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NYSESLAT Performance Level Descriptors Alignment
• +35 K-12 lessons
• Community-based Immersive VR
• Short 15 min and week long units
• +400 2-12 lessons
• Interactive Reading, Writing, Grammar
• 15-45 min
• 400 K-12 lessons
• 4 Subjects, VR, Scaffolded Questions/Frames
• 10-20 min
ENTERING TRANSITIONING EXPANDING COMMANDING EMERGING
ELP Level ->
• 40 K-12 lessons
• Cont/Lang Objectives, Conceptual Math, Real Life Connections
• 15-30 min
Pg. 1/9
• +600 2-12 lessons
• Subject Area Focus, Gradual Release Model
• 25-45 min
* All lessons are editable by the teacher
• 50 6-12 lessons
• Interactive Science Simulations
• 15-30 min
Pg. 6/6
FLEXIBLE GROUPING
GENERAL CLASSROOM
Fit Use Nearpod for
Content Area Knowledge Scaffolding Comprehensible Input
Low/High incidence Differentiate Assessment
Sheltered with Mixed Levels Vocabulary Building
PUSH IN/INTEGRATED/PULL OUT
Fit Use Nearpod for
Support Mainstream Formative Assessments
Low-incidence Strategic Pairing
ELs form groups/clusters Personalized support/Preteaching
STATIONS/CENTERS
Fit Use Nearpod for
Small, manageable groups Differentiate by modality/task
Easy to differentiate Adjust amount/type of scaffolding
Accomplish more tasks Diversify assessments
COTEACHING/TEAM TEACHING
Fit Use Nearpod for
Maintain Pacing Duplicate/modify a lesson
Autonomy for both teachers Diversify language task
Smaller, manageable groups Alternate between mini-lessons
Live and Student-Paced
Push in support
Students move through 3 centers
Live Lesson #1 Live Lesson #2
LIVE NEARPOD LESSON
Teacher controls the pace of the lesson and move students along
STUDENT PACED NEARPOD LESSON
Students move through the lesson at their own pace
NON-NEARPOD LESSON
Any teaching or interaction that occurs without Nearpod
Pg. 2/9
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
LISTENING
2018 LISTENING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 1
Ss can determine infor-
mation in grade-level spo-
ken discourse.
Anchor 1 Include pictures of important
locations and corresponding
words in matching pairs to as-
sess key vocabulary from spoken
text. Add words and correspond-
ing pictures to background im-
age on draw-it to create match-
ing activity that highlights im-
portant individuals from a spo-
ken text.
Use polls to assess important
events or ideas in a spoken text;
have Ss select all that apply. Use
fill-in-the-blanks to support
identification of key words,
phrases, or simple sentences
related to important events/
main idea of spoken text.
Use quizzes/polls with phrases,
simple sentences, or expanded
sentences as answer choices to
demonstrate main idea of spo-
ken text. Include sentence from
text that includes a literary de-
vice in quiz; have Ss select which
word show the literary device.
Use quizzes/polls with simple or
expanded sentences as answer
choices to demonstrate main
idea of spoken text. Include por-
tion of text as background image
on draw-it; have Ss underline
literary devices or evidence for
theme.
Use quizzes as assessment of
evidence for main idea; include
answer choices with expanded or
complex sentences from spoken
text which signal/do not signal
main idea. Include several para-
graphs of shared text as back-
ground image on draw-it and
have Ss annotate.
Ss can identify key narrative elements and central ideas in grade level spoken dis-course.
Anchor 2 Pre-teach connecting words with
visuals on slides. Include audio
of grade-level spoken discourse
as reference media in quiz; have
Ss listen for sequencing vocabu-
lary and choose connections
heard.
Use collaborate to guide conver-
sation about words/phrases
which signal connections among
two ideas. Embed copy of spoken
discourse as background image
in draw-it; have Ss circle words
or phrases that signal connec-
tions of ideas.
Use slide to display copy of grade
-level spoken discourse. Use
polls to collect baseline data of
Ss’ identification of phrases or
simple sentences that signal
relationships or conclusions
among two or more ideas.
Embed reference media in draw
it with copy of spoken discourse;
include graphic organizer as
background image; have Ss doc-
ument simple and/or some ex-
panded sentences that show
connections and relationships
between ideas.
Embed reference media in quiz
with copy of complex spoken
discourse; have Ss choose sim-
ple, expanded, or complex sen-
tences that convey key details or
signal important conclusions.
Ss can identify words,
phrases, and sentences used
to elaborate on and connect
ideas in grade-level spoken
discourse.
Anchor 3 Use slides with visuals to pre-
teach strategies for determining
meaning of Tier 1/2 words. Use
VR after reading passage as ac-
tivity to determine meaning of
Tier 1 word (ex. building or
house).
Embed audio of short connected
discourse on slide; include imag-
es and text depicting key Tier 1/2
words; use matching pairs to
check understanding. Include
audio of short text as reference
media in draw-it; have Ss draw
literal meaning of Tier 1 word
from passage.
Use draw-it for Ss’ depictions of
figurative meanings of Tier 1/2
words. Include open-ended
questions with sentence frames
to monitor Ss’ understanding;
have Ss fill in logical content that
demonstrates meaning of target
word; embed audio as reference
media with other examples of
how word is used in context.
Add sentence frames as back-
ground image in draw it; include
images and text of Tier 1/2
words in reference media; have
Ss complete sentences with con-
tent that demonstrates under-
standing. Use quizzes/polls to
assess figurative and connotative
meanings of Tier 1/2 words.
Use quizzes/polls to assess fig-
urative or connotative meanings
of Tier 1/2 words. Use collabo-
rate for class discussions around
connotative meanings of words
found in shared discourse. Use
open-ended questions for Ss to
write sample sentences using
Tier 1/2 words appropriately.
Ss can determine the mean-
ing of vocabulary in grade-
level spoken discourse.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 3/9
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
LISTENING
2018 LISTENING Performance Level Descriptors <> Nearpod Correlation matrix
GENERAL CLAIM 2
Ss can determine the devel-
opment of ideas in grade-
level spoken discourse.
Anchor 4 Not applicable for this level. Use slides with connected
words/phrases and visuals to
model development of story;
include audio as reference me-
dia matching the text. Use sever-
al slides to model descriptions of
a topic: embed each slide with a
different image and audio de-
scribing a topic; use poll with
words/phrases to match images
from slides; Ss choose all de-
scription words/phrases that
Use consecutive quizzes to track
order of events from a short
grade-level spoken discourse
example embedded as audio in
reference media; include simple
sentence and a few expanded
sentences as answer choices.
Use poll to check understanding
of claim/evidence; include audio
as reference media of a sample
grade-level spoken discourse; Ss
check all simple or expanded
sentences which are evidence to
support the claim.
Embed audio in poll; have Ss
listen for all points that support a
claim; choose all that apply. Em-
bed audio in draw-it; include
Venn Diagram as background
image; have Ss write simple,
expanded, or complex sentences
from the discourse that demon-
strate the relationship.
Ss can identify language structures that develop nar-rative elements, key details, and central ideas in grade-level spoken discourse.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 4/9
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
2018 SPEAKING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 1
Ss can determine infor-
mation in grade-level spo-
ken discourse.
Anchor 1 Include pictures of important
locations and corresponding
words in matching pairs to as-
sess key vocabulary from spoken
text. Add words and correspond-
ing pictures to background im-
age on draw-it to create match-
ing activity that highlights im-
portant individuals from a spo-
Use polls to assess important
events or ideas in a spoken text;
have Ss select all that apply. Use
fill-in-the-blanks to support
identification of key words,
phrases, or simple sentences
related to important events/
main idea of spoken text.
Use quizzes/polls with phrases,
simple sentences, or expanded
sentences as answer choices to
demonstrate main idea of spo-
ken text. Include sentence from
text that includes a literary de-
vice in quiz; have Ss select which
word show the literary device.
Use quizzes/polls with simple or
expanded sentences as answer
choices to demonstrate main
idea of spoken text. Include por-
tion of text as background image
on draw-it; have Ss underline
literary devices or evidence for
theme.
Use quizzes as assessment of
evidence for main idea; include
answer choices with expanded or
complex sentences from spoken
text which signal/do not signal
main idea. Include several para-
graphs of shared text as back-
ground image on draw-it and
have Ss annotate.
Ss can identify key narrative elements and central ideas in grade level spoken dis-course.
Anchor 2 Pre-teach connecting words with
visuals on slides. Include audio
of grade-level spoken discourse
as reference media in quiz; have
Ss listen for sequencing vocabu-
lary and choose connections
heard.
Use collaborate to guide conver-
sation about words/phrases
which signal connections among
two ideas. Embed copy of spoken
discourse as background image
in draw-it; have Ss circle words
or phrases that signal connec-
tions of ideas.
Use slide to display copy of grade
-level spoken discourse. Use
polls to collect baseline data of
Ss’ identification of phrases or
simple sentences that signal
relationships or conclusions
among two or more ideas.
Embed reference media in draw
it with copy of spoken discourse;
include graphic organizer as
background image; have Ss doc-
ument simple and/or some ex-
panded sentences that show
connections and relationships
between ideas.
Embed reference media in quiz
with copy of complex spoken
discourse; have Ss choose sim-
ple, expanded, or complex sen-
tences that convey key details or
signal important conclusions.
Ss can identify words,
phrases, and sentences used
to elaborate on and connect
ideas in grade-level spoken
discourse.
Anchor 3 Use slides with visuals to pre-
teach strategies for determining
meaning of Tier 1/2 words. Use
VR after reading passage as ac-
tivity to determine meaning of
Tier 1 word (ex. building or
house).
Embed audio of short connected
discourse on slide; include imag-
es and text depicting key Tier 1/2
words; use matching pairs to
check understanding. Include
audio of short text as reference
media in draw-it; have Ss draw
literal meaning of Tier 1 word
from passage.
Use draw-it for Ss’ depictions of
figurative meanings of Tier 1/2
words. Include open-ended
questions with sentence frames
to monitor Ss’ understanding;
have Ss fill in logical content that
demonstrates meaning of target
word; embed audio as reference
media with other examples of
how word is used in context.
Add sentence frames as back-
ground image in draw it; include
images and text of Tier 1/2
words in reference media; have
Ss complete sentences with con-
tent that demonstrates under-
standing. Use quizzes/polls to
assess figurative and connotative
meanings of Tier 1/2 words.
Use quizzes/polls to assess fig-
urative or connotative meanings
of Tier 1/2 words. Use collabo-
rate for class discussions around
connotative meanings of words
found in shared discourse. Use
open-ended questions for Ss to
write sample sentences using
Tier 1/2 words appropriately.
Ss can determine the mean-
ing of vocabulary in grade-
level spoken discourse.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 5/9
SPEAKING
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
2018 READING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 1
SS can determine infor-
mation in a grade-level text.
Anchor 1 Use fill-in-the-blanks for identifi-
cation of words/phrases related
to key narrative elements. Use
polls/quizzes with words/
phrases/predictable sentences as
answer choices for identification
of main ideas or events; include
audio of directions/answer
choices as reference media for
scaffold.
Use matching pairs for identifica-
tion of words, phrases, or simple
sentences that signal key narra-
tive elements of grade-level text,
ex. important individuals, points
of view, or message/theme. In-
clude short grade-level text as
reference media in poll.
Use quizzes/polls for identifica-
tion of simple/complex sentenc-
es that signal key narrative ele-
ments in a grade-level text, ex.
points of view, events, literary
devices. Use draw-it with back-
ground image of grade-level
text; have Ss highlight simple/
complex sentences that signal
main/supporting ideas.
Use quizzes/polls for identifica-
tion of some expanded/complex
sentences that signal key narra-
tive elements in a grade-level
text, ex. points of view, events,
literary devices. Use collaborate
with short grade-level text as
reference media; have Ss rewrite
a sentence that signals theme;
discuss rationale with class.
Use quizzes/polls for identifica-
tion of expanded/complex sen-
tences that signal key narrative
elements in a grade-level text,
ex. points of view, events, liter-
ary devices. Use open-ended
questions with grade-level text
as reference media; have Ss
locate several complex sentenc-
es that signal theme.
Ss can identify key narrative elements and central ideas in a grade-level text.
Anchor 2 Include slides to pre-teach
words, short phrases or predicta-
ble sentences used to elaborate
on and connect ideas in grade-
level text; include sample short
text as reference media. Use fill-
in-the-blanks for identifying
words/phrases that signal de-
tails, connections, or conclusions.
Use matching pairs to review
words/phrases/simple sentences
used to elaborate on and con-
nect ideas in grade-level text.
Include simple sentence(s) as
prompt in quizzes/polls; have Ss
identify words/phrases that sig-
nal sequence, connections, or
conclusions; include audio of as
additional scaffold.
Use draw-it to review phrases/
simple and complex sentences
used to elaborate on and con-
nect ideas in grade-level text;
include paragraph of grade-level
text as reference media and
graphic organizer as background
image; have Ss fill in graphic
organizer with relevant phrases
or simple/complex sentences.
Use quizzes/polls to review sim-
ple/expanded/complex sentenc-
es used to elaborate on and con-
nect ideas in grade-level text;
include a few paragraphs of
grade-level text as reference
media; include sentences that
signal sequence, conclusions, or
connections as answer choices.
Use open-ended questions to
review simple/expanded/
complex sentences used to
elaborate on and connect ideas
in grade-level text; include sev-
eral paragraphs of grade-level
text in reference media; have
Ss identify and justify rationale
of sentences that convey con-
nections and conclusions.
Ss can identify words,
phrases, and sentences used
to elaborate on and connect
ideas in a grade-level text.
Anchor 3 Use images to pre-teach literal
meaning of Tier 1/2 words; use
slides to show example sentenc-
es with target words. Use match-
ing-pairs to review/assess literal
meaning of Tier 1/2 words. Use
draw-it to have Ss create non-
linguistic representation of target
word.
Use slides to draw attention to
target Tier 1/2 words; have Ss
listen for target words in video;
use quizzes/poll to assess literal
meaning of target words and/or
impact in a grade-level text.
Use slides with sentences from
grade-level text to model steps
for determining literal and/or
figurative meanings of Tier 1/2
words. Use VR to contextualize
figurative/connotative meanings
of words. Include paragraph
from grade-level text as refer-
ence media in poll.
Use quizzes/polls to assess literal
and some figurative/connotative
meanings of Tier 1/2 words; in-
clude grade-level texts as refer-
ence media. Use collaborate and
open-ended questions to share
strategies used in determining to
meaning of unknown vocabulary.
Use quizzes/polls to assess
literal and figurative/
connotative meanings of Tier
1/2 words; include grade-level
texts as reference media. Use
open-ended questions for ex-
planations of impact of Tier 1/2
words in grade-level text.
Ss can determine the mean-
ing of vocabulary in a grade-
level text.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 6/9
READING
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
2018 READING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 2
Ss can determine the devel-
opment of ideas in grade-
level texts.
Anchor 4 Not applicable for this level. Use sway to show examples
words, phrases, or a few simple
sentences that develop a particu-
lar story or topic in a grade-level
text; include images of graphic
organizers to visually represent
text structure (ex. story arc,
web). Use videos to model text
structures and words/phrases/
sentences that develop a de-
scription or relationship.
Include grade-level text as refer-
ence media in quizzes/polls;
highlight phrases, simple sen-
tences, or a few expanded/
complex sentences that demon-
strate text structure in text; have
Ss choose the text structure that
is developed by highlighted
phrases/sentences. Include short
text in fill-in-the-blank to review
phrases/simple sentences that
develop a description or relation-
Use draw-it for identification of
simple sentences or some ex-
panded/complex sentences that
develop a story/topic; include
grade-level text as background
image; have Ss highlight relevant
words/phrases/sentences.
Include grade-level text as ref-
erence media in open-ended
question with highlighted sim-
ple, expanded, or complex sen-
tence; have Ss write explana-
tion of why the sentence devel-
ops story or a topic.
Ss can identify text struc-tures that develop narrative elements, key details, and central ideas in grade-level texts.
Anchor 5 Not applicable for this level. Use fill-in-the-blanks to highlight
words, phrases, or simple sen-
tences in a short, connected
grade-level text that demon-
strate a topics or themes. Use
matching pairs to show connec-
tions that are established by text
structure; choose words,
phrases, or sentences from grade
-level text typically found in a
particular text type.
Use sway to demonstrate con-
nections, relationships or themes
established by text structure;
separate grade-level text on
several slides within sway to
demonstrate how phrases, sim-
ple sentences, or a few expanded
work together to determine con-
nections; include audio of text
read aloud for additional
scaffold.
Use slides with grade-level text
to model elements or relation-
ships established by text struc-
tures; highlight simple and some
expanded sentences that deter-
mine connections or structural
elements; include audio of text
read aloud for scaffold. Use quiz-
zes to check for understanding;
include text as reference media.
Include grade-level text as
background image in draw-it
for Ss analysis of grade-level
text; have Ss identify elements,
connections, or relationships
established by the text struc-
ture by highlighting simple,
expanded, or complex sentenc-
es that work together to deter-
mine structural elements; in-
clude example in reference
Ss can determine elements,
connections, and topics that
are established by text struc-
tures in grade-level texts.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 7/9
READING
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
2018 WRITING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 1
SS can structure thoughts
and ideas in writing.
Anchor 1 Add image as background image
in draw-it; include space with
lines for Ss to provide an idea
about image by labeling with
words or short phrases. Include
image/video as text in reference
media.
Include graphic organizer as
background image in draw-it;
have Ss write words, phrases,
and simple sentences to share
connected ideas or provide ori-
entation/closure of a topic. Use
open-ended questions to assess
organization of ideas.
Use slides with color-coding to
provide examples of phrases,
simple sentences, or expanded
sentences that provide an orien-
tation/closure or connect/
organize ideas; include audio of
text read aloud for scaffold. Use
open-ended questions to assess
organization of ideas; show ex-
emplar in reference media.
Use slides to model organiza-
tion/connection of ideas in
written text using simple, ex-
panded or complex sentences.
Use blank draw-it for expression
of ideas in writing; have Ss color-
code writing to justify organiza-
tion; include examples/graphic
organizers in reference media.
Include quizzes to check Ss
understanding of select simple,
expanded, or complex sentenc-
es in a written text that contrib-
ute to a logical organization of
connected ideas; include sam-
ple writing in reference media.
Use open-ended questions for
expression of ideas in writing.
Ss can create and structure a written text.
Use matching pairs to review
common Tier 1 and grade-level
Tier 2 vocabulary; match words
or short phrases of Tier 1/2 vo-
cabulary to pictures of ideas/
facts from the text. Include sen-
tence frames as background
image on draw-it; include image
as reference media to support
Model words and short phrases
using slides with common grade-
level Tier 2 words; use VR/video
to anchor words in real-life con-
texts. Use open-ended to assess
written expression of Tier 2
words; include sentence frames
in reference media as scaffold.
Prompt Ss in generating ideas by
showing 3D images/VR/video;
use draw-it for Ss’ written ex-
pression of ideas/facts through
words and phrases; create con-
nected text sentence frames for
support; include word banks of
Tier 2/3 as reference media.
Prompt Ss in generating ideas by
showing 3D images/VR/video;
use slides with images to review
grade-level Tier 2/3 words; use
collaborate for Ss’ written ex-
pression of words and phrases
that describe ideas and facts.
Use open-ended questions to
assess Ss usage of words and
phrases, including grade level
Tier 2/3 words used to precisely
describe detailed ideas/facts;
include image/video as refer-
ence media as a prompt or
show VR beforehand to anchor
writing in real-life context.
GENERAL CLAIM 2
Ss can write about literary
and informational texts and
topics.
Anchor 2
Ss can adapt vocabulary
appropriately when writing.
Anchor 3 Use sequence of draw-it to
scaffold narrative writing pro-
cess; include background images
with pictures of characters,
events, and story details; have Ss
label each image with words/
short phrases to develop narra-
tive; include word bank as refer-
ence media.
Scaffold narrative writing process
by including graphic organizer
(ex. web or story arc) as back-
ground image on draw-it; have
Ss generate phrases/simple sen-
tences related to characters,
details, events in their story.
Include sample writing on slides
to model writing features.
Use sequence of draw-its for pre
-writing; have Ss write phrases,
simple sentences, or a few ex-
panded sentences to develop
ideas about characters, details,
events, or closure in a narrative
text; include sentence starters as
reference media.
Use open-ended questions for
Ss’ written expression of short
narrative text; include list of
story elements (ex. characters,
details, sequenced events, and
closure) as checklist in reference
media; use draw-it by having Ss
generate storyboard ideas of
sequential events before writing.
Use slides to model sample
narrative that uses expanded/
complex sentences that refer to
precise details, sequenced
events, and closure. Use a se-
quence of open-ended ques-
tions to scaffold the writing
process through posing ques-
tions related to the narrative.
Ss can develop a narrative
written text.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 8/9
WRITING
BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH
2018 WRITING Performance Level Descriptors <> Nearpod Correlation Matrix
GENERAL CLAIM 2
Ss can write about literary
and informational texts and
topics.
Anchor 4 Include sentence frames and
word banks as background im-
age on draw-it; have Ss write
words or short phrases that pro-
vide a claim to develop an infor-
mational text; include image in
reference media to provide con-
text for sentence frames. Use
matching pairs to review claim/
evidence; have Ss match claim to
evidence that supports it.
Use sequence of draw-its to
scaffold development of informa-
tional text, each draw-it as a
different piece to the writing (ex.
claim, support, closure); include
sentence starters as background
image; include word banks as
reference media.
Use slides to show examples
informational text demonstrating
claims and evidence using simple
and a few expanded sentences.
Include graphic organizer as ref-
erence media in draw-it; have Ss
generate a claim and evidence
using phrases, simple sentences,
and a few expanded or complex
sentences; anchor informational
writing in real-life context with
VR/video.
Use slides to show example of
development of informational
text through the usage of simple,
expanded and/or complex sen-
tences; include images of
graphics to model organization
of informational text. Use se-
quence of open-ended questions
to scaffold process of writing
informational text (ex. What is
your claim?). Use quizzes for self-
reflection (ex. Did you include
closure in your writing?).
Use slides to provide checklist
of key features of informational
text (ex. claims, evidence, and
closure) and sample text with
simple, expanded, and complex
sentences which precisely state
and link claim/evidence. Show
videos/VR for to create
thoughtful claims rooted in real
-life contexts; use collaborate
for shared idea generation of
claims that can be developed in
writing.
Ss can develop an informa-
tional written text.
ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING
Pg. 9/9
WRITING