ESL Secondary Planning PLC Session 3

Welcome! Please reread “Fish Cheeks” and add at least 3 logographic cues to indicate places in the text where Amy feels embarrassed. Upload the pictures and videos of strategies you tried in your classroom to this Google Folder:

1. Put the story, Fish Cheeks in the correct order. 2. As a group decide on at least one sentence to move to change the order of the text. 3. Discuss the implications of the changes at your table. 4. Share your changes with the group. Text Reformation

Objectives: 1. Practice and create a collection of activities for after reading strategies that will increase the rigor of instruction for ELLs. 2. Apply writing strategies to solidify learning after reading. 3. Evaluate writing with a rubric for measuring the writing growth of ELs.

Somebody Wanted But So -- a template for retelling a narrative. After-Reading Strategies: Retelling SomebodyWanted…But…So… AmyWanted Robert to like her But her family embarrassed her She did not look up from her plate.

Question Stem Cube ●READ, WRITE, THINK.com (Cube Creator) ●Comprehension ●HOTS questions ●Fiction/ Non-Fiction ●Vocabulary

I have...who has? ●review questions ●comprehension ●main idea/ details ●vocabulary ●analogies ●non-fiction conventions

Using Logographic Cues ● Last time, we identified places in the text where Amy felt embarrassed. ● Now let’s use those cues to help us answer these questions orally: ○ Novice: Why do you think Amy felt embarrassed throughout the story? Give at least 2 examples from the text. (Analyzing) ■ Amy felt embarrassed because…and… ○ Intermediate: How would you prove that Amy felt embarrassed throughout the dinner? Give at least 3 examples from the text. (Evaluating) ○ Advanced: Based on what you know about Amy, how would you explain the way she acts at dinner? (Evaluating) How does having the logographic cues already marked help us answer these higher-level comprehension questions?

Bloom’s Questions by Proficiency Level

Writing with Logographic Cues ●Using the same logographic cues, we can also create written responses: ○How did Amy’s view of her family change by the end of the story? Site examples from the text to support your answer. CCSS.ELA-LITERACY.RL CCSS.ELA-LITERACY.RL How did having the places in the story where Amy felt embarrassed already marked help you to answer this question more easily? In the beginning, Amy felt… because... By the end, Amy felt...because...

Fish Cheeks

With your partner, find one place in the story to cut and grow the story. Group 1: Add specific details from the story. Group 2: Add dialogue Group 3: Expand one idea with more descriptions Group 4: Add punctuation

6 Traits Writing Assessment: An Overview

What is “6 Traits”? A model for teaching and assessing Developed when researchers asked the question, “What are the traits of good writing?” 6 Traits is flexible and standards-based, allowing you to evaluate each LEP student against his or her own progress.

Introducing: The Traits 1.Ideas 2.Organization 3.Voice 4.Word Choice 5.Sentence Fluency 6.Conventions

Idea: The Content Select an idea (the topic) Narrow the idea (focus) Elaborate on the idea (development) Discover the best information to convey the idea (details)

Ideas Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging Thesis, main idea or main theme is emerging. Details are present. Thesis, main idea or main theme is apparent. Details are present, although not always necessarily relevant or appropriate. Content area concepts are reflected, but perhaps not at grade-level level of comprehension. Thesis, main idea or main theme is clear. Details are accurate and relevant. Details at least tangentially support the thesis, theme or main idea. Content material approaches being appropriate to grade-level and intended audience. Ideas are strong and original. Thesis or main theme is clear and compelling. Details are accurate, relevant and well- chosen. Details clearly support the thesis, theme or main idea. Content material is appropriate to grade-level and to intended audience.

Organization: Organization is the internal structure of the piece, the thread of central meaning, the pattern of logic. An inviting introduction gets the reader started and gives clues about what is to come. Thoughtful transitions link key points and ideas. Sequencing should be logical, purposeful, and effective. Pacing – speeding up for wide angle and slowing down for close-ups – should be under control. A satisfying conclusion wraps it all up, yet leaves the reader with something to wonder about.

Organization Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging An organizational structure to the writing is starting to emerge with either a beginning, an end, or perhaps both present. An obvious organizational structure is present, although may be simplistic or “cookie-cutter”, and not strictly ideal for the content. Transitions may be minimal or lacking. An obvious organizational structure is present; a beginning, middle, and an end are present and all connected with logical transitions. The structure bears an appropriate relationship to the content. A creative, strong flow to the writing results from an internal organization that draws the reader in and then moves him/her through the piece from beginning to end.

Voice: Voice is the golden thread that runs through a piece of writing. It’s how the reader knows it is really you. Where the writer reveals their personality Very difficult to teach Use quality writing for examples Seems to be best achieved through honesty At minimum, writing should evidence an awareness of: Audience Context Significance of the topic Attempting to connect the audience to the writing

Voice Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging Struggles with word choice and sentence fluency limit most displays of voice, both as a representation of the student’s personality, and as an attempt to address the audience in an appropriate register. The student attempts to engage the audience and address the purpose, but fails to make a perceivable connection. Writing may be somewhat lifeless, mechanical. The response shows an awareness of the purpose and audience for this prompt. The student reveals their personality or engagement to the topic to some degree. Response is engaging and appropriate to purpose and audience. The writer reveals a style that clearly reflects his or her personality.

Word Choice: … the use of rich, colorful, precise language that communicates not just in a functional way, but also in a way that moves and enlightens the reader. Precision Clarity Variety “grade-level appropriateness” An area of weakness for our students Strong vocabulary is developed through reading That vocabulary can be wonderfully reinforced through its application in writing Can you find an example from the text of interesting word choice that the author uses to describe this event?

Word Choice Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging English words relate to prompt. Word choice is weak and at times inaccurate. A heavy dependence on high-frequency words and phrases limits expression. English words address prompt. Word choice is simplistic and basic. Attempts are made to employ content- specific vocabulary, with varying degrees of success. English words respond to prompt. Word choice includes synonyms and words that are more complex. Technical and content-based vocabulary emerges and is used with some accuracy. A varied vocabulary is employed to express concepts clearly and vividly. Technical and content-based vocabulary is used appropriately and with confidence.

Sentence Fluency: Fluent writing is graceful, varied, rhythmic – almost musical. It’s easy to read aloud. Is best described by what to avoid: Repetitive sentence structures Short, choppy sentences Incorrect sentence structures LEPs need to work on this trait Overtly teach varied sentence structures On rewrites, challenge students to use the same words in new ways

Sentence Fluency Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging Two or more complete sentences are present, but there are problems with grammar or a repetitive sentence pattern. Two or more complete sentences are present and are grammatically correct. There is variation in the sentence structures. Two or more complete and correct sentences are present, there is variation in structure and that variation enhances the flow and readability of the piece. A variety of sentence structures are employed in a manner that enhances the material and the flow and readability of the piece. Complex syntax structures are handled deftly and used appropriately.

Conventions Almost anything a copy editor deals with comes under the heading of conventions: punctuation, grammar and usage, capitalization, and paragraphing. Spelling Grammar Punctuation

Conventions Rubric 2 – Emerging3 – Developing4 – Expanding5 – Bridging Some words are capitalized, spelled or punctuated correctly; most are not. Capitalization & punctuation are mostly correct. Spelling is usually right. Grammar & usage are still very weak. Capitalization, punctuation, spelling, and grammar usage are strong and usually correct. Little editing would be required to make this piece perfect. Appropriate conventional structures, such as letter greetings or bulleted lists, are attempted and recognizable. Capitalization, punctuation, spelling, and grammar usage are correct. Appropriate conventional structures, such as letter greetings or bulleted lists, are employed in the correct format or style.

Writing Strategies Jigsaw From the book Common Core for the Not- So-Common Learner, 6-12: 1.Page 151: Take a Stand and Figure 5.4- V- Diagram 2.Page 160: Table 5.3- Sensory Chart 3.Pages : Figure Comparative Paragraph Frame 4.Page 149: Figure 5.1- Scaffolded Argument Analysis Chart 5.Page 160: Figure Flow Chart for Sequencing Events

Project Ideas and Sample Rubric Writing activities (Alyssa)

Let’s take a look at some ELL friendly strategies in action! As we watch the video, complete the lesson plan template with the strategies you see.

Planning for Success 1.Read selected text and surrounding instructional guides. Place a post-it note at the key categories.(10 minutes) 2.Write content and language objectives referring to the CCSS flipcharts. (5 minutes) 3.Write ideas for using prior knowledge and building background. (5 minutes) 4.Select an idea for pre-teaching vocabulary. Write the vocabulary words to be taught. (5 minutes)

Planning for Success 5.Determine and make note of the text structure/talk about text. Decide and record how to introduce it to the students. (5 minutes) 6.Select an activity from Teach and Practice (Edge) or Reading Strategy (Visions). Determine instructional strategies. (5minutes) 7.Read the selection: Select think aloud strategy to model. (10 minutes) 8.Select a vocabulary review activity. (5 minutes) Congratulations! You have completed lesson plans for day 1.

If you’d like to dive deeper into the book we used today, Common Core for the Not-So-Common Learner, join our online book study: Sign-up for ELL Quick and Easy Strategies for the Not- So-Common Learner, K-12 MyTalent Course # Through online blog discussions of the book, we will examine strategies for English Language Learners that will help students to meet and exceed the Common Core State Standards. Register TODAY to receive your free copy of the book and more information about the course! Invite your content area co-teachers to join you too!

THANK YOU! Please complete your evaluation before leaving today.