Identify language embedded in content standards (Features of Academic Language). Use language supports (e.g., word banks, sentence frames, and/or paragraph models). Incorporate all 4 language domains (listening, reading, speaking, writing). Using the WIDA MPIs WIDA English Language Development (ELD) standards and links to Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. Used in conjunction with a WIDA Can Do Name Chart and WIDA Can Do Key Uses booklet found within the ESL Teacher notebook, the ESL teacher can also discuss reasonable expectations for each ELL with classroom teachers for mainstream classroom instruction. Sample MPI for grade 1 Reading for Information ) Reading for Information #1 Ask and answer questions about key details in a text. Reading Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Using the Curriculum Maps, Grade K-5 ESL TWAG Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task your topic focus for the week.
Week 8 You Can Do it, Curious George Week 9 Miss Bindergarten Celebrates the Last Day of Kindergarten Week 9 Formative & Summative Assessment- including WIDA ACCESS 2.0 (March 6- April 21, 2017)* *The WIDA ACCESS 2.0 test window ranges from March 6-April 21, 2017. Students will be tested within the domains of listening, reading, writing, and speaking. Please be certain to expose students to practice test items via https://www. wida-ams.us (scroll down, no need to log in). Additionally, please begin collecting writing samples so that at the end of this quarter you have 2 samples to place in your ESL file. These samples will be provided to next year’s ESL and General Education teachers to continue monitoring progress. (Please scroll to end of document for more details.) 2- Week version: Q4 wks 1-2 Unit: 5 #22 Growing Up Grade K 5 DAYS Essential Question: How do things change when someone is growing up? Standards List Reading and Writing standards related to the texts, questions and tasks. - Recognize that spoken words are represented in written language by specific sequences of letters. - Recognize and name all upper- and lowercase letters of the alphabet. - Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/ or /x/.) - Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. - Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
Ask ELLs to model a think aloud for story elements and for fluency. Remind students that good readers stop for punctuation. Model how to read with punctuation during Teacher read-aloud. #1, 2, 4, 5, 7, 9, 10 (pgs. T319-T323) Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials (Whole and Small Group) Resources: Video: : Unit 5 Lesson 24 : (Non-fiction/Informational, grade K) Writing Strategy Video: Vocabulary Drawn from the texts Tier 2: gecko, harm, welcomes, survive, dangerous, greets Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Blend and segment phonemes/substitute phonemes- Model and have ELLs practice the skills with CVC/CVCe words by using and and refer to this Letters Hh and Kk (h, e, n, k, i, t, o, p)- / Fluency: Pause for punctuation - High Frequency Words: he, away, must, no, by, there - Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Question Words English Language Development: Review the with students. Model and help students formulate questions using the anchor text. Model writing the questions on the board. Ask ELLs to find capitalization and punctuation for each sentence. Have students practice writing question words and punctuation. Display to practice capitalizing and punctuating asking sentences. Writing Response to text Culminating task Aligned with the EQ and topic Informative Writing (Focus Trait: Ideas) Help ELLs use a web organizer to brainstorm facts about chameleons from the anchor text on the board, in order to write a report. Display the and model proper handwriting using sentence frames and the organizer for the report. Print and have students use the to write, copy, or trace (scaffolding) the sentence frames from the board. Students may share their report with the teacher, partner, or class.
all texts and resources regardless of level Vocabulary Drawn from the texts Teacher should choose Tier 2 vocabulary related to the supplemental resources. Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work Phonics and high frequency words Decoding/Encoding Follow the daily Phonics and Fluency sequence of activities Blend and segment/substitute phonemes - Use to practice the skills. Letter and activities: , , , , , Fluency: Read with expression - to practice the skill. High Frequency Words: over, by, them, ate, her, there, give, could, when, make, say, she, some, play, new, all, away, said, was, he, must, good, then, no - (pgs. 41a-64b) Language/ Syntax Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities: Exclamations (Capitalization and Punctuation) English Language Development: Review the with students. Use any of the resources from building knowledge to model forming the three types of sentences with language stems. Ask ELLs to brainstorm and write a sentence on a post-it and sort on the . Read aloud and ask ELLs to repeat sentences then sort with . Writing Response to text Culminating task Aligned with the EQ and topic Informative Writing (Focus Trait: Ideas) Use the resources above to help ELLs brainstorm food that you can grow and write it on the board. Model writing sentence stems to describe a food you can grow. Ex: The (vegetable/fruit) is (adjective). It grows (on a tree/vine/bush, etc.). I love (vegetable/fruit)! Ask students to write and illustrate a report about a food you can grow using a text of their choice.
The WIDA ACCESS 2.0 test window ranges from March 6-April 21, 2017. Students will be tested within the domains of listening, reading, writing, and speaking. Please be certain to expose students to practice test items via https://www. wida-ams.us (scroll down, no need to log in). Gradual Release of Responsibility Example Behaviors Teacher Student I do it Modeled Instruction Provides direct instruction Establishes goals and purpose Models the expectation Think aloud Actively listens Takes notes Asks for clarification We do it Guided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside others They do it together Collaborative Practice Provides feedback Moves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarification