English as a Second Language Course: Language Arts 6 ...€¦ · Assessment Academic Vocabulary ... strength and quality of evidence used by the author, ... employing analytical skills

English as a Second Language

Course: Language Arts 6 Designated Six Weeks: ALL

Text: National Geographic - Inside

TEKS Guiding Questions/

Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks

*Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc. 1 **Indicates that this TEK/SE is a skill tested on the SAT college entrance exam

Ongoing TEKS reinforced each six weeks

Reading

Reading across all genres will occur each six weeks.

Figure: 19 TAC §110.17(b)

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an

author’s message. Students will continue to apply earlier standards with greater depth and increasingly more complex texts as they become self-directed,

critical readers. The student is expected to:

(A) establish purposes for

reading selected texts

based upon own or others’

desired outcome to

enhance comprehension;

College Readiness

Standard (CRS): (Reading

A.3) Identify explicit and

implicit textual

information including

main ideas and author’s

purpose. (3.b) Identify

author’s purpose in a

variety of texts, such as

magazine articles.

ELPS:

4D Use pre-reading

supports to enhance

comprehension of written

text.

How can students

effectively use reading

skills to comprehend

text and become

independent readers?

Can students generate

higher level thinking

questions?

How does textual

evidence support

understanding of what

is read?

-Student created

questions

-Discuss and write

about literary elements

using text evidence

-Text dependent

reading

*(A) What is the purpose for

reading this selection?

*Was your purpose for reading

this article accomplished in the

actual reading of the article?

* (A) Inside. All levels. See T14

reading strategy support

questions.

background

knowledge

inference

paraphrase

sensory images

summary

synthesize

style

genre

text

Graphic organizers

Kilgo’s levels of

questions

(A) All – Word web.

MISD approved

reading list

Independent

reading books

(library books)

Target Reading

Reading graphic

organizers:

http://freeology.co

m/graphicorgs/.

AVID reading

strategies

Holt Unit 1-3, pg.

46-63, 468-483

Inside: pg. 14, 32,

37, 158, 292, 408,

456, 478, 185W

http://ritter.tea.state.tx.us/rules/tac/chapter110/19_0110_0017-1.pdf

http://freeology.com/graphicorgs/

http://freeology.com/graphicorgs/





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


(B) ask literal,

interpretive, evaluative,

and universal questions of

text;

(CRS): (Reading A.1)

Use effective reading

strategies to determine a

written work’s purpose

and intended audience.

(1.c) Reread to deepen

understanding of a text’s

literal and figurative

meaning.

ELPS:

4D Use prereading

supports such as graphic

organizers, illustrations,

and pretaught topic-

related vocabulary and

other prereading activities

to enhance comprehension

or written text.

(C) monitor and adjust

comprehension (e.g. using

background knowledge;

creating sensory images;

rereading a portion aloud;

generating questions);


(B) Literal: conforming or

limited to the simplest,

nonfigurative, or most obvious

meaning of a word or words;

avoiding exaggeration, metaphor,

or embellishment

Interpretive: relating to or

marked by interpretation;

explanatory.

Evaluative: to examine and judge

carefully.

Universal: knowledgeable about

or constituting all or many

subjects; comprehensively broad.

*(C) What information did I not

understand in this informative

article?

*Am I adding information to

increase my understanding and

therefore not reading text

dependently?

*What part of this story should I

reread to gain a deeper

(B)All –

-Stop to Think

strategies.

- 5W’s while reading.

(C) All– KWL chart.

*(B)Inside: pg. 285,

305, 327, 308, 328,

330, 144W, 288-

291W

(C)Inside: pg.135,

155, 156, 164, 177,

183, 143W, 145W,

151W, 283W

Inside Reader’s

Workout: T-19-T-

30





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks









meaning. (1.e) When

appropriate, make

connections between a text

and current and historical

events. (Reading A.6)

Analyze imagery in

literary texts. (6.a)

Analyze how imagery

reveals theme, sets tone,

and creates meaning in

literary texts.

ELPS:

4I Demonstrate English

comprehension and

expand reading skills by

employing basic reading

skills such as

demonstrating understand

of supporting ideas and

details in text and graphic

sources, summarizing text,

and distinguishing main

ideas from details

commensurate with

content area need.

understanding?

*What images are created in my

mind when I read paragraph __?

*Am I drawing conclusions from

the information in this article

based on my personal experiences

or based on clues and evidence in

the text?

*Am I reading creatively by

adding information to the text

based on my prior knowledge and

experiences?

*Am I reading text dependently

and interpreting the text with only

the information provided?





Specificity

Assessment Academic

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(D) make inferences

about text and use textual

evidence to support

understanding;

(Readiness-Expository,

fiction/Supporting-

Persuasive, literary

nonfiction, poetry, drama)


Draw and support

complex inferences from

text to summarize, draw

conclusions, and

distinguish facts from

simple assertions and

opinions. (Reading A.5)

Analyze the presentation

of information and the

strength and quality of

evidence used by the

author, and judge the

coherence and logic of the

presentation and the

credibility of an argument.

(5.a) Evaluate the logical

effectiveness of

arguments.

ELPS:

4J Demonstrate English

comprehension and


employing inferential

*(D) What is a conclusion the

reader can draw about __?

*Which sentence in this

informative article (textual

evidence) provides the proof for

the inference __?

*What information in this story

tells you that __?

*An important inference that the

reader can make about __ is –

*What text evidence clearly

proves that __ was planning to

__?

(D) All – Inside, pg.

431, How to Make

Inferences. Read

“The Earth Under

Sky Bear’s Feet.” As

class reads, make

inferences by

combining

information in the

text with what

students already

know.

(D)Inside: pg.311,

316, 335, 385, 434,

456, 462, 478, 54,

141, 295





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


skills such as predicting,

making connections

between ideas, drawing

inferences and conclusions

from text and graphic

sources and finding

supporting text evidence

commensurate with

content area needs.

(E) summarize,

paraphrase, and synthesize

texts in ways that maintain

meaning and logical order

within a text and across

texts; and

(Readiness-Expository,

fiction/Supporting-

Persuasive, literary

nonfiction, poetry, drama)


Identify explicit and

implicit textual



purpose. (3.a) Analyze

connections between main

ideas and supporting

details. (Reading A.4)

Draw and support

complex inferences from

text to summarize, draw

conclusions, and

*(E) What is this article mostly

about?

*What are the four most

important facts in this

information? (summary)

*Which of the following is the

best summary of this article?

*A summary of this information

is –

*Which of the following

summaries is an accurate

paraphrase of the story?

*Does the following summary of

this story maintain logical order?

(E) All – Use

Somebody Wanted So

But Then chart.

Students write

summary of story

based on chart.

(E)Inside: pg. 19,

122, 141,268,

490,224, 355, 362,

483, 490, 160-165W





Specificity

Assessment Academic

Vocabulary

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distinguish facts from

simple assertions and

opinions. (4.b) Summarize

key points in important

historical documents.

ELPS:

4I Demonstrate English

comprehension and


employing basic reading

skills such as

demonstrating understand

of supporting ideas and

details in text and graphic

sources, summarizing text,

and distinguishing main

ideas from details

commensurate with

content area need.

(F) make connections

(e.g. thematic links, author

analysis) between and

across multiple texts of

various genres, and

provide textual evidence.

(Readiness)






*(F) What is a theme found in

both selections?

*What is a theme found in these

two different newspaper articles

and a story on this topic?

*How are the themes in these two

selections alike/different?

*How are the authors’ purposes

similar in these two selections?

*Provide text evidence to show

how the author’s purpose in

selection 1 is different from the

author’s purpose in selection 2?

(F) All –Compare

and contrast “Mister

Monster” and

“Frankenstein”

using a Venn

diagram.

(F)Inside:pg.145,

194, 268, 398, 418





Specificity

Assessment Academic

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(1.d) Compare and

contrast texts that have

similar subjects and

themes. (Reading A.3)

Identify explicit and

implicit textual




author’s purpose in a

variety of texts, such as

magazine articles.

(Reading A.7) Evaluate

the use of both literal and

figurative language to

inform and shape the

perception of readers.

(7.b) Describe and

compare how authors use

style to evoke specific

cultures, social classes,

geographical locations,

and time periods. (Reading

A.8) Compare and analyze

how generic features are

used across texts. (8.b)

Analyze the use of persona

in texts with diverse

voices. (Reading C.4)

Analyze and compare the

use of language in literary

works from a variety of

world cultures. (4.b)

Compare contemporary

*What do the implied purposes of

the authors of these two selections

have in common?

*How are the authors’ purposes

alike/different in these two

selections?





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


poems by writers from

different nations and note

similarities and differences

in form, style, and theme.

ELPS:

4K Demonstrate English

comprehension and


employing analytical skills

such as evaluating written

information and

performing critical

analyses commensurate

with content area and

grade level needs

(6.1) Reading/Fluency. Students read grade-level text with fluency and comprehension.

Students are expected

to adjust fluency when

reading aloud grade-

level text based on the

reading purpose and the

nature of the text.

ELPS:

4G Demonstrate

comprehension of

increasingly complex

English by

participating in shared

reading, retelling or

summarizing material,

responding to

Do students comprehend

information from text read

aloud?

What determines when

students adjust their

reading rate?

Group reading

Partner reading

Choral reading

Sustained silent

reading

B/I - Teacher uses

Everybody Eats Pie

(Explain, Express,

Persuade, Inform,

Entertain). Teacher

leads students in

distinguishing

author’s purpose

throughout a story.

A/AH – Teacher uses

Everybody Eats Pie

Reader’s Theater

Holt pg R27

Inside: pg. 66,

128, 202





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


questions, and taking

notes commensurate


grade level needs.

(Explain, Express,

Persuade, Inform,

Entertain). Students

distinguish author’s

purpose throughout a

story.

(6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:

(A) determine the

meaning of grade-level

academic English words

derived from Latin, Greek,

or other linguistic roots

and affixes; (Readiness)

(CRS): (Reading B.2)

Apply knowledge of roots

and affixes to infer

meanings of new words.

(2.a) Identify word

meanings based on their

Greek or Latin roots.

ELPS:

5A Learn relationship

between sounds and letters

of the English language to

represent sounds when

writing in English.

(B) use context (e.g.,

cause and effect or

compare and contrast

Can students determine

word meaning from

context clues?

Use vocabulary words

in writing

Study vocabulary in

context

*(A) In paragraph __ of this story,

what does the word __ mean?

*What is the root word for the

word in paragraph __ that means

__?

*(B) In paragraph __, what does

the word __ mean?

*What (or which) words in

affixes

roots

Vocabulary Bingo

Vocabulary

Foldables

Charades

Active word walls

(A) All– See PD34-

35. Frayer Model.

(B) All– Chart

context clues

strategies and

Word stems

Kamico

Holt pg. R69-R73

Vocabulary

activities:

http://www.weben

glishteacher.com/

vocab.html.

Dictionary

Thesaurus

Inside: pg. 46,

176, 430

http://www.webenglishteacher.com/vocab.html







Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


organizational text

structures) to determine or

clarify the meaning of

unfamiliar or multiple

meaning words;

(Readiness)

(CRS): (Reading B.1)

Identify new words and

concepts acquired through

study of their relationships

to other words. (1.a)

Describe meanings of

words read in texts based

on context clues (e.g.,

definitions, examples,

comparison, contrast,

cause and effect, details

provided in surrounding

text).

paragraph __ help the reader

understand what __ means?

examples in foldable.

(6.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in

different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A) infer the implicit

theme of a work of fiction,

distinguishing theme from

the topic; (Supporting)

(CRS): (Reading C.2)

Analyze themes,

structures, and elements of

myths, traditional

narratives, and classical

and contemporary

How do theme and

genre influence the

students’ understanding

of text?

How does setting affect

the theme in comparing

across texts?

Theme

-Moral

*(A) What is the theme of this

story?

*How is the theme of this story

different than the topic?

drawing

conclusions

folklore

genre

inference

setting

theme

author’s style

tone

mood

MISD Best

Practices

(A) All–Teacher

guided reading of

fables. Create T-

chart distinguishing

theme from topic.

MISD approved

reading list

Historical fiction

picture books

Time magazine:

http://www.time.co

m/time/.

Holt pg. TX30

*(A)Inside: pg. 224,

272

http://www.time.com/time/

http://www.time.com/time/





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


literature.

ELPS:

4K Demonstrate English

comprehension and


employing analytical skills

such as evaluating written

information and

performing critical

analyses commensurate


grade level needs

(B) analyze the function

of stylistic elements (e.g.,

magic helper, rule of

three) in traditional and

classical literature from

various cultures; and

(Supporting)









meaning. (Reading A.7)

Evaluate the use of both


language to inform and

-Implicit Theme

-Theme vs. Topic

Language and Style

-Magic Helper

-Rule of Three

-Hyperbole

*(B) What was the function of __

in this myth?

*How did the author use __ in

this story

character traits

protagonist

antagonist

plot

conflict

internal conflict

external conflict

flashback

foreshadowing

compare/contrast

(B) All– Chart

stylistic elements and

stories students

already know. Read

stories and identify

stylistic elements in

them.

Academic Language

Frames, pg. T224

Inside Reader’s

Workout, pg. T34





Specificity

Assessment Academic

Vocabulary

Instructional

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shape the perception of

readers. (7.b) Describe

and compare how authors

use style to evoke specific

cultures, social classes,

geographical locations,

and time periods.

**(C) compare and

contrast the historical and

cultural settings of two

literary works.

(Supporting)






(1.d) Compare and

contrast texts that have

similar subjects and

themes. (Reading C.2)

Analyze themes,

structures, and elements of

myths, traditional

narratives, and classical

and contemporary

literature. (2.b) Analyze

historical and social

influences on literary

works from various

countries.

*(C) In comparing __ and __,

what was the difference in the

cultural settings?

*How were the historical settings

different in __ and __?

*What do the historical settings in

___ and __ have in common?





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

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Weblinks


Writing

(6.14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

Students are expected to:

**(A) plan a first draft by

selecting a genre

appropriate for conveying

the intended meaning to an

audience, determining

appropriate topics through

a range of strategies (e.g.,

discussion, background

reading, personal interests,

interviews), and

developing a thesis or

controlling idea;

(CRS): (Writing A.1)

Determine effective

approaches, forms, and

rhetorical techniques that

demonstrate understanding

of the writer’s purpose and

audience. (1.a) Prepare a

topic proposal that

specifies and justifies the

topic, audience, and


the types of writing (e.g.,

informational, analytical,

polemical) and forms of

writing (e.g., letter,

editorial, essay) that are

appropriate for the writer’s

How does revision

clarify meaning in

the final draft?

-Writing check

points

-Teacher/student

writing conference

-Mini lessons for

each stage of

writing

What is the

purpose of revision

in the writing

process?

What are the steps

of the writing

process?

Rubric based on SE’s

TELPAS Proficiency Level

Descriptors

draft

edit

publish

revision

thesis

transitions

purpose

organized

focus

coherent

thesis

clarify

rearrange

genre

grammar

simple sentence

compound sentence

Teacher modeling

of writing, editing,

and revision

Group writing

B/I/A-Spelling and

picture dictionary

All- Pre-write

Texas Write

Source

Student writing

models:

http://www.thewri

tesource.com/stud

entmodels/.

Writing rubrics:

http://www.rubrici

an.com/writing.ht

m.

Holt pg. R28-R34

Inside Writing

“Project 15”

pg. 334W-354W

http://www.thewritesource.com/studentmodels/



http://www.rubrician.com/writing.htm







Specificity

Assessment Academic

Vocabulary

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Weblinks


particular purpose and

audience. (1.c) Recognize

rhetorical techniques

appropriate to the

purposes, audience, and

form of a particular

composition.

ELPS:

5B Write using newly

acquired basic vocabulary

5G Describe with

increasing specificity and

detail to fulfill content

area writing needs

(B) develop drafts by

choosing an appropriate

organizational strategy

(e.g., sequence of events,

cause-effect, compare-

contrast) and building on

ideas to create a focused,

organized, and coherent

piece of writing;


Generate ideas and gather

information relevant to the

topic and purpose, keeping

careful records of outside

sources. (2.a) Utilize

effective prewriting

strategies: outline and

(B) All-

-Graphic Organizer

- Display and Read

examples of

Appropriate grade

level writing





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

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Weblinks


prioritize ideas, anticipate

questions that might be

raised by readers, and

identify appropriate

primary and secondary

source material. (Writing

A.3) Evaluate relevance,

quality, sufficiency, and

depth of preliminary ideas

and information, organize

material generated and

formulate a thesis. (3.a)

Craft a thesis statement

that articulates a position

and logically organize

relevant evidence and

examples that support the

thesis statement. (Writing

A.4) Recognize the

importance of revision as

the key to effective

writing. Each draft should

refine key ideas and

organize them more

logically and fluidly, use

language more precisely

and effectively, and draw

the reader to the author’s

purpose. (4.a) Produce

drafts that are logically

organized in relation to the

writer’s purpose, audience,

and chosen form. (4.b)

Produce drafts that create





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


tone and style appropriate

to topic, audience, and

task, including non-

standard English when

appropriate. (4.c) Produce

drafts that use precise and

engaging vocabulary

appropriate to audience,

purpose, and task, using

sentences that are well-

crafted and varied in

structure. (4.d)

Strengthen thesis

statements, supported by


examples, cogent

reasoning, anecdotes, and

illustrations.

ELPS:

1G Demonstrate and

ability to distinguish

between formal and

informal English

(C) revise drafts to clarify

meaning, enhance style,

include simple and

compound sentences, and

improve transitions by

adding, deleting,

combining, and

rearranging sentences or

larger units of text after

(C) All-

-D.O.L

- Review transitions

words

- Review types of

sentences





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

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Weblinks


rethinking how well

questions of purpose,

audience, and genre have

been addressed;


Evaluate relevance,





formulate a thesis.

(Writing A.4) Recognize

the importance of revision

as the key to effective

writing. Each draft should

refine key ideas and

organize them more

logically and fluidly, use

language more precisely

and effectively, and draw

the reader to the author’s

purpose. (4.a) Produce

drafts that are logically

organized in relation to the

writer’s purpose, audience,

and chosen form. (4.e)

Revise drafts of functional

texts (e.g., application,

resume, operations

manual) so that they

demonstrate clear

language and effective

organization and





Specificity

Assessment Academic

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Weblinks


formatting. (4.f) Produce

texts that present technical

information accurately in

accessible language and

utilize appropriate

formatting structures (e.g.,

headings, graphics, white

space).

ELPS:

1A Use prior knowledge to

understand meanings in

English

(D) edit drafts for

grammar, mechanics, and

spelling; and

(CRS): (Writing A.5) Edit

writing for proper voice,

tense, and syntax, assuring

that is conforms to

standard English, when

appropriate. (5.a) Edit for

correct spelling,

capitalization, and

punctuation. (5.b) Edit for

subject-verb agreement.

(5.c) Edit for pronoun

reference and agreement.

(5.d) Improve coherence

by increasing logical

connections within and

between sentences. (5.e)

(D) All- Demonstrate

the use and purpose

of the grammar

handbook

(D)Inside Writing:

Grammar Handbook

pg. 428W





Specificity

Assessment Academic

Vocabulary

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Resources/

Weblinks


Edit for correct sentence

structure (e.g.,

subordination,

coordination). (5.f)

Consult reference guides

for citation conventions,

grammar, mechanics, and

punctuation. (5.g) Use a

variety of proofreading

techniques to compensate

for the limitations of

automated aids such as

electronic spell and

grammar checks.

ELPS:

5C Employ English

spelling rules with

increasing accuracy

(E) revise final draft in

response to feedback from

peers and teacher and

publish written work for

appropriate audiences.


Recognize the importance

of revision as the key to

effective writing. Each

draft should refine key

ideas and organize them

more logically and fluidly,

(E) All-

-Read writing aloud

prior to final draft

- Writing conferences





Specificity

Assessment Academic

Vocabulary

Instructional

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Resources/

Weblinks


use language more

precisely and effectively,

and draw the reader to the

author’s purpose. (4.g)

submit multiple drafts that

reflect judicious use of

self, peer, and instructor

assessment.

(6.16) Writing. Students write about their own experiences.

**Students are expected to

write a personal narrative

that has a clearly defined

focus and communicates

the importance of or

reasons for actions and/or

consequences.


Determine effective

approaches, forms, and

rhetorical techniques that

demonstrate understanding

of the writer’s purpose and

audience. (1.b) Identify

the types of writing (e.g.,

informational, analytical,

polemical) and forms of

writing (e.g., letter,

editorial, essay) that are

appropriate for the writer’s

particular purpose and

audience. (Writing A.3)

Evaluate relevance,


How do actions

determine

consequences?

-Author’s purpose

Rubric based on SE’s

TELPAS Proficiency Level

Descriptors

transition words

(e.g. first, next,

then, however,

also)

narrative

focus

consequence

cause/effect

Journaling

Diaries

Brainstorm

Mapping

B, I- Illustrate series

of events

All-

-Graphic Organizer

- Pre-write

Texas Write

Source

6 Traits

Empowering

Writers:

http://www.empo

weringwriters.com

/staticpage/slidesh

ow.

Inside Writing

“Project 7”

Pg. 108W-137W

http://www.empoweringwriters.com/staticpage/slideshow








Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks





formulate a thesis. (3.a)

Craft a thesis statement

that articulates a position

and logically organize


examples that support the

thesis statement.

(ELPS):

1B Monitor written

language production and

self-correct

3E Share information in

cooperative learning

interactions

5G Narrate with

increasing specificity and

detail to fulfill content

area writing needs

Oral and Written Conventions

(6.21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

(B) use spelling patterns

and rules and print and

electronic resources to

determine and check

correct spellings

(CRS): (Writing A.5) Edit

writing for proper voice,

tense, and syntax, assuring

Why is it important to

spell correctly?

Assessed contextually patterns

syllable

phonetic

prefix

suffix

root word

spell check

All-

-Personal Dictionary

- Spell Check

Holt pg. R72

Commonly

misspelled word

list

Word stems

Spelling activities:

http://www.educat

ionworld.com/a_s

pecial/spelling.sht

http://www.educationworld.com/a_special/spelling.shtml







Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


that is conforms to

standard English, when

appropriate. (5.a) Edit for

correct spelling,

capitalization, and

punctuation.

ELPS:

5C Spell familiar English

words with increasing

accuracy; Employ English

Spelling rules with

increasing accuracy

ml.

Listening and Speaking

(6.26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students

will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen to and interpret

a speaker's messages (both

verbal and nonverbal) and

ask questions to clarify the

speaker's purpose and

perspective;

(CRS): (Listening A.3)

Use a variety of strategies

t enhance listening

comprehension (e.g., focus

attention on message,

monitor message for

clarity and understanding,

provide verbal and

nonverbal feedback, note

cues such as change of

How do communication

skills vary between

formal and informal

settings?

*Based on the information I

heard in ______, I can conclude

that the main points were

________.

*I heard you say ________,

another way to say that would be

_________.

paraphrase

perspective

speaker’s purpose

supporting

evidence

verbal

nonverbal

formal

informal

presentation

Group

collaboration

All-

- Inside/ Outside

Circle

- Summarization

Frames

Holt pg. R76-R82

Rubrics:

http://www.teach-

nology.com/web_t

ools/rubrics/listeni

ng/.

http://www.teach-nology.com/web_tools/rubrics/listening/








Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


pace or particular words

that indicate a new point is

about to be made, select

and organize key

information). (3.a)

Develop and ask questions

related to the content for

clarification and

elaboration.

ELPS:

1A Use prior knowledge to

understand meaning in

English

2D Monitor understand of

spoken language during

classroom instruction and

interactions and seek

clarification

2G Understand the

general meaning, main

points, and important

details of spoken language

ranging from situations in

which topics, language,

and context are familiar to

unfamiliar.

(B) follow and give oral

instructions that include

multiple action steps;


*I think _____means ______

because __________.

*One important thing I heard the

speaker say is _____________.

*I know I have completed the task

( B) B/I-Note Taking

strategies





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks



t enhance listening



monitor message for


provide verbal and






and organize key

information). (3.b)

Follow complex verbal

instructions that include

technical vocabulary and

processes.

ELPS:

3 I Adapt spoken language

appropriately for formal

and informal purposes.

1A Develop and expand

repertoire of learning

strategies such as

reasoning inductively or

deductively, looking for

patterns in language, and

analyzing sayings and

expressions commensurate

with grade-level learning

expectations.

successfully when __________.





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


(C) paraphrase the major

ideas and supporting

evidence in formal and

informal presentations.



t enhance listening



monitor message for


provide verbal and






and organize key

information). (3.c)

Paraphrase or summarize

information. (Listening

B.2) Listen actively and

effectively in one-on-one

communication situations.

(2.a) Accurately

paraphrase what has been

heard.

ELPS:

2D Monitor understanding

of spoken language during

classroom instructions and

interactions and seek

(C) All-

-Think, Pair, Share

-Graphic Organizer

for visualization

- Story Map





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


clarification.

(6.28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with

greater complexity.

Students are expected to

participate in student-led

discussions by eliciting

and considering

suggestions from other

group members and by

identifying points of

agreement and

disagreement.

(CRS): (Speaking B.2)

Participate actively and

effectively in group

discussions. (2.a)

Cooperate with peers to

organize a group

discussion: establish

roles, responsibilities,

ground rules; complete

assignments; evaluate the

work of the group based

on agreed-upon criteria.

(2.b) Use discussion

techniques to arrive at a

consensus or complete a

task.

How does collaboration

enhance the learning

experience?

-Student centered

activities

How does working with

a partner or small

group help you in the

learning process?

*Can you help me _________?

*If you want to find out

________, I can ______.

*Will you please explain what

_______ means?

*Let me see if I understand. You

said ___________.

cooperative

learning skills

agreement

disagreement

suggestions

illicit

collaboration

Team problem

solving

Group

collaboration and

decision making

A/AH- Accountable

Conversation

Questions

All-

-Think, Pair, Share

- Inside/outside

Circle

Holt pg. R76-R82





Specificity

Assessment Academic

Vocabulary

Instructional

Strategies

Resources/

Weblinks


ELPS:

1D Speak using learning

strategies such as

requesting assistance,

employing nonverbal cues,

and using synonyms and

circumlocution (conveying

ideas by defining or

describing when exact

English words are not

known)

Documents

English as a Second Language Course: Language Arts 6 ...€¦ · Assessment Academic Vocabulary ... strength and quality of evidence used by the author, ... employing analytical skills