Grade Level: 2nd Topic: Family History Standard: 2.1 Students differentiate between things that happened long ago and things that happened yesterday.

1. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. 3. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

3. Locate on a map where their ancestors lived, telling when the family moved to the local community and how and why they made the trip.

Essential Question: How am I connected to those in the past? Generalization: Family history, including your culture, changes many aspects of current everyday life

Rationale This unit was designed for a self-contained 2nd grade classroom. There is no ability grouping or

tracking at this level. There is no grouping by language; ELD instruction goes on within the general

education classroom. The school used to have in place a program of switching with in grade levels by

language proficiency for thirty minutes of ELD, but now all ELD instruction is done within the self-

contained classrooms.

Students with an identified need receive pullout instruction in reading in the morning. There is a

paraprofessional aide who works in the classroom with a single student due to a learning disability and

identified modification on the student’s IEP. Language is not distributed across the curriculum, that is,

vocabulary taught in one content area is specific to instruction in that content area. All instruction is

done in English, with occasional (but not required) primary language support.

There are eight students who receive reading interventions, and three students with an existing

IEP. Students have good surface level inference and comprehension skills, my chosen lessons seek to

foster their evaluative comprehension skills. They are strong writers and do daily journal writings, but

the lessons I have created will push them to engage in a more elaborated writing process including

editing and revision. As a class they very much enjoy writing. Students practice choral reading daily in

almost all academic activities (reading directions, reading stories, etc.) and all students are able to match

the classroom pace.

One of my tasks will involve the students writing a friendly letter. Students have prior

experience with writing friendly letters and have written them multiple times in the past. They have also

done multiple choice style questions to identify the parts of a friendly letter. The objectives identified in

my lessons all stem from student’s existing abilities, but seek to either develop them further or apply

them in a new context.

There are eighteen identified language learners in the classroom, nine of which are at levels one

or two in their English proficiency level. The activities in my lessons will explore complex features of

language such as point of view, story structure and main idea. The only language applicable to the

lesson will be English. The lessons will include all four domains of language (reading, writing, speaking,

listening) and while there will be a high demand on both receptive and productive language activities

will be highly structured to ensure access for all proficiency levels. Activities in the lessons are ones

either identical or similar to ones students have had experience with before so no brand new strategies

are being introduced, although the text they work with they will be exposed to for the first time in the

first lesson of my sequence. (August & Shanahan, 2010)

The language demand of lesson activities will be advanced, but I have made use of multiple

strategies to scaffold the use of language (e.g., previewing vocabulary, graphic organizers,

heterogeneous grouping, etc.). Assessment tasks that are heavily embedded in language production I

designed for students to have an opportunity to practice and receive sufficient peer support. All tasks

are thoroughly modeled, and designed to use a gradual release of responsibility to the students. (Snow

& Katz, 2010)

The unit will focus on the relationship of the past to the present by using family history and

culture as the vehicle by which to do so. This theme directly lends itself to intercultural pedagogy by

affirming cultural practices as students identify and share unique and interesting aspects of their

heritage. This practice will seek to confirm and validate individual cultural identities that will then

strengthen and affirm linguistic identities. This unit is also conducive to the formation of a community of

practice, wherein learners move from peripheral to central participation through tasks that are built

around “collaborative social practices”. (García & Anne, 2010)

Unit Block Plans

Preview

Lesson 1: What is culture? Preview

Lesson 2: Elements of Culture Focus

Lesson 3: How did immigration shape our American culture?

Objectives: Students will identify and describe what they believe to be “parts of culture” and add to their personal definitions with ideas from reading. Assessment: Students will create and add to frame graphic organizers to display their initial understandings of culture and their new ideas from reading/discussion. Language Function: Identify/describe people, places, and things Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Graphic organizer Brainstorming Description: Students will fill in a frame graphic organizer with their ideas about what things make up “culture” in the middle and “how they know” or reasons they chose these people/places/things on the outside edge. Read aloud People by Peter Spier while students identify parts of culture described in the book. Students go back to their frames and add in any new ideas they got from reading in a new color

Objectives: Students will fill out a “parts of culture” graphic organizer to display the various aspects of culture and provide specific examples of each category (food, clothing, customs/traditions, holidays/religion, language) Assessment: Students will work in groups to come up with examples for a given aspect of culture and share with the class, audience members will record these examples on their “parts of culture” graphic organizers. Language Function: Identify, inform, categorize Language Structure: Simple declarative sentences using present tense verb form Teaching Strategy: Graphic organizer Think-Pair-Share Read aloud

Description: Students will think pair share using the prompt: “how do you celebrate your birthday?” Pairs will share out birthday traditions they had in common. After reading page 116 in Neighborhoods Social Science textbook, the class will brainstorm a list of examples of customs/traditions from their own families. After reading page 117 the class will sort the list

Objectives: Students will construct a bar graph of the heritage backgrounds of various immigrant groups in the US Assessment: After reviewing information about the backgrounds of immigrant groups in the US students will represent these groups using a bar graph. Language Function: Describe past actions Language Structure: Write complete sentences using regular and irregular past tense verbs Teaching Strategy: Brainstorming Partner reading

Description: Students engage in a Round Robin Brainstorm using the prompt: “where have the many cultures in the US come from?” Groups share their ideas and as a class examine the Graphing Ancestry worksheet/data table to see the population of non-native Americans. Students will then partner read the book Ellis Island (anthology leveled reader)

into categories. Each student will record these categories on a graphic organizer. Then groups will be assigned a category for which they generate at least 1 example to share with the class.

Focus

Lesson 4: Why were people immigrating?

Focus

Lesson 5: Where am I from? Focus

Lesson 6: What are my cultural traditions?

Objectives: Students will create a timeline that displays important events in their family history. Assessment: After interviewing a family member about important family events and their dates, students will create a timeline of these events based on the model provided in class. Language Function: Sequencing Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Modeling Partner reading Graphic organizer Timeline Description: Students will quick write about a time that they moved and the reasons for moving or why someone would move to a new place. After a class discussion, students view the Read a Timeline section in their textbook on pg. 124-125. The class then examines an immigration timeline handout. Students partner read Jamie Escalante and fill out a graphic organizer of life events they come across while reading (birth, became a teacher in CA, retired). As a class students construct a timeline. Students then fill out

Objectives: Students will write a short paragraph stating where their ancestors are from and their reasons for immigrating to the US. Assessment: After conducting family immigration interview for homework, students will use the information gathered to plot their country of origin on a map and write a narrative of their ancestors’ reasons for immigrating to the US. Language Function: Identify, inform, retell past events Language Structure: Complete sentences using regular and irregular past tense verbs Teaching Strategy: Quick Write One Stray

Description: Students engage in “One Stray” using the prompt: “why would we want to know about our ancestors?” Students were previously assigned an “Immigration Interview” questionnaire to conduct with a family member as homework. Using the responses from this assignment students will label their country of origin on map and write a short paragraph telling where their ancestors are from and why they immigrated.

Objectives: Students will draw a family tradition and write a short narrative that describes the tradition depicted by the illustration. Assessment: After reading My Family and Carmen Lomas Garza students will draw their own family tradition and write a description that explains what is happening in their illustration. Language Function: Identify/describe people, places, things, and actions Language Structure: Write complete sentences using present tense verbs. Teaching Strategy: Read aloud Frozen moment

Description: Students will conduct a “Culture Interview” in class and identify similarities and differences between their own and their classmates cultural traditions. Class read aloud of My Family/Mi Familia by Carmen Lomas Garza, assign each group a section of the story for them to engage in the frozen moment activity. As a class, choral read Carmen Lomas Garza pg. 323-325 in Delights anthology. Students then draw their own family tradition and write a short narrative description.

the same graphic organizer based on their family interview data and use it to construct their family timelines.

Students then create a paper doll and use a piece of string to connect their doll to their country of origin on a class map.

Focus

Lesson 7: Names and culture

Focus

Lesson 8: Family trees Closure

Lesson 9: Family books Closure

Lesson 10: How has the past changed us?

Objectives: Students will create an acrostic poem using the letters of their name that displays some aspect of their culture. Assessment: Students will use a name investigation worksheet for homework to find out about their names. In class, students create an acrostic of their name using words that tell the reader more about their culture. Language Function: Identify/describe Language Structure: Nouns Pronouns Adjectives Teaching Strategy: Paired Heads Together Read aloud Modeling Description: Students engage in Paired Heads Together where the first pairs discuss the prompt: “what name do you like to be called? Do you use a nickname? What do you like about your name?” When pairs switch, they respond with their partners answers. Read an excerpt from My Name by Sandra Cisneros,

Objectives: Students will construct a family tree that accurately depicts the members of their family. Assessment: After discussing and investigating examples of family trees and what they tell a viewer about your family students will construct their own trees representing the members of their family and present their trees to the class. Language Function: Identify, explain/describe Language Structure: Connection words to signify relationships Complete sentences using nouns and pronouns Teaching Strategy: Graphic organizer Modeling Description: Students will fill out a graphic organizer with pre-written labels of family members by adding their own family members’ names. The class will then discuss how people in the family are related to each other, connections are strengthened by adding lines between family

Objectives: Students will review their family history assignments, compile them into a book and present a summary of their family culture. Assessment: Using a compilation of work over the previous lessons, students will construct family books that include: a family timeline, immigration narrative, tradition narrative, name acrostic, and family tree. Students will give a presentation to the class that summarizes their family history and culture. Language Function: Synthesize, explain Language Structure: Complete sentences with nouns, adjectives, and pronouns Verb phrases and tenses Teaching Strategy: Portfolio Description: Return any necessary collected work samples and have students compile the work in a given order. Students read and review their work and choose a page

Objectives: Students will write a friendly letter to a family as though they are an immigrant leaving home and arriving in Ellis Island Assessment: Students will write reflect on what life was like in the past by writing a letter taking on the point of view of an immigrant arriving at Ellis Island in the 1900s Language Function: Synthesize, explain Language Structure: Write complete sentences with nouns, adjectives, and pronouns Regular and irregular past tense verbs Present tense Teaching Strategy: Gallery Walk Description: In groups students respond to the prompt: “what has changed the past?” Posters are placed

groups discuss if they have ever been called by the wrong name and how it made them feel. Read aloud selections from My Name is Maria Isabel by Alma Ada Flor. Students quick write responding to the prompt: “How does Maria Isabel feel about her name? How do you feel about your name?” Class then discusses how names are related to our culture (e.g., Maria was named for her grandparents, her name tells us who her ancestors are; Esperanza’s name means something in Spanish). Using information gathered during their name investigation homework assignment students create an acrostic poem of their name, teacher models an example.

members as relationships are identified (e.g., Mom and Dad are married and connect the two with a line). To provide a model for filling in a family tree, the teacher will display a graphic organizer of their own family members and model using it to fill out the family tree template, which students will then fill out for their own family.

that they would like to share with the class

around the room and students walk through the room viewing the posters with the opportunity to add questions, comments, and responses. Groups then revisit their posters to look at comments made by other students. After discussing the posters students individually write a response to the prompt: “Where does culture come from?”

Lesson 3:

How Did Immigration Shape Our Culture?

CANDIDATE NAME: __Greta Streed__

ESTIMATED LESSON LENGTH: __1 hour__

GRADE LEVEL: __2nd___

SETTING (general, special education, or RtI group): general

PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

TOPIC

This lesson is centered on the overarching theme of long ago compared to the present

and focuses specifically on demonstrating the passage time visually with timelines.

RATIONALE

This lesson begins to give students a sense of time and a visual representation of the

past and the present. Students represent significant events by organizing them

according to year of occurrence on a timeline. Students also discover more about their

own personal family histories and use significant events from their own lives to practice

the skill of creating timelines.

CONTENT STANDARD

CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit

scale) to represent a data set with up to four categories. Solve simple put-together,

take-apart, and compare problems1 using information presented in a bar graph.

ACADEMIC LANGUAGE DEMAND

Language will first function in writing as students engage in a quick write. Students then

partner read a short story and discuss. The highest language demand will be during the

writing task where students are asked to describe and plot life events on a timeline

template.

LANGUAGE FUNCTIONS

The purpose of the language in this lesson is to discuss past events in writing using

complete sentences.

LANGUAGE FORMS

The language forms for this lesson are nouns, pronouns, and past tense verbs (regular

and irregular).

ELD STANDARD

Grade: 2nd

Expanding

Expanding and Enriching Text

Using Verbs and Verb Phrases: Use a growing number of verb tenses appropriate for the text

type and discipline to convey time (e.g., simple past tense for retelling, simple present for a

science description) with increasing independence

STRATEGIE(S)

Brainstorming

Partner reading

Timeline

OBJECTIVE(S)

Content:

Students will construct a bar graph of the heritage backgrounds of various

immigrant groups in the US

Language:

Students correctly use regular/irregular past tense verbs to describe the groups

being graphed.

ASSESSMENT(S)

After reviewing information about the backgrounds of immigrant groups in the US

students will represent these groups using a bar graph.

UNIVERSAL ACCESS

Students will work in cooperative groups with a distribution of tasks.

REQUIRED TEACHER BACKGROUND INFORMATION: familiarity with the immigration data

handout and how to construct bar graphs

TASK ANALYSIS: how to construct a bar graph

PROCEDURES

Introduction

o Round Robin Brainstorm: where have the many groups in the US come from?

Activity Sequence

o As a class view and discuss the immigration data handout

o In groups students construct a bar toward the class bar graph about the

backgrounds of people living in the US

o As the class constructs the graph, students individually write 3 questions that

require the graph in order to answer

o Students read Ellis Island in pairs

Closure

o Discuss what life was like for immigrants entering Ellis Island

MATERIALS

o Immigration data handout

o Ellis Island leveled reader

Lesson 4:

Why Were People Immigrating?

CANDIDATE NAME: __Greta Streed__

ESTIMATED LESSON LENGTH: __1 hour__

GRADE LEVEL: __2nd___

SETTING (general, special education, or RtI group): general

PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

TOPIC

This lesson is centered on the overarching theme of long ago compared to the present

and focuses specifically on demonstrating the passage time visually with timelines.

RATIONALE

This lesson begins to give students a sense of time and a visual representation of the

past and the present. Students represent significant events by organizing them

according to year of occurrence on a timeline. Students also discover more about their

own personal family histories and use significant events from their own lives to practice

the skill of creating timelines.

CONTENT STANDARD

2.1.3 Place important events in their lives in the order in which they occurred (e.g., on a

time line or storyboard)

ACADEMIC LANGUAGE DEMAND

Language will first function in writing as students engage in a quick write. Students then

partner read a short story and discuss. The highest language demand will be during the

writing task where students are asked to describe and plot life events on a timeline

template.

LANGUAGE FUNCTIONS

The purpose of the language in this lesson is to sequence events and identify/describe

the events.

LANGUAGE FORMS

The language forms for this lesson are nouns, pronouns, and past tense verbs (regular

and irregular).

ELD STANDARD

Grade: 2nd

Expanding and Enriching Text Use a growing number of verb tenses appropriate for the text type and discipline to convey time

(e.g., simple past tense for retelling, simple present for a science description) with increasing

independence

STRATEGIE(S)

Modeling

Graphic organizer

Partner reading

Timeline

OBJECTIVE(S)/ OBJETIVO:

Content:

Students will create a timeline that displays important events in their family

history.

Language:

Students correctly use regular/irregular past tense verbs in their timeline event

descriptions.

ASSESSMENT(S)

After interviewing a family member about important family events and their dates,

students will create a timeline of these events based on the model provided in class.

UNIVERSAL ACCESS

Students make use of sentence frames and “annotated timeline” to structure

descriptions of life events and captions on the timeline.

Students with difficulty writing may depict their life events visually with illustrations.

Students who cannot successfully sequence numbers may sequence their life

events from first to last without using years.

REQUIRED TEACHER BACKGROUND INFORMATION: how to structure timelines from past

to present events, familiarity with the leveled reader Jaime Escalante and the life events

described and dated (Born in 1930, became a teacher in LA in 1974, retired from

teaching in 1998)

TASK ANALYSIS: students must complete a family interview (previously assigned for

homework) in which they discuss important events in their family history with a parent or

other family member, these dates and events will be used on their timeline.

PROCEDURES

Introduction

o Engage students in a quick write on the prompt: “Have you ever moved?

Why did you/your parents decide to move? Or, why would anyone want to

move somewhere new?”

Activity Sequence

o As a class view and discuss How to Read a Timeline on p.124-125 of the

textbook to introduce the skill of reading timelines

o Examine the Immigration Timeline handout and ask students to make

observations based on patterns they notice

o Students partner read Jaime Escalante and note major life events discussed

in the story on their timeline graphic organizers

o Using information on organizers, model creating a timeline of important

events in Jaime’s life

o Teacher models creating a timeline of personal events using a graphic

organizer filled in with personal history information and demonstrates how to

use the information to build a timeline

o Students work on building their timelines and share them with the class

Closure

o Review reading timelines by asking questions about when important events

happened in the lives of students who are presenting their timelines

MATERIALS

o Class sets of Jaime Escalante

o Timeline graphic organizer

o Timeline template

Lesson 6:

What Are My Cultural Traditions?

CANDIDATE NAME: __Greta Streed__

ESTIMATED LESSON LENGTH: __1 hour__

GRADE LEVEL: __2nd___

SETTING (general, special education, or RtI group): general

PUPILS: [X] WHOLE CLASS [ ] SMALL GROUP [ ] INDIVIDUAL

TOPIC

This lesson is part of the theme of family history and explores, specifically, the aspect of

family traditions. Traditions are often very reflective of culture and because they are

also often passed down through generations, they are a way to learn about your

personal history.

RATIONALE

This lesson engages students in exploring their family culture by examining traditions and

customs. Students learn about and explore traditional Mexican cultural customs and

use the ideas from My Family/Mi Familia by Carmen Lomas Garza as the starting point

for identifying and explaining their own personal family traditions. Many students will

discover that their traditions exist because they have been passed on for many, many

years and are a sort of living link to the past.

CONTENT STANDARD

CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event

or short sequence of events, include details to describe actions, thoughts, and feelings,

use temporal words to signal event order, and provide a sense of closure.

ACADEMIC LANGUAGE DEMAND

Language will first function for listening, speaking, and writing as students interview a

partner, listen to their responses and record them in a table as well as recording their

own responses. Students then listen to the first read aloud and listen and follow along in

the second. Language demand is the highest in writing as students write a narrative

description of an illustration depicting a family tradition.

LANGUAGE FUNCTIONS

The purpose of the language in this lesson is to sequence events and identify/describe

the events.

LANGUAGE FORMS

The language forms for this lesson are to write complete sentences using present tense

verbs.

ELD STANDARD

Grade: 2nd

Expanding

Expanding and Enriching Text Using Verbs and Verb Phrases: Use a growing number of verb types (e.g., doing, saying,

being/having, and thinking/feeling) with increasing independence.

STRATEGIE(S)

Read aloud

Frozen Moment

OBJECTIVE(S)

Content:

Students will draw a family tradition and write a short narrative that describes the

tradition depicted by the illustration.

Language:

Use appropriate and consistent verb tense through narrative writing.

ASSESSMENT(S)

After reading My Family and Carmen Lomas Garza students will draw their own family

tradition and write a description that explains what is happening in their illustration.

UNIVERSAL ACCESS

Students

REQUIRED TEACHER BACKGROUND INFORMATION: narrative text structure and how it

applies to writing narrative paragraphs

TASK ANALYSIS: students must have knowledge of traditions and customs that exist in

their families that are reflective of culture, students have completed a family culture

interview to gain this information

PROCEDURES

Introduction

o Students conduct “Culture Interviews”, as a class discuss the results and

record a list of common cultural traditions in the classroom

Activity Sequence

o Read aloud My Family/Mi Familia by Carmen Lomas Garza and discuss the

traditions she illustrates and writes about

o Assign each group a painting and description from the story, students use

their assigned section to do a Frozen Moment activity

o Read aloud Carmen Lomas Garza from the anthology and discuss the

characteristics of Garza’s paintings. What parts of her culture does she share

with the audience through her art?

o Students create their own illustrations and narratives of a cultural tradition in

their own family

Closure

o Review the ways that Carmen Lomas Garza uses her art to share her culture

with people

MATERIALS

o Culture Interview

o My Family by Carmen Lomas Garza

o Family Traditions template

Language Emerging Expanding Bridging

Form and use the

past tense of

frequently occurring

irregular verbs (e.g.,

sat, hid, told).

Use frequently used verbs and verb

types

Use simple verb tenses appropriate

forthe text type and discipline to

convey time with significant adult

or peer support

Use a growing number of verb

types

Use a growing number of verb

tenses appropriate forthe text

type and discipline to convey

time with little support

Use a variety of verb types

Use a wide variety of verb

tenses appropriate forthe text

type and discipline to convey

time independently

Tell a story or

recount an

experience with

appropriate facts

and relevant,

descriptive details,

speaking audibly in

coherent sentences.

Retell texts and recount

experiences using key words.

Retell texts and recount

experiences using complete

sentences and key words.

Retell texts and recount

experiences using increasingly

detailed complete sentences

and key words.

Selecting language

resources

Use a select number of general

academic and domain specifc

words to add detail

Use a growing number of

general academic and

domain‐specific words in

order to add detail, create an

effect or use shades of

meaning

Use a wide variety of general

academic and domain specific

words, synonyms, antonyms,

and nonliteral language

Specific to friendly

letter

Letter may be inapporpriate for the

audience or time period and is not

detailed. Difficult to understand.

Letter is appropriate to time

period and audience but is not

detailed or engaging

Letter is detailed, intersting

and appropriate to the time

period and audience

Content Level 1 Level 2 Level 3

Ideas &

Organization

Writing seems to be a collection of

unrelated ideas that make it difficult

to find out what the letter is about

Ideas are mostly clear, but

lacks some organizational

structure

Ideas are clear and organized,

letter is easy to read and the

topic is clearly understood

Accuracy/

Authenticity Contains no accurate facts

Contains at least 2 accurate

facs about the topic

Contains at least 3 accurate

facts about the topic

Sentences &

Paragraphs

Many fragments and run-ons with no

variation in structure

Mostly complete and well

structured, little to no variety

in sentence structure

Complete and well structured

with a variety of sentence

structures

Conventions Student makes many errors, which

make the letter difficult to read

Student makes some errors,

but they do not detract from

the overall readability

Student makes no errors in

spelling or capitalization

Assessment will be largely based on authentic assessments aligned with the instructional

objectives and standards for each lesson. Assessment will move beyond multiple-choice and short

answer “tests” to accommodate a culturally and linguistically diverse classroom population. The final

assessment will be friendly letter written from the perspective of a 1900s immigrant entering Ellis Island;

students will be graded on the above rubrics. The use of the scoring rubrics make it clear to all students

the criteria that will be used to evaluate their culminating unit assessment; rubrics are to be shared with

students prior to the assessment being delivered. (Chapin, 2013)

Pre-assessment will be during the preview lessons where students will write about what they

know about culture going into the unit, the final summative assessment will be a book reflecting

students’ home cultures. The analytic rubrics above will be used to score students’ “immigration letter”

that they write during the final closure lesson. The rubrics score for both language and content and give

students more direct, specific feedback on strengths and needs in their writing (O'Malley, 1996). The

collection of assignments as a family book will be a portfolio assessment. It is a “systematic collection of

student work” (O'Malley, 1996) that shows the students’ progress toward specific learning goals.

The use of a portfolio assessment reflects all the activities completed during the unit. The result

is a collection that recognizes both process and product. During the final writing assessment students

will need to synthesize everything they have been learning in order to write an effective letter. The

letter is scored on both the general content, but also the students’ use of target language functions

while writing the lesson. (O'Malley, 1996)

Works Cited August, D., & Shanahan, T. (2010). Effective English Literacy Instruction for English Learners. In C. D.

Education, Improving Education for English Learners: Research-Based Approaches. California

Department of Education.

Chapin, J. R. (2013). Elementary Social Studies: A Practical Guide. New Jersey: Pearson Education.

García, O., & Anne, K. J. (2010). Educating Emergent Bilinguals. New York: Teachers College Press.

O'Malley, M. J. (1996). Authenic Assessment for English Language Learners. Addison-Wesley Publishing

Company, Inc.

Snow, M. A., & Katz, A. (2010). English Language Development: Foundations and Implementation in

Kindergarten Through Grade 5. In C. D. Education, Improving Education for English Learners: Research-

Based Approaches. California Department of Education.