ell support guide 080914 ds
TRANSCRIPT
A Guide to Supporting English Language Learners
Revised October 2015
Please note that we have discontinued the first edition of our Grades 3-5 ELA curriculum as of June 2018. However, this document is still relevant to support the implementation of the Grades 6-8 ELA curriculum published in 2012.To learn more about the EL Education K-5 Language Arts Curriculum, including the 3-5 Language Arts (Second Edition), please visit our website Curriculum.ELeducation.org/Tools.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education 1
Table of Contents
I. INTRODUCTION...................................................................................................................3
The Purpose of This Guide.............................................................................................................................3
What This Guide Will and Will Not Provide................................................................................................3
A Guide for All Teachers of ELLs.................................................................................................................4
English Language Learners and ELL Instruction: Our Beliefs..................................................................4
How ELLs and the Common Core Intersect................................................................................................5
The Design of the EL Education Grades 3–8 ELA Curriculum Modules: Inherently and Intentionally Supportive of ELLs............................................................................................................6
English Language Arts/Literacy CCSS Shifts and English Language Teacher Expertise......................8
ELL Scaffolds: Sensitive, Standards-Based, and Scholarly..........................................................................9
II. MODULE SCAFFOLDING FOR ELL SUPPORT: OVERARCHING DESIGN..................................10
Three Considerations for Designing EL Education Grades 3–8 ELA Curriculum Scaffolds for ELLs..........................................................................................................................................10
Consideration #1: Know Your Students.....................................................................................................10
Consideration #2: Know Your Standards: Content and English Language Acquisition....................12
Consideration #3: Know Your Curriculum and Prepare to Teach It.....................................................12
Preparing to Teach A Module.......................................................................................................................14
Case Study: Rosa..............................................................................................................................................25
III. MODULE SCAFFOLDING FOR ELLS: OPTIONS FOR ELL DIFFERENTIATION..........................26
Overarching Scaffolds....................................................................................................................................27
Scaffolding Complex Text.............................................................................................................................28
Scaffolding Vocabulary..................................................................................................................................30
Revised October 2015
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Scaffolding Listening and Speaking.............................................................................................................31
Scaffolding Writing.........................................................................................................................................33
Scaffolding Grammar.....................................................................................................................................34
Scaffolding Assessment..................................................................................................................................35
Scaffolding Pacing...........................................................................................................................................36
IV. A FINAL WORD: THE SHARED RESPONSIBILITY FOR ELL INSTRUCTION..............................37
V. REFERENCES......................................................................................................................38
VI. SAMPLE: ELL SCAFFOLDED LESSON...................................................................................41
VII. SAMPLE: ELL SCAFFOLDED UNIT......................................................................................63
APPENDIX 1: FURTHER READING...........................................................................................80
APPENDIX 2: NEW YORK STATE NEW LANGUAGE ARTS PROGRESSIONS SAMPLE...................82
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education 3
I. INTRODUCTION
The Purpose of This Guide
The growth of the population of English Language Learners (ELLs) in the United States over the last decade is unmatched in our history. More than one half of states have experienced a growth rate of over 100 percent in their ELL numbers (National Clearinghouse of English Language Acquisition, 2011). It is highly likely, then, that even in schools where ELL instruction has been minimal or unnecessary, teachers will now find ELLs in their classes. In turn, this means that ELLs will be exposed to, and expected to succeed in, Common Core–aligned curriculum and instruction.
EL Education supports full access to standards-aligned curriculum for ELLs. When this curriculum is delivered with scaffolds that are standards-based, research-aligned, culturally and academically respectful, grounded in the strengths and needs of the individual student, and surrounded by supportive school culture, we believe we have laid the groundwork for ELL academic success.
The purpose of this document is to provide guidance for you—teachers and administrators—to plan scaffolds for your ELLs. As our base, we use EL Education’s Grades 3–8 ELA Curriculum, commissioned by New York State in 2012 and fully Common Core–aligned. This curriculum is divided into sets of interrelated units called “modules”: we’ll use the term “module” frequently in this document to refer to our curriculum.
We will discuss the following:
• Our beliefs about quality ELL instruction • Implications for ELLs in the Common Core • The supports for ELLs already built into the modules • The definition of an ELL scaffold • A process for developing ELL-appropriate scaffolds • Suggestions for recommended, research-based ELL scaffolds • Several detailed examples of the scaffolding process
What This Guide Will and Will Not Provide
The range of questions and considerations related to ELL instruction is extensive, complex, and always evolving. As a result, it is important to be clear from the outset about what guidance this document contains. Questions we do not address are not unimportant; however, they are beyond the scope of this guide. We strongly suggest that you consult Appendix 1 for further reading regarding the multifaceted subject of ELL instruction.
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What this guide will provide What this guide will not provide
Suggestions for how both general education teachers and ELL specialists can scaffold the content of the modules for use with ELLs, with fidelity to the Common Core
Review of or commentary on school-level ELL instruction delivery protocols (push in, pull out, etc.), ELL instructor staffing, or budget concerns
Suggestions for addressing key areas of ELL instruction using the modules: complex text, pacing, and vocabulary instruction
A comprehensive set of scaffolds for a specific level of ELL acquisition
A model for designing scaffolds for any curriculum on the lesson and unit level for ELLs
In-depth information or instruction on ELLs or second language acquisition*
A “database” of general scaffolding supports Redesigned/replaced module tasks or texts
Samples of scaffolded module lessons and units Specialized scaffolds and supports for every module lesson and unit
* In this document, we use the term “second language acquisition” because it is well known. English actually may be the third,fourth, or dominant language for many of our ELLs. Many ELL resources refer to English as the “target language” and the first language as the “home language.”
A Guide for All Teachers of ELLs
We hope the guidance provided here may be used fruitfully with other curricula as well. Consider how this work might also be useful for ELL or ELA colleagues who are not using the modules. Strong ELL instruction is the concern of every teacher and cannot be limited to only the ELL teacher’s concern or expertise (Bunch, Kibler, & Pimentel, 2012).
English Language Learners and ELL Instruction: Our Beliefs
EL Education believes that all students deserve an education that leads them to do things they never thought possible. We seek to create an environment where ELLs have the courage, skills, and support to meet the same academic goals as all other students. When given sincere respect, personally meaningful instruction, and engagement in a diverse community of learning, ELLs thrive and become leaders of their own learning.
We believe that students learn best when engaged in authentic, meaningful, and developmentally appropriate tasks that generate an immediate urgency to learning language (Krashen, 1983; Willis & Willis, 2007). For example, ELLs may develop their writing by reading, and then writing, letters to the editor of the local newspaper; refine their oral communication by listening to quality speeches and then rehearsing a presentation for their school’s Parent Teacher Association; or demonstrate their content knowledge by researching, writing, and illustrating an e-book on sea creatures for their peers.
We recommend balancing this approach with explicit instruction in the foundational forms of English (syntax, spelling, punctuation, sociolinguistic features, etc.) that relate to the tasks at hand. We believe this balance builds competence and confidence in the production of new language; both approaches have demonstrated effectiveness in different ways for instructing ELLs (Ellis 2012; Shintani, Li, & Ellis, 2013).
In addition to meaningful English instruction, we also strongly support instruction that honors students’ home languages and cultures. Not only has this been proven to develop students’ underlying academic
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proficiency, but it also reinforces our strong belief that mastery of multiple languages is a tremendous asset in a person’s life (Cummins, 2000; Ernst-Slavit & Mulhern, 2003; Thomas & Collier, 1998).
Creating a strong school culture is equally as important as the academic strategies teachers employ (Igoa, 1995; Rodriguez, 2008). To help students develop the courage necessary to learn a new language, we recommend the intentional development of a safe, respectful, and diverse school culture. Students’ home languages and cultures should be honored through the school’s environment, communications, and organizational structures (Espinoza-Herold, 2003). Moreover, we recommend building learning communities where students of all linguistic and cultural backgrounds appreciate the diversity surrounding them and actively contribute to one another’s learning.
How ELLs and the Common Core Intersect
EL Education President and CEO, Scott Hartl, writes the following (2014):
“We believe that we as a nation can take advantage of [the Common Core opportunity] only if those standards are joined with creative, effective instruction that engages and inspires all students, and challenges them with worthy texts and problems….”
“With our curriculum, we believe the Common Core provides an opportunity to create learning experiences where teachers and students can do more than they think is possible.”
For that reason, we believe ELLs who participate in well-implemented EL Education curricula are well prepared to meet the Common Core standards.
According to Achieve the Core (2012), Common Core ELA standards represent three instructional shifts that are a fundamental change in the current paradigm of English language instruction. They also provide a useful lens for creating effective scaffolding of Common Core–aligned curricula for ELLs. The shifts, and examples of these scaffolds, are on page 8. (Please also refer to the entirety of TESOL International Association’s helpful March 2013 policy brief from which this chart is taken. A link is provided in Appendix 1.)
In addition, states now are taking steps to link the Common Core standards to standards specifically regarding English language proficiency development (ELPD). One such initiative is the World Class Instructional Design and Assessment Consortium (WIDA), which we reference in Appendix 1. Explore your home state’s ELPD standards, and consider carefully how they may be best aligned with EL Educationinstruction, along with the content standards of the Common Core.
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The Design of the EL Education Grades 3–8 Curriculum Modules: Inherently and Intentionally Supportive of ELLs
The basic design of the modules already incorporates many literacy practices that meet the needs of ELLs, even without additional scaffolding. These practices serve as the foundation for assisting ELLs in successfully moving through the modules. We detail some of these practices in the chart below.
Instructional Practice Embedded in the Modules
Example from the Modules How This Practice Aligns with Best Practice for/Needs of ELL Instruction
Explicit Mapping of Skills and Content
Each module contains a module overview and three unit overviews, all of which map content onto skills and content-driven standards. Each lesson is also grounded in long-term learning targets based on the Common Core.
All students, including ELLs, are required to participate in standards-driven education and meet locally determined standards of education as per the No Child Left Behind Act of 2001.
Compelling, Relevant Topics
Seventh-grade module “Identity and Transformation: Then and Now” explores what makes up our sense of identity through relevant and culturally diverse readings, a reading of the play Pygmalion, and a project that asks students to analyze modern advertising for its messages of identity.
Compelling and relevant topics increase learner engagement: engagement and connection to the literacy has been identified as key in developing new language literacy (Meltzer & Hamann, 2004).
Thematic curriculum Fifth-grade module “Stories of Human Rights” asks students to read and analyze the universal declaration of human rights, and then apply that work to a reading of the novel Esperanza Rising.
Thematically integrated curriculum promotes the academic success of ELLs (Howard, E.R. et al., 2007; Freeman & Freeman, 1998).
Strong content literacy Third-grade module “Adaptations and the Wide World of Frogs” creates “freaky frog trading cards” after two units of deep reading and research on frogs.
ELLs require instruction specifically in content literacy (Shanahan & Shanahan, as cited in Freeman & Freeman, 2011); ELLs learn language as they learn content (Bunch, Kibler, & Pimentel, 2012).
Formative, Summative, and Task-Based Assessments
Each module contains two formal mid-unit and end-of-unit summative assessments, a summative performance task, and multiple protocols to promote academic discourse in each lesson specifically constructed for formative assessment.
Multiple methods of demonstrating knowledge are essential as ELLs develop both their content knowledge and their linguistic knowledge, since accurate assessment of ELL academic performance is a consistent challenge.
Collaborative Learning Eighth-grade module “Taking a Stand” examines the novel To Kill A Mockingbird, and then has students
,ELLs learn their new language effectively by widening the sphere of discourse via group work. This allows for self-selected topics and can result in greater quality and quantity of
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in groups develop and defend an associated Readers Theater piece based on key quotes from the text.
language (Ellis, 2012); it also addresses the need for ELLs to expand their linguistic repertoires for different situations and audiences (Bunch, Kibler, & Pimentel, 2012).
Producing High-Quality Student Work
Fourth-grade module “Susan B. Anthony, the Suffrage Movement, and the Importance of Voting” requires students to create, through multiple drafts, an authentic public service announcement about the importance of voting.
Full proficiency in academic new language may take many years (Cummins, 2008); teaching ELLs the skills of perseverance and self-assessment may assist them in this process.
Global Skills and Knowledge
Sixth-grade module “The Land of the Golden Mountain” challenges students to read the novel Dragonwings by Laurence Yep, and discuss how his cultural heritage and perspective influence the novel.
Culturally relevant texts with features that support readers assist ELLs (Freeman, Freeman, & Freeman, as cited in Freeman & Freeman, 2011).
College and Career Readiness
All modules are tightly aligned to the Common Core, which was constructed explicitly for the goal of college and career readiness.
ELLs have a better chance of high-level achievement when academic barriers to college preparation and accelerated coursework are removed (Koelsch, 2006).
Revised October 2015
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ents
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nglis
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nglis
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LLs’
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ture
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rate
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ates
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fixes
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ch th
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ords
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tiple
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ons,
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mat
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pres
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s, a
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chni
cal t
erm
s•
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licitl
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ach
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lang
uage
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ry to
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preh
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plex
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s so
that
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s ca
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aw u
pon
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xts
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ross
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tent
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te to
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tive
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ng E
LLs
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n
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5
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ELL Scaffolds: Sensitive, Standards-Based, and Scholarly
The combination of respectful learning standards and an excellent base curriculum is a powerful place to begin the exciting work of helping ELLs become fully literate in two or more languages. However, the need for ELLs to acquire English while simultaneously absorbing new content and cultural knowledge also requires a third pedagogical move: thoughtful scaffolding.
A scaffold is simply a way to support students with specific learning needs through differentiation of instruction. Scaffolds are distinct from accommodations or modifications.
An accommodation is similar in concept to a scaffold, but is usually a legally mandated instructional requirement. An accommodation is sometimes, but not always, applicable to ELLs. For example, many states give the accommodation of “extra time” for ELL students on summative tests.
A modification goes deeper than a scaffold, and changes the actual content and/or learning standards for students. This, too, may be legally mandated, but it is not always applicable or appropriate for ELLs. For example, an ELL student may, or may not, require an IEP for other learning needs, which would result in modifications.
ELLs do receive accommodations in some instances, and some ELLs have needs that require modifications. However, in general, the most accurate term for instructional support that helps ELLs is scaffolds. We chose this language to emphasize these distinctions in this document.
Scaffolds should be sensitive to the ELL’s strengths and challenges at her particular stage of English acquisition—whether she is a newcomer having only lived in the United States for a few weeks, or an advanced learner who has been a resident for several years. They should standards-based, both in terms of content and in terms of English language acquisition. Lastly, they should be scholarly: rooted firmly in the linguistic, cultural, and content tasks of the curriculum.
Scaffolds also can occur outside of the modules. While the modules may represent the core of the grade-level literacy curriculum, carefully consider examples of what also may be required in terms of supplemental instruction for ELLs: small group guided literacy instruction, explicit sociocultural support, and/or instruction to address other needs of ELLs.
We regard scaffolding of the modules as a matter of the intersection of the module tasks, the grade-level Common Core standards, and the needs of individual children. The modules do not, and cannot, stand alone.
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II. MODULE SCAFFOLDING FOR ELL SUPPORT: OVERARCHING DESIGN
Three Considerations for Designing EL Education 3–8 ELA Curriculum Scaffolds for ELLs
We’ve identified three considerations, described in detail below, that educators should keep in mind to create effective module scaffolds for ELLs. In and of themselves, they are not magical or new; you’ll recognize them as steps any teacher takes to ensure curriculum is properly anchored and instruction is differentiated. On the next several pages, you’ll also find EL Education’s document “Preparing to Teach a Module,” which describes a general planning approach using these three considerations.
In this section, we include specific questions and considerations to take into account when thinking about your ELLs. We also include a case study of scaffolding based on a real ELL student. The case study is the basis for the unit annotation you’ll find in Part VII, from our seventh-grade module “Identity and Transformation: Then and Now.”
We assume that when scaffolds are being developed, educators are also consulting relevant research and resources on ELLs and second language acquisition. A list of suggestions for this work is available in Appendix 1.
Consideration #1: Know Your Students
Successful Scaffolding of the Common Core Modules
KNOW YOUR STUDENTS: What are the
needs of the individual children?
KNOW YOUR STANDARDS: What grade-
level Common Core standards must be supported
by all scaffolds? What English langage proficiency
standards apply, if any? KNOW YOUR
CURRICULUM: What are the linguistic, cultural, and content-based demands of
the tasks outlined in the grade-level modules?
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In the case of ELLs, it is essential to have a full picture of the students’ academic, cultural, and linguistic histories. Due to the huge variation in the population of ELLs—from U.S.-born children of first-generation immigrants to refugee students who have never set foot inside a school—nothing can be assumed about an ELL child. We strongly encourage deep collaboration with ELL families, cultural interpreters, language translators, former teachers, your ELL specialist, and/or your school social worker or counselor to accurately assess the strengths and needs of your ELLs. The four main areas of “knowing” your ELL can be organized as follows: background information, literacy skills, second language acquisition level, and standardized test results.
First, it is vital to gather as much background information as possible on your ELL. A brief example of questions that may be asked in an interview with an ELL family is included below. For more resources, see Appendix 1. This information should be shared collaboratively with your ELL decision-making team and used to help enrich and interpret quantitative data on your ELLs.
Educational History Questions
Did the student go to preschool or Head Start? Where? When did he/she first learn the English alphabet? Did she/he enjoy being read to? When did he/she first learn to read? What schools has he/she attended? Has his/her attendance been regular or irregular? In what countries has he/she attended school? In what languages has he/she been instructed? What is the most frustrating thing about school for her/him?
(From Assessing Culturally and Linguistically Diverse Students: A Practical Guide, Rhodes, Ochoa, & Ortiz, 2005.)
Second, before constructing scaffolds for ELLs, a pre-assessment in literacy skills is recommended (Baker et al., 2007; Baker et al, 2014). This will help target specific ELL language needs and can be conducted by any qualified school personnel. Bear in mind, however, the need for the cautious use of standardized instruments (see below).
Third, even with the widespread adoption of the Common Core, each state will have its own method of determining a second language acquisition level for ELLs. The important question to consider, no matter what the method entails, is this:
“What specific, accurate information does this assessment give me about my ELLs?”
We strongly encourage you to collaborate with your ELL specialists and other school personnel in using and interpreting state placement results for ELLs.
And finally, there are both advantages and disadvantages to using standardized test results for ELLs. A significant amount of standardized exams, whether content-based or psychological, have not been normed for ELLs. Consequently, their results may give a baseline measurement against native-speaking standards, but they must be used prudently and in conjunction with several other types of assessments.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education 12
A concluding note of caution: While it is crucial to have complete background knowledge on ELLs, it is equally crucial to not develop preconceived notions about their abilities to learn English based on this information. The classroom is a dynamic, complex, and powerful place. With careful instruction and planning, it is possible for even the most challenged of ELL learners to have their aptitude, engagement, and motivation changed for the better.
Consideration #2: Know Your Standards: Content and English Language Acquisition
Each EL Education module and unit contains an “Overview” section that details the Common Core ELA grade-level standards being taught and assessed. As with any planning instruction done with the modules, we advise that you read and study these standards with the utmost care.
The key question for ELLs regarding each standard addressed in a module is:
“Given what I know about my ELL’s language acquisition level, what would ELL-scaffolded mastery of this standard look and sound like?”
We show examples of scaffolded mastery of standards, taken from New York State’s New Language Arts Progressions, in the “New Language Arts Progressions Sample” on the following pages. These progressions represent New York State’s mapping of English language proficiency standards onto the Common Core and suggestions for resulting scaffolding.
We use these progressions because they are particularly well developed and clear; as noted earlier, states are just beginning to write English language proficiency standards that are Common Core–aligned. We encourage you to educate yourself on the steps your home state has taken.
If your state does not yet have Common Core–aligned English language proficiency standards, the question of how to interpret Common Core standards through the lens of second language acquisition becomes trickier. We strongly suggest that you work in deep collaboration with your school and district to consider this question and its implications for your instruction, and also to determine what initiatives might already be underway.
In the meantime, see Appendix 1 for a list of resources that will guide you towards use ELL-supportive language standards.
Consideration #3: Know Your Curriculum and Prepare to Teach It
On the following pages, we provide guidelines for preparing to teach a module and planning scaffolds for ELLs. ELL-specific questions to consider include a star (★) and are in bold type.
We have also provided a sample ELL-scaffolded lesson (Part VI) and a sample ELL-scaffolded unit (Part VII) to show the end product of what this process might look like.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education 13
We have chosen both a lesson and a unit that are engaging and accessible to ELLs. However, bear in mind that modules must be considered in their entirety when planning for ELL scaffolds. For example, Unit 2 of “Identity and Transformation: Then and Now” is considerably more difficult than Unit 1.
As you read through the questions and think about the questions asked, keep in mind the knowledge you’ve gathered about your ELLs and the module standards in Considerations #1 and #2.
Remember: These are suggestions, not mandates, for preparing to teach the modules. Use your professional judgment and collaborative partnerships to determine the best planning approach for you and your ELLs.
Revised October 2015
Prep
arin
g to
Tea
ch a
Mod
ule:
Gu
idan
ce fo
r Coa
ches
and
Tea
cher
Lea
ders
Wel
com
e to
EL
Edu
catio
n’s G
rade
s 3-8
ELA
Cur
ricul
um.
Befo
re te
achi
ng th
e m
odul
es, w
e en
cour
age
you
to h
ave
deta
iled
conv
ersa
tions
with
teac
hers
and
scho
ol-b
ased
team
s. T
hrou
gh a
pro
cess
of s
truc
ture
d an
alys
is, o
utlin
ed in
this
docu
men
t, te
ache
rs w
ill g
ain
a be
tter u
nder
stan
ding
of t
he le
arni
ng p
rogr
essio
n of
eac
h m
odul
e, th
e co
nten
t kno
wle
dge
that
stud
ents
bui
ld, a
nd k
ey c
ompo
nent
s of t
he
scaf
fold
ing
tow
ard
stan
dard
s. Th
is an
alys
is al
so w
ill e
nsur
e th
at te
ache
rs u
nder
stan
d th
e m
odul
es d
eepl
y be
fore
mak
ing
adap
tatio
ns.
The
mod
ules
wer
e de
signe
d ba
sed
on th
e “b
ackw
ard
desig
n” c
urric
ulum
app
roac
h. W
e re
com
men
d th
at y
ou g
et a
sens
e of
the
big
pict
ure
befo
re
you
dig
into
the
less
on-le
vel d
etai
ls. W
e ha
ve o
rgan
ized
this
docu
men
t in
a “z
oom
-like
” st
ruct
ure,
beg
inni
ng w
ith su
gges
tions
for h
ow to
ana
lyze
th
e ye
ar-lo
ng o
verv
iew
doc
umen
ts, t
hen
zoom
ing
in to
the
mod
ule,
uni
t, an
d le
sson
leve
ls.
Orie
ntin
g to
the
Year
: Cur
ricul
um M
aps a
nd O
verv
iew
Doc
umen
ts
Two
Mon
ths
Befo
re T
each
ing
the
Mod
ules
Orie
nt y
our t
eam
to th
e ye
ar-lo
ng c
urric
ulum
•
Con
vene
you
r Cur
ricul
um C
ounc
il, o
r oth
er in
stru
ctio
nal d
ecisi
on m
akin
g gr
oup,
idea
lly in
a tw
o-ho
ur p
rofe
ssio
nal
deve
lopm
ent s
essio
n.•
Dig
into
the
grad
e-le
vel C
urric
ulum
Map
s. T
hey
help
you
r tea
ms u
nder
stan
d ex
istin
g m
odul
es a
t eac
h gr
ade
leve
l(in
clud
ing
A a
nd B
opt
ions
), ho
w e
ach
mod
ule
build
s on
the
prec
edin
g m
odul
e, a
nd w
hen
and
how
ofte
n ea
chst
anda
rd is
ass
esse
d.•
Not
ice
the
stro
ng c
onte
nt c
onne
ctio
ns.
•U
nder
stan
d th
e “f
ocus
” of
eac
h m
odul
e, su
ch a
s “cl
ose
read
ing”
or “
rese
arch
,” so
that
teac
hers
can
mak
ede
cisio
ns a
bout
whe
re to
prio
ritiz
e tim
e.•
Thin
k ab
out t
he sc
hool
-wid
e sy
stem
s and
stru
ctur
es fo
r ind
epen
dent
read
ing
and
addi
tiona
l lite
racy
inst
ruct
ion
that
nee
d to
be
in p
lace
for t
he m
odul
es to
be
impl
emen
ted
mos
t eff
ectiv
ely.
This
wor
k is
lice
nsed
und
er a
Cre
ativ
e C
omm
ons
Attri
butio
n-N
onC
omm
erci
al-S
hare
Alik
e 3.
0 U
npor
ted
Lice
nse.
Ex
empt
third
-par
ty c
onte
nt is
indi
cate
d by
the
foot
er: ©
(nam
e of
cop
yrig
ht h
olde
r). U
sed
by p
erm
issi
on a
nd n
ot s
ubje
ct to
Cre
ativ
e C
omm
ons
licen
se.
Revised Octob
er 201
5
Desc
riptio
n of
Cu
rric
ulum
Map
s C
urric
ulum
Map
s inc
lude
the
follo
win
g in
form
atio
n:
1.M
odul
e fo
cus (
e.g.
, “cl
ose
read
ing”
or “
rese
arch
”) is
con
siste
nt a
cros
s gra
des 3
–5 a
nd 6
–8.
2.M
odul
e tit
le n
ames
the
cont
ent t
hat s
tude
nts l
earn
abo
ut a
s the
y bu
ild th
eir l
itera
cy sk
ills.
3.M
odul
e de
scrip
tion
is a
thre
e- o
r fou
r-se
nten
ce b
lurb
that
con
veys
the
“arc
” or
lear
ning
pro
gres
sion
of th
em
odul
e.
4.Pe
rfor
man
ce ta
sk is
a c
ulm
inat
ing
writ
ing
proj
ect,
incl
udin
g th
e st
anda
rds a
ddre
ssed
.5.
Ass
essm
ents
incl
ude
the
title
of t
he a
sses
smen
t, th
e as
sess
men
t for
mat
, and
stan
dard
s ass
esse
d.6.
Stan
dard
s ass
esse
d in
dica
tes (
with
che
ck m
arks
) all
stan
dard
form
ally
ass
esse
d (o
ther
stan
dard
s may
be
taug
htan
d re
info
rced
). 7.
Text
(s) s
igna
ls ce
ntra
l tex
t(s) s
choo
ls or
dist
ricts
ord
er, a
nd o
ther
text
s inc
lude
d in
the
mod
ule
less
ons.
Anal
yze
the
Curr
icul
um M
aps
As y
ou a
naly
ze th
e C
urric
ulum
Map
s, co
nsid
er h
ow th
e m
odul
es c
onne
ct to
you
r bui
ldin
g an
d/or
dist
rict p
riorit
ies.
For e
xam
ple,
if y
our d
istric
t or s
choo
l has
cur
ricul
um m
aps i
n pl
ace
for c
over
age
of sc
ienc
e an
d so
cial
stud
ies c
onte
nt,
how
can
mod
ules
and
stan
dard
s cov
ered
in e
ach
mod
ule
fit in
to th
at a
gree
d-up
on sc
ope
and
sequ
ence
?
On
Com
mon
core
succ
ess.e
lscho
ols.o
rg, f
ind
the
“res
ourc
es”
tab
that
con
tain
s sta
nd-a
lone
doc
umen
ts th
at g
ive
the
“big
pic
ture
.”
1.Pr
efac
e to
the
Mod
ules
: Int
rodu
ctio
n to
EL
Edu
catio
n G
rade
s 3-8
ELA
Cur
ricul
um.
2.A
ppen
dix:
Res
ourc
es a
nd P
roto
cols
: Des
crip
tions
of t
he in
stru
ctio
nal r
outin
es u
sed
acro
ss a
ll m
odul
es.
3.Fo
unda
tiona
l Rea
ding
and
Lan
guag
e St
anda
rds
Res
ourc
es P
acka
ge fo
r Gra
des
3–5.
To
supp
ort
read
ing
beyo
nd th
e m
odul
es, G
rade
s 3–5
. In
clud
es O
verv
iew
, Wor
d St
udy
Rec
omm
enda
tions
, Add
ition
alW
ork
with
Com
plex
Tex
ts, F
luen
cy R
esou
rce,
Sho
w th
e R
ule™
Ove
rvie
w, I
ndep
ende
nt R
eadi
ng.
4.C
omm
on C
ore
Inte
rven
tions
for A
dole
scen
t Rea
ders
. To
supp
ort r
eadi
ng b
eyon
d th
e m
odul
es, g
rade
s 6-8
.In
clud
es O
verv
iew
, Wor
d St
udy
and
Voc
abul
ary,
Add
ition
al W
ork
with
Rel
ated
Tex
ts, F
luen
cy R
esou
rce,
Synt
ax a
nd M
echa
nics
, Ind
epen
dent
Rea
ding
, and
Sam
ple
Sche
dule
.5.
Ass
essm
ent D
esig
n in
EL
Edu
cati
on G
rade
s 3-
8 E
LA
Cur
ricul
um6.
Writ
ing
Inst
ruct
ion
in E
L E
duca
tion
Gra
des
3-8
EL
A C
urric
ulum
7.T
each
ing
Res
earc
h Sk
ills
in E
L E
duca
tion
Gra
des
3-8
EL
A C
urric
ulum
8.H
elpi
ng S
tude
nts
Rea
d C
lose
ly in
ring
to T
each
a M
odul
e •
Sept
embe
r 20
14•
Gra
des
3-8
EL
A C
urric
ulum
9.A
Gui
de to
Sup
port
ing
Eng
lish
Lan
guag
e L
earn
ers
in EL Education
Gra
des
3-8
EL
AC
urric
ulum
10.S
caffo
ldin
g St
uden
t Nee
ds –
Com
ing
Soon
. EL
Educ
atio
n G
rade
3-8
ELA
Cur
ricul
um •
Pre
parin
g to
Tea
ch a
Mod
ule
• Sep
tem
ber 2
014•
Revised Octob
er 201
5
Anal
yze
the
Curr
icul
um M
aps
(con
tinue
d)
If y
our s
choo
l or d
istric
t is u
sing
only
sele
ct m
odul
es, b
e cl
ear a
bout
whi
ch o
nes a
nd w
hy. F
or e
xam
ple,
if y
our
stud
ents
are
alre
ady
stro
ng c
lose
read
ers,
you
mig
ht u
se o
nly
sele
ct u
nits
from
Mod
ule
1. O
r, be
caus
e op
inio
n w
ritin
g fe
atur
es p
rom
inen
tly o
n st
ate
asse
ssm
ents
, you
mig
ht p
riorit
ize
Mod
ule
3 [G
rade
s 3–5
] or M
odul
e 2
[Gra
des 6
–8]
befo
re th
ose
test
s occ
ur.
Orie
ntin
g to
a M
odul
e
One
Mon
th
Befo
re T
each
ing
the
Mod
ules
Orie
nt y
our t
eam
to th
e m
odul
e-le
vel d
ocum
ents
and
com
pone
nts.
•
Con
vene
a p
lann
ing
mee
ting
that
invo
lves
all
colla
bora
tors
on
a gi
ven
clas
sroo
m’s
inst
ruct
ion
(gen
eral
edu
catio
nte
ache
rs, s
peci
al e
duca
tion
co-te
ache
rs, r
eadi
ng sp
ecia
lists
, tea
cher
s of E
LLs,
etc.
) to
unde
rsta
nd th
e “a
rc”
or“s
tory
” of
stud
ents
’ lea
rnin
g: b
oth
the
desig
n an
d flo
w o
f the
con
tent
and
ass
essm
ents
and
how
all
of st
uden
ts’
wor
k bu
ilds t
owar
d th
e pe
rfor
man
ce ta
sk.
•H
ave
the
team
take
not
es u
sing
a fr
amew
ork
that
EL
Edu
catio
n ca
lls th
e “4
T’s”
: Wha
t is t
he to
pic
ofth
is m
odul
e? W
hat i
s the
text
? Wha
t are
the
lear
ning
targ
ets
(the
stan
dard
s, in
stud
ent-f
riend
ly la
ngua
ge) t
hat
stud
ents
will
be
wor
king
to m
aste
r? A
nd w
hat i
s the
task
(the
per
form
ance
task
and
the
six o
ther
ass
essm
ents
)?
Desc
riptio
n of
M
odul
e Co
mpo
nent
s
Thre
e m
odul
e-le
vel d
ocum
ents
des
crib
e th
e vi
sion
of th
e m
odul
e –
the
“big
pic
ture
” of
wha
t stu
dent
s will
lear
n du
ring
the
eigh
t wee
ks o
f ins
truct
ion:
1.
Mod
ule
Ove
rvie
w2.
Ass
essm
ent O
verv
iew
3.Pe
rfor
man
ce T
ask
Eac
h m
odul
e al
so in
clud
es th
e fo
llow
ing:
1.
Rec
omm
ende
d T
exts
list
s (o
ne p
er m
odul
e fo
r gra
des 6
–8, o
ne p
er u
nit f
or g
rade
s 3–5
): te
xts w
ith a
rang
eof
Lex
ile®
mea
sure
s on
the
mod
ule
topi
c, u
sed
for i
ndep
ende
nt re
adin
g to
bui
ld st
uden
ts’ k
now
ledg
e on
the
topi
c of
the
mod
ule.
2.U
nit O
verv
iew
s (th
ree
per m
odul
e): s
imila
r in
form
at to
the
mod
ule-
leve
l ove
rvie
w3.
Les
sons
, inc
ludi
ng su
ppor
ting
mat
eria
ls (3
4–40
less
ons/
mod
ule)
Anal
yze
the
Mod
ule
Leve
l Do
cum
ents
Her
e is
a re
com
men
ded
path
and
que
stio
ns to
hel
p yo
ur te
am a
naly
ze th
e m
odul
es:
•M
odul
e O
verv
iew
: Rea
d th
e su
mm
ary
para
grap
h cl
osel
y. It
des
crib
es st
uden
ts’ l
earn
ing
acro
ss th
e th
ree
units
of
the
mod
ule.
Wha
t is t
his m
odul
e m
ostly
abo
ut?
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Anal
yze
the
Mod
ule
Leve
l Do
cum
ents
(c
ontin
ued)
•M
odul
e O
verv
iew
: Rea
d th
e sh
ort p
arag
raph
that
des
crib
es th
e pe
rfor
man
ce ta
sk. H
ow w
ill st
uden
ts b
e as
ked
tosy
nthe
size
and
show
thei
r lea
rnin
g at
the
end
of th
e m
odul
e?•
Perf
orm
ance
Tas
k: R
ead
abou
t the
crit
eria
for t
his t
ask.
Wha
t for
mat
is u
sed?
Wha
t sta
ndar
ds a
re a
ddre
ssed
?W
hat s
uppo
rts a
re g
iven
? Wha
t are
opt
ions
to m
odify
or e
xten
d th
e le
arni
ng o
r put
you
r ow
n st
amp
on it
as a
teac
her?
•M
odul
e O
verv
iew
: Loc
ate
the
char
t with
the
Eng
lish
Lang
uage
Arts
out
com
es, w
hich
list
s the
stan
dard
sad
dres
sed.
Stu
dy th
e ac
tual
lang
uage
of t
he st
anda
rds.
Wha
t doe
s the
Com
mon
Cor
e ex
pect
the
stud
ents
to k
now
and
be a
ble
to d
o du
ring
this
mod
ule?
Wha
t mig
ht th
at lo
ok li
ke o
r sou
nd li
ke in
act
ion?
Be
sure
to c
onsid
erav
aila
ble
lang
uage
pro
gres
sions
for E
nglis
h La
ngua
ge L
earn
ers.
•M
odul
e O
verv
iew
: Rea
d th
e lis
t of t
exts
. Wha
t is/
are
the
cent
ral t
ext(s
)? W
hat e
lse d
o st
uden
ts re
ad?
•M
odul
e O
verv
iew
: Ski
m th
e W
eek-
at-a
-Gla
nce
char
t, w
hich
giv
es a
sens
e of
wha
t stu
dent
s will
do
and
lear
n ea
chw
eek. -
Not
ice
the
leng
th o
f eac
h un
it. W
here
will
the
stud
ents
spen
d th
e m
ajor
ity o
f the
ir tim
e?-
Whe
n an
d ho
w o
ften
are
each
of t
he st
anda
rds t
augh
t and
ass
esse
d?-
Wha
t will
the
stud
ents
be
aske
d to
kno
w a
nd d
o in
eac
h as
sess
men
t?-
How
wou
ld y
ou e
xpla
in h
ow th
e th
ree
units
con
nect
(in
term
s of b
oth
know
ledg
e an
d sk
ills)
?•
Ass
essm
ent O
verv
iew
: Rea
d th
e de
scrip
tion
and
stan
dard
s for
eac
h m
id- a
nd e
nd o
f uni
t ass
essm
ent.
Wha
tlit
erac
y sk
ills a
re st
uden
ts fo
cuse
d on
?
NO
TE
: We
urge
teac
hers
to k
now
the
cent
ral t
ext t
horo
ughl
y be
fore
teac
hing
it. R
ead
the
cent
ral t
ext(s
) you
rsel
f. If
po
ssib
le, d
iscus
s it w
ith c
olle
ague
s.
•W
hat i
s thi
s tex
t abo
ut? W
hat d
id y
ou le
arn
abou
t thi
s top
ic/i
ssue
/con
tent
?•
Wha
t is i
ntrig
uing
, sur
prisi
ng, p
uzzl
ing
abou
t the
info
rmat
ion
in th
is te
xt?
•W
hat i
s har
d or
con
fusin
g ab
out t
he in
form
atio
n in
this
text
?•
As a
n ad
ult r
eade
r, w
hat d
id y
ou n
otic
e an
d/or
app
reci
ate
abou
t thi
s aut
hor’s
cra
ft?•
Wha
t do
you
thin
k w
ill e
ngag
e st
uden
ts a
bout
this
text
? Whe
re m
ight
they
stru
ggle
?
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Anal
yze
the
Mod
ule
Leve
l Do
cum
ents
(c
ontin
ued)
Con
sider
any
spec
ific
scaf
fold
s tha
t nee
d to
be
plan
ned
at th
e m
odul
e le
vel.1 S
ee A
Gui
de to
Sup
port
ing
Eng
lish
Lan
guag
e L
earn
ers
and
Scaf
fold
ing
Stud
ent N
eeds
. Fo
r exa
mpl
e, h
ow m
ight
you
use
the
Rec
omm
ende
d Te
xts
lists
to b
uild
stud
ents
’ bac
kgro
und
know
ledg
e? W
hat a
dditi
onal
supp
orts
mig
ht sp
ecifi
c st
uden
ts n
eed
to su
ccee
d w
ith
the
perf
orm
ance
task
?
Orie
ntin
g to
a U
nit
Two
Wee
ks
Befo
re T
each
ing
the
Uni
t
Orie
nt y
our t
eam
to th
e U
nit O
verv
iew
doc
umen
t: •
Con
vene
a p
lann
ing
mee
ting
that
invo
lves
all
colla
bora
tors
on
a gi
ven
clas
sroo
m’s
inst
ruct
ion
(gen
eral
edu
catio
nte
ache
rs, s
peci
al e
duca
tion
co-te
ache
rs, r
eadi
ng sp
ecia
lists
, tea
cher
s of E
LLs,
etc.
).•
Disc
uss h
ow su
ppor
ting
stru
ctur
es su
ch a
s Res
ourc
e R
oom
and
Inte
rven
tion
clas
ses c
an p
repa
re st
uden
ts fo
rcl
assr
oom
inst
ruct
ion.
•R
ead
each
Uni
t Ove
rvie
w d
ocum
ent c
lose
ly to
see
the
“big
pic
ture
” of
the
unit.
As y
ou re
ad, k
eep
in m
ind
how
each
uni
ts fi
ts in
to th
e la
rger
thre
e-un
it st
ruct
ure
of th
e m
odul
e. H
ow d
o un
its b
uild
on
one
anot
her?
Foc
us o
nth
e U
nit-a
t-a-G
lanc
e ch
art.
Desc
riptio
n of
U
nit O
verv
iew
s Th
e U
nit O
verv
iew
s (th
ree
per m
odul
e) g
ive
a de
eper
and
mor
e fo
cuse
d lo
ok in
to w
hat t
he st
uden
ts w
ill b
e le
arni
ng
and
doin
g th
roug
hout
the
mod
ule.
Uni
t Ove
rvie
ws f
ollo
w th
e sa
me
form
at a
s the
Mod
ule
Ove
rvie
w: s
umm
ary,
gu
idin
g qu
estio
ns, a
sses
smen
t des
crip
tions
, sta
ndar
ds, c
entra
l tex
ts, a
nd U
nit-a
t-a-G
lanc
e ch
art.
The
Uni
t-at-a
-Gla
nce
char
t is a
n es
peci
ally
impo
rtant
com
pone
nt o
f the
Uni
t Ove
rvie
w. T
each
ers r
epea
tedl
y re
fere
nce
this
char
t to
unde
rsta
nd th
e ar
c of
the
unit,
how
less
ons b
uild
tow
ard
asse
ssm
ents
, sca
ffol
ding
(inc
ludi
ng
key
anch
or c
harts
), pr
otoc
ols u
sed
acro
ss th
e un
it, a
s wel
l as w
hen
each
shor
ter t
ext i
s int
rodu
ced
and
how
muc
h tim
e is
reco
mm
ende
d to
spen
d on
eac
h.
At t
he e
nd o
f eac
h U
nit O
verv
iew
, a se
ctio
n on
Pre
para
tion
and
Mat
eria
ls, a
s wel
l as o
ptio
nal E
xten
sions
to g
o de
eper
with
the
cont
ent o
f the
mod
ule,
off
ers v
ario
us c
reat
ive
and
enga
ging
act
iviti
es.
1 The
sugg
estio
ns in
the
Mee
ting
Stud
ents
’ Nee
ds c
olum
ns o
ften
are
less
on-s
peci
fic. T
hey
are
base
d on
the
mor
e ge
nera
l rec
omm
enda
tions
foun
d in
two
sepa
rate
gui
danc
e do
cum
ents
: Sca
ffold
ing
Stud
ents
’ Nee
ds (t
o co
me)
and
A G
uide
to S
uppo
rtin
g E
nglis
h L
angu
age
Lea
rner
s, w
hich
ca
n be
foun
d in
the
reso
urce
s tab
at c
omm
onco
resu
cces
s.elsc
hool
s.org
.
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Anal
yze
Uni
t O
verv
iew
s and
As
sess
men
ts
Any
one
teac
hing
a m
odul
e ne
eds t
o an
alyz
e al
l thr
ee u
nits
. If y
our t
eam
use
s a “
Jigsa
w”
stru
ctur
e to
div
ide
and
conq
uer t
he a
naly
sis o
f the
thre
e un
its, b
e su
re to
revi
sit e
ach
unit
thor
ough
ly o
n yo
ur o
wn
befo
re te
achi
ng. I
f you
r tim
e is
limite
d, p
riorit
ize
anal
yzin
g ho
w th
e un
its w
ork
toge
ther
to c
reat
e th
e ar
c of
the
entir
e m
odul
e. T
hen
chun
k th
e un
it in
to tw
o ha
lves
and
focu
s on
how
the
less
ons i
n ea
ch h
alf s
caff
old
tow
ard
the
asse
ssm
ents
: Wha
t is e
xpec
ted
of st
uden
ts a
nd h
ow d
o th
e le
sson
s get
them
ther
e?
Rea
d al
l thr
ee U
nit O
verv
iew
s, co
nsid
erin
g th
e ar
c of
the
mod
ule:
•
Wha
t are
the
skill
s (st
anda
rds-
base
d lo
ng-te
rm le
arni
ng ta
rget
s) th
at st
uden
ts a
re le
arni
ng?
•W
hat a
re th
e ou
tcom
es (p
rodu
cts a
nd u
nder
stan
ding
s)?
•In
add
ition
to th
e ce
ntra
l tex
t(s),
wha
t do
stud
ents
read
?•
How
do
all t
hese
—th
e lit
erac
y, th
e co
nten
t, an
d th
e te
xts—
conn
ect t
o on
e an
othe
r?
We
sugg
est t
his p
roce
ss fo
r rer
eadi
ng e
ach
Uni
t Ove
rvie
w:
•R
ead
the
sum
mar
y pa
ragr
aph
to u
nder
stan
d th
e “s
tory
” of
the
unit.
•A
naly
ze th
e U
nit-a
t-a-G
lanc
e ch
art.
Not
e le
sson
Titl
es a
nd L
ong-
term
and
Sup
porti
ng L
earn
ing
Targ
ets.
Wha
tsp
ecifi
c th
inki
ng w
ill st
uden
ts n
eed
to d
o? H
ow d
o le
sson
s sca
ffol
d to
the
mid
-uni
t and
end
-of-
unit
asse
ssm
ents
?•
Use
the
Uni
t-at-a
-Gla
nce
char
t to
loca
te w
hich
less
ons h
old
the
mid
-uni
t and
end
of u
nit a
sses
smen
ts.
•G
o to
thes
e ac
tual
less
ons
that
hol
d th
e m
id-u
nit a
nd e
nd-o
f uni
t ass
essm
ents
. In
each
less
on, s
crol
l dow
n to
the
Supp
ortin
g M
ater
ials
to fi
nd th
e as
sess
men
t its
elf.
Take
the
asse
ssm
ent y
ours
elf,
as a
lear
ner,
to id
entif
y w
hat
the
stud
ents
are
goi
ng to
nee
d to
be
able
to d
o. W
hat l
itera
cy sk
ills o
r kno
wle
dge
did
this
asse
ssm
ent r
equi
re?
•C
hunk
the
unit
in tw
o ha
lves
: les
sons
lead
ing
up to
the
mid
-uni
t ass
essm
ent a
nd le
sson
s lea
ding
up
to th
e en
d of
unit
asse
ssm
ent.
How
wou
ld y
ou d
escr
ibe
the
logi
c or
sequ
ence
of e
ach
half
unit?
Con
sider
any
spec
ific
scaf
fold
s tha
t nee
d to
be
plan
ned
at th
e un
it le
vel.
(See
Sca
ffold
ing
Stud
ent N
eeds
and
A
Gui
de to
Sup
port
ing
Eng
lish
Lan
guag
e L
earn
ers.
)
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Prep
arin
g to
Tea
ch a
Les
son
One
Wee
k Be
fore
Te
achi
ng a
Le
sson
Orie
nt y
our t
eam
to th
e le
sson
form
at:
•C
onve
ne a
pla
nnin
g m
eetin
g th
at in
volv
es a
ll co
llabo
rato
rs o
n a
give
n cl
assr
oom
’s in
stru
ctio
n (g
ener
al e
duca
tion
teac
hers
, spe
cial
edu
catio
n co
-teac
hers
, rea
ding
spec
ialis
ts, t
each
ers o
f ELL
s, et
c.)
•E
mph
asiz
e w
ays t
o m
atch
mod
ule
less
ons t
o le
arne
rs’ n
eeds
whi
le m
aint
aini
ng e
ach
less
on’s
rigor
and
alig
nmen
t to
the
Com
mon
Cor
e an
d th
e sh
ifts.
•Fa
mili
ariz
e yo
urse
lf w
ith th
e le
sson
form
at a
nd th
e pu
rpos
e of
eac
h bo
x on
the
less
on te
mpl
ate.
Ana
lyze
and
prep
are
less
ons i
n ha
lf-un
it ch
unks
(lea
ding
up
to e
ach
asse
ssm
ent),
so y
ou c
an st
ill se
e th
e fo
rest
for t
he tr
ees.
Det
erm
ine
wha
t sup
porti
ng ta
rget
is th
e “h
eart”
of e
ach
less
on. W
hat s
eem
s mos
t im
porta
nt to
em
phas
ize
orfo
regr
ound
in in
stru
ctio
n, g
iven
the
asse
ssm
ent t
hat s
tude
nts a
re b
uild
ing
tow
ard?
Desc
riptio
n of
th
e Le
sson
s Th
ere
are
34–4
0 le
sson
s per
mod
ule.
Les
sons
pro
vide
det
aile
d de
scrip
tions
of w
hat t
o te
ach
and
sugg
estio
ns o
n ho
w
to te
ach
it in
eng
agin
g, ri
goro
us w
ays.
The
less
ons a
re n
ot sc
ripts
, but
off
er sp
ecifi
c su
gges
tions
for l
earn
ing
activ
ities
, pr
otoc
ols,
ques
tions
to a
sk, a
nd st
uden
t res
pons
es to
list
en fo
r. A
ll le
sson
s inc
lude
supp
ortin
g m
ater
ials,
whi
ch a
re k
ey
to th
e le
arni
ng a
nd sc
affo
ldin
g to
war
d as
sess
men
ts.
Teac
hers
shou
ld e
xpec
t to
flex
less
ons i
n or
der t
o m
eet s
tude
nts’
need
s, bu
t mak
e su
re to
mai
ntai
n fo
cus o
n th
e le
arni
ng ta
rget
s tha
t a g
iven
less
on a
ddre
sses
. Ski
lls ta
ught
in le
sson
s spi
ral o
ver t
ime,
so th
ere
is no
nee
d to
ling
er o
n a
give
n le
sson
unt
il al
l stu
dent
s ach
ieve
“m
aste
ry.”
Stu
dent
s pra
ctic
e sim
ilar s
kills
ofte
n ac
ross
a u
nit.
All
less
ons
have
thre
e se
ctio
ns: O
peni
ng, W
ork
Tim
e, a
nd C
losi
ng a
nd A
sses
smen
t. E
ach
less
on in
clud
es th
e fo
llow
ing:
•
Title
: suc
cinc
tly n
ame
the
liter
acy
skill
s stu
dent
s will
wor
k on
and
con
tent
they
will
lear
n ab
out
•Lo
ng-T
erm
Lea
rnin
g Ta
rget
s: Th
e C
CSS
that
are
the
focu
s of t
he le
sson
•Su
ppor
ting
Lear
ning
Tar
gets
: the
inte
nded
lear
ning
for t
his p
artic
ular
less
on•
Ong
oing
Ass
essm
ent:
one
or m
ore
task
s tha
t giv
e te
ache
rs fo
rmat
ive
asse
ssm
ent d
ata
rega
rdin
g st
uden
ts’ m
aste
ryof
the
key
lear
ning
. •
Age
nda:
a sn
apsh
ot o
f the
day
’s ac
tiviti
es•
Teac
hing
Not
es: T
hese
sign
al h
ow th
is le
sson
link
s to
the
less
ons b
efor
e an
d af
ter i
t, ill
umin
ate
the
inte
nt o
f the
less
on (e
.g.,
wha
t sta
ndar
d is
the
thru
st o
f the
less
on o
r if a
new
stan
dard
is b
eing
intro
duce
d), g
ive
tips a
bout
impo
rtant
thin
gs to
kee
p in
min
d (e
.g.,
“Don
’t gi
ve th
is aw
ay to
stud
ents
” or
“D
on’t
wor
ry if
stud
ents
are
con
fuse
dhe
re; t
hey
retu
rn to
this
agai
n), a
nd g
uide
teac
hers
on
wha
t to
prep
are
in a
dvan
ce.
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Desc
riptio
n of
th
e Le
sson
s (c
ontin
ued)
•Le
sson
Voc
abul
ary:
wor
ds e
xplic
itly
addr
esse
d. N
ote
the
divi
sion
signa
led
by th
e se
mic
olon
. Wor
ds b
efor
e th
ese
mic
olon
are
aca
dem
ic v
ocab
ular
y ta
ught
dur
ing
the
cour
se o
f ins
truct
ion
(exp
licit
inst
ruct
ion,
unp
acki
ng ta
rget
s,et
c.);
wor
ds a
fter t
he se
mic
olon
are
any
voc
abul
ary
(aca
dem
ic a
nd d
omai
n sp
ecifi
c) fr
om th
e te
xt it
self.
•M
ater
ials:
a c
onci
se li
st o
f all
requ
isite
mat
eria
ls.•
Mee
ting
Stud
ents
’ Nee
ds c
olum
n: su
gges
tions
for d
iffer
entia
tion
and
addi
tiona
l sca
ffol
ding
(for
stud
ents
who
are
stru
gglin
g, E
LLs,
and
stud
ents
nee
ding
cha
lleng
e ex
tens
ions
2 ).•
Supp
ortin
g M
ater
ials:
the
actu
al m
ater
ials
need
ed to
run
the
less
on (i
nclu
des g
raph
ic o
rgan
izer
s, ha
ndou
ts, s
hort
text
s, cl
ose
read
ing
guid
es, e
xam
ples
for t
each
er re
fere
nce,
etc
.)
Man
y le
sson
s ref
er to
Pro
toco
ls or
Che
ckin
g fo
r Und
erst
andi
ng te
chni
ques
that
can
be
foun
d in
the
App
endi
x.
Anal
yze
Less
ons
and
Supp
ortin
g M
ater
ials
Whe
n an
alyz
ing
the
less
ons,
keep
you
r stu
dent
s’ ne
eds i
n m
ind.
Som
e le
sson
s may
nee
d ad
apta
tion.
Be
sure
any
ad
just
men
ts y
ou m
ake
alig
n to
the
less
ons’
lear
ning
targ
ets,
and
that
you
r stu
dent
s are
the
ones
doi
ng m
ost o
f the
re
adin
g, w
ritin
g, th
inki
ng, a
nd ta
lkin
g.
Whe
n an
alyz
ing
any
less
on, h
ave t
he a
ctual
text f
rom
that
lesso
n in
your
han
d: m
ost a
ctiv
ities
link
bac
k to
the
text
.
Ana
lyze
and
pro
cess
the
less
on e
noug
h to
mak
e it
your
ow
n. M
any
teac
hers
find
it h
elpf
ul to
cre
ate
a sh
orte
ned
chea
t sh
eet a
gend
a, a
nnot
ate,
Pow
erPo
int,
or S
MA
RT
Boar
d fil
es. B
reat
he li
fe in
to th
e le
sson
with
you
r spi
rit, v
oice
, ex
perti
se, a
nd a
djus
tmen
ts.
Do
not r
ead
the
less
on v
erba
tim w
ith st
uden
ts.
As n
oted
in th
e “O
rient
ing
to a
Uni
t” se
ctio
n ab
ove,
read
and
ana
lyze
the
actu
al a
sses
smen
ts fi
rst:
•W
hat i
s ass
esse
d?•
How
is it
ass
esse
d?•
Wha
t do
the
stud
ents
nee
d to
kno
w a
nd b
e ab
le to
do?
•W
hat t
ext(s
) will
the
stud
ents
read
? How
will
they
be
expe
cted
to n
avig
ate
the
text
?•
Wha
t gra
phic
org
aniz
ers o
r not
e-ca
tche
rs a
re u
sed?
Loo
k fo
r the
se in
the
less
ons l
eadi
ng u
p to
the
asse
ssm
ent.
•W
hat i
s the
form
at o
r des
ign
of th
e as
sess
men
t?-
Wha
t typ
es o
f que
stio
ns a
re in
clud
ed?
-W
hat t
ype(
s) o
f writ
ing
is re
quire
d?
2 The
sugg
estio
ns in
the
Mee
ting
Stud
ents
’ Nee
ds c
olum
ns o
ften
are
less
on-s
peci
fic. T
hey
are
base
d on
mor
e ge
nera
l rec
omm
enda
tions
foun
d in
Sc
affo
ldin
g St
uden
ts’ N
eeds
and
A G
uide
to S
uppo
rtin
g E
nglis
h L
angu
age
Lea
rner
s (s
ee re
sour
ces a
t com
mon
core
succ
ess.e
lscho
ols.o
rg).
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Anal
yze
Less
ons
and
Supp
ortin
g M
ater
ials
(c
ontin
ued)
We
sugg
est t
wo
optio
ns fo
r ana
lyzi
ng th
e le
sson
s:
A.O
RD
ER
OF
PRIO
RIT
Y:
(Ski
m le
sson
, the
n ch
unk
and
rere
ad c
lose
ly b
ased
on
wha
t will
hel
p yo
u be
st u
nder
stan
d th
e “l
ogic
”)
1.A
lway
s sta
rt by
thin
king
abo
ut y
our s
tude
nts.
Wha
t do
they
kno
w? W
hat d
o th
ey n
eed?
2.D
o a
“firs
t rea
d” o
f the
less
on a
ll th
e w
ay th
roug
h to
get
the
gist
of w
hat i
s bei
ng ta
ught
and
how
.3.
Ana
lyze
the
less
on T
itle,
Lon
g-te
rm a
nd S
uppo
rting
Lea
rnin
g Ta
rget
s: W
hat i
s the
pur
pose
of t
his l
esso
n?4.
Rer
ead
the
Teac
hing
Not
es, w
hich
hel
p yo
u un
ders
tand
the
thin
king
of t
he c
urric
ulum
des
igne
rs.
5.Sk
ip to
the
end
of th
e le
sson
and
exa
min
e th
e Su
ppor
ting
Mat
eria
ls.6.
Focu
s on
the
Ong
oing
Ass
essm
ent b
ox. H
ow w
ill th
e st
uden
ts sh
ow th
eir m
aste
ry o
f the
targ
ets?
7.Sk
im th
e Le
sson
Voc
abul
ary
and
Mat
eria
ls Li
st. T
hese
will
be
revi
sited
as y
ou a
naly
ze th
e bo
dy o
f the
less
on.
8.R
erea
d th
e le
sson
:-
Con
tinua
lly c
ircle
bac
k to
the
Voc
abul
ary
and
Mat
eria
ls Li
st to
see
whe
re it
all
fits.
•W
here
doe
s voc
abul
ary
wor
k ha
ppen
in th
e le
sson
?•
Wha
t wor
ds m
ay b
e m
ost c
halle
ngin
g fo
r stu
dent
s?•
In o
rder
to h
elp
ELL
s und
erst
and
key
conc
epts
, wha
t sca
ffol
ds m
ight
be
need
ed (e
.g. v
isual
s,gl
ossa
ries,
etc.
)?•
Are
ther
e w
ords
in th
e te
xt th
at w
ere
not i
dent
ified
in th
e le
sson
voc
abul
ary
that
nee
d to
be
adde
d,sin
ce st
uden
ts m
ight
find
thos
e w
ords
to b
e ba
rrie
rs to
dee
p co
mpr
ehen
sion
of th
e te
xt?
•W
here
and
how
is e
ach
mat
eria
l int
rodu
ced/
used
? (N
ote
that
the
first
use
is si
gnal
ed w
ith b
old.
)•
Wha
t pre
para
tion
mus
t be
done
to h
ave
all m
ater
ials
read
y?•
Can
you
subs
titut
e m
ater
ials
and
still
hol
d th
e le
sson
’s in
tegr
ity (e
.g.,
stic
ky n
otes
vs.
high
light
ers)
?9.
Com
plet
e th
e ta
sks t
hat t
he st
uden
ts a
re a
sked
to d
o, a
s a w
ay to
und
erst
and
the
thin
king
requ
ired
of st
uden
ts.
Use
the
grap
hic
orga
nize
rs a
nd/o
r not
e-ca
tche
rs fr
om th
e le
sson
to g
o th
roug
h th
e le
sson
as i
f you
wer
e a
stud
ent,
keep
ing
in m
ind
the
met
acog
nitio
n of
the
less
on.
10.R
ead
each
sect
ion
of th
e le
sson
to se
e ho
w it
bui
lds t
o th
e in
tend
ed o
utco
me.
Adj
ust w
ith p
urpo
se in
min
d. T
his i
sw
here
you
can
mak
e th
e le
sson
you
r ow
n (e
.g.,
chan
ge th
e pr
otoc
ol).
-D
oes t
he fl
ow o
f the
less
on m
ake
sens
e to
you
? Foc
us o
n th
e th
inki
ng a
nd le
arni
ng, n
ot ju
st th
e “d
oing
” of
the
grap
hic
orga
nize
rs, h
ando
uts,
etc.
-A
sk y
ours
elf,
“Are
we
spen
ding
the
bulk
of t
he le
arni
ng ti
me
on th
e ke
y st
uden
t thi
nkin
g th
at d
rives
tow
ard
the
mos
t im
porta
nt le
arni
ng ta
rget
(s)?
”-
Wha
t ada
ptat
ions
mig
ht y
ou n
eed
to b
ette
r mee
t the
nee
ds o
f you
r spe
cific
stud
ents
?-
Focu
s on
the
“set
ting
up”
for t
he ta
sk, w
hich
will
ens
ure
that
mos
t stu
dent
s can
do
the
task
itse
lf w
ithou
tyo
u ha
ving
to re
teac
h or
inte
rven
e.
. EL
Educ
atio
n G
rade
3-8
ELA
Cur
ricul
um •
Pre
parin
g to
Tea
ch a
Mod
ule
• Sep
tem
ber 2
014•
Revised Octob
er 201
5
Anal
yze
Less
ons
and
Supp
ortin
g M
ater
ials
(c
ontin
ued)
•Pr
iorit
ize
the
supp
ortin
g le
arni
ng ta
rget
s. W
hat i
s the
“he
art”
of t
he le
sson
? Whe
re is
this
less
ondr
ivin
g?•
Con
sider
the
less
on st
ruct
ure:
Do
stud
ents
“gr
appl
e” fi
rst,
or d
o yo
u m
odel
? Why
?•
Wha
t pro
toco
ls or
anc
hor c
harts
are
use
d? T
hese
ofte
n lin
k to
oth
er le
sson
s, so
bew
are
of a
dapt
ing
too
muc
h.•
Wha
t typ
es o
f writ
ing
are
expe
cted
?11
.Ste
p ba
ck a
nd th
ink
agai
n ab
out y
our s
tude
nts.
Wha
t do
they
kno
w? W
hat d
o th
ey n
eed?
B.C
HR
ON
OL
OG
ICA
L:
(Ski
m, t
hen
chun
k an
d re
read
from
sta
rt to
fini
sh)
1.A
lway
s sta
rt by
thin
king
abo
ut y
our s
tude
nts.
Wha
t do
they
kno
w? W
hat d
o th
ey n
eed?
2.D
o a
“firs
t rea
d” o
f the
less
on a
ll th
e w
ay th
roug
h to
get
the
gist
of w
hat i
s bei
ng ta
ught
and
how
.3.
Ana
lyze
the
less
on T
itle,
Lon
g-te
rm a
nd S
uppo
rting
Lea
rnin
g Ta
rget
s: W
hat i
s the
pur
pose
of t
his l
esso
n?4.
Rer
ead
the
less
on, s
topp
ing
afte
r eac
h ag
enda
step
(inc
ludi
ng th
e M
eetin
g St
uden
ts’ N
eeds
col
umn)
. Kee
p in
min
d:-
Doe
s the
flow
of t
he le
sson
mak
e se
nse
to y
ou?
-W
hat a
dapt
atio
ns m
ight
you
nee
d to
bet
ter m
eet t
he n
eeds
of y
our s
peci
fic st
uden
ts?
5.R
erea
d th
e Te
achi
ng N
otes
.6.
Rer
ead
the
Long
-term
and
Sup
porti
ng L
earn
ing
Targ
ets,
and
notic
e ho
w th
ey a
lign
with
the
Ong
oing
Ass
essm
ent
or th
e m
id-/
end
of u
nit a
sses
smen
t tha
t thi
s les
son
build
s tow
ard.
7.Fo
cus o
n Le
sson
Voc
abul
ary
and
voca
bula
ry in
stru
ctio
n. S
ee O
ptio
n A
abo
ve fo
r que
stio
ns to
thin
k ab
out.
8.R
evie
w th
e ac
tual
supp
ortin
g m
ater
ials.
See
Opt
ion
A a
bove
for q
uest
ions
to th
ink
abou
t.9.
Rer
ead
the
less
on it
self.
Rea
d th
e O
peni
ng, W
ork
Tim
e, a
nd C
losin
g an
d A
sses
smen
t to
see
how
eac
h st
ep in
the
agen
da b
uild
s to
the
inte
nded
out
com
e.-
How
doe
s the
less
on fl
ow?
-D
oes i
t mak
e se
nse
to y
ou?
-D
oes i
t con
nect
to th
e le
arni
ng ta
rget
s?-
How
doe
s thi
s les
son
tie to
upc
omin
g as
sess
men
ts? (
Stay
gro
unde
d in
whe
re th
e st
uden
ts a
re g
oing
.)-
Wha
t typ
es o
f thi
ngs a
re th
e st
uden
ts a
sked
to d
o in
ord
er to
show
thei
r lea
rnin
g?-
As a
lear
ner y
ours
elf,
com
plet
e an
y ta
sks t
hat t
he st
uden
ts a
re a
sked
to d
o.•
Not
e th
at a
t stra
tegi
c po
ints
in th
e m
odul
e, e
xem
plar
s are
pro
vide
d fo
r tea
cher
refe
renc
e.•
Doi
ng th
e ta
sks y
ours
elf w
ill c
larif
y th
e pr
oces
s tha
t the
stud
ents
will
nee
d to
go
thro
ugh—
the
thin
king
of a
read
er (m
etac
ogni
tion)
. Kee
p in
min
d, “
Wha
t am
I do
ing
as I
read
?” so
that
this
can
be p
art o
f any
disc
ussio
ns a
nd/o
r the
deb
rief.
EL E
duca
tion
Gra
de 3
-8 E
LA C
urric
ulum
• P
repa
ring
to T
each
a M
odul
e • S
epte
mbe
r 201
4•
Revised Octob
er 201
5
Anal
yze
Less
ons
and
Supp
ortin
g M
ater
ials
(c
ontin
ued)
10.E
xam
ine
the
Supp
ortin
g M
ater
ials
(list
ed in
the
Mat
eria
ls bo
x an
d pr
ovid
ed a
t the
end
of e
ach
less
on).
-W
hat s
uppo
rting
mat
eria
ls ar
e pr
ovid
ed?
-U
nder
stan
d ho
w g
raph
ic o
rgan
izer
s and
not
e-ca
tche
rs se
rve
as sc
affo
ldin
g to
war
d as
sess
men
ts. I
f you
nee
dto
diff
eren
tiate
, be
sure
any
new
gra
phic
org
aniz
er st
ays t
rue
to th
e ta
rget
s and
pro
vide
s onl
y th
e su
ppor
tth
at st
uden
ts tr
uly
need
.11
.Ste
p ba
ck a
nd th
ink
agai
n ab
out y
our s
tude
nts.
Wha
t do
they
kno
w? W
hat d
o th
ey n
eed?
-C
onsid
er a
nd p
lan
addi
tiona
l sca
ffol
ding
.-
Wha
t sch
ema
do th
ey a
lread
y ha
ve o
n th
e sk
ill b
eing
ass
esse
d?-
Wha
t do
they
not
kno
w? (
For e
xam
ple,
old
er st
uden
ts m
ay a
lread
y kn
ow th
at ti
me
and
plac
e de
scrib
e th
e“s
ettin
g.”
Ther
e is
no n
eed
to sp
end
a lo
t of t
ime
on th
at e
ven
if it’
s writ
ten
in th
e le
sson
. Ins
tead
, spe
ndtim
e te
achi
ng th
at “
cultu
re”
also
des
crib
es th
e se
tting
.)-
Wha
t are
the
sugg
este
d gr
oupi
ng st
ruct
ures
, and
how
will
thos
e se
rve
your
stud
ents
?
If, a
fter t
each
ing
a le
sson
, you
det
erm
ine
that
you
r stu
dent
s nee
d m
ore
prac
tice
or re
info
rcem
ent b
efor
e an
as
sess
men
t, co
nsid
er a
dditi
onal
scaf
fold
s you
mig
ht n
eed
to p
ut in
pla
ce to
mee
t stu
dent
s’ ne
eds,
rem
embe
ring
that
st
uden
ts w
ill b
e ci
rclin
g ba
ck to
stan
dard
s acr
oss a
serie
s of l
esso
ns.
One
or T
wo
Days
Be
fore
Tea
chin
g a
Less
on
At t
he b
are
min
imum
, do
the
follo
win
g in
pre
para
tion
for d
aily
inst
ruct
ion:
•
Skim
the
less
on T
itle,
Lon
g-te
rm a
nd S
uppo
rting
Lea
rnin
g Ta
rget
s, an
d A
gend
a: W
hat i
s the
pur
pose
of t
his
less
on, a
nd h
ow d
o st
uden
ts a
chie
ve th
is pu
rpos
e?•
Loca
te th
e Su
ppor
ting
Mat
eria
ls, u
nder
stan
d ho
w th
ey a
re u
sed,
and
pre
pare
mat
eria
ls as
nee
ded.
•R
erea
d th
e Te
achi
ng N
otes
: Wha
t do
you
need
to b
e pa
rticu
larly
min
dful
of i
n th
is le
sson
?•
Skim
the
less
on, f
ocus
ing
on th
e as
teris
k (*
) tha
t ind
icat
es st
rate
gic
ques
tions
for t
each
ers t
o as
k.•
Con
sider
you
r stu
dent
s. W
hat d
o th
ey k
now
? Wha
t do
they
nee
d?
Und
erst
andi
ng th
e Ba
ckw
ard
Desi
gn B
rings
the
Mod
ules
to L
ife
This
docu
men
t was
des
igne
d to
em
pow
er y
ou a
nd y
our c
olle
ague
s to
unde
rsta
nd th
e “d
eep
logi
c” o
f the
mod
ules
so th
at y
ou c
an m
ake
each
m
odul
e co
me
aliv
e fo
r stu
dent
s. C
aref
ul a
naly
sis a
nd p
repa
ratio
n is
the
key
to su
cces
s. Fo
r tea
cher
s who
are
fam
iliar
with
des
igni
ng th
eir o
wn
curr
icul
um, i
t tak
es th
ough
t and
stud
y to
“st
ep in
to th
e br
ains
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Case Study: Rosa
What follows is a case study based on a real ELL student, and how her teacher moves through the three considerations to create appropriate module scaffolding for her for the first unit of a seventh grade module.
Rosa is a 12-year-old seventh-grader from the Dominican Republic. She entered her school district at age nine in third grade after immigrating with her single mother.
According to Rosa’s cumulative file and input from her teachers, she has well-established social communication skills; she can listen and speak in English in school and in the wider community. When she reads aloud, she substitutes words she knows for words she does not recognize without being aware that the meaning of the passage changes when she employs this strategy. She is a semi-fluent “decoder,” but her comprehension lags behind her pronunciation skills. According to a widely used standardized reading assessment, her independent reading level is within the fourth-grade Lexile band (as modified by the Common Core in 2012).
Additionally, according to information received through intake interviews that are updated yearly and conducted in Spanish, Rosa now lives with her mother and two younger siblings, one of whom was born in the United States. Her mother speaks and reads nothing but Spanish, and Rosa often serves as her translator on the phone, during errands, or in government offices. With her siblings, she speaks a rich inter-language (a mix of two or more languages, in this case Spanish and English), which occurs often as Rosa is expected to take care of them both when her mother leaves home to work cleaning office buildings at night.
There are very few print publications in the home, mostly consisting of materials sent home from school and a handful of pre-primer books in Spanish. Rosa does not have a computer, a cell phone, or Internet access. The family does own a television and a phone landline. Rosa often watches English-language TV with her siblings at night when homework and chores are completed.
Since there is a sizable population of Spanish-speaking families in the district, Spanish language resources are widely available. Rosa has participated proudly in Spanish cultural activities in school; she feels comfortable as a Dominican in her learning community.
This information has several implications for the module scaffolds. For example:
• Rosa likely will need significant scaffolding of the homework so she can complete it at home without the English languagesupports that may be available to native speaking families. Providing access to a good dictionary or a glossary, written forRosa’s acquisition level, will be important.
• Rosa is comfortable sharing and discussing her language and culture in school. This is an asset to build upon as the moduleprogresses.
• Rosa’s strong oral fluency in English and Spanish will be an asset as she works to comprehend complex text in the module.Thoughtful, limited use of Spanish in the classroom—in homogenous pairs or groups of Spanish-speaking students, or witha Spanish-speaking adult—can assist her in “getting the gist” of challenging text or understanding key vocabulary in anefficient manner.
Rosa will begin the seventh-grade module, “Identity and Transformation: Then and Now,” shortly. Rosa’s ELL and ELA teachers meet to plan collaboratively; both express concern that scaffolding the unit for Rosa will necessarily make the instruction deeper and longer.
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The Unit 1 Overview states that standards RI.7.1, 7.2, 7.3, and 7.5 are assessed in the unit:
RI.7.1. Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
In order to keep pacing reasonable, Rosa’s teachers determine that RI.7.1, 7.2, and 7.3 are the most important standards for Rosa to master.
Using state English language acquisition standards available to them, Rosa’s teachers interpret those three standards through her acquisition level. They then determine what a scaffolded mastery of the standard would look and sound like for Rosa. For example, they will allow Rosa to answer questions with a word bank and a partially completed graphic organizer where appropriate.
Rosa’s teachers then use the ELL guiding questions in “Preparing to Teach a Module” to plan lesson-level scaffolds for Rosa. They focus in particular on giving Rosa assistance in her native language; modifying the ongoing Reader’s Notes to include more scaffolding such as sentence stems and word banks; and determining which texts can be deemphasized in light of the longer, deeper “dive” Rosa will need for comprehending the texts. Rosa will also need heavy scaffolding to complete the homework independently. Rosa’s linguistic strength is her oral communication and comfort with speaking aloud in class; her teachers plan to build upon this strength during listening and speaking activities, which they code in the curriculum.
An important pedagogical move for Rosa is to use the independent reading component to help build background knowledge for the unit. Rosa can self-select books on her reading level, but her teachers will search for novels that are engaging and involve strong themes of identity.
III. MODULE SCAFFOLDING FOR ELLS: OPTIONS FOR ELL DIFFERENTIATION
Below, we discuss ELL-specific options and considerations for module scaffolds. We divide these scaffolds into eight sections:
• Overarching Scaffolds • Scaffolding Complex Text • Scaffolding Vocabulary • Scaffolding Listening and Speaking • Scaffolding Writing • Scaffolding Grammar • Scaffolding Assessment
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• Scaffolding Pacing
You can find additional support and suggestions in the Meeting Student Needs column in every module lesson.
Overarching Scaffolds
Clear Expectations (Targets), Both Content-Based and Language-Based: No matter what aspect of language you are working on with your ELLs, being clear about your academic goals is key. ELL-friendly targets not only allow ELLs to understand the purpose of the classroom work, but to see what language objectives they must master to access the content (Himmel, 2012). Consider how you might communicate or scaffold targets in a way your ELLs can comprehend.
Small Group Work: This is recommended in both ELL-based Educator’s Practice Guides from the U.S. Department Education’s Institute of Education Sciences, or IES. In particular, direct and explicit small group instructional intervention in all aspects of reading is recommended for ELLs who struggle with reading in the elementary grades. Small group work, in peer groups or with a teacher, is also recommended for ELL secondary students who struggle with literacy and English language development (Baker et al., 2007; Baker et al, 2014). The IES also recommends pair and group work for integrating oral language development for all ELL students across content-area teaching in the secondary grades. Overall, small group work for all ELL students increases the opportunity for meaningful oral language interaction on multiple levels, and decreases learner anxiety (Gibbons, 2002).
Opportunities for Student-Driven Listening and Speaking: As mentioned above, research confirms that classroom listening and speaking is often teacher-dominated. Teacher-dominated discourse, if conducted thoughtfully, does not necessarily impede second language learning. However, across all instruction, providing opportunities for ELLs to authentically communicate in their second language has obvious implications for increasing their listening and speaking abilities. Gibbons (2007) lists the following qualities of what she calls “progressive discourse” for ELLs:
• A need for ideas not just to be shared, but questioned • A classroom ethos that encourages students to share their own ideas • Control of the discourse does not rest entirely with the teacher • Learner control of the interpersonal language needed to participate in classroom talk
Pay close attention to the implications of “teacher talk time” and “student talk time,” deciding what would be most appropriate to the learning at hand. Overall, it is essential to recognize the importance of oral language development for ELLs: ELLs with oral proficiency in English possess more language learning strategies, and are better at engaging in academic uses of language (Genesee et al, 2005).
Honoring the Home Culture and Language: As we mentioned in the Introduction, there is strong evidence both that encouraging literacy in the first language facilitates literacy in the second language, and that ELLs thrive in schools and classrooms that have an “intercultural orientation” (Freeman & Freeman, 2011). Practically, studies show that teachers also use the first language to help them connect personally with students, acquire vocabulary of all kinds, and help students meta-think about their language instruction (for example, using the first language to work through the proper position of a verb in a sentence) (Ellis, 2012).
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There are obvious dangers in overreliance upon the first language in ELL instruction (for example, in small group work with ELL peers), and it is important overall to expose ELLs to their new language as much as possible in the classroom setting. Bearing this in mind, however, we strongly support thoughtful and targeted use of the first language in all ELL scaffolding.
Decreasing Anxiety: ELL research is clear that student anxiety about producing correct second language can have a profound negative affect on second language acquisition. This may be especially true in the secondary grades, where students naturally enter a period of identity formation and questioning that is potentially difficult to navigate (Leki, Cumming, & Silva, 2008). ELLs can also come from personal situations of high stress, such as the recent high influx of unaccompanied immigrant children across the Mexican border (Maxwell, 2014). Whatever scaffolds you choose, give strong consideration to the levels of comfort or anxiety they can induce in your ELLs.
Scaffolding Complex Text
We recommend first looking closely at each piece of module text through the lens of the three factors of text complexity: qualitative factors, quantitative factors, and reader-based factors. Having a strong sense of how the ELL reader interacts with quantitative and qualitative complexity can help determine how the text should be best scaffolded. For example, even a very simple, low-level text can be difficult for ELL students to understand without text structures that assist in comprehension, or if ELL students are lacking sufficient background knowledge.
In general, we recommend a tripartite foundation for scaffolding module text with ELLs:
• Strategically chosen complex text scaffolded through a gradual release model: teacher read-aloud, guidedread-aloud, guided reading small group work, independent reading (Freeman & Freeman, 2011)
• Targeted vocabulary instruction related to the text• Heavy pre-reading in related independent-level text
The module lesson’s typical format for close reading—reading for gist, teacher read-aloud, independent or partner reading, annotating the text, and revisiting the text for craft and structure—supports the gradual release model. Scaffolds, such as multiple read-alouds or several rounds of teacher modeling, are easily folded into the module’s close reading structure.
In this document we separate vocabulary scaffolds from reading scaffolds simply as a means of organization. In reality, these two areas of instruction are inextricably linked.
When scaffolding text …
Provide additional quality read-alouds, including via technology.
Number the sentences in the text.
Provide repeated oral readings and choral readings for exposure to and practice with fluency.
Use accessible portions of the text to provide explicit instruction and practice with fluency.
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Support understanding of topics and themes with visuals and realia.
Guide reading of additional text on the same topic within the student’s acquisition level to enhance background knowledge.
Work on the module’s literacy strategies with independent-level text.
Use ELL-friendly glossaries during close reads (see “Vocabulary” below for more detail).
Frame reading the text with a preview and review—this can be conducted in the student’s first language.
Point out text features.
Build background knowledge in the student’s first language.
When planning independent reading …
Chunk text into sections that hang together conceptually.
Read with a buddy (a strong first language reader, a peer who shares the first language, and/or a peer with similar reading abilities).
Provide structured overviews for sections of text in simplified English or first language.
Reformat texts to include embedded definitions or picture cues of ELL vocabulary words (see “Vocabulary”).
Have a fluent adult read aloud to a small group before independent reading.
When answering text-dependent questions …
Tackle small sections of complex text at a time, especially excerpts that are on the same Lexile or acquisition level as your ELLs.
Provide additional modeling for those who need it once students have tried the task.
Provide sentence stems or frames.
Provide a glossary and use frequently (see “Vocabulary” section below).
Pre-highlight key ideas/details in the text.
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Have heterogeneous ELL pairs practice and extend previously taught material.
When planning reading homework …
Use any of the scaffolds above, bearing in mind that the ELL must complete the homework independently. More scaffolding than usual may be required.
Consider how technology, such as audio versions of the text or video of instruction, may assist the ELL.
A note on free voluntary reading: According to research, ELLs who engaged in free voluntary reading experienced less writer’s block and stronger writing performance (Leki, Cumming, & Silva, 2008). Consider this when implementing the independent reading program built into the modules.
Scaffolding Vocabulary
It is not possible to teach every word an ELL needs to know. As a result, we recommend three categories of words to consider teaching:
• Words (academic and domain-specific) required for answering the module’s text-dependent questions (e.g., “water,” “connect,” “independence”)
• Words (academic and domain-specific) required to meet the module’s learning targets (e.g., “analyze,” “write,” “understand”)
• Any words that appear in high frequency across module texts (e.g., “of course,” “said,” “stated”)
Consider using technology and/or existing high-frequency word lists to assist in analyzing texts for words that fall into these categories. In Appendix 1, we recommend resources for this.
Devoted time to teaching these words using tailored glossaries is recommended. The IES recommends doing so intensively across several days, using a variety of instructional activities (Baker et al, 2014). Use the words as frequently as possible in your authentic classroom communication, and encourage your students to do the same.
Different types of instruction are suited to different types of words. Words that are abstract or have multiple layers of meaning should be pre-taught using visuals or other non-linguistic scaffolds. Less abstract words can be taught “in the moment” during a close read. Lastly, word-learning strategies can be explicitly taught to help ELLs discover the meanings of words independently.
In general, go “deep” instead of “wide.” Choose a handful of words to teach per every several days and emphasize them versus extensive lists of vocabulary.
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When pre-teaching vocabulary …
Underline words in the text that are key to understanding it so students don’t look up every word in complex passages.
Pre-teach vocabulary using a glossary, interactive Word Wall, phone or computer apps, or other techniques for more abstract words or words with confusing multiple meanings.
Teach students word-learning strategies in explicit mini lessons using cognates, context clues, morphology, and reference guides.
When teaching words while you read …
Highlight less abstract, more concrete vocabulary during read-alouds and discussions and define them in context.
Allow students to use their glossaries during close reading.
When using a glossary …
Provide a glossary that has ELL-friendly definitions, examples from the text, visual supports, and the opportunity to create new phrases or sentences using the target words.
Use smart phones or other technology to allow students to look up words they don’t know and create their own glossaries.
Remember that word translation and/or definitions in the first language can be helpful in a glossary, but only if students have sufficient literacy in their first language.
Scaffolding Listening and Speaking
Do not be misled by an ELL’s seeming fluency in oral English. Cummins (2008) distinguishes between BICS (Basic Interpersonal Communicative Skills), or conversational fluency, and CALP (Cognitive Academic Language Proficiency), or academic language. ELLs typically take one to three years to gain proficiency in BICS. In stark contrast, depending on the level of first language literacy, an ELL can take multiple years to become proficient in CALP (Thomas & Collier, 2002). As a result, you may hear your ELL students chatting fluently in English with their friends in the lunchroom, but also observe them struggle with listening and speaking about academic text in the classroom.
Therefore, for ELLs to be successful in the academic discussions and collaboration required by the Common Core, they need explicit instruction in oral and aural academic language. They may also need
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guidance in social language and cultural norms of communication (Fisher & Frey, 2013; Zwiers & Crawford, 2009). An example of this kind of guidance is below.
Sentence Starters for Counter Claims
I disagree with ____________________ because __________________. The reason I believe _______________ is _________________. The facts that support my idea are ________________. In my opinion, __________________. One difference between my idea and yours is _________________.
(From Karen Jessop in “Collaborative Conversations” by Douglas Fisher and Nancy Frey, Principal Leadership April 2013).
Consider teaching nonverbal academic hand signals to increase opportunities for ELLs to listen and actively contribute. Develop simple signs for statements such as “I agree,” “I disagree,” or “I have a question.” This allows for more transparency in determining what students are thinking, and gives ELL students more “think time.” More resources for facilitating academic conversations can be found in Appendix 1.
Bear in mind the cultural implications of helping students speak a new language. It is tempting to position oral academic English as “correct,” and dialect, slang, social English, inter-language, or even the first language as undesirable or “incorrect.” However, we feel this is not a helpful distinction; it runs the risk of increasing ELL anxiety about producing their new language, or feeling that their cultural heritage is “second best.” Consider, then, explicitly teaching that the oral language ELLs learn in the classroom through their academic instruction is a means of gaining what Pierre Bourdieu called “cultural capital” (1986): a powerful tool for success in school and in the wider community.
When scaffolding speaking/listening in general …
Dedicate time during a close text read to prepare and present oral answers.
Use language to talk about language (“metalanguage”). Metalanguage can help students reflect upon their language learning and how their new language is used, draw attention to important features of language, and help students make connections between knowledge of their first and second languages (Hu, 2010).
When scaffolding speaking/listening in small groups …
With care, select heterogeneous pairs or groups who speak the first language.
Provide and explicitly teach social AND academic sentence starters and frames for conversation, accompanied by visual support.
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Scaffolding Writing
Below, we summarize many of the ELL writing recommendations from Silva (1993); Leki, Cumming, & Silva (2008); and IES (Baker et al., 2014).
Our modules provide regular, structured opportunities to develop written language skills, one of the recommendations in the recent ELL-based Educator’s Practice Guide by IES. Consider adding to this practice for ELLs through dialogue journals, daily free writing, or other means (Peregoy & Boyle, 2012).
Organizing, planning, and goal-setting for ELL writers is key to their success, as often ELLs pay the most attention to simply generating content. Our systematic writing approach—preplanning, talking through ideas, graphic organizers, and conferencing—gives this support to ELLs. Additional scaffolding can easily be folded into the general writing approach in the modules such as more detailed graphic organizers or multiple rounds of conferencing.
The writing process in a new language can be more laborious for ELLs than for native speakers, with stilted or uneven results. As a result, support for fluency (such as word banks, practice with transition words, or work in sentence combining) are important.
Since ELLs often struggle with reading text, textual references can be minimal their writing. Text evidence is critical to meeting Common Core standards, so explicit instruction and scaffolding on how to effectively cite text is essential.
Writing for a specific audience also requires support, since ELLs may not possess the cultural or background knowledge necessary to “step into the shoes” of the audience for a writing piece.
Older students with first language literacy may organize their writing within discourse patterns, or patterns of thought, that differ from ones typically taught in Western/North American/U.S. schools. For example, students from another culture may have been taught to write deductively (from evidence to conclusion) instead of inductively (from conclusion to evidence). They also may have been taught different patterns of narrative, such as beginning in the middle of a story’s chronological progression. Such culturally influenced approaches to writing are not “incorrect.” As a result, the expectations of Common Core writing should be explicitly taught as an effective and culture-specific means of approaching written communication.
Lastly, oral interaction between students and teachers helps students negotiate writing in English by scaffolding text construction, modeling texts, and making clear the learning targets for writing tasks (Leki, Cumming, & Silva, 2008).
In the pre-planning stage …
Modify graphic organizers to include picture cues, partially filled-in items, or additional step-by-step directions.
Provide explicit descriptions of audience, and help students deduce how their writing should address audience in specific ways.
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Consider allowing or encouraging drawing as a pre-writing strategy for younger ELLs.
When drafting/revising …
Provide sentence starters and sentence frames for specific language functions.
Provide word banks, glossaries, and models of targeted vocabulary use.
Focus on increasing fluency, generating ideas, and clarifying content before grammatical structures.
Support oral rehearsal of writing: Give more “talk time” with peers for this purpose.
Bear in mind that older ELLs generally produce more writing than younger ELLs, similar to native writers.
While editing …
Provide practice in sentence combining for fluency.
Provide full model sentences from module texts for students to imitate and analyze.
Teach “editing” as a discrete process, using dedicated cycles of rereading student writing for a specific editing purpose.
When giving feedback …
Offer frequent conferencing, both with you and peers; expand and repeat cycles of process-oriented writing.
Correct writing in targeted ways over multiple drafts to avoid overwhelming the student.
Scaffolding Grammar
In this section we use the word “grammar” to mean all structural rules that govern English. This includes mechanics/conventions, syntax, the proper use of parts of speech, spelling, and so on.
The Common Core language standards, covering all aspects of grammar, are addressed in the modules but not heavily emphasized. However, explicit instruction on these forms of English is essential: grammatical errors are the most common and the most difficult to navigate for ELLs in their writing (Leki, Cumming, & Silva, 2008).
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Effective grammar instruction for ELLs is the source of continued debate, and there are several approaches supported by research. Use your collaborative partnerships to determine a grammar approach that is Common Core–aligned as well as supportive of your school’s or district’s local curricular decisions on grammar. We include some potential resources in Appendix 1.
When considering grammar instruction for ELLs …
Consider that there is evidence for the effectiveness of both comprehension-based instruction (centered on exposure to a grammatical form) and production-based instruction (centered on producing the grammatical form) (Shintani, Li, & Ellis, 2013).
Have students discover grammatical rules through inductive reasoning (finding patterns in a group of examples).
Fold dedicated grammar instruction into close reading instruction for ELLs, using model sentences fro the text and deconstructing them with students.
Scaffolding Assessment
Each module contains a mid-unit and end-of-unit assessment, a performance task, and multiple forms of ongoing formative assessment.
For any assessment task, pinpoint the target standard(s) of the assessment and interpret its mastery through the second language acquisition level of your students. The New York State Language Progressions for standards RI.7.1 and 7.2 that we have included give you some examples of how to do this. Once this interpretation is complete, any assessment for ELLs should be aligned accordingly. Our case study on Rosa also exemplifies this alignment.
On any assessment task, you must give any state-approved accommodations to ELLs, such as extra time.
We also recommend using any additional appropriate scaffolding you have determined for your ELL on the performance task and formative assessments.
Treat the mid-unit and end-of-unit assessments differently from the performance task and formative assessments. While it is important to give ELLs state-approved accommodations on their mid-unit and end-of-unit assessments, give these on-demand, summative assessments “straight up,” with no further scaffolding. This allows you to have a baseline measurement of your ELL’s performance against a grade-level standard.
If you wish to see how your ELL will perform on the mid-unit and end-of-unit assessments with scaffolding and accommodations, give the assessments a second time.
However, use your professional judgment. If giving a summative assessment twice creates an undue burden on your ELL students, it will not yield useful results. The key question to ask when assessing ELLs is:
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“In what way can I give this assessment so it yields reliable information on whether my ELL is meeting the learning standard at hand?”
Scaffolding Pacing
ELLs are participating in several layers’ worth of learning that native speakers do not necessarily require. Simultaneously with content, ELLs are learning receptive and productive new language, cultural norms and social mores, and background knowledge to which they may never have had access before. As a result, a typical learning target may take much longer to address thoroughly for an ELL. Below are some strategies.
When looking at the big picture of the unit/module …
Analyze the whole unit—targets, assessments, agendas. Then cut judiciously.
Examine the instructional arc of the next few lessons to see how you might scaffold them within the time you have.
Choose quality over quantity; eliminate peripheral complex text tasks and/or learning targets and focus on the central texts and targets of the module.
Spend time explicitly teaching management routines that cut down on “downtime.”
When looking at a lesson …
Consider where supplemental education can reduce the number of academic demands in a particular period or lesson.
Add marginal notes in handouts to remind students of procedures and processes.
Break tasks down into smaller, focused chunks, and time them visibly.
Provide formative feedback to push students onward: “You’re producing so much writing! Keep up the good work. You have three minutes left.”
Allow some students to complete the same task on a smaller scale (e.g., three out of the five questions).
Analyze specific tasks that take too long. Then make adjustments to address the same standards in a more efficient fashion.
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IV. A FINAL WORD: THE SHARED RESPONSIBILITY FOR ELL INSTRUCTION
While the intended audience for this document is English Language Arts and ELL teachers of ELLs, we must reiterate the critical understanding that ELL instruction is everyone’s concern: across the school, across disciplines, and across teachers.
In the past, ELLs have often been considered to be just the ELL teacher’s responsibility. Such an attitude is unsustainable, given the sharply rising numbers of ELLs in this country and the dramatic shift in academic expectations embedded in the Common Core.
To that end, we list recommendations for content-area teacher instruction in the IES ELL-based Educator’s Guide for 2014 (Baker et al., 2014):
• Video clips • Graphic organizers • Explicit teaching of content-specific academic vocabulary and general academic vocabulary • Daily opportunities to talk about content in pairs and groups
All of these recommendations are incorporated into the existing modules. These techniques also can be exported, simply and powerfully, into other subjects and classrooms.
ELLs are capable of the same achievement as their native-speaking peers, given adequate cross-curricular support. ELLs need and deserve access to all aspects of the American educational experience, from the curriculum to the physical mainstream classroom. All teachers are teachers of ELLs.
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V. REFERENCES
Achieve the Core (2012). Common Core state standards shifts in ELA/Literacy [article]. Retrieved from http://achievethecore.org/content/upload/122113_Shifts.pdf.
Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://www.p12.nysed.gov/biling/bilinged/documents/el_practice_guide.pdf.
Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., ... & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040114.pdf.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (ed.) and Richard Nice (trans.), Handbook of Theory and Research for the Sociology of Education (46–58). New York: Greenwood. Retrieved from http://books.google.com/books?hl=en&lr=&id=tK_KhHOkurYC&oi=fnd&pg=PA81&ots=NVyucWmQRH&sig=Btyy9RMtl-t5wSkaQ6qHGxG4idI#v=onepage&q&f=false.
Bunch, G., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the Common Core English Language Arts and disciplinary literacy standards. Stanford, CA: Understanding Language Initiative. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/01_Bunch_Kibler_Pimentel_RealizingOpp%20in%20ELA_FINAL_0.pdf.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of Language and Education, 2nd Edition (Volume 2: Literacy, pp. 71-83). New York, NY: Springer. Retrieved from http://daphne.palomar.edu/lchen/cumminsbicscalpspringer2007.pdf.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
Ellis, R. (2012). Language teaching research and language pedagogy. West Sussex, UK: Wiley-Blackwell.
Ernst-Slavit, G., & Mulhern, M. (2003). Bilingual books: Promoting literacy and biliteracy in the second-language and mainstream classroom. Reading Online 7(2). Retrieved from http://www.readingonline.org/articles/art_index.asp?HREF=ernst-slavit/index.html.
Espinoza-Herold, M. (2003). Issues in Latino education: Race, school culture, and the politics of academic success. Boston, MA: Pearson.
Fisher, D. & Frey, N. (2013). Collaborative conversations. Principal Leadership 13, 57–61.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.
Freeman, D.E. & Freeman, Y.S. (1998). ESL/EFL Teaching: Principles for Success. Portsmouth, NH: Heinemann.
Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
Gibbons, P. (2007). Mediating academic language learning through classroom discourse. In International handbook of English language teaching (pp. 701-718). New York, NY: Springer Science+Business Media.
Hu, G. (2010). Revisiting the role of metalanguage in L2 teaching and learning. EA Journal, 26(1), 61-70.
Hartl, S. (2014). My view: preparing students to do more than they think possible. Times Herald Record. Retrieved from http://www.recordonline.com/apps/pbcs.dll/article?AID=/20140509/OPINION/405090333/-1/OPINION04.
Hartl, S. (2014). Introduction. In Transformational literacy: Making the Common Core shift with work that matters. San Francisco: Jossey-Bass.
Himmel, J. (2012). Language objectives: The key to effective content area instruction for English learners [article]. Retrieved from http://www.colorincolorado.org/article/49646/.
Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.
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Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
Meltzer & Hamann (2004). Meeting the literacy development needs of adolescent English language learners through content area learning part 1: Focus on motivation and engagement. Providence, RI: The Education Alliance at Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/adell_litdv2.pdf.
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Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for K–12 Teachers (5th ed.). New York: Pearson.
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Rodriguez, L. (2008). Teachers know you can do more: Understanding how school cultures of success affect urban high school students. Educational Policy, 22(5), 758–780.
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Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657–677.
TESOL International Association (2013). Overview of the Common Core state standards initiatives for ELLs. Alexandria, VA: Author. Retrieved from http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf?sfvrsn=4.
Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz: Center for Research on Education, Diversity and Excellence, University of California Santa Cruz. Retrieved from http://files.eric.ed.gov/fulltext/ED475048.pdf.
Thomas, W., & Collier, V. (1998). Two languages are better than one. Educational Leadership, 55(4), 23–26.
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Zwiers, J., & Crawford, M. (2009). How to start academic conversations. Educational Leadership 66(7), 70-73.
We also gratefully acknowledge The EL Education ELL Working Group, Diane August, Diane Staehr-Fenner, the New York State Department of Education, and the teachers of New York State for their feedback, assistance, and generosity in developing this resource.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
VI. SAMPLE: ELL-‐SCAFFOLDED LESSON
Revised October 2015
This
wor
k is
lice
nsed
und
er a
Cre
ativ
e C
omm
ons
Attr
ibut
ion-
Non
Com
mer
cial
-Sha
reA
like
3.0
Unp
orte
d Li
cens
e.
Exe
mpt
third
-par
ty c
onte
nt is
indi
cate
d by
the
foot
er: ©
(nam
e of
cop
yrig
ht h
olde
r). U
sed
by p
erm
issi
on a
nd n
ot s
ubje
ct to
Cre
ativ
e C
omm
ons
licen
se.
Gra
de 5
: Mod
ule
1: U
nit 2
: Les
son
2 G
ettin
g to
Kno
w E
sper
anza
: (C
hapt
er 2
: “La
s U
vas/
Gra
pes”
)
Ove
rvie
w o
f a
da
ptio
ns
I a
m t
hin
kin
g a
bou
t:
-M
y fi
fth
gra
de
cla
ss i
s ex
trem
ely
div
erse
. I
ha
ve c
urr
ent
ELLs
,in
clu
din
g n
ewco
mer
s; f
orm
er E
LLs;
an
d s
tud
ents
wit
h I
EPs.
Sca
ffold
ing
the
work
is
an
ess
enti
al
part
of
my
tea
chin
g.
-St
ud
ents
wer
e in
stru
cted
to w
rite
dow
n a
ny
ques
tion
s or
won
der
ing
sth
ey h
ad
du
rin
g t
hei
r re
ad
ing
of
Ch
apt
er 2
for
hom
ework
la
st n
igh
t.-
I a
m t
hin
kin
g i
t w
ou
ld b
e ben
efic
ial
for
my
ELLs
to h
ear
the
cha
pter
rea
d a
lou
d.
-I
am
goin
g t
o s
top
a f
ew t
imes
th
rou
gh
ou
t th
e ch
apt
er t
o a
llow
stu
den
ts t
o a
sk a
ny
cla
rify
ing
qu
esti
on
s th
ey h
ave
, I
am
goin
g t
o l
etth
em l
ead
th
e d
iscu
ssio
n.
-St
ud
ents
nee
d t
o “
see”
an
d “
hea
r” w
ha
t g
ood
con
vers
ati
on
is,
so I
am
goin
g t
o i
ncl
ud
e a
Fis
hbow
l pr
oto
col
in t
his
les
son
.-
I a
m g
oin
g t
o p
ick s
tron
ger
stu
den
ts t
o m
od
el t
he
firs
t ti
me
aro
un
d.
-I
thin
k I
sh
ou
ld w
rite
th
e se
nte
nce
sta
rter
s I
hea
r th
ese
stu
den
ts u
sin
gon
an
an
chor
cha
rt t
ha
t ca
n b
e d
ispl
aye
d f
or
stu
den
t re
fere
nce
du
rin
g t
hei
r tr
iad
ta
lks.
-EL
Ls s
hou
ld a
dd
an
y n
ew v
oca
bu
lary
to t
he
dic
tion
ary
th
ey c
rea
ted
in
th
eir
cla
ss f
or
ELLs
.
Revised Octob
er 201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Long
-Ter
m T
arge
ts A
ddre
ssed
(Bas
ed o
n N
YSP1
2 EL
A C
CLS
)
I ca
n e
ffec
tive
ly e
nga
ge in
a d
iscu
ssio
n w
ith
my
pee
rs. (
SL
.5.1
) I
can
exp
lain
wh
at a
tex
t sa
ys u
sin
g q
uot
es f
rom
th
e te
xt. (
RL
.5.1
) I
can
mak
e in
fere
nce
s u
sin
g q
uot
es f
rom
th
e te
xt. (
RL
.5.1
) I
can
com
par
e an
d c
ontr
ast
lite
rary
ele
men
ts u
sin
g d
etai
ls f
rom
th
e te
xt (
two
or m
ore
char
acte
rs’ p
oin
ts o
f vi
ew, s
etti
ngs
, eve
nts
). (
RL
.5.3
) I
can
det
erm
ine
the
mea
nin
g of
lite
ral a
nd
fig
ura
tive
lan
guag
e (m
etap
hor
s an
d s
imil
es)
in t
ext.
(R
L.5
.4)
Supp
ortin
g Le
arni
ng T
arge
ts
Ong
oing
Ass
essm
ent
•I
can
dis
cuss
an
swer
s to
qu
esti
ons
wit
h m
y tr
iad
an
d p
rovi
de
evid
ence
to
exp
lain
my
idea
s.
•I
can
an
swer
qu
esti
ons
abou
t th
e se
ttin
g of
th
e n
ovel
Esp
eran
za R
isin
g b
ased
on
evi
den
ce f
rom
th
e te
xt.
•I
can
an
swer
qu
esti
ons
abou
t th
e m
ain
ch
arac
ter,
Esp
eran
za, b
ased
on
evi
den
ce f
rom
th
e te
xt.
•O
bse
rve
wh
ere
stu
den
ts p
lace
th
eir
evid
ence
fla
gs
•T
riad
dis
cuss
ion
s
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Age
nda
Teac
hing
Not
es
1.O
pen
ing
A.
Intr
odu
ctio
n o
f T
riad
Str
uct
ure
(5
min
ute
s)
2.W
ork
Tim
e
A.
Tri
ad D
iscu
ssio
n: S
etti
ng
and
Ch
arac
ter
in C
hap
ter
1(1
0 m
inu
tes)
B.
Rea
d-a
lou
d, I
nd
epen
den
t R
ead
ing,
an
d T
ext-
Dep
end
ent
Qu
esti
ons:
Pag
es 4
–8
(2
0 m
inu
tes)
C.
Gu
ided
Pra
ctic
e: T
riad
Wor
k (1
0 m
inu
tes)
D.
An
swer
ing
Qu
esti
ons
in T
riad
s (1
0 m
inu
tes)
3.C
losi
ng
and
Ass
essm
ent
A.
Deb
rief
: Rea
din
g Es
pera
nza
Ris
ing
An
chor
Ch
art
(5m
inu
tes)
4.H
omew
ork
•In
ad
van
ce: C
reat
e an
chor
ch
art:
Nor
ms
for
Tri
ad T
alk
(see
su
pp
orti
ng
mat
eria
ls).
•M
ake
sure
ch
art
s a
re c
lea
rly
visi
ble
an
d a
t ey
e le
vel
for
stu
den
tsso
th
ey c
an
be
easi
ly r
efer
ence
d d
uri
ng
gro
up
work
.•
Espe
ranz
a R
isin
g is
a lo
ng
nov
el. I
n U
nit
2, s
tud
ents
typ
ical
ly r
ead
a c
hap
ter
each
day
for
hom
ewor
kan
d d
iscu
ss k
ey p
assa
ges
in c
lass
. Stu
den
ts m
ay n
eed
ad
dit
ion
al t
ime
du
rin
g ot
her
par
ts o
f th
e d
ay t
oke
ep u
p w
ith
th
e re
adin
g. N
ote,
how
ever
, th
at in
Un
it 3
(R
ead
ers
Th
eate
r), s
tud
ents
rev
isit
, an
alyz
e, a
nd
dis
cuss
man
y ke
y p
assa
ges
from
Esp
eran
za R
isin
g. T
hu
s, s
tud
ents
’ un
der
stan
din
g of
th
e te
xt w
ill g
row
acro
ss t
he
six
wee
ks o
f U
nit
s 2
an
d 3
com
bin
ed.
•R
ead
ing
ea
ch c
ha
pter
alo
ud
to t
he
cla
ss w
ill
take
ext
ra t
ime
but
it w
ill
all
ow
for
a m
uch
dee
per
un
der
sta
nd
ing
. T
he
nove
l is
a L
evel
V (
End
of
5th g
rad
e re
ad
ing
lev
el)
an
d s
om
e st
ud
ents
are
on
ly r
ead
ing
on
a 2
nd/3
rd g
rad
e le
vel.
Du
rin
g o
ur
cla
ss r
ead
alo
ud
, h
avi
ng
stu
den
ts w
rite
qu
esti
on
s a
nd
won
der
ing
s on
post
-its
wil
l a
llow
th
em t
o c
lari
fy t
hei
r th
inki
ng
, so
th
ey c
an
acc
ess
the
text
at
a m
uch
dee
per
leve
l w
hil
e w
ork
ing
wit
h t
hei
rtr
iad
s.
•T
he
less
ons
in t
his
un
it f
ollo
w a
pre
dic
tab
le p
atte
rn. H
elp
stu
den
ts s
tart
not
icin
g th
is p
atte
rn. T
hey
wil
ld
o a
“fir
st d
raft
” re
ad o
f a
new
ch
apte
r fo
r h
omew
ork
each
nig
ht.
Th
ey a
re n
ot e
xpec
ted
to
full
yu
nd
erst
and
eve
ryth
ing
at t
hat
poi
nt.
In
cla
ss, t
hey
wil
l an
alyz
e ke
y as
pec
ts o
f th
e ch
apte
r th
ey r
ead
for
hom
ewor
k (o
ften
by
answ
erin
g a
seri
es o
f te
xt-d
epen
den
t q
ues
tion
s). T
hey
do
this
wor
k w
ith
tea
che r
sup
por
t, e
ith
er w
hol
e gr
oup
, in
tri
ads,
or
on t
hei
r ow
n. O
ften
, th
ey w
ill r
evis
it k
ey p
assa
ges
from
a g
iven
chap
ter
in f
utu
re le
sson
s as
wel
l.
•B
egin
nin
g in
Les
son
3, e
ach
less
on o
pen
s w
ith
a b
rief
qu
iz t
hat
hol
ds
them
mor
e in
div
idu
ally
acco
un
tab
le f
or t
hei
r h
omew
ork
read
ing.
In
th
is le
sson
, stu
den
ts s
imp
ly r
evis
it t
hei
r h
omew
ork
read
ing
wit
h t
hei
r tr
iad
s.
•U
se t
his
qu
iz d
ata
to d
rive
my
sma
ll g
rou
p re
ad
ing
in
stru
ctio
nla
ter
in t
he
da
y in
th
eir
ad
dit
ion
al
lite
racy
blo
ck.
I ca
n g
rou
pst
ud
ents
wit
h l
ittl
e u
nd
erst
an
din
g t
og
eth
er a
nd
work
wit
h m
ela
ter
in t
he
da
y: I
wil
l ch
un
k t
he
text
so w
e ca
n w
ork
on
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
com
preh
ensi
on
an
d v
oca
bu
lary
at
the
stu
den
ts’ p
ace
.•
Th
rou
ghou
t th
eir
stu
dy
of t
he
nov
el, s
tud
ents
reg
ula
rly
answ
er t
ext-
dep
end
ent
qu
esti
ons.
In
ad
van
ce:
Rea
d C
hap
ter
2: “
Las
Uva
s/G
rap
es”
and
rev
iew
th
e te
xt-d
epen
den
t q
ues
tion
s (s
ee s
up
por
tin
gm
ater
ials
). S
tud
ents
wil
l wor
k w
ith
a s
imil
ar d
ocu
men
t in
man
y le
sson
s. T
wo
cop
ies
of t
he
qu
esti
ons
are
pro
vid
ed—
a b
lan
k to
dis
trib
ute
to
stu
den
ts a
nd
dis
pla
y on
a d
ocu
men
t ca
mer
a, a
nd
on
e w
ith
an
swer
sfo
r te
ach
er r
efer
ence
. In
th
is le
sson
, sin
ce it
is t
he
firs
t ti
me
stu
den
ts w
ill b
e w
orki
ng
wit
h t
his
Tex
t-D
epen
den
t Q
ues
tion
s h
and
out,
you
fir
st ju
st d
isp
lay
the
firs
t q
ues
tion
(as
gu
ided
pra
ctic
e d
uri
ng
wor
kti
me
C).
Th
en y
ou d
istr
ibu
te t
he
qu
esti
ons
to s
tud
ents
du
rin
g W
ork
Tim
e D
.
•W
hen
work
ing
on
wri
tin
g s
kil
ls l
ate
r w
ith
my
ELLs
, I
ma
y u
seth
ese
ques
tion
s.
Th
e st
ud
ents
wil
l be
fam
ilia
r w
ith
th
e qu
esti
on
sa
nd
th
e te
xt
so I
ca
n f
ocu
s m
y in
stru
ctio
n m
ore
on
loca
tin
gev
iden
ce a
nd
dev
elopi
ng
wel
l-su
pport
ed a
nsw
ers.
•T
his
less
on in
trod
uce
s a
new
sm
all g
rou
p s
tru
ctu
re: T
riad
Tal
k. T
hes
e re
adin
g an
d d
iscu
ssio
n g
rou
ps
wil
l be
use
d t
hro
ugh
out
the
stu
dy
of E
sper
anza
Ris
ing.
•R
emin
d s
tud
ents
of
all
th
e g
rea
t co
lla
bora
tion
an
d d
iscu
ssio
nth
ey d
id i
n U
nit
1. R
emin
d s
tud
ents
th
at
this
is
a d
iffi
cult
book
an
d i
t’s
OK
not
to a
lwa
ys u
nd
erst
an
d e
very
thin
g. T
ha
t’s
wh
y w
ea
re w
ork
ing
tog
eth
er i
n g
rou
ps,
so w
e ca
n h
elp
each
oth
er g
row
as
rea
der
s.•
Be
stra
tegi
c in
you
r gr
oup
ing.
If
you
hav
e a
few
str
ugg
lin
g re
ader
s in
you
r cl
ass,
pu
t th
em in
a g
rou
pto
geth
er s
o th
at y
ou c
an m
ore
dir
ectl
y su
pp
ort
them
wh
ile
allo
win
g ot
her
stu
den
ts t
o b
e m
ore
ind
epen
den
t. I
f yo
u h
ave
man
y st
rugg
lin
g re
ader
s, p
lace
th
em in
gro
up
s w
ith
str
onge
r re
ader
s b
ut
care
full
y m
onit
or t
hat
th
ey a
re r
ead
ing
and
con
trib
uti
ng.
You
r E
LL
s m
ay b
enef
it f
rom
bei
ng
in a
gro
up
wit
h o
ther
s w
ho
spea
k th
eir
nat
ive
lan
guag
e.
•I
wil
l g
rou
p m
ost
ELL
stu
den
ts w
ith
on
e st
ud
ent
wh
o s
pea
ks
thei
rn
ati
ve l
an
gu
ag
e a
nd
an
oth
er s
tud
ent
wit
h s
tron
gco
lla
bora
tion
skil
ls. T
her
e is
on
e n
ewco
mer
wh
o s
pea
ks
Ara
bic
an
d I
don
’t h
ave
an
y oth
er A
rabic
stu
den
ts. I
wil
l pl
ace
him
in
a t
ria
d w
ith
a f
orm
er E
LL w
ho c
an
hel
p ou
r n
ewco
mer
wit
h t
he
fru
stra
tion
an
d n
erve
s h
e m
ay
feel
. T
he
oth
er g
rou
p m
ember
wil
l be
a s
tron
g s
tud
ent
wit
h g
ood
con
vers
ati
on
an
d l
ead
ersh
ipsk
ills
.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Age
nda
Teac
hing
Not
es
•N
ote
that
for
th
is le
sson
, stu
den
ts a
re t
old
th
e p
age
nu
mb
er w
her
e an
swer
s to
th
e te
xt-d
epen
den
tq
ues
tion
s ca
n b
e fo
un
d. T
his
info
rmat
ion
is p
rovi
ded
as
a sc
affo
ld a
nd
a m
odel
, so
stu
den
ts le
arn
to
refe
ren
ce p
age
nu
mb
ers
wh
en c
itin
g ev
iden
ce.
•S
tud
ents
may
not
hav
e ti
me
to a
nsw
er a
ll 5
tex
t-d
epen
den
t q
ues
tion
s; Q
ues
tion
5 is
rev
isit
ed in
Les
son
3.
•I
see
the
note
her
e to
wa
tch
pa
cin
g—
tha
t w
ill
def
init
ely
impa
ctm
y EL
Ls.
•T
hro
ugh
out
the
nov
el, t
he
auth
or u
ses
Sp
anis
h w
ord
s to
con
vey
imp
orta
nt
asp
ects
of
Esp
eran
za’s
exp
erie
nce
. If
you
hav
e S
pan
ish
sp
eake
rs in
you
r cl
ass,
tap
th
eir
exp
erti
se. B
ut
emp
has
ize
to a
ll s
tud
ents
that
th
ey s
hou
ld b
e ab
le t
o in
fer
all t
he
Sp
anis
h w
ord
s fr
om c
onte
xt. T
his
is a
use
ful o
pp
ortu
nit
y to
con
tin
ue
to p
ract
ice
and
rei
nfo
rce
this
imp
orta
nt
read
ing
stra
tegy
.
•Th
ere
are
a f
ew p
art
s of
the
text
wh
ere
Spa
nis
h i
s w
ritt
en. F
or
each
ch
apt
er I
wil
l ch
oose
a s
tud
ent
wh
o s
pea
ks
Spa
nis
h t
o r
ead
thes
e w
ord
s a
lou
d t
o u
s.
We
wil
l w
ork
tog
eth
er t
o u
se t
ext
clu
esto
fig
ure
ou
t th
e m
ean
ing
of
those
word
s.
Ou
r Sp
an
ish
stu
den
tsw
ho r
ead
th
e w
ord
s w
ill
tell
us
if w
e a
re r
igh
t.
Less
on V
ocab
ular
y M
ater
ials
sett
ing,
ch
arac
ter,
his
tori
cal f
icti
on,
tria
d, a
dor
ed, v
icio
us,
pre
mon
itio
n,
cau
tiou
sly,
su
per
stit
ion
, ban
dit
s,
rese
ntm
ent,
sym
pat
het
ic,
dis
tin
guis
hed
, cap
rici
ous,
pro
pri
ety,
cr
och
et, l
opsi
ded
, pro
per
ty,
stu
bb
orn
ly, s
elf-
imp
orta
nce
, bea
con
, to
rmen
ted
•Es
pera
nza
Ris
ing
(boo
k; o
ne
per
stu
den
t)
•D
ocu
men
t p
roje
ctor
or
inte
ract
ive
wh
ite
boa
rd
•C
olor
ed m
arke
rs (
app
rox.
9)
so e
very
tea
m o
f th
ree
has
a u
niq
ue
colo
r
•E
vid
ence
fla
gs (
stic
ky n
otes
: th
e sm
alle
st s
ize
avai
lab
le o
r la
rger
siz
es c
ut
into
str
ips)
. Giv
e ea
ch s
tud
ent
two
bag
gies
of
evid
ence
fla
gs: o
ne
for
hom
e an
d o
ne
for
sch
ool.
•N
orm
s fo
r T
riad
Tal
k an
chor
ch
art
(sam
ple
, for
Tea
cher
Ref
eren
ce; c
reat
e on
e li
ke t
his
for
you
r cl
ass)
•T
ext
Dep
end
ent
Qu
esti
ons
for
Ch
apte
r 2
: Las
Uva
s/G
rap
es (
one
per
stu
den
t; o
ne
to d
isp
lay)
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
•C
on
tin
ue
usi
ng
th
e vo
cabu
lary
rou
tin
e I’
ve
dev
elope
d. Fo
r h
om
ework
ea
ch w
eek I
ch
oose
15
word
s fr
om
th
e le
sson
s w
e w
ill
work
on
. E
ach
mem
ber
of
the
tria
d i
s re
spon
sible
for
5
of
the
word
s.
Th
rou
gh
ou
t th
e w
eek
they
are
expe
cted
to
crea
te v
oca
bu
lary
ca
rds
wit
h t
hei
r ow
n
def
init
ion
an
d a
pi
ctu
re o
n t
he
ba
ck.
Du
rin
g t
he
wee
k ,
we
ad
d o
ur
word
s/ p
ictu
res
to t
he
word
wa
ll,
use
a
proto
col
to p
ract
ice
(Ex
: G
ive
On
e G
et O
ne
or
Qu
iz Q
uiz
Tra
de)
, a
nd
w
rite
sen
ten
ces
usi
ng
ea
ch w
ord
corr
ectl
y.
On
Fri
da
y st
ud
ents
ta
ke
a v
oca
bu
lary
qu
iz
crea
ted
by
the
tea
cher
.•
Wh
ile
rece
ivin
g E
SLse
rvic
es e
very
da
yst
ud
ents
kee
p a
pers
on
al
dic
tion
ary
of
new
word
s th
eyle
arn
ed. S
tud
ents
wri
teth
eir
ow
n d
efin
itio
ns
an
d d
raw
a p
ictu
re t
o
•T
ext
Dep
end
ent
Qu
esti
ons
for
Ch
apte
r 2
: Las
Uva
s/G
rap
es (
An
swer
s fo
r T
each
er R
efer
ence
)
•H
omew
ork:
Pu
rpos
e fo
r R
ead
ing,
Ch
apte
r 3:
“L
as P
apay
as/P
apay
as”
(on
e p
er s
tud
ent)
•A
nch
or c
har
t: C
lose
Rea
der
s D
o T
hes
e T
hin
gs (
from
Un
it 1
)
•R
ead
ing
Espe
ranz
a R
isin
g an
chor
ch
art
(fro
m L
esso
n 1
)
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
hel
p ex
pla
in t
he
word
’s
mea
nin
g. T
he
word
s w
e le
arn
in
ea
ch u
nit
wil
l be
ad
ded
to t
he
stu
den
ts’ d
icti
on
ary
.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Ope
ning
M
eetin
g St
uden
ts’ N
eeds
A.
Intr
oduc
tion
of T
riad
Str
uctu
re (
5 m
inut
es)
•R
evie
w t
he
lear
nin
g ta
rget
: “I
can
dis
cuss
an
swer
s to
qu
esti
ons
wit
h m
y tr
iad
an
d p
rovi
de
evid
ence
to
exp
lain
my
idea
s,”
and
let
stu
den
ts k
now
th
ey w
ill b
e w
orki
ng
on t
his
nov
el in
tri
ads,
or
grou
ps
of t
hre
e. P
lace
stu
den
ts in
th
eir
tria
ds
and
revi
ew w
ith
th
em t
he
anch
or c
har
t fo
r N
orm
s fo
r T
riad
Tal
k. I
f th
ere’
s ti
me,
mod
el s
ome
of t
he
exp
ecte
d b
ehav
iors
wit
ha
stu
den
t h
elp
er.
•I
wil
l re
min
d s
tud
ents
th
at
all
good
rea
der
s th
ink a
nd
qu
esti
on
as
they
rea
d. A
sk s
tud
ents
to t
urn
an
d t
alk
wit
h t
hei
r tr
iad
abou
t on
e qu
esti
on
they
wro
te d
ow
n d
uri
ng
th
eir
rea
din
g l
ast
nig
ht.
•R
ead
th
e ch
apt
er a
lou
d w
hil
e st
ud
ents
foll
ow
alo
ng
. S
top
a f
ew t
imes
du
rin
g t
he
bre
aks
in t
ext
an
d a
llow
stu
den
ts t
o a
sk a
nd
an
swer
cla
rify
ing
qu
esti
on
s.
All
ow
th
em t
o l
ead
th
e d
iscu
ssio
n a
nd
pra
ise
stu
den
ts f
or
usi
ng
acc
ou
nta
ble
ta
lk a
nd
tex
t ev
iden
ce.
•S
ome
stu
den
ts m
ay b
e u
nfa
mil
iar
wit
hac
adem
ic v
ocab
ula
ry w
ord
s (e
.g.,
dis
cuss
, pro
vid
e, e
xpla
in, i
dea
s,ev
iden
ce).
Cla
rify
voc
abu
lary
wit
hst
ud
ents
as
nee
ded
.
•H
ave
stu
den
ts w
ork
wit
hT
ria
d t
o r
evie
w h
om
ewo
rkvo
cabu
lary
ca
rds
to h
elp
cla
rify
mea
nin
g.
If
avo
cabu
lary
ca
rd w
as
no
tcr
eate
d b
y th
e g
rou
p th
eyca
n w
ork
to
get
her
to
cre
at e
on
e n
ow
.
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
A.T
riad
Dis
cuss
ion
: Set
tin
g an
d C
hara
cter
in C
hapt
er 1
(10
min
utes
)•
Ch
oose
tw
o st
ud
ents
to
read
th
e le
arn
ing
targ
ets
alou
d:
–“I
can
an
swer
qu
esti
ons
abou
t th
e se
ttin
g of
th
e n
ovel
Esp
eran
za R
isin
g b
ased
on
evi
den
ce f
rom
th
e te
xt.”
–“I
can
an
swer
qu
esti
ons
abou
t th
e m
ain
ch
arac
ter,
Esp
eran
za, b
ased
on
evi
den
ce f
rom
th
e te
xt.”
•W
hat
do
they
not
ice?
Bri
efly
rev
iew
th
e te
rms
sett
ing
(fro
m L
esso
n 1
) an
d c
hara
cter
to
sup
por
t st
ud
ents
inu
nd
erst
and
ing
the
targ
ets.
Rem
ind
th
e cl
ass
that
Esp
eran
za R
isin
g is
his
tori
cal f
ictio
n: T
he
auth
or d
raw
s u
pon
rea
lev
ents
, rea
l set
tin
gs, a
nd
som
e re
al p
eop
le, b
ut
also
mad
e u
p m
any
even
ts a
nd
ch
arac
ters
.
•R
emin
d t
he
stu
den
ts o
f w
hat
th
ey le
arn
ed a
bou
t ye
ster
day
(M
exic
o, t
he
Mex
ican
Rev
olu
tion
, soc
ial u
nre
st),
an
d a
skth
em t
o tu
rn a
nd
tel
l a n
eigh
bor
wh
ere
Espe
ranz
a R
isin
g ta
kes
pla
ce (
the
sett
ing:
Agu
asca
lien
tes,
Mex
ico)
an
d w
ha t
char
acte
rs h
ave
bee
n in
trod
uce
d s
o fa
r (E
sper
anza
an
d h
er p
apa)
.
•R
evie
w F
ish
bow
l pr
oto
col.
•Se
lect
th
ree
stro
ng
stu
den
ts
wh
o h
ave
dem
on
stra
ted
ma
ster
y of
prev
iou
s
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
lea
rnin
g t
arg
ets
an
d w
ho h
ave
soli
d c
on
vers
ati
on
al
skil
ls t
o d
iscu
ss l
ast
n
igh
t’s
focu
s qu
esti
on
s in
th
e m
idd
le o
f th
e fi
shbow
l.
Tel
l st
ud
ents
on
th
e ou
tsid
e of
the
circ
le t
o f
ocu
s on
th
e la
ng
ua
ge
the
stu
den
ts a
re u
sin
g
bec
au
se y
ou
are
goin
g t
o a
sk t
hem
to s
ha
re o
ut.
•A
sk s
tud
ents
, in
th
eir
tria
ds,
to
dis
cuss
th
e tw
o q
ues
tion
s th
ey w
ere
give
n t
o fo
cus
on f
or t
hei
r h
omew
ork
rere
adin
g of
Ch
apte
r 1:
“A
guas
cali
ente
s, M
exic
o, 1
92
4.”
*“D
escr
ibe
the
geog
rap
hic
al s
etti
ng
of E
sper
anza
Ris
ing.
Wh
at is
it li
ke w
her
e E
sper
anza
live
s? U
se d
etai
ls f
rom
th
ete
xt t
o su
pp
ort
you
r an
swer
.”
*“W
hat
is E
sper
anza
’s r
elat
ion
ship
wit
h h
er p
apa
like
? H
ow d
o yo
u k
now
?”
*To b
uil
d o
n s
tud
ents
’ str
eng
ths,
I w
ill
reco
rd a
ny
effe
ctiv
e se
nte
nce
sta
rter
s I
hea
r th
e st
ud
ents
usi
ng
in
th
eir
dis
cuss
ion
(Ex
: I
kn
ow
bec
au
seon
pa
ge
____
it
said
… o
r I
ag
ree
bec
au
se t
he
au
thor
wro
te…
)*
All
ow
tim
e to
sh
are
ou
t w
ha
t w
ord
s th
e st
ud
ents
use
d t
o m
ake
thei
rd
iscu
ssio
n s
ucc
essf
ul.
I
wil
l a
dd
th
at
lan
gu
ag
e to
th
e a
nch
or
cha
rt.
•U
se t
his
op
por
tun
ity
to c
ircu
late
an
d li
sten
in t
o ga
uge
wh
o d
id t
he
hom
ewor
k re
adin
g, h
ow w
ell s
tud
ents
un
der
stan
dth
e re
adin
g, a
nd
how
stu
den
ts a
re b
egin
nin
g to
col
lab
orat
e in
th
eir
tria
ds.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
B.R
ead-
alou
d, I
nde
pen
den
t Rea
din
g, a
nd
Tex
t-D
epen
den
t Que
stio
ns:
Pag
es 4
–8
(20
min
utes
)
•C
hec
k to
see
th
at e
very
one
in t
he
clas
s h
as t
hei
r te
xt: E
sper
anza
Ris
ing.
Mak
e su
re e
ach
stu
den
t h
as h
is/h
er b
aggi
e of
evid
ence
fla
gs. R
emin
d e
very
bod
y th
at t
hey
wil
l be
usi
ng
thes
e st
icky
not
es t
hro
ugh
out
the
nov
el t
o h
elp
th
em k
eep
tra
ckof
imp
orta
nt
pas
sage
s.
•T
ell s
tud
ents
th
at t
hey
did
a “
firs
t d
raft
” re
ad o
f C
hap
ter
2: “
Las
Uva
s/G
rap
es”
for
thei
r h
omew
ork.
Poi
nt
out
that
th
isn
ovel
is c
hal
len
gin
g, a
nd
th
at t
hey
wil
l oft
en n
eed
to
read
sec
tion
s m
ult
iple
tim
es in
ord
er t
o u
nd
erst
and
th
e id
eas
in t
he
text
. Exp
lain
to
stu
den
ts t
hat
th
e m
ost
imp
orta
nt
thin
g to
do
wh
ile
read
ing
is t
o th
ink!
Say
: “A
s w
e re
ad t
his
boo
k, w
e ar
ego
ing
to b
e th
inki
ng
a lo
t ab
out
the
char
acte
rs—
wh
at t
hey
are
like
, th
e ch
alle
nge
s th
ey f
ace
(in
clu
din
g h
um
an r
igh
ts),
and
how
th
ey c
han
ge o
ver
tim
e.”
•R
ead
alo
ud
pag
e 4
th
rou
gh t
he
top
of
pag
e 6
(“H
arve
st!”
), a
s st
ud
ents
fol
low
alo
ng.
•C
an
skip
th
e re
ad
alo
ud
of
pag
es 4
-6 s
ince
we
rea
d i
t to
get
her
alr
ead
y.•
Invi
te s
tud
ents
to
thin
k, t
hen
tal
k b
rief
ly w
ith
th
eir
tria
d, a
bou
t w
hat
th
ese
firs
t fe
w p
ages
of
Ch
apte
r 2
are
mos
tly
abou
t.L
iste
n f
or s
tud
ents
to
not
ice
the
chap
ter
titl
e “L
as U
vas/
Gra
pes
.” I
f n
eces
sary
, poi
nt
out
how
ch
apte
r ti
tles
in a
nov
elp
rovi
de
a si
gnal
to
a re
ader
ab
out
the
mai
n id
eas
or e
ven
ts in
a g
iven
ch
apte
r.
•U
sin
g yo
ur
doc
um
ent
cam
era
or p
laci
ng
the
qu
esti
ons
on t
he
boa
rd, d
isp
lay
just
Qu
esti
on 1
fro
m t
he
Tex
t-D
epen
den
tQ
ues
tion
s fo
r C
hap
ter
2: “
Las
Uva
s/G
rap
es”
(see
su
pp
orti
ng
mat
eria
ls).
•G
ive
stu
den
ts f
ive
min
ute
s on
th
eir
own
to
rere
ad t
hro
ugh
th
e b
reak
on
pag
e 8
. (N
ote
that
th
is is
th
e th
ird
tim
e th
eyh
ave
read
pag
es 4
-6).
Rem
ind
th
em t
hat
rer
ead
ing
is a
n im
por
tan
t st
rate
gy t
o h
elp
th
em m
ake
sen
se o
f d
iffi
cult
tex
t. A
skth
em t
o ke
ep Q
ues
tion
1 in
min
d a
s th
ey r
ead
.
•A
sk s
tud
ents
to
use
th
e T
riad
Tal
k an
chor
ch
art
to r
emin
d t
hem
selv
es a
bou
t h
ow t
o ta
lk t
o ea
ch o
ther
wh
ile
dev
elop
ing
the
answ
er t
o th
e q
ues
tion
in t
hei
r tr
iad
. Eac
h p
erso
n s
hou
ld m
ark
the
evid
ence
in t
he
boo
k th
at s
up
por
ts t
he
grou
p’s
answ
er b
y p
laci
ng
an e
vid
ence
fla
g on
th
e sp
ecif
ic in
form
atio
n.
•A
lso u
se t
he
an
chor
cha
rt ju
st c
rea
ted
fro
m o
ur
fish
bow
l a
ctiv
ity.
G
ive
ELLs
spe
cifi
c po
siti
ve f
eed
ba
ck w
hen
th
ey u
se t
he
cha
rts
to m
ake
thei
rd
iscu
ssio
n s
tron
ger
.•
Ask
a f
ew g
rou
ps
to r
epor
t ou
t th
eir
answ
er a
nd
th
eir
evid
ence
. If
nec
essa
ry, m
odel
by
add
ing
add
itio
nal
evi
den
ce t
ocl
arif
y an
d f
urt
her
su
pp
ort
wh
at s
tud
ents
are
say
ing.
•P
rais
e gr
oup
s u
sin
g T
riad
Tal
k w
ell.
Tel
l stu
den
ts t
hat
th
ey w
ill b
e w
orki
ng
in t
hes
e gr
oup
s ea
ch d
ay, a
nd
rem
ind
th
em
•T
o as
sist
wit
h c
omp
reh
ensi
on, p
rovi
de
EL
Ls
wit
h b
ilin
gual
wor
d-f
or-w
ord
tran
slat
ion
dic
tion
arie
s or
on
lin
etr
ansl
atio
n s
ourc
es s
uch
as
Goo
gle
Tra
nsl
ate
or B
ing
Tra
nsl
ate.
•G
ive
stu
den
ts a
cces
s to
thei
r G
oog
le C
hro
me
book,
as
usu
al,
wh
ich
they
kn
ow
ca
n b
e u
sed
at
an
y ti
me
to h
elp
ass
ist
wit
h c
om
preh
ensi
on
.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
how
dis
cuss
ing
thei
r th
inki
ng
wit
h o
ther
s ca
n h
elp
th
em u
nd
erst
and
har
d t
ext.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Wor
k Ti
me
Mee
ting
Stud
ents
’ Nee
ds
C.G
uid
ed P
ract
ice:
Tri
ad W
ork
(10
min
ute
s)•
Dis
trib
ute
th
e T
ext-
Dep
end
ent
Qu
esti
ons
for
Ch
apte
r 2
: Las
Uva
s/”G
rap
es”
to s
tud
ents
. Foc
us
them
on
th
e se
con
dq
ues
tion
. Tel
l th
em t
o li
sten
for
an
d m
ark
evid
ence
th
at a
nsw
ers
the
qu
esti
on a
s yo
u r
ead
alo
ud
. Con
tin
ue
to r
ead
alo
ud
from
th
e m
idd
le o
f p
age
8, w
ith
stu
den
ts f
ollo
win
g al
ong.
Sto
p a
t th
e b
reak
in t
he
mid
dle
of
pag
e 12
, an
d a
sk s
tud
ents
to
dis
cuss
th
eir
answ
ers
to Q
ues
tion
2 w
ith
th
eir
tria
d, r
erea
din
g th
e p
ages
if n
eces
sary
. Aga
in, f
ollo
w t
he
pro
cess
of
hav
ing
som
e tr
iad
s re
por
t ou
t th
eir
answ
ers
to t
he
clas
s, a
ugm
enti
ng
the
stu
den
ts’ r
esp
onse
s w
ith
evi
den
ce f
rom
th
e te
xt if
nec
essa
ry.
D.A
nsw
erin
g Q
ues
tion
s in
Tri
ads
(10
min
ute
s)•
Not
e: S
tud
ents
may
not
hav
e ti
me
to a
nsw
er a
ll t
hre
e of
th
e re
mai
nin
g te
xt-d
epen
den
t q
ues
tion
s; Q
ues
tion
5 (
abou
tP
apa’
s d
eath
) is
rev
isit
ed in
Les
son
3.
•I
wil
l m
ake
sure
my
ELLs
kn
ow
to f
ocu
s on
th
e fi
rst
two q
ues
tion
s fo
r n
ow
;th
ey’r
e “r
igh
t th
ere”
qu
esti
on
s a
nd
don
’t i
nvo
lve
the
met
aph
ori
cal
com
ma
nd
of
lan
gu
ag
e th
at
4 a
nd
5 r
equ
ire.
#5
com
es u
p in
a f
utu
rele
sson
, so
I w
ill
ha
ve a
noth
er o
pport
un
ity
to d
ig i
nto
it.
•In
tri
ads,
stu
den
ts s
hou
ld r
ead
alo
ud
on
e te
xt-d
epen
den
t q
ues
tion
at
a ti
me,
an
d c
lari
fy a
ny
term
s. T
hey
sh
ould
th
e nth
ink
on t
hei
r ow
n, t
hen
tal
k to
geth
er t
o an
swer
th
e q
ues
tion
, mar
kin
g th
eir
answ
ers
wit
h e
vid
ence
fla
gs. T
hey
do
no t
nee
d t
o w
rite
an
swer
s to
th
e q
ues
tion
s at
th
is p
oin
t.
•A
s st
ud
ents
work
in
gro
ups
I w
ill
circ
ula
te a
rou
nd
th
e ro
om
, pa
yin
gsp
ecia
l a
tten
tion
to t
hose
gro
ups
th
at
mig
ht
stru
gg
le g
etti
ng
sta
rted
bec
au
se o
f la
ng
ua
ge.
I
ma
y h
ave
to d
irec
tly
ask
my
new
com
er f
or
idea
sa
nd
evi
den
ce—
for
exa
mpl
e,“W
her
e is
Abu
elit
a s
pea
kin
g o
n t
his
pa
ge?
Wh
at
does
sh
e te
ll E
sper
an
za t
o d
o?”
I w
ill
rem
ind
an
y g
rou
ps w
ith
relu
cta
nt
part
icip
an
ts o
f th
e im
port
an
ce o
f a
ll g
rou
ps m
ember
s sh
ari
ng
thou
gh
ts a
nd
id
eas.
R
emin
d s
tud
ents
to u
se a
nch
or
cha
rts
if t
hey
get
stu
ck.
•S
tud
ents
sh
ould
th
en r
epea
t th
is c
ycle
for
th
e n
ext
qu
esti
on.
•A
s st
ud
ents
wor
k, m
onit
or t
his
dis
cuss
ion
, mak
ing
sure
all
stu
den
ts a
re p
arti
cip
atin
g. R
ein
forc
e st
ud
ents
wh
o ar
efo
llow
ing
the
Tri
ad T
alk
nor
ms
wel
l.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
• A
sk s
tud
ents
to g
ive
spec
ific
posi
tive
fee
dba
ck a
bou
t th
eir
gro
up
work
to
da
y, s
uch
as
“eve
ryon
e co
ntr
ibu
ted
an
id
ea o
r a
sked
a q
ues
tion
,” o
r “w
e fo
un
d l
ots
of
text
evid
ence
.”
Pu
rpose
ly c
all
on
a g
rou
p m
ember
of
the
ELL
stu
den
ts s
o t
hey
ca
n n
oti
ce s
peci
fics
an
d f
eel
prou
d a
nd
con
fid
ent
abou
t th
e w
ork
th
ey d
id t
od
ay.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
Clo
sing
and
Ass
essm
ent
Mee
ting
Stud
ents
’ Nee
ds
A.D
ebri
ef: R
eadi
ng
Esp
eran
za R
isin
g A
nch
or C
har
t (5
min
ute
s)•
Ask
a s
tud
ent
to r
erea
d o
ut
lou
d t
he
lear
nin
g ta
rget
s (e
ith
er in
th
eir
tria
ds
or c
hor
ally
). R
emin
d t
he
clas
s m
emb
ers
that
this
is w
hat
th
ey w
orke
d o
n t
oday
.
•T
ell s
tud
ents
th
at in
ord
er t
o re
ally
un
der
stan
d w
hat
th
e au
thor
is w
riti
ng
abou
t, w
e m
ust
rea
d t
he
text
car
efu
lly,
su
ch a
sw
hen
rea
din
g in
form
atio
nal
tex
t cl
osel
y. R
emin
d t
he
clas
s ab
out
read
ing
the
UD
HR
clo
sely
, poi
nti
ng
out
the
list
on
th
ean
chor
ch
art
from
Un
it 1
, Clo
se R
eade
rs D
o T
hese
Thi
ngs
.
•B
egin
a n
ew a
nch
or c
har
t, R
eadi
ng
Esp
eran
za R
isin
g. W
rite
un
der
nea
th t
hat
hea
din
g: “
Mak
ing
infe
ren
ces
abou
tE
sper
anza
’s c
har
acte
r,”
wh
ich
is w
hat
th
ey d
id t
oday
. Tel
l th
em t
hey
wil
l con
tin
ue
to a
dd
to
this
ch
art
as t
hey
rea
d t
his
nov
el.
•R
emin
d s
tud
ents
of
the
hom
ewor
k ro
uti
ne.
Th
ey a
re e
xpec
ted
to
do
a “f
irst
dra
ft”
read
of
a n
ew c
hap
ter,
usi
ng
the
Pu
rpos
e fo
r R
ead
ing
qu
esti
on t
o fo
cus
thei
r at
ten
tion
. Th
ey s
hou
ld u
se t
hei
r ev
iden
ce fl
ags
to m
ark
pas
sage
s th
atre
late
to
the
qu
esti
on. T
hey
are
not
exp
ecte
d t
o fu
lly
un
der
stan
d t
he
chap
ter
bu
t sh
ould
giv
e it
th
eir
bes
t sh
ot.
•D
ebri
efin
g ab
out
wh
at t
hey
hav
e le
arn
edw
ill h
elp
stu
den
ts m
onit
or t
hei
r ow
nre
adin
g co
mp
reh
ensi
on a
nd
ch
oose
stra
tegi
es t
hat
wil
l hel
p t
hem
su
ccee
d.
•A
sk s
tud
ents
to g
ive
me
feed
ba
ck a
bou
t h
ow
thei
r g
rou
p d
id t
od
ay.
“Wh
at
is o
ne
thin
g y
ou
rg
rou
p d
id r
eall
y w
ell?
”W
ha
t is
on
e th
ing
you
are
goin
g t
o w
ork
on
nex
t ti
me
to h
elp
ma
ke
you
r g
rou
p m
ore
succ
essf
ul?
” R
emin
dst
ud
ents
th
at
wh
eng
ivin
g f
eed
ba
ck i
tsh
ou
ld a
lwa
ys b
e kin
d,
spec
ific
, a
nd
hel
pfu
l.
Hom
ewor
k M
eetin
g St
uden
ts’ N
eeds
•R
ead
Ch
apte
r 3:
“L
as P
apay
as/P
apay
as”
(pag
es 2
3–2
8).
Use
th
e q
ues
tion
fro
m t
he
Hom
ewor
k: P
urpo
se fo
rR
eadi
ng,
Cha
pter
3: “
Las
Pap
ayas
/Pap
ayas
” to
foc
us
you
r re
adin
g. U
se e
vid
ence
fla
gs t
o m
ark
the
spec
ific
are
asin
th
e b
ook
that
su
pp
ort
you
r an
swer
.
•D
istr
ibu
te p
ost
-its
an
d r
emin
d s
tud
ents
th
at
they
sh
ou
ld r
ecord
an
yw
on
der
ing
s or
ques
tion
s th
ey h
ave
du
rin
g t
on
igh
t’s
rea
din
g.
Not
e: If
con
cern
ed a
bout
stud
ents
com
plet
ing
the
read
ing
assi
gnm
ent a
t hom
e, p
lan
an a
dditi
onal
rea
ding
per
iod
late
r in
the
day
or fi
rst t
hing
in th
e m
orni
ng. A
ll st
uden
ts sh
ould
com
e to
exp
ect t
hat t
hey
will
use
som
e of
the
“slu
shy
time”
du
ring
the
day—
righ
t bef
ore
or a
fter
lunc
h, d
urin
g do
wnt
ime
betw
een
othe
r ta
sks,
as t
hey
ente
r th
e cl
assr
oom
in th
e m
orni
ng o
r ju
st b
efor
e di
smis
sal,
as ti
me
for
read
ing
the
nove
l or
inde
pend
ent r
eadi
ng. I
n ad
ditio
n, st
uden
ts li
kely
to
•A
ud
io r
ecor
din
gs o
f te
xt c
an a
id s
ome
stu
den
ts in
com
pre
hen
sion
. Stu
den
t sca
n p
ause
an
d r
epla
y co
nfu
sin
g p
orti
ons
wh
ile
they
fol
low
alo
ng
wit
h t
he
text
.
Revi
sed
Oct
ober
201
5
GR
AD
E 5:
MO
DU
LE 1
: UN
IT 2
: LES
SON
2
Get
ting
to K
now
Esp
eran
za:
(Cha
pter
2: “
Las
Uva
s/G
rape
s”)
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
5:M
1:U
2:L2
• J
une
2014
•
need
add
ition
al su
ppor
t sho
uld
prer
ead
this
nov
el w
ith su
ppor
t dur
ing
inte
rven
tion
or o
ther
supp
ort p
erio
ds.
Prer
eadi
ng w
ith su
ppor
t will
then
allo
w st
uden
ts to
spen
d cl
ass p
erio
ds r
erea
ding
and
focu
sing
on
evid
ence
.
Revi
sed
Oct
ober
201
5
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.
Grade 5: Module 1: Unit 2: Lesson 2 Supporting Materials
GRADE 5: MODULE 1: UNIT 2: LESSON 2 Norms for Triad Talk
NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •
Teacher Instructions: Write the following instructions on a chart paper so all students can see it for the remainder of the unit.
Norms for Triad Talk:
• Each person must contribute to the discussion, but take turns talking. Ask each other: “Would youlike to add to my idea?” or “Can you tell us what you’re thinking?
• Each person should show the others specific details from the text by pointing to specific pagenumbers, paragraphs, and lines. Say: “My evidence is here on page ___ in the ___ paragraph” andread the evidence aloud.
• Ask questions so that you understand each other’s ideas. Say: “Can you tell me more about that?”or “Can you say that another way?”
Revised October 2015
GRADE 5: MODULE 1: UNIT 2: LESSON 2 Text-Dependent Questions for Chapter 2:
“Las Uvas/Grapes” (Pages 4-22)
NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •
1. The first paragraph on page 8 says that Esperanza would like to live at El Rancho de lasRosas with her Mama and Papa forever. Why does she feel this way? Find details from thetext to explain your answer.
2. On pages 8–12, Esperanza and Mama seem to be worried about Papa. What specific wordsor phrases in this section of the novel help you know that they are worried? Why are theyworried? Use evidence from the text in your answer.
3. On pages 14 and 15, what two pieces of advice does Abuelita give Esperanza? How doesEsperanza respond to the advice? Use evidence from the text in your answer.
4. On page 18, Esperanza says that a “deep river” runs between her and Miguel. What doesshe mean? How does Miguel respond when she tells him this? Use details from the text inyour answer.
5. At the end of the chapter, why does Esperanza feel her heart drop and that she has sunkinto a “dark hole of despair and disbelief”? Use details from the text in your answer.
Revised October 2015
GRADE 5: MODULE 1: UNIT 2: LESSON 2 Text-Dependent Questions for Chapter 2:
“Las Uvas/Grapes” (Pages 4-22) (Answers for Teacher Reference)
NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •
1. The first paragraph on page 8 says that Esperanza would like to live at El Rancho de lasRosas with her Mama and Papa forever. Why does she feel this way? Find details from thetext to explain your answer.
Esperanza is the only child of a wealthy rancher, and her father’s “pride and glory” (p. 4). Her family employs many servants and farmworkers. She is very happy to live with her parents, and is mostly thinking about her upcoming birthday party and eventual quinceanera. She can’t imagine living “with any fewer servants. Or without being surrounded by the people who adored her” (p. 8).
2. On pages 8–12, Esperanza and Mama seem to be worried about Papa. What specific wordsor phrases in this section of the novel help you know that they are worried? Why are theyworried? Use evidence from the text in your answer.
How do you know: Esperanza shows she is worried when she says that Papa had promised to meet her and never disappointed her, but he isn’t there (p.8). Then she worries that pricking her finger is bad luck and asks, “where was Papa?” (p. 9). On page 10, she “strained her eyes” looking for him. Mama bites the corner of her lip in worry (p. 11). Why they are worried: On page 11, it says they have been warned about bandits. And even though the revolution has been over for 10 years, “there is still resentment against large landowners” (p. 12).
3. On pages 14-15, what two pieces of advice does Abuelita give Esperanza? How doesEsperanza respond to the advice? Use evidence from the text in your answer.
1. “There is no rose without thorns” – Esperanza seems to understand andaccept this advice, because she smiles and says that “Abuelita wasn’t talkingabout flowers at all but that there was no life without difficulties” (p.14).
2. “Do not be afraid to start over.” – Esperanza accepts this advice, because shedoes start her stitches over again, but she sighs, which implies she isimpatient with it. (p. 15). She also complains on page 13 that she doesn’t liketo always crochet to take her mind off worry.
Revised October 2015
GRADE 5: MODULE 1: UNIT 2: LESSON 2 Text-Dependent Questions for Chapter 2:
“Las Uvas/Grapes” (Pages 4-22) (Answers for Teacher Reference)
NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •
4. On page 18, Esperanza says that a “deep river” runs between her and Miguel. What doesshe mean? How does Miguel respond when she tells him this? Use details from the text inyour answer.
She is talking about the class issues that divide them, because she is a ranch owner’s daughter and he is a housekeeper’s son. Also, they are Indians and she is of Spanish descent. Miguel seems to be angry or hurt, since he doesn’t speak to her anymore (p. 18).
5. At the end of the chapter, why does Esperanza feel her heart drop and that she has sunkinto a “dark hole of despair and disbelief”? Use details from the text in your answer.
She has just learned that her Papa is dead. This isn’t said, but she sees his body in the back of the wagon covered with a blanket, and Alfonso is crying, which “confirms the worst” (p. 22).
Revised October 2015
GRADE 5: MODULE 1: UNIT 2: LESSON 2 Homework:
Purpose for Reading, Chapter 3: “Las Papayas/Papayas” (Pages 23–28)
NYS Common Core ELA Curriculum • G5:M1:U2:L2 • June 2014 •
Name:
Date:
What challenges do the main characters in this chapter face?
As you read, think about this question. Use your evidence flags to mark specific passages in the text to discuss with your triad. You do not need to write out answers as part of your homework; just keep track of your thinking with your evidence flags.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
VII. SAMPLE: ELL-‐SCAFFOLDED UNIT
Revised October 2015
This
wor
k is
lice
nsed
und
er a
Cre
ativ
e C
omm
ons
Attr
ibut
ion-
Non
Com
mer
cial
-Sha
reA
like
3.0
Unp
orte
d Li
cens
e.
Exe
mpt
third
-par
ty c
onte
nt is
indi
cate
d by
the
foot
er: ©
(nam
e of
cop
yrig
ht h
olde
r). U
sed
by p
erm
issi
on a
nd n
ot s
ubje
ct to
Cre
ativ
e C
omm
ons
licen
se.
`
Gra
de 7
: Mod
ule
2B: U
nit 1
: O
verv
iew
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
Cre
ated
by
EL
Edu
catio
n, o
n be
half
of P
ublic
Con
sulti
ng G
roup
, Inc
. ©
Pub
lic C
onsu
lting
Gro
up, I
nc.,
with
a p
erpe
tual
lice
nse
gran
ted
to E
L E
duca
tion
Out
war
d B
ound
, Inc
. N
YS C
omm
on C
ore
ELA
Cur
ricul
um •
G7:
M2B
:U1:
Ove
rvie
w •
Jun
e 20
14 •
Uni
t 1: B
uild
ing
Bac
kgro
und
Kno
wle
dge:
Wha
t is
Iden
tity
and
how
is it
For
med
?
In th
is u
nit,
stud
ents
exp
lore
the
conc
ept o
f per
sona
l ide
ntity
as a
bac
kdro
p fo
r re
adin
g th
e pl
ay P
ygm
alio
n in
Uni
t 2. U
nit 1
beg
ins w
ith a
mys
tery
text
abo
ut
an in
divi
dual
’s st
rugg
le w
ith h
er o
wn
iden
tity
and
intr
oduc
es st
uden
ts to
key
co
ncep
ts in
iden
tity
form
atio
n. S
tude
nts c
onsi
der t
he q
uest
ion,
“In
wha
t way
s ca
n in
divi
dual
s def
ine
them
selv
es?”
as t
hey
dist
ingu
ish
betw
een
inte
rnal
and
ex
tern
al id
entif
iers
. Stu
dent
s rea
d in
form
atio
nal t
exts
such
as f
irst
-per
son
narr
ativ
es a
nd c
ondu
ct c
lose
read
ing
usin
g te
xt-d
epen
dent
que
stio
ns a
nd
Rea
der’s
Not
es to
Th
is u
nit
in
tro
du
ces
the
con
cept
of
iden
tity
fo
rma
tio
n,
wh
ich
is
po
ten
tia
lly
a r
ipe
topi
c fo
r m
y EL
L st
ud
ents
, fo
r w
ho
m
iden
tity
fo
rma
tio
n i
s a
n e
ver-
pres
ent
an
d r
elev
an
t to
pic.
Th
e pe
rso
na
l n
atu
re o
f th
is t
opi
c is
a g
rea
t w
ay
to “
ho
ok”
Ro
sa,
wh
o i
s a
tra
nsi
tio
nin
g E
ll s
tud
ent,
an
d i
s co
mfo
rta
ble
sh
ari
ng
per
son
al
sto
ries
an
d h
er p
ersp
ecti
ve g
row
ing
up
in a
Sp
an
ish
-spe
akin
g h
ou
seh
old
. I
wil
l m
ake
a p
oin
t to
expl
ain
h
ow
la
ng
ua
ge
is a
key
exte
rna
l id
enti
fier
an
d e
ng
ag
e st
ud
ents
in
a c
on
vers
ati
on
aro
un
d t
his
.
cond
uct c
lose
read
ing
usin
g te
xt-d
epen
dent
que
stio
ns a
nd R
eade
r’s N
otes
to
supp
ort t
he d
evel
opm
ent o
f the
ir sk
ills s
uch
as c
iting
evi
denc
e fr
om te
xt,
mak
ing
infe
renc
es, s
umm
ariz
ing
cent
ral i
deas
, and
ana
lyzi
ng in
tera
ctio
ns
with
in a
text
. Thi
s pre
pare
s the
m fo
r bot
h th
e m
id-u
nit a
sses
smen
t and
end
of
unit
asse
ssm
ent.
Both
ass
essm
ents
requ
ire
stud
ents
to re
ad a
pre
viou
sly
unse
en in
form
atio
nal t
ext a
nd th
en m
ake
infe
renc
es a
nd c
laim
s bas
ed o
n th
e ev
iden
ce p
rovi
ded
in th
e te
xt.
Sin
ce R
osa
is
tra
nsi
tio
nin
g,
I w
ill
nee
d t
o s
caff
old
a b
it
dif
fere
ntl
y a
nd
les
s th
an
I w
ill
for
my
ente
rin
g o
r em
erg
ing
st
ud
ents
, so
sh
e h
as
incr
easi
ng
in
dep
end
ence
as
she
dev
elo
ps
thes
e sk
ills
. T
his
mea
ns
giv
ing
her
su
ppo
rts
such
as
part
iall
y-fi
lled
ou
t g
raph
ic o
rga
niz
ers,
wo
rd b
an
ks,
an
d s
ente
nce
st
ems
tha
t so
sh
e ca
n f
ocu
s o
n i
den
tify
ing
th
e ce
ntr
al
idea
s in
th
e te
xts
. T
his
is
con
sist
ent
wit
h N
ew Y
ork
Sta
te E
ng
lish
La
ng
ua
ge
Pro
gre
ssio
ns,
Tra
nsi
tio
nin
g (
3)
Leve
l. (
Th
ese
are
d
iffe
ren
t th
an
in
oth
er s
tate
s w
her
e I’
ve t
au
gh
t, b
ut
I g
et t
he
ba
sic
idea
.)
Gui
ding
Que
stio
ns A
nd B
ig Id
eas
•In
divi
dual
s def
ine
them
selv
es in
myr
iad
of w
ays,
incl
udin
g bo
th in
tern
al a
nd e
xter
nal c
hara
cter
istic
s.
•Id
entit
y ca
n de
velo
p an
d ch
ange
ove
r tim
e.
•H
ow d
o in
divi
dual
s de
fin
e th
emse
lves
?
•H
ow c
an s
trug
glin
g w
ith
your
iden
tity
hel
p yo
u to
str
engt
hen
you
r se
nse
of s
elf?
•H
ow c
an r
eadi
ng
diff
eren
t tex
ts a
bout
the
sam
e to
pic
buil
d ou
r un
ders
tan
din
g of
a c
ompl
ex id
ea?
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Mid
-Uni
t 1 A
sses
smen
t E
vide
nce
, Ide
as, a
nd
Inte
ract
ion
s: “
Why
Cou
ldn
’t Sn
ow W
hite
Be
Chi
nes
e?”
This
ass
essm
ent c
ente
rs o
n N
YSP1
2 EL
A CC
LS R
I.7.1
, RI.7
.2, a
nd R
I.7.3
. For
this
ass
essm
ent,
stud
ents
will
cite
seve
ral p
iece
s of
evi
denc
e in
Gra
ce L
in’s
essa
y “W
hy C
ould
n’t S
now
Whi
te B
e Ch
ines
e?” a
nd u
se it
to id
entif
y ce
ntra
l ide
as a
nd to
ana
lyze
the
text
. Th
is a
sses
smen
t als
o fe
atur
es a
n op
port
unity
for s
tude
nts t
o pr
actic
e pa
raph
rasi
ng in
form
atio
n in
a sh
ort-
resp
onse
, us
ing
a st
ruct
ured
form
at th
ey p
ract
ice
thro
ugho
ut th
e un
it.
Th
is a
sses
smen
t h
as
stro
ng
em
pha
sis
on
RI.
7.1
, ci
tin
g e
vid
ence
fro
m t
ext
an
d m
akin
g
infe
ren
ces,
RI.
7.2
, d
eter
min
ing
cen
tra
l id
eas
an
d R
I.7
.3,
an
aly
zin
g t
he
inte
ract
ion
s bet
wee
n
ind
ivid
ua
ls,
even
ts,
an
d i
dea
s in
a t
ext.
Lo
okin
g a
t th
e pr
og
ress
ion
s fo
r th
ese
sta
nd
ard
s, I
’ll
nee
d t
o s
upp
ort
Ro
sa a
s a
tra
nsi
tio
nin
g E
LL m
ost
ly b
y o
ffer
ing
pa
rtia
lly-
fill
ed i
n g
raph
ic
org
an
izer
s fo
r re
ad
ing
ta
sks
an
d p
rovi
din
g s
ente
nce
s st
ems
for
wri
tin
g.
I’m
no
t o
verl
y co
nce
rned
abo
ut
pre-
tea
chin
g v
oca
bu
lary
, si
nce
I k
no
w t
he
voca
b o
ften
co
mes
up
ag
ain
an
d
ag
ain
in
th
ese
un
its.
In
stea
d,
I w
ill
all
ow
stu
den
ts l
ike
Ro
sa t
o u
se s
tra
teg
ies
to d
eter
min
e u
nfa
mil
iar
wo
rd m
ean
ing
s (co
nte
xt
clu
es,
bil
ing
ua
l d
icti
on
ari
es,
etc.
).
I th
ink I
’ll
giv
e th
is a
sses
smen
t to
Ro
sa t
wic
e. T
he
firs
t ti
me,
I w
ill
giv
e th
e a
sses
smen
t w
ith
ou
t a
ny
sca
ffo
lds
to s
ee h
ow
sh
e d
oes
. I
nee
d t
o b
e su
re s
he
kn
ow
s th
at
this
is
pure
ly d
iag
no
stic
a
nd
th
e g
rad
e w
ill
no
t co
un
t (u
nle
ss s
he
do
es s
o w
ell
tha
t I
fin
d s
he
do
esn
’t n
eed
fu
rth
er
sca
ffo
ldin
g.
Bu
t si
nce
sh
e is
at
a T
ran
siti
on
ing
pro
gre
ssio
n,
my
gu
ess
is s
he
wil
l).
Dep
end
ing
o
n h
er a
sses
sed
str
eng
ths
an
d n
eed
s, I
’ll
then
giv
e h
er a
sca
ffo
lded
ver
sio
n o
f th
is m
id u
nit
a
sses
smen
t h
at
I w
ill
then
sco
re a
nd
en
ter
into
my
gra
deb
oo
k.
I’l
l pr
oba
bly
do
th
e sa
me
thin
g f
or
the
end
of
un
it a
sses
smen
t, d
epen
din
g o
n w
ha
t I
lea
rn a
bo
ut
wh
at
she
nee
ds.
Po
ssib
ilit
ies
for
the
sca
ffo
lded
ver
sio
n o
f th
is a
sses
smen
t w
ou
ld i
ncl
ud
e ex
pla
na
tio
ns
of
ad
dit
ion
al
key
wo
rds
bey
on
d t
he
wo
rd l
ist
giv
en t
o a
ll s
tud
ents
(I
wil
l pr
oba
bly
nee
d t
o
expl
ain
so
me
pres
um
ed b
ack
gro
un
d k
no
wle
dg
e, l
ike
wh
o t
he
cha
ract
ers
Sno
w W
hit
e a
nd
D
oro
thy
are
, w
ha
t th
e W
iza
rd o
f O
z a
nd
Cin
der
ella
are
) tr
an
sla
ted
in
to S
pan
ish
fo
r R
osa
, so
th
at
the
cult
ura
l si
gn
ific
an
ce o
f th
ese
cha
ract
ers/
mo
vies
is
clea
rly
expl
ain
ed.
Wit
h ju
st a
qu
ick w
eb s
earc
h,
I fo
un
d S
pan
ish
ver
sio
ns
of
thes
e st
ori
es (
fou
nd
Cin
der
ella
at
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
htt
ps:/
/ww
w.i
sto
rybo
oks.
co/c
enic
ien
ta-c
ind
erel
la-i
n-s
pan
ish
.htm
l ).
It’
s a
ma
zin
g h
ow
re
sou
rces
lik
e th
ese
ma
ke
it e
asy
fo
r m
e to
ma
ke
the
con
ten
t a
cces
sible
to
Ro
sa.
On
her
sca
ffo
lded
ass
essm
ent,
I w
ill
als
o a
dd
aca
dem
ic v
oca
bu
lary
wo
rds
tha
t a
ppea
r w
ith
h
igh
fre
qu
ency
to
th
e vo
cabu
lary
lis
t. A
nd
I n
eed
to
be
sure
sh
e h
as
her
bil
ing
ua
l d
icti
on
ary
.
I’m
no
t to
o w
orr
ied
abo
ut
Ro
sa c
om
plet
ing
a p
erfe
ct q
uo
te s
an
dw
ich
in
th
e sh
ort
res
pon
se,
giv
en t
ha
t sh
e is
tra
nsi
tio
nin
g.
Wh
at
I m
ost
wa
nt
to s
ee i
s if
sh
e ca
n f
ind
at
lea
st o
ne
piec
e o
f ev
iden
ce t
ha
t su
ppo
rts
the
cen
tra
l id
ea o
f th
e te
xt,
an
d g
ive
a b
asi
c ex
pla
na
tio
n o
f h
ow
it
do
es s
o.
End
of U
nit 1
Ass
essm
ent
Cla
ims,
In
tera
ctio
ns
and
Tex
t Str
uctu
re: “
Is M
oney
Aff
ecti
ng
You
r So
cial
Sta
tus?
” Th
is a
sses
smen
t foc
uses
on
NYS
P12
ELA
CCLS
RI.7
.1, 7
.2, R
I.7.3
, and
RI.7
.5. F
or th
is a
sses
smen
t, st
uden
ts w
ill re
ad a
nd
anal
yze
the
artic
le “
Is M
oney
Affe
ctin
g Yo
ur S
ocia
l Sta
tus?
” and
iden
tify
the
cent
ral i
deas
, cla
ims,
and
stru
ctur
e of
the
text
. Th
is a
sses
smen
t ask
s stu
dent
s to
sum
mar
ize
info
rmat
ion
they
’ve
read
in a
shor
t par
agra
ph, s
elec
t the
bes
t pie
ce o
f evi
denc
e to
su
ppor
t a c
laim
, and
ana
lyze
the
rela
tions
hip
betw
een
diffe
rent
par
agra
phs.
Thi
s ass
essm
ent t
ests
all
the
info
rmat
iona
l tex
t re
adin
g st
anda
rds t
hat a
re c
over
ed in
the
unit,
serv
ing
as a
cul
min
atin
g as
sess
men
t.
Ag
ain
, I
thin
k I
’ll
giv
e th
is a
ssig
nm
ent
wit
ho
ut
sca
ffo
lds
to a
sses
s R
osa
’s p
rog
ress
, a
nd
th
en
als
o o
ffer
a s
caff
old
ed v
ersi
on
to
gra
de.
Her
e, f
or
ad
dit
ion
al
sca
ffo
ldin
g,
I w
ill
ma
ke
sure
R
osa
ha
s a
pa
rtia
lly-
fill
ed i
n g
raph
ic o
rga
niz
er a
nd
sen
ten
ce s
tem
s to
org
an
izer
her
wri
tin
g
for
the
sho
rt r
espo
nse
. I
nee
d t
o d
ig i
nto
th
e le
sso
n t
ha
t h
as
this
act
ua
l a
sses
smen
t in
it
in
ord
er t
o t
hin
k m
ore
abo
ut
wh
at
kin
d o
f st
ems
mig
ht
wo
rk b
est.
Con
tent
Con
nect
ions
This
mod
ule
is d
esig
ned
to a
ddre
ss E
nglis
h La
ngua
ge A
rts s
tand
ards
as s
tude
nts r
ead
liter
atur
e an
d in
form
atio
nal t
ext a
bout
iden
tity
form
atio
n an
d tr
ansf
orm
atio
n.
How
ever
, the
mod
ule
inte
ntio
nally
inco
rpor
ates
Soc
ial S
tudi
es P
ract
ices
and
The
mes
to su
ppor
t pot
entia
l int
erdi
scip
linar
y co
nnec
tions
to th
is c
ompe
lling
con
tent
. Th
ese
inte
ntio
nal c
onne
ctio
ns a
re d
escr
ibed
bel
ow.
Big
idea
s an
d gu
idin
g qu
esti
ons
are
info
rmed
by
the
New
Yor
k St
ate
Com
mon
Cor
e K
-8 S
ocia
l Stu
dies
Fra
mew
ork:
ht
tp:/
/en
gage
ny.
org/
site
s/de
faul
t/fi
les/
reso
urce
/att
achm
ents
/ss-
fram
ewor
k-k-
8.pd
f
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Un
ifyi
ng
The
mes
(pa
ges
6–7)
•
Them
e 1:
Indi
vidu
al D
evel
opm
ent a
nd C
ultu
ral I
dent
ity: T
he ro
le o
f soc
ial,
polit
ical
, and
cul
tura
l int
erac
tions
supp
orts
the
deve
lopm
ent o
f ide
ntity
; per
sona
l ide
ntity
is a
func
tion
of a
n in
divi
dual
’s cu
lture
, tim
e, p
lace
, geo
grap
hy, i
nter
actio
n w
ith g
roup
s, in
fluen
ces f
rom
inst
itutio
ns, a
nd li
ved
expe
rien
ces.
•C
oo
l! G
rea
t to
see
all
th
is f
ocu
s o
n i
den
tity
. I
kn
ow
it'
s so
met
hin
g a
ll m
y st
ud
ents
, bu
t pa
rtic
ula
rly
my
ELLs
, a
re t
hin
kin
ga
bo
ut
as
7th
gra
der
s. N
eed
to
be
sure
to
dra
w o
n R
osa
's e
xpe
rtis
e.....
•Th
eme
5: D
evel
opm
ent a
nd T
rans
form
atio
n of
Soc
ial S
truc
ture
s: R
ole
of so
cial
cla
ss, s
yste
ms o
f str
atifi
catio
n, so
cial
gro
ups,
and
inst
itutio
ns; r
ole
of g
ende
r, ra
ce,
ethn
icity
, edu
catio
n, c
lass
, age
, and
relig
ion
in d
efin
ing
soci
al st
ruct
ures
with
in a
cul
ture
; soc
ial a
nd p
oliti
cal i
nequ
aliti
es.
•W
e’re
go
ing
to
wa
nt
to b
e se
nsi
tive
an
d r
espe
ctfu
l w
hen
wo
rkin
g w
ith
th
ese
topi
cs i
n c
lass
. I
can
rel
y o
n R
osa
’sd
emo
nst
rate
d c
om
fort
lev
el w
ith
her
eth
nic
ity,
bu
t d
on
’t w
an
t to
ass
um
e to
o m
uch
. If
th
ere’
s a
nyt
hin
g I
th
ink m
igh
t be
ast
um
bli
ng
sto
ne
for
Ro
sa (
or
an
y o
ther
kid
s),
I’ll
bri
ng
th
em i
n a
hea
d o
f ti
me
to e
mpo
wer
th
em b
y g
etti
ng
th
eir
ad
vice
as
‘co
nte
nt
con
sult
an
ts’ (
an
d n
am
e th
em a
s su
ch!)
I’l
l te
ll t
hem
ad
ult
s d
o t
his
so
rt o
f co
lla
bo
rati
on
all
th
e ti
me.
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Ah
, th
e te
xts
lis
t. S
o i
mpo
rta
nt,
bu
t a
lwa
ys a
bit
da
un
tin
g t
o t
hin
k a
bo
ut
for
my
ELLs
. Fo
r ea
ch o
f th
e li
sted
tex
ts l
iste
d b
elo
w,
I w
ill
pro
vid
e a
glo
ssa
ry,
dic
tio
na
ry,
an
d p
art
iall
y fi
lled
in
gra
phic
org
an
izer
fo
r R
osa
to
org
an
ize
cen
tra
l cl
aim
s a
nd
su
ppo
rtin
g e
vid
ence
. Si
nce
I s
ee m
an
y te
xts
lis
ted
, I
am
gu
essi
ng
mo
st o
f th
em a
re s
ho
rter
art
icle
s. I
ma
y fo
cus
on
so
me
“po
wer
te
xts
” th
at
hel
p R
osa
ad
dre
ss R
I.7
.1,
citi
ng
evi
den
ce f
rom
tex
t a
nd
ma
kin
g i
nfe
ren
ces,
RI.
7.2
, d
eter
min
ing
cen
tra
l id
eas
an
d
RI.
7.3
, a
na
lyzi
ng
th
e in
tera
ctio
ns
bet
wee
n i
nd
ivid
ua
ls,
even
ts,
an
d i
dea
s in
a t
ext.
By
focu
sin
g o
n s
om
e te
xts
an
d p
ote
nti
all
y sk
ippi
ng
oth
ers,
I c
an
ad
dre
ss i
ssu
es o
f pa
cin
g w
hil
e st
ill
giv
ing
Ro
sa a
n o
ppo
rtu
nit
y to
str
eng
then
her
skil
ls i
n c
om
preh
end
ing
co
mpl
ex t
ext
an
d i
n h
er f
luen
cy a
nd
pro
nu
nci
ati
on
. Sh
e is
a s
emi-
flu
ent
dec
od
er w
ho
mig
ht
be
able
to
dec
od
e a
ll o
f th
ese
texts
, bu
t I
wa
nt
to f
ocu
s h
er e
ffo
rts
on
im
pro
vin
g c
om
preh
ensi
on
, ci
tin
g e
vid
ence
, a
nd
det
erm
inin
g c
entr
al
idea
s a
nd
in
tera
ctio
ns
wit
hin
th
e te
xt.
Les
s is
pro
ba
bly
mo
re.
To
hel
p R
osa
I’l
l a
lso
try
to
in
corp
ora
te s
om
e u
se o
f Sp
an
ish
in
th
e cl
ass
roo
m b
y o
cca
sio
na
lly
gro
upi
ng
her
in
ho
mo
gen
ou
s pa
irs
or
gro
ups
of
Spa
nis
h-s
pea
kin
g s
tud
ents
. (N
ote
to
oth
er t
each
ers
usi
ng
th
is c
urr
icu
lum
: if
th
ere
are
no
oth
er S
pan
ish
-sp
eakin
g s
tud
ents
, th
en t
ry r
ecru
itin
g a
Spa
nis
h-s
pea
kin
g a
du
lt –
eit
her
a t
each
er o
r a
ide
in t
he
bu
ild
ing
or
a v
olu
nte
er.)
Le
ttin
g h
er d
o s
om
e o
f h
er e
arl
y o
ral
wo
rk i
n S
pan
ish
wil
l h
elp
her
th
ink t
hro
ug
h t
he
“gis
t” o
f so
me
of
thes
e ch
all
eng
ing
tex
ts
or
un
der
sta
nd
ing
key
vo
cabu
lary
in
an
eff
icie
nt
ma
nn
er,
bef
ore
sh
e ta
ckle
s th
e te
xt
in E
ng
lish
. I
wil
l tr
y to
do
th
is
earl
y L1
g
rou
nd
wo
rk f
or
the
texts
th
at
are
th
e m
ost
co
mpl
ex a
nd
th
at
off
er t
he
mo
st o
ppo
rtu
nit
ies
for
her
to
co
nn
ect
to t
he
con
ten
t, l
ike
“Th
e B
ord
er”
an
d “
My
Ow
n T
rue
Na
me.
” D
epen
din
g o
n h
ow
Ro
sa d
oes
on
th
e d
iag
no
stic
mid
an
d e
nd
un
it a
sses
smen
ts,
I m
ay
all
ow
her
to
dis
cuss
th
e te
xts
use
d o
n t
ho
se i
n S
pan
ish
as
wel
l.
Cen
tral
Tex
ts
Engl
ish,
Kar
en, a
nd Jo
nath
an W
eine
r. N
adia
's H
ands
. Hon
esda
le, P
A: B
oyds
Mill
s, 19
99.
Th
is i
s g
rea
t; I
see
th
is i
s th
e fi
rst
text
in t
he
un
it,
an
d i
t's
an
ea
sier
ch
ild
ren
's b
oo
k.
A p
erfe
ct h
oo
k f
or
Ro
sa....
1.
2.Pe
rlst
ein,
Lin
da. N
ot M
uch,
Jus
t Chi
llin:
The
Hid
den
Live
s of M
iddl
e Sc
hool
ers.
New
Yor
k: F
arra
r, S
trau
s and
Gir
oux,
200
3.
3.Er
ika
Pack
ard,
“Tea
m P
laye
rs,”
Mon
itor,
Sep
tem
ber 2
006,
Vol
37,
No.
8.
I w
ill
con
sid
er s
kip
pin
g “
Tea
m P
laye
rs”
for
Ro
sa,
sin
ce s
he
wil
l h
ave
opp
ort
un
itie
s to
ad
dre
ss t
he
sta
nd
ard
s R
I.7
.1,
RI.
7.2
an
d R
I.7
.3th
ou
gh
th
e R
ead
er’s
No
tes
for
No
t M
uch
, Ju
st C
hil
lin
an
d “
Th
e B
ord
er.'
4.Ci
ndy
Mor
and,
“The
Bor
der,
" Red
: Tee
nage
Gir
ls o
f Am
eric
a W
rite
on
Wha
t Fir
es U
p Th
eir
Live
s Tod
ay, P
engu
in/P
lum
e, 2
007.
Fir
st p
erso
n n
arr
ati
ve o
f a
His
pan
ic g
irl;
em
pha
size
th
is o
ne
for
Ro
sa a
nd
rea
lly
get
her
opi
nio
n/v
oic
e o
n i
t, a
s so
meo
ne
wh
o’s
liv
ed t
he
expe
rien
ce.
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
5.G
race
Lin
, “W
hy C
ould
n’t S
now
Whi
te B
e Ch
ines
e?” h
ttp:
//w
ww
.gra
celin
.com
/med
ia/p
ress
/pre
ss_s
now
whi
tees
say.
6.D
iane
Gon
zale
s Ber
tran
d, “M
y O
wn
True
Nam
e," C
hoco
late
for
a Te
en's
Spir
it: In
spir
ing
Stor
ies F
or Y
oung
Wom
en A
bout
Hop
e, S
tren
gth,
and
Wis
dom
, Sim
on &
Schu
ster
, 200
2. S
ee n
ote
fo
r #
4!
So g
lad
to
see
su
ch s
tro
ng
co
nn
ecti
on
s to
th
e im
mig
ran
t ex
peri
ence
.
7.D
enis
e W
inte
rman
, “Te
en S
lang
: Wha
t's, l
ike,
so w
rong
with
like
?” B
BC N
ews M
agaz
ine,
Sep
tem
ber 2
010.
I m
ay
ha
ve R
osa
skip
th
is t
ext
as
wel
l, s
ince
sh
e w
ill
be
focu
sin
g l
ess
on
sta
nd
ard
RI.
7.5
, a
na
lyzi
ng
tex
t st
ruct
ure
, “S
ince
I
can
see
in
th
e u
nit
-at-
a-g
lan
ce c
ha
rt t
ha
t w
hen
stu
den
ts r
ead
th
is t
ext,
th
ey a
re f
ocu
sed
on
RI.
7.5
. I
nst
ead
, I
wil
l co
nti
nu
e h
avi
ng
her
det
erm
ine
cen
tra
l id
eas,
cit
e ev
iden
ce,
an
d m
ake
infe
ren
ces
fro
m t
he
prev
iou
s re
ad
ing
s. I
mig
ht
use
th
is l
esso
n a
s a
n o
ppo
rtu
nit
y fo
r R
osa
to
wo
rk w
ith
an
oth
er S
pan
ish
-spe
akin
g s
tud
ent
or
ad
ult
to
d
iscu
ss t
he
texts
sh
e’s
rea
d s
o f
ar
an
d h
er c
orr
espo
nd
ing
Rea
der
’s N
ote
s to
ad
dre
ss a
ny
ga
ps i
n c
om
preh
ensi
on
.
8.Ju
liann
e M
icol
eta,
“Gen
erat
ion
Z Te
ens S
tere
otyp
ed A
s 'La
zy A
nd U
naw
are,
” Huf
fingt
on P
ost,
Mar
ch, 2
012.
9.R
eniq
ua A
llen,
“Is M
oney
Affe
ctin
g Yo
ur S
ocia
l Sta
tus?
” Tee
n Vo
gue,
htt
p://
ww
w.te
envo
gue.
com
/adv
ice/
frie
ndsh
ip-a
dvic
e/20
11-1
2/ho
w-m
oney
-affe
cts-
frie
ndsh
ips-
soci
al-s
tand
ing/
?int
ro.
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Thi
s un
it is
app
roxi
mat
ely
2 w
eeks
or
10 s
essi
ons
of in
stru
ctio
n.
As
abo
ve.
loo
kin
g a
t th
e st
an
da
rds,
I s
ee t
ha
t th
is u
nit
ha
s st
ron
g e
mph
asi
s o
n R
I.7
.1,
RI.
7.2
, a
nd
RI.
7.3
, I
wil
l be
sure
to
fo
llo
w
the
New
Yo
rk S
tate
En
gli
sh L
an
gu
ag
e P
rog
ress
ion
s, T
ran
siti
on
ing
(3
) Le
vel
for
thes
e st
an
da
rds
for
Ro
sa.
(C
hec
k f
or
app
ropr
iate
En
gli
sh l
an
gu
ag
e pr
ofi
cien
cy d
evel
opm
ent
sta
nd
ard
s in
yo
ur
sta
te).
Pa
re b
ack
on
7.5
. to
ma
ke
the
paci
ng
mo
re r
eali
stic
an
d
ma
na
gea
ble
fo
r R
osa
.
For
each
les
son
, I
did
a q
uic
k s
can
an
d c
od
ed
the
inst
an
ces
wh
ere
the
cla
ss i
s fo
cusi
ng
on
Rea
din
g (
R),
Wri
tin
g (
W),
Spe
akin
g
(S)
, o
r Li
sten
ing
(L)
. T
ha
t’s
go
ing
to
hel
p m
e re
mem
ber
to
att
end
to
th
e d
iffe
ren
t su
ppo
rts
Ro
sa m
igh
t n
eed
fo
r th
at
giv
en
less
on
. W
hen
ever
th
ere
is S
pea
kin
g o
r Li
sten
ing
, I
nee
d t
o m
ake
sure
I g
ive
Ro
se s
ente
nce
sta
rter
s a
nd
en
ou
gh
tim
e fo
r m
ult
iple
re
-rea
din
gs.
Wil
l pr
oba
bly
nee
d t
o p
ull
in
her
ELL
tea
cher
an
d w
ork
to
get
her
on
eit
her
giv
ing
her
tim
e in
her
extr
a l
iter
acy
cl
ass
fo
r th
ese
pre-
rea
ds
or
re-r
ead
s, o
r h
avi
ng
th
e EL
L te
ach
er t
ake
Ro
sa i
n a
sm
all
gro
up
or
ind
ivid
ua
lly
du
rin
g s
om
e o
ther
w
ork
tim
e in
a p
rece
din
g c
lass
.
Less
on
Less
on T
itle
Long
-Ter
m T
arge
ts
Supp
ortin
g Ta
rget
s O
ngoi
ng
Ass
essm
ent
Anc
hor C
hart
s &
Pr
otoc
ols
Less
on 1
R
W
Laun
chin
g th
e M
odul
e:
Iden
tity
and
Tran
sfor
mat
ion:
Th
en a
nd N
ow
•I c
an d
eter
min
e th
e ce
ntra
l ide
a of
a te
xt.
(RI.7
.2)
•I c
an m
ake
infe
renc
es a
bout
the
cent
ral
idea
of N
adia
’s H
ands
. •
I can
bui
ld a
wor
king
def
initi
on o
f id
entit
y.
•Id
entit
y jo
urna
ls
•Ex
tern
al Id
entit
y m
ind
map
•In
tern
al Id
entit
y m
ind
map
•R
eade
r’s N
otes
*
•Id
entit
y an
chor
cha
rt
*I n
eed
to
pre
-rea
d e
ach
Rea
der
’s N
ote
s h
an
do
ut,
an
d p
rovi
de
part
iall
y-fi
lled
in
an
swer
s, s
ente
nce
ste
ms,
an
d w
ord
ba
nks
for
the
dif
fere
nt
sect
ion
s. P
roba
bly
nee
d t
o d
o t
his
fo
r th
e w
ho
le u
nit
bef
ore
we
dig
in
, so
eve
ry h
om
ewo
rk a
ssig
nm
ent
wil
l be
sca
ffo
lded
. T
his
wil
l h
elp
mee
t th
e pr
og
ress
ion
lev
el o
f T
ran
siti
on
ing
wit
hin
th
e st
an
da
rds
of
RI.
7.2
. (O
ther
tea
cher
s u
sin
g
this
cu
rric
ulu
m:
Ch
eck f
or
app
ropr
iate
En
gli
sh l
an
gu
ag
e pr
ofi
cien
cy d
evel
opm
ent
sta
nd
ard
s in
yo
ur
sta
te).
Less
on 2
R
W
Def
inin
g K
ey T
erm
s: G
ende
r an
d In
tern
al Id
entit
y •
I can
cite
seve
ral p
iece
s of t
ext-
base
d ev
iden
ce to
supp
ort a
n an
alys
is o
f in
form
atio
nal t
ext.
(RI.7
.1)
•I c
an d
eter
min
e th
e ce
ntra
l ide
as in
info
rmat
iona
l tex
t. (R
I.7.2
) •
I can
ana
lyze
the
inte
ract
ion
betw
een
indi
vidu
als,
eve
nts,
and
idea
s in
a te
xt.
(RI.7
.3)
•I c
an c
ite sp
ecifi
c ev
iden
ce fr
om “T
eam
Play
ers”
to su
ppor
t an
anal
ysis
of t
he
text
. •
I can
det
erm
ine
the
cent
ral i
deas
in“T
eam
Pla
yers
”. •
I can
ana
lyze
the
inte
ract
ion
betw
een
indi
vidu
als,
eve
nts,
and
idea
s in
“Tea
m
Play
ers.
”
•R
eade
r’s N
otes
: Not
Muc
h,Ju
st C
hilli
n’, p
ages
105–
106
(fro
m h
omew
ork)
•Id
entit
y an
chor
cha
rt•
Rea
der’s
Not
es: “
Team
Play
ers”
•Id
entit
y an
chor
cha
rt
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
For
all
rea
din
gs,
I w
ill
refo
rma
t te
xt
wit
h l
arg
er f
on
t a
nd
spa
cin
g,
roo
m f
or
def
init
ion
s a
nd
im
ag
es o
f key
wo
rds.
Th
at’
s ea
sy
usi
ng
th
e W
ord
do
cum
ents
fro
m c
om
mo
nco
resu
cces
s.el
sch
oo
ls.o
rg.
I w
ill
als
o u
se w
ord
sift
.co
m t
o s
can
fo
r th
e m
ost
co
mm
on
ly-
use
d w
ord
in
ea
ch t
ext,
giv
ing
Ro
sa d
efin
itio
ns
to t
he
mo
st c
om
mo
n,
com
plex
, o
r a
bst
ract
wo
rds
tha
t a
re e
ssen
tia
l fo
r h
er
com
preh
ensi
on
of
the
text
as
a w
ho
le.
Exa
mpl
es:
“in
tern
al/
exte
rna
l,”
“id
enti
ty,
“cu
ltu
re.”
For
mo
re c
ha
llen
gin
g R
ead
er’s
No
tes
qu
esti
on
s, I
wil
l n
eed
to
pro
vid
e “h
int
card
s” t
ha
t h
elp
stu
den
ts l
ike
Ro
sa f
ind
th
e pl
ace
s in
th
e te
xt
wit
h t
he
an
swer
s. F
or
Ro
sa,
I m
igh
t I
occ
asi
on
all
y o
ffer
hin
ts a
nd
key
ter
min
olo
gy
in h
er n
ati
ve l
an
gu
ag
e w
hen
th
e co
nce
pts
are
in
crea
sin
gly
abst
ract
or
com
plex
, bu
t n
eed
to
ch
eck m
ysel
f h
ere
so I
do
n’t
co
dd
le h
er t
oo
mu
ch.
I a
lso
w
ill
ind
ica
te w
her
e in
th
e te
xt
to f
ind
an
swer
s to
mo
re d
iffi
cult
tex
t-d
epen
den
t qu
esti
on
s (fo
r ex
am
ple,
I w
ill
pre-
hig
hli
gh
t th
e te
xt
tha
t co
nta
ins
the
an
swer
or
I w
ill
dir
ect
Ro
sa t
o t
he
app
ropr
iate
pa
rag
raph
).
Less
on 3
R
W
S
L
Anal
yzin
g th
e Ce
ntra
l Ide
as,
Part
1: “T
he B
orde
r”
•I c
an c
ite se
vera
l pie
ces o
f tex
t-ba
sed
evid
ence
to su
ppor
t an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.1
) •
I can
det
erm
ine
the
cent
ral i
deas
inin
form
atio
nal t
ext.
(RI.7
.2)
•I c
an a
naly
ze th
e in
tera
ctio
n be
twee
nin
divi
dual
s, e
vent
s, a
nd id
eas i
n a
text
. (R
I.7.3
)
•I c
an u
se q
uota
tions
from
“The
Bor
der”
to su
ppor
t an
anal
ysis
of t
he te
xt.
•I c
an tr
ace
the
deve
lopm
ent o
f the
cent
ral i
dea
of “T
he B
orde
r.”
•I c
an a
naly
ze th
e in
tera
ctio
n be
twee
nin
divi
dual
s, e
vent
s, a
nd id
eas i
n “T
he
Bord
er.”
•R
eade
r’s N
otes
: “Te
amPl
ayer
s” (f
rom
hom
ewor
k)
•Te
xt-D
epen
dent
Que
stio
ns:
“The
Bor
der”
•
Rea
der’s
Not
es: “
The
Bord
er”
•Id
entit
y an
chor
cha
rt
•St
uden
t ide
ntity
min
d m
aps
•Id
entit
y an
chor
cha
rt•
Back
-to-
Back
and
Fac
e-to
-Fa
ce p
roto
col
Tex
ts s
uch
as
“Th
e B
ord
er”
an
d “
My
Ow
n T
rue
Na
me”
wil
l li
kel
y re
son
ate
wit
h R
osa
mo
re s
ince
th
ey d
escr
ibe
the
imm
igra
nt
expe
rien
ce.
I w
ill
be
sure
to
en
ga
ge
Ro
sa i
n c
on
vers
ati
on
s a
rou
nd
th
ese
texts
an
d e
nco
ura
ge
her
to
sh
are
an
y pe
rso
na
l co
nn
ecti
on
s sh
e ca
n m
ake
wit
ho
ut
putt
ing
her
on
th
e sp
ot.
Ro
sa i
s co
mfo
rta
ble
ta
lkin
g a
bo
ut
her
expe
rien
ces
as
a
Do
min
ica
n i
mm
igra
nt
to A
mer
ica
, a
nd
sh
e li
kes
th
e ch
an
ge
to e
du
cate
her
cla
ssm
ate
s. I
wil
l u
se t
his
as
a w
ay
of
hel
pin
g h
er
con
nec
t to
th
e th
emes
an
d c
entr
al
idea
s w
ith
in t
his
tex
t.
Ro
sa l
ikel
y w
ill
nee
d s
ign
ific
an
t sc
aff
old
ing
of
the
ho
mew
ork
so
sh
e ca
n c
om
plet
e it
at
ho
me
wit
ho
ut
the
Eng
lish
la
ng
ua
ge
supp
ort
s th
at
ma
y be
ava
ila
ble
to
na
tive
spe
akin
g f
am
ilie
s.
Pro
vid
ing
acc
ess
to a
go
od
dic
tio
na
ry o
r a
glo
ssa
ry,
wri
tten
fo
r R
osa
’s a
cqu
isit
ion
lev
el,
wil
l be
impo
rta
nt.
Less
on 4
W
S
L
Anal
yzin
g th
e Ce
ntra
l Ide
as,
Part
2: “
The
Bord
er”
•I c
an c
ite se
vera
l pie
ces o
f tex
t-ba
sed
evid
ence
to su
ppor
t an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.1
) •
I can
exp
ress
idea
s with
pre
cisi
on.
(W.7
.4)
•I c
an e
ffect
ivel
y en
gage
in d
iscu
ssio
nsw
ith d
iver
se p
artn
ers a
bout
seve
nth-
•I c
an u
se q
uote
s suc
cess
fully
to su
ppor
t an
ana
lysi
s of t
he c
entr
al id
eas o
f “Th
e Bo
rder
.” •
I can
wri
te w
ith p
reci
sion
abo
ut “T
heBo
rder
” usi
ng th
e “q
uote
sand
wic
h”.
•By
eng
agin
g in
a d
iscu
ssio
n w
ith m
ypa
rtne
r, I c
an a
naly
ze “T
he B
orde
r” to
de
epen
my
unde
rsta
ndin
g of
its c
entr
al
idea
.
•Id
entit
y an
chor
cha
rt•
Rea
der’s
Not
es: “
The
Bord
er” (
from
hom
ewor
k)
•Sh
ort R
espo
nse
Gra
phic
Org
aniz
er: “
The
Bord
er”
•Id
entit
y an
chor
cha
rt•
Dis
cuss
ion
Appo
intm
ent
prot
ocol
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
grad
e to
pics
, tex
ts, a
nd is
sues
. (SL
.7.1
)
I se
e th
at
stu
den
ts w
ork
wit
h t
his
tex
t a
cro
ss t
wo
les
son
s. T
ha
t w
ill
serv
e R
osa
. I
nee
d t
o o
ffer
a p
art
iall
y-fi
lled
ou
t G
O a
nd
a
lso
pro
vid
e a
sa
mpl
e st
ud
ent
para
gra
ph a
s a
mo
del
fo
r h
er s
ho
rt-r
espo
nse
.
Just
as
wit
h r
ead
ing
an
d w
riti
ng
-cen
tere
d a
ctiv
itie
s, I
wil
l g
ive
Ro
sa a
pa
rtia
lly-
fill
ed i
n g
raph
ic o
rga
niz
er f
or
list
enin
g
act
ivit
ies
so s
he
can
fil
l it
in
wh
ile
the
text
is r
ead
alo
ud
to
her
. “I
nee
d t
o d
ig i
nto
th
e le
sso
ns
to a
ctu
all
y fi
nd
th
e g
raph
ic
org
an
izer
s. B
ut
I’m
gu
essi
ng
I m
igh
t in
clu
de
the
def
init
ion
of
“sel
f-w
ort
h”
an
d g
ive
a t
ext-
ba
sed
exa
mpl
e o
f th
at
in L
esso
n 6
, fo
r ex
am
ple,
to
la
un
ch h
er i
nto
th
e li
sten
ing
/spe
akin
g q
ues
tio
ns.
I
wil
l a
lso
pro
vid
e a
wo
rd b
an
k f
or
spea
kin
g a
ctiv
itie
s w
hen
sh
e is
en
ga
ged
in
dis
cuss
ion
wit
h a
pa
rtn
er.
I w
ill
con
sid
er
pair
ing
her
wit
h a
no
ther
stu
den
t w
ho
spe
aks
Spa
nis
h o
cca
sio
na
lly
so t
ha
t sh
e ca
n h
ave
mo
re i
n-d
epth
co
nve
rsa
tio
ns
abo
ut
the
abst
ract
id
eas
wit
hin
th
e te
xt.
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Less
on
Less
on T
itle
Long
-Ter
m T
arge
ts
Supp
ortin
g Ta
rget
s O
ngoi
ng
Ass
essm
ent
Anc
hor C
hart
s &
Pr
otoc
ols
Less
on 5
R
W
Mid
-Uni
t 1 A
sses
smen
t: Ev
iden
ce, I
deas
, and
In
tera
ctio
ns in
“Why
Co
uldn
’t Sn
ow W
hite
Be
Chin
ese?
”
•I c
an c
ite se
vera
l pie
ces o
f tex
t-ba
sed
evid
ence
to su
ppor
t an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I7.1
) •
I can
obj
ectiv
ely
sum
mar
ize
a pi
ece
of te
xt.
(RI7
.2)
•I c
an a
naly
ze th
e in
tera
ctio
ns b
etw
een
indi
vidu
als,
eve
nts,
and
idea
s in
a te
xt.
(RI7
.3)
•I c
an o
bjec
tivel
y su
mm
ariz
e “W
hyCo
uldn
’t Sn
ow W
hite
Be
Chin
ese?
” •
I can
iden
tify
the
supp
ortin
g ev
iden
cefo
r an
anal
ysis
of “
Why
Cou
ldn’
t Sno
w
Whi
te B
e Ch
ines
e?”
•I c
an a
naly
ze th
e in
tera
ctio
n be
twee
n an
indi
vidu
al a
nd e
vent
s and
idea
s in
“Why
Co
uldn
’t Sn
ow W
hite
Be
Chin
ese?
”
•M
id-U
nit 1
Ass
essm
ent
•R
emem
ber
, g
ive
this
tw
ice
(w
hen
?...I’
ll
nee
d t
o
coo
rdin
ate
wit
h
the
ELL
tea
cher
o
n t
ha
t. M
ayb
e sc
aff
old
ha
lf
an
d d
o a
no
ther
h
alf
“co
ld”
to
save
tim
e,
ma
kin
g s
ure
I’
m h
itti
ng
all
th
e st
an
da
rds
bo
th w
ays
.
Less
on 6
R
W
S
L
Dra
win
g In
fere
nces
: “M
y O
wn
True
Nam
e”
•I c
an c
ite se
vera
l pie
ces o
f tex
t-ba
sed
evid
ence
to su
ppor
t an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I.7.1
) •
I can
det
erm
ine
the
cent
ral i
deas
inin
form
atio
nal t
ext.
(RI.7
.2)
•I c
an a
naly
ze th
e in
tera
ctio
ns b
etw
een
indi
vidu
als,
eve
nts,
and
idea
s in
a te
xt.
(RI.7
.3)
•I c
an e
ffect
ivel
y en
gage
in d
iscu
ssio
ns w
ithdi
vers
e pa
rtne
rs a
bout
seve
nth-
grad
e to
pics
, tex
ts, a
nd is
sues
. (SL
.7.1
)
•I c
an m
ake
and
shar
e ac
cura
tein
fere
nces
abo
ut “M
y O
wn
True
Nam
e”
in d
iscu
ssio
n w
ith m
y pe
ers.
•
I can
det
erm
ine
the
cent
ral i
dea
of “M
yO
wn
True
Nam
e.”
•R
eade
r’s N
otes
•Te
xt-d
epen
dent
que
stio
ns•
Iden
tity
anch
or c
hart
Less
on 7
An
alyz
ing
Text
Str
uctu
re:
“Tee
n Sl
ang:
Wha
t’s, L
ike,
•
I can
det
erm
ine
the
cent
ral i
deas
of a
n•
I can
ana
lyze
the
orga
niza
tion
of “T
een
Slan
g: W
hat’s
, Lik
e, S
o W
rong
with
•
Rea
der’s
Not
es: “
My
Ow
nTr
ue N
ame”
(fro
m
•“T
een
Slan
g: W
hat’s
, Lik
e,So
Wro
ng w
ith L
ike?
”
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
R
W
So W
rong
with
Lik
e?”
info
rmat
iona
l tex
t. (R
I.7.2
) •
I can
ana
lyze
the
deve
lopm
ent o
f a c
entr
al
idea
thro
ugho
ut th
e te
xt. (
RI.7
.2)
•I c
an a
naly
ze th
e or
gani
zatio
n of
an
info
rmat
iona
l tex
t (in
clud
ing
how
the
maj
or se
ctio
ns c
ontr
ibut
e to
the
who
le a
nd
to th
e de
velo
pmen
t of t
he id
eas.
(RI.7
.5)*
Like
?” to
det
erm
ine
the
auth
or’s
clai
ms
and
evid
ence
. •
I can
ana
lyze
how
the
clai
ms a
ndev
iden
ce o
f “Te
en S
lang
: Wha
t’s, L
ike,
So
Wro
ng w
ith L
ike?
” rel
ate
to o
ne
anot
her.
hom
ewor
k)
•Te
xt-D
epen
dent
Que
stio
ns:
“Tee
n Sl
ang:
Wha
t’s, L
ike,
So
Wro
ng w
ith L
ike?
” •
“Tee
n Sl
ang:
Wha
t’s, L
ike,
So W
rong
with
Lik
e?”
Stru
ctur
e an
chor
cha
rt
Stru
ctur
e an
chor
cha
rt
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
U
nit-a
t-a-G
lanc
e
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Less
on
Less
on T
itle
Long
-Ter
m T
arge
ts
Supp
ortin
g Ta
rget
s O
ngoi
ng
Ass
essm
ent
Anc
hor C
hart
s &
Pr
otoc
ols
*T
ho
ug
h R
osa
’s E
LL t
each
er a
nd
I h
ave
dec
ided
no
t to
ma
ke
RI.
7.5
, a
na
lyzi
ng
th
e st
ruct
ure
an
au
tho
r u
ses
to o
rga
niz
e a
text,
a f
ocu
s fo
r R
osa
, I
wil
l g
ive
her
a a
gra
phic
org
an
izer
th
at
visu
all
y d
epic
ts t
he
rela
tio
nsh
ip o
f th
e d
iffe
ren
t cl
aim
s to
o
ne
an
oth
er w
ith
sen
ten
ce s
tem
s so
sh
e ca
n s
ee t
hei
r re
lati
on
ship
vis
ua
lly.
I w
ill
then
ha
ve h
er f
ill
in t
he
rem
ain
ing
det
ail
s a
bo
ut
wh
at
the
cla
ims
an
d c
entr
al
idea
s a
re.
Less
on 8
R
W
Anal
yzin
g Te
xt S
truc
ture
: “G
ener
atio
n Z
Ster
eoty
ped…
”
•I c
an d
eter
min
e th
e ce
ntra
l ide
as o
f an
info
rmat
iona
l tex
t. (R
I.7.2
) •
I can
ana
lyze
the
deve
lopm
ent o
f a c
entr
al
idea
thro
ugho
ut th
e te
xt. (
RI.7
.2)
•I c
an a
naly
ze th
e or
gani
zatio
n of
an
info
rmat
iona
l tex
t (in
clud
ing
how
the
maj
or se
ctio
ns c
ontr
ibut
e to
the
who
le a
nd
to th
e de
velo
pmen
t of t
he id
eas.
(RI.7
.5)
•I c
an a
naly
ze th
e or
gani
zatio
n of
“G
ener
atio
n Z
Ster
eoty
ped
...” t
o de
term
ine
its c
entr
al id
eas a
nd
evid
ence
. •
I can
ana
lyze
the
cent
ral i
deas
and
evid
ence
of “
Gen
erat
ion
Z St
ereo
type
d …
” and
how
they
rela
te to
on
e an
othe
r.
•Fo
rmin
g Ev
iden
ce-B
ased
Cl
aim
s Gra
phic
Org
aniz
er:
“Tee
n Sl
ang:
Wha
t’s, L
ike,
So
Wro
ng w
ith L
ike?
” (fr
om
hom
ewor
k)
•“G
ener
atio
n Z
Ster
eoty
ped…
” an
chor
ch
art
•Id
entit
y an
chor
cha
rt
Dep
end
ing
on
ho
w w
ell
Ro
sa i
s co
mpr
ehen
din
g w
ha
t sh
e is
rea
din
g,
I ei
ther
wil
l pr
ovi
de
ad
dit
ion
al
gra
phic
org
an
izer
s so
R
osa
ca
n s
ee t
he
org
an
iza
tio
na
l st
ruct
ure
of
the
text
(R
I.7
.5)
or
cro
ss o
ut
the
qu
esti
on
s re
lati
ng
to
tex
t st
ruct
ure
, so
Ro
sa
can
co
nti
nu
e to
fo
cus
on
th
e o
ther
sta
nd
ard
s.
Less
on 9
R
W
End
of U
nit A
sses
smen
t: Cl
aim
s, In
tera
ctio
ns, a
nd
Stru
ctur
e in
“Is M
oney
Af
fect
ing
Your
Soc
ial
Stat
us?”
•I c
an c
ite se
vera
l pie
ces o
f tex
t-ba
sed
evid
ence
to su
ppor
t an
anal
ysis
of
info
rmat
iona
l tex
t. (R
I,7.1
) •
I can
ana
lyze
the
inte
ract
ions
bet
wee
n in
divi
dual
s, e
vent
s, a
nd id
eas i
n a
text
. (R
I.7.3
) •
I can
ana
lyze
the
orga
niza
tion
of a
nin
form
atio
nal t
ext (
incl
udin
g ho
w th
e m
ajor
sect
ions
con
trib
ute
to th
e w
hole
and
to
the
deve
lopm
ent o
f the
idea
s). (
RI.7
.5)
•I c
an c
ite e
vide
nce
to su
ppor
t ana
lysi
s of
“Is M
oney
Affe
ctin
g Yo
ur S
ocia
l Sta
tus?
” •
I can
ana
lyze
inte
ract
ions
bet
wee
nin
divi
dual
s, e
vent
s, a
nd id
eas i
n “I
s M
oney
Affe
ctin
g Yo
ur S
ocia
l Sta
tus?
” •
I can
ana
lyze
how
par
agra
phs o
f “Is
Mon
ey A
ffect
ing
Your
Soc
ial S
tatu
s?”
cont
ribu
te to
the
deve
lopm
ent o
f the
id
eas i
n th
e te
xt.
•En
d of
Uni
t 1 A
sses
smen
t
Less
on 1
0
R
Inde
pend
ent R
eadi
ng
Cele
brat
ion
and
Rea
d-al
oud
of th
e M
yth
of P
ygm
alio
n
•I c
an se
lf-se
lect
text
bas
ed o
n pe
rson
alpr
efer
ence
s. (R
L.7.
11a)
•
I can
cel
ebra
te m
y ac
com
plis
hmen
ts in
inde
pend
ent r
eadi
ng fo
r thi
s uni
t. •
Inde
pend
ent R
eadi
ngsh
arin
g •
Iden
tity
anch
or c
hart
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
R
eadi
ng C
lose
ly a
nd C
iting
Evi
denc
e:
Sto
ries
of P
erso
nal I
dent
ity F
orm
atio
n
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Opt
iona
l: Ex
pert
s, F
ield
wor
k, A
nd S
ervi
ce
Exp
erts
: •
Invi
te a
gue
st sp
eake
r fro
m a
n or
gani
zatio
n th
at w
orks
with
cla
ss o
r soc
ial j
ustic
e is
sues
.
•In
vite
a g
uest
spea
ker w
ith a
psy
chol
ogy
back
grou
nd to
spea
k ab
out i
dent
ity fo
rmat
ion
and
tran
sfor
mat
ion.
•In
vite
an
auth
or o
f a m
emoi
r or p
erso
nal n
arra
tive
abou
t ide
ntity
to c
ome
and
spea
k to
the
clas
s or b
e in
terv
iew
ed b
y th
e cl
ass.
Opt
iona
l: Ex
tens
ions
•W
atch
the
mus
ical
My
Fair
Lad
y an
d co
mpa
re th
e fil
med
ver
sion
to th
e pl
ay, p
artic
ular
ly p
ayin
g at
tent
ion
to th
e di
ffere
nt e
ndin
gs.
•Co
nduc
t a m
ore
in-d
epth
stud
y of
cla
ss in
Eng
land
and
in A
mer
ica.
Use
the
PBS
docu
men
tary
Peo
ple
Like
Us t
o su
ppor
t you
r stu
dy.
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
Pr
epar
atio
n an
d M
ater
ials
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Prep
arat
ion
and
Mat
eria
ls
This
uni
t inc
lude
s sev
eral
rout
ines
: Ind
epen
dent
Rea
ding
and
Rea
der’s
Not
es.
1.In
depe
nden
t Rea
ding
This
uni
t ass
umes
that
you
hav
e la
unch
ed a
n in
depe
nden
t rea
ding
pro
gram
with
you
r stu
dent
s. H
omew
ork
in th
is m
odul
e of
ten
incl
udes
inde
pend
ent r
eadi
ng, a
nd th
e U
nit 1
and
Uni
t 3 p
lans
incl
ude
time
in c
lass
to c
heck
in o
n in
depe
nden
t rea
ding
. Con
side
r sch
edul
ing
a w
eek
betw
een
the
prev
ious
mod
ule
and
this
one
to la
unch
in
depe
nden
t rea
ding
. Al
tern
ativ
ely,
you
cou
ld le
ngth
en th
e tim
e fo
r Uni
t 1 a
nd in
ters
pers
e th
e in
depe
nden
t rea
ding
less
ons i
nto
the
first
par
t of t
he u
nit.
See
two
sepa
rate
stan
d-al
one
docu
men
ts o
n En
gage
NY.
org:
The
Im
port
ance
of I
ncr
easi
ng
the
Vol
ume
of R
eadi
ng
and
Lau
nch
ing
Inde
pen
den
t Rea
din
g in
Gra
des
6-8:
Sam
ple
Pla
n, w
hich
toge
ther
pro
vide
the
ratio
nale
and
pra
ctic
al g
uida
nce
for a
robu
st in
depe
nden
t rea
ding
pro
gram
. Onc
e st
uden
ts h
ave
all l
earn
ed h
ow to
sele
ctbo
oks a
nd c
ompl
ete
the
read
ing
log,
it ta
kes l
ess c
lass
tim
e. A
fter t
he la
unch
per
iod,
the
inde
pend
ent r
eadi
ng ro
utin
e ta
kes a
bout
½ c
lass
per
iod
per w
eek,
with
an
addi
tiona
l day
nea
r the
end
of a
uni
t or m
odul
e fo
r stu
dent
s to
revi
ew a
nd sh
are
thei
r boo
ks. V
ario
us o
ptio
ns a
re o
utlin
ed in
the
Lau
nch
ing
Inde
pen
den
t Rea
din
g in
Gra
des
6-8:
Sam
ple
Pla
n; c
onsi
der w
hat w
ill b
est m
eet t
he n
eeds
of y
our s
tude
nts a
nd e
stab
lish
that
rout
ine
in th
is u
nit.
As
I d
id i
n M
od
ule
1,
I w
ill
giv
e R
osa
tw
o t
ypes
of
ind
epen
den
t re
ad
ing
. Sh
e w
ill
rea
d b
oo
ks
at
her
in
dep
end
ent
Lexil
e le
vel
in
En
gli
sh a
nd
in
her
na
tive
la
ng
ua
ge
wh
ere
poss
ible
. B
ut
she
mu
st a
lso
sel
ect
ind
epen
den
t re
ad
ing
bo
oks
in E
ng
lish
th
at
she
can
rea
d w
ith
ou
t su
ppo
rt (
bey
on
d o
cca
sio
na
l d
icti
on
ary
use
). I
wil
l en
cou
rag
e R
osa
to
sel
ect
bo
oks
abo
ut
iden
tity
so
th
at
she
can
co
nti
nu
e to
bu
ild
her
ba
ckg
rou
nd
kn
ow
led
ge
on
th
e su
bje
ct a
t h
an
d.
I lo
ve t
his
lis
t o
f po
ten
tia
l ti
tles
: h
ttp:
//st
ore
.pa
cta
do
pt.o
rg/B
oo
ks-
for-
3rd
-to
-5th
-Gra
de.
htm
l. I
pro
ba
bly
sh
ou
ld d
ig b
ack
in
to t
he
Rec
om
men
ded
Tex
ts l
ist
for
this
un
it,
too
, a
nd
th
inkin
g a
bo
ut
turn
ing
Ro
sa o
n t
o o
ne
of
the
bo
oks
in t
he
low
er L
exil
e ba
nd
s.
2.R
eade
r’s N
otes
Stud
ents
will
read
a v
arie
ty o
f inf
orm
atio
nal t
exts
in th
is U
nit a
nd re
cord
thei
r thi
nkin
g da
ily in
Rea
der’s
Not
es. R
eade
r’s N
otes
are
org
aniz
ed b
y le
sson
and
cor
resp
ond
to th
e re
adin
g se
lect
ion
each
day
. Th
e in
clud
e se
ctio
ns fo
r pra
ctic
ing
the
follo
win
g ke
y sk
ills:
iden
tifyi
ng w
ord
mea
ning
s fro
m th
e re
adin
g, re
adin
g fo
r gis
t, m
akin
g in
fere
nces
, and
pul
ling
evid
ence
from
the
text
to su
ppor
t ana
lysi
s.
•Co
nsid
er c
opyi
ng a
nd st
aplin
g th
e R
eade
r’s N
otes
for t
he e
ntir
e un
it in
to o
ne b
undl
e w
hich
you
dis
trib
ute
to y
our s
tude
nts.
Thi
s will
requ
ire
less
tim
e sp
ent o
n pa
ssin
gou
t pap
ers a
nd w
ill re
quir
e m
ore
resp
onsi
bilit
y fr
om st
uden
ts to
stor
e th
eir p
acke
ts sa
fely
. You
will
be
prom
pted
in sp
ecifi
c le
sson
s to
chec
k an
d co
llect
the
Rea
der’s
Not
es so
you
can
ens
ure
all y
our s
tude
nts a
re fi
lling
them
out
cor
rect
ly. T
he te
ache
r’s e
ditio
n of
the
Rea
der’s
Not
es in
clud
es d
efin
ition
s for
all
voca
bula
ry w
ords
in th
e
Revi
sed
Oct
ober
201
5
GR
AD
E 7:
MO
DU
LE 2
B: U
NIT
1: O
VER
VIEW
Pr
epar
atio
n an
d M
ater
ials
NYS
Com
mon
Cor
e EL
A C
urric
ulum
• G
7:M
2B:U
1: O
verv
iew
• J
une
2014
•
Rea
der’s
Dic
tiona
ry a
s wel
l as s
ampl
e re
spon
ses t
o th
e qu
estio
ns.
For
Ro
sa,
I w
ill
try
to i
ncl
ud
e a
s m
an
y pa
rtia
lly
fill
ed-i
n g
raph
ic o
rga
niz
ers
wit
h s
ente
nce
ste
ms
into
th
is p
ack
et a
s po
ssib
le
ah
ead
of
tim
e. M
y EL
L te
ach
er c
an
pro
ba
bly
hel
p m
e pu
ll t
his
to
get
her
. B
ut
I’m
als
o g
oin
g t
o h
ave
to
sta
y fl
exil
e so
I c
an
re
spo
nd
ing
to
Ro
sa’s
nee
ds
as
the
un
it p
rog
ress
es.
Sin
ce l
ast
mo
du
le,
I fo
un
d t
ha
t I
wa
s be
crea
tin
g s
upp
ort
ing
do
cum
ents
as
she
nee
ds
them
, I
thin
k I
’ll
giv
e R
osa
a f
old
er t
o p
ut
all
of
her
Rea
der
’s N
ote
s in
sid
e, s
o s
he
can
un
sta
ple
them
an
d a
dd
su
ppo
rtin
g d
ocu
men
ts a
s n
eed
ed.
Revi
sed
Oct
ober
201
5
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
APPENDIX 1: FURTHER READING Note: The inclusion of a resource in this list is for information only, and does not necessarily represent an endorsement on the part of EL Education.
Standards for ELLs:
Overview of State Standards Initiatives for ELLs: http://www.tesol.org/docs/advocacy/overview-of-common-core-state-standards-initiatives-for-ells-a-tesol-issue-brief-march-2013.pdf?sfvrsn=4
World-Class Instructional Design and Assessment: http://www.wida.us/
TESOL International Association: http://www.tesol.org/advance-the-field/standards/the-common-core-state-standards-and-english-learners
The New York State Bilingual Common Core Initiative: https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
California English Language Development Standards:
Classroom Assessment of English Language Learners: http://www.colorincolorado.org/webcasts/assessment
Multiple Means of Assessment for English Language Learners: Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical
guide. Guilford Press.
Performance Assessment for English Language Learners: https://scale.stanford.edu/system/files/performance-assessments-english-language-learners.pdf
Grammar/Writing:
Specific ELL Issues with Grammar: http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-6-issue-3-4-(october-2009)/why-k-12-teachers-need-to-know-about-esl-grammar-issues
Speaking/Listening:
Academic Conversations: http://www.jeffzwiers.org/interaction.html
Word Study:
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
Coxhead Academic Word List: http://www.nottingham.ac.uk/alzsh3/acvocab/
Fry Sight Word List: http://www.k12reader.com/subject/sight-words/fry-words/
Dolch Sight Word List: http://www.k12reader.com/dolch-word-list/
Text Analysis: http://wordsift.com/
Reading/Text Complexity:
Beginner’s Guide to Text Complexity and Text Complexity Rubrics: http://schools.nyc.gov/Academics/CommonCoreLibrary/CommonCoreClassroom/Literacy/default.htm
General Resources:
National Clearinghouse for English Language Acquisition: http://www.ncela.us/
TESOL International Association: http://www.tesol.org
Larry Ferlazzo’s ELL Web site: http://larryferlazzo.edublogs.org/larry-ferlazzos-english-website/
Colorín Colorado: http://www.colorincolorado.org/index.php?langswitch=en
Books: Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream
classroom. Portsmouth: Heinemann.
Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language learners. Alexandria, VA: Association for Supervision and Curricular Development.
Peregoy, S. F., & Boyle, O. F. (2008). Reading, writing, and learning in ESL: A resource book for K–12 Teachers (5th ed.). New York: Pearson.
Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.
Revised October 2015
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Copyright 2014 by EL Education
APPENDIX 2: NEW YORK STATE NEW LANGUAGE ARTS PROGRESSIONS SAMPLE
Revised October 2015
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I.1: R
I.7.1
NEW
LA
NG
UA
GE
AR
TS P
RO
GR
ESSI
ON
S (E
SL/N
ew L
angu
age)
G
rade
7: R
eadi
ng fo
r Inf
orm
atio
n 1
Com
mon
Cor
e Anc
hor
Stan
dard
(RI.1
): R
ead
clos
ely
to d
eter
min
e w
hat t
he te
xt sa
ys
expl
icitl
y an
d to
mak
e lo
gica
l inf
eren
ces f
rom
it; c
ite sp
ecifi
c te
xtua
l evi
denc
e w
hen
writ
ing
or
spea
king
to su
ppor
t con
clus
ions
dra
wn
from
the
text
.
Ma
in a
ca
deM
ic d
eMa
nd
D
raw
Infe
renc
es U
sing
Evi
denc
e Fr
om T
ext
Com
mon
Cor
e G
rade
7 S
tand
ard
(RI.7
.1):
Cite
seve
ral p
iece
s of t
extu
al e
vide
nce
to
supp
ort a
naly
sis o
f wha
t the
text
says
exp
licitl
y as
wel
l as i
nfer
ence
s dra
wn
from
the
text
.G
ra
de
Lev
eL a
ca
deM
ic d
eMa
nd
C
ite S
ever
al P
iece
s of T
extu
al E
vide
nce
to S
uppo
rt In
fere
nces
5 L
evel
s of
Lan
guag
e D
evel
opm
ent
Ent
erin
g (B
egin
ner)
Em
ergi
ng
(Low
Inte
rmed
iate
)Tr
ansi
tioni
ng
(Hig
h In
term
edia
te)
Exp
andi
ng
(Adv
anci
ng)
Com
man
ding
(Proficient)
Whe
n ac
quiri
ng a
new
lang
uage
, usi
ng g
rade
leve
l tex
ts a
nd a
ppro
pria
te su
ppor
ts, s
tude
nts a
re a
ble
to:
RECEPTIVE
Ora
cy
and
Lite
racy
L
inks
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e pr
etau
ght w
ords
and
ph
rase
s on
a do
uble
col
umn
char
t to
iden
tify
wha
t the
te
xt sa
ys e
xplic
itly
and
draw
infe
renc
es fr
om th
e te
xt, a
s the
text
is re
ad
alou
d in
par
tner
ship
and
/or
teac
her l
ed sm
all g
roup
s
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e pr
eide
ntifi
ed w
ords
and
ph
rase
s on
a do
uble
col
umn
char
t to
iden
tify
wha
t the
te
xt sa
ys e
xplic
itly
and
draw
infe
renc
es fr
om th
e te
xt, a
s the
text
is re
ad
alou
d in
par
tner
ship
and
/or
smal
l gro
ups
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e ph
rase
s an
d se
nten
ces o
n a
part
ially
co
mpl
eted
dou
ble
colu
mn
char
t to
iden
tify
wha
t the
te
xt sa
ys e
xplic
itly
and
draw
infe
renc
es fr
om th
e te
xt, a
s the
text
is re
ad
alou
d in
par
tner
ship
, sm
all
grou
p an
d/or
who
le c
lass
se
tting
s
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e in
form
atio
n on
a d
oubl
e co
lum
n ch
art t
o id
entif
y w
hat t
he te
xt sa
ys e
xplic
itly
and
draw
infe
renc
es fr
om
the
text
, as t
he te
xt is
read
al
oud
in p
artn
ersh
ip, s
mal
l gr
oup
and/
or w
hole
cla
ss
setti
ngs
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e in
form
atio
n w
hen
taki
ng
note
s ind
epen
dent
ly to
id
entif
y w
hat t
he te
xt sa
ys
expl
icitl
y an
d dr
aw
infe
renc
es fr
om th
e te
xt,
part
ners
hip,
smal
l gro
up
and/
or w
hole
cla
ss se
tting
s
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
pret
augh
t wor
ds a
nd
phra
ses o
n an
evi
denc
e-ba
sed
grap
hic
orga
nize
r to
cite
text
ual e
vide
nce
that
su
ppor
ts a
naly
sis o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
prei
dent
ified
wor
ds a
nd
phra
ses o
n an
evi
denc
e-ba
sed
grap
hic
orga
nize
r to
cite
text
ual e
vide
nce
that
su
ppor
ts a
naly
sis o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
phra
ses
and
sent
ence
s on
a pa
rtia
lly
com
plet
ed e
vide
nce-
base
d gr
aphi
c or
gani
zer t
o ci
te
text
ual e
vide
nce
that
su
ppor
ts a
naly
sis o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
info
rmat
ion
on a
n ev
iden
ce-
base
d gr
aphi
c or
gani
zer,
afte
r tea
cher
mod
elin
g, to
ci
te te
xtua
l evi
denc
e th
at
supp
orts
ana
lysi
s of a
text
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
info
rmat
ion
in a
not
e ta
king
gu
ide
inde
pend
ently
to c
ite
text
ual e
vide
nce
that
su
ppor
ts a
naly
sis o
f a te
xt
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd,
occa
sion
ally
, in
the
hom
e la
ngua
ge.
in th
e ne
w la
ngua
ge.
in th
e ne
w la
ngua
ge.
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I.1: R
I.7.1
5 L
evel
s of
Lan
guag
e D
evel
opm
ent
Ent
erin
g (B
egin
ner)
Em
ergi
ng
(Low
Inte
rmed
iate
)Tr
ansi
tioni
ng
(Hig
h In
term
edia
te)
Exp
andi
ng
(Adv
anci
ng)
Com
man
ding
(Proficient)
PRODUCTIVE
Ora
cy
and
Lite
racy
L
inks
Spea
king
-Cen
tere
d A
ctiv
ity: U
se p
reta
ught
w
ords
and
phr
ases
and
th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs to
co
mpl
ete
sent
ence
star
ters
th
at c
ite te
xtua
l evi
denc
e to
ex
plai
n in
fere
nces
and
an
alys
is o
f the
text
, whe
n sp
eaki
ng a
bout
text
in
part
ners
hip
and/
or te
ache
r le
ad sm
all g
roup
s
Spea
king
-Cen
tere
d A
ctiv
ity: U
se p
reid
entifi
ed
wor
ds a
nd p
hras
es a
nd
the
prev
ious
ly c
ompl
eted
gr
aphi
c or
gani
zers
to
com
plet
e se
nten
ce st
arte
rs
that
cite
text
ual e
vide
nce
to
expl
ain
infe
renc
es a
nd
anal
ysis
of t
he te
xt, w
hen
spea
king
abo
ut te
xt in
pa
rtne
rshi
p an
d/or
smal
l gr
oups
Spea
king
-Cen
tere
d A
ctiv
ity: U
se a
wor
d ba
nk
to c
ite te
xtua
l evi
denc
e to
ex
plai
n in
fere
nces
and
an
alys
is o
f the
text
, whe
n sp
eaki
ng a
bout
text
in
part
ners
hip,
smal
l gro
up
and/
or w
hole
cla
ss se
tting
s
Spea
king
-Cen
tere
d A
ctiv
ity: U
se th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs to
cite
te
xtua
l evi
denc
e to
exp
lain
in
fere
nces
and
ana
lysi
s of
the
text
, whe
n sp
eaki
ng
abou
t tex
t in
part
ners
hip,
sm
all g
roup
and
/or w
hole
cl
ass s
ettin
gs
Spea
king
-Cen
tere
d A
ctiv
ity: U
se k
now
ledg
e of
the
text
to c
ite te
xtua
l ev
iden
ce to
exp
lain
in
fere
nces
and
ana
lysi
s of
the
text
, whe
n sp
eaki
ng
abou
t tex
t in
part
ners
hip,
sm
all g
roup
and
/or w
hole
cl
ass s
ettin
gs
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se p
reta
ught
w
ords
and
phr
ases
to
com
plet
e cl
oze
para
grap
hs
that
cite
text
ual e
vide
nce
to
supp
ort t
he a
naly
sis o
f a
text
and
infe
renc
es d
raw
n
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se p
reid
entifi
ed
wor
ds a
nd p
hras
es to
wri
te
two
or m
ore
para
grap
hs
that
cite
text
ual e
vide
nce
to
supp
ort t
he a
naly
sis o
f a
text
and
infe
renc
es d
raw
n
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se a
wor
d ba
nk a
nd th
e pr
evio
usly
co
mpl
eted
gra
phic
or
gani
zers
to d
evel
op a
sh
ort e
ssay
that
cite
s tex
tual
ev
iden
ce to
supp
ort t
he
anal
ysis
of a
text
and
in
fere
nces
dra
wn
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs a
nd
teac
her p
rovi
ded
mod
els t
o de
velo
p an
ess
ay th
at c
ites
text
ual e
vide
nce
to su
ppor
t th
e an
alys
is o
f a te
xt a
nd
infe
renc
es d
raw
n
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se k
now
ledg
e of
the
text
to d
evel
op a
m
ultip
le p
arag
raph
ess
ay
that
cite
s tex
tual
evi
denc
e to
supp
ort t
he a
naly
sis o
f a
text
and
infe
renc
es d
raw
n
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd,
occa
sion
ally
, in
the
hom
e la
ngua
ge.
in th
e ne
w la
ngua
ge.
in th
e ne
w la
ngua
ge.
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I.1: R
I.7.1
Com
mon
Cor
e G
rade
7 S
tand
ard
(RI.7
.1):
Cite
seve
ral p
iece
s of t
extu
al e
vide
nce
to
supp
ort a
naly
sis o
f wha
t the
text
says
exp
licitl
y as
wel
l as i
nfer
ence
s dra
wn
from
the
text
.G
ra
de
Lev
eL a
ca
deM
ic d
eMa
nd
C
ite S
ever
al P
iece
s of T
extu
al E
vide
nce
to S
uppo
rt In
fere
nces
Lin
guis
tic D
eman
ds: T
he fo
llow
ing
are
som
e ex
ampl
es in
Eng
lish
that
may
var
y ba
sed
on th
e la
ngua
ge o
f ins
truct
ion.
In th
e fir
st th
ree
leve
ls
(ent
erin
g, e
mer
ging
and
tran
sitio
ning
), st
uden
ts c
an a
ppro
ach
thes
e lin
guis
tic d
eman
ds in
the
new
and
/or h
ome
lang
uage
. •
Use
wor
ds a
nd p
hras
es to
cite
(e.g
., ac
cord
ing
to th
e au
thor
, the
aut
hor s
ays,
here
it st
ates
).•
Use
wor
ds a
nd p
hras
es to
exp
lain
infe
renc
es d
raw
n fr
om th
e te
xt (e
.g.,
this
mea
ns th
at. .
. th
e au
thor
thin
ks th
at. .
. th
is m
akes
me
reac
h th
e co
nclu
sion
that
. . .)
.
Exa
mpl
e to
Add
ress
the
Lin
guis
tic D
eman
dsTe
xt E
xcer
ptTe
ache
r D
irec
tions
By
the
time
Har
riet R
oss w
as si
x ye
ars o
ld, s
he h
ad u
ncon
scio
usly
abs
orbe
d m
any
kind
s of k
now
ledg
e, a
lmos
t with
the
air s
he b
reat
hed.
She
cou
ld n
ot, f
or e
xam
ple,
ha
ve sa
id h
ow o
r at w
hat m
omen
t she
kne
w th
at sh
e w
as a
slav
e.
She
knew
that
her
bro
ther
s and
sist
ers,
her f
athe
r and
mot
her,
and
all t
he o
ther
pe
ople
who
live
d in
the
quar
ter,
men
, wom
en a
nd c
hild
ren
wer
e sl
aves
.
She
had
been
taug
ht to
say,
“Ye
s, M
issu
s,” “
No,
Mis
sus,”
to w
hite
wom
en, “
Yes,
Mas
’r,”
“No,
Mas
’r”
to w
hite
men
. Or,
“Yes
, sah
,” “
No,
sah.
”
At t
he sa
me
time
som
eone
had
taug
ht h
er w
here
to lo
ok fo
r the
Nor
th S
tar,
the
star
th
at st
ayed
con
stan
t, no
t ris
ing
in th
e ea
st a
nd se
tting
in th
e w
est a
s the
oth
er st
ars
appe
ared
to d
o; a
nd to
ld h
er th
at a
nyon
e w
alki
ng to
war
d th
e N
orth
cou
ld u
se th
at
star
as a
gui
de.
She
knew
abo
ut fe
ar, t
oo. S
omet
imes
at n
ight
, or d
urin
g th
e da
y, sh
e he
ard
the
furio
us g
allo
ping
of h
orse
s, no
t jus
t one
hor
se, s
ever
al h
orse
s, th
ud o
f the
hoo
fbea
ts
alon
g th
e ro
ad, j
ingl
e of
har
ness
. She
saw
the
grow
n fo
lks f
reez
e in
to st
illne
ss, n
ot
mov
ing,
scar
cely
bre
athi
ng, w
hile
they
list
ened
. She
cou
ld n
ot re
mem
ber w
ho fi
rst
told
her
that
thos
e fu
rious
hoo
fbea
ts m
eant
that
pat
rolle
rs w
ere
goin
g in
pur
suit
of a
ru
naw
ay. O
nly
the
slav
es sa
id p
atte
rolle
rs, w
hisp
erin
g th
e w
ord.
•In
smal
l gro
up/w
hole
cla
ss d
iscu
ssio
n, a
sk st
uden
ts to
use
intro
duct
ory
wor
dsan
d ph
rase
s to
cite
from
the
text
.◦
Use
wor
ds a
nd p
hras
es to
cite
(e.g
., ac
cord
ing
to th
e au
thor
, the
aut
hor s
ays,
here
it st
ates
).◦
Use
wor
ds a
nd p
hras
es to
exp
lain
infe
renc
es d
raw
n fr
om th
e te
xt (e
.g.,
this
mea
ns th
at. .
. th
e au
thor
thin
ks th
at. .
. th
is m
akes
me
reac
h th
e co
nclu
sion
that
. . .)
( e.
g., T
he a
utho
r sta
tes t
hat H
arrie
t kne
w a
bout
fear
from
her
obse
rvat
ions
of t
he a
dults
at n
ight
. Thi
s mea
ns th
at sh
e un
ders
tood
from
ayo
ung
age
the
dang
er fo
r run
away
slav
es if
they
are
cau
ght.)
Petry
, A. (
1983
). H
arri
et T
ubm
an: C
ondu
ctor
on
the
unde
rgro
und
railr
oad.
New
Yor
k:
Har
perC
ollin
s. (F
rom
App
endi
x B
, CC
SS, p
. 92.
)
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I. 2:
RL
7.2
NEW
LA
NG
UA
GE
AR
TS P
RO
GR
ESSI
ON
S G
rade
7: R
eadi
ng fo
r Inf
orm
atio
n 2
Com
mon
Cor
e Anc
hor
Stan
dard
(RI.2
): D
eter
min
e ce
ntra
l ide
as o
r the
mes
of a
text
and
an
alyz
e th
eir d
evel
opm
ent;
sum
mar
ize
the
key
supp
ortin
g de
tails
and
idea
s.M
ain
ac
ad
eMic
deM
an
d
Sum
mar
ize
Text
by
Det
erm
inin
g M
ain
Idea
and
Sup
port
ing
Det
ails
Com
mon
Cor
e G
rade
7 S
tand
ard
(RI.7
.2):
Det
erm
ine
two
or m
ore
cent
ral i
deas
in a
text
an
d an
alyz
e th
eir d
evel
opm
ent o
ver t
he c
ours
e of
the
text
; pro
vide
an
obje
ctiv
e su
mm
ary
of th
e te
xt.
Gr
ad
e Le
veL
ac
ad
eMic
deM
an
d
Sum
mar
ize
Text
and
Ana
lyze
D
evel
opm
ent o
f Tw
o or
Mor
e C
entr
al Id
eas
5 L
evel
s of
Lan
guag
e D
evel
opm
ent
Ent
erin
g (B
egin
ner)
Em
ergi
ng
(Low
Inte
rmed
iate
)Tr
ansi
tioni
ng
(Hig
h In
term
edia
te)
Exp
andi
ng
(Adv
ance
d)C
omm
andi
ng
(Pro
ficie
nt)
Whe
n ac
quiri
ng a
new
lang
uage
, usi
ng g
rade
leve
l tex
ts a
nd a
ppro
pria
te su
ppor
ts, s
tude
nts a
re a
ble
to:
RECEPTIVE
Ora
cy
and
Lite
racy
L
inks
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e pr
etau
ght w
ords
and
ph
rase
s on
a do
uble
web
gr
aphi
c or
gani
zer t
o id
entif
y tw
o or
mor
e ce
ntra
l id
eas,
as te
xt is
read
in
part
ners
hip
and/
or te
ache
r-le
d, sm
all g
roup
s
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e pr
eide
ntifi
ed w
ords
and
ph
rase
s on
a do
uble
web
gr
aphi
c or
gani
zer t
o id
entif
y tw
o or
mor
e ce
ntra
l id
eas,
as te
xt is
read
in
part
ners
hip
and/
or sm
all
grou
ps
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e ph
rase
s an
d se
nten
ces o
n a
part
ially
co
mpl
eted
dou
ble
web
gr
aphi
c or
gani
zer t
o id
entif
y tw
o or
mor
e ce
ntra
l id
eas,
as te
xt is
read
in
part
ners
hip,
smal
l gro
up,
and/
or w
hole
cla
ss se
tting
s
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e in
form
atio
n on
a d
oubl
e w
eb g
raph
ic o
rgan
izer
to
iden
tify
two
or m
ore
cent
ral
idea
s, as
text
is re
ad in
pa
rtne
rshi
p, sm
all g
roup
, an
d/or
who
le c
lass
setti
ngs
Lis
teni
ng-C
ente
red
Act
ivity
: Org
aniz
e in
form
atio
n w
hen
taki
ng
note
s ind
epen
dent
ly to
id
entif
y tw
o or
mor
e ce
ntra
l id
eas,
as te
xt is
read
in
part
ners
hip,
smal
l gro
up,
and/
or w
hole
cla
ss se
tting
s
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
pret
augh
t wor
ds a
nd
phra
ses o
n a
doub
le p
lot
line
diag
ram
to a
naly
ze th
e de
velo
pmen
t of t
wo
or
mor
e ce
ntra
l ide
as o
ver t
he
cour
se o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
prei
dent
ified
wor
ds a
nd
phra
ses o
n a
doub
le p
lot
line
diag
ram
to a
naly
ze th
e de
velo
pmen
t of t
wo
or
mor
e ce
ntra
l ide
as o
ver t
he
cour
se o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
phra
ses
and
sent
ence
s on
a pa
rtia
lly
com
plet
ed d
oubl
e pl
ot li
ne
diag
ram
to a
naly
ze th
e de
velo
pmen
t of t
wo
or
mor
e ce
ntra
l ide
as o
ver t
he
cour
se o
f a te
xt
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
info
rmat
ion
on a
dou
ble
plot
line
dia
gram
, afte
r te
ache
r mod
elin
g, to
an
alyz
e th
e de
velo
pmen
t of
two
or m
ore
cent
ral i
deas
ov
er th
e co
urse
of a
text
Rea
ding
-Cen
tere
d A
ctiv
ity: O
rgan
ize
info
rmat
ion
on a
dou
ble
plot
line
dia
gram
, in
depe
nden
tly, t
o an
alyz
e th
e de
velo
pmen
t of t
wo
or
mor
e ce
ntra
l ide
as o
ver t
he
cour
se o
f a te
xt
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd,
occa
sion
ally
, in
the
hom
e la
ngua
ge.
in th
e ne
w la
ngua
ge.
in th
e ne
w la
ngua
ge.
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I. 2:
RL
7.2
5 L
evel
s of
Lan
guag
e D
evel
opm
ent
Ent
erin
g (B
egin
ner)
Em
ergi
ng
(Low
Inte
rmed
iate
)Tr
ansi
tioni
ng
(Hig
h In
term
edia
te)
Exp
andi
ng
(Adv
ance
d)C
omm
andi
ng
(Pro
ficie
nt)
PRODUCTIVE
Ora
cy
and
Lite
racy
L
inks
Spea
king
-Cen
tere
d A
ctiv
ity: U
se p
reta
ught
w
ords
and
phr
ases
and
the
prev
ious
ly c
ompl
eted
gr
aphi
c or
gani
zers
to
com
plet
e se
nten
ce st
arte
rs
that
pro
vide
an
obje
ctiv
e su
mm
ary
of th
e te
xt, w
hen
spea
king
in p
artn
ersh
ip
and/
or te
ache
r-le
d sm
all
grou
ps
Spea
king
-Cen
tere
d A
ctiv
ity: U
se p
reid
entifi
ed
wor
ds a
nd p
hras
es a
nd th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs to
co
mpl
ete
sent
ence
star
ters
th
at p
rovi
de a
n ob
ject
ive
sum
mar
y of
the
text
, whe
n sp
eaki
ng in
par
tner
ship
an
d/or
smal
l gro
ups
Spea
king
-Cen
tere
d A
ctiv
ity: U
se a
wor
d ba
nk
to p
rovi
de a
n ob
ject
ive
sum
mar
y of
the
text
, whe
n sp
eaki
ng in
par
tner
ship
, sm
all g
roup
s and
/or a
w
hole
cla
ss se
tting
s
Spea
king
-Cen
tere
d A
ctiv
ity: U
se th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs to
pr
ovid
e an
obj
ectiv
e su
mm
ary
of th
e te
xt, w
hen
spea
king
in p
artn
ersh
ip,
smal
l gro
ups a
nd/o
r a
who
le c
lass
setti
ngs
Spea
king
-Cen
tere
d A
ctiv
ity: U
se in
form
atio
n to
pro
vide
an
obje
ctiv
e su
mm
ary
of th
e te
xt, w
hen
spea
king
in p
artn
ersh
ip,
smal
l gro
ups a
nd/o
r a
who
le c
lass
setti
ngs
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se p
reta
ught
w
ords
and
phr
ases
to
com
plet
e cl
oze
para
grap
hs
that
pro
vide
an
obje
ctiv
e su
mm
ary
and
anal
yze
the
deve
lopm
ent o
f tw
o or
m
ore
cent
ral i
deas
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se p
reid
entifi
ed
wor
ds a
nd p
hras
es to
wri
te
two
or m
ore
para
grap
hs
that
pro
vide
an
obje
ctiv
e su
mm
ary
and
anal
yze
the
deve
lopm
ent o
f tw
o or
m
ore
cent
ral i
deas
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se a
wor
d ba
nk
and
the
prev
ious
ly
com
plet
ed g
raph
ic
orga
nize
rs to
dev
elop
a
shor
t ess
ay th
at p
rovi
des a
n ob
ject
ive
sum
mar
y an
d an
alyz
es th
e de
velo
pmen
t of
two
or m
ore
cent
ral i
deas
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se th
e pr
evio
usly
com
plet
ed
grap
hic
orga
nize
rs a
nd
teac
her p
rovi
ded
mod
els t
o de
velo
p an
ess
ay th
at
prov
ides
an
obje
ctiv
e su
mm
ary
and
anal
yzes
the
deve
lopm
ent o
f tw
o or
m
ore
cent
ral i
deas
Wri
ting-
Cen
tere
d A
ctiv
ity: U
se in
form
atio
n,
inde
pend
ently
, to
deve
lop
a m
ultip
le p
arag
raph
ess
ay
that
pro
vide
s an
obje
ctiv
e su
mm
ary
and
anal
yzes
the
deve
lopm
ent o
f tw
o or
m
ore
cent
ral i
deas
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd/o
r the
hom
e la
ngua
ge.
in th
e ne
w a
nd,
occa
sion
ally
, in
the
hom
e la
ngua
ge.
in th
e ne
w la
ngua
ge.
in th
e ne
w la
ngua
ge.
NLA
P R
eadi
ng fo
r Inf
orm
atio
n (R
I)R
I. 2:
RL
7.2
Com
mon
Cor
e G
rade
7 S
tand
ard
(RI.7
.2):
Det
erm
ine
two
or m
ore
cent
ral i
deas
in a
text
an
d an
alyz
e th
eir d
evel
opm
ent o
ver t
he c
ours
e of
the
text
; pro
vide
an
obje
ctiv
e su
mm
ary
of th
e te
xt.
Gr
ad
e Le
veL
ac
ad
eMic
deM
an
d
Sum
mar
ize
Text
and
Ana
lyze
D
evel
opm
ent o
f Tw
o or
Mor
e C
entr
al Id
eas
Lin
guis
tic D
eman
ds: T
he fo
llow
ing
are
som
e ex
ampl
es in
Eng
lish
that
may
var
y ba
sed
on th
e la
ngua
ge o
f ins
truct
ion.
In th
e fir
st th
ree
leve
ls
(ent
erin
g, e
mer
ging
and
tran
sitio
ning
), st
uden
ts c
an a
ppro
ach
thes
e lin
guis
tic d
eman
ds in
the
new
and
/or h
ome
lang
uage
.•
Iden
tify
wor
ds a
nd p
hras
es th
at h
ave
the
sam
e m
eani
ng a
nd a
re re
peat
edth
roug
hout
the
text
to d
eter
min
e tw
o or
mor
e ce
ntra
l ide
as (e
.g.,
two
cent
ral
idea
s can
be
exem
plifi
ed b
y re
late
d w
ords
, e.g
., w
ood/
woo
den
and
flam
mab
le/
fast
bur
ning
/fire
haz
ards
).
•A
naly
ze tr
ansi
tiona
l wor
ds a
nd p
hras
es th
at si
gnal
the
deve
lopm
ent o
f ide
as(e
.g.,
but,
beca
use,
des
pite
, act
ually
).•
Use
wor
ds th
at su
ppor
t sum
mar
izat
ion
(e.g
., Th
is te
xt is
mos
tly a
bout
; The
mai
nar
gum
ent i
s; T
he m
ain
poin
ts a
re; T
he k
ey p
oint
s the
aut
hor m
akes
are
).
Exa
mpl
es to
Add
ress
the
Lin
guis
tic D
eman
dsTe
xt E
xcer
ptTe
ache
r D
irec
tions
Chi
cago
in 1
871
was
a c
ity re
ady
to b
urn.
The
city
boa
sted
hav
ing
59,5
00 b
uild
ings
, man
y of
them
—su
ch a
s the
Cou
rthou
se a
nd th
e Tr
ibun
e B
uild
ing—
larg
e an
d or
nate
ly d
ecor
ated
. Th
e tro
uble
was
that
abo
ut tw
o-th
irds o
f all
thes
e st
ruct
ures
wer
e m
ade
entir
ely
of w
ood.
M
any
of th
e re
mai
ning
bui
ldin
gs (e
ven
the
ones
pro
clai
med
to b
e “fi
repr
oof”
) loo
ked
solid
, but
wer
e ac
tual
ly je
rryb
uilt
affa
irs; t
he st
one
or b
rick
exte
riors
hid
woo
den
fram
es
and
floor
s, al
l top
ped
with
hig
hly
flam
mab
le ta
r or s
hing
le ro
ofs.
It w
as a
lso
a co
mm
on
prac
tice
to d
isgu
ise
woo
d as
ano
ther
kin
d of
bui
ldin
g m
ater
ial.
The
fanc
y ex
terio
r de
cora
tions
on
just
abo
ut e
very
bui
ldin
g w
ere
carv
ed fr
om w
ood,
then
pai
nted
to lo
ok li
ke
ston
e or
mar
ble.
Mos
t chu
rche
s had
stee
ples
that
app
eare
d to
be
solid
from
the
stre
et, b
ut a
cl
oser
insp
ectio
n w
ould
reve
al a
woo
den
fram
ewor
k co
vere
d w
ith c
leve
rly p
aint
ed c
oppe
r or
tin.
The
situ
atio
n w
as w
orst
in th
e m
iddl
e-cl
ass a
nd p
oore
r dis
trict
s. Lo
t siz
es w
ere
smal
l, an
d ow
ners
usu
ally
fille
d th
em u
p w
ith c
otta
ges,
barn
s, sh
eds,
and
outh
ouse
s—al
l mad
e of
fa
st-b
urni
ng w
ood,
nat
ural
ly. B
ecau
se b
oth
Patri
ck a
nd C
athe
rine
O’L
eary
wor
ked,
they
w
ere
able
to p
ut a
larg
e ad
ditio
n on
thei
r cot
tage
des
pite
a lo
t siz
e of
just
25
by 1
00 fe
et.
Inte
rspe
rsed
in th
ese
resi
dent
ial a
reas
wer
e a
varie
ty o
f bus
ines
ses—
pain
t fac
torie
s, lu
mbe
ryar
ds, d
istil
lerie
s, ga
swor
ks, m
ills,
furn
iture
man
ufac
ture
rs, w
areh
ouse
s, an
d co
al
dist
ribut
ors.
Wea
lthie
r dis
trict
s wer
e by
no
mea
ns fr
ee o
f fire
haz
ards
. Sta
tely
ston
e an
d br
ick
hom
es
had
woo
d in
terio
rs, a
nd st
ood
side
by
side
with
smal
ler w
ood-
fram
e ho
uses
. Woo
den
stab
les a
nd o
ther
stor
age
build
ings
wer
e co
mm
on, a
nd tr
ees l
ined
the
stre
ets a
nd fi
lled
the
yard
s.
•In
smal
l gro
up/w
hole
cla
ss d
iscu
ssio
n, a
naly
ze h
ow to
det
erm
ine
the
mai
n id
eas o
f a te
xt a
nd th
eir d
evel
opm
ent a
s wel
l as t
heir
supp
ortin
gde
tails
by
focu
sing
on:
◦Id
entif
y w
ords
or p
hras
es th
at h
ave
the
sam
e m
eani
ng a
nd th
at a
ppea
rth
roug
hout
the
text
or p
arag
raph
. In
this
exa
mpl
e, th
ere
are
two
cent
ral i
deas
(bol
d). T
he fi
rst o
ne is
exe
mpl
ified
by
the
wor
ds: w
ood,
woo
den
and
the
seco
nd o
ne b
y th
e w
ords
: flam
mab
le, f
ast b
urni
ng,
fire
haza
rds
◦Id
entif
y tra
nsiti
onal
wor
ds th
at si
gnal
the
deve
lopm
ent o
f ide
as(it
alic
s) (e
.g.,
actu
ally
, but
, bec
ause
, des
pite
)◦
Use
wor
ds th
at su
ppor
t sum
mar
izat
ion
(e.g
., Th
is te
xt is
mos
tlyab
out;
The
mai
n ar
gum
ent i
s; T
he m
ain
poin
ts a
re; T
he k
ey p
oint
s the
auth
or m
akes
are
)
Mur
phy,
J. (1
995)
. The
gre
at fi
re. I
n A
city
read
y to
bur
n (C
hapt
er 1
). N
ew Y
ork:
Sch
olas
tic. (
From
A
ppen
dix
B, C
CSS
, p. 9
4.)