nd2 family history - greta...
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Grade Level: 2nd Topic: Family History Standard: 2.1 Students differentiate between things that happened long ago and things that happened yesterday.
1. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. 3. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
3. Locate on a map where their ancestors lived, telling when the family moved to the local community and how and why they made the trip.
Essential Question: How am I connected to those in the past? Generalization: Family history, including your culture, changes many aspects of current everyday life
Rationale This unit was designed for a self-contained 2nd grade classroom. There is no ability grouping or
tracking at this level. There is no grouping by language; ELD instruction goes on within the general
education classroom. The school used to have in place a program of switching with in grade levels by
language proficiency for thirty minutes of ELD, but now all ELD instruction is done within the self-
contained classrooms.
Students with an identified need receive pullout instruction in reading in the morning. There is a
paraprofessional aide who works in the classroom with a single student due to a learning disability and
identified modification on the student’s IEP. Language is not distributed across the curriculum, that is,
vocabulary taught in one content area is specific to instruction in that content area. All instruction is
done in English, with occasional (but not required) primary language support.
There are eight students who receive reading interventions, and three students with an existing
IEP. Students have good surface level inference and comprehension skills, my chosen lessons seek to
foster their evaluative comprehension skills. They are strong writers and do daily journal writings, but
the lessons I have created will push them to engage in a more elaborated writing process including
editing and revision. As a class they very much enjoy writing. Students practice choral reading daily in
almost all academic activities (reading directions, reading stories, etc.) and all students are able to match
the classroom pace.
One of my tasks will involve the students writing a friendly letter. Students have prior
experience with writing friendly letters and have written them multiple times in the past. They have also
done multiple choice style questions to identify the parts of a friendly letter. The objectives identified in
my lessons all stem from student’s existing abilities, but seek to either develop them further or apply
them in a new context.
There are eighteen identified language learners in the classroom, nine of which are at levels one
or two in their English proficiency level. The activities in my lessons will explore complex features of
language such as point of view, story structure and main idea. The only language applicable to the
lesson will be English. The lessons will include all four domains of language (reading, writing, speaking,
listening) and while there will be a high demand on both receptive and productive language activities
will be highly structured to ensure access for all proficiency levels. Activities in the lessons are ones
either identical or similar to ones students have had experience with before so no brand new strategies
are being introduced, although the text they work with they will be exposed to for the first time in the
first lesson of my sequence. (August & Shanahan, 2010)
The language demand of lesson activities will be advanced, but I have made use of multiple
strategies to scaffold the use of language (e.g., previewing vocabulary, graphic organizers,
heterogeneous grouping, etc.). Assessment tasks that are heavily embedded in language production I
designed for students to have an opportunity to practice and receive sufficient peer support. All tasks
are thoroughly modeled, and designed to use a gradual release of responsibility to the students. (Snow
& Katz, 2010)
The unit will focus on the relationship of the past to the present by using family history and
culture as the vehicle by which to do so. This theme directly lends itself to intercultural pedagogy by
affirming cultural practices as students identify and share unique and interesting aspects of their
heritage. This practice will seek to confirm and validate individual cultural identities that will then
strengthen and affirm linguistic identities. This unit is also conducive to the formation of a community of
practice, wherein learners move from peripheral to central participation through tasks that are built
around “collaborative social practices”. (García & Anne, 2010)
Unit Block Plans
Preview
Lesson 1: What is culture? Preview
Lesson 2: Elements of Culture Focus
Lesson 3: How did immigration shape our American culture?
Objectives: Students will identify and describe what they believe to be “parts of culture” and add to their personal definitions with ideas from reading. Assessment: Students will create and add to frame graphic organizers to display their initial understandings of culture and their new ideas from reading/discussion. Language Function: Identify/describe people, places, and things Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Graphic organizer Brainstorming Description: Students will fill in a frame graphic organizer with their ideas about what things make up “culture” in the middle and “how they know” or reasons they chose these people/places/things on the outside edge. Read aloud People by Peter Spier while students identify parts of culture described in the book. Students go back to their frames and add in any new ideas they got from reading in a new color
Objectives: Students will fill out a “parts of culture” graphic organizer to display the various aspects of culture and provide specific examples of each category (food, clothing, customs/traditions, holidays/religion, language) Assessment: Students will work in groups to come up with examples for a given aspect of culture and share with the class, audience members will record these examples on their “parts of culture” graphic organizers. Language Function: Identify, inform, categorize Language Structure: Simple declarative sentences using present tense verb form Teaching Strategy: Graphic organizer Think-Pair-Share Read aloud
Description: Students will think pair share using the prompt: “how do you celebrate your birthday?” Pairs will share out birthday traditions they had in common. After reading page 116 in Neighborhoods Social Science textbook, the class will brainstorm a list of examples of customs/traditions from their own families. After reading page 117 the class will sort the list
Objectives: Students will construct a bar graph of the heritage backgrounds of various immigrant groups in the US Assessment: After reviewing information about the backgrounds of immigrant groups in the US students will represent these groups using a bar graph. Language Function: Describe past actions Language Structure: Write complete sentences using regular and irregular past tense verbs Teaching Strategy: Brainstorming Partner reading
Description: Students engage in a Round Robin Brainstorm using the prompt: “where have the many cultures in the US come from?” Groups share their ideas and as a class examine the Graphing Ancestry worksheet/data table to see the population of non-native Americans. Students will then partner read the book Ellis Island (anthology leveled reader)
into categories. Each student will record these categories on a graphic organizer. Then groups will be assigned a category for which they generate at least 1 example to share with the class.
Focus
Lesson 4: Why were people immigrating?
Focus
Lesson 5: Where am I from? Focus
Lesson 6: What are my cultural traditions?
Objectives: Students will create a timeline that displays important events in their family history. Assessment: After interviewing a family member about important family events and their dates, students will create a timeline of these events based on the model provided in class. Language Function: Sequencing Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Modeling Partner reading Graphic organizer Timeline Description: Students will quick write about a time that they moved and the reasons for moving or why someone would move to a new place. After a class discussion, students view the Read a Timeline section in their textbook on pg. 124-125. The class then examines an immigration timeline handout. Students partner read Jamie Escalante and fill out a graphic organizer of life events they come across while reading (birth, became a teacher in CA, retired). As a class students construct a timeline. Students then fill out
Objectives: Students will write a short paragraph stating where their ancestors are from and their reasons for immigrating to the US. Assessment: After conducting family immigration interview for homework, students will use the information gathered to plot their country of origin on a map and write a narrative of their ancestors’ reasons for immigrating to the US. Language Function: Identify, inform, retell past events Language Structure: Complete sentences using regular and irregular past tense verbs Teaching Strategy: Quick Write One Stray
Description: Students engage in “One Stray” using the prompt: “why would we want to know about our ancestors?” Students were previously assigned an “Immigration Interview” questionnaire to conduct with a family member as homework. Using the responses from this assignment students will label their country of origin on map and write a short paragraph telling where their ancestors are from and why they immigrated.
Objectives: Students will draw a family tradition and write a short narrative that describes the tradition depicted by the illustration. Assessment: After reading My Family and Carmen Lomas Garza students will draw their own family tradition and write a description that explains what is happening in their illustration. Language Function: Identify/describe people, places, things, and actions Language Structure: Write complete sentences using present tense verbs. Teaching Strategy: Read aloud Frozen moment
Description: Students will conduct a “Culture Interview” in class and identify similarities and differences between their own and their classmates cultural traditions. Class read aloud of My Family/Mi Familia by Carmen Lomas Garza, assign each group a section of the story for them to engage in the frozen moment activity. As a class, choral read Carmen Lomas Garza pg. 323-325 in Delights anthology. Students then draw their own family tradition and write a short narrative description.
the same graphic organizer based on their family interview data and use it to construct their family timelines.
Students then create a paper doll and use a piece of string to connect their doll to their country of origin on a class map.
Focus
Lesson 7: Names and culture
Focus
Lesson 8: Family trees Closure
Lesson 9: Family books Closure
Lesson 10: How has the past changed us?
Objectives: Students will create an acrostic poem using the letters of their name that displays some aspect of their culture. Assessment: Students will use a name investigation worksheet for homework to find out about their names. In class, students create an acrostic of their name using words that tell the reader more about their culture. Language Function: Identify/describe Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Paired Heads Together Read aloud Modeling Description: Students engage in Paired Heads Together where the first pairs discuss the prompt: “what name do you like to be called? Do you use a nickname? What do you like about your name?” When pairs switch, they respond with their partners answers. Read an excerpt from My Name by Sandra Cisneros,
Objectives: Students will construct a family tree that accurately depicts the members of their family. Assessment: After discussing and investigating examples of family trees and what they tell a viewer about your family students will construct their own trees representing the members of their family and present their trees to the class. Language Function: Identify, explain/describe Language Structure: Connection words to signify relationships Complete sentences using nouns and pronouns Teaching Strategy: Graphic organizer Modeling Description: Students will fill out a graphic organizer with pre-written labels of family members by adding their own family members’ names. The class will then discuss how people in the family are related to each other, connections are strengthened by adding lines between family
Objectives: Students will review their family history assignments, compile them into a book and present a summary of their family culture. Assessment: Using a compilation of work over the previous lessons, students will construct family books that include: a family timeline, immigration narrative, tradition narrative, name acrostic, and family tree. Students will give a presentation to the class that summarizes their family history and culture. Language Function: Synthesize, explain Language Structure: Complete sentences with nouns, adjectives, and pronouns Verb phrases and tenses Teaching Strategy: Portfolio Description: Return any necessary collected work samples and have students compile the work in a given order. Students read and review their work and choose a page
Objectives: Students will write a friendly letter to a family as though they are an immigrant leaving home and arriving in Ellis Island Assessment: Students will write reflect on what life was like in the past by writing a letter taking on the point of view of an immigrant arriving at Ellis Island in the 1900s Language Function: Synthesize, explain Language Structure: Write complete sentences with nouns, adjectives, and pronouns Regular and irregular past tense verbs Present tense Teaching Strategy: Gallery Walk Description: In groups students respond to the prompt: “what has changed the past?” Posters are placed
groups discuss if they have ever been called by the wrong name and how it made them feel. Read aloud selections from My Name is Maria Isabel by Alma Ada Flor. Students quick write responding to the prompt: “How does Maria Isabel feel about her name? How do you feel about your name?” Class then discusses how names are related to our culture (e.g., Maria was named for her grandparents, her name tells us who her ancestors are; Esperanza’s name means something in Spanish). Using information gathered during their name investigation homework assignment students create an acrostic poem of their name, teacher models an example.
members as relationships are identified (e.g., Mom and Dad are married and connect the two with a line). To provide a model for filling in a family tree, the teacher will display a graphic organizer of their own family members and model using it to fill out the family tree template, which students will then fill out for their own family.
that they would like to share with the class
around the room and students walk through the room viewing the posters with the opportunity to add questions, comments, and responses. Groups then revisit their posters to look at comments made by other students. After discussing the posters students individually write a response to the prompt: “Where does culture come from?”
Lesson 3:
How Did Immigration Shape Our Culture?
CANDIDATE NAME: __Greta Streed__
ESTIMATED LESSON LENGTH: __1 hour__
GRADE LEVEL: __2nd___
SETTING (general, special education, or RtI group): general
PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL
TOPIC
This lesson is centered on the overarching theme of long ago compared to the present
and focuses specifically on demonstrating the passage time visually with timelines.
RATIONALE
This lesson begins to give students a sense of time and a visual representation of the
past and the present. Students represent significant events by organizing them
according to year of occurrence on a timeline. Students also discover more about their
own personal family histories and use significant events from their own lives to practice
the skill of creating timelines.
CONTENT STANDARD
CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit
scale) to represent a data set with up to four categories. Solve simple put-together,
take-apart, and compare problems1 using information presented in a bar graph.
ACADEMIC LANGUAGE DEMAND
Language will first function in writing as students engage in a quick write. Students then
partner read a short story and discuss. The highest language demand will be during the
writing task where students are asked to describe and plot life events on a timeline
template.
LANGUAGE FUNCTIONS
The purpose of the language in this lesson is to discuss past events in writing using
complete sentences.
LANGUAGE FORMS
The language forms for this lesson are nouns, pronouns, and past tense verbs (regular
and irregular).
ELD STANDARD
Grade: 2nd
Expanding
Expanding and Enriching Text
Using Verbs and Verb Phrases: Use a growing number of verb tenses appropriate for the text
type and discipline to convey time (e.g., simple past tense for retelling, simple present for a
science description) with increasing independence
STRATEGIE(S)
Brainstorming
Partner reading
Timeline
OBJECTIVE(S)
Content:
Students will construct a bar graph of the heritage backgrounds of various
immigrant groups in the US
Language:
Students correctly use regular/irregular past tense verbs to describe the groups
being graphed.
ASSESSMENT(S)
After reviewing information about the backgrounds of immigrant groups in the US
students will represent these groups using a bar graph.
UNIVERSAL ACCESS
Students will work in cooperative groups with a distribution of tasks.
REQUIRED TEACHER BACKGROUND INFORMATION: familiarity with the immigration data
handout and how to construct bar graphs
TASK ANALYSIS: how to construct a bar graph
PROCEDURES
Introduction
o Round Robin Brainstorm: where have the many groups in the US come from?
Activity Sequence
o As a class view and discuss the immigration data handout
o In groups students construct a bar toward the class bar graph about the
backgrounds of people living in the US
o As the class constructs the graph, students individually write 3 questions that
require the graph in order to answer
o Students read Ellis Island in pairs
Closure
o Discuss what life was like for immigrants entering Ellis Island
MATERIALS
o Immigration data handout
o Ellis Island leveled reader
Lesson 4:
Why Were People Immigrating?
CANDIDATE NAME: __Greta Streed__
ESTIMATED LESSON LENGTH: __1 hour__
GRADE LEVEL: __2nd___
SETTING (general, special education, or RtI group): general
PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL
TOPIC
This lesson is centered on the overarching theme of long ago compared to the present
and focuses specifically on demonstrating the passage time visually with timelines.
RATIONALE
This lesson begins to give students a sense of time and a visual representation of the
past and the present. Students represent significant events by organizing them
according to year of occurrence on a timeline. Students also discover more about their
own personal family histories and use significant events from their own lives to practice
the skill of creating timelines.
CONTENT STANDARD
2.1.3 Place important events in their lives in the order in which they occurred (e.g., on a
time line or storyboard)
ACADEMIC LANGUAGE DEMAND
Language will first function in writing as students engage in a quick write. Students then
partner read a short story and discuss. The highest language demand will be during the
writing task where students are asked to describe and plot life events on a timeline
template.
LANGUAGE FUNCTIONS
The purpose of the language in this lesson is to sequence events and identify/describe
the events.
LANGUAGE FORMS
The language forms for this lesson are nouns, pronouns, and past tense verbs (regular
and irregular).
ELD STANDARD
Grade: 2nd
Expanding and Enriching Text Use a growing number of verb tenses appropriate for the text type and discipline to convey time
(e.g., simple past tense for retelling, simple present for a science description) with increasing
independence
STRATEGIE(S)
Modeling
Graphic organizer
Partner reading
Timeline
OBJECTIVE(S)/ OBJETIVO:
Content:
Students will create a timeline that displays important events in their family
history.
Language:
Students correctly use regular/irregular past tense verbs in their timeline event
descriptions.
ASSESSMENT(S)
After interviewing a family member about important family events and their dates,
students will create a timeline of these events based on the model provided in class.
UNIVERSAL ACCESS
Students make use of sentence frames and “annotated timeline” to structure
descriptions of life events and captions on the timeline.
Students with difficulty writing may depict their life events visually with illustrations.
Students who cannot successfully sequence numbers may sequence their life
events from first to last without using years.
REQUIRED TEACHER BACKGROUND INFORMATION: how to structure timelines from past
to present events, familiarity with the leveled reader Jaime Escalante and the life events
described and dated (Born in 1930, became a teacher in LA in 1974, retired from
teaching in 1998)
TASK ANALYSIS: students must complete a family interview (previously assigned for
homework) in which they discuss important events in their family history with a parent or
other family member, these dates and events will be used on their timeline.
PROCEDURES
Introduction
o Engage students in a quick write on the prompt: “Have you ever moved?
Why did you/your parents decide to move? Or, why would anyone want to
move somewhere new?”
Activity Sequence
o As a class view and discuss How to Read a Timeline on p.124-125 of the
textbook to introduce the skill of reading timelines
o Examine the Immigration Timeline handout and ask students to make
observations based on patterns they notice
o Students partner read Jaime Escalante and note major life events discussed
in the story on their timeline graphic organizers
o Using information on organizers, model creating a timeline of important
events in Jaime’s life
o Teacher models creating a timeline of personal events using a graphic
organizer filled in with personal history information and demonstrates how to
use the information to build a timeline
o Students work on building their timelines and share them with the class
Closure
o Review reading timelines by asking questions about when important events
happened in the lives of students who are presenting their timelines
MATERIALS
o Class sets of Jaime Escalante
o Timeline graphic organizer
o Timeline template
Lesson 6:
What Are My Cultural Traditions?
CANDIDATE NAME: __Greta Streed__
ESTIMATED LESSON LENGTH: __1 hour__
GRADE LEVEL: __2nd___
SETTING (general, special education, or RtI group): general
PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL
TOPIC
This lesson is part of the theme of family history and explores, specifically, the aspect of
family traditions. Traditions are often very reflective of culture and because they are
also often passed down through generations, they are a way to learn about your
personal history.
RATIONALE
This lesson engages students in exploring their family culture by examining traditions and
customs. Students learn about and explore traditional Mexican cultural customs and
use the ideas from My Family/Mi Familia by Carmen Lomas Garza as the starting point
for identifying and explaining their own personal family traditions. Many students will
discover that their traditions exist because they have been passed on for many, many
years and are a sort of living link to the past.
CONTENT STANDARD
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event
or short sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
ACADEMIC LANGUAGE DEMAND
Language will first function for listening, speaking, and writing as students interview a
partner, listen to their responses and record them in a table as well as recording their
own responses. Students then listen to the first read aloud and listen and follow along in
the second. Language demand is the highest in writing as students write a narrative
description of an illustration depicting a family tradition.
LANGUAGE FUNCTIONS
The purpose of the language in this lesson is to sequence events and identify/describe
the events.
LANGUAGE FORMS
The language forms for this lesson are to write complete sentences using present tense
verbs.
ELD STANDARD
Grade: 2nd
Expanding
Expanding and Enriching Text Using Verbs and Verb Phrases: Use a growing number of verb types (e.g., doing, saying,
being/having, and thinking/feeling) with increasing independence.
STRATEGIE(S)
Read aloud
Frozen Moment
OBJECTIVE(S)
Content:
Students will draw a family tradition and write a short narrative that describes the
tradition depicted by the illustration.
Language:
Use appropriate and consistent verb tense through narrative writing.
ASSESSMENT(S)
After reading My Family and Carmen Lomas Garza students will draw their own family
tradition and write a description that explains what is happening in their illustration.
UNIVERSAL ACCESS
Students
REQUIRED TEACHER BACKGROUND INFORMATION: narrative text structure and how it
applies to writing narrative paragraphs
TASK ANALYSIS: students must have knowledge of traditions and customs that exist in
their families that are reflective of culture, students have completed a family culture
interview to gain this information
PROCEDURES
Introduction
o Students conduct “Culture Interviews”, as a class discuss the results and
record a list of common cultural traditions in the classroom
Activity Sequence
o Read aloud My Family/Mi Familia by Carmen Lomas Garza and discuss the
traditions she illustrates and writes about
o Assign each group a painting and description from the story, students use
their assigned section to do a Frozen Moment activity
o Read aloud Carmen Lomas Garza from the anthology and discuss the
characteristics of Garza’s paintings. What parts of her culture does she share
with the audience through her art?
o Students create their own illustrations and narratives of a cultural tradition in
their own family
Closure
o Review the ways that Carmen Lomas Garza uses her art to share her culture
with people
MATERIALS
o Culture Interview
o My Family by Carmen Lomas Garza
o Family Traditions template
Language Emerging Expanding Bridging
Form and use the
past tense of
frequently occurring
irregular verbs (e.g.,
sat, hid, told).
Use frequently used verbs and verb
types
Use simple verb tenses appropriate
forthe text type and discipline to
convey time with significant adult
or peer support
Use a growing number of verb
types
Use a growing number of verb
tenses appropriate forthe text
type and discipline to convey
time with little support
Use a variety of verb types
Use a wide variety of verb
tenses appropriate forthe text
type and discipline to convey
time independently
Tell a story or
recount an
experience with
appropriate facts
and relevant,
descriptive details,
speaking audibly in
coherent sentences.
Retell texts and recount
experiences using key words.
Retell texts and recount
experiences using complete
sentences and key words.
Retell texts and recount
experiences using increasingly
detailed complete sentences
and key words.
Selecting language
resources
Use a select number of general
academic and domain specifc
words to add detail
Use a growing number of
general academic and
domain‐specific words in
order to add detail, create an
effect or use shades of
meaning
Use a wide variety of general
academic and domain specific
words, synonyms, antonyms,
and nonliteral language
Specific to friendly
letter
Letter may be inapporpriate for the
audience or time period and is not
detailed. Difficult to understand.
Letter is appropriate to time
period and audience but is not
detailed or engaging
Letter is detailed, intersting
and appropriate to the time
period and audience
Content Level 1 Level 2 Level 3
Ideas &
Organization
Writing seems to be a collection of
unrelated ideas that make it difficult
to find out what the letter is about
Ideas are mostly clear, but
lacks some organizational
structure
Ideas are clear and organized,
letter is easy to read and the
topic is clearly understood
Accuracy/
Authenticity Contains no accurate facts
Contains at least 2 accurate
facs about the topic
Contains at least 3 accurate
facts about the topic
Sentences &
Paragraphs
Many fragments and run-ons with no
variation in structure
Mostly complete and well
structured, little to no variety
in sentence structure
Complete and well structured
with a variety of sentence
structures
Conventions Student makes many errors, which
make the letter difficult to read
Student makes some errors,
but they do not detract from
the overall readability
Student makes no errors in
spelling or capitalization
Assessment will be largely based on authentic assessments aligned with the instructional
objectives and standards for each lesson. Assessment will move beyond multiple-choice and short
answer “tests” to accommodate a culturally and linguistically diverse classroom population. The final
assessment will be friendly letter written from the perspective of a 1900s immigrant entering Ellis Island;
students will be graded on the above rubrics. The use of the scoring rubrics make it clear to all students
the criteria that will be used to evaluate their culminating unit assessment; rubrics are to be shared with
students prior to the assessment being delivered. (Chapin, 2013)
Pre-assessment will be during the preview lessons where students will write about what they
know about culture going into the unit, the final summative assessment will be a book reflecting
students’ home cultures. The analytic rubrics above will be used to score students’ “immigration letter”
that they write during the final closure lesson. The rubrics score for both language and content and give
students more direct, specific feedback on strengths and needs in their writing (O'Malley, 1996). The
collection of assignments as a family book will be a portfolio assessment. It is a “systematic collection of
student work” (O'Malley, 1996) that shows the students’ progress toward specific learning goals.
The use of a portfolio assessment reflects all the activities completed during the unit. The result
is a collection that recognizes both process and product. During the final writing assessment students
will need to synthesize everything they have been learning in order to write an effective letter. The
letter is scored on both the general content, but also the students’ use of target language functions
while writing the lesson. (O'Malley, 1996)
Works Cited August, D., & Shanahan, T. (2010). Effective English Literacy Instruction for English Learners. In C. D.
Education, Improving Education for English Learners: Research-Based Approaches. California
Department of Education.
Chapin, J. R. (2013). Elementary Social Studies: A Practical Guide. New Jersey: Pearson Education.
García, O., & Anne, K. J. (2010). Educating Emergent Bilinguals. New York: Teachers College Press.
O'Malley, M. J. (1996). Authenic Assessment for English Language Learners. Addison-Wesley Publishing
Company, Inc.
Snow, M. A., & Katz, A. (2010). English Language Development: Foundations and Implementation in
Kindergarten Through Grade 5. In C. D. Education, Improving Education for English Learners: Research-
Based Approaches. California Department of Education.
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