California English Language Development Standards for Grade 7 October 5, 2012

California English Language Development Standards for Grade 7 October 5, 2012 Collaborative Interpretive Part 1: Emerging: Interacting in Meaningful Ways Exchanging information/ideas 1.Engage in conversational exchanges and express ideas on familiar topics by asking and answering yes no and wh questions and responding using simple phrases. 2. Interacting via written English Engage in short written exchanges with peers and collaborate on simple written texts on familiar topics, using technology when appropriate. 3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think..., Would you please repeat that?) and open responses. 4. Adapting language choices Adjust language choices according to social setting (e.g., classroom, break time) and audience (e.g., peers, teacher). 5. Listening actively Demonstrate active listening in oral presentation activities by asking and answering basic questions with prompting and substantial support. 6. Reading/viewing closely a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade appropriate texts and viewing of multimedia with substantial support. b) Express inferences and conclusions drawn based on close reading of grade appropriate texts and viewing of multimedia using some frequently used verbs (e.g., shows that, based on). c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to determine the meaning of unknown and multiple meaning words on familiar topics. Productive 9. Presenting Plan and deliver brief informative oral presentations on familiar topics. 10. Writing a) Write short literary and informational texts (e.g., an argument for wearing school uniforms) collaboratively (e.g., with peers) and independently. b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers). 11. Justifying/arguing a) Justify opinions by providing some textual evidence or relevant background knowledge with substantial support. b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may). 12. Selecting language resources a) Use a select number of general academic words (e.g., cycle, alternative) and domain specific words (e.g., scene, chapter, paragraph, cell) to create some precision while speaking and writing. b) Use knowledge of morphology to appropriately select affixes in basic ways (e.g., She likes X. He walked to school.). 0

Structuring Cohesive Texts ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Part 2: Emerging: Learning How English Works Understanding text structure 1. Apply understanding of how different text types are organized to express ideas (e.g., how narratives are organized sequentially) to comprehending texts and to writing brief arguments, informative/ explanatory texts and narratives. 2. Understanding cohesion a) Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing brief texts. b) Apply basic understanding of how ideas, events, or reasons are linked throughout a text using everyday connecting words or phrases (e.g., at the end, next) to comprehending texts and writing brief texts. Expanding and Enriching Ideas Connecting and Condensing Ideas 3. Using verbs and verb phrases Use a variety of verbs in different tenses (e.g., present, past, future), and aspects (e.g., simple, progressive) appropriate for the text type and discipline (e.g., simple past and past progressive for recounting an experience) on familiar topics. 4. Using nouns and noun phrases Expand noun phrases in basic ways (e.g., adding a sensory adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, and things. 5. Modifying to add details Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about 6. Connecting ideas Combine clauses in a few basic ways to make connections between and join ideas (e.g., creating compound sentences using and, but, so; creating complex sentences using because). 7. Condensing ideas Condense ideas in simple ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world. This is a story about a girl who changed the world.) to create precise and detailed sentences. Section 2: Elaboration on Critical Principles for Developing Language & Cognition in Academic Contexts Part III: Using Foundational Literacy Skills Foundational Literacy Skills: Literacy in an Alphabetic Writing System Print concepts Phonological awareness Phonics & word recognition Fluency See Appendix A for information on teaching reading foundational skills to English learners of various profiles based on age, native language, native language writing system, schooling experience, and literacy experience and proficiency. Some considerations are: Native language and literacy (e.g., phoneme awareness or print concept skills in native language) should be assessed for potential transference to English language and literacy. Similarities between native language and English should be highlighted (e.g., phonemes or letters that are the same in both languages). Differences between native language and English should be highlighted (e.g., some phonemes in English may not exist in the student s native language; native language syntax may be different from English syntax). California English Language Development Standards for Grade 7 October 5, 2012 1

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Name: Date: Period: Part 1 (max. 1 block period or 2 class periods) Your assignment: ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM You will read and annotate a text for author s main claim. Then, you will write a brief summary paragraph that correctly identifies the source, author, title, genre and main claim of the text. Steps you will be following: In order to plan and compose your summary, you will do all of the following: Part 1 1. Read and annotate a text independently. 2. Answer the three constructed-response questions with a partner. 3. Complete a chart with a partner. Part 2 4. Plan and write your summary independently. Directions for beginning: You will now read and annotate the text. You may use your notes to answer the constructedresponse questions and chart with a partner and to independently write your summary. You can refer back to any of the sources as often as you like. Text #1 Informative text. 2

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Directions: Annotate the text for the source, author, and title. Write down the genre, or text type. Circle key words or phrases as you read that help explain the author s main claim. Remarks to Students and Faculty at Alice Deal Junior High School By President George H. W Bush (This text is adapted from a speech that then-president George H. W. Bush gave to students in Washington, D.C., October 1, 1991) 1. Thank you for allowing me to visit your classroom to talk to you and all these students. 2. Let me tell you why I have made the trip up from the White House to Alice Deal Junior High. I'm not here to teach a lesson. You already have a very good teacher. I'm not here to tell you what to do or what to think. Maybe you're accustomed to adults talking about you and at you; well, today, I'm here to talk to you and challenge you. Education matters, and what you do today, and what you don't do, can change your future. 3. I ask every student watching today: Look around you. Count four students. Start with yourself. No one dreams of becoming a dropout, but far too many do. Which one of you won't make it through school? 4. The fact is, every one of you can stay in school. Get that diploma. 5. When it comes to your own education, what I'm saying is take control. Don't say school is boring and blame it on your teachers. Make your teachers work hard. Tell them you want a first-class education. Tell them that you are here to learn. 6. Let me leave you with a simple message: Every time you walk through that classroom door, make it your mission to get a good education. Don't do it just because your parents, or even the president, tells you. Do it for yourselves. Do it for your future. Original text available at: http://bushlibrary.tamu.edu/research/public_papers.php?id=3450&year=1991&month=10 Accessed 20 August 2013. 3

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Partner Work Constructed-Response Questions/Task: Use the remaining time to answer the questions and task below. Your answers to these questions and task will help you think about the text you have read, which should help you write your summary. You may refer back to the text when you think it would be helpful. You may also refer to your annotations. Answer the constructed-response questions in the spaces provided. 1. What is the main claim? o Highlight or underline the main claim sentence(s) o Circle the paragraph number where the main claim is best expressed. o Paraphrase the main claim in a complete sentence. Here are some sentence starters to help discuss with your partner: OR I think the main claim is because. The main claim is that as stated in paragraph. 2. Choose a sentence in the speech that is interesting and explain why. Write your reason in a complete sentence. Share with your partner. OR One interesting thing that Bush says is. I think this is interesting because. Bush states that. I think he means. Write what your partner says here: 3. Review your notes and annotations with your partner. Make sure you have the correct information for the text: source, author, title, genre and main claim of the text. Here is one way you might summarize this text: The delivered at by entitled the listeners to (Use additional paper as needed to help you prepare to write your summary.) 4

Partner Work Directions: ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM After reading about the speech that President George Bush gave about education, complete the following chart to help you create a summary paragraph. Write your information in complete sentences below. Source Author Title Genre Main Claim 5

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Part 2: Independent Work (max. 1 block period or 2 class periods): You will now have time to review your notes and chart, plan, draft, and revise your summary paragraph. You may also refer to the answers you wrote to the questions in Part 1. First, read your assignment and the information about how your summary will be scored. Then, begin your work. Your Assignment Write a brief summary paragraph that correctly identifies the source, author, title, genre and main claim of the text. Include any evidence from the text that explains the main claim. Use complete sentences with proper punctuation, spelling, and grammar. How your summary will be scored Your summary will be assigned scores for: 1. Summary Information: how well you identify and include the source, author, title, and genre information in complete sentences that make sense. 2. Conventions - how well you follow the rules of usage, punctuation, capitalization, and spelling. 3. Central idea/theme/claim/topic: how well you identify and indicate your understanding of the author s message and intent in the text. 4. Rhetorically Active Verb: how well you use the appropriate communication verb, i.e., asserts, states, explains, etc. 5. Support/Evidence and Citations: how well you address the evidence presented by the author i.e., anecdotes, facts, statistics, examples, etc. and correctly quote, paraphrase and cite the text and original author in your summary. 6. Format: how well you write a concise paragraph that is formatted in a logical structure and makes sense to the reader and adheres to the original author s intent in his or her text that you summarize. Now begin work on your summary. Manage your time carefully so that you can: plan your summary write your summary revise and edit for a final draft 6

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Summary Rubric ELD All Levels Grades 7-12 Criteria 4 Advanced/ Mastery 3 Proficient/Adequate 2 Basic/Approaching/ Developing 1 Limited/ Inadequate 0 Not Present SOURCE AUTHOR TITLE GENRE AND WRITTEN CONVENTIONS Identifies clearly the source, author, title and genre in the summary paragraph. Introduces the information using logical sentence structure that is grammatically correct and indicates a writer s voice avoiding formulaic language. Uses grammar, word choice and punctuation that are academic and Standard English.. Includes most to nearly all of the source, author, title, and genre information in the summary paragraph. May have a few errors that would be easily fixed in a final draft. Uses grammar, word choice and punctuation that is Standard English, with few overall errors. The source information is paraphrased or missing some important aspects in the summary paragraph. May have some errors which make the information less accessible to the reader. Grammar, word choice, and punctuation indicate a developing command of Standard English. The source information in the summary paragraph is annotated on the text only, but not mentioned in the summary. May identify the author in a simplistic way: i.e., by first or last name only or by term the author even when a complete name is present. Has numerous grammar, word choice, and punctuation errors that may interfere with understanding. Source is not identified in either the summary paragraph or the text annotations. Missing information interferes with the reader s understanding that this is intended to be a summary of a text. Has significant grammar, word choice, and punctuation errors that interfere with understanding. CENTRAL IDEA/ THEME/ CLAIM/TOPIC/ AND RHETORICALLY ACTIVE VERB Has a strong claim that shows insight and understanding of the author s position. Includes an apt rhetorically active verb. Has a claim that shows an accurate understanding of the author s position. Includes a suitable rhetorically active verb. Has attempted to express a claim that minimal or basic understanding of the author s position. Includes a simplistic or inadequate rhetorically active verb. Has a weak or incorrect claim that shows a lack of understanding of the author s position. Rhetorically active verb is missing. Correct Main Claim is not identified in either the summary paragraph or the text annotations. Verb choice is confusing. SUPPORT EVIDENCE AND CITATIONS Addresses all types of evidence present in the text. Correctly cites paraphrased or quoted evidence clearly and strongly relevant to the author s message, main claim, etc. Addresses most evidence present in the text. Correctly cites paraphrased or quoted evidence mostly relevant to the author s message, main claim, etc. Addresses some evidence present in the text. Correctly introduces but may not cite paraphrased or quoted evidence that may be related to the author s message, main claim, etc. Does not address evidence present in the text. Incorrectly cites paraphrased or quoted evidence or uses evidence irrelevant to the author s message, main claim, etc. Does not address support or evidence present in the text. No attempt at paraphrasing, quoting or lacks citations. May be entirely copied information. FORMAT The summary is concise, formatted as a paragraph with logical structure and overall is strongly coherent to the reader. The summary is formatted as a paragraph with information that clearly makes sense to the reader. The summary is formatted as a paragraph with information that is basic and makes sense to the reader. The summary is loosely formatted as a paragraph with minimal information. Lacks organization overall. The summary is not identifiable as a paragraph or contains only copied material. 7

ELD 3/4 Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM This ends the Reading and Writing portion of the Quarter 1 Performance Task. The following pages include the Listening and Speaking Quarter 1 Performance Task and rubric. 8

ELD Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM ELD All Levels Middle School Listening and Speaking Performance Task Part 1a. Middle School ELD, All levels Student Directions Your assignment: In the Reading and Writing part of your Quarter 1 Performance Task you read, annotated and summarized President George H. W. Bush s speech. Now you will write and deliver an oral presentation about how having an education affects your life. Your oral presentation should be between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids. Steps you will be following: In order to plan and compose your essay, you will do all of the following: 1. Re-read President George H. W Bush s speech: Remarks to Students and Faculty at Alice Deal Junior High School. This text is adapted from a speech that then-president George H. W. Bush gave to students in Washington, D.C., on October 1, 1991. Re-read your summary and your notes. 2. Answer (oral and written) three constructed response questions about the effect of education on your life. a. Discuss your responses with a partner. Think of examples, details and how you will achieve your education goals. 3. Read the Oral Presentation Rubric with your partner. 4. Plan and write your oral presentation. Practice your speech with a partner or small group. Directions for beginning: Constructed-Response Questions Answer the questions below. Your answers to these questions will be listened to by a partner. Also, they will help you think about the text you ve read, which should help you write your oral presentation. You may refer back to your notes and your summary when you think it would be helpful. Answer the constructed-response questions in the spaces provided below them. 1.What are your reasons for being in school? Do your future plans require more education? Explain: School is important because... I plan to be a, so I will need My future plan is to... One goal I have is... another goal is.... 2. What does your family expect from you regarding education? What goals do they have for you? My family feels that education is. I know this because my (family member) tells me: I am expected to at school. A goal my (family member) has for me is to. 3.What steps do you need to take or what plans are needed to meet your goal? Explain in detail to your partner. Write down examples to add to your speech Use more paper if needed to plan out your speech. 9

ELD Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM Part 1b. Oral Presentation: Skills to Practice with a Partner You will now review your notes and sources, plan, draft, and revise your oral presentation. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your oral presentation will be scored, then begin your work. Your Assignment Write and deliver an oral presentation about how having an education affects your life. Your oral presentation should be between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids. Support your claim with evidence and details. How your oral presentation will be scored: The people scoring your product will be assigning scores for : 1. Presentation: o Statement of purpose/focus how well you clearly state your claim on the topic without notes, maintain your focus and eye contact with the audience, and address the theme of change as it relates to your experience; o Elaboration of evidence how well you provide evidence from sources about your opinions and elaborate with specific information, and use media, visuals and gestures to deliver your message to your audience.. 2. Speaking Mechanics: o Language and Vocabulary how well you effectively orally express ideas using precise language, pacing and tone that is appropriate for your audience and purpose; o Organization how well your ideas logically flow from the introduction to conclusion of your oral presentation using effective transitions, formal register, and English, and how well you stay on topic throughout the oral presentation; 3. Content: o Your presentation has a complete and accurate opening and closing; o Your spoken grammar and word choice make the presentation easy to understand; o Your central idea is clearly understood and completely supported with details and examples for both the text(s) and your experience. 4. Visual/Graphics: o Written Conventions - how well you follow the rules of usage, grammar, spelling, capitalization, etc. in any media or visual aids you use in your oral presentation. o How well your use of gestures, facial expressions, media, visuals and graphics completely and accurately support and enhance the oral presentation. Now begin work on your product. Manage your time carefully so that you can: plan your oral presentation write your oral presentation revise and edit for a final draft practice speaking, enunciating and pronouncing, and using appropriate gestures for your oral presentation chose and integrate media and visual aids, as appropriate use appropriate eye contact and good facial expressions. speak in an extremely confident manner and be prepared. fully engage all members of the audience by memorizing as much as you can and use visual aids and gestures to enhance or add to your speech. 10

Part 2. ELD Middle School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM You will independently deliver your speech to the teacher and a small group or to the teacher and the whole class. The teacher will score your oral presentation using the rubric that you and your partner used for practicing your speech. Remember : 10 Tips for Public Speaking 1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor, personal stories and conversational language that way you won t easily forget what to say. 2. Practice. Practice. Practice! Rehearse out loud; Practice, pause and breathe. Practice with a timer and allow time for the unexpected. Speak loudly enough to be heard by everyone in the room! 3. Know the audience. Smile! It s easier to speak to a group of friends than to strangers. 4. Know the room. Practice using any visual aids where you will be standing for your speech. 5. Relax. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three onethousand. Pause. Begin.) Transform nervous energy into enthusiasm. Be excited to deliver your speech. 6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the audience clapping it will boost your confidence. 7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and entertaining. Everyone has to deliver a speech so remember that everyone is also nervous! Support eachother. 8. Don t apologize for any nervousness or problem the audience probably never noticed it. Do not giggle, laugh, or say things that are not in your speech. 9. Concentrate on the message. Focus on your message and your audience. Be confident. You will do a great job! 10. Gain experience. Your speech should represent you as an authority and as a person. Experience builds confidence. Redacted from : http://www.toastmasters.org/tips.asp Accessed: 20 August 2013. 11

Oral Presentation Rubric Grades 7-12 ELD All Levels CRITERIA 4 points Mastery 3 points Proficient 2 points Development 1 point Inadequate PRESENTATION Appropriate eye contact and good facial Usually makes eye contact. Some but inadequate eye contact Never or rarely makes eye contact. expressions. Confident and Lacking some confidence and Lacking confidence and Extremely confident and prepared. somewhat prepared. not prepared. prepared. Adequately engages Holds together despite nerves No audience engagement. Fully engages all the audience. and engages the audience. Reading directly from members of the Glances at notes to Constantly looking at notes notes. audience. guide presentation. and interrupts flow of Does not use any notes while presenting. presentation. SPEAKING MECHANICS Volume and tone are always appropriate. Volume and tone are appropriate. Volumes and tone are sometimes appropriate. Volume and tone are inappropriate. Speaker clearly conveys his/her message. Speaker conveys his/her message. Speaker is difficult to hear and the listener must Difficult to hear, barely comprehensible. Message is presented Message is presented interpret the message. with appropriate pauses and contributes to overall presentation s flow. with some appropriate pauses. Speech is choppy and hard to follow. CONTENT Complete and accurate opening and closing. Grammar and word choice make the presentation easy to understand. Central idea is clearly understood and completely supported with details and examples. Only one or two errors in the opening and closing. Few errors in grammar and word choice. Central ideas is understood and supported with details. Some errors in the opening and closing. Occasional errors in grammar and word choice. Central idea is not fully developed. Many errors in opening or closing. Grammar and word choice make the presentation hard to understand. Central idea is not clear. VISUALS/GRAPHICS Visuals and graphics completely and accurately support and enhance the presentation. Visuals and graphics adequately support the presentation. Visuals and graphics provide limited support of presentation. No visuals or graphics. Visuals and graphics unrelated to topic. SUHSD ELD Middle School Quarter 1 Performance Task (SY 2013-14)