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English Language Arts Wonders Unit 5: Wonders of Nature Grade K

Long Beach Unified School District 1 2016-2017

Unit Goals-Stage 1 Overview Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask questions “What is worthy of understanding?” or What enduring understandings are desired?” These questions help guide conversations about important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding.

Unit Description: Students will explore and understand that all living things have needs and change as they grow. Students will practice retelling through the use of fiction, poetry, and informational text. Students will identify main idea and key details. Students will practice blending words with short vowel sounds and apply their segmenting skills through dictation including letters h, e, f, and r. Through modeled journal writing, students will continue to write opinion pieces supported by textual evidence.

Standards Addressed in the Unit

Reading* Writing* Speaking and Listening* Language* Literature

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

RL.K.3 With prompting and support, identify characters, settings, and major events in a

story.

RL.K.6 With prompting and support, name the author and illustrator of a story and define the

role of each in telling the story.

RL.K.10 Actively engage in group reading activities with purpose and understanding.

Informational

RI.K.1 With prompting and support, ask and answer key details in a text.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

RI.K.3 With prompting and support, describe the connections between two individuals, events,

ideas, or pieces of information in a text.

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a

text.

RI.K.9 With prompting and support, identify basic similarities in and differences between two

texts on the same topic.

RI.K.10 Actively engage in group reading activities with purpose and understanding.

Foundational

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

b) Isolate and pronounce the initial, medial, and final sounds in three-phoneme words.

d) Isolate and pronounce the initial, medial, and final sounds in three-phoneme words.

e) Add or substitute individual sounds in simple, one syllable words to make new words.

f) Blend two or three phonemes into recognizable words.

RF.K.3 Know and apply grade-level phonics and words analysis skills in decoding words.

a) Demonstrate basic knowledge of one to one letter-sound correspondences by

producing the primary sound or many of the most frequent sounds for each

consonant.

b) Associate the long and short sounds with common spellings for the five major

vowels.

c) Read common high-frequency words by sight.

RF.K.4 Read emergent-reader text with purpose and understanding.

Text Types and Purposes

W.K.1 Use a combination of

drawing, dictating, and writing

to compose opinion pieces in

which they tell a reader the

topic or the name of the book

they are writing about and state

an opinion or preference about

the topic or book.



to narrate a single event or

several loosely linked events, tell

about the events in the order in

which they occurred, and

provide a reaction to what

happened.

Research to Build and Present

Ideas

W.K.7 Participate in shared

research and writing projects.

Comprehension and Collaboration

SL.K.1 Participate in collaborative

conversations with diverse

partners about kindergarten

topics and texts with peers and

adults in small and larger groups.

a) Follow agreed upon

rules for discussions.

SL.K.2 Confirm understanding of a

text read aloud or information

presented orally or through other

media by asking and answering

questions about key details and

requesting clarification if

something is not understood.

SL.K.3 Ask and answer questions in

order to seek help, get

information, or clarify something

that is not understood.

Presentation of Knowledge and

Ideas

SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6. Speak audibly and express

thoughts, feelings, and ideas

clearly.

Conventions of Standard English

L.K.1 Demonstrate command of the

conventions of standard English grammar

and usage when writing or speaking.

c) Form regular plural nouns

orally by adding /s/ or /es/.

L.K.2 Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling

when writing.

a) Capitalize the first word in a

sentence and the pronoun I.

c) Recognize and name end

punctuation.

d) Spell simple words

phonetically, drawing on

knowledge of sound letter

relationships.

e) Use the most frequently

occurring prepositions.

Vocabulary Acquisition and Use

L.K.5 With guidance and support from

adults, explore word relationships and

nuances in word meanings.

a) Sort common objects into

categories.

c) Identify real life connections

between words and their use.

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts

* The California English Language Development Standards (CA ELD Standards) amplify the language knowledge, skills and abilities of the CA CCSS essential for ELs success while developing their English.



Unit Goals-Stage 1

Transfer Goals

Students will be increasingly able to independently use their learning to…

• Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)

• Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)

• Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)

• Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)

Making Meaning UNDERSTANDINGS

Students will understand that…

Nature is filled with many living things that have needs and grow.

Reading a text closely and finding the main ideas and key details helps a reader understand and learn more about

a topic or text.

Rereading offers a reader the opportunity to better understand the text, to see features they have not noticed,

and to re-think their ideas about the topic.

The ability to make rhymes, blend, segment, isolate, and substitute sounds are all skills that will lead you to be a

better reader and writer.

Opinions are supported by quality reasons based on evidence from texts, research, and personal experiences.

ESSENTIAL QUESTIONS

Students will keep considering…

1. Big Idea: What kinds of things can you find growing in nature?

2. What does the author want me to learn?

3. How does rereading help my understanding?

4. How does playing with letter sounds help me read and write?

5. What is my opinion? How do I support my opinion with good

reasons?

Acquisition Knowledge

Students will know…

Vocabulary: require, plant, harmful, soak, crowd, develop, amazing, content, enormous, imagine, fresh, delicious,

beneath, raise, special

Main topic is what a text is mostly about

Key details tell about the main topic

Character, setting, events

Types of texts: Fiction, Fantasy, Poetry, Informational Text

Reading strategy of reread

Context clues

Text Features: illustrations and diagram

HFW: my, are, with, he

Letter/sound relationships for h, e, f, r

Elements of opinion writing

Pronouns replace nouns

Singular and plural nouns

Present and past tense verbs

Inflectional endings -s and -ed

Skills

Students will be skilled at (Do)

Using newly acquired vocabulary during collaborative

conversations and in writing

Identifying key ideas that support the main idea

Using the strategy of rereading to clarify understanding

Producing and blending sounds for letters h, e, f, r

Segmenting CVC words and writing corresponding letters to

spell a word

Recognizing, reading, and writing HFWs: my, are, with, he

Drawing/writing opinion pieces that are supported with quality

reasons

Using correct pronouns in place of nouns

Explaining how the meaning of words have changed after adding

inflectional endings



Evidence of Learning-Stage 2 Stage 2 of Understanding by Design approach answers the question, “How will we know if students have achieved the desired results and met the standards?” and “What will we accept as evidence of student understanding and proficiency?” Having a balance of formative and summative assessments helps to build a comprehensive portrait of student learning. Formative assessments serve as “assessments FOR learning.” Giving the teacher information about students along the way, while summative assessments serve as “assessments OF learning,” helping to gauge final levels of mastery or proficiency.

Assessment Types

Ed Code 60603 defines formative assessment as:

“Assessment tools and processes that are embedded in instruction and are used by teachers and pupils to provide timely feedback for the purposes of adjusting instruction

and to improve learning.”

Ed Code 60603 defines interim assessments as:

“An assessment that is given at regular and specified intervals throughout the school year, is designed to evaluate a pupil’s knowledge and skill relative to a specific set of

academic standards, and produces results that can be aggregated by course, grade level, school, or local education agency in order to inform teachers and administrator at

the pupil, classroom, school, and local education agency levels.”

Ed Code 60603 defines summative “achievement test” as: “Any standardized test that measures the level of performance that a pupil has achieved in the core curriculum areas.”

Assessed Standards Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessments.

Reading Reading Foundational Writing Language RL.K.3 With prompting and

support, identify characters,

settings, and major events in a

story.

RI.K.2 With prompting and

support, identify the main

topic and retell key details of

a text.

RF.K.2 Demonstrate understanding of spoken words,

syllables, and sounds (phonemes).

c) Isolate and pronounce the initial, medial, and final

sounds in three-phoneme words.

f) Isolate and pronounce the initial, medial, and final

sounds in three-phoneme words.

g) Add or substitute individual sounds in simple, one

syllable words to make new words.

g) Blend two or three phonemes into recognizable

words.

RF.K.3 Know and apply grade-level phonics and words

analysis skills in decoding words.

c) Demonstrate basic knowledge of one to one

letter-sound correspondences by producing the

primary sound or many of the most frequent

sounds for each consonant.

d) Associate the long and short sounds with

common spellings for the five major vowels.



to compose opinion pieces in

which they tell a reader the

topic or the name of the book

they are writing about and state

an opinion or preference about

the topic or book.

L.K.5 With guidance and support from adults, explore

word relationships and nuances in word meanings.

a) Sort common objects into categories.

d) Identify real life connections between words

and their use.



d) Read common high-frequency words by sight.

Evidence of Learning-Stage 2

Evaluative Criteria (LBUSD Achievement Report Evidence) Assessment Evidence

See answer key located in Wonders-Think Smart Unit Assessments pgs. 69-70

Asks and answers questions about text and unknown words Reads and comprehends text at the appropriate complexity level for the grade

Understands features of print and written language

SUGGESTED End of Unit Assessment (located in Wonders-Think Smart Unit Assessments pgs. 57-64). Over the course of 1-2 days, students will answer questions about main topic and key details in a text including character, setting, and events. They will also be assessed on skills that were addressed during Word Work. *Directions for administering this summative assessment can be found in the Think Smart Unit Assessments resource on pages iv-v and pages 65-68.

See CCSS-Aligned Opinion Rubric

Writes opinion, narrative, and informative pieces

Uses a combination of drawing, dictating, and writing to communicate about a topic.

Adds details to strengthen writing and drawing

Spells simple words

Capitalizes first words in a sentence, uses end punctuation, and spaces

Suggested Performance Writing Prompt: Say: We have read about many different fruits and vegetables that grow on farms. If you were a farmer, what would be the fruit or vegetable you would like to grow? Prior to writing, help students brainstorm the different types of fruits and vegetables that grow on farms. Encourage students to share their ideas and why they would like to grow that particular fruit or vegetable. Allow opportunity for students to orally rehearse with a partner prior to writing/drawing independently.

Evaluative Criteria Other Evidence-may be used formatively

Asks and answers questions about text and unknown words

Uses details to retell stories

Recognizes common types of texts

Names parts of a book

Compares and contrasts information or ideas from two or more texts

Reads and comprehends text at the appropriate complexity for the grade

Participates in collaborative conversations and grade level topics and texts (See CCSS-Aligned Collaborative Discussion Rubric)

Listens and takes turns speaking

Expresses thoughts, feelings, and ideas clearly

Uses grade level appropriate language and vocabulary

Participation during Listening Comprehension and Interactive Read Alouds Large and Small Group Collaborative Conversations

Asks and answers questions about texts and unknown words


Reads and comprehends text at the appropriate complexity level for the grade

Close Reading Companion: Short constructed responses Listening and Learning Log



See CCSS-Aligned Opinion Rubric

Writes opinion, narrative, and informative pieces

Uses a combination of drawing, dictating, and writing to communicate about a topic.

Adds details to strengthen writing and drawing

Spells simple words

Capitalizes first words in a sentence, uses end punctuation, and spaces

Journal Writing


Reads grade level text with purpose and understanding

Foundational Reading Skills Assessment (LBUSD)/Placement and Diagnostic Assessment (Wonders)


Reads grade level text with purpose and understanding

Asks and answers questions about texts and unknown words

Uses details to retell stories

Recognizes common types of text

Names the parts of a book


Reads and comprehends text at the appropriate complexity level for the grade

Guided Reading/Small Group Instruction



Suggested Learning Plan-Stage 3 Stage 3 of the Understanding by Design approach serves as the natural extension of the previous stages, with the teacher planning learning experiences and instruction that will assist all students in attaining mastery of the standards. Given that the content within any given course of study typically exceeds what can reasonably be addressed within a school year, teachers make informed decisions about their instruction. The recommended organizational plan and recommended spans of time offered below serve as a guide to teachers as they address the specifics of instructional planning (choices about teaching methods, sequence of lessons, and resource materials). Through the regular and skilled use of formative assessments of student learning, teachers can and should adjust this plan to better meet the needs of their respective students.

Supplemental Resources Videos Resources

myPD Formative Assessment Videos

Course # 2366 Students Owning Their Own Learning (Lrng Logs) Course # 2474 Reflection and Goal Setting (Collaborative Conv.) Course #2146 Students Acting as Resources for One Another (Preflight Checklist) Course #2149 Success Criteria (Best Examples) Course #2154 Students Acting as Instructional Resources for One Another (Two

Stars and a Wish) Course #2889 Students Owning Their Own Learning (Writing)

Writing Videos

Course #2146 Preflight Checklist

Course #2149 Best Examples

Course #2154 Two Stars and a Wish

Course #2889 Writing Continuum Collaborative Conversation Video

Course #2474 Foundational Skills Videos

Language Wall Kindergarten (Classroom 1) #3299

Language Wall Kindergarten (Classroom 2) #3333

Language Wall Grade 1 #3300

Curriculum Intranet (LBUSD ELA Intranet-Instructional Tools) California Standards Writing Resources

California Standards Aligned Opinion Rubric

Opinion 5 Star Paper

Opinion Annotated Student Samples Foundational Reading Skills Resources

Teacher Resource Guide

Foundational Reading Skills Instructional Plan

Photos of Workshop Activities

Instructional Plan

Parent Foundational Reading Skill Resource Guide (Internet)

Additional Resources

Hey, Ant

Don’t Let the Pigeon Drive the Bus

Thinking Maps Binder WftB Expository Binder



Instructional Sequence Overview Big Idea Essential Question: What kinds of things can you find growing in nature?

Week 1 Reading and Responding to Texts Genre Writing

Essential Question What do living things need to

grow?

Introduce/Build the Concept Introduce and discuss essential question p.T10, P.T24 Oral Vocabulary p.T11, T34

Listening Comprehension

Literature Big Book/Close Reading Companion: My Garden p.T12, T26 Interactive Read Aloud: Growing Plants p. T35 Literature Big Book/Close Reading Companion: Poetry p.T44

Word Work

Phonological Awareness: Phoneme Isolation, Phoneme Blending, Phoneme Categorization Phonics: /h/, blends words with short i, o, a and h, t, p, m, d HFW: my

Shared Read

Reading Writing Workshop: Hop Can Hop p.T30, T49

Writing to Sources Shared Writing: Write a story that begins “In our garden…” to tell what your class garden would be like. T22 Interactive Writing: Write a fantasy story that begins “On our farm…” to tell about what make-believe plants and animals on a farm. p.T32 Mini Lesson: Tell about what a make-believe pet and its owner can do. p.T40 Independent Writing: Write a story telling about what you and your make-believe pet can do at the lake. p.T41,p.T50, p.T56

Grammar Pronouns

Opinion Writing

• In opinion writing, students will draw and write a response to a question

posed by the teacher. In their drawing, they will include:

- Detailed picture of the writer (the one with the opinion)

including emotion

- Detailed picture of the object/person/activity that is the answer

to the question (the opinion)

- Detailed context (setting) related to the response (reason)

Lesson Idea

• Read the book Hey, Little Ant, by Phillip and Hannah Hoose. If you don’t

have a copy of this book, I have attached the words on the next page.

• Read the book/words to the students. • Ask the students: In your opinion, what do you think the boy should do?

• Engage the class in a discussion about the reasons why the boy should

squish the ant (ants can’t feel, just a speck that runs around, eat people’s

food...) or shouldn’t squish the ant... (ant begs the boy not to squish him, ants do have feelings, has to

feed the baby ants)

• You may want to consider creating two different one-sided Multi-Flow maps

for each opinion and reasons why.

Modeled Journal Writing

Teacher models drawing and writing his/her opinion with reasons prior to

students writing independently.

Editing/Revising Strategy

Using a previously modeled opinion piece, show students how to use the “5 Star Paper” to check for the

elements of opinion writing. Have students work with a partner to check for the elements of a “5 Star paper.”

Interactive Writing

Write an interactive writing book on different things that can be found in nature.




Essential Question How do living

things change as they grow?

Introduce/Build the Concept Introduce and discuss essential question p.T92, p.T106 Oral Vocabulary: require, plant p.T93, p.T116


Literature Big Book/Close Reading Companion: A Grand Old Tree p.T94, p.T108 Interactive Read Aloud: The Pine Tree p.T117 Literature Big Book/Close Reading Companion: From a Seed to a Tree, p.T126

Word Work

Phonological Awareness: Phoneme Isolation, Phoneme Blending, Phoneme Categorization Phonics: e (initial/final) HFW: are

Shared Read

Reading Writing Workshop: Ed and Ned p.T112, T131

Writing to Sources

Shared Writing: Do you think the author does a good job telling what happens to the tree? P.T104 Interactive Writing: Do you think it was a good idea for the author to make the tree seem like a person? Why or why not? p.T114 Mini Lesson: Would it be better for Ed and Ned to do things together or to do things alone? Why do you think so? p.T122 Independent Writing: Look at where Ed and Ned live. Do you think they could live somewhere else? Why or why not? p.T123

Grammar

Pronouns

Since Writing to Sources this week focuses on Opinion Writing, take time to focus on the prompts in Wonders. The purpose of the Shared Write is for the teacher to model thinking about and writing to the prompt. Below is a Thinking Map to support the Shared Write: The purpose of the Interactive Write is for the teacher and students to share the pen. Below are Thinking Maps to support the Interactive Write: Using a Circle Map, brainstorm the ways the author makes the tree seem like a person:

Create a one-sided to record reasons why it was a good idea for the author to make the tree seem like a person:




Essential Question What kinds of

things grow on a farm?

Introduce/Build the Concept Introduce and discuss essential question p.T174, P.T188 Oral Vocabulary P.T175, p.T198


Literature Big Book/Close Reading Companion:

An Orange in January p.T176, p.T190

Interactive Read Aloud: Farms Around the World p.T199 Literature Big Book/Close Reading Companion: Farmers’ Market

Word Work

Phonological Awareness: Phoneme isolation, Identity, Blending, Segmentation Phonics Review: introduce f, r, blend words with short I, a, e and f, r, t, n, d, p HFW: with, he

Shared Read Reading Writing Workshop:

Ron with Red p.T194, T212 Writing to Sources

Shared Writing: Write a journal entry as the orange telling about the journey from the tree to the store. P.T186 Interactive Writing: Based on pages 26-33, write a journal entry as the boy telling how he feels about the orange. p.T196 Mini Lesson: Write a journal entry from Ron’s point of view about his day. p.T204 Independent Writing: Write a journal entry from Red’s point of view about his day at the farm. p.T205

Grammar Pronouns

Opinion Writing

• In opinion writing, students will draw and write a response to a question posed by

the teacher. In their drawing they will include:

- Detailed picture of the writer (the one with the opinion) including

emotion

- Detailed picture of the object/person/activity that is the answer to the

question (the opinion)

- Detailed context (setting) related to the response

(reason)

Lesson Ideas

• If you have any of the Pigeon books by Mo Willems, these books they

can be used to write opinion pieces. Don’t Let the Pigeon Drive the Bus

can be found on YouTube if you don’t have a copy of the book.

• Read the book to the students.

• Ask the students: In your opinion, should the pigeon be allowed to

drive the bus?

• Engage the class in a discussion about reasons why the pigeon should drive the bus (the pigeon would give

you $5, the pigeon would be your best friend...) or shouldn’t let the

pigeon drive the bus (the bus driver told you not to let the pigeon drive

the bus; it would be dangerous for a pigeon to drive the bus, the pigeon is

too small to see out the window...)

• You may want to consider creating two different one-sided Multi-Flow

maps for each opinion with reasons why.

Modeled Journal Writing

Teacher models drawing and writing his/her opinion with reasons prior to

students writing independently.

Interactive Writing

Write an interactive writing piece about different things that grow on farms.



Universal Access for our SPED, struggling students, ELL, GATE

Differentiation to Accelerate: Differentiated Instruction is designed to meet the needs of each learner in making the necessary progress towards mastery of the standards.

Universal Access (p.T9)

Designated ELD (See ELD Teacher Edition)

EL Scaffolds (can be found in the right margin within the daily lessons)

Monitor and Differentiate (p.T9 and can also be found in the right margin within the daily lessons)

Small Group Instruction (lesson plan and mini lessons can be found on pages p.T60-T83, p.T142-T165, p.T224-T247)

Gifted and Talented (p.T75, p.T157, p.T239)

Progress Monitoring (p.T83A, p.T165A, p.T247A)

Using Assessment Results (p.T83B, p.T165B, p.T247B)

Tier 2 Interventions-Comprehension, Phonemic Awareness, Fluency, Phonics and Word Study, Vocabulary (See Online PDFs)



Appendix

Essential Question Understanding Knows Skills Big Idea: What kinds of things can

you find growing in nature?

Nature is filled with many living things that have

needs and grow.

Vocabulary: require, plant, harmful, soak,

crowd, develop, amazing, content, enormous,

imagine, fresh, delicious, beneath, raise,

special

Using newly acquired vocabulary during

collaborative conversations and in writing

What does the author want me to

learn?

Reading a text closely and finding the main ideas

and key details helps a reader understand and

learn more about a topic or text.

Main topic is what a text is mostly about

Key details tell about the main topic

Character, setting, events

Types of texts: Fiction, Fantasy, Poetry,

Informational Text

Identifying key ideas that support the

main idea

How does rereading help my

understanding?

Rereading offers a reader the opportunity to

better understand the text, to see features they

have not noticed, and to re-think their ideas

about the topic.

Reading strategy of reread

Context clues

Text Features: illustrations and diagram

Using the strategy of rereading to clarify

understanding

How does playing with letter sounds

help me read and write?

The ability to make rhymes, blend, segment,

isolate, and substitute sounds are all skills that

will lead you to be a better reader and writer.

HFW: my, are, with, he

Letter/sound relationships for h, e, f, r

Producing and blending sounds for letters

h, e, f, r

Segmenting CVC words and writing

corresponding letters to spell a word

Recognizing, reading, and writing HFWs:

my, are, with, he

What is my opinion? How do I

support my opinion with good

reasons?

Opinions are supported by quality reasons

based on evidence from texts, research, and

personal experiences.

Elements of opinion writing

Pronouns replace nouns

Singular and plural nouns

Present and past tense verbs

Inflectional endings -s and –ed

Drawing/writing opinion pieces that are

supported with quality reasons

Using correct pronouns in place of nouns

Explaining how the meaning of words

have changed after adding inflectional

endings



Using Formative Assessment to Address the Specific Learning Needs of English Language Learners, Low Achieving Students, Students with Disabilities, and High Achieving Students

In K-12 ELA and CONTENT LITERACY

For any given activity used to elicit evidence of students’ learning listed in the first column, a student could display a behavior described in the second column, and the teacher might try the suggested actions in the third column.

During the following instructional activities

(as applicable) Collected evidence shows… Then I might try to…

Pre-testing students on the pre-requisite skills needed for the upcoming unit

Administering and collecting exit slips

Post-assessing students at the end of a period of instruction

Engaging in phonics instruction

Interactive writing

Working in small group instruction

Reading independently

Reading aloud

Asking and answering text dependent questions

Working through a BAP / AAP lesson (ELA) or with TDQs (Science, History, Health, CTE) or DBQs (History)

Writing responses to text

Discussing text in a collaborative group

Learning and utilizing academic vocabulary

Writing in a text type

Retelling/Comprehend ing/Analyzing written and spoken text

English Language Learners

Struggling with Print Concepts (Reading left to right, top to bottom, 1:1 matching of words, etc.)

Struggling with understanding how the English alphabetic system works

Struggling with phonemic awareness

Struggling to decode words correctly and efficiently

Struggling to comprehend text read or heard

Engaging in dialogue with others is difficult

Speaking and/or writing is not in an academic register

Struggling to retell, comprehend and analyze written texts

Creating oral presentations is difficult

Creating written texts is difficult due to oral language, text structures and/or spelling knowledge

Determining meaning of vocabulary in context is difficult

Understanding multiple meaning words (homographs, homophones) is difficult

Utilizing academic vocabulary is sporadic or nonexistent in oral language and/or writing

English Language Learners

Show the similarities and differences between student’s primary language and English

Explicitly teach the English letter names, letter sounds, and letter formation

Increase designated and integrated ELD instruction

Provide multiple exposures to learn the language with instruction that supports the tactile, auditory, and visual learner.

Utilize Thinking Maps; consider providing partially completed TMs and pictures, as needed

Teach explicitly Tier I, Tier II, and Tier III Vocabulary Words

Provide primary language support to assist Emerging Level English Learners with comprehension of complex and grade level text

Provide English audio support for text to support comprehension through multiple exposures

Engage in repeated readings of the text

Utilize SDAIE strategies during instruction (Cooperative Learning Strategies, build on prior knowledge, adapting the text, etc.)

Teach and use cognates when applicable to the student’s primary language

Utilize Comprehensible Input (concrete objects, pictures, gestures, charts, TPR, visuals, etc.) during instruction

Provide ample opportunities for oral rehearsal opportunities prior to writing, oral presentations, and reading text aloud

Explicitly teach how to comprehend complex text and write complex sentences (Dr. Lily Wong-Fillmore’s “juicy sentence” technique, Common Core ELD Standards Appendix B)

Chunk the text to allow for a clearer focus on a smaller portion of text

Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)

Support students’ oral and written response using linguistic frames

Set specific goals and clear success criteria for language as well as content

Consider strategies listed for other subgroups

Access this link to the new California ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Low Achieving Students

Struggling to decode

Having difficulty answering text-dependent questions

Low Achieving Students

Utilize Thinking Maps; consider providing partially completed TMs as needed

Provide audio support for text to support comprehension

Engage in repeated readings of the text

http://www.cde.ca.gov/sp/el/er/eldstandards.asp





Editing and revising work with a peer

Researching topics

Listening to text read aloud

Giving presentations

Note taking

Having difficulty locating evidence in text to support answers

Locating sections in the text

Having difficulty determining meaning of vocabulary in context

Not participating in collaborative conversations

Needing significant prompting and support to get started

Chunk the text to allow for a clearer focus on a smaller portion of text

Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)

Support student response using linguistic frames

Set specific goals and clear success criteria

Provide models of proficient work as needed


Students with Disabilities

Difficulty sounding out words and recognizing words out of context

Struggle to locate sections in the text

Difficulty distinguishing significant information from minor details

Trouble remembering or summarizing what is read

Struggle to retrieve the right words to express their ideas

Letter formation is not an automatic process

Challenged by organizing their ideas for writing tasks

Students with Disabilities

Provide multiple means for students to acquire information (i.e., how the information is presented), demonstrate learning (i.e., oral presentation, written responses, graphic organizers, demonstrations), and engagement/motivation (i.e., plan for choice opportunities when appropriate, activities based on interest).

Increased modeling or exemplars of the success criteria.

Increased monitoring with specific feedback throughout instruction.

Increase duration and frequency of flexible grouping (i.e., 1:1, pairs, or small groups; homogeneous or heterogeneous groups).

Create opportunities for peer support and collaborative learning that allow students to provide support to each other.

“Chunk” specific portions of the text to isolate the focus of the learning intention.

Provide further focus to specific portions of the text through use of color-coding, masking, highlighting, or bolding strategies.

Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic representation.

Incorporate Thinking Maps throughout instruction for note-taking, processing information, and preparation for discussions and writing tasks.

Provide partially completed or color-coded Thinking Maps to assist in focusing the student(s)’ attention to the identified learning intention.

Allow students to use their previously developed Thinking Maps, notes, and/or other resources as references while completing classroom tasks.

Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic representation.

Provide “framed” paragraphs with sentence starters for essay development.

Teach linguistic patterns used in conversation (i.e., I agree with __, because __)

Provide accommodations and/or modifications as identified in the student(s)’ Individualized Education Program (IEP).


For more support with Universal Design for Learning (UDL), access this link: http://www.cast.org/udl/

High Achieving Students

Display verbal ability in self-expression by utilizing formal and informal words

High Achieving Students

Utilize flexible grouping to provide students with appropriate learning experiences relative to their attainment of grade level standards and learning targets

http://www.cast.org/udl/





and phrases across contexts

Use analogical thinking to communicate ideas

Read two or more years above grade level

Understand nuances of language beyond grade level peers

Understand text information well above grade level standards and expectations

Uses multiple strategies to create meaning from text

Read and comprehends material beyond their grade level

Read extensively; wants choice in reading selection

Utilize texts to solve problems

Make insightful connections

Process and retain large amounts of information without multiple readings

Manipulate abstract ideas and make connections more readily within and across texts

Can reverse steps in mental processes

Provide opportunities for students to read text at their individual reading level

Implement more inquiry based models of teaching: advance organizer, concept attainment, concept formation, deductive reasoning, group investigation and creative problem solving

Study word origins and derivatives; study multiple meanings based on context, ethics, motives, perspectives and/or language of the discipline; apply Thinking Like a Disciplinarian to analyze word choice, meaning and structure

Determine how patterns and trends in language support a point view and impacts structure, ethics and/or perspectives

Incorporate Thinking Prompts (Depth, Complexity and Content Imperatives), universal concepts and/or big ideas to create higher level questions to provide students more appropriate practice

Add Thinking Prompts/Icons (Depth, Complexity, Content Imperatives) and universal concepts to the frame of reference of Thinking Maps to generate guiding questions that encourage more higher order thinking, greater reflection and metacognition

Allow students to generate questions incorporating universal concepts, big ideas, key words, and/or Thinking Prompts at ascending levels of complexity to include in discussion

Allow students to incorporate information from multiple and varied texts (current events, contemporary works; classics, biography, primary sources…) to provide evidence for reading, writing, listening and speaking tasks

Apply Thinking Like a Disciplinarian to allow students to interpret evidence and make claims from various points of view, e.g., philosopher, sociologist, Confucius, Aristotle, Dr. Martin Luther King, Plato, bell

hooks, Rousseau; and ask students to articulate and support multiple (and contradictory) perspectives

Students provide interpretations using Thinking Prompts (Depth, Complexity and Content Imperatives) and universal concepts as evidence to support claims

Relate written and oral interpretations and responses to big ideas, abstract concepts, philosophical themes and ideas.

Generate Depth and Complexity pathways to inquire into

teacher and student generated questions, support reasoning, communication and reflection

Provide opportunities for teacher facilitated extensions and independent study that incorporate students’ interests

english language arts wonders unit 5: wonders of nature ... 5... · english language arts wonders...

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