1.5: Readers write an objective summary analyzing the given theme of a given text.

Transcription

1 Common Core Grade Level Standard 9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text 9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text 9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Common Core Curriculum Teaching Points 1.3: Readers recognize how a theme develops throughout a given text by: identifying the patterns using specific details from the text to support 1.5: Readers write an objective summary analyzing the given theme of a given text. 1.7: Readers identify character traits by using characters words and actions. 1.9 Readers examine characters by identifying and analyzing internal and external conflicts 1.15: Readers will identify flashback, foreshadow, setting, plot, structure, parallel plots, etc. in given texts. ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Reading Unit 1 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1: Story map using pictures of a story s characters, setting, problem Graphic organizer sorting teacher prepared details related to a theme Sequence events in a story using story s illustrations Level 1& 2: Pre-teach relevant story/literary/ academic vocabulary Students listen to text Chunk text Students follow as teacher highlights details for character, setting, problem, Provide pictures of text details Show pictures/ illustrations representing a theme Students follow as teacher highlights details supporting theme from beg, middle, end of text Pre-teach character traits/create a bank of traits using pictures and glossaries Act out/role play examples of character traits Organizer listing what character says and does Level 2: Story map organizer Sequence story using sentence strips Sentence frames e.g., The characters in are. The setting is. The theme is. Level 1& 2: Graphic organizer using bank of traits and examples of text supporting traits Match picture of character with character trait(s) Level 1: Identify and locate sources of information based on oral directions and visual support Match key vocabulary within graphic supported texts to visuals Supply missing words in short sentences Respond to WHquestions related to illustrated text Level 2: Locate key facts in graphics and texts Describe personalities of characters in visuals with L1 support Select or sort sources of information based on oral descriptions and visual support Extract key phrases or sentences from written texts Produce short answer responses to oral questions with visual support High School PAAL August 2014 page 1

2 9.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Role play character change in small group (readers theater) Match conflicts with illustrations Pre-teach vocabulary: flashback, setting, foreshadowing, plot, structure, parallel plots, etc. in given texts. Organizer/timeline sorting a characters change in a story Graphic organizer using bank of traits and examples of text supporting traits State facts about characters in visuals with L1 support Match data or information with its source or genre Classify or organize information presented in visuals or graphs Match sentence-level descriptions to visual representations 9.5 Analyze how an author s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. High School Reading Unit 1 High School PAAL August 2014 page 2

3 Common Core Grade Level Standard W.9.3. Write narratives to develop real experiences or events using effective technique, well chosen details, and well-structured event sequences. W.9.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W.9.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. L1. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, Common Core Curriculum Teaching Points 1.1 Writers will use a variety of strategies to generate topics/ideas based on the narrative prompt 1.2 Writers will brainstorm ideas for their topics/ideas and evaluate which brainstormed topic will meet the requirements of the narrative prompt. 1.3 Writers will produce a working document that meets the criteria of the writing prompt and incorporates the following narrative techniques: sets out a problem/conflict introduces characters and/or narrator dialogue pacing description reflection plot line (multiple if needed) sequencing that creates a coherent whole ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Writing Unit 1 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1&2: Level 1: Level 1: Provide a list of Sequenced illustration Use bilingual or possible topics: coming of a real experience picture dictionaries to to America, first day of Cloze paragraph generate language school, etc. relevant to the task Read aloud picture Level 2: Use graphic organizers books Paragraph about a real to brainstorm words or Graphic organizer with experience using phrases associated with pictures of senses to sentence frames, word writing topics (such as add details banks, etc. semantic webs) Class chart of Level 2: descriptive words Use computers, peers, Model a narrative or models to check paragraph spelling or grammar Model drafting, revising, editing Provide starter sentences, cloze sentences Use bilingual dictionaries/glossaries Use graphic organizers to plan writing (such as T charts) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information Respond to yes/no, either/or, and some WH- questions High School PAAL August 2014 page 3

4 participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. convey a vivid picture by using precise words/phrases, telling details, and/or sensory language 1.6 Writers will edit their working document to: demonstrate a command of the conventions of standard English grammar and usage demonstrate the effective use of various types of phrases/clauses to add variety and interest 1.7 Writers will demonstrate an effective use of technology to publish an individual writing product. High School Writing Unit 1 High School PAAL August 2014 page 4

5 Common Core Grade Level Standard RI.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. a. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). RI.9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text. RI Analyze how the author unfolds an analysis or series of ideas or events including the order in which points are made, how they are introduced and developed, and the connections that are drawn between them. ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs Common Core Curriculum Teaching Points 2.1: Readers will make inferences about the text by incorporating and discussing textual evidence 2.3: Through the use of textual evidence readers will identify the central idea of a text to determine the authors goal and what the reader is supposed to take away from the text 2.4: Readers will be able to recognize how a central idea is developed throughout a given text by providing an objective summary 2.5: Readers will analyze and discuss the order in which points are made by examining textual evidence 2.12: Readers will examine how a claim is developed by identifying specific sentences, High School Reading Unit 2 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1 &2 Level 1: Level 1: Pre-teach vocabulary: Match pictures of claims Locate central idea, patterns and supporting details to organizational individuals, events, argument features of visually argument, claims, Complete a text map using supported texts supporting, nonsupporting pictures of a text s individuals, events or Level 2: Read aloud and chunk ideas Differentiate among text Draw examples of central organizational Highlight central idea idea features of texts and supporting evidence Match examples of central Pre-teach nonfiction idea with various text roadmap Categorize pictures and Pre-teach vocabulary phrases with the argument (heading, subheading, it supports caption, chart, map, Organize author s points index, glossary, table of in sequential order by contents, bold) using illustrations Locate and match text structures with key vocabulary Sort through relevant and irrelevant supporting details using a word bank Sort through basic true or false sentence strips Level 2: Underline details in a text T-chart: I think this because the text says High School PAAL August 2014 page 5

6 RI Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. paragraphs or larger portions of a text that support it 2.14: Readers will describe and evaluate the argument and claims in a given text by determining if there is enough strong evidence 2.15: Readers will describe and evaluate the argument and claims in a given text by determining if the evidence is false High School Reading Unit 2 Record central idea with sentence stems. One idea I have is ; for example or In, the central idea is. Organize simple sentences to state which events are important to central idea. Organize author s points in sequential order by using sentence strips Complete graphic organizers with photos to show textual patterns T-chart: relevant and irrelevant supporting details for specific claims using a word bank Label text structures using a word bank Complete graphic organizers for beginning, middle and end of a text High School PAAL August 2014 page 6

7 Common Core Grade Level Standard W.9.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. W.9.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. W.9.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Common Core Curriculum Teaching Points 2.1: Writers will be familiar with the components of argument writing 2.2: Writers generate topics/ideas for argument writing by using a variety of strategies 2.3: Writers brainstorm ideas for their topics/ideas by evaluating which brainstormed topics meet the criteria of an argument essay. 2.4: Writers produce a working document that meets the criteria of the writing prompt ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Writing Unit 2 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1 &2: Level 1: Level 1: Pre-teach vocabulary: opposing, argument, claim Teacher read aloud text Read argumentative essay examples and identify the argument and claims Brainstorm things to change at school or community Model introduction format Model use conventions (spelling, punctuation, grammar and spelling) Model use of bilingual dictionaries / glossaries Arrange teacher created sentence strips to create introductions Match opposing views Match arguments with support claims Students copy class generated argumentative essay Level 2: Organize simple sentences to create an introduction Use sentence stems Arrange teacher created sentences to create argumentative essay Add one sentence to class created essay With a partner, edit for previously taught conventions Produce symbols, words, or phrases to convey basic information Level 2: Produce notes, construct charts or graphic organizers to convey information High School PAAL August 2014 page 7

8 Common Core Grade Level Standard RL.9.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text RI. 9.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of text RL.9.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meaning; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RI.9.4 Determine the meaning of words and phrases as they are used in a text, including ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs Common Core Curriculum Teaching Points 3.1 Readers identify textual evidence of where the theme emerges by highlighting and discussing relevant chunks of text 3.2 Readers recognize how a theme develops throughout a given text by: Identifying the patterns Using specific textual evidence from the text to support 3.4 Readers recognize at what point the author develops the central idea from the beginning to the end by using textual evidence to track it throughout the text 3.7 Readers determine the meaning of unknown words and phrases by pausing after reading a chunk of text and discussing context clues. High School Reading Unit 3 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1 Level 1 Graphic organizer Respond to literal sorting teacher provided questions from text details related to a illustrations or visually theme or central idea supported text (beginning, middle, and Match content-related end of a text) objects/pictures to Identify and label words sentences of flashback, Find single word plot, parallel plots etc. responses to WHquestions Organize author s points relates to in sequential order by illustrated text using illustrations Match examples of central ideas with supporting evidence Level 1&2 Pre-teach relevant vocabulary (i.e. central idea, argument, claims, theme details) Read aloud and chunk text Teacher highlights details for central idea / theme, details Provide pictures of text details Show pictures/ illustrations representing a theme/central idea Pre-teach literary devices (flashback, parallel plots, pacing / sequence of events) Level 2 Underline supporting evidence in a text Graphic organizer sorting text details related to a theme or central idea using previously highlighted text (beginning, middle, and end of a text) T-Chart: I think this because the text says Level 2 Locate main ideas in a series of simple sentences Sort/group pre-taught words/phrases Use pre-taught vocabulary to complete simple sentences High School PAAL August 2014 page 8

9 figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper) RL.9.5 Analyze how an author s choices concerning how to structure a text, order events within (e.g. parallel plots), and manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise. RI.9.5 Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g. a section or chapter) 3.11 Readers identify literary devices (flashback, pacing/ sequence of events, parallel plots, etc) that the author uses Readers examine how a claim is developed by asking What is the author trying to say in this section? What evidence supports his /her claim? 3.14 Readers examine how a claim is clarified by identifying specific sentences, paragraphs or larger portions of a text that support it Organize author s points in sequential order by using sentence strips Paragraph frames for writing about theme/central idea Sort examples of flashback, plot, parallel plots etc. RI.9.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. High School Reading Unit 3 High School PAAL August 2014 page 9

10 Common Core Grade Level Standard W.9.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. W.9.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. W.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Common Core Curriculum Teaching Points 3.1 Writers get a sense of what a strong literary analysis is by looking at examples and identifying components that are effective. 3.3 Writers generate an insightful thesis statement by considering important events, pivotal moments and character choice and asking, What is the author suggesting about families? or What is the author suggesting about strength? 3.4 Writers evaluate ideas by asking: What am I trying to analyze? What connections can I draw between the two texts? Will I have enough textual evidence? What do I know the most about? 3.5 Writers plan their draft by organizing / outlining their information based on textual evidence, explanation and techniques. 3.6 Writers create an organized structure by sequencing evidence and explanation of literary analysis Writers polish their writing by correcting any errors in spelling, capitalization, grammar ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Writing Unit 3 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1 Level 1 Sort teacher provided Use bilingual or picture details related to theme, dictionaries to generate character, setting onto a language relevant to the literary analysis organizer task that identifies similarities Use graphic organizers to and differences brainstorm words or Write simple sentences phrases associated with using details from literary writing topics (such as analysis organizer semantic webs) Draw details from texts that identify similarities and differences Level 1&2 Determine and identify literary elements of texts that will be analyzed (character, setting, theme) Use previously read and highlighted texts Model use graphic organizers (story map, Venn diagram, character chart) Provide starter sentences / cloze sentences Teach paragraph structure (indent, spacing, appropriate line breaks, etc.) Model use conventions (spelling, punctuation, grammar and spelling) Level 2 Complete a paragraph frame identifying character, setting, theme similarities and differences Write a paragraph (or rewrite paragraph frame as) identifying character, setting, theme similarities and differences using word banks Level 2 Use computers, peers, or models to check spelling or grammar Use graphic organizers to plan writing (T charts, Venn diagram, etc.) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information Respond to yes/no, either/or, and some WHquestions High School PAAL August 2014 page 10

11 Common Core Grade Level Standard RL.9.1 Readers will use textual evidence to understand what is explicit and implied within a text. RL.9.2 Readers explain how a theme emerges and is shaped using textual evidence. RL.9.3 Readers analyze how characters actions / choices advance the plot and/or develop the theme RL.9.4 Readers will analyze the importance word choice has on the meaning and tone of a text. RL.9.5 Readers will know how an author s choice of structure creates an effect of tension and/or surprise. RL.9.6 Readers will draw on their literary experiences to analyze point of view or cultural experience (s) from a text RL.9.7 Readers will examine a key scene or character in different mediums and will identify critical elements that are included and that are absent RL.9.9 Readers will examine author s words to determine how the work transformed. RI.9.1 Readers will analyze an informational text using specific and thorough textual evidence. a. Readers will create meaningful questions for further exploration of the text RI.9.2 Readers will determine and trace the central idea of ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Reading/Writing Unit 4 Common Core Curriculum Teaching Points 4.1 Readers will analyze text by: -highlighting what the text says explicitly -making inferences based on textual evidence 4.2 Readers will analyze and discuss textual evidence of where the theme emerges and develops by: - identifying themes -identifying patterns -highlighting textual evidence in chunks of text 4.3 Readers analyze what motivates a character to say and do the things he/ she does by: -making inferences using textual evidence and highlighting chunks of text 4.9 Readers will examine the author s historical and /or cultural experiences by highlighting and discussing cultural influences within a given text Readers will analyze and explain the impact of Shakespeare s historical and /or cultural experiences 4.16 Readers will analyze and discuss text by: -highlighting what the text says explicitly -making inferences based on textual evidence -exploring other texts on the same topic 4.17 Readers will identify and Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1& 2 Level 1 Level 1 Pre-teach vocabulary: Graphic organizer sorting Respond to literal questions theme, central idea, patterns, teacher provided text details from illustrations or visually character motivations, related to a theme or central supported text author s perspective idea (beginning, middle, and Match content-related Highlight details for central idea / theme Use bilingual glossary Read aloud and chunk text Read aloud and model thinking about important information Provide background knowledge on the Elizabethan Era Use a graphic novel of Romeo and Juliet Model use of box and bullet graphic organizer to record information from each source Model use graphic organizer with illustrations Demonstrate the use of a pre-populated PPT Pre-teach rubric that includes visuals/examples Model assessing one s own work Teacher rehearses with students multiple times end of a text) Graphic organizer sorting teacher provided text details related to Elizabethan Era. Match pictures with Elizabethan Era. Highlight text that connects with question Class generated concept map around the topic Use illustrations and dictation to complete a template box and bullet Copy citations of articles, books, videos, etc. off class generated list Use teacher created outline template to place information Use pre-populated PPT to change background, designs, and add illustrations from internet and clipart. Level 2 Graphic organizer sorting text details related to a theme or central idea using previously highlighted text (beginning, middle, and end of a text) objects/pictures to words Find single word responses to WH-questions relates to illustrated text Use bilingual or picture dictionaries to generate language relevant to the task Use graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs) Level 2 Locate main ideas in a series of simple sentences Sort/group pre-taught words/phrases Use computers, peers, or models to check spelling or grammar Use graphic organizers to plan writing (T charts, Venn diagram, etc) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information High School PAAL August 2014 page 11

12 informational text and provide specific details that support it. RI. 9.3 Readers will identify how an author develops his/her analysis and the connections that are made between his / her points RI.9.6 Readers will examine the author s point of view and how he/she uses rhetoric to advance the purpose RI.9.7 Readers will examine multiple mediums of a subject and identify unique details from each account RI.9.8 Readers will examine an author s arguments and/or claims to determine the strength of the given arguments and/or claims W.9.2 Write informative /explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W9.4 Produce a clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W9.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on what is most significant for a specific purpose and audience. W.9.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to analyze textual evidence of where central idea emerges and develops by identifying themes - identifying patterns -highlighting textual evidence in chunks of text Readers will examine the order in which points are made to determine: -how points are made and developed by examining textual evidence - connections that are drawn between texts by identifying how points are made and developed 4.21 Readers will determine the key elements /details/points to analyze when comparing two different mediums on the same subject Readers will analyze and discuss the representation of the Elizabethan Era by examining many different mediums (print and multimedia). Writing: 4.2 Research writers generate ideas about a topic by asking: What are the goals of the project? What are some important issues? What needs to be included within the project? 4.6 Research writers gather and categorize facts and ideas by creating an organizational structure 4.7 Research writers collect ideas from multiple sources (both primary and secondary), then make decisions about how High School Reading/Writing Unit 4 T-Chart: I think this because the text says Highlight text details related to Elizabethan Era using a three column chart: Factual Text Evidence/ Connections to the Main Text/ What this is telling me about my research question. Use citationmachine.net to correctly cite sources used Complete box and bullet with word bank and a partner Sort information to place on group outline With partner, use prepopulated PPT to change background, designs, and add illustrations from internet and clipart group outline High School PAAL August 2014 page 12

13 other information and to display information flexibly and dynamically. W.9.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry whenappropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation. a. Explore topics dealing with different cultures and world W.9.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. much and what kind of information to record from each source 4.8 Research writers begin to organize their essays/papers and/or projects by creating an outline 4.14 Research writers revise their work to ensure smooth transitions between sections 4.15 Writers will polish their writing by correcting any errors in spelling, capitalization, grammar, etc W.9.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 9 10 Reading standards to literature b. Apply grades 9 10 Reading standards to literary nonfiction High School Reading/Writing Unit 4 High School PAAL August 2014 page 13

14 Common Core Grade Level Standard RL.9.2 Readers explain how a theme emerges and is shaped using textual evidence. RL.9.3 Readers analyze how characters actions / choices advance the plot and/or develop the theme RL.9.4:Readers will analyze the importance word choice has on the meaning and tone of a text. RL.9.5 Readers will know how an author s choice of structure creates an effect of tension and / or surprise. RL.9.6: Readers will draw on their literary experiences to analyze point of view or cultural experience(s) from a text RL.9.7 Readers will examine a key scene or character in different mediums and will identify critical elements that are included and that are absent RL.9.9 Readers will examine author s words to determine how the work is transformed. RI.9.2 Readers will determine and trace the central idea of informational text and provide specific details that support it. RI. 9.3 Readers will identify how an author develops his/her analysis and the connections that are made between his / her points Common Core Curriculum Teaching Points 5.2 Readers analyze and discuss textual evidence of where the theme emerges and develops by: -identifying themes -identifying patterns -highlighting textual evidence in chunks of text 5.6 Readers will examine the author s historical and /or cultural experiences by highlighting and discussing cultural influences within a given text. 5.7 Readers examine an author s cultural experiences by highlighting identified cultural and/or historical influences within a given text. 5.8 Readers analyze the representation of key scenes from a piece of literature by identifying and discussing similarities and differences in different artistic mediums. 5.9 Readers analyze the representation of a hero in different mediums (art, articles, epic myths, video, etc.) by examining and highlighting different portrayals of heroes Readers will identify and analyze textual evidence of where central idea emerges and develops by -identifying themes -identifying patterns ESL Department Portfolio Alternative Assessment for Level 1 & 2 ELLs High School Reading Unit 5 Scaffolding Suggested Artifact WIDA English Language Proficiency Standards Level 1& 2 Level 1 Level 1 Pre-teach vocabulary: theme, Respond to literal central idea, patterns, character questions from illustrations motivations, author s or visually supported text perspective Match content-related Highlight details for central idea / theme Use bilingual glossary Read aloud and chunk text Use a Venn diagram to show similarities and differences between mediums. Read aloud and model thinking about important information. Brainstorm a list of qualities for a hero. Highlight examples of heroism in the text. Graphic organizer sorting teacher provided text details related to a theme or central idea (beginning, middle, and end of a text) Identify and label sentences of flashback, plot, parallel plots etc. Organize author s points in sequential order by using illustrations Matching heroes with qualities. Complete a character chart using teacher provided details. Level 2 Underline supporting evidence in a text Graphic organizer sorting text details related to a theme or central idea using previously highlighted text (beginning, middle, and end of a text) Organize author s points in sequential order by using sentence strips objects/pictures to words Find single word responses to WH-questions relates to illustrated text Use bilingual or picture dictionaries to generate language relevant to the task Use graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs) Level 2 Locate main ideas in a series of simple sentences Sort/group pre-taught words/phrases Use computers, peers, or models to check spelling or grammar Use graphic organizers to plan writing (T charts, Venn diagram, etc) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information High School PAAL August 2014 page 14

15 RI.9.4 Readers will analyze the importance word choice has on the tone & meaning on different informational texts. RI. 9.5: Readers will analyze how the author develops an idea or claim in specific sections of a given text RI.9.6 Readers will examine the author s point of view and how he/she uses rhetoric to advance the purpose RI.9.8 Readers will examine an author s arguments and/or claims to determine the strength of the given arguments and/or claims -highlighting textual evidence in chunks of text 5.13 Readers will examine the order in which points are made to determine: -how points are made and developed by examining textual evidence - connections that are drawn between texts by identifying how points are made and developed 5.15 Readers examine how a claim is developed and clarified by identifying specific sentences, paragraphs or larger portions of a text that support it. Complete a T-chart using teacher provided details to compare and contrast different representations of a hero. Complete a character chart using previously highlighted text. RI.9.7 Readers will examine multiple mediums of a subject and identify unique details from each account RI 9.9 Readers will examine historical documents, primary and secondary sources and identify and analyze a given theme 5.18 Readers describe and evaluate the argument and claims in a given text by determining if there is enough strong evidence or if the evidence is false 5.19 Readers will determine the key elements /details/points to analyze when comparing two different mediums on the same subject Readers will analyze and discuss the representation of the heroism by examining many different mediums (print and multimedia) Readers analyze characteristics of heroism by examining and discussing historical documents High School Reading Unit 5 High School PAAL August 2014 page 15

16 Student: Proficiency Level:. School: High School ESL Checklist Teaching Points Unit Unit W 9.1 Unit W 9.2 Unit W.4.2 W4.6 W4.7 W4.8 W4.14 W4.15 Checklist (Evidence of understanding) Stu Student can... highlight details in a text about a theme or central idea with a partner or teacher modeling activity choose words from a word bank to describe setting, character(s), plot complete a story map about the characters, setting, and problem of a text match and /or label pictures of types of conflicts write about a real experience or event in a cloze activity format highlight central ideas in a text with a partner or teacher modeling activity sort through relevant and irrelevant supporting details using a word bank use editing strategies for a polished writing piece write/choose supportive claims to an argument using a generated list of reasons and evidence. arrange sentences to create an argumentative essay. identify textual evidence that supports a theme/central idea label or identify literary devices complete a literary analysis graphic organizer that identifies similarities and differences work with a peer to develop a thesis/claim statement participate in a writing activity to convey ideas, concepts, or information about a topic complete an organizer sorting teacher provided text details related to a theme or central idea (beginning, middle, and end of a text) complete an organizer sorting teacher provided text details match pictures with elizabethan era place information on a teacher created timeline create a powerpoint with researched details Anecdotal Notes: Example: 10/12/14 - Student was able to identify the main character with ease, but is unable at this time to describe him/her. (see attached artifact: character graphic organizer) High School PAAL August 2014 page 16

17 Unit complete an organizer sorting teacher provided text details related to a theme or central idea (beginning, middle, and end of a text) identify and label sentences of flashback, plot, parallel plots etc. underline supporting evidence in a text use graphic organizers to plan writing (t charts, venn diagram, etc) complete a character chart using a word bank High School PAAL August 2014 page 17