Post on 09-Feb-2018
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 1 2016-2017
Unit Goals-Stage 1 Overview Stage 1 of the Understanding by Design approach defines what students should know, understand, and be able to do at the culmination of the unit. It challenges teachers to ask questions “What is worthy of understanding?” or What enduring understandings are desired?” These questions help guide conversations about important knowledge (facts, concepts, principles) and skills (processes, strategies, methods) that students need to master to develop the requisite understanding.
Unit Description: Students will explore and understand that all living things have needs and change as they grow. Students will practice retelling through the use of fiction, poetry, and informational text. Students will identify main idea and key details. Students will practice blending words with short vowel sounds and apply their segmenting skills through dictation including letters h, e, f, and r. Through modeled journal writing, students will continue to write opinion pieces supported by textual evidence.
Standards Addressed in the Unit
Reading* Writing* Speaking and Listening* Language* Literature
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.3 With prompting and support, identify characters, settings, and major events in a
story.
RL.K.6 With prompting and support, name the author and illustrator of a story and define the
role of each in telling the story.
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Informational
RI.K.1 With prompting and support, ask and answer key details in a text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 With prompting and support, describe the connections between two individuals, events,
ideas, or pieces of information in a text.
RI.K.8 With prompting and support, identify the reasons an author gives to support points in a
text.
RI.K.9 With prompting and support, identify basic similarities in and differences between two
texts on the same topic.
RI.K.10 Actively engage in group reading activities with purpose and understanding.
Foundational
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b) Isolate and pronounce the initial, medial, and final sounds in three-phoneme words.
d) Isolate and pronounce the initial, medial, and final sounds in three-phoneme words.
e) Add or substitute individual sounds in simple, one syllable words to make new words.
f) Blend two or three phonemes into recognizable words.
RF.K.3 Know and apply grade-level phonics and words analysis skills in decoding words.
a) Demonstrate basic knowledge of one to one letter-sound correspondences by
producing the primary sound or many of the most frequent sounds for each
consonant.
b) Associate the long and short sounds with common spellings for the five major
vowels.
c) Read common high-frequency words by sight.
RF.K.4 Read emergent-reader text with purpose and understanding.
Text Types and Purposes
W.K.1 Use a combination of
drawing, dictating, and writing
to compose opinion pieces in
which they tell a reader the
topic or the name of the book
they are writing about and state
an opinion or preference about
the topic or book.
W.K.2 Use a combination of
drawing, dictating, and writing
to narrate a single event or
several loosely linked events, tell
about the events in the order in
which they occurred, and
provide a reaction to what
happened.
Research to Build and Present
Ideas
W.K.7 Participate in shared
research and writing projects.
Comprehension and Collaboration
SL.K.1 Participate in collaborative
conversations with diverse
partners about kindergarten
topics and texts with peers and
adults in small and larger groups.
a) Follow agreed upon
rules for discussions.
SL.K.2 Confirm understanding of a
text read aloud or information
presented orally or through other
media by asking and answering
questions about key details and
requesting clarification if
something is not understood.
SL.K.3 Ask and answer questions in
order to seek help, get
information, or clarify something
that is not understood.
Presentation of Knowledge and
Ideas
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.6. Speak audibly and express
thoughts, feelings, and ideas
clearly.
Conventions of Standard English
L.K.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
c) Form regular plural nouns
orally by adding /s/ or /es/.
L.K.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
a) Capitalize the first word in a
sentence and the pronoun I.
c) Recognize and name end
punctuation.
d) Spell simple words
phonetically, drawing on
knowledge of sound letter
relationships.
e) Use the most frequently
occurring prepositions.
Vocabulary Acquisition and Use
L.K.5 With guidance and support from
adults, explore word relationships and
nuances in word meanings.
a) Sort common objects into
categories.
c) Identify real life connections
between words and their use.
L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts
* The California English Language Development Standards (CA ELD Standards) amplify the language knowledge, skills and abilities of the CA CCSS essential for ELs success while developing their English.
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 2 2016-2017
Unit Goals-Stage 1
Transfer Goals
Students will be increasingly able to independently use their learning to…
• Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
• Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
• Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
• Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
Making Meaning UNDERSTANDINGS
Students will understand that…
Nature is filled with many living things that have needs and grow.
Reading a text closely and finding the main ideas and key details helps a reader understand and learn more about
a topic or text.
Rereading offers a reader the opportunity to better understand the text, to see features they have not noticed,
and to re-think their ideas about the topic.
The ability to make rhymes, blend, segment, isolate, and substitute sounds are all skills that will lead you to be a
better reader and writer.
Opinions are supported by quality reasons based on evidence from texts, research, and personal experiences.
ESSENTIAL QUESTIONS
Students will keep considering…
1. Big Idea: What kinds of things can you find growing in nature?
2. What does the author want me to learn?
3. How does rereading help my understanding?
4. How does playing with letter sounds help me read and write?
5. What is my opinion? How do I support my opinion with good
reasons?
Acquisition Knowledge
Students will know…
Vocabulary: require, plant, harmful, soak, crowd, develop, amazing, content, enormous, imagine, fresh, delicious,
beneath, raise, special
Main topic is what a text is mostly about
Key details tell about the main topic
Character, setting, events
Types of texts: Fiction, Fantasy, Poetry, Informational Text
Reading strategy of reread
Context clues
Text Features: illustrations and diagram
HFW: my, are, with, he
Letter/sound relationships for h, e, f, r
Elements of opinion writing
Pronouns replace nouns
Singular and plural nouns
Present and past tense verbs
Inflectional endings -s and -ed
Skills
Students will be skilled at (Do)
Using newly acquired vocabulary during collaborative
conversations and in writing
Identifying key ideas that support the main idea
Using the strategy of rereading to clarify understanding
Producing and blending sounds for letters h, e, f, r
Segmenting CVC words and writing corresponding letters to
spell a word
Recognizing, reading, and writing HFWs: my, are, with, he
Drawing/writing opinion pieces that are supported with quality
reasons
Using correct pronouns in place of nouns
Explaining how the meaning of words have changed after adding
inflectional endings
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 3 2016-2017
Evidence of Learning-Stage 2 Stage 2 of Understanding by Design approach answers the question, “How will we know if students have achieved the desired results and met the standards?” and “What will we accept as evidence of student understanding and proficiency?” Having a balance of formative and summative assessments helps to build a comprehensive portrait of student learning. Formative assessments serve as “assessments FOR learning.” Giving the teacher information about students along the way, while summative assessments serve as “assessments OF learning,” helping to gauge final levels of mastery or proficiency.
Assessment Types
Ed Code 60603 defines formative assessment as:
“Assessment tools and processes that are embedded in instruction and are used by teachers and pupils to provide timely feedback for the purposes of adjusting instruction
and to improve learning.”
Ed Code 60603 defines interim assessments as:
“An assessment that is given at regular and specified intervals throughout the school year, is designed to evaluate a pupil’s knowledge and skill relative to a specific set of
academic standards, and produces results that can be aggregated by course, grade level, school, or local education agency in order to inform teachers and administrator at
the pupil, classroom, school, and local education agency levels.”
Ed Code 60603 defines summative “achievement test” as: “Any standardized test that measures the level of performance that a pupil has achieved in the core curriculum areas.”
Assessed Standards Standards build from one unit to the next. Once a standard has been addressed in a unit, it may appear in subsequent units on any assessments.
Reading Reading Foundational Writing Language RL.K.3 With prompting and
support, identify characters,
settings, and major events in a
story.
RI.K.2 With prompting and
support, identify the main
topic and retell key details of
a text.
RF.K.2 Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
c) Isolate and pronounce the initial, medial, and final
sounds in three-phoneme words.
f) Isolate and pronounce the initial, medial, and final
sounds in three-phoneme words.
g) Add or substitute individual sounds in simple, one
syllable words to make new words.
g) Blend two or three phonemes into recognizable
words.
RF.K.3 Know and apply grade-level phonics and words
analysis skills in decoding words.
c) Demonstrate basic knowledge of one to one
letter-sound correspondences by producing the
primary sound or many of the most frequent
sounds for each consonant.
d) Associate the long and short sounds with
common spellings for the five major vowels.
W.K.1 Use a combination of
drawing, dictating, and writing
to compose opinion pieces in
which they tell a reader the
topic or the name of the book
they are writing about and state
an opinion or preference about
the topic or book.
L.K.5 With guidance and support from adults, explore
word relationships and nuances in word meanings.
a) Sort common objects into categories.
d) Identify real life connections between words
and their use.
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 4 2016-2017
d) Read common high-frequency words by sight.
Evidence of Learning-Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence) Assessment Evidence
See answer key located in Wonders-Think Smart Unit Assessments pgs. 69-70
Asks and answers questions about text and unknown words Reads and comprehends text at the appropriate complexity level for the grade
Understands features of print and written language
SUGGESTED End of Unit Assessment (located in Wonders-Think Smart Unit Assessments pgs. 57-64). Over the course of 1-2 days, students will answer questions about main topic and key details in a text including character, setting, and events. They will also be assessed on skills that were addressed during Word Work. *Directions for administering this summative assessment can be found in the Think Smart Unit Assessments resource on pages iv-v and pages 65-68.
See CCSS-Aligned Opinion Rubric
Writes opinion, narrative, and informative pieces
Uses a combination of drawing, dictating, and writing to communicate about a topic.
Adds details to strengthen writing and drawing
Spells simple words
Capitalizes first words in a sentence, uses end punctuation, and spaces
Suggested Performance Writing Prompt: Say: We have read about many different fruits and vegetables that grow on farms. If you were a farmer, what would be the fruit or vegetable you would like to grow? Prior to writing, help students brainstorm the different types of fruits and vegetables that grow on farms. Encourage students to share their ideas and why they would like to grow that particular fruit or vegetable. Allow opportunity for students to orally rehearse with a partner prior to writing/drawing independently.
Evaluative Criteria Other Evidence-may be used formatively
Asks and answers questions about text and unknown words
Uses details to retell stories
Recognizes common types of texts
Names parts of a book
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity for the grade
Participates in collaborative conversations and grade level topics and texts (See CCSS-Aligned Collaborative Discussion Rubric)
Listens and takes turns speaking
Expresses thoughts, feelings, and ideas clearly
Uses grade level appropriate language and vocabulary
Participation during Listening Comprehension and Interactive Read Alouds Large and Small Group Collaborative Conversations
Asks and answers questions about texts and unknown words
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity level for the grade
Close Reading Companion: Short constructed responses Listening and Learning Log
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 5 2016-2017
See CCSS-Aligned Opinion Rubric
Writes opinion, narrative, and informative pieces
Uses a combination of drawing, dictating, and writing to communicate about a topic.
Adds details to strengthen writing and drawing
Spells simple words
Capitalizes first words in a sentence, uses end punctuation, and spaces
Journal Writing
Understands features of print and written language
Reads grade level text with purpose and understanding
Foundational Reading Skills Assessment (LBUSD)/Placement and Diagnostic Assessment (Wonders)
Understands features of print and written language
Reads grade level text with purpose and understanding
Asks and answers questions about texts and unknown words
Uses details to retell stories
Recognizes common types of text
Names the parts of a book
Compares and contrasts information or ideas from two or more texts
Reads and comprehends text at the appropriate complexity level for the grade
Guided Reading/Small Group Instruction
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 6 2016-2017
Suggested Learning Plan-Stage 3 Stage 3 of the Understanding by Design approach serves as the natural extension of the previous stages, with the teacher planning learning experiences and instruction that will assist all students in attaining mastery of the standards. Given that the content within any given course of study typically exceeds what can reasonably be addressed within a school year, teachers make informed decisions about their instruction. The recommended organizational plan and recommended spans of time offered below serve as a guide to teachers as they address the specifics of instructional planning (choices about teaching methods, sequence of lessons, and resource materials). Through the regular and skilled use of formative assessments of student learning, teachers can and should adjust this plan to better meet the needs of their respective students.
Supplemental Resources Videos Resources
myPD Formative Assessment Videos
Course # 2366 Students Owning Their Own Learning (Lrng Logs) Course # 2474 Reflection and Goal Setting (Collaborative Conv.) Course #2146 Students Acting as Resources for One Another (Preflight Checklist) Course #2149 Success Criteria (Best Examples) Course #2154 Students Acting as Instructional Resources for One Another (Two
Stars and a Wish) Course #2889 Students Owning Their Own Learning (Writing)
Writing Videos
Course #2146 Preflight Checklist
Course #2149 Best Examples
Course #2154 Two Stars and a Wish
Course #2889 Writing Continuum Collaborative Conversation Video
Course #2474 Foundational Skills Videos
Language Wall Kindergarten (Classroom 1) #3299
Language Wall Kindergarten (Classroom 2) #3333
Language Wall Grade 1 #3300
Curriculum Intranet (LBUSD ELA Intranet-Instructional Tools) California Standards Writing Resources
California Standards Aligned Opinion Rubric
Opinion 5 Star Paper
Opinion Annotated Student Samples Foundational Reading Skills Resources
Teacher Resource Guide
Foundational Reading Skills Instructional Plan
Photos of Workshop Activities
Instructional Plan
Parent Foundational Reading Skill Resource Guide (Internet)
Additional Resources
Hey, Ant
Don’t Let the Pigeon Drive the Bus
Thinking Maps Binder WftB Expository Binder
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 7 2016-2017
Instructional Sequence Overview Big Idea Essential Question: What kinds of things can you find growing in nature?
Week 1 Reading and Responding to Texts Genre Writing
Essential Question What do living things need to
grow?
Introduce/Build the Concept Introduce and discuss essential question p.T10, P.T24 Oral Vocabulary p.T11, T34
Listening Comprehension
Literature Big Book/Close Reading Companion: My Garden p.T12, T26 Interactive Read Aloud: Growing Plants p. T35 Literature Big Book/Close Reading Companion: Poetry p.T44
Word Work
Phonological Awareness: Phoneme Isolation, Phoneme Blending, Phoneme Categorization Phonics: /h/, blends words with short i, o, a and h, t, p, m, d HFW: my
Shared Read
Reading Writing Workshop: Hop Can Hop p.T30, T49
Writing to Sources Shared Writing: Write a story that begins “In our garden…” to tell what your class garden would be like. T22 Interactive Writing: Write a fantasy story that begins “On our farm…” to tell about what make-believe plants and animals on a farm. p.T32 Mini Lesson: Tell about what a make-believe pet and its owner can do. p.T40 Independent Writing: Write a story telling about what you and your make-believe pet can do at the lake. p.T41,p.T50, p.T56
Grammar Pronouns
Opinion Writing
• In opinion writing, students will draw and write a response to a question
posed by the teacher. In their drawing, they will include:
- Detailed picture of the writer (the one with the opinion)
including emotion
- Detailed picture of the object/person/activity that is the answer
to the question (the opinion)
- Detailed context (setting) related to the response (reason)
Lesson Idea
• Read the book Hey, Little Ant, by Phillip and Hannah Hoose. If you don’t
have a copy of this book, I have attached the words on the next page.
• Read the book/words to the students. • Ask the students: In your opinion, what do you think the boy should do?
• Engage the class in a discussion about the reasons why the boy should
squish the ant (ants can’t feel, just a speck that runs around, eat people’s
food...) or shouldn’t squish the ant... (ant begs the boy not to squish him, ants do have feelings, has to
feed the baby ants)
• You may want to consider creating two different one-sided Multi-Flow maps
for each opinion and reasons why.
Modeled Journal Writing
Teacher models drawing and writing his/her opinion with reasons prior to
students writing independently.
Editing/Revising Strategy
Using a previously modeled opinion piece, show students how to use the “5 Star Paper” to check for the
elements of opinion writing. Have students work with a partner to check for the elements of a “5 Star paper.”
Interactive Writing
Write an interactive writing book on different things that can be found in nature.
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 8 2016-2017
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 9 2016-2017
Week 2 Reading and Responding to Texts Genre Writing
Essential Question How do living
things change as they grow?
Introduce/Build the Concept Introduce and discuss essential question p.T92, p.T106 Oral Vocabulary: require, plant p.T93, p.T116
Listening Comprehension
Literature Big Book/Close Reading Companion: A Grand Old Tree p.T94, p.T108 Interactive Read Aloud: The Pine Tree p.T117 Literature Big Book/Close Reading Companion: From a Seed to a Tree, p.T126
Word Work
Phonological Awareness: Phoneme Isolation, Phoneme Blending, Phoneme Categorization Phonics: e (initial/final) HFW: are
Shared Read
Reading Writing Workshop: Ed and Ned p.T112, T131
Writing to Sources
Shared Writing: Do you think the author does a good job telling what happens to the tree? P.T104 Interactive Writing: Do you think it was a good idea for the author to make the tree seem like a person? Why or why not? p.T114 Mini Lesson: Would it be better for Ed and Ned to do things together or to do things alone? Why do you think so? p.T122 Independent Writing: Look at where Ed and Ned live. Do you think they could live somewhere else? Why or why not? p.T123
Grammar
Pronouns
Since Writing to Sources this week focuses on Opinion Writing, take time to focus on the prompts in Wonders. The purpose of the Shared Write is for the teacher to model thinking about and writing to the prompt. Below is a Thinking Map to support the Shared Write: The purpose of the Interactive Write is for the teacher and students to share the pen. Below are Thinking Maps to support the Interactive Write: Using a Circle Map, brainstorm the ways the author makes the tree seem like a person:
Create a one-sided to record reasons why it was a good idea for the author to make the tree seem like a person:
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 10 2016-2017
Week 3 Reading and Responding to Texts Genre Writing
Essential Question What kinds of
things grow on a farm?
Introduce/Build the Concept Introduce and discuss essential question p.T174, P.T188 Oral Vocabulary P.T175, p.T198
Listening Comprehension
Literature Big Book/Close Reading Companion:
An Orange in January p.T176, p.T190
Interactive Read Aloud: Farms Around the World p.T199 Literature Big Book/Close Reading Companion: Farmers’ Market
Word Work
Phonological Awareness: Phoneme isolation, Identity, Blending, Segmentation Phonics Review: introduce f, r, blend words with short I, a, e and f, r, t, n, d, p HFW: with, he
Shared Read Reading Writing Workshop:
Ron with Red p.T194, T212 Writing to Sources
Shared Writing: Write a journal entry as the orange telling about the journey from the tree to the store. P.T186 Interactive Writing: Based on pages 26-33, write a journal entry as the boy telling how he feels about the orange. p.T196 Mini Lesson: Write a journal entry from Ron’s point of view about his day. p.T204 Independent Writing: Write a journal entry from Red’s point of view about his day at the farm. p.T205
Grammar Pronouns
Opinion Writing
• In opinion writing, students will draw and write a response to a question posed by
the teacher. In their drawing they will include:
- Detailed picture of the writer (the one with the opinion) including
emotion
- Detailed picture of the object/person/activity that is the answer to the
question (the opinion)
- Detailed context (setting) related to the response
(reason)
Lesson Ideas
• If you have any of the Pigeon books by Mo Willems, these books they
can be used to write opinion pieces. Don’t Let the Pigeon Drive the Bus
can be found on YouTube if you don’t have a copy of the book.
• Read the book to the students.
• Ask the students: In your opinion, should the pigeon be allowed to
drive the bus?
• Engage the class in a discussion about reasons why the pigeon should drive the bus (the pigeon would give
you $5, the pigeon would be your best friend...) or shouldn’t let the
pigeon drive the bus (the bus driver told you not to let the pigeon drive
the bus; it would be dangerous for a pigeon to drive the bus, the pigeon is
too small to see out the window...)
• You may want to consider creating two different one-sided Multi-Flow
maps for each opinion with reasons why.
Modeled Journal Writing
Teacher models drawing and writing his/her opinion with reasons prior to
students writing independently.
Interactive Writing
Write an interactive writing piece about different things that grow on farms.
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 11 2016-2017
Universal Access for our SPED, struggling students, ELL, GATE
Differentiation to Accelerate: Differentiated Instruction is designed to meet the needs of each learner in making the necessary progress towards mastery of the standards.
Universal Access (p.T9)
Designated ELD (See ELD Teacher Edition)
EL Scaffolds (can be found in the right margin within the daily lessons)
Monitor and Differentiate (p.T9 and can also be found in the right margin within the daily lessons)
Small Group Instruction (lesson plan and mini lessons can be found on pages p.T60-T83, p.T142-T165, p.T224-T247)
Gifted and Talented (p.T75, p.T157, p.T239)
Progress Monitoring (p.T83A, p.T165A, p.T247A)
Using Assessment Results (p.T83B, p.T165B, p.T247B)
Tier 2 Interventions-Comprehension, Phonemic Awareness, Fluency, Phonics and Word Study, Vocabulary (See Online PDFs)
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 12 2016-2017
Appendix
Essential Question Understanding Knows Skills Big Idea: What kinds of things can
you find growing in nature?
Nature is filled with many living things that have
needs and grow.
Vocabulary: require, plant, harmful, soak,
crowd, develop, amazing, content, enormous,
imagine, fresh, delicious, beneath, raise,
special
Using newly acquired vocabulary during
collaborative conversations and in writing
What does the author want me to
learn?
Reading a text closely and finding the main ideas
and key details helps a reader understand and
learn more about a topic or text.
Main topic is what a text is mostly about
Key details tell about the main topic
Character, setting, events
Types of texts: Fiction, Fantasy, Poetry,
Informational Text
Identifying key ideas that support the
main idea
How does rereading help my
understanding?
Rereading offers a reader the opportunity to
better understand the text, to see features they
have not noticed, and to re-think their ideas
about the topic.
Reading strategy of reread
Context clues
Text Features: illustrations and diagram
Using the strategy of rereading to clarify
understanding
How does playing with letter sounds
help me read and write?
The ability to make rhymes, blend, segment,
isolate, and substitute sounds are all skills that
will lead you to be a better reader and writer.
HFW: my, are, with, he
Letter/sound relationships for h, e, f, r
Producing and blending sounds for letters
h, e, f, r
Segmenting CVC words and writing
corresponding letters to spell a word
Recognizing, reading, and writing HFWs:
my, are, with, he
What is my opinion? How do I
support my opinion with good
reasons?
Opinions are supported by quality reasons
based on evidence from texts, research, and
personal experiences.
Elements of opinion writing
Pronouns replace nouns
Singular and plural nouns
Present and past tense verbs
Inflectional endings -s and –ed
Drawing/writing opinion pieces that are
supported with quality reasons
Using correct pronouns in place of nouns
Explaining how the meaning of words
have changed after adding inflectional
endings
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 13 2016-2017
Using Formative Assessment to Address the Specific Learning Needs of English Language Learners, Low Achieving Students, Students with Disabilities, and High Achieving Students
In K-12 ELA and CONTENT LITERACY
For any given activity used to elicit evidence of students’ learning listed in the first column, a student could display a behavior described in the second column, and the teacher might try the suggested actions in the third column.
During the following instructional activities
(as applicable) Collected evidence shows… Then I might try to…
Pre-testing students on the pre-requisite skills needed for the upcoming unit
Administering and collecting exit slips
Post-assessing students at the end of a period of instruction
Engaging in phonics instruction
Interactive writing
Working in small group instruction
Reading independently
Reading aloud
Asking and answering text dependent questions
Working through a BAP / AAP lesson (ELA) or with TDQs (Science, History, Health, CTE) or DBQs (History)
Writing responses to text
Discussing text in a collaborative group
Learning and utilizing academic vocabulary
Writing in a text type
Retelling/Comprehend ing/Analyzing written and spoken text
English Language Learners
Struggling with Print Concepts (Reading left to right, top to bottom, 1:1 matching of words, etc.)
Struggling with understanding how the English alphabetic system works
Struggling with phonemic awareness
Struggling to decode words correctly and efficiently
Struggling to comprehend text read or heard
Engaging in dialogue with others is difficult
Speaking and/or writing is not in an academic register
Struggling to retell, comprehend and analyze written texts
Creating oral presentations is difficult
Creating written texts is difficult due to oral language, text structures and/or spelling knowledge
Determining meaning of vocabulary in context is difficult
Understanding multiple meaning words (homographs, homophones) is difficult
Utilizing academic vocabulary is sporadic or nonexistent in oral language and/or writing
English Language Learners
Show the similarities and differences between student’s primary language and English
Explicitly teach the English letter names, letter sounds, and letter formation
Increase designated and integrated ELD instruction
Provide multiple exposures to learn the language with instruction that supports the tactile, auditory, and visual learner.
Utilize Thinking Maps; consider providing partially completed TMs and pictures, as needed
Teach explicitly Tier I, Tier II, and Tier III Vocabulary Words
Provide primary language support to assist Emerging Level English Learners with comprehension of complex and grade level text
Provide English audio support for text to support comprehension through multiple exposures
Engage in repeated readings of the text
Utilize SDAIE strategies during instruction (Cooperative Learning Strategies, build on prior knowledge, adapting the text, etc.)
Teach and use cognates when applicable to the student’s primary language
Utilize Comprehensible Input (concrete objects, pictures, gestures, charts, TPR, visuals, etc.) during instruction
Provide ample opportunities for oral rehearsal opportunities prior to writing, oral presentations, and reading text aloud
Explicitly teach how to comprehend complex text and write complex sentences (Dr. Lily Wong-Fillmore’s “juicy sentence” technique, Common Core ELD Standards Appendix B)
Chunk the text to allow for a clearer focus on a smaller portion of text
Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)
Support students’ oral and written response using linguistic frames
Set specific goals and clear success criteria for language as well as content
Consider strategies listed for other subgroups
Access this link to the new California ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Low Achieving Students
Struggling to decode
Having difficulty answering text-dependent questions
Low Achieving Students
Utilize Thinking Maps; consider providing partially completed TMs as needed
Provide audio support for text to support comprehension
Engage in repeated readings of the text
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 14 2016-2017
During the following instructional activities
(as applicable) Collected evidence shows… Then I might try to…
Editing and revising work with a peer
Researching topics
Listening to text read aloud
Giving presentations
Note taking
Having difficulty locating evidence in text to support answers
Locating sections in the text
Having difficulty determining meaning of vocabulary in context
Not participating in collaborative conversations
Needing significant prompting and support to get started
Chunk the text to allow for a clearer focus on a smaller portion of text
Use flexible grouping (i.e., pairs, small groups, homogeneous or heterogeneous groups)
Support student response using linguistic frames
Set specific goals and clear success criteria
Provide models of proficient work as needed
Consider strategies listed for other subgroups
Students with Disabilities
Difficulty sounding out words and recognizing words out of context
Struggle to locate sections in the text
Difficulty distinguishing significant information from minor details
Trouble remembering or summarizing what is read
Struggle to retrieve the right words to express their ideas
Letter formation is not an automatic process
Challenged by organizing their ideas for writing tasks
Students with Disabilities
Provide multiple means for students to acquire information (i.e., how the information is presented), demonstrate learning (i.e., oral presentation, written responses, graphic organizers, demonstrations), and engagement/motivation (i.e., plan for choice opportunities when appropriate, activities based on interest).
Increased modeling or exemplars of the success criteria.
Increased monitoring with specific feedback throughout instruction.
Increase duration and frequency of flexible grouping (i.e., 1:1, pairs, or small groups; homogeneous or heterogeneous groups).
Create opportunities for peer support and collaborative learning that allow students to provide support to each other.
“Chunk” specific portions of the text to isolate the focus of the learning intention.
Provide further focus to specific portions of the text through use of color-coding, masking, highlighting, or bolding strategies.
Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic representation.
Incorporate Thinking Maps throughout instruction for note-taking, processing information, and preparation for discussions and writing tasks.
Provide partially completed or color-coded Thinking Maps to assist in focusing the student(s)’ attention to the identified learning intention.
Allow students to use their previously developed Thinking Maps, notes, and/or other resources as references while completing classroom tasks.
Provide dual-coded support by using visuals, pictures, and diagrams along with linguistic representation.
Provide “framed” paragraphs with sentence starters for essay development.
Teach linguistic patterns used in conversation (i.e., I agree with __, because __)
Provide accommodations and/or modifications as identified in the student(s)’ Individualized Education Program (IEP).
Consider strategies listed for other subgroups
For more support with Universal Design for Learning (UDL), access this link: http://www.cast.org/udl/
High Achieving Students
Display verbal ability in self-expression by utilizing formal and informal words
High Achieving Students
Utilize flexible grouping to provide students with appropriate learning experiences relative to their attainment of grade level standards and learning targets
English Language Arts Wonders Unit 5: Wonders of Nature Grade K
Long Beach Unified School District 15 2016-2017
During the following instructional activities
(as applicable) Collected evidence shows… Then I might try to…
and phrases across contexts
Use analogical thinking to communicate ideas
Read two or more years above grade level
Understand nuances of language beyond grade level peers
Understand text information well above grade level standards and expectations
Uses multiple strategies to create meaning from text
Read and comprehends material beyond their grade level
Read extensively; wants choice in reading selection
Utilize texts to solve problems
Make insightful connections
Process and retain large amounts of information without multiple readings
Manipulate abstract ideas and make connections more readily within and across texts
Can reverse steps in mental processes
Provide opportunities for students to read text at their individual reading level
Implement more inquiry based models of teaching: advance organizer, concept attainment, concept formation, deductive reasoning, group investigation and creative problem solving
Study word origins and derivatives; study multiple meanings based on context, ethics, motives, perspectives and/or language of the discipline; apply Thinking Like a Disciplinarian to analyze word choice, meaning and structure
Determine how patterns and trends in language support a point view and impacts structure, ethics and/or perspectives
Incorporate Thinking Prompts (Depth, Complexity and Content Imperatives), universal concepts and/or big ideas to create higher level questions to provide students more appropriate practice
Add Thinking Prompts/Icons (Depth, Complexity, Content Imperatives) and universal concepts to the frame of reference of Thinking Maps to generate guiding questions that encourage more higher order thinking, greater reflection and metacognition
Allow students to generate questions incorporating universal concepts, big ideas, key words, and/or Thinking Prompts at ascending levels of complexity to include in discussion
Allow students to incorporate information from multiple and varied texts (current events, contemporary works; classics, biography, primary sources…) to provide evidence for reading, writing, listening and speaking tasks
Apply Thinking Like a Disciplinarian to allow students to interpret evidence and make claims from various points of view, e.g., philosopher, sociologist, Confucius, Aristotle, Dr. Martin Luther King, Plato, bell
hooks, Rousseau; and ask students to articulate and support multiple (and contradictory) perspectives
Students provide interpretations using Thinking Prompts (Depth, Complexity and Content Imperatives) and universal concepts as evidence to support claims
Relate written and oral interpretations and responses to big ideas, abstract concepts, philosophical themes and ideas.
Generate Depth and Complexity pathways to inquire into
teacher and student generated questions, support reasoning, communication and reflection
Provide opportunities for teacher facilitated extensions and independent study that incorporate students’ interests