Answer their questions, refraining from supporting them with the skill being assessed. Make sure that ELLs understand the assessment directions.ELLs will be asked not only to independently apply cognitive skills developed throughout the unit, but also to independently apply new linguistic knowledge as well. The assessment may be challenging, as it is a big leap from the heavily scaffolded classroom interaction for some ELLs. ![]() Students have the opportunity to complete a graphic organizer about story elements similar to the one they have completed in Lessons 11-14. The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in previous lessons.Supports guided in part by CA ELD Standards K.I.B.6, K.I.C.10, and K.I.C.12 In Unit 3, students will continue their study of narrative texts as they closely examine Snowy Day as a mentor text for their own narrative writing.Additionally, consider partnering with those students to discuss the character, setting, and events with them before they complete any drawing or writing. For those students who have difficulty remembering story elements, consider allowing them to use a copy of the text to support them in answering the questions. Some students might find the Unit 2 Assessment challenging.Continue to use Goal 1-3 Conversation Cues to promote productive and equitable conversation.Īreas in which students may need additional support:.Now students experience the same cycle of instructional activities with slightly less scaffolding and support. In Lessons 11-14, students heard two narrative texts read aloud, role-played several portions of those texts, and together with their classmates identified common story elements of the text. ![]() For instructional purposes, the page that begins with "It's summer, and it's hot" should be considered page 2 and all pages thereafter numbered accordingly.
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