon

Cor

e G

rade

7 S

tand

ard

(RI.7

.1):

Cite

seve

ral p

iece

s of t

extu

al e

vide

nce

to

supp

ort a

naly

sis o

f wha

t the

text

says

exp

licitl

y as

wel

l as i

nfer

ence

s dra

wn

from

the

text

.G

ra

de

Lev

eL a

ca

deM

ic d

eMa

nd

C

ite S

ever

al P

iece

s of T

extu

al E

vide

nce

to

Sup

port

Infe

renc

es

Lin

guis

tic D

eman

ds: T

he fo

llow

ing

are

som

e ex

ampl

es in

Eng

lish

that

may

var

y ba

sed

on th

e la

ngua

ge o

f ins

truct

ion.

In th

e fir

st th

ree

leve

ls

(ent

erin

g, e

mer

ging

and

tran

sitio

ning

), st

uden

ts c

an a

ppro

ach

thes

e lin

guis

tic d

eman

ds in

the

new

and

/or h

ome

lang

uage

. •

Use

wor

ds a

nd p

hras

es to

cite

(e.g

., ac

cord

ing

to th

e au

thor

, the

aut

hor s

ays,

here

it st

ates

).•

Use

wor

ds a

nd p

hras

es to

exp

lain

infe

renc

es d

raw

n fr

om th

e te

xt (e

.g.,

this

m

eans

that

. . .

the

auth

or th

inks

that

. . .

this

mak

es m

e re

ach

the

conc

lusi

on

that

. . .)

.

Exa

mpl

e to

Add

ress

the

Lin

guis

tic D

eman

dsTe

xt E

xcer

ptTe

ache

r D

irec

tions

By

the

time

Har

riet R

oss w

as si

x ye

ars o

ld, s

he h

ad u

ncon

scio

usly

abs

orbe

d m

any

kind

s of k

now

ledg

e, a

lmos

t with

the

air s

he b

reat

hed.

She

cou

ld n

ot, f

or e

xam

ple,

ha

ve sa

id h

ow o

r at w

hat m

omen

t she

kne

w th

at sh

e w

as a

slav

e.

She

knew

that

her

bro

ther

s and

sist

ers,

her f

athe

r and

mot

her,

and

all t

he o

ther

pe

ople

who

live

d in

the

quar

ter,

men

, wom

en a

nd c

hild

ren

wer

e sl

aves

.

She

had

been

taug

ht to

say,

“Ye

s, M

issu

s,” “

No,

Mis

sus,”

to w

hite

wom

en, “

Yes,

Mas

’r,”

“No,

Mas

’r”

to w

hite

men

. Or,

“Yes

, sah

,” “

No,

sah.

”

At t

he sa

me

time

som

eone

had

taug

ht h

er w

here

to lo

ok fo

r the

Nor

th S

tar,

the

star

th

at st

ayed

con

stan

t, no

t ris

ing

in th

e ea

st a

nd se

tting

in th

e w

est a

s the

oth

er st

ars

appe

ared

to d

o; a

nd to

ld h

er th

at a

nyon

e w

alki

ng to

war

d th

e N

orth

cou

ld u

se th

at

star

as a

gui

de.

She

knew

abo

ut fe

ar, t

oo. S

omet

imes

at n

ight

, or d

urin

g th

e da

y, sh

e he

ard

the

furio

us g

allo

ping

of h

orse

s, no

t jus

t one

hor

se, s

ever

al h

orse

s, th

ud o

f the

hoo

fbea

ts

alon

g th

e ro

ad, j

ingl

e of

har

ness

. She

saw

the

grow

n fo

lks f

reez

e in

to st

illne

ss, n

ot

mov

ing,

scar

cely

bre

athi

ng, w

hile

they

list

ened

. She

cou

ld n

ot re

mem

ber w

ho fi

rst

told

her

that

thos

e fu

rious

hoo

fbea

ts m

eant

that

pat

rolle

rs w

ere

goin

g in

pur

suit

of a

ru

naw

ay. O

nly

the

slav

es sa

id p

atte

rolle

rs, w

hisp

erin

g th

e w

ord.

• In

smal

l gro

up/w

hole

cla

ss d

iscu

ssio

n, a

sk st

uden

ts to

use

intro

duct

ory

wor

ds

and

phra

ses t

o ci

te fr

om th

e te

xt.

◦U

se w

ords

and

phr

ases

to c

ite (e

.g.,

acco

rdin

g to

the

auth

or, t

he a

utho

r say

s, he

re it

stat

es).

◦U

se w

ords

and

phr

ases

to e

xpla

in in

fere

nces

dra

wn

from

the

text

(e.g

., th

is

mea

ns th

at. .

. th

e au

thor

thin

ks th

at. .

. th

is m

akes

me

reac

h th

e co

nclu

sion

th

at. .

.) (

e.g.

, The

aut

hor s

tate

s tha

t Har

riet k

new

abo

ut fe

ar fr

om h

er

obse

rvat

ions

of t

he a

dults

at n

ight

. Thi

s mea

ns th

at sh

e un

ders

tood

from

a

youn

g ag

e th

e da

nger

for r

unaw

ay sl

aves

if th

ey a

re c

augh

t.)

Petry

, A. (

1983

). H

arri

et T

ubm

an: C

ondu

ctor

on

the

unde

rgro

und

railr

oad.

New

Yor

k:

Har

perC

ollin

s. (F

rom

App

endi

x B

, CC

SS, p

. 92.

)

lwoodfin

Typewritten Text

89

lwoodfin

Typewritten Text

85

N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I. 2:

RL

7.2

NEW

LA

NG

UA

GE

AR

TS P

RO

GR

ESSI

ON

S G

rade

7: R

eadi

ng fo

r Inf

orm

atio

n 2

Com

mon

Cor

e Anc

hor

Stan

dard

(RI.2

): D

eter

min

e ce

ntra

l ide

as o

r the

mes

of a

text

and

an

alyz

e th

eir d

evel

opm

ent;

sum

mar

ize

the

key

supp

ortin

g de

tails

and

idea

s.M

ain

ac

ad

eMic

deM

an

d

Sum

mar

ize

Text

by

Det

erm

inin

g M

ain

Idea

and

Sup

port

ing

Det

ails

Com

mon

Cor

e G

rade

7 S

tand

ard

(RI.7

.2):

Det

erm

ine

two

or m

ore

cent

ral i

deas

in a

text

an

d an

alyz

e th

eir d

evel

opm

ent o

ver t

he c

ours

e of

the

text

; pro

vide

an

obje

ctiv

e su

mm

ary

of th

e te

xt.

Gr

ad

e Le

veL

ac

ad

eMic

deM

an

d

Sum

mar

ize

Text

and

Ana

lyze

D

evel

opm

ent o

f Tw

o or

Mor

e C

entr

al Id

eas

5 L

evel

s of

Lan

guag

e D

evel

opm

ent

Ent

erin

g (B

egin

ner)

Em

ergi

ng

(Low

Inte

rmed

iate

)Tr

ansi

tioni

ng

(Hig

h In

term

edia

te)

Exp

andi

ng

(Adv

ance

d)C

omm

andi

ng

(Pro

ficie

nt)

Whe

n ac

quiri

ng a

new

lang

uage

, usi

ng g

rade

leve

l tex

ts a

nd a

ppro

pria

te su

ppor

ts, s

tude

nts a

re a

ble

to:

RECEPTIVE

Ora

cy

and

Lite

racy

L

inks

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e pr

etau

ght w

ords

and

ph

rase

s on

a do

uble

web

gr

aphi

c or

gani

zer t

o id

entif

y tw

o or

mor

e ce

ntra

l id

eas,

as te

xt is

read

in

part

ners

hip

and/

or te

ache

r-le

d, sm

all g

roup

s

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e pr

eide

ntifi

ed w

ords

and

ph

rase

s on

a do

uble

web

gr

aphi

c or

gani

zer t

o id

entif

y tw

o or

mor

e ce

ntra

l id

eas,

as te

xt is

read

in

part

ners

hip

and/

or sm

all

grou

ps

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e ph

rase

s an

d se

nten

ces o

n a

part

ially

co

mpl

eted

dou

ble

web

gr

aphi

c or

gani

zer t

o id

entif

y tw

o or

mor

e ce

ntra

l id

eas,

as te

xt is

read

in

part

ners

hip,

smal

l gro

up,

and/

or w

hole

cla

ss se

tting

s

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e in

form

atio

n on

a d

oubl

e w

eb g

raph

ic o

rgan

izer

to

iden

tify

two

or m

ore

cent

ral

idea

s, as

text

is re

ad in

pa

rtne

rshi

p, sm

all g

roup

, an

d/or

who

le c

lass

setti

ngs

Lis

teni

ng-C

ente

red

Act

ivity

: Org

aniz

e in

form

atio

n w

hen

taki

ng

note

s ind

epen

dent

ly to

id

entif

y tw

o or

mor

e ce

ntra

l id

eas,

as te

xt is

read

in

part

ners

hip,

smal

l gro

up,

and/

or w

hole

cla

ss se

tting

s

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

pret

augh

t wor

ds a

nd

phra

ses o

n a

doub

le p

lot

line

diag

ram

to a

naly

ze th

e de

velo

pmen

t of t

wo

or

mor

e ce

ntra

l ide

as o

ver t

he

cour

se o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

prei

dent

ified

wor

ds a

nd

phra

ses o

n a

doub

le p

lot

line

diag

ram

to a

naly

ze th

e de

velo

pmen

t of t

wo

or

mor

e ce

ntra

l ide

as o

ver t

he

cour

se o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

phra

ses

and

sent

ence

s on

a pa

rtia

lly

com

plet

ed d

oubl

e pl

ot li

ne

diag

ram

to a

naly

ze th

e de

velo

pmen

t of t

wo

or

mor

e ce

ntra

l ide

as o

ver t

he

cour

se o

f a te

xt

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

info

rmat

ion

on a

dou

ble

plot

line

dia

gram

, afte

r te

ache

r mod

elin

g, to

an

alyz

e th

e de

velo

pmen

t of

two

or m

ore

cent

ral i

deas

ov

er th

e co

urse

of a

text

Rea

ding

-Cen

tere

d A

ctiv

ity: O

rgan

ize

info

rmat

ion

on a

dou

ble

plot

line

dia

gram

, in

depe

nden

tly, t

o an

alyz

e th

e de

velo

pmen

t of t

wo

or

mor

e ce

ntra

l ide

as o

ver t

he

cour

se o

f a te

xt

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd,

occa

sion

ally

, in

the

hom

e la

ngua

ge.

in th

e ne

w la

ngua

ge.

in th

e ne

w la

ngua

ge.

lwoodfin

Typewritten Text

90

lwoodfin

Typewritten Text

86

N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I. 2:

RL

7.2

5 L

evel

s of

Lan

guag

e D

evel

opm

ent

Ent

erin

g (B

egin

ner)

Em

ergi

ng

(Low

Inte

rmed

iate

)Tr

ansi

tioni

ng

(Hig

h In

term

edia

te)

Exp

andi

ng

(Adv

ance

d)C

omm

andi

ng

(Pro

ficie

nt)

PRODUCTIVE

Ora

cy

and

Lite

racy

L

inks

Spea

king

-Cen

tere

d A

ctiv

ity: U

se p

reta

ught

w

ords

and

phr

ases

and

the

prev

ious

ly c

ompl

eted

gr

aphi

c or

gani

zers

to

com

plet

e se

nten

ce st

arte

rs

that

pro

vide

an

obje

ctiv

e su

mm

ary

of th

e te

xt, w

hen

spea

king

in p

artn

ersh

ip

and/

or te

ache

r-le

d sm

all

grou

ps

Spea

king

-Cen

tere

d A

ctiv

ity: U

se p

reid

entifi

ed

wor

ds a

nd p

hras

es a

nd th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs to

co

mpl

ete

sent

ence

star

ters

th

at p

rovi

de a

n ob

ject

ive

sum

mar

y of

the

text

, whe

n sp

eaki

ng in

par

tner

ship

an

d/or

smal

l gro

ups

Spea

king

-Cen

tere

d A

ctiv

ity: U

se a

wor

d ba

nk

to p

rovi

de a

n ob

ject

ive

sum

mar

y of

the

text

, whe

n sp

eaki

ng in

par

tner

ship

, sm

all g

roup

s and

/or a

w

hole

cla

ss se

tting

s

Spea

king

-Cen

tere

d A

ctiv

ity: U

se th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs to

pr

ovid

e an

obj

ectiv

e su

mm

ary

of th

e te

xt, w

hen

spea

king

in p

artn

ersh

ip,

smal

l gro

ups a

nd/o

r a

who

le c

lass

setti

ngs

Spea

king

-Cen

tere

d A

ctiv

ity: U

se in

form

atio

n to

pro

vide

an

obje

ctiv

e su

mm

ary

of th

e te

xt, w

hen

spea

king

in p

artn

ersh

ip,

smal

l gro

ups a

nd/o

r a

who

le c

lass

setti

ngs

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se p

reta

ught

w

ords

and

phr

ases

to

com

plet

e cl

oze

para

grap

hs

that

pro

vide

an

obje

ctiv

e su

mm

ary

and

anal

yze

the

deve

lopm

ent o

f tw

o or

m

ore

cent

ral i

deas

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se p

reid

entifi

ed

wor

ds a

nd p

hras

es to

wri

te

two

or m

ore

para

grap

hs

that

pro

vide

an

obje

ctiv

e su

mm

ary

and

anal

yze

the

deve

lopm

ent o

f tw

o or

m

ore

cent

ral i

deas

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se a

wor

d ba

nk

and

the

prev

ious

ly

com

plet

ed g

raph

ic

orga

nize

rs to

dev

elop

a

shor

t ess

ay th

at p

rovi

des a

n ob

ject

ive

sum

mar

y an

d an

alyz

es th

e de

velo

pmen

t of

two

or m

ore

cent

ral i

deas

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se th

e pr

evio

usly

com

plet

ed

grap

hic

orga

nize

rs a

nd

teac

her p

rovi

ded

mod

els t

o de

velo

p an

ess

ay th

at

prov

ides

an

obje

ctiv

e su

mm

ary

and

anal

yzes

the

deve

lopm

ent o

f tw

o or

m

ore

cent

ral i

deas

Wri

ting-

Cen

tere

d A

ctiv

ity: U

se in

form

atio

n,

inde

pend

ently

, to

deve

lop

a m

ultip

le p

arag

raph

ess

ay

that

pro

vide

s an

obje

ctiv

e su

mm

ary

and

anal

yzes

the

deve

lopm

ent o

f tw

o or

m

ore

cent

ral i

deas

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd/o

r the

hom

e la

ngua

ge.

in th

e ne

w a

nd,

occa

sion

ally

, in

the

hom

e la

ngua

ge.

in th

e ne

w la

ngua

ge.

in th

e ne

w la

ngua

ge.

lwoodfin

Typewritten Text

91

lwoodfin

Typewritten Text

87

N

LAP

Rea

ding

for I

nfor

mat

ion

(RI)

R

I. 2:

RL

7.2

Com

mon

Cor

e G

rade

7 S

tand

ard

(RI.7

.2):

Det

erm

ine

two

or m

ore

cent

ral i

deas

in a

text

an

d an

alyz

e th

eir d

evel

opm

ent o

ver t

he c

ours

e of

the

text

; pro

vide

an

obje

ctiv

e su

mm

ary

of th

e te

xt.

Gr

ad

e Le

veL

ac

ad

eMic

deM

an

d

Sum

mar

ize

Text

and

Ana

lyze

D

evel

opm

ent o

f Tw

o or

Mor

e C

entr

al Id

eas

Lin

guis

tic D

eman

ds: T

he fo

llow

ing

are

som

e ex

ampl

es in

Eng

lish

that

may

var

y ba

sed

on th

e la

ngua

ge o

f ins

truct

ion.

In th

e fir

st th

ree

leve

ls

(ent

erin

g, e

mer

ging

and

tran

sitio

ning

), st

uden

ts c

an a

ppro

ach

thes

e lin

guis

tic d

eman

ds in

the

new

and

/or h

ome

lang

uage

.•

Iden

tify

wor

ds a

nd p

hras

es th

at h

ave

the

sam

e m

eani

ng a

nd a

re re

peat

ed

thro

ugho

ut th

e te

xt to

det

erm

ine

two

or m

ore

cent

ral i

deas

(e.g

., tw

o ce

ntra

l id

eas c

an b

e ex

empl

ified

by

rela

ted

wor

ds, e

.g.,

woo

d/w

oode

n an

d fla

mm

able

/fa

st b

urni

ng/fi

re h

azar

ds).

• A

naly

ze tr

ansi

tiona

l wor

ds a

nd p

hras

es th

at si

gnal

the

deve

lopm

ent o

f ide

as

(e.g

., bu

t, be

caus

e, d

espi

te, a

ctua

lly).

• U

se w

ords

that

supp

ort s

umm

ariz

atio

n (e

.g.,

This

text

is m

ostly

abo

ut; T

he m

ain

argu

men

t is;

The

mai

n po

ints

are

; The

key

poi

nts t

he a

utho

r mak

es a

re).

Exa

mpl

es to

Add

ress

the

Lin

guis

tic D

eman

dsTe

xt E

xcer

ptTe

ache

r D

irec

tions

Chi

cago

in 1

871

was

a c

ity re

ady

to b

urn.

The

city

boa

sted

hav

ing

59,5

00 b

uild

ings

, man

y of

them

—su

ch a

s the

Cou

rthou

se a

nd th

e Tr

ibun

e B

uild

ing—

larg

e an

d or

nate

ly d

ecor

ated

. Th

e tro

uble

was

that

abo

ut tw

o-th

irds o

f all

thes

e st

ruct

ures

wer

e m

ade

entir

ely

of w

ood.

M

any

of th

e re

mai

ning

bui

ldin

gs (e

ven

the

ones

pro

clai

med

to b

e “fi

repr

oof”

) loo

ked

solid

, but

wer

e ac

tual

ly je

rryb

uilt

affa

irs; t

he st

one

or b

rick

exte

riors

hid

woo

den

fram

es

and

floor

s, al

l top

ped

with

hig

hly

flam

mab

le ta

r or s

hing

le ro

ofs.

It w

as a

lso

a co

mm

on

prac

tice

to d

isgu

ise

woo

d as

ano

ther

kin

d of

bui

ldin

g m

ater

ial.

The

fanc

y ex

terio

r de

cora

tions

on

just

abo

ut e

very

bui

ldin

g w

ere

carv

ed fr

om w

ood,

then

pai

nted

to lo

ok li

ke

ston

e or

mar

ble.

Mos

t chu

rche

s had

stee

ples

that

app

eare

d to

be

solid

from

the

stre

et, b

ut a

cl

oser

insp

ectio

n w

ould

reve

al a

woo

den

fram

ewor

k co

vere

d w

ith c

leve

rly p

aint

ed c

oppe

r or

tin.

The

situ

atio

n w

as w

orst

in th

e m

iddl

e-cl

ass a

nd p

oore

r dis

trict

s. Lo

t siz

es w

ere

smal

l, an

d ow

ners

usu

ally

fille

d th

em u

p w

ith c

otta

ges,

barn

s, sh

eds,

and

outh

ouse

s—al

l mad

e of

fa

st-b

urni

ng w

ood,

nat

ural

ly. B

ecau

se b

oth

Patri

ck a

nd C

athe

rine

O’L

eary

wor

ked,

they

w

ere

able

to p

ut a

larg

e ad

ditio

n on

thei

r cot

tage

des

pite

a lo

t siz

e of

just

25

by 1

00 fe

et.

Inte

rspe

rsed

in th

ese

resi

dent

ial a

reas

wer

e a

varie

ty o

f bus

ines

ses—

pain

t fac

torie

s, lu

mbe

ryar

ds, d

istil

lerie

s, ga

swor

ks, m

ills,

furn

iture

man

ufac

ture

rs, w

areh

ouse

s, an

d co

al

dist

ribut

ors.

Wea

lthie

r dis

trict

s wer

e by

no

mea

ns fr

ee o

f fire

haz

ards

. Sta

tely

ston

e an

d br

ick

hom

es

had

woo

d in

terio

rs, a

nd st

ood

side

by

side

with

smal

ler w

ood-

fram

e ho

uses

. Woo

den

stab

les a

nd o

ther

stor

age

build

ings

wer

e co

mm

on, a

nd tr

ees l

ined

the

stre

ets a

nd fi

lled

the

yard

s.

• In

smal

l gro

up/w

hole

cla

ss d

iscu

ssio

n, a

naly

ze h

ow to

det

erm

ine

the

mai

n id

eas o

f a te

xt a

nd th

eir d

evel

opm

ent a

s wel

l as t

heir

supp

ortin

g de

tails

by

focu

sing

on:

◦Id

entif

y w

ords

or p

hras

es th

at h

ave

the

sam

e m

eani

ng a

nd th

at a

ppea

r th

roug

hout

the

text

or p

arag

raph

. In

this

exa

mpl

e, th

ere

are

two

cent

ral i

deas

(bol

d). T

he fi

rst o

ne is

exe

mpl

ified

by

the

wor

ds: w

ood,

w

oode

n an

d th

e se

cond

one

by

the

wor

ds: fl

amm

able

, fas

t bur

ning

, fir

e ha

zard

s ◦

Iden

tify

trans

ition

al w

ords

that

sign

al th

e de

velo

pmen

t of i

deas

(it

alic

s) (e

.g.,

actu

ally

, but

, bec

ause

, des

pite

) ◦

Use

wor

ds th

at su

ppor

t sum

mar

izat

ion

(e.g

., Th

is te

xt is

mos

tly

abou

t; Th

e m

ain

argu

men

t is;

The

mai

n po

ints

are

; The

key

poi

nts t

he

auth

or m

akes

are

)

Mur

phy,

J. (1

995)

. The

gre

at fi

re. I

n A

city

read

y to

bur

n (C

hapt

er 1

). N

ew Y

ork:

Sch

olas

tic. (

From

A

ppen

dix

B, C

CSS

, p. 9

4.)

lwoodfin

Typewritten Text

92

lwoodfin

Typewritten Text

88

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