LANGUAGE OF MATH CURRICULUM MAP

Provided by the Office of Multilingual Curriculum and Programs (OMCP). For questions or additional guidance, please contact Donna Sharer at (215) 400-6369 or via email at dsharer@philasd.org. August 2019

The School District of Philadelphia, Office of Multilingual Curriculum and Programs (OMCP)

Language of Mathematics Index

CourseDescription..........................................................................................................................3Goalsforthecourse...................................................................................................................................3GoogleFile/Sharingresources..............................................................................................................3WhenworkingwithEnglishLearners:.................................................................................................3

CoreMaterials...................................................................................................................................4LanguageCentralforMath:......................................................................................................................4Studenttexts:............................................................................................................................................................................4Teacher’sEdition:..................................................................................................................................................................4

OptionalMaterialsforSeptember/October...........................................................................4Option1.........................................................................................................................................................4Option2.........................................................................................................................................................6

AdditionalResources......................................................................................................................6Mathematicrelatedhomophones..........................................................................................................7MathematicsandtheEnglishLanguage:AddressingtheChallenges...........................................8MathematicsOperationsTerminology..............................................................................................10MathematicsSyntax(WordOrder)....................................................................................................11MathLanguageFeaturesandELs........................................................................................................12Increasingstudent-to-studentinteractionwithacademiclanguageinmathematics..........14

SampleUnitCurriculumMapforLanguageCentralforMath............................................15LessonPlanningResources.........................................................................................................16PlacementTest...............................................................................................................................17AnswerKey...............................................................................................................................................17MathPlacement.......................................................................................................................................18

OfficeofMultilingualCurriculumandProgramsPromisingPractices...........................19GoToStrategies:ScaffoldingOptionsforteachersofEnglishLeaners....................................19InstructionalValues&PromisingPracticesforEnglishLearners.............................................20

QualityTeachingforEnglishLearners(QTEL)......................................................................24QTELPrinciples........................................................................................................................................24QTELUnit/LessonPlanning:ThreeMomentsinaLessonandSampleTasks.....................26

PennsylvaniaDepartmentofEducationforEnglishLearners..........................................27The School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program........................................................................................................27

District, School and Teacher Responsibilities.......................................................................................27WIDA..................................................................................................................................................28WIDAEnglishLanguageDevelopmentStandards..........................................................................28WIDACanDoDescriptorsandKeyUsesEdition.............................................................................28

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ScaffoldsSupports(WIDA)....................................................................................................................28Tools..................................................................................................................................................29IllustrateMathTools..............................................................................................................................30ScaffoldingPlanningTemplate............................................................................................................31ScaffoldingLessonPlanChecklist.......................................................................................................32ChecklistforIncreasingAcademic-LanguageAwareness............................................................33AcademicLanguageDemandAnalysisTool.....................................................................................35Determiningthelanguagefocusandopportunitiesinanassessment.....................................36MathClarifyingBookmark:UnderstandingtheProblem............................................................37

ReflectingonYourCulturalBeliefstoconsiderwhenworkingwithSLIFEs.................38SLIFESchedulingPlanningDocument......................................................................................39OvercomingBarrierstoSLIFEFamilyEngagement..............................................................41WelcomingEnvironmentChecklist...........................................................................................42RecommendationsforEngagingSLIFEFamilies...................................................................44SLIFEMaterialsChecklists...........................................................................................................46StudentSurvey-GettingtoKnowourStudents....................................................................47ProgressMonitoring.....................................................................................................................48HSEnglishLanguageDevelopmentProgressReportLevel1(Entering).................................49EnglishLanguageDevelopmentProgressReportLevel2(Emerging).....................................51EnglishLanguageDevelopmentProgressReportLevel3(Developing)..................................53

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Course Description Language of Mathematics is a mathematics credit bearing course. The class MUST be taught by a teacher with 7-12 mathematics certification. In addition, the teacher should have either ESL certification or have participate in Quality Teaching for English Learner (QTEL) professional development. The course is designed for newcomer high school students who either have limited and/or interrupted formal schooling or will benefit from a mathematics course to prepare them for Algebra I. In addition to learning and/or reviewing mathematical concepts and skills, students will expand their knowledge of the English academic language of mathematics. An assessment is at the end of this document to determine if students should be rostered in the course.

Goals for the course Goals of the course include (1) building on students’ “funds of knowledge” / prior knowledge and experiences in mathematics, (2) engaging students in meaningful mathematical language practices (reading, writing, speaking, listening) with appropriate scaffolds, (3) learning in context the disciplinary vocabulary of mathematics, (4) supporting students’ understanding, application and appreciation of mathematical concepts and skills, and (5) preparing students for advanced high school mathematics courses.

Google File / Sharing resources If you would like to receive or share resources related to the course, please contact Donna Sharer, dsharer@philasd.org. I will add your name to the Google file share.

When working with English Learners:

1. Focus on students’ mathematical reasoning, not accuracy in using language. 2. Focus on ALL students participating in mathematical discussions on important

mathematical concepts and reasoning rather than pronunciation, vocabulary or low-level linguistic skills.

3. Recognize and support students to engage with the complexity of language in math classrooms. Student learn content / concepts and language simultaneously. Students learn to describe patterns, make generalization and use representation to support their claims.

4. Treat everyday language and experiences as resources, not as obstacles. 5. Uncover the mathematics in what students say and do. 6. Draw on multiple resources available in classrooms such as objects, drawings, graphs and

gestures as well as home languages and experiences outside of school. (Judith Moschkovich in Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core)

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Core Materials

Language Central for Math:

Student texts: o 6th: Number and Operations, Algebra, Geometry and Measurement, Data

Analysis and Probability (24 lessons)

o 7th: Number and Operations, Algebra, Geometry and Measurement, Data Analysis and Probability (24 lessons)

o 8th: Number and Operations, Algebra, Geometry and Measurement, Data

Analysis and Probability (24 lessons) Teacher’s Edition: (Grades 6 – 8)

o Language Proficiency Chart (pgs. T12 – T13) o Building Lesson Plans (pgs. T14 – T23) o Strategies for Teaching English Learners (pgs. T24 – T35) o Scope and Sequence (pgs. T38 – T39)

StudentsmayneedadditionalpreparationBEFOREusingLanguageCentralforMath.

Optional Materials for September / October

Option 1 Bridges to Academic Success Mathematics Unit 1 http://bridges-sifeproject.com/classes/math-unit-1/ Essential Question: How do we use math to describe the world around us?

6 sets or units with 5 lessons each (30 lessons) • Structure of the number system • Place value • Symbolic notation • Four central operations (addition, subtraction, multiplication, division)

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• Solving simple world problems with whole numbers • Concrete measurement (area, perimeter) • Final performance task: Designing the Farm (apply knowledge of area, perimeter and

operations with whole numbers)

Materials: • Unit Map • Performance Task • Unit Guide • Lesson Plans • Glossaries • Flash Cards • Bilingual Translations (Bengal, Haitian Creole, Karen, Spanish, Somali)

Mathematics Unit 2 http://bridges-sifeproject.com/classes/math-unit-2/ Essential Questions: How do we represent parts of a whole using words, numbers and symbols? What strategies and we use to solve problems with parts of a whole?

7 sets or units with three to nine lessons in each (35 lessons) • Concepts behind rational numbers • Fractions • Decimals • Percent • Construct number line, area models, ratio tables • Ratio and proportion

Materials: • Unit Map • Performance Task • Unit Guide • Lesson Plans • Glossaries • Flash Cards • Bilingual Translations and Bilingual Unit Previews (Bengal, Haitian Creole, Karen,

Spanish, Somali)

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Option 2 Longman Mathematics (Out of print)

Text is out of print. Each school will receive 1 – 2 copies. Materials will have to be photocopied.

Content in Longman Mathematics that may be used before using Language of Mathematics includes:

Unit 1: Reading and Saying Cardinal Numbers (pgs. 3 – 12) Reading and Saying Ordinal Numbers (pgs. 13 – 24) Rounding Off Numbers (pgs. 25 – 36)

Unit 2: Addition (pgs. 39 – 50) Subtraction (pgs. 51 – 66) Multiplication (pgs. 67 – 86) Division (pgs. 87 – 110)

Additional Resources A Framework for Re-envisioning Mathematics Instruction with English Language Learners (Council of Great City Schools, Dec. 2016) https://tinyurl.com/y77qevsu Bilingual Mathematics Word-to-Word Dictionaries http://steinhardt.nyu.edu/metrocenter/resources/glossaries

• By course (e.g. middle school math, Algebra, Geometry, etc.) • By language (Albanian, Arabic, Bengali, Burmese, Chinese (traditional), Dutch, French,

Greek, Haitian, Hindi, Japanese, Karen, Korean, Nepali, Portuguese, Punjabi, Romanian, Russian, Spanish, Tagalog, Tibetan, Ukrainian, Urdu, Uzbek, Vietnamese)

Mathematical Notation Comparisons Between U.S. and Latin American Countries https://tinyurl.com/y7qytav7 Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core Judith Moschkovich https://tinyurl.com/hf2cebm https://www.youtube.com/watch?v=gUfpnIbq4TA

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Principles for Mathematics Instruction for ELs Understanding Language, Literacy and Learning in the Content Areas Judith Moschkovich https://tinyurl.com/hbxnw2g Supporting Language and Content Learning in Math (newcomers) https://www.teachingchannel.org/videos/math-for-newcomers-ousd Tasks (strategies) to Support Reading Math Problems https://tinyurl.com/llkzk8w Additional Task Teaching Resources: http://ell.stanford.edu/teaching_resources/math Teaching Mathematics to English Language Learners National Council of Teachers of Mathematics Position Statement https://tinyurl.com/ybfu6zvx Tutorial: Language Central for Math https://mypearsontraining.com/products/language-central-math-2011 Language Central for Math Program Overview – Tutorial (If the tutorial does not work with Google Chrome, try Safari or Firefox.) Mathematic related homophones (and near homophones) that English Learners may confuse when listening to a discussion, lecture, etc. angle / ankle

area / era

before / four / for

column / calm

divisor / advisor

eight / ate

exchange / change

factor / factory

flower / flour

give / keep (for Arabic

speakers)

in / an

know / no

many / money

meet / meat

one / won

pair / pear

quotient / quota

remainder / remain a / remain

the

son / sun

sum / some

tens / tense

two / to

vary / very

weight / way

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Mathematics and the English Language: Addressing the Challenges Category of Difficulty Examples Mathematics and everyday English share some words but they have different meanings in the two contexts.

Right angles versus right answer Right angle versus right hand Reflection as flipping over a line versus reflection as thinking about something Foot as 12 inches verses the foot on a leg Number: prime, power, factor Algebra: origin, function, domain, radical, imaginary Geometry: volume, leg, right Statistics/probability: mode, event, combination Discrete mathematics: tree

Mathematics and everyday English share some words and have comparable meanings but the mathematical meaning is more precise.

Difference as the answer to a subtraction problem verses difference as a general comparison Number: divide, equivalent, even, difference Algebra: continuous, limit, amplitude, slope Geometry: similar, reflection Statistics: probability: average Discrete mathematics: array, edge, and, or

Some mathematical terms are found only in mathematics.

Number: quotient, decimal, denominator, algorithm Algebra: asymptote, integer, hyperbola Geometry: quadrilateral, parallelogram, isosceles, hypotenuse Statistics/ probability: outlier, permutation Discrete mathematics: contrapositive

Some words have more than one mathematical meaning.

Round as a circle versus to round a number to the tenths place Square as a shape versus square as a number times itself Number: inverse, round Algebra: square, range, base, inverse, degree Geometry: square, round, dimensions, median, base, degree, vertex Statistics/probability: median, range Discrete mathematics: dimensions, inverse, vertex

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Some words shared with science have different technical meanings.

Variable in mathematics is a letter that represents possible numerical values, but variable clouds in science are a weather condition. Number: divide, density Algebra: solution, radical, variable Geometry: prism, degree, image, radian Statistics/probability: simulation, experiment Discrete mathematics: matrix, element, cell, tree

Mathematics and everyday English share some terms as homonyms.

Number: sum or some Algebra: sine or sign, cosine or cosign Geometry: pi or pie, dual or duel, plane or plain, arc or ark Statistics / probability: leaf, as in stem-and-leaf, or leave Discrete mathematics: complement or compliment, graph or graft

Some mathematical words are related, but students may confuse their distinct meanings.

Number: factor and multiple, hundreds and hundredths, numerator and denominator Algebra: equation and expression, solve and simplify Geometry: theorem and theory Statistics/ probability: dependent events and independent events Discrete mathematics: converse, inverse, and contrapositive

Some mathematical phrases must be learned and understood in their entirety.

Number: at most, at least Algebra: one-to-one Geometry: if-then, if-and-only-if Statistics/probability: stems-and-leaf Discrete mathematics: if-then, if-and-only-if

Modifiers may change mathematical meaning in important ways.

Number: value or absolute value, prime or relatively prime Algebra: root or square root, inverse or inverse function Geometry: polygon or regular polygon, bisector or perpendicular bisector Statistics/probability: number or random number, probability or conditional probability Discrete mathematics: sequence or arithmetic sequence, reasoning or circular reasoning

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A single English word may translate into Spanish or another language in two different ways.

In Spanish, the table at which we eat is mesa, but a mathematical table is a tabla. In Spanish, round (redondear), as in “round off,” or round (redondo), as in “circular.”

English spelling and usage have many irregularities.

Four has a u, but forty does not. Faction denominators, such as sixth, fifth, fourth, and third are like the ordinal numbers, but rather than second, the next fraction is half.

Some mathematical concepts are verbalized in more than one way.

Skip count by threes versus tell the multiples of 3 One-quarter versus one-fourth

Students may adopt an informal term as if it is a mathematical term.

Diamond for rhombus Corner for vertex

Adapted from Rubenstein, R.N. & Thompson, D.R. (2002) and Thompson, D. & Rubenstein, RH. (2000)

Mathematics Operations Terminology Addition + Subtraction − Notes Combine(d) Increased (by) More than Total of Sum Add And Added to Together Plus

Minus Less than Less Fewer than Difference Decreased Take away Subtract from

Student must learn what words mean in a particular mathematical expression. Examples: (1) 3 multiplied by 10 is vastly different than 3 increased by 10, (2) divided by and divided into will give entirely different results. • When students learn mathematical symbols such as +, ´, ÷, >, <, they must learn to relate them to (1) mathematical processes or operations, and (2) translate them into everyday concepts.

Multiplication × Division ÷ Notes Multiplied Product of Times Of

Divided by Into Per Quotient of Percent (divided by 100) Out of Ratio of

• If students have had math education in their home countries, they may find differences in symbolic use confusing.

300.000 versus 300,000 1,73 versus 1.73

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Mathematics Syntax (Word Order) Structures that are frequently used in math and may be difficult for English Learners. greater than/less than as in All numbers greater than 4

n times as much (as) as in Mr. C. earns six times as much as I do. Mr. C.

earns $40,000. How much do I earn?

as…as as in The tennis ball is as big as the plastic ball.

-er than as in Fernando is three years older than Leslie. Leslie is 25. How old is Fernando?

Numbers used as nouns (rather than adjectives)

as in

Twenty is five times a certain number. What is the number?

Prepositions as in

Eight divided by four and eight divided into four

Passive voice as in

When 15 is added to a number, the result is 21. Find the number.

Ellipsis (words left out) as in All numbers (that are) greater than four Maria earns six times as much as Peter (earns)

Pronoun reference as in Rachel had 17 toy cars. She gave 11 of them away. How many toy cars does she have now? Spread your thumb and first finer as far apart as you can. Do this in the air. Don’t use your other hand to help. Trace them on the board.

Article determiners (the, a, an, this, that, these those) usually indicate that it is a number that has been mentioned before.

as in When 15 is added to a number, the result is 21. Find the number. Twenty is five times a certain number. What is that number?

Adapted from Heinze, K. (2005)

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Math Language Features and ELs

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PlanningforInstruction:IncreasingMultilingualLearners’AccesstoAlgebraicWorldProblemsandVisualGraphics(M.A.Avalos,E.Medina,W.G.Secada,Univ.ofMiami)http://www.tesol.org/docs/default-source/books/14019_ch2.pdf?sfvrsn=2

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Increasing student-to-student interaction with academic language in mathematics Interaction/Strategy RationaleStudentstranslatesymbolsintowordsandwritethesentence

Forexample,3x+4=16wouldbewrittenout,“threetimesXplusfourequalssixteen.”Thishelpsstudentsprocesstheoperationsinvolvedinthequestionandgivesthemanopportunitytothinkthroughhowtosolveit.Italsogivesstudentsachancetofamiliarizethemselveswithimportantvocabularyterms.

Teachercreatesaformulaicexpression

Writetheformulaicexpressionyouwantstudenttouseinthediscussionandholdthemaccountableforusingit.Forexample,“Theansweris________degreesbecauseitisa__________.(e.g.triangle)

Studentshareproblem-solvingstrategies

Asksimplequestionssuchas“Didanyoneelsegettheanswerinadifferentway?”Thisallowsforwaittimetothroughtheirproblem-solvingprocesssimilar/differentfromtheoneoffered.

Allowstudentstodiscusshowtheyarethinkingaboutmath

Thisredirectsthelessonfromteacher-to-studentstostudent-to-students.Forexample,astudentmightasaquestion,“Howdoyouknowwhatkindoftriangleitis?”Insteadoftheteacheranswerandgoingtotheboardandpointingoutthenamesanddifferenttriangles,theteacherasks“Doessomeonehaveananswer”or“WouldsomeoneliketoofferhelptoMario?”Allowstudentstosharehowtheythinkaboutthemathconceptandanytipstheyhaveforrememberingtheinformation.

Incorporatewritingactivitieslikemathjournals

Thisallowsstudentstoprocesswhatthey’velearnedandwhatquestionstheystillhave.Thejournalcouldstartwithsimplepromptssuchas“OnethingIlearnedtoday…”“OnethingIstilldon’tunderstand…”“OnewayIcangetthehelpIneed…”Theanswertothisproblemis“

Studentscreatetheirownmathproblems

Studentscreateaproblemsimilartotheonesyouhaveusedinclassandexchangeproblemswithapartner.Bycreatingtheproblemandcheckingtheanswer,theyarereinforcingtheirlearning.

FromMathInstructionforEnglishLearners:PracticalTeachingTipsforGeneral,BilingualandESLTeachers;KristinaRobertson(2009)https://1.cdn.edl.io/DRpASUn7E0a3Pr9fvmYzHpEhbwbSA53GaBJhTQcWvWZSSN1I.pdf

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Sample Unit Curriculum Map for Language Central for Math Grade 6 / Unit 1: Number and Operations

Materials WIDA Can Do Descriptors (Key Uses) and Core Standards

Essential Questions: Lesson 1: What terms do you use to talk about greatest common factor (GCF), least common multiple (LCM) and factorization? Lesson 2: What terms do you need to know and use to learn about the order of operations? Lesson 3: How do you use pictures, numbers, and words to explain how to solve multiplication problems? Lesson 4: How do you use pictures, numbers, and words to explain how you solve division problems? Lesson 5: What terms do you need to use and understand to talk about simplifying fractions? Lesson 6: What terms do you need to learn in order to talk

Language Central for Math, Grade 6 Unit 1 – Number and Operations Student’s Edition Lesson 1: Pages 1 – 4 Lesson 2: Pages 5 – 8 Lesson 3: Pages 9 – 12 Lesson 4: Pages 13 – 16 Lesson 5: Pages 17 – 20 Lesson 6: Pages 21 – 24 Lesson 7: Pages 25 – 28 Lesson 8: Pages 29 – 32 Teacher’s Edition Lesson 1: Pages 1 – 4 Lesson 2: Pages 5 – 8 Lesson 3: Pages 9 – 12 Lesson 4: Pages 13 – 16 Lesson 5: Pages 17 – 20 Lesson 6: Pages 21 – 24 Lesson 7: Pages 25 – 28 Lesson 8: Pages 29 – 32

WIDA ELD Standard 3: The Language of Math Speaking: Students interact with mathematical grade-level vocabulary, expressions and concepts Ask and answer questions / describe relationships related to topic using teach modeling, word banks and visual supports Writing: Students interact with mathematical grade-level vocabulary, expressions and concepts List, describe, compare or explain choices related to topic using modeling, and word banks with a partner Reading: Students interact with mathematical grade-level vocabulary, expressions and concepts Identify key language that provides information to solve real-life mathematical problems using visual and graphic supports with a partner Listening: Students interact with mathematical grade-level vocabulary, expressions and concepts Respond to prompts based on oral descriptions using visual supports with a partner PA Core Standards Lesson 1 and 4: CC.2.1.6.E.2: Identify and choose appropriate processes to compute fluently

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about adding, subtracting, multiplying and dividing fractions and mixed numbers? Lesson 7: What terms do you need to understand to work with fractions, decimals, and percentages? Lesson 8: How do you talk about and understand fractions and decimals on the number line? Lesson Structure: 1 - Prepare the Learner / Build Background 2 - Interaction with the content/ Model, guided discussion, write and share, table talk 3 – Extending understanding

with multi-digit numbers (add, subtract, multiply and divide whole numbers, decimals, fractions and mixed numbers) Lesson 2 – 4, 6: CC. 2.2.6.B.1: Apply and extend previous understandings of arithmetic to algebraic expressions. (Identify parts of an expression using mathematical terms such as sum, term, product, factor, quotient, coefficient) Lessons 2 - 4: CC.1.6.E.1: Apply and extend previous understandings of multiplication and division to divide fractions by fractions. Lessons 3 – 4: CC.2.2.6.B.2: Understand the process of solving a one-variable equation or inequality and apply to real-world and mathematical problems. Lessons 5 – 7: CC.2.1.6.D.1: Understand ratio concepts and use ratio reasoning to solve problems. CC. Analyze proportional relationship and use them to model and solve real-world and mathematical problems. Lesson 8: CC.2.1.6.E.4: Apply and extend previous understandings of numbers to the system of rational numbers. Lessons 2, 3, 4, 6 and 8: C.C.2.1.7.E.1: Apply and extend previous understandings of operations with factions to operations with rational numbers.

Lesson Planning Resources Common Core Standards aligned with Language Central of Math: http://assets.pearsonschool.com/correlations/LC4M_CCSS_Grades_3-8.pdf Standards are listed with corresponding lessons. Use PA Crosswalk to align with PA Core Standards. Pennsylvania Department of Education English Language Learner Crosswalk (Standards) for Mathematics: http://static.pdesas.org/content/documents/PA_CC_Mat_Crosswalk_9-17-12.pdf

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Placement TestUsetheplacementtesttodetermineifstudentsshouldberosteredinLanguageofMathand/orwhatskillsandconceptsneedtobetaught/reviewed.

Answer Key (1)8+7= (2)21+36= (3)9–2=15

57

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(4)83–16= (5)6x3= (6)3.2x.3=67

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.96

(7)18÷6= (8)112÷7= (9)½+⅔=3

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3/6+4/6=7/6or11/6

(10)⅘-⅓= (11)½×⅖= (12)¼÷½=12/15–5/15=7/15

2/10=1/5

¼x2/1=2/4=1/2

(13)x+4=11 (14)x–7=13 (15)3" + 4% =(3^3+4^2=)

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x=13+7x=20

27+16=43

(16)3x+2x+x=0 (17)2(x-2)=20 (18)x+9=18+-2X6x=0x=0

(x–2)=20/2(x–2)=10x=12

x=9+-2X3x=9x=3

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Math PlacementName______________________________________Date________________(1)8+7= (2)21+36= (3)9–2=

(4)83–16= (5)6x3= (6)3.2x.3=

(7)18÷6= (8)112÷7= (9)½+⅔=

(10)⅘-⅓= (11)½×⅖= (12)¼÷½=

(13)x+4=11 (14)x–7=13 (15)3" + 4% =(3^3+4^2=)

(16)3x+2x+x=0 (17)2(x-2)=20 (18)x+9=18+-2X

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Appendix

Office of Multilingual Curriculum and Programs Promising Practices OMCP has identified five practices that will have high impact on outcomes for English Learners (ELs). These five practices are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESOL) that support ELs. Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. The practices are adapted from the Go To Strategies (see below).

Go To Strategies: Scaffolding Options for teachers of English Leaners by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood for Project EXCELL Copyofthedocument:https://tinyurl.com/gnnpe9v 5 core principles: (1) focus on academic language, literacy and vocabulary; (2) link background knowledge and culture to learning, (3) increase comprehensible input and language output, (4) promote classroom interaction, and (5) stimulate higher order thinking and the use of learning strategies. http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies Go To Strategies Matrix: https://tinyurl.com/yaxka6qn

The GO TO Strategies Matrix: Scaffolding Options for Teachers of English Language Learners, K-12 Level 1

Entering Level 2

Emerging Level 3

Developing Level 4

Expanding Level 5

Bridging

Lis

teni

ng

• Use physical gestures to accompany oral directives. • Modify *Teacher Talk. • Label visuals and objects with target vocabulary. • Introduce Cognates to aid comprehension. • Ask for Signal Responses to check comprehension.

• Give two step Contextualized directions. • Restate/rephrase and use *Patterned Oral Language routines. • Model Academic Language and vocabulary. • Ask for Total Physical Responses from students.

• Provide graphics or objects to sequence steps in a process. • Check Comprehension of all students frequently. • Use *Wait Time. • Provide Anticipation Guides for previewing content reading.

• Compare/contrast relationships from auditory information using a Venn Diagram. • Require students to restate and rephrase from auditory input as in *Paraphrase Passport.

• Outline lectures on the SmartBoard. • Use *Video Observation Guides. • Confirm students’ prior knowledge of content topics. • Extend content vocabulary with multiple examples and non-examples.

Spea

king

• Provide wall charts with illustrated academic vocabulary. • Ask simple WH (who, what, when, where), yes-no or either-or questions. • Elicit *Choral Responses. • Encourage participation in group chants, poems, and songs.

• Use 10-2 structures. • Assign roles in group work. • Use Clock Buddies. • Use Numbered Heads Together. • Use *Think-Pair-Share-Squared. • Develop Key Sentence Frames for pair interactions.

• Provide Graphic Organizers or notes to scaffold oral retelling. • Prompt for academic language output. • Use Think-Pair-Share. • Repeat and Expand student responses in a *Collaborative Dialogue.

• Require full sentence responses by asking open ended questions. • Use Varied Presentation Formats such as role plays. • * Scaffold oral reports with note cards and provide time for prior practice. • Use Reader’s Theatre to scaffold oral language growth.

• * Structure debates requiring various points of view with graphic organizers and/or outlines. • Require the use of academic language. • Require oral reporting for summarizing group work. • Include oral presentations in the content classroom.

Rea

ding

• Preview the text content with pictures, demos, charts, or experiences. • Pair students to read one text together. • Preview text with a Picture Walk. • Use Choral Reading. • Use *Teacher Read Alouds.

• Use Card Sorts. • Use K-W-L charts before reading. • Use the Language Experience Approach. • Provide a list of important concepts on a graphic organizer. • Use *Shared Reading and/or simplify the text.

• Provide a content vocabulary Word Bank with non-linguistic representations. • Teach skimming for specific information. • Use Teach the Text Backwards. • Use 4 to 1 for main ideas from text. • Use *Guided Reading.

• Model the creation of a Story Map from a narrative. • Provide Question Answer Relationship questions for student pairs to research. • Use Directed Reading Thinking Activity. • Use Cornell Notes. • Use *Jigsaw Reading to scaffold independent reading.

• Require computer and library research. • Ask students to analyze text structure and select an appropriate Graphic Organizer for summarizing. • Use *Reciprocal Teaching to scaffold independent reading.

Wri

ting

• Require students to label visuals and/or create language balloons. • Require vocabulary notebooks with L1 translations or non-linguistic representations. • Provide *Key Sentence Frames with word and picture banks.

• Teach note taking on a Graphic Organizer. • Use a Roving Chart in small group work. • Use Interactive Journals. • Use *Think-Write-Pair-Share. • Provide Cloze sentences with a Word Bank.

• Require Learning Logs for summaries of learning. • Use Text to Graphics and Back Again. • Teach Signal Words (comparison, chronology, cause -effect, and listing) for academic writing. • Provide *Cloze paragraphs with a *Word Bank.

• Provide Rubrics and exemplars to scaffold writing assignments. • Teach and utilize the writing process. • Provide an outline for the standard five-paragraph essay. • Provide *Report Frames for independent, structured, content writing.

• Require academic writing and the use of target academic vocabulary. • *Teach the process of writing a research paper. • Address students’ cultures in differing genres of writing. • Hold frequent writing conferences with teacher and peers.

*Starred strategies are described in the summary document on the following page, “The Go To Strategies Matrix: Scaffolding Across Language Proficiency Levels.”

Levine, L. N., Lukens, L. & Smallwood, B. A., (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

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Instructional Values & Promising Practices for English Learners Guiding Principles:

- High Expectations: All ELs can achieve at high levels and graduate ready for college and career - Asset Based: Students’ home languages and cultures are tremendous assets - Shared Ownership: All educators share responsibility and take ownership for student success

Instructional Values: We will…

1. Sustain academic rigor 2. Hold high expectations: high challenge, high supports 3. Engage all students in quality interactions 4. Sustain a language focus 5. Develop and deliver quality lessons

The five values detailed on the next several pages are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESL) that support ELs. Together they provide high impact on outcomes for English Language Learners (ELs). Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. For supports or suggestions in any of these areas, contact OMCP at mulltilingual@philasd.org.

Instructional Value 1: Sustain Academic Rigor Are students demonstrating complex understanding of concepts and themes central to the discipline?

Danielson Alignment

1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3e Demonstrating Flexibility and Responsiveness

Promising Practices for Teachers of ELs

● Integrate and connect central ideas and themes of the discipline over time in order to promote deep disciplinary knowledge (deep focus on central ideas versus shallow coverage of several ideas)

● Invite students to build increasingly complex explanations of disciplinary concepts and processes

● Engage students in higher order thinking through complex text, tasks, and talk Student Look-Fors

1. Students are engaged in higher-order thinking through complex texts, tasks, and talk 2. Students combine facts and ideas to synthesize, evaluate, and generalize 3. Students solve problems and construct new meanings and understandings 4. Students demonstrate complex understandings central to the discipline (through questioning, discussions, arguments, etc)

Research and Rationale

Learning concepts and analytical practices is conceived of as the integration of discrete understandings learned independently of language (Heritage, Walqui, LInquanti, 2016). Learning needs to take place in the student's zone of proximal development, more recently referred to as the construction zone. This metaphor refers to the area that lies beyond a student's ability to act on his or her own, where socially mediated learning prompts development. (Vygotsky, Newman Griffin, Cole, 1989). (Heritage, Walqui, Linquanti, 2016).

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Instructional Value 2: Hold High Expectations

Are all students supported in meeting grade-level standards? Danielson Alignment

1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 1f Designing Student Assessments 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 4c Communicating with Families

Promising Practices for Teachers of ELs

● Engage students at every proficiency level in grade-level tasks that provide high challenge ● Provide appropriate scaffolds by using the following techniques:

○ Develop appropriate scaffolds for academic tasks and activities using the WIDA Can Do Descriptors and Model Performance Indicators (MPIs) as a guide

○ Implement specific techniques to increase students’ comprehension of complex input and support students’ production of complex output and remove scaffolds as students progress

○ Incorporate strategic use of L1 (first language) through translanguaging practices ● Use rubrics and other tools to ensure criteria for quality work is clear for students ● Conduct metacognitive activities so that students gain knowledge of how to learn, how to

monitor their progress, and how to self-correct Student Look-Fors

1. Students at all proficiency levels are engaged in grade-level content 2. Students are able to explain the expectations of quality work 3. Students have opportunities to monitor their progress, self-correct, and provide feedback to

classmates Research and Rationale

Learning truly happens only if it is ahead of development. In response to teacher's worries, we would say that development occurs precisely because teachers plan lessons beyond the students' ability to carry them out independently. The catch, of course, is that lessons be deliberately designed to present high support along with high challenge. (Heritage, Walqui, Linquanti, 2016). ELs learn both through the language they encounter (input) and the language they produce (output). Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985).

Instructional Value 3: Engage Students in Quality Interactions

Do students participate in extended interactions/discussions on academically relevant and challenging texts/topics/content?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques

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Promising Practices for Teachers of ELs

● Structure tasks for extended interaction and discussion, in order for students to use language to co-construct knowledge and meaning

● Provide students with multiple opportunities to interact with peers in deliberate and sustained conversations on academically relevant and challenging texts/topics/content

● Ensure all students participate in discussion activities with multiple opportunities to provide corrective feedback aligned with instructional goals

● Ask open-ended questions that engage students in higher-order thinking Student Look-Fors

1. Students participate in sustained verbal interactions about disciplinary ideas with other students and with the teacher 2. Students interact in dialogue which involves the exchange of ideas and is not scripted or dominated by one or two students 3. Student responses to teacher or peer questions are elaborated to make complex points (beyond a single word response)

Research and Rationale

Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & Lenhart, 2009). ELs’ vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007). Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014). Well over a century ago, linguist Wilhelm von Humboldt described expressions as having “meaning potential”, a potential that is realized in interaction. To explore this meaning potential is what we want students in general, and English language learners in particular, to do: construct new knowledge by engaging in interactions that pursue understanding, enhance it, problematize central ideas, propose counter arguments, debate, and reach some sort of conclusion. (Heritage, Walqui, Linquanti, 2016)

Instructional Value 4: Sustain a Language Focus

Do students use the language of the discipline in meaningful ways? Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2c Managing Classroom Procedures 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 4a Reflection on Teaching

Promising Practices for Teachers of ELs

● Provide opportunities for students to use the language of the discipline (e.g. the language of math, science, social studies, and language arts) both orally and in writing

● Explicitly teach the language of the discipline including word, sentence, and discourse level ● Model and explain the nuances of language specific to the discipline (formulaic expressions,

text structures, active versus passive voice, etc.) Student Look-Fors

1. Students practice and produce language of the discipline orally and in writing at the word, sentence and discourse level.

Research and Rationale

ELs who appear to be fully fluent in English may nonetheless struggle to express themselves effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short & Echevarria, 2005). Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010). As ELs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard, 2014). ELs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010). Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message

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understandable (Echevarria, Vogt & Short, 2012). Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).

Instructional Value 5: Develop and Deliver Quality Unit & Lesson Plans Are lessons designed to simultaneously develop language proficiency and content knowledge?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3c Engaging Students in Learning 4a Reflecting on Teaching 4c Communicating with Families

Promising Practices for Teachers of ELs

● Design units for continuity and coherence ● Design lessons that:

○ Provide opportunities for students to actively engage with the language and content of the discipline

○ Make connections between subject matter and students’ lives and experiences ○ Connect the tasks/activities to the instructional objectives so students know where they

are headed and what is expected of them ○ Incorporate frequent opportunities to check comprehension/understanding, using a

variety of formal and informal assessment techniques, to assess and promote student learning of language and content

○ Allow for adjustment of instruction in response to student learning with the goal of students monitoring their own learning

Student Look-Fors

1. Students can explain the key concepts and central ideas of the unit and lesson 2. Students are actively engaged with academic content and language of the discipline 3. Students are involved in assessing their own learning 4. Students can connect the key concepts to their lives and experiences

Research and Rationale

ELs need multiple opportunities to see and hear modeling of the target language, to try and modify their language output, with teachers offering specific feedback that describes progress and focuses on areas for revision. (Zwiers, 2008). Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefiting all students. Students who are involved in assessing their own learning significantly outperform students who are not involved (Black and Wiliam, 1998). Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).

Resources:

1. Walqui Aida and Leo van Lier. Scaffolding. The Academic Success of Adolescent English Learners. WestEd. 2010.

2. Levine, L.N. Lukens, L & Smallwood, B.A. (2013). The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. For Project EXCEL, a partnership between the University of Missouri-Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

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Quality Teaching for English Learners (QTEL) – https://qtel.wested.org/ QTEL provides a framework / foundation for planning and instruction for 6th – 12th grade just as Comprehensive Literacy provides a framework / foundation for planning and instruction for K-5.

QTEL Principles From Walqui, A & van Lier, L. (2010) Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco, CA: WestEd; pp. 84, 85, 152, 155,169, 174.

Principles Goals Objectives Sustain Academic Rigor

1. Promote deep disciplinary knowledge

2. Engage students

in generative disciplinary concepts and skills

3. Engage students in generative cognitive skills (higher order thinking)

• Develop central ideas in the discipline first, postponing interesting but secondary details

• Establish interconnections among central ideas of the disciplines

• Deepen understanding of themes over time • Have students anchor new knowledge to central concepts to

build understanding • Have students apply familiar central ideas or strategies to their

emerging understanding of new concepts • Invite students to build increasingly complex explanations of

disciplinary concepts and processes • Have students combine facts and ideas to synthesize,

evaluate, and generalize • Have students build arguments, solve problems, and construct

new meanings and understandings

Hold High Expectations

1. Engage students in tasks that provide high challenge and high support

2. Engage students (and teacher) in the development of their own expertise

• Provide students with activities that are robust, but flexible enough to allow multiple entry points: all students, regardless of where they start, will benefit from participation

• Scaffold students’ ability to participate in the activities • Ensure that students are asked to engage in increasingly more

complex tasks • Treat students as if they already possess the abilities you are

seeking to develop • Conduct metacognitive activities so that students gain

knowledge of how to learn, how to monitor their progress, and how to self-correct

• Provide practice in the use of academic tools and activities so that students appropriate them over time

• Encourage students to support each other in their development

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3. Make criteria for quality work clear for all

• Encourage students to support each other in building academic stamina

• Use rubrics to spell out expected quality of work • Encourage students to take risks and to work hard to master

challenging academic work

Engage Students in Quality Interactions

1. Engage students in sustained interactions with teacher and peers

2. Focus

interactions on the construction of knowledge

• Invite students to go beyond brief, single responses and to elaborate, illustrate, and connect to their interlocutors’ ideas

• State explicitly that constructing new understandings is hard

work, that is requires listening intently to interlocutors, making sense of what they are saying, and deciding how to respond, either by agreeing and providing further evidence or by disagreeing and stating why this is the case

• Ask students to focus on the coherence of what they are saying (Are they staying with the main ideas? Are they making sense?) and to deepen their understanding by making connections to related ideas

Sustain a Language Focus

1. Promote language learning in meaningful contexts

2. Promote disciplinary language use

3. Amplify rather

than simplify communications

4. Address specific language issues judiciously

• Provide explicit examples, for example, formulaic expressions, of how to mark agreement, disagreement, and other moves in response to an interlocutor or text.

• Focus on social purpose of genre, audience, structure, and

specific language of disciplinary texts; have students practice deconstructing and creating similar texts.

• Give rich and varied examples, looking at difficult concepts from several angles.

• Focus corrective feedback on fluency, complexity, or accuracy,

but not at the same time

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Develop Quality Curriculum

1. Structure opportunities to scaffold learning, incorporating the goals above

• Set long-term goals and benchmarks • Use a problem-based approach with increasing interrelated

lessons • Use a spiraling progression • Make connections between subject matter and students’

reality • Build on students’ lives and experiences

QTEL Unit / Lesson Planning: Three Moments in a Lesson and Sample Tasks Preparing Learners Sample Tasks

• Focus attention on concepts to be developed

• Activate / build on background knowledge

• Introduce essential new vocabulary in context

• Connect lessons to students’ experiences

Think-Write-Pair-Share Quick-Write / Round-Robin Anticipatory Guide or Extended Anticipatory Guide Knowledge Rating Scale Novel Ideas Only Jig-Saw Project Frayer Model List – Group – Label (vocabulary)

Interacting with Text / Concepts / Content Sample Tasks • Deconstruct text; focus on understanding

a chunk and reconnect a chunk to the emerging whole text

• Establish connections between ideas within text

• Work collaboratively to discuss, evaluate, predict, check for understanding, summarize, etc.

Teacher Model Double-entry Journal / Triple-Entry Journal Reading with a Focus / Viewing with a Focus Clarifying Bookmark or Partner Clarifying Bookmark Reading Aloud in Four Voices Partner Reading and Discussion Novel Ideas Only Four Corners Carousel

Extending Understanding Sample Tasks • Re-create text in a new genre or create

new text to represent new understanding • Apply newly gained knowledge to novel

situations or use to problem-solve • Connect ideas learned to other ideas and

experiences outside the text - compare, synthesize, evaluate, create, critique, problem solve, etc.

Collaborative Mind Mirror / Monologue Collaborative Poster Famous Phrases Create, Exchange, Assess Collaborative (Dialogue) Writing Literary Elements Famous Phrases Gallery Walk

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Pennsylvania Department of Education for English Learners

English Learner Overlay (Standards): http://www.pdesas.org/Page/Viewer/ViewPage/15

English Learners Basic Education Circulars (BECS), July 2017 https://tinyurl.com/y86q9svj (22 Pa. Code 4.26)

The School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program https://www.philasd.org/src/wp-content/uploads/sites/80/2018/01/Policy-138.pdf

District, School and Teacher Responsibilities https://tinyurl.com/yda7g34u

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WIDA WIDA is an educational consortium of 39 state education agencies and 200 international schools. ACCESS testing is developed by WIDA. The mission of WIDA is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse. WIDA’s Can Do Philosophy is grounded on students’ assets and contributions to the classroom and community. Lastly, WIDA challenges linguistic discrimination, cultural biases and racism in education. WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx WIDA Can Do Descriptors and Key Uses Edition: https://www.wida.us/standards/CAN_DOs/

Scaffolds Supports (WIDA) Sensory Graphic

o Real life objects (Realia) / concrete objects / Physical models

o Manipulative (measurement tools, models, scientific instruments, etc.)

o Pictures / photos o Visual representations

(illustrations, diagrams, drawings, etc.) / Cartoons

o Videos / broadcasts / audio books o Newspapers / magazines o Gestures / Physical movement o Music / songs / chants o Posters / display

o Charts / Tables o Graphs o Timelines o Number lines o Graphic organizers o Graphing paper o Number lines o Timelines o Maps o Rubrics o Study guides / Guided Notes

Interactive Verbal and Textual* o Whole group o Small group o Partner (turn-&-talk) o Cooperative groups

(think/write/pair/share) o Triads o Interactive websites / software o Mentor / coach o L1 (home or first language) o Word to Word Dictionary / Picture

Dictionary o Jigsaw activities

o Labeling o Teacher Modeling / Monitoring o Repetition o Paraphrasing / Summarizing o Guiding, clarifying, probing questions o Leveled questions (5Ws) o Questioning prompts / cues o Word banks / phrase banks / word walls o Sentence starters / sentence frames / discussion frames / formulaic

expressions o Cloze paragraphs / sentences o Talk moves (structured academic conversations: re-

voicing/clarifying, restating, reasoning, adding on, wait time) o Wait time

*VisualandtextualfromHallaJmourko

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Tools

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Illustrate Math Tools “IM Math is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language.” The following are online calculators / graphing tools / spreadsheets: Four Function Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/9 Scientific Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/10 Graphing Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/11 Geometry: https://curriculum.illustrativemathematics.org/HS/math_tools/12 Spreadsheet: https://curriculum.illustrativemathematics.org/HS/math_tools/13 Probability Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/14 Constructions: https://curriculum.illustrativemathematics.org/HS/math_tools/15

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Scaffolding Planning Template (adapted from WIDA Scaffolds (2012) and Staehr Fenner and Snyder, Unlocking English Learner’s Potential, (2017) Lesson:BackgroundofELs(e.g.homelanguage,ACCESSlevel(s),etc.):CategoriesofScaffolds

PossibleScaffold

MaterialsandResources

o Graphicorganizerso Charts/tableso Photos,pictures,maps,graphs/graphingpapero Timelines/numberlineso English/bilingualglossariesordictionarieso Word-to-worddictionarieso Homelanguagematerialso Reducedlinguisticload(labeling,wordbanks,sentenceframes,

sentencestarters,formulaicexpressions,discussionframes,talkmoves/structuredacademicconversations)

o Sensorysupports(realia,manipulatives,illustrations/diagrams,audiobooks,diagrams,posters,videos,music/chants,gestures,magazines/newspapers,displays)

Instruction o Pre-identifiedandpre-teachESSENTIALvocabulary(academic/

disciplinaryterms,morphology)o Buildonpriorknowledge/instructionofbackgroundknowledgeo Repetition,paraphrasing,summarizing,waittimeo Modelingo Guiding,clarifying,probingquestions,leveledquestions(5Ws/H)o Read/think-aloud,chunktext(reconnecttowhole),scanthetext/text

structure,echoreading,choralread,readwithapartner,readinL1,readingin4voices,makeconnectionsbetweenideaswithinatext,embedvocabularyinstruction(morphology,cognates,etc.),etc.

o Createformativeassessmentstomonitorprogress/planinstruction

Studentgrouping

o Structurepair/triadworko Structuredsmall-groupwork(collaborativegroups)o Teacher-ledsmall-groupwork

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Scaffolding Lesson Plan Checklist (adapted from Quality Teaching for English Learners (QTEL) (2010), Walqui and van Lier and Staehr Fenner and Snyder, Unlocking ELs’ Potential, (2017) Checklist Yes No1.DeterminethestrengthsandneedsofELsinrelationtothelanguagedemandsofthelesson.SetsgoalsforbothcontentandlanguagelearningtosupportElsprogressintheiracquisitionofEnglish.

2.Determinethepossiblechallengesinthetext/conceptsbasedonboththecontentandlanguagedemands(word,sentence,discourse).

3.Determinehowtoextendunderstanding(summative)-re-createthetextinanewgenre,applynewlygainedknowledgetonovelsituations/problem-solve,connectideaslearntoideasoutsideofthetext,etc.

4.Preparingtheleaners:tasks(strategies)toactivateorbuildpriorknowledge

5.Preparingtheleaners:analyzethelanguagedemandsofthelessonandidentifyareasthatmaybechallengingforELs.

6.Preparingthelearners:DevelopalistofESSENTIALvocabularytointroduceincontext.Determinehowtoprovideopportunitiestopracticethevocabularyinthelesson.

7.Determinespecificaspectsoflanguageusetofocusonduringlesson(e.g.grammar/syntax/sentencelevelanddiscoursecomplexity/paragraphlevel).

8.Interactingwithtexts/concepts/content:DeterminehowtoeffectivelygroupstudentsinordertosupporttheirlearningofcontentandacquisitionofEnglish.

9.Interactingwithtexts/concepts/content:Determinehowtoprovideopportunitiestopracticekeyconceptsinvariedwaysusingmultiplemodalities(tasks/strategies,materials,instruction,grouping).

10.PreparescaffoldedmaterialstosupportELsofvaryingproficiencylevels(e.g.graphicorganizers,formulaicexpressions,visuals,materialsinL1,etc.)

11.Determinehowtoassessstudentlearning(formative)and,ifappropriate,howtoscaffoldtheassessments.

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Checklist for Increasing Academic-Language Awareness (adapted from Staehr Fenner and Snyder, Unlocking ELs’ Potential, 2017) 1.Selectatext.2.Whatisthepurposeforteachingthetext?(content,structure,language,etc.)3.Usethechecklistofanalyzetheelementsofthetext’slanguage.Awareness-Building Questions

Vocabulary (Word Level) Text information

Example(s) found in the text Teach this feature?

Are there everyday words that may be unfamiliar to students? (e.g. run, cat, etc.)

Yes/No Yes/No

Are there general academic words that may be unfamiliar? (e.g. analyze, critique, compare, etc.)

Yes/No Yes/No

Based on the vocabulary, is a mini-lesson on word-learning strategies necessary or generative? (e.g. words with multiple meanings, cognates, determine meaning in context, morphology, etc.)

Yes/No Yes/No

Are there disciplinary specific or technical terms that may be unfamiliar?

Yes/No Yes/No

Grammar or Syntax (Sentence Level)

Text information

Example(s) found in the text Teach this feature?

Are there aspects of grammar that may be challenging for ELs? (e.g. clauses, verb tense, interrogatives, count / non-count nouns, passive voice, idioms, etc.)

Yes/No Yes/No

Is there any syntax (arrangements of words and phrases) that might be confusing?

Yes/No Yes/No

Are there any conventions that may be new or confusing? (e.g. punctuation, spelling, etc.)

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Organization (Discourse Level) Text information

Example(s) found in the text Teach this feature?

Type of text (e.g. text, lab report, word problem, narrative essay, etc.)

Yes/No

Purpose of the text (e.g. persuade, inform, entertain, etc.)

Yes/No

How is the text organized or structured? (e.g. description, cause / effect, comparative /contrast, problem / solution, chronological, sequence, etc.)

Yes/No

Are there markers of sequence or relationships between ideas? (e.g. in addition, therefore, first, etc.)

Yes/No Yes/No

Sociocultural Level Text information

Example(s) found in the text Teach this feature?

Does the text assume any experience, background knowledge, and/or awareness for students to understand it?

Yes/No Yes/No

Does the text assume a perspective or point of view that may conflict with the student’s culture, belief system(s), heritage or national origin? (e.g. interpretation of historical event, religious values, etc.)

Yes/No Yes/No

Couldthestudents’firstlanguageand/orhomecultureimpacttheirunderstandingofthetext?

Yes/No Yes/No

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Academic Language Demand Analysis Tool Support Ed (www.GetsupportEd.net)

Use when considering the academic tasks in a text or activity. Analyze the possible challenges at the word, sentence, discourse, and sociocultural levels. Determine what your priorities will be for scaffolding and instruction.

Lesson: Text (if used): Academic tasks students will complete (e.g., summarize a text excerpt, discuss the main idea): Potential challenges for ELLs Scaffolding and instructional priorities Word level

• Key content vocabulary

• General academic vocabulary

Sentence level • Grammar (e.g.,

phrases, verb tenses)

• Sentence complexity

• Conventions (e.g., spelling, punctuation)

Discourse level • Type and purpose

of text • Organization of text • Connecting or

sequencing words or phrases (e.g., In addition, next, finally)

Sociocultural level • Background

knowledge needed • Cultural

expectations

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Determining the language focus and opportunities in an assessment (adapted from A Focus on Language: Understanding and Producing Language, Walqui & Hernandez, 200; developed by Anita Hernandez) For students to participate in the class and complete the formative and summative assessment, what language do students need to produce (speaking, writing) and understand the text and their peers (reading, listening)? Focus feedback on the meaning and content first and gradually the vocabulary, grammar, etc. What language do students need to..

Understand the content / concepts / themes?

Explain / apply their understanding(s) to the content / concepts / themes?

Participate in a discussion about the content / concepts / themes?

Purpose (genre)

Ideas

Organization of the text

Language of the genre and communication*

Sentences / clauses

Vocabulary (disciplinary and technical terms)

Spelling

*Language of the genre and communication examples: Biography may be written in the past tense and in chronological order Cause / effect essays: nouns (cause / reason, effect, consequence, results), transitions (as a result, therefore, first, initial) verbs (cause, contributes to, is responsible for, is due to)

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Math Clarifying Bookmark: Understanding the Problem

Process:

• Students work in dyads reading the text. • Student A reads the problem in a soft voice to his/her/their partner. • Student A then announces which strategy s/he/they is/are going to choose: I am going to identify

what the problem is asking, and choose one of the formulaic chunks offered to them in the right hand side of the chart: “The units of the unknown are…”

• Student B adds ideas on the same problem, and the students alternate, adding to the shared conversation.

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Reflecting on Your Cultural Beliefs to consider when working with SLIFEs Topic Cultural Considerations1

Role of teacher in class

The role of the teacher may vary between collectivist and individualist cultures. Collectivist cultures are those in which group goals and needs are generally placed above individual needs. In contrast, individualist cultures tend to value individual goals, individual rights, and independence. Students from collectivist cultures (e.g., Mexican, Korean, Somali) may have been taught that they should show respect for teachers at all times by carefully listening to their teacher and not asking questions or disagreeing (Rothstein-Fisch & Trumbull, 2008). Group harmony is considered most important. In contrast, students from individualist cultures (e.g., Australian, German, U.S.) recognize that they will be valued for speaking out for their unique ideas and opinions. They also tend to expect a more student-centered approach to teaching and learning.

Student participation in discussions

Whether SLIFE are from high context cultures or low context cultures may impact how they participate in discussions. In high context cultures (e.g., Afghanistan, El Salvadoran, Thai) it is expected that individuals will gain meaning from the context or situation, and some ideas may be assumed rather than stated. In contrast, members of low context cultures (e.g., Swiss, Israeli, U.S.), are less likely to rely on the situation and other contextual elements (e.g., body language or tone of voice) and tend to communicate information more directly. As a result, students from high context cultures may participate in discussions differently than students from low context cultures. In addition, students from a collectivist culture may believe that the survival and success of the group ensures the well-being of the individual, so that by considering the needs and feelings of others, one protects oneself. Harmony and interdependence of group members are stressed and valued. This sense of values may make it difficult for a student from a collectivist culture to disagree with another student (Rothstein-Fisch & Trumbull, 2008).

Student non-verbal communication

Nonverbal communication patterns can vary greatly from culture to culture, and the rules regarding these behaviors are often unspoken (Steinberg, 2007). SLIFE may need explicit guidance in cultural expectations in this area. For example, the personal distance that two speakers are expected to maintain when speaking may vary between cultures. In the United States, it is considered strange to stand extremely close to someone you are conversing with. Eye contact is another example. Some SLIFE may come from cultures where it is considered impolite to look an adult in the eye or direct eye contact is a perceived challenge (e.g., Asian, African, and Latino cultures). Eye contact between opposite sexes is often seen as inappropriate in Middle Eastern cultures.

Independent versus collaborative learning

Students from collectivist cultures (e.g., Japanese, Brazilian, and Indian) may value working together interdependently rather than working alone independently. Contributing to a group’s well-being is valued more than one's individual achievement (Rothstein-Fisch & Trumbull, 2008). In contrast, students from individualist cultures (e.g., Greek, New Zealand, U.S.) may see greater value in working independently towards individual goals and achievement.

1 StaehrFenner,D.&Snyder,S.(2017).UnlockingEnglishlearners’potential:Strategiesformakingcontentaccessible.CA:Corwin,pp.36-37.

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SLIFE Scheduling Planning Document2 Areas for Consideration Consideration Reponses Notes and/or Recommendations

SLIFE Demographics 1. How many SLIFE are

you currently serving?

2. Where are they from and what home languages do they speak?

3. What types of strengths do they bring with them?

4. What are some specific challenges that they have (e.g., home literacy skills)?

Program Model 5. What type of program

model are you currently using with SLIFE?

6. Are you providing focused academic support (e.g., stand-alone classes, tutoring, after-school class)? If so, how?

7. Are you providing the socio-emotional supports that SLIFE may need? If so, how?

8. What opportunities do your ESOL teachers and content teachers have to collaborate and/or co-teach? What opportunities do they have for co-planning?

2 AdaptedfromDecapua,A.Smathers,W.&Tang,F.(2009).Meetingtheneedsofstudentswithinterruptedschooling:Aguideforeducators.AnnArbor,MI:UniversityofMichiganPress.

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Areas for Consideration Consideration Reponses Notes and/or Recommendations 9. Is your program

schedule flexible so as to meet the varied needs of SLIFE students (including students who may have other responsibilities)?

10. Does your schedule allow for opportunities for community collaboration?

11. How are you evaluating whether or not the program model is working for the SLIFE that you serve?

Staff 11. How many ESOL

and/or bilingual teachers are working with your SLIFE population?

12. What opportunities do your ESOL and/or bilingual teachers have to share strategies for working with SLIFE with content teachers?

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Overcoming Barriers to SLIFE Family Engagement

Barriers to SLIFE Family Engagement

Possible Solutions

Language Parent liaisons Bilingual counselors / BCAs Phone trees Translated materials Language Line

Transportation Ride to school event Ride sharing resources Information about SEPTA Meet families in the community versus only at school

Time Flexibility (AM and PM) Parent survey to determine best times

Childcare Offer at events Coordinate with FACE office

Understanding of school system

Work with FACE on school system SILFE family events meetings School tours Community volunteers

Fear Demonstrate support Adult Education programs Family support groups

Other Flexible times for meetings – AM and PM Send text / email in L1 - Talking Points (http://talkingpts.org/) Language Line - 1 - 866 - 874 - 3927 (each school has its own access code)

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Welcoming Environment Checklist3 Criteria Yes Somewhat No Improvement Ideas 1. School has photos,

maps, flags, or other representative images from students’ home cultures.

2. School has bilingual staff or volunteers.

3. School provides a family room where families can access resources and use a computer.

4. School and classroom libraries include bilingual books and resources.

5. School sponsors multicultural and/or SLIFE-friendly events.

6. School staff learn a few phrases in students’ home languages and/or learn about students’ home cultures.

7. There is a system in place to connect new SLIFE arrivals with other SLIFE families.

3AdaptedfromBreiseth,L.,Robertson,K.,&Lafond,S.(2011).AguideforengagingELLfamilies:Twentystrategiesforschoolleaders.Retrievedfromhttp://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf

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Criteria Yes Somewhat No Improvement Ideas 8. School tours are

offered in families’ home languages.

9. Registration and other essential information is provided year-round in families’ home languages.

A. Goals for improvement 1.

2.

B. Steps I will take 1.

2.

3.

C. Who I will collaborate with

D. Support and/or resources I need

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Recommendations for Engaging SLIFE Families4

Recommendations Examples

1. Learn about your SLIFE population

Home countries and/or countries of birth, home languages, interests, educational backgrounds

2. Integrate the cultural traditions of SLIFE families throughout the school

Learn about the cultural holidays of your students and avoid scheduling tests or significant events on these days

3. Create a welcoming environment for SLIFE

Make sure families know how to get into the building (e.g., if building is locked during the day); include bilingual books in the library and classroom

4. Make a personal connection with families

Have a back-to-school event for SLIFE families to get to know administrators, teachers, and staff

5. Show that you value families’ home languages

Share information in multiple languages; hire bilingual staff

6. Find ways to communicate with SLIFE parents

Ask families how they like to receive information and in what language; create a parent phone tree for families that share the same home language

7. Make the enrollment process manageable for SLIFE parents

Provide translated copies of all forms; use interpreters to share essential school information

8. Make the enrollment process accessible all year long

Families enrolling in the middle of the year should have access to the same forms and procedures as those enrolling at the beginning of the year.

9. Provide opportunities for parents to learn more about important topics and skills

Offer workshops in the home languages of families on such topics as gifted and talented programs, parent teacher conferences, and standardized testing.

10. Look for ways that SLIFE parents can help with children’s schoolwork

Encourage families to ask their children what they learned during the day and read to their children in their home language

11. Look for ways that SLIFE parents can participate and volunteer

Invite parents to speak in their child’s class about a hobby, their job, or their home country

4ThisdocumentisadaptedfromBreiseth,L.,Robertson,K.,&Lafond,S.(2011).AguideforengagingELLfamilies:Twentystrategiesforschoolleaders.Forthecompletedocument,gotohttp://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf

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Recommendations Examples

12. Think outside the box about parent engagement

Have small focus groups to learn more about families’ priorities for their children and what type of events they would like to participate in

13. Consider alternative schedules, locations, and kinds of events

Offer choices in when to meet; meet in families’ neighborhoods

14. Look for the successes Identify the big and small ways that families support their children

15. Encourage SLIFE parents to take on leadership roles

Provide interpreters so that SLIFE parents can take part in discussions; develop a SLIFE branch of the PTA

16. Look for ways to make parent leadership more sustainable

Designate parent leaders in each language group

17. Build partnerships with the local community

Invite members of the community to inform families about the services they provided (e.g., librarian)

18. Get to know your neighbors Inform school neighbors about opportunities to tutor, volunteer, or donate to the school

19. Solicit ideas Ask staff, families, and students’ ideas for better engaging SLIFE families

20. Look for the funding Look for grants to support SLIFE family outreach

At my school, I would like to... Inordertodothis,Iwilltakethefollowingsteps:1.

2.

A. Who will I collaborate with? B. Support and resources I need

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SLIFE Materials Checklists

Adapted from WIDA, 2015; Custodio & O’Loughlin, 2017; DeCapua & Marshall, 2015; Texas Education Agency, n.d.

Instructions1. Use the Checklist 1 to analyze the material you are considering using with SLIFE. Check the

boxes in which the criteria are met considering your specific students and their skills and needs. No material will or is required to meet all the criteria.

2. If you decide the material you have selected needs to be adapted for your SLIFE, refer to Checklist 2 for considerations for adaptation. Check the boxes to plan how you will adapt the material.

Checklist 1. Considerations for Materials Selection for SLIFE Criterion How lesson meets

criterion 1. Connection with content learning objectives

2. Age appropriate, engaging, selection

3. Validates prior experience and knowledge

4. Accessible reading level and language 5. Visual supports

6. Home language support (with peers, adults, etc.) 7. Skill-building 8. Availability for access beyond school

Checklist 2. Considerations for Materials Adaptation for SLIFE Criterion Plan to

9. Chunk a passage to begin (then increase length)

10. Make it immediately relevant

11. Build on the experience and knowledge of your SLIFE

12. Amplify text (highlight key information, add images and headings, mnemonics, etc.)

13. Mini-lesson on grammatical structures to being; increase complexity

14. Simplify, repeat grammatical structures to begin; increase complexity

15. Gloss a few KEY concepts; spiral use of vocabulary throughout lesson /unit

16. Reduce quantity of workload

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Student Survey - Getting to Know our Students Name: Country / Place of origin:

Student home language(s):

Family home language(s):

Home language(s) literacy level (read and write): __________ Advanced (fluent) ___________Intermediate ___________ Novice

English proficiency scores

Composite

Speaking

Reading

Listening

Writing

Education experiences (e.g. amount of time in US schools, educational experience in home country / place of origin, any interrupted formal schooling, IEP, etc.) Family background: (e.g. the student lives with…, siblings / family members in school, family separation, family reunification, etc.) Student interests: Student plans and/or goals:

From Unlocking English Learners’ Potential: Strategies for Making Content Accessible by Diane Staehr Fenner and Sydney Snyder. Thousand Oaks, CA: Corwin. (2017)

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Progress Monitoring

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HS English Language Development Progress Report Level 1 (Entering) Year: _______________

Student’s Name: ________________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Matching everyday oral content related words and phrases to pictures, diagrams, or photographs • Selecting resources, places, products, or figures from oral statements and visual supports

● Process explanations by • Ordering events or stages of phenomena from oral statements • Identifying words and phrases related to sequence

● Process arguments by • Matching oral information to pictures, diagrams, or photographs that show points of view • Distinguishing words and phrases related to opinions or facts from oral statements

● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations

Speaking: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Naming and briefly describing content topics using visual support (e.g., posters, diagrams, pictures) • Answering select yes/no or Wh questions

● Explain by • Ordering events or stages of phenomena with sequential language (e.g., first, next, step 1) • Using words and phrases to identify visually supported phenomena

● Argue by • Relating points of view with visual support (e.g., posters, photographs) • Stating pros and cons listed visually on a topic

● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations

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Reading: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Matching key content-related terms and ideas to images, graphs, icons, or diagrams • Sequencing illustrated text of narrative or informational events

● Process explanations by • Identifying key words and phrases that describe the topics or phenomena • Recognizing sequence statements and illustrations that describe phenomena

● Process arguments by • Matching media (e.g., posters, photos, banners) with point of view words and phrases • Connecting characters/historical figures with positions or stances on various issues

Writing: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Listing content words or phrases that relate to the topic • Including images, diagrams, and charts to add details to the topic

● Explain by • Producing short responses to questions using word/phrase banks • Labeling charts, graphs, timelines, or cycles to describe phenomena

● Argue by • Selecting words and phrases to represent points of view • Listing pros and cons of issues

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report Level 2 (Emerging) Year: ____________

Student’s Name: _________________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 2 (Emerging) 1 2 3 4

Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Matching oral descriptions of characters or main events in content related topics • Following modeled oral commands

● Process explanations by • Sequencing steps in processes or procedures described orally • Comparing information, symbols, or icons on charts or tables described orally

● Process arguments by • Recognizing the pros or cons of issues from short oral statements • Identifying claims in oral statements

● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication

Speaking: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Restating information using content-specific terms • Providing examples of content-related information previously studied

● Explain by • Naming properties, characteristics or features of illustrated content related topics • Posing and responding to Wh questions that relate to phenomena

● Argue by • Responding to oral or written claims • Offering facts or opinion statements as appropriate to discussion

● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication

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Reading: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Identifying patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Locating main ideas in a series of related sentences

● Process explanations by • Identifying different types of connectors that show relationships between topics and phenomena • Differentiating between technical and everyday vocabulary that describe phenomena

● Process arguments by • Making connections between statements that make claims and those providing evidence • Distinguishing language that identifies facts and opinions

Writing: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Following patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Sequencing narratives or informational text using linking words and phrases

● Explain by • Using transitions and connectors to show causal relationships or procedures • Choosing every day or technical language to describe phenomena

● Argue by • Expressing claims with evidence (e.g., “Socialism is a good government system because...”) • Listing content related ideas that represent different points of view on issues

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report Level 3 (Developing) Year: _________________

Student’s Name: _________________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 3 (Developing) 1 2 3 4

Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Identifying main ideas from short content-related oral presentations • Classifying examples of genres read aloud (e.g., types of narration)

● Process explanations by • Recognizing relationships in a series of oral statements • Identifying causes for particular events or phenomena in short oral presentations

● Process arguments by • Organizing information related to different perspectives presented orally • Identifying language choices that represent specific points of view from a series of oral statements

● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner

Speaking: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Posing and responding to questions in small group discussions • Describing the sequence of processes, cycles, procedures, or events with details

● Explain by • Connecting causes to effects in a series of statements • Sequencing processes, cycles, or procedures in short extended discourse

● Argue by • Stating claims matched to evidence using a series of related sentences • Suggesting details or reasons to reinforce points of view

● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner

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Reading: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Recognizing lexical chains that show how characters and ideas are labeled across the text • Identifying detailed descriptions, procedures, and information in paragraphs

● Process explanations by • Identifying how language provides clarity and precision in describing topics or phenomena • Summarizing information with diagrams, models, flow charts, or illustrations

● Process arguments by • Identifying their purposes and audiences • Evaluating the strength of evidence statements

Writing: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Summarizing content-related material • Including important information and related details

● Explain by • Choosing words and phrases to provide precise details, descriptions, comparisons, and ordered procedures • Integrating headings, introductory statements, and other features to organize text

● Argue by • Justifying reasons or opinions with evidence • Summarizing opposing positions with evidence

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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OFFICE OF MULTILINGUAL CURRICULUM AND PROGRAMS

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