2-3.3 An ELL can . . . speak and write about complex literary and informational texts and topics. LEVEL 1 • _communicate simple information familiar texts, topics, experiences, or events. LEVEL 2 • _deliver simple oral presentations • _compose written texts about familiar texts, topics, experiences, or events. 3 • _deliver short oral presentations • _compose written narratives • _compose informational texts about familiar texts, topics, experiences, or events. LEVEL 4 • _deliver short oral presentations • _compose written narratives • _compose informational texts a variety of texts, topics, experiences, or events. 5 with some details, • _deliver oral presentations • _compose written narratives • _compose informational texts about a variety of texts, topics, experiences, or events. 2-3.4 An ELL can . . . construct oral and written claims and support them with reasoning and evidence. • express an opinion about a familiar topic. • _express an opinion a familiar topic or story. • _express an opinion • _give one or more reasons for the opinion about a familiar topic or story. • introduce a topic • _express opinions • _give several reasons for the opinions about a variety of topics. • introduce a topic • _express opinions • _give several reasons for the opinions • _provide a concluding statement about a variety of topics. 2-3.5 An ELL can . . . conduct research and evaluate and communicate findings to answer questions or solve problems. with prompting and support, • _carry out short individual or shared research projects • _gather information from provided sources • _label information with prompting and support, • _carry out short individual or shared research projects • _recall information from experience • _gather information from provided sources • _record some in simple with prompting and support, • _carry out short individual or shared research projects • _recall information from experience • _gather information from provided sources • _record information/ observations in with prompting and support, • _carry out short individual or shared research projects, • _recall information from experience • _gather information from multiple sources with prompting and support, • _carry out short individual or shared research projects, • _recall information from experience • _gather information from multiple sources
notes orderly notes 2-3.6 An ELL can . . . analyze and critique the arguments of others orally and in writing. LEVEL 1 with prompting and support, • _use a few frequently occurring words and phrases to identify a point an author or a speaker makes. 2 with prompting and support, • _identify a reason an author or a speaker gives to support the main point. LEVEL 3 • _tell how one or two reasons support the main point an author or a speaker makes. LEVEL 4 • _tell how one or two reasons support the specific points an author or a speaker makes. 5 • _describe how reasons support the specific points an author or a speaker makes. 2-3.7 An ELL can . . . adapt language choices to purpose, task, and audience when speaking and writing. • recognize the meaning of some words learned through conversations, reading and being read to • _show increasing awareness of differences between normal “playground” speech and language appropriate to the classroom • _use some words learned through conversations, reading, and being read to. • _compare examples of the formal and informal use of English • _(at Grade 3), use an increasing number of general academic and content-specific words in conversations and discussions. • _adapt language choices as appropriate, to formal and informal contexts • _(at 3), use a wider range of general academic and content-specific words in conversations and discussions. • adapt language choices, as appropriate to formal and informal contexts • _(at Grade 3), use a wide variety of general and content-specific academic words and phrases in conversations or in short written texts.
topic • _use a narrow range of vocabulary and syntactically simple sentences with limited control. in sequence • _use frequently occurring linking words (e.g., and, then) with emerging control. • _use common linking words (e.g., and, but, next, after) to connect ideas or events with developing control. temporal words (before, after, soon) • _use linking words (e.g., because, and, also) to connect ideas or events. events, • _use linking words (e.g., because, and, also) to connect ideas • _provide a concluding statement. 2-3.10 An ELL can . . . make accurate use of standard English to communicate in grade-appropriate speech and writing. LEVEL 1 with support (including context and visual aids), • _understand and use a small number of frequently occurring nouns and verbs • _respond to simple questions. LEVEL 2 with support (including visual aids and modeled sentences), • _recognize and use some frequently occurring collective nouns (e.g. group) • _use frequently occurring verbs, adjectives, adverbs, and conjunctions • _produce simple sentences in response to prompts. LEVEL 3 with support (including modeled sentences), • _use some collective nouns • _use the past tense of some frequently occurring irregular verbs • _use frequently occurring adjectives, adverbs, and conjunctions • _produce and expand simple and some compound sentences. 4 • _use collective • _use the past tense of frequently occurring irregular verbs • _use an increasing number of adjectives, adverbs, and conjunctions • _produce and expand simple, compound, and (at Grade 3) a few complex sentences. LEVEL 5 • _use collective and commonly occurring abstract nouns (e.g. childhood) • _use the past tense of frequently occurring irregular verbs • _use coordinating and commonly used subordinating conjunctions, adjectives, and adverbs • _produce and expand simple, compound, and (at Grade 3) some complex sentences.
Evaluate Appraise, argue, assess, choose, compare, critique, decide, debate, defend, determine, discuss, estimate, evaluate, judge, justify, predict, prioritize, rate, recommend, sele Show me a threat to survival of a desert tortoise. Should off-road vehicles be allowed in the desert? Should off-road vehicles be allowed in the desert or should they not be allowed in the desert? Defend your opinion whether vehicles should be allowed in the desert or not. Analyze Analyze, appraise, calculate, question, categorize, classify, compare, contrast, criticize, explain, differentiate, Infer discriminate, distinguish, test examine, experiment, identify Show me an adaptation of the Tamarin that is unlike the arctic fox. Would the Tamarin survive in the desert biome? the Tamarin survive better in the forest or grasslands? Explain why the manatee is adapted to living in the aquatic biome. Apply, calculate, categorize, extend classify, change, choose, compare, construct,show demonstrate, use describe, sketch determine, solve distinguish,schedule, select employ, estimate, explain, illustrate, interpret, judge the effects, Point to the biome where animals live whom are adapted to living in hot environments. Which biome covers most of the world? Is South America mostly forest or grassland? Compare the tundra, desert, and forest biomes.
operate, practice, dramatize Understand Categorize, cite, clarify, classify, describe, discuss, explain, express, identify, indicate, interpret, locate, match, translate, paraphrase, select predict, recognize, Locate the compass rose. How many biomes are there? Are the pink Xs for tundra or desert? What information does the map key tell you? Remember Arrange, choose, define, describe, draw, , find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, reproduce, select, state, tell Point to the Pacific Ocean Is this the ______ ocean? Is this the Atlantic Ocean or the Southern Ocean? Name the 5 oceans
Apply Apply, calculate, categorize, extend classify, change, choose, compare, construct, show demonstrate, use describe, sketch determine, solve distinguish,schedule, select employ, estimate, explain, illustrate, interpret, judge the effects, operate, practice, dramatize If you were an animal that gave to live young (viviparous) point to the class you would belong to. Does the artic fox belong in Class Reptilia? Does an artic fox belong in class Mammalia or class Reptilia? Explain why people are part of Class Mammalia. Understand Categorize, cite, clarify, classify, describe, discuss, explain, identify, indicate, interpret, locate, match, paraphrase, select predict, recognize, restate, review, to an animal with a backbone. Are the animals in Phylum Mollusca invertebrates? `Do the animals in Phylum Mollusca have a spine or not? Explain how Phylum Chordata different from other Phyla. Remember Arrange, choose, define, describe, draw, find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, Show me how many kingdoms there are. Do plants come from Kingdom Fungi? Do plants come from Kingdom Fungi or Kingdom Plantae? Tell me everything you know about Kingdom Plantae.
Apply Apply, calculate, categorize, classify, change, choose, compare, construct, demonstrate, describe, determine, distinguish, dramatize, employ, estimate, explain, extend, illustrate, interpret, judge the effects, operate, practice, schedule, select, show, sketch, solve, use Identify the category on the chart describing the kit fox’s home. Is the kit fox’s habitat destroyed? Does the desert or rainforest make a better habitat for this animal? habitat would you most likely find the kit fox? Why? (PFC of different habitats) Understand Categorize, cite, clarify, classify, describe, discuss, explain, express, identify, indicate, interpret, locate, paraphrase, predict, recognize, restate, review, select, summarize, translate gives the kit fox good hearing. Do they have hairy ears? Does the hair help keep sand out or help him hear? Why are kit fox’s ears hairy? Remember Arrange, choose, define, describe, draw, , find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, reproduce, select, state, tell Point to the prey of the kit fox. Do kit eat farm animals? Do kit eat farm animals or wild animals? List the prey of a kit fox. ELD Matrix: New ELP Standards, Revised Taxonomy, Depth of Knowledge Input Chart: Causes of Endangerment Graphic Organizer
Stages of Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Advanced Fluency WIDA Levels Level 1 Entering Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Levels of Questions Point To Yes/No/ 1 word Either/Or/Short phrase Open Ended Create arrange, plan, assemble, collect, compose, combine, set up, construct, create, design, develop, devise, forecast, formulate, hypothesize, imagine, invent, manage, organize prepare, propose, Where is the conservationist? Name 1 thing conservationists do to help wildlife. What would be a better choice for a conservationist: write laws to protect the forest biome or rescue baby pandas when their mothers have died? If you were a conservationist in what would you do to help Pandas? …a conservationist in the US, what would you do to protect Pandas? Evaluate appraise, argue, assess, choose, compare, critique, decide, debate, defend, support, determine, select, discuss, estimate, evaluate, judge, justify, predict, verify, prioritize, rate, weigh, recommend, value Locate a physical feature of the panda the makes it suitable for forest living. Should pandas be allowed to roam freely through the forest? Do forests or deserts make a better home for a panda? Explain what a panda needs to survive and thrive in the forests of China. Analyze analyze, appraise, calculate, explain, question, identify, categorize, test, Where did the panda hide from the poachers? Do poachers hunt pandas for their fur? Do poacher hunt pandas for its fur coat or teeth? Why do poachers hunt pandas?
classify, compare, contrast, criticize, differentiate, infer, discriminate, distinguish, examine, experiment Apply apply, calculate, categorize, extend, classify, change choose, compare, construct, show, demonstrate, use, describe, sketch, determine, solve, distinguish, schedule, select, employ, estimate, explain, illustrate, interpret, judge the effects, operate, practice, dramatize Show me what would happen if the mother panda put the newborn panda into the bamb00-forest world. Could a 3-month old panda survive in the world? Are pandas ready to roam through the forest on their own when they eat 40 pounds of bamboo each day, or drink mild from its mother? How did the mother know it was okay for baby panda to go out into the world? Understand categorize, cite, clarify, classify, describe, discuss, explain, express, identify, indicate, interpret, locate, match, translate, Identify the food source that pandas depend on. Is it true that pandas eat bamboo with powerful jaws? Does the panda chew with powerful jaws or grasping hands? What adaptations help the panda eat bamboo?
paraphrase, select, predict, recognize, restate, review, summarize Remember arrange, choose, define, describe, draw, find, give example, identify, label, locate, list, match, name, recall, recite, recognize, record, repeat, state, reproduce, select, tell Point to the panda. Is this the old panda or the adult panda? Does a newborn panda or a old panda weigh just ounces? How does a panda develop from birth to adulthood?
Black, brown, gray, reddish No spots Called ghost cat Gharial Kingdom: Animalia Phylum: Chordata Class: Reptilia Order: Crocodylia Family: Gavialidae Genus: Gavialis Species: gangeticus Aquatic Inhabit on 2% of their former range. India Nepal Flowing rivers, deep pools One of the largest crocodilians Narrowest snout: for catching prey underwater males have ghara: as a sound resonator Weak legs Oviparous Eggs are the biggest of the crocodilians Nest in the sand at water’s edge. Females dig up when they chirp Young stay with mother for several Apex Predator Fish Crustaceans The young also eat insects and tadpoles Humans Critically Endangered Population has declined 98% since 1946. Fewer than 235 Egg collection for food Poaching for indigenous medicine Killed in gill-nets Habitat destruction Polar Bear Kingdom: Kingdom Phylum: Chordata Class: Mammailia Order: Carnivora Family: Ursidae Genus: Ursus Species: Maritimus Tundra Biome Artic Circle Sea Ice flows Where sea ice meets water largest bear Males up to 1500 lbs Females ½ that size Large feet: dispersing weight like snow shoes and propulsion when swimming Bottoms of feet have papillae (dermal bumps): traction Thick fur 4 inches of blubber: insulation and buoyancy They overheat in above 50 F. Good sense of smell: hunting Viviparous called boar Females called sow Young – cubs Each litter 2 cubs Cubs stay with mother for 2 years. Sow very protective Boars will kill cubs Apex Predator Carnivore Mostly seals Scavenged carcasses of animals Walrus calves In the summer when there is no sea ice they eat: Reindeer, birds, eggs, rodents, crustaceans humans bears Status: Vulnerable Sea ice shrinkage due to climate change Former All countries with bears agree to hunting restrictions Gas and oil drilling pollution Indicator of artic ecosystem health Endangered Animals Habitat Physical Traits/ Adaptations Life Young Diet/ Prey Enemies/ Predators Reasons for Endangerment/ Status
Nombre: ______________________ Firma de padres: _______________ CONEXION DEL HOGAR Y ESCUELA PLANETA TIERRA: ¿QUIEN ESTA EN PELIGRO? Explicale las siguientes palabras a tus padres: En peligro de extincion, amenazante, extinto. Dale un ejemplo de cada animal. Dibuja uno.
What is tundra? What is deforestation? What is a kingdom? Or, What is kingdom animalia? 250 This aquatic animal is vulnerable when it floats on the water’s surface. What is a manatee? This is what farmers sometimes do. What is poisoning? Animals with no backbone are called this. What is an invertebrate? 500 This animal is endangered because of habitat destruction and the illegal pet trade. What is a tamarin? Big cats are hunted to make these. What are fur Characteristics of this class include egg laying and warm-blooded. What is class Aves? Graffiti Wall Questions Endangered Species Unit *Number of questions depends on number of student teams you have.