English Language Development Tool - SharpSchool...

©2010 Springdale School District

ELDTEnglish Language Development Tool

Differentiating Instruction for ELLs: Accessing the Curriculum While Developing Language

Dr. Jim Rollins, Superintendent Mary Bridgforth, ESOL Program Director

© Springdale Public Schools 2010 1

Acknowledgements

Upon this second publication of the English Language Development Tool we must take this opportunity to thank all who have contributed to the formation of this document. First, we extend out deepest gratitude to the Care Foundation, Inc. Without their generous support this document and the Instructional Routine Cards that accompany it would not have been possible. Their strong partnership in the development of this tool will directly aid teachers in enriching the educational experiences of all students in Springdale. We must also acknowledge the work of the teachers of Springdale. It was their collaborative efforts that brought the vision of designing a tool to help our teachers teach all students effectively to fulfillment. We are grateful for the shared heart, knowledge and talent of the teachers who composed this document:

Kelly Autry Mendi Hayter Jeanie Nance Ian Balmer Leecie Henson Sheila Neal

Elizabeth Barker Cristina Herbold Christy Norwood Layne Bass Stephanie Hinsey Katie Roberts

Jennifer Baston Charlene Hornor Heather Roberts-Barron Jennifer Billingsley Laurinda Joenks Cindy Robinson Susana Campbell Willow Jongewaard Lynn Ryan

Lisa Casey Maureen Johnson Joye Ryan-Jones Jaime Cavitt Teresa Jordan DeAnn Sallings

Jami Cheshier Ashley Kasnicka Deanna Self Jennifer Chotard Ruth Kennedy Kevin Snavely

Lisa Coats Kelly Knipe Lisa Spears Cherokee Cole Marsha Layer Connie Stave

Julie Crane Lacy Lett Lisa Taylor Susan Cronin Kimberly Lewis Brittney Taylor

Stacey Dominguez Tammy Logan Lynette Terrell Cynthia Edwards Cindy Love Therese Thompson Don Eichenberger Cameron McCain Valarie Traylor

Christy Ferguson-King Rhonda McCrackin Cheryl Tupper Cynthia Finstrom Mark McEuen Jessie Walls

Carmen Flynt Andrea McKenna Brenda Wentz Marie Fowler May Meredith Kim Westphal

JIll Fulks Jennifer Met Sara White Tammy Guthrie Jaime Miller Janice Whitmire

Anne Hammontree Tana Miller Emily Williamson Lana Hampton Justin Minkle Dev Willis

We would also like to thank the many Springdale teachers that utilized the ELDT in their teaching, met with their Peer Study Teams to reflect on its use, and gave feedback on how to improve the tool. It is our hope that, with your input, we have made the ELDT even more useful for teachers.


FOREWORD “Action to overcome language barriers”…as teachers in Springdale, we strive to provide to every student in our district equal access to all educational opportunities. The task set before you is not an easy one: providing a high quality educational experience to all students in your classroom while not lowering standards for anyone. This English Language Development Tool (ELDT) was developed to help you in your efforts to make your grade-level curriculum accessible to all your students.

This tool was designed to be used in conjunction with your content area frameworks/TIA and to enhance the implementation of the Gradual Release of Responsibility Model. After establishing the goal of learning, how the goal will be assessed, and the student learning experiences you will provide for attainment of the goal, refer to this tool. It will guide you in making all the phases of your lesson accessible to all English Language Learners in your classroom.

The ELDT has three distinct parts to help you in planning. First, each student’s stage of English development is identified in all four domains of language: listening, speaking, reading and writing. Secondly, the actions you can take as a teacher “to appropriately overcome language barriers” to reach the goal of instruction are included. And finally, you will find instructional routines that will serve as appropriate learning experiences allowing all members of your class to equally participate in the instruction you provide to your students.

A description of each instructional routine can be found in the glossary of the tool. The accompanying Strategy Cards provide directions for implementing many of the instructional routines in your classroom.

Also included with this tool is a flipchart that can be used as a quick reference guide for understanding the stages of English development and what behaviors can be used by the teacher to develop students’ English proficiency.

Key for Parts of the ELDT

“In Springdale, we believe in our children, their potential and their promise.” - Dr. Jim Rollins

It is our sincere desire that you find this English Language Development Tool of use to you as you help your children believe in the potential and promise that belongs to them.

Language Domain

Stag

e of

En

glis

h D

evel

opm

ent Student Descriptor

• Teacher Action

Instructional Routines


English Language Development Tool LLiisstteenniinngg –– LLeevveell 11

Leve

l 1 (P

re-F

unct

iona

l)

Students



Understands some common words or key phrases when contextualized or when cognates are used

Level 1 (Pre-Functional)

• Use cognates if applicable Parking Lot, Vocabulary Log

• Pre-teach vocabulary necessary for comprehension Realia/Visuals, Observation Charts

• Use visuals, props, actions and manipulatives to build/connect to background knowledge and activate schema

Realia/Visuals, TPR • Display pictures of key words before, during, and after instruction

Word Wall, Carousel/Gallery Walk, Fly Swatter • Use repetition, pause between phrases, simplify language, paraphrase often, and limit use of

idiomatic expressions Chunk and Chew, Fast Finger, Fly Swatter

• Revisit new information to give students multiple exposures to vocabulary Whip Around Share, Inside/Outside Circle, Yesterday's News

• Provide multiple learning experiences with key vocabulary Concept/Word Sort, Songs/Chants, Barrier Game

• Frame instructional delivery in a context that conveys meaning to students Realia/Visuals, Modeling

• Use read alouds with simple language, repetition, and strong picture support Nursery Rhymes/Poetry, Rhythm and Repetition

Understands some high-frequency, single-word or single-phrase directions when highly contextualized

• Provide opportunities for students to respond to high frequency, single step directions Echo, Barrier Game, Parking Lot

• Increase wait time TPS, Numbered Heads Together, Response Boards

• Utilize informal assessments to evaluate comprehension Ticket Out, Thumbs Up/Thumbs Down • Allow students to demonstrate understanding TPR, Response Boards, Fast Finger, Fly Swatter • Use visuals, gestures, and context of the situation when giving directions Realia/Visuals, Drama, Anchor Chart Generally unable to identify intent of the speaker • Use visuals and gestures to convey the purpose/goal at the beginning of a lesson and establish a

routine of referring to goals throughout and at the end of each lesson (display objective) Ticket Out, Progressive Map, GIST • Teach students listening behaviors (turn taking, eye contact, posture, facial expressions, active

listening behaviors) TPS, Modeling, Anchor Chart • Model listening comprehension skills Fishbowl, Inside/Outside Circle, Whip Around Share • Model and identify various registers (formal and informal), intonations and inflection Role Play, Reader's Theater • Ensure that language is used interactively (student-student or teacher-student) TPS, I Have/Who Has?, Couch Potato/Aerobics Instructor



Leve

l 2 (B

egin

ning

)

Students



Understands most common information, but may identify and understand only key words, phrases, and cognates in content-area settings

Level 2 (Beginning)

• Incorporate and pre-teach academic vocabulary, key words, signal words, phrases and cognates in all content instruction and begin to introduce "mortar words"

Anchor Chart, Word Wall, Fly Swatter, Carousel/Gallery Walk • Use visuals, gestures, demonstrations, manipulatives and props to introduce new learning Fishbowl, Teach the Text Backwards, TPR • Revisit new information to give students multiple exposures to concepts and academic vocabulary Yesterday's News, Word Wall, Entry Slip • Pause between phrases, repeat, and rephrase complex messages Chunk and Chew, TPS • Make students aware of idioms when used and clarify their meaning Realia/Visuals, Reader's Theater, Read Aloud • Provide multiple learning experiences with key vocabulary Fast Finger, 2 Cents, Barrier Game • Frame instructional delivery in a context that conveys meaning to students Realia/Visuals, Modeling • Use read alouds with simple language, repetition, and strong picture support Nursery Rhymes/Poetry Understands simple, basic grammatical structures and simple social vocabulary • Restate in simplified form Chunk and Chew, TPS • Read aloud texts with basic and increasingly more difficult vocabulary and grammatical structures Reader's Theater • Make students aware of collocations (i.e., words that naturally go together: put on, put off) and clarify their meaning

when necessary Begins to understand straightforward, single-step directions • Provide opportunities to practice following straightforward, single-step and multi-step directions TPR, Barrier Game, Sage and Scribe • Model complex, multi-step directions using clear pronunciation, visuals, gestures, and props TPS, Fishbowl, Anchor Chart • Use visuals and gestures to help convey meaning of multi-step directions Begins to interpret speaker’s purpose • Establish and display the purpose/objective of the lesson and reinforce throughout lesson Progressive Map, Ticket Out • Allow students to demonstrate understanding Response Boards, Thumbs Up/Thumbs Down, Fast Finger • Utilize think alouds to model how to determine speaker's purpose • Provide opportunities for students to clarify/comprehend speaker's purpose with partners or group members TPS, Numbered Heads Together, Whip Around Share • Model and provide opportunities for students to identify various registers (formal and informal) Role Play, 3-Step Interview, Video Clips • Ensure that language is used interactively (student-student or teacher-student) Couch Potato/Aerobics Instructor, Numbered Heads Together, 2 Cents • Expose students to a variety of speakers with varying purposes Canned Questions, RAFT Limited understanding of details but usually understands the main idea of simple messages, presentations and

conversations • Explicitly teach listening behaviors (turn taking, eye contact, posture, facial expressions, active listening behaviors) Fishbowl, TPS, Modeling • Allow student interaction within a group to allow time to process and clarify information Collaborative Poster, Numbered Heads Together, Couch Potato/Aerobics Instructor • Activate and/or build student's background knowledge before introducing new concepts Realia/Visuals, Carousel/Gallery Walk • Pre-teach and model key vocabulary Teach the Text Backwards, Vocabulary Log • Display print with visuals to support instruction Anchor Chart, Word Wall, Foldable • Assist students in identifying supporting details through visual aids and graphic organizers Graphic Organizer, GIST



Leve

l 3 (I

nter

med

iate

)

Students



Understands a range of vocabulary and some idioms, mostly related to school-social environments, and key vocabulary from content areas

Level 3 (Intermediate)

• Explicitly teach academic vocabulary necessary for comprehension Frayer Model/4 Square Vocabulary, Concept/Word Sort • Use idioms in context and compare to literal meaning Find Someone Who, Collaborative Poster • Revisit new information to give students multiple exposures to concepts and academic vocabulary Yesterday's News, Word Wall, Whip Around Share, TPS • Model the use of context clues to determine the meaning of an unknown word Think Aloud, Role Play, Fishbowl • Frame instructional delivery in a context that conveys meaning to students Realia/Visuals, Modeling • Use read alouds with simple language, repetition, and strong picture support Nursery Rhymes/Poetry • Provide multiple learning experiences with key vocabulary Drama, Songs/Chants, Barrier Game, 2 Cents Understands frequently used verb tenses and word order patterns in simple sentences and in school-

social settings • Introduce and reinforce academic vocabulary in a meaningful context using compound sentences Chunk and Chew, Sentence Frame • Model speaking in complete and complex sentences Sentence Frame • Note and model examples of changing verb tenses (go, going, gone, will go, went) Word Wall, Generative Sentences, Line Up/Fold Up Understands single-step and some multi-step directions • Provide opportunities to practice following and giving multi-step directions TPR, Barrier Game • Use visuals, modeling and demonstration to help clarify complex and multi-step directions Anchor Chart Draws simple conclusions about the speaker’s purpose and understands explicitly expressed points of

view • Establish and display purpose/objective of the lesson and revisit often Ticket Out, TPS, Progressive Map • Utilize think alouds to model how to determine speaker's or text's purpose Reciprocal Teaching, Fishbowl • Model and provide opportunities for students to identify various registers (formal and informal), intonation

and inflection Role Play, RAFT, Reader's Theater • Ensure that language is used interactively (student-student or teacher-student) 3-Step Interview, Role Play, Numbered Heads Together • Expose students to a variety of speakers with varying purposes Read Aloud, Canned Questions, Video Clips Understands short messages and longer conversations and presentations on general school and

social topics in familiar situations/academic areas • Recognize that students may seem fluent socially while not yet comprehending academic language • Provide opportunities for students to clarify and process the message through group interaction Phone a Friend, Numbered Heads Together, Paraphrase/Passport • Activate and/or build background knowledge Realia/Visuals, KWLH Chart • Ask open-ended questions that require higher-order thinking TPS, Cubing, Canned Questions • Rephrase and repeat when necessary • Gradually expose students to longer conversations and messages Reciprocal Teaching, GIST, 2 Cents



Leve

l 4 (A

dvan

ced)

Students



Understands a wide range of vocabulary (including academic vocabulary) and idioms

Level 4 (Advanced)

• Introduce and develop academic vocabulary in meaningful, authentic contexts and provide opportunities for students to practice

Carousel/Gallery Walk, Realia/Visuals • Revisit new information to give students multiple exposures to concepts and academic vocabulary as needed Fly Swatter, Concept/Word Sort, Word Wall • Use a wider variety of idioms in context and compare to literal meaning Carousel/Gallery Walk, Video Clips, Realia/Visuals • Model the use of context clues to determine the meaning of an unknown word Think Aloud, Role Play • Frame instructional delivery in a context that conveys meaning to students Realia/Visuals, Modeling • Use read alouds with simple language, repetition, and strong picture support Nursery Rhymes/Poetry • Provide multiple learning experiences with key vocabulary Songs/Chants, Barrier Game, Drama Understands most of the basic language forms of spoken English and begins to develop understanding of

more complex structures of spoken English • Use compound and complex sentences and give students opportunities to demonstrate understanding TPS, Generative Sentences Understands speech in most school-social settings • Interact with students informally and formally • Read aloud to students using different genres relating to same content • Continue to expand academic and social language through authentic activities Collaborative Poster, Project Based Learning, 2 Cents Understands multi-step directions • Provide opportunities for students to follow and give complex multi-step directions Barrier Game, GIST Understands and is able to interpret the speaker's point of view • Establish and display purpose/objective of the lesson and revisit often Ticket Out, TPS • Utilize think alouds in determining speaker's point of view • Provide opportunities for students to identify various registers Role Play, Reader's Theater, RAFT • Ensure that language is used interactively (student-student or teacher-student) Line Up/Fold Up, Reciprocal Teaching, Paraphrase/Passport • Expose students to a variety of speakers with varying purposes Canned Questions, Video Clips • Instruct students in determining the nuances of verbal and non-verbal language (gestures, intonation, body

language) Role Play, Fishbowl, Reader's Theater Understands main ideas and some key supporting details in content-area settings and presentations on

familiar and academic topics • Provide opportunities for students to clarify and process the message through group interaction Phone a Friend, Numbered Heads Together, Learning Chips • Activate and/or build background knowledge Realia/Visuals, KWLH Chart • Continue to ask open-ended questions that require higher order thinking Cubing, Canned Questions, TPS • Expand student's awareness to a variety of signal words Word Wall, Anchor Chart, Foldable • Provide exposure to a variety of organizational patterns (debate, interviews, conversations) Fishbowl, GIST • Develop/activate background knowledge before presenting new topics Fishbowl, Continuum Line, 4 Corners • Read aloud to students from different genres relating to same content



Leve

l 5 (F

ully

Eng

lish

Prof

icie

nt)

Students



Comprehends a range of vocabulary relating to both content areas and school-social settings

Level 5 (Fully English Proficient)

• Continue to develop academic and social vocabulary Word Wall, Concept/Word Sort • Facilitate discussion about meanings of unfamiliar idioms • Expect comprehension of words using context clues Parking Lot, Video Clips, Reader's Theater • Provide challenging academic listening opportunities GIST Comparable to a minimally proficient native speaker and understands most of the

complex structures of spoken English relative to grade level • Continue to use compound and complex sentences and give students opportunities to

demonstrate understanding TPS, Generative Sentences, GIST, 2-Column Notes • Understands a significant amount of grade-level appropriate social and academic

speech • Interact and conference with students informally and formally • Read aloud to students from different genres relating to same content • Provide interactive opportunities Project Based Learning, Reciprocal Teaching, Numbered Heads Together Understands multi-step directions • Provide opportunities to follow and give complex multi-step directions Barrier Game, Sage and Scribe Interprets and understands the purpose of presentations on familiar topics • Utilize think alouds to model how to determine purpose of presentations • Develop/activate background knowledge before presenting new topics Fishbowl, 4 Corners, Continuum Line • Continue to ask and practice higher order thinking questions soliciting opinion, judgment,

prediction, hypothesis, inference, and creativity Cubing, Canned Questions, Numbered Heads Together • Provide students opportunities to demonstrate comprehension of more complex oral

presentations of various registers and organizational patterns (persuasion and justification)

TPS, Jigsaw, Numbered Heads Together • Continue to instruct students in determining the nuances of verbal and non-verbal

language (gestures, intonation, body language) • Provide opportunities for students to critique oral presentations Rubric


English Language Development Tool SSppeeaakkiinngg –– LLeevveell 11

Leve

l 1 (P

re-F

unct

iona

l)

Students



Says a few common, everyday words and phrases with very simple structures


• Provide a safe environment that encourages students to practice speaking • Connect with the student's cultural and personal experiences Find Someone Who, KWLH Chart • Build and connect to background knowledge Realia/Visuals, Anchor Chart • Introduce needed vocabulary in a meaningful context using realia, situational context,

and gestures Word Wall, Realia/Visuals, TPR • Establish daily conversational routines such as greetings and requests Entry Slip, Sentence Frame, 3-Step Interview • Help students expand key words to phrases, phrases to sentences, sentences to

conversations Sentence Frames, Sentence Frame, Thumbs Up/Thumbs Down • Provide opportunities for students to use basic school and social vocabulary Drama, TPS, Barrier Game, 2 Cents • Provide opportunities for structured conversations using sentence starters and sentence

frames to aid in academic vocabulary development Find Your Partner/Mix and Match, Conga Line • Increase wait time

TPS, Response Boards Speaks with pronunciation that may interfere with communication • Accept approximations and restate student's message correctly • Isolate and instruct on commonly mispronounced words • Help students set individual speaking goals Echo, Choral Reading Provides basic information in response to request • Provide many opportunities for interaction and encourage risk taking Cloze, Numbered Heads Together, Line Up/Fold Up • Model and ask students to list, name and produce phrases and simple sentences using

basic information Songs/Chants, Sentence Frame, TPS



Leve

l 2 (B

egin

ning

)

Students



Primarily relies on supplied academic vocabulary and is limited to key words

Level 2 (Beginning)

• Provide a safe environment that encourages students to practice speaking • Connect with the student's cultural and personal experiences Find Someone Who, 4 Corners • Build and connect to background knowledge Realia/Visuals, Entry Slip • Introduce needed vocabulary in a meaningful context using realia, situational context, and

gestures Word Wall, Realia/Visuals, Video Clips • Interact with students to increase academic vocabulary Barrier Game, I Have/Who Has, Find Someone Who • Teach, use, and expand on academic vocabulary, key words, signal words, phrases, and

cognates Teach the Text Backwards, Carousel/Gallery Walk • Teach and provide opportunities for students to use academic vocabulary in group discussions 3-Step Interview, Whip Around Share, TPS • Increase wait time TPS, Response Boards Uses common patterns, memorized phrases, simple word order and simple transitional

markers in social situations • Model and provide practice using of compound sentences Find Your Partner, Sentence Frames, Sentence Surgery • Introduce and model correct use of signal words Anchor Chart, Word Wall, Songs/Chants • Model and provide opportunities for varied word order patterns Cloze Paragraph, Sentence Frames, Generative Sentences • Restate and model correct word order when used incorrectly • Engage students in manipulating word order Generative Sentences, CSRQ • Teach students to use appropriate questions and responses to express needs and wants 3-Step Interview, Role Play, Anchor Chart Speaks with frequent grammatical and pronunciation errors and a lack of flexibility may

impede communication • Accept approximations but restate correctly as needed • Isolate and instruct on commonly misused grammatical structures • Conference to set individual goals to improve errors Echo, Choral Reading Able to name or list; sometimes uses language to connect or tell • Provide many opportunities for interaction and encourage risk taking Inside/Outside Circle, Numbered Heads Together, Learning Chips • Prompt students to correctly use signal words Anchor Chart, Sentence Frames • Provide students opportunities to elaborate Carousel/Gallery Walk, Sentence Frames, Collaborative Poster • Model and provide practice for describing and narrating about classroom and personal

experiences Pass the Story, 2 Cents, Find Someone Who • Model and provide practice for comparing/contrasting, sequencing, and summarizing about

classroom and personal experiences (using visuals, graphic organizers, and props) Graphic Organizer, Realia/Visuals, Strongly Agree/Disagree



Leve

l 3 (I

nter

med

iate

)

Students



Uses common, specific school-social vocabulary, idiomatic expressions and some academic vocabulary


• Activate and build background knowledge on selected vocabulary Vocabulary Prediction Chart, KWLH, 4 Corners • Introduce needed vocabulary in a meaningful context using realia and gestures Chunk and Chew, Word Wall, Role Play • Continue to model and structure learning activities that require students to use academic vocabulary in a variety

of discussion formats 4 Corners, TPS, Project Based Learning • Allow opportunities for feedback from teacher and peers Rubric, Response Boards, Thumbs Up/Thumbs Down • Plan for meaningful interactions using vocabulary in context and expect students to use academic vocabulary in

authentic activities Appointment Clock, Find Your Partner/Mix and Match, Inside/Outside Circle Uses repetition and everyday, imprecise words and combines native language with English (code-switching)

to sustain conversations • Offer opportunities for students to write down words they are code-switching, define them, and use them Foldable, Vocabulary Log, Sentence Frame • Teach with synonyms and analogies for students to expand vocabulary Find Your Partner/Mix and Match, Carousel/Gallery Walk Uses common, straight-forward grammatical structures but makes errors in grammatical structure and

pronunciation especially in complex constructions and academic situations • Model and provide practice with higher level grammatical structures • Model and expect use of compound and complex sentences • Provide opportunities to practice a variety of grammatical structures

Generative Sentences, RAFT, 2 Cents • Help students set individual goals to improve errors in speech Uses register (formal/informal) with some errors • Construct activities to practice formal and informal situations 3-Step Interview, Role Play, Reader's Theater • Construct activities that promote authentic communication for a variety of contexts, purposes and audiences Whip-Around, Project Based Learning • Provide templates to scaffold language to appropriate academic register Language Frame, Anchor Chart Begins to use tone and inflection to express meaning • Model correct use of language register, inflection, and intonation Read Aloud, Fishbowl, Video Clips • Provide opportunities to practice a variety of speaking genres (persuasive, debate, narrative, informational,

lyrical) Drama, Role Play, Reader's Theater, Debates, Strongly Agree/Disagree Uses language to connect, tell and sometimes to expand • Provide opportunities for interaction and discussion (student to student, student to teacher) Barrier Game, TPS, Sage and Scribe • Allow students to verbalize connections to classroom and personal experiences Carousel/Gallery Walk, Crystal Ball, Yesterday's News, Progressive Map • Have students explain and justify their answers using signal words and accept general and indirect answers 4 Corners, Whip Around Share, 3-Step Interview • Allow extra wait time as needed for answers and explanations TPS Can retell, describe, narrate, and give simple, concrete instructions with some flexibility and creativity but

still has limited use of transitional markers • Provide many opportunities for interaction Role Play, Strongly Agree/Disagree, Line Up/Fold Up, Barrier Game • Model and provide practice for describing and narrating (using visuals, graphic organizers, and props) Drama, Cartoon Strip • Model and provide practice for comparing/contrasting, sequencing, paraphrasing, and summarizing (using

visuals, graphic organizers, and props) Chunk and Chew, 3-Step Interview, Anchor Chart, Learning Chips



Leve

l 4 (A

dvan

ced)

Students



Uses sufficient vocabulary and idiomatic phrases in social settings but only some vocabulary when in academic settings

Level 4 (Advanced)

• Plan explicit vocabulary instruction with academic language (using realia, visuals, gestures, modeling, demonstrations)

Vocabulary Log, Chunk and Chew • Activate and build background knowledge on selected vocabulary Vocabulary Prediction Chart, KWLH • Model and structure opportunities for students to use descriptive language (strong verbs,

adjectives, adverbs), academic vocabulary, and idiomatic expressions Think Aloud, TPS, 2 Cents Uses a wider range of grammatical structures; errors in grammar and pronunciation

rarely interfere with communication • Focus on correct usage of grammatical structures Find the Fib, TPS, Think Aloud • Help students self-monitor their speech and set individual goals Journaling, Rubric Consistent Use of Register (formal/informal) • Clarify student's message when necessary • Model and provide opportunities for students to communicate for a variety of purposes

and audiences Reader's Theater, Project Based Learning, Yesterday's News Uses tone and inflection to express meaning • Model and provide opportunities to practice a variety of speaking genres (persuasive,

debate, narrative, informational, lyrical) Drama, Role Play, Reader's Theater, Fishbowl, Debate, Temperature Check Uses mostly coherent, unified and appropriately sequenced response with more

flexibility, creativity, and spontaneity • Model higher-order thinking and provide opportunities for students to practice responding

in higher-order thinking discussion formats (opinion, judgment, prediction, inference) Canned Questions, Cubing, Carousel/Gallery Walk • Model and provide opportunities for students to speak in a variety of organizational

patterns using supporting details (debates, interviews, presentations) • Increase wait time as needed TPS



Leve

l 5 (F

ully

Eng

lish

Prof

icie

nt)

Students



Uses more complex grammar, vocabulary, and idiomatic expressions that are appropriate for topic and audience (approaching the level of a native speaker)


• Plan and teach explicit vocabulary instruction with academic language (using realia, visuals, gestures, modeling, demonstrations)

Chunk and Chew, Vocabulary Log • Model and provide opportunities for students to communicate for a variety of purposes

and audiences Role Play, Debate, Reader's Theater • Provide authentic opportunities for academic language interaction in various groupings to

enhance descriptive language and to correct grammatical structure usage Jigsaw, 4 Corners, Whip Around Share Consistent use of register (formal/informal) • Provide authentic opportunities for correct register usage Debate, RAFT • Clarify student's message when necessary Uses tone and inflection to express meaning • Provide opportunities to practice a variety of speaking genres (persuasive, debate,

narrative, informational, lyrical) to enhance awareness of tone and inflection Role Play, Fishbowl, Reciprocal Teaching Uses coherent, unified and appropriately sequenced responses in extended

discussions to connect, tell, expand and reason but may lack the needed explicit vocabulary

• Model higher-order thinking and provide opportunities to practice (opinion, judgment, prediction, inference) these skills

Canned Questions, Reciprocal Teaching, Anchor Chart • Provide opportunities for students to speak in a variety of organizational patterns

(debates, interviews, presentations) RAFT, Drama, Debate • Provide appropriate feedback to promote speaking that is equivalent to grade-level,

native English speakers Rubric


English Language Development Tool RReeaaddiinngg –– LLeevveell 11

Leve

l 1 (P

re-F

unct

iona

l)

Students



May identify isolated words, key phrases and cognates especially when highly contextualized


• Teach new words and concepts through auditory, visual, and kinesthetic activities to make text comprehensible

Vocabulary Log, Concept/Word Sort, Tic-Tack-Toe, TPR • Teach sight words and phrases in context with visuals Semantic Feature Analysis, Observation Charts • Use cognates as applicable • Display color photographs/pictures of classroom procedures and new vocabulary using

short sentences and provide a labeled classroom • Provide bilingual dictionaries, bilingual books, picture dictionaries, and a variety of texts

that are age and reading level appropriate, challenging, interesting, and authentic May understand some high frequency, simple written directions especially when

highly contextualized • Model the directions in chunks using gestures, visual cues, and props Think Aloud, Chunk and Chew • Give directions orally and check for understanding, THEN introduce simplified written

directions TPR, Fast Finger May have limited comprehension of ideas intended by writer of text. Meaning is

hindered due to limited knowledge of vocabulary and structural patterns. • Pre-teach vocabulary using realia, visuals and gestures Carousel/Gallery Walk, Vocabulary Log, Fly Swatter • Provide opportunities to build/activate background knowledge Realia/Visuals, Carousel/Gallery Walk, Teach the Text Backwards, KWLH, Anticipation Guide • Model as think aloud how to use visual cues and graphic organizers to gain meaning

from text • Read aloud to students using graphics to help convey meaning • Provide multiple opportunities to work with a familiar text Reading in 4 Voices, Book Walk, Guided Reading • Integrate listening, speaking, and writing with reading instruction Cartoon Strip, GIST, Changing the Ending, Pass the Paper, TWPS • Think aloud about the author’s purpose RAFT, Cartoon Strip, Graphic Organizer • Group students with different interests, cultural, and language backgrounds to read and

discuss selected texts Reading in 4 Voices, TPS, 4 Corners, Reciprocal Teaching • Introduce and practice higher-order thinking questions soliciting opinion and predictions 4 Corners, Strongly Agree/Disagree • Provide reading opportunities with a variety of print materials at different reading levels

(magazines, newspapers, Internet and texts)



Leve

l 2 (B

egin

ning

)

Students



Understands simple, basic everyday vocabulary and grammatical structures

Level 2 (Beginning)

• Teach new words and concepts through auditory, visual, and kinesthetic activities to make text comprehensible

TPR, Role Play, Carousel/Gallery Walk • Make vocabulary meaningful by connecting it to the text Cloze, TPR, Anchor Chart • Display color photographs/pictures of classroom procedures and new vocabulary using short sentences • Provide a print rich classroom Anchor Chart, Concept/Word Sort • Organize word walls into categories Concept/Word Sort • Expose students to texts that contain a variety of words and phrases that convey the same meaning • Identify and draw attention to grammatical structures within the texts Text Reconstruction, Generative Sentences, Cloze • Raise awareness of the use of signal words, idioms, and slang in texts Vocabulary Log, Fly Swatter, Concept/Word Sort Begins to understand some straightforward written directions • Model the directions using gestures, visual cues, and props that accompany written directions Fishbowl, TPR, Labeled Classroom • Provide opportunities for practice following straightforward, single-step directions TPR, TPS, Conga Line Has limited understanding of text purpose • Identify the author's reason for using formal and informal language and word choice in text RAFT, Drama • Incorporate opportunities to share/discuss author’s purpose with others Reciprocal Teaching, Numbered Heads Together, Anticipation Guide • Provide reading opportunities with a variety of print materials at different reading levels including material

related to student's home cultures (magazines, newspapers, Internet and texts) Jigsaw, Carousel/Gallery Walk Understands main ideas and can identify a few explicit support ideas of simple, authentic informative

and narrative materials and relies heavily on visual cues and some prior experience with topic • Activate, connect, and build background knowledge Realia/Visuals, KWLH, Anticipation Guide, Carousel/Gallery Walk • Model using visual cues and graphic organizers to gain meaning from text Text to Graphics and Back Again, Guided Reading • Model and guide visualizing and predicting to develop comprehension Think Aloud, Graphic Organizer, Heading to Question • Assist students in identifying main idea and supporting details through graphic organizers, highlighting, and

summarizing GIST, Foldable, Cubing, Sage and Scribe • Read aloud to students using graphics to help convey meaning • Use familiar texts to introduce new concepts Concept/Word Sort, Find the Fib, Semantic Feature Analysis, Chunk and Chew • Integrate listening, speaking, and writing with reading instruction • Group students with different interests and cultural backgrounds and language Reading in 4 Voices, TPS, 4 Corners, Reciprocal Teaching • Provide guided practice with higher-order thinking soliciting opinion, prediction, and hypothesis Strongly Agree/Disagree, Cubing, Guided Reading • Teach organizational patterns of texts (problem/solution, cause/effect) Anchor Chart, Graphic Organizer, Heading to Question • Make available supplementary and age-appropriate reading materials with strong picture support • Engage students in reading texts by having them describe, retell, compare and contrast Inside/Outside Circle, Jigsaw, Fishbowl, Reciprocal Teaching, Guided Reading



Leve

l 3 (I

nter

med

iate

)

Students



Understands a range of vocabulary and some idioms in social and academic contexts


• Teach new words and concepts through auditory, visual, and kinesthetic activities to make text comprehensible TPR, Role Play, Carousel/Gallery Walk • Make vocabulary meaningful by connecting it to the text Cloze, TPR, Frayer Model • Model and practice with students how context clues can be utilized to determine meaning of unknown vocabulary Chunk and Chew, Vocabulary Prediction Chart, Cloze • Provide a print rich classroom Word Wall, Concept/Word Sort, Labeled Classroom • Expand awareness of a greater variety of idioms Cloze, Anchor Chart, Barrier Game, Vocabulary Log • Provide time to practice reading and interacting with new vocabulary in a meaningful context Semantic Feature Analysis, Barrier Game, I Have/Who Has, Envelope Relay • Read aloud to students Understands frequently used verb tenses and word order patterns in simple sentences • Teach less frequently used verb tenses, a greater variety of word order patterns, and more complex sentence

structures I Have/Who Has, Generative Sentences • Provide time to practice new verb tenses in a meaningful context Find Someone Who, Couch Potato/Aerobics Instructor Understands simple written directions as well as some more complex directions • Model and provide opportunities for sequencing of procedural text and instructions (recipes, "how to" instructions,

science experiments) Graphic Organizer, Anchor Chart Begins to understand text purpose • Analyze the author's choice of words in text RAFT • Incorporate opportunities to read a variety of text with different author purposes Reciprocal Teaching, Fishbowl, Whip Around Share, Changing the Ending, Guided Reading • Display and implement the use of strategies to determine author’s purpose (signal words, text features,

headings, questions at the end) Heading to Question, Carousel /Gallery Walk, Anchor Chart Understands main ideas of narrative, descriptive and content-area texts when they deal with areas of

personal interest or topic familiarity, mostly when below grade level • Aid students in making connections to text through activating, connecting, and building background knowledge TPS, Dialogue Journal, Whip Around Share, Realia/Visuals, Reciprocal Teaching • Model and guide visualizing and predicting to develop comprehension Think Aloud, Barrier Game, Role Play • Practice identifying main ideas and supporting details in descriptive text 2-Coulumn Notes, Collaborative Poster, Anticipation Guide • Use familiar texts to introduce new learning • Teach organizational patterns of texts (problem/solution, cause/effect, compare/contrast) I Have/Who Has, Find Your Partner, Sage and Scribe • Expose students to a variety of challenging (not at frustration level) texts with varying purposes and point of

views Reciprocal Teaching, Think Aloud, Choral Reading • Make supplementary materials with pictures and graphics available that are age and reading level appropriate. • Practice higher-order thinking soliciting opinion, judgment, prediction, hypothesis, inference, and creation Reciprocal Teaching, Strongly Agree/Disagree, Cubing • Integrate listening, speaking, and writing with reading instruction Appointment Clock, Project Based Learning, Reading in 4 Voices • Group students with different interests and cultural backgrounds and language 2-Column Notes, Changing the Ending, Collaborative Poster • Make texts (grade level) comprehensible to students Teach the Text Backwards, Realia/Visuals, Role Play



Leve

l 4 (A

dvan

ced)

Students



Understands a wide range of vocabulary and idioms, especially of school-social environments, and is beginning to develop a wide range of academic vocabulary related to content areas

Level 4 (Advanced)

• Develop academic vocabulary in meaningful context and provide opportunities for students to practice Pass the Paper, Concept/Word Sort, Vocabulary Prediction Chart, Cloze • Continue to develop comprehension of unknown words using context clues Think Aloud, Sentence Frame, Text Reconstruction • Facilitate discussion to clarify meaning of unfamiliar idioms (raining cats and dogs) 2 Cents, Numbered Heads Together, Strongly Agree/Disagree • Read aloud to students • Provide supplementary reading materials to engage students in extra reading practice Understands most of the basic language forms of written English and is beginning to develop

understanding of more complex structures • Identify and draw attention to grammatical structures within the texts Cloze, Think Aloud • Allow time for students to practice using complex structures in a variety of interactive situations TPS, Pass the Paper, Reader's Theater Understands most written directions • Model reading and following directions as needed Think Aloud, Barrier Game, Sage and Scribe • Read practical “how to" text (Examples- directions to games, cookbooks, etc.) • Give more complex written directions for students to follow; monitor comprehension Fishbowl, Barrier Game Begins to interpret text on the basis of understanding its purpose and sophisticated writer

perspectives • Expose students to more sophisticated texts (Expository, Narrative, and Persuasive) and a greater variety

of purposes including text that entertain, persuade, inform, and instruct 2-Column Notes, Text to Graphics and Back Again, Reading in 4 voices, Jigsaw • Analyze the author's choice of words in text Understands main ideas of a broad range of texts including significant, relevant details and can make

inferences from extended narratives on familiar topics especially when approaching grade level • Aid students in making connections to text through activating, connecting, and building background

knowledge TPS, Dialogue Journal, Whip Around Share • Ask and practice higher-order thinking questions soliciting opinion, judgment, prediction, hypothesis,

inference, and design Canned Questions, Reciprocal Teaching, 2-Column Notes • Group students with different interests, cultural backgrounds, and language to read a variety of text Reciprocal Teaching, Couch Potato/Aerobics Instructor, Jigsaw Understands (on or approaching grade level) most non-academic texts (Practical Text), content area

texts, mostly on familiar topics (Content Text), and excerpts from literature (Literary Text) • Develop and/or activate background knowledge • Teach/model with read alouds of different genres and provide resources to encourage reading of different

genres • Provide exposure to a variety of organizational patterns (cause/effect, compare/contrast, sequence, and

topic organization) I Have/Who Has, Find Someone Who, Graphic Organizer • Use excerpts from grade level texts on new topics for students to find main idea and make inferences GIST, Cartoon Strip, Graphic Organizer • Present challenging (grade level) texts to students; however, the text will still need to be made

comprehensible Realia/Visuals, Teach the Text Backwards



Leve

l 5 (F

ully

Eng

lish

Prof

icie

nt)

Students



Understands complex structures of written English and has a broad range of vocabulary and idioms relating to both content areas and school-social environments


• Continue to introduce new vocabulary Vocabulary Prediction Chart, Semantic Feature Analysis • Expect students to use context clues to gain meaning of unknown words Cloze, Frayer Model, Sentence Surgery • Facilitate discussion about meanings of unfamiliar idioms • Read aloud to students Often successfully interprets text on the basis of understanding its purpose and can

evaluate multiple perspectives of meaning • Expose students to more sophisticated texts (Expository, Narrative, and Persuasive) and

a greater variety of purposes including text that entertain, persuade, inform, and instruct Reciprocal Teaching, Think Aloud, Reading in 4 Voices • Group students with different interests, cultural backgrounds, and language to read a

variety of texts 4 Corners, Changing the Ending, Reciprocal Teaching Understands main ideas and can extract precise and detailed information from a

range of texts on familiar and unfamiliar topics in a number of genres comparable to a (minimally) proficient native English reader (or higher) at the same grade level

• Continue to practice higher order thinking soliciting opinion, judgment, prediction, hypothesis, inference, and design

Canned Questions, Collaborative Poster, Carousel/Gallery Walk • Provide exposure to a variety of organizational patterns (cause/effect, compare/contrast,

sequence, and topic organization) Whip Around Share, Strongly Agree/Disagree Understands the range of texts available to a proficient native English speaker,

including literacy and academic genres and texts from school-social settings • Continue to develop and/or activate background knowledge Anticipation Guide, Appointment Clock, Carousel/Gallery Walk • Contrast organization of expository and narrative texts (i.e. narrative is organized by

sequence; expository is organized by topic) Graphic Organizer, TPS, Inside/Outside Circle • Provide instruction on or above grade level Think Aloud, Continuum Line, Dialogue Journal • Supply challenging reading materials that are practical text, content text, and literary text. • Group students with different interests, cultural backgrounds, and language to read a

variety of texts Reciprocal Teaching, Numbered Heads Together


English Language Development Tool WWrriittiinngg –– LLeevveell 11

Leve

l 1 (P

re-F

unct

iona

l)

Students



May be able to write simple, key words


• Expand language through comprehensible input (manipulatives, props, realia, real experiences)

Anchor Chart, Graphic Organizer, Realia/Visuals • Make vocabulary resources available to students (e.g., picture dictionary, word-to-word,

student dictionary) and model their use • Provide opportunities for students to write using basic school and social vocabulary Vocabulary Log, 4 Square Writing, Story Innovation May script incoherent message due to incorrect sentence structure and text usage • Set writing goals and establish the purpose for writing Story Starters, RAFT, Generative Sentences • Model how words convey a message Sentence Frame, Sentence Frames, Cartoon Strips • Engage students in manipulating word order Sentence Surgery, Generative Sentence, Concept/Word Sort • Draw pictures as a prewriting activity • Model and guide students in using graphic organizers to plan writing Graphic Organizer, 4 Square Writing • Provide opportunities for students to discuss ideas before writing in pairs or small groups TWPS, Conga Line, 3-Step Interview, Whip Around Share • Conference with students to set individual writing goals Writer's Checklist, Rubric, Journaling • Provide opportunities for structured daily writing using starters and simple sentence

frames Journaling, Yesterday's News May attempt to apply writing conventions but may do so inappropriately or may do so

correctly only when copying • Think aloud emphasizing writing conventions (capitalization and punctuation) Pass the Paper, Sage and Scribe, Fishbowl • Model how to use resources (writer's checklist, Word Wall, words around the room, ABC

chart/phonics) Think Aloud, Fishbowl • Focus on a student's message rather than on grammar, syntax, or spelling Comic Strips, Graphic Organizers • Allow extra time and vary the weight of grade components as appropriate TWPS, Rubric, Writer's Checklist • Conference with students to set individual writing goals Rubric, Writer's Checklist



Leve

l 2 (B

egin

ning

)

Students



Can compose simple written expression with limited vocabulary

Level 2 (Beginning)

• Expand language through comprehensible input using (manipulatives, props, realia, real experiences) Foldable, Observation Charts, Graphic Organizer • Teach root words, prefixes, and suffixes from selected vocabulary Anchor Chart, Semantic Feature Analysis, Vocabulary Log • Model the use and making of vocabulary resources available (e.g., picture dictionary, word-to-word, student made

dictionary) Frayer Model, Word Wall • Provide opportunities for students to use known vocabulary and expect them to use newly learned vocabulary Dialogue Journal, TWPS, Collaborative Poster May use some basic features such as ordering sentences appropriately and using simple transitional devices while

writing narrative or simple descriptive texts • Explicitly model and teach conjunctions and signal words Anchor Chart, Foldable, 4 Square Writing • Set writing goals and establish purpose for writing RAFT, Graphic Organizer, 4 Square Writing • Model and guide students in writing complete sentences to elaborate ideas Think Aloud, Text Reconstruction • Use compound sentence and paragraph frames to structure student's writing • Use texts as resources and study how authors use a variety of sentence structures • Engage students in manipulating word order TWPS, Sentence Surgery, Generative Sentences • Allow students to write daily on self-selected topics and to prompts Ticket Out, Entry Slip, Crystal Ball, Journaling Can begin to write simple narrative and descriptive texts • Model and provide practice for describing and narrating 4 Square Writing, Barrier Game, TWPS • Model and guide students in varying register according to audience RAFT, Role Play, Strongly Agree/Disagree • Share a variety of well-written student work Anchor Chart, Writers Workshop • Model and provide practice for comparing/contrasting, sequencing, paraphrasing, and summarizing Graphic Organizer, GIST, Progressive Map • Construct grade-level, authentic writing activities for a variety of contexts, purposes, and audiences RAFT, Story Starters, Project Based Learning • Use texts as resources and study how authors use register, voice, and tone Guided Reading • Model and use prewriting activities such as graphic organizers and brainstorming to aid students in organizing and

recording their ideas Graphic Organizer, Anchor Chart, 4 Square Writing • Provide opportunities for students to discuss ideas before writing in a variety of group formats TWPS, Inside/Outside Circle, Whip Around Share, 4 Corners • Provide practice and opportunities for composing in authentic activities Project Based Learning, Story Starters, Collaborative Poster • Provide opportunities for teacher and peer conferencing Writer's Checklist, Rubric, Writers Workshop May make frequent errors in mechanics, except for limited proficiency in present tense, subject-verb-object

sentences, repetitive phrases and needs explicit support when editing • Point out structural differences in student's native language and English Anchor Chart, Sentence Surgery, Generative Sentences, Graphic Organizer • Isolate and instruct on commonly misused grammatical structures Anchor Chart, Writers Workshop, Generative Sentences • Model write alouds • Model how to use writing resources (e.g., rubrics, checklists, textbooks, word-to-word dictionaries) • Model and guide students in revising and editing their own drafts TWPS, Rubric, Writer's Checklist, Fishbowl • Model the correct use of varying tenses Sentence Frame, Semantic Feature Analysis, Sentence Surgery



Leve

l 3 (I

nter

med

iate

)

Students



Uses everyday vocabulary but knows very few content-specific words


• Explicitly teach transition, signal, descriptive, and academic words Foldable, Vocabulary Prediction Chart, Word Wall • Teach root, prefixes, and suffixes from selected vocabulary Anchor Chart, Foldable, Concept/Word Sort, Semantic Feature Analysis • Model and expect students to use resources to enhance writing Anchor Chart, Word Walls, Think Aloud • Provide opportunities for students to use new and known vocabulary Concept/Word Sort, Generative Sentences, Pass the Paper, Cartoon Strip • Model write alouds concentrating on word choice Cloze • Teach cognates Semantic Feature Analysis, Foldable Demonstrates some use of transition words and sentence order • Set writing goals and establish writing purpose RAFT, Graphic Organizer, 4 Square Writing • Use texts as resources and study how authors use words and sentence structures Generative Sentences, Sentence Surgery • Engage students in manipulating sentence/paragraph order TWPS, Generative Sentences, Graphic Organizer • Allow students to write daily on self-selected topics and to prompts Journaling, 4 Square Writing, Story Starters • Model correct use of transition words and correct sentence order 4 Square Writing, Sentence Frame, Text Reconstruction Can compose narrative and some descriptive text and can begin to write informational and persuasive

texts using some variation in their register, voice, and tone • Construct authentic writing activities for a variety of contexts, purposes, and audiences TWPS, RAFT, Story Starters, Collaborative Poster • Use texts as resources and study how authors use register, voice, and tone Graphic Organizer, Anchor Chart • Model and use prewriting activities such as graphic organizers and brainstorming to aid students in

organizing and recording their ideas Graphic Organizers, Text to Graphics and Back Again, 4 Square Writing • Provide opportunities for students to discuss ideas before writing in a variety of group formats TWPS, Strongly Agree/Disagree, Whip Around Share, 4 Corners • Provide opportunities for teacher and peer conferencing Writer's Checklist, Rubric, Reciprocal Teaching, Writers Workshop Can begin to revise for content, organization and vocabulary • Model, guide, and conference with students in revising their own drafts for content, organization, and

vocabulary Graphic Organizer, Anchor Chart, Rubric Demonstrates and edits basic sentence structures but still makes mechanical errors that increase with

grammatical complexity • Identify and instruct on commonly occurring grammatical and mechanical errors in student's work Rubric, Writer's Checklist, Entry Slip • Model write alouds on writing conventions • Model how to use writing resources (thesaurus, word wall, graphics) to enhance drafts 4 Square Writing, Writers Workshop • Model and guide students in editing their own drafts Writer's Checklist, Rubric • Provide teacher and peer conferences using a rubric to set individual writing goals Dialogue Journal



Leve

l 4 (A

dvan

ced)

Students



Has sufficient vocabulary to express themselves but are sometimes wordy or off-topic, more frequently in academic contexts

Level 4 (Advanced)

• Provide and develop a variety of academic vocabulary in different contexts Foldable, Vocabulary Log, Word Wall • Teach root, prefixes, and suffixes from selected vocabulary Anchor Chart, Graphic Organizer, Vocabulary Log • Write aloud to demonstrate how to choose specific words • Model and practice summarizing and paraphrasing GIST, Cartoon Strips, TWPS • Provide opportunities for students to use new and known vocabulary TWPS, Concept/Word Sort, Generative Sentences, Pass the Paper Consistently demonstrates successful use of transition words and sentence order • Set writing goals and purpose for writing Anchor Chart, RAFT • Use texts as resources to demonstrate transition words and sentence order • Allow students to write daily in all content areas TWPS, Ticket Out, Entry Slip • Model and guide students in using more precise transition words and greater sentence variety Anchor Chart, 4 Square Writing Can successfully compose narrative and descriptive texts and may be successful writing

informational and persuasive texts that indicates some awareness of audience • Model how an author shows awareness of audience Carousel/Gallery Walk, Role Play, Story Innovation • Model and expect students to implement voice and style TWPS, RAFT • Use texts as resources to demonstrate purpose, tone, and voice TWPS, Fishbowl, Writer's Workshop • Provide opportunities for students to discuss ideas in a variety of group formats before writing Whip Around Share, Conga Line, 4 Corners • Provide practice and opportunities for composing in different genres and authentic activities Story Starters, Collaborative Poster, Pass the Pencil Can revise for content, organization, and vocabulary • Model, guide, and conference with students in revising their own drafts using rubrics and

checklists Text Reconstruction, Anchor Chart, TWPS • Provide opportunities for students to revise drafts to incorporate varied vocabulary and structure Writer's Workshop, Carousel/Gallery Walk • Model how to use writing resources to enhance drafts Can revise and edit for sentence structure and grammar usage • Isolate and instruct on misused grammatical usage Writer's Workshop, Anchor Chart, Dialogue Journal • Provide opportunities for students to receive feedback and revise drafts Journaling, Rubric • Provide opportunities for student's to critique other authors' works Fishbowl, Whip Around Share, 3-Step Interview, Carousel/Gallery Walk



Leve

l 5 (F

ully

Eng

lish

Prof

icie

nt)

Students



Has sufficient vocabulary to express themselves but at times can be wordy or off-topic, more frequently in academic contexts


• Continue to provide and develop a variety of academic vocabulary in different contexts Vocabulary Log, Foldable, Word Wall • Continue to teach root words, prefixes, and suffixes with selected vocabulary Anchor Chart, Foldable, Concept/Word Sort Demonstrates appropriate use of transition phrases, sentence and paragraph order • Model and expose students to various purposes for writing Fishbowl, RAFT • Model how to use precise transitional words and greater sentence variety Anchor Chart, Graphic Organizer, 4 Square Writing • Model and engage students in content area writing TWPS, Carousel/Gallery Walk, Pass the Paper Can successfully compose narrative, descriptive, informational, and persuasive

pieces using appropriate writing conventions and subtleties • Expose students to a variety of fictional and non-fictional texts to enhance content writing Carousel/Gallery Walk, Jigsaw • Expect students to further develop voice and style Reader's Theater, Anchor Chart, RAFT, Debate • Provide opportunities for students to discuss ideas in a variety of group formats before

writing TWPS, 4 Corners, 3-Step Interview, Whip Around Share • Give opportunity for students to receive feedback from teacher and peers 3-Step Interview, Fishbowl, Rubric Can use appropriate writing conventions with limited errors that do not affect

comprehensibility • Continue to model isolated writing convention errors Anchor Chart, Writer's Checklist, Rubric • Provide opportunities for conferencing Dialogue Journal Can revise for content, organization and vocabulary • Model, guide, and conference with students in revising for content, organization, and

vocabulary Text Reconstruction, Generative Sentences • Provide opportunities for students to revise drafts Carousel/Gallery Walk, 3-Step Interview, Rubric • Continue to model usage of writing references Can revise and edit for sentence structure and grammatical usage • Provide opportunities for students to revise and edit TWPS, Carousel/Gallery Walk, 3-Step Interview, Rubric


* indicates that this instructional routine has a supplemental card that includes steps and differentiation

Glossary of Instructional Routines INSTRUCTIONAL ROUTINE DESCRIPTION

2 Cents* Students speak by “putting in their two cents,” allowing them the opportunity to interact and build academic vocabulary.

2-Column Notes* A note-taking strategy for use during a lecture or while reading.

3-Step Interview* A collaborative process that requires a two-way conversation among four students.

4 Corners* Students share their knowledge on a given topic by choosing a corner of the room and discussing the topic.

4 Square Writing* A graphic organizer for writing that divides the topic, details, and conclusion into four squares and includes a center box for the introduction.

Anchor Chart* A chart that references key points to display for student use.

Anticipation Guide* A strategy used before reading in which the teacher provides students with general statements related to the topic. Students agree or disagree with the statements.

Appointment Clock* Students make appointments with other classmates to discuss and exchange ideas on a specific topic or question.

Barrier Game* Students interact and use language to give and receive instructions to complete a task.

Block Party* Students form triads and discuss questions related to the same topic three different times. Students complete a collaborative or independent task based on their discussions.

Book Walk

Before reading, the teacher leads the students in a preview of the text by looking at the pictures to determine what the text is about, looking at the structure of the text such as highlighted words to determine meanings, and looking for unfamiliar words, etc.

Canned Questions* The teacher uses a variety of questions at different levels of Bloom’s Taxonomy to create discussion and understanding of the lesson.

Carousel/ Gallery Walk*

Students walk around the room with a specific task as they view student-created work.



INSTRUCTIONAL ROUTINE DESCRIPTION

Cartoon Strip* Students create or complete cartoon strips to share their own story or to show comprehension.

Changing the Ending After reading a story, students change the ending.

Choral Reading Teacher and students read a shared piece of text aloud together.

Chunk and Chew Teacher delivers a lecture or video in small “chunks” and gives students time to “chew” (discuss and respond to) the new information.

Cloze A sentence or paragraph with a portion of text or certain words removed. The student identifies the correct words or type of words.

Collaborative Poster* A group-generated poster that reflects all students’ learning.

Concept/Word Sort* Students sort words or concepts based on commonalities, relationships, or other criteria to extend their thinking and understanding.

Conga Line* Students stand face to face in two lines to share knowledge and understanding of a given topic or concept.

Continuum Line

Self-assessment activity in which students line up to represent their degree of knowledge about a specific concept.

Couch Potato/ Aerobics Instructor*

Students take on roles as either a couch potato or an aerobics instructor to pair and discuss academic content.

Crystal Ball (Writing to Learn)* Students predict what they will learn or what will happen next in a lesson.

Cubing Students roll dice with questions on all sides. The questions vary in the level of Bloom’s Taxonomy.

Debate A formal discussion about a controversial topic.

Dialogue Journal (Writing to Learn)* A notebook kept jointly by two people, usually a student and a teacher.

Drama Acting out a script.


• indicates that this instructional routine has a supplemental card that includes steps and differentiation


Echo Students repeat words and phrases spoken or read to them by the teacher or a partner.

Entry Slip/Admit Slip (Writing to Learn)*

Students provide written responses to questions the teacher poses at the beginning of class.

Envelope/Definition Relay* Students work in groups to match definitions with vocabulary words.

Fast Finger/ Fly Swatter* Students point to or “swat” the answer to a question posed by the teacher.

Find Someone Who/ Interactive Bingo*

Students share information with others as they complete a checklist of attributes or a bingo card.

Find the Fib* Students work together to figure out which two statements are true and which statement is false.

Find Your Partner/ Mix and Match* Students must interact to find a partner who has the corresponding card.

Fishbowl* A few students model a skill or task while other students observe the process.

Foldable* Student-constructed visual aid that organizes, displays, and arranges information.

Frayer Model/ Four Square Vocabulary*

A graphic organizer that contextualizes vocabulary through an illustration, a sentence and a definition.

Generative Sentences* Students must place vocabulary terms in specific locations within the sentence.

G.I.S.T.* Generating Interaction Between Schema and Text is a summarizing strategy in which students read text and determine the main idea.

Golden Line Response* Students read a piece of text, select one line that resonates with them and share it with the group.

Graphic Organizer* A visual display that shows the relationships between facts, terms and/or ideas.

Guided Reading A small group setting that allows the teacher to meet individual reading needs.




Heading to Question Students turn each non-fiction heading into a question.

I Have/Who Has* Students read and answer questions from cards. Each card has an answer and poses a new question to be answered.

Inside/Outside Circle* Students stand in two concentric circles to discuss skills or facts related to the lesson.

Jigsaw* Students become experts on assigned content and then teach their team members.

Journaling (Writing to Learn)* A reflective activity/assessment in which students write about previous learning.

KWLH Chart A chart that shows what students know about a topic, what they want to learn, what they learned and how they learned it.

Learning Chips Chips/cards that have discussion questions or language frames on them to facilitate group discussion.

Line-Up/Fold-Up* Students form a single-file line then “fold” so that each student is facing a partner for interaction.

Modeling Demonstration of a skill or task.

Novel Ideas Only* Students brainstorm ideas individually and work in a small group to come up with a common list. Each group adds “novel ideas” to a class list until all ideas are shared.

Numbered Heads Together*

Students work together in pairs or small groups to answer a question. Any group member may be called upon to report the group’s answer.

Nursery Rhymes/ Poetry

The repetitive nature of most children's songs and rhymes help students learn vocabulary and the rhythm of the language. Nursery rhymes help ESL students with vocabulary, intonation patterns, and sentence structure.

Observation Charts* In teams, students observe charts or pictures to preview a new unit of study. Students make predictions, answer questions, or make observations.

Paraphrase/Passport Person "A" speaks and the team listens. Person "B" paraphrases "A" then speaks. Person "C" paraphrases "B," then speaks, continue pattern. Person "A" paraphrases last speaker.




Parking Lot A chart on which the class lists questions/ideas to consider at a later time.

Pass the Paper/ Progressive Writing*

Students write for a set period of time about a topic and then pass their writing to the next student, who will read and add to the story.

Phone a Friend/ Ask an Expert

A student pretends to phone another student for help with a response. The student is still responsible for sharing the given answer to the group.

Progressive Map/ Road Map

A chart or “road map” that students or the teacher creates that represents the progression of content that is being learned.

Project Based Learning Students explore real-world problems and challenges while working together in small groups.

R.A.F.T.* Students write to a teacher-assigned topic according to the acronym: R=role; A=audience; F=format; T=topic.

Read Aloud The teacher uses picture books or chapter books to model fluency, build students' comprehension, and develop students' vocabulary.

Reader’s Theater* Students are given a role and a text to act out and read aloud.

Reading in 4 Voices* Students take turns reading assigned portions of a text in small groups.

Realia/Visuals Color pictures, props, or real-life experiences that activate or build schema and make meaning comprehensible.

Reciprocal Teaching* Students in small groups are given roles that lead to higher comprehension of text.

Response Boards Individual students or groups of students are given marker boards to record an answer to a question. The teacher uses the students’ responses to assess their learning.

Role Play Students physically act out characters, situations or vocabulary.

Rubric

A scoring tool for subjective assessment. A rubric includes a set of criteria and standards that are linked to learning objectives and is used to assess a student's performance on papers, projects, essays, and other assignments. Rubrics can be student or teacher created.

http://en.wikipedia.org/wiki/Criteria�

http://en.wikipedia.org/wiki/Standardization�

http://en.wikipedia.org/wiki/Essays�




Sage and Scribe* Students in pairs take turns being a “Sage” who tells how to perform a task or solve a problem or a “Scribe” who does everything the Sage says step-by-step.

Semantic Feature Analysis* A grid to help students explore how concepts or words are related to one another.

Sentence Frame/ Sentence Stem

A structure for speaking or writing where students must fill in the missing word or words.

Sentence Surgery/ Jumbled Sentences

The teacher or students take a sentence from the text and write it on a sentence strip and then cup up the sentence in words or phrases. Students then reconstruct the sentence in the right order.

Songs/Chants* Students learn targeted language and content through rhythm and repetition.

Story Innovation Students change key words of an original story to make a new story while retaining the underlying original story structure.

Story Starters Students develop a story based creative writing prompts.

Strongly Agree/Disagree A 4 Corners activity in which the teacher makes a statement to the students related to a current event, a story or novel, etc. Students demonstrate whether they agree or disagree with the statement by going to a corner of the room.

Teach the Text Backwards*

Students complete an application of the content, such as a science lab or other activity, before they are asked to discuss the content and read the text.

Temperature Check* Students self-assess their knowledge about specific content using a given rating scale.

Text Reconstruction Teacher cuts a paragraph or sentences from text in. Students put the sentences or paragraph in the correct order and explain why it is in that order.

Text to Graphics and Back Again

Using a graphic organizer, students write about the beginning, middle and end of a story. Then, they use their graphic organizer to write or retell the story to others.

Think Aloud* Teacher models by “thinking aloud” how a skilled learner constructs meaning.

TPS* (Think-Pair-Share)

Students are given time to think and/or write about a topic, then share their thoughts with a partner.




Thumbs Up/ Thumbs Down*

Informal assessment method in which students respond by holding their thumbs up or down.

Ticket Out/Exit Slip (Writing to Learn)*

Students write responses to questions the teacher poses at the end of class to reflect on what they have learned and express what or how they are thinking about the new information.

T.P.R.* (Total Physical

Response)

Hand gestures, facial expressions, or whole body movements used to help build background knowledge, clarify meaning or review concepts.

Video Clips Short clips of video correlated with the lesson content to build student background knowledge.

Vocabulary Log* Student-constructed journal of new content vocabulary.

Vocabulary Prediction Chart* Students predict words that they might see in a chosen text.

Whip Around Share* In groups of four, students take turns responding to a prompt.

Word Wall* A specified area in the classroom with displayed academic vocabulary or sight words.

Writer’s Checklist A checklist for a writer to use to check and self-correct errors.

Yesterday’s News (Writing to Learn)*

Students spend five minutes at the beginning of class writing a note to a student (real of fictional) who missed the previous class.

Listening Speaking Reading Writing

The student hears and understands:

• A range of academic and social vocabulary

• Complex structures of spoken English

• Most social and academic speech

• Multi-step directions

• Purpose of presentations

The student speaks using:

• More complex grammar, vocabulary and idiomatic expressions

• Consistent use of formal and informal register

• Tone and inflection that express meaning

• A coherent response in extended discussions

The student reads and understands:

• Complex structures of English

• A broad range of social and academic vocabulary and idioms

• Main ideas and precise, detailed information

• A range of texts on familiar and unfamiliar topics

The student writes:

• Using sufficient vocabulary to express themselves

• Using transition phrases, sentence order and paragraph order appropriately

• Narrative, descriptive, informational and persuasive texts

• Using appropriate writing conventions

• Revising for content, organization and vocabulary

• Revising for sentence structure and grammatical usage

To meet student needs: • Develop/activate background

knowledge before presenting new topics

• Provide challenging listening opportunities

• Establish the purpose of the lesson and revisit often

• Read aloud to students

• Ask higher-order thinking questions soliciting opinion, judgment, prediction, hypothesis, inference and creativity

• Require students to critique oral presentations

To meet student needs: • Provide opportunities for

interaction using academic language to enhance descriptive language and use of correct grammatical structures

• Model higher-order thinking and provide opportunities to practice (opinion, judgment, prediction, inference) in authentic situations

• Provide students with appropriate feedback to oral presentations to promote speaking development

To meet student needs: • Develop academic vocabulary in

meaningful contexts, activate background knowledge, and provide opportunities for students to practice using academic vocabulary

• Expose students to more sophisticated texts for a greater variety of purposes

• Integrate listening, speaking and writing with reading instruction

• Provide opportunities for students to discuss the text in groups

To meet student needs: • Have students write daily in all

content areas using academic vocabulary

• Provide opportunities for students to discuss ideas in groups before writing to further develop voice and style

• Conference with students to set individual writing goals focusing on revising for content, organization and vocabulary

Level 5 Level 5 Level 5 Level 5


• A wide range of academic vocabulary and idioms

• Speech in most school-social settings

• Multi-step directions

• Main ideas and some key supporting details in presentations on familiar and academic topics


• Vocabulary and idiomatic phrases in social settings

• Some vocabulary in academic settings

• A wider range of grammatical structures

• Appropriate use of register in formal and informal situations


• A mostly coherent response


• A wide range of social vocabulary and idioms

• A range of academic vocabulary

• Most directions

• Main ideas of a broader range of texts

• Significant relevant details

• Most non-academic texts

• Content area texts on familiar topics

The student writes:

• Using sufficient vocabulary to express themselves

• Using transition words and sentence order successfully

• Narrative and descriptive texts

• Informational and persuasive texts with some awareness of audience

• Revising for content, organization and vocabulary

• Editing for sentence structure and grammar usage

To meet student needs: • Introduce and develop academic

vocabulary and concepts in meaningful, authentic contexts and provide multiple exposures as needed


• Give students opportunities to follow complex multi-step directions


• Expose students to a variety of organizational patterns that stimulate higher order thinking such as debate, interviews, and formal and informal conversations

• Ask higher-order thinking questions

To meet student needs: • Model and engage students in

using descriptive language (strong verbs, adjectives, adverbs), academic vocabulary and idioms in authentic situations

• Model and engage students in a variety of speaking situations (persuasive, debate, narrative, informational) using supporting details

• Increase wait time as needed

• Help students set individual goals to improve errors in speech

To meet student needs: • Develop academic vocabulary in

meaningful contexts, activate background knowledge, and provide opportunities for students to practice using academic vocabulary

• Help students comprehend new academic vocabulary using context clues and word parts (prefix, suffix and root word)

• Expose students to more sophisticated texts for a greater variety of purposes

• Provide time to practice reading and interacting with new vocabulary in a meaningful context



To meet student needs: • Give daily writing in all content

areas using academic vocabulary

• Provide practice and opportunities for composing in different genres and authentic activities

• Provide opportunities for students to discuss ideas in groups before writing

• Provide students with graphic organizers to structure writing

• Conference with students to set individual writing goals focusing on summarizing and using a greater variety of transition words

• Provide opportunities for students to critique other authors’ works



• A range of school-social vocabulary

• Key vocabulary from content areas

• Some idioms

• Verb tenses and word order patterns frequently used in school-social situations

• Single-step and some multi-step directions

• Presentations on school, social and familiar topics


• Common social vocabulary and idiomatic expressions

• Some academic vocabulary

• Correct grammar and pronunciation in informal situations

• Appropriate register for most formal and informal situations


• Language that can express meaning and sometimes expand

• Retellings, descriptions, narrations and simple instructions


• A range of social and academic vocabulary and some idioms

• Frequently used verb tenses and word order patterns

• Simple directions and some complex directions

• Main ideas of narrative, descriptive and content area texts on familiar topics

The student writes:

• Everyday vocabulary and a few content-specific words

• Narrative and descriptive text

• Basic informational and persuasive texts

• Using some variation in register voice and tone

• Using basic sentence structures

To meet student needs: • Teach academic vocabulary

necessary for comprehension of concepts

• Give students multiple exposures to key content and vocabulary


• Give students opportunities to follow multi-step directions


• Use think alouds to model metacognition and higher order thinking

• Gradually expose students to longer conversations and messages


To meet student needs: • Plan for meaningful interactions

using vocabulary in context

• Provide templates to scaffold language for formal and informal situations

• Allow extra wait time as needed for answers and explanations

• Model and engage students in a variety of speaking situations (persuasive, debate, narrative, informational)

• Allow students to verbalize connections to classroom and personal experiences

• Model and engage students in comparing/contrasting, sequencing paraphrasing and summarizing about familiar topics using visuals, graphic organizers and props

• Help students set individual goals to improve errors in speech

To meet student needs: • Teach new vocabulary and concepts

through auditory, visual and kinesthetic activities to activate background knowledge and make text comprehensible

• Model and practice with students how context and word parts (prefix, suffix and root word) can be utilized to determine meaning of unknown words

• Provide time to practice reading and interacting with new vocabulary in a meaningful context


• Display and model the use of anchor charts/posters (signal words, text features, transitions)

• Assist students in making connections to text through activating and connecting to background knowledge



To meet student needs: • Teach transition, signal, descriptive

and academic words using visuals, props and realia

• Give daily writing using sentence starters, sentence frames, and paragraph frames that use newly learned vocabulary


• Provide students with graphic organizers to structure writing

• Conference with students to set individual writing goals focusing on editing their own drafts for correct use of transition words and correct sentence order



• Common key words or phrases

• Simple social vocabulary

• Single-step directions

• Main idea of simple messages and conversations


• Key words

• Supplied academic vocabulary

• Common patterns and memorized phrases

• Simple transitional markers

• Words to express meaning (grammar and pronunciation may impede communication)


• Simple, basic everyday vocabulary

• Straightforward directions

• Main ideas and a few explicit details of texts with visuals and some prior experience with the topic

The student writes:

• Simple written expressions with limited vocabulary

• Simple narrative and descriptive text using basic transitional words

• In present tense

• Subject-verb-object sentences

• Repetitive phrases

To meet student needs: • Use visuals, gestures, props,

demonstrations and manipulatives to build and connect to background knowledge when introducing new concepts and vocabulary



• Give students opportunities to follow straightforward, single-step and multi-step directions

• Establish the purpose of the lesson and reinforce throughout the lesson

• Make sure that language is used interactively (student-student or student-teacher)


To meet student needs: • Provide a safe environment that

encourages students to practice speaking through frequent interaction

• Interact with students by connecting to their background knowledge

• Use sentence starters and sentence frames to structure conversations and encourage use of academic vocabulary in group discussions

• Increase wait time for student responses

• Teach students common questions and responses to express needs and wants

• Accept approximations in pronunciation and grammar, but point out and instruct on frequently misused grammatical structures

• Model and engage students in comparing/contrasting, sequencing and summarizing about familiar topics using visuals, graphic organizers and props

To meet student needs: • Teach new vocabulary and concepts

through auditory, visual and kinesthetic activities to activate background knowledge and make text comprehensible

• Post key words and phrases with illustrations

• Model and practice with students how word parts (prefix, suffix and root word) can be utilized to determine meaning of unknown words

• Read aloud to students using graphics to help convey meaning

• Assist students in identifying the main idea and supporting details through graphic organizers, highlighting and summarizing

• Use familiar text to introduce new skills



To meet student needs: • Use manipulatives, props, realia

and real experiences to expand language and vocabulary

• Give structured daily writing using sentence starters, sentence frames, and paragraph frames that use newly learned vocabulary

• Provide opportunities for students to draw and discuss ideas in groups before writing

• Guide students in using graphic organizers and text resources (rubrics, checklists, textbooks, word to word dictionaries)

• Conference with students to set individual writing goals focusing on writing in complete sentences and elaboration



• Common words or key phrases

• Simple directions


• A few common words and

phrases

• Basic information in response to a request (pronunciation may interfere with communication)


• Isolated words and key phrases

• Some high frequency, simple directions

• Very basic ideas intended by author

The student says:

• Simple, key words

To meet student needs: • Use visuals, gestures, props,

demonstrations and manipulatives to build and connect to background knowledge when introducing new concepts and vocabulary



• Ask students to follow high frequency, single-step directions

• Use visuals and gestures to help students understand the purpose of the lesson and routinely reinforce throughout the lesson

• Make sure that language is used interactively (student-student or student-teacher)


To meet student needs: • Provide a safe environment that

encourages students to practice speaking

• Establish daily conversational routines such as greetings and requests

• Use sentence starters and sentence frames to structure conversations and encourage use of academic vocabulary

• Increase wait time for student responses

• Accept approximations in pronunciation, but point out and instruct on frequently mispronounced words

• Give many opportunities for student-student or small group interaction and encourage risk taking

To meet student needs: • Teach new vocabulary and

concepts through auditory, visual and kinesthetic activities to activate background knowledge and make text comprehensible

• Post key words and phrases with illustrations

• Read aloud to students using graphics, drama and props to help convey meaning

• Model how to use visual cues and graphic organizers to gain meaning from text

• Provide students with multiple exposures to texts



To meet student needs: • Use manipulatives, props, realia

and real experiences to expand language and vocabulary

• Give structured daily writing using sentence starters and simple sentence frames that use basic school and social vocabulary


• Guide students in using graphic organizers and writing resources (rubrics, checklists, word walls)

• Conference with students to set individual writing goals focusing on capitalization and punctuation

Level 1 Level 1 Level 1 Level 1 Listening Speaking Reading Writing

English Language Development Tool Quick Reference Guide

English Language Development Tool - SharpSchool...

Documents

Transcript of English Language Development Tool - SharpSchool...