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aCTiviTy 1.6 continued
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Analyzing Language Choices.
Emerging: Are students able to identify, with support, an example of precise academic language?
Student example: The word abruptly is a precise word.
Expanding: Are students able to identify, with support, an example
of precise academic language in text?
Student example: In paragraph 25, the author uses the word
abruptly.
Bridging: Are students able to identify an example of precise
academic language in text?
Student example: In paragraph 25, the author uses the word abruptly. This word is a precise, academic word that means “quickly.”
adapt
If students need additional help understanding precise, formal language, try this activity: Provide each student with a note card on which you have written either a precise, academic word or a definition. Have students work together to match up the words and their definitions. Allow them to use dictionaries if they need to. Once students have correctly found their match, encourage them to think of a sentence that uses the word correctly.
Go on to another speech balloon. Point out that the speech balloons do not need to be used in order. They are simply there as guides. Give pairs time to discuss the information in their charts. Then ask volunteers to share information from their charts.
HEW DIFFErEnTIaTE How English Works: Modifying to add Details
3 Write this sentence on the board: Laughter is not always a planned response to a joke. Ask a volunteer to read the sentence. Explain that good writers often modify their sentences to provide more detail, and sometimes we can add adverbs to do so. Remind students that adverbs are words that are used to modify verbs, adjectives, or other adverbs to give more details. Read aloud
the sentence again and underline the word always. Explain that always is an adverb.
4 Direct students to the exercise Write a Short Summary at the bottom of the page. Call on a volunteer to read the directions. Call on a different volunteer to read the example. Tell students that they will work in pairs to help each other write their summaries. Have pairs select a section from the reading to summarize. Give them time to reread the section together. Then have students close their books and take turns saying the main ideas to their partners.
5 Collaborate: Explain that students will now write their summaries. Hand out a Key Ideas and Details Graphic Organizer. Pair or group students so that Emerging level students have either Bridging or Expanding level students as partners. Tell pairs to work together to take notes in the organizer to help them with their summaries. Remind students to use adverbs as appropriate to provide detail. Use the Model: Short Summary at the bottom
of page 154 to model the use of the graphic organizer. Then tell students to refer to their books and work together to fill out their graphic organizer for the section they have chosen. Explain that there may be a different number of details than are represented on the organizer; the organizer is just a guide. They might not have four supporting details, in which case they can leave one blank. They might have more supporting details, which they can write outside the graphic or on the back. When students have completed the graphic organizer, have them write their summaries.
6 When done, call on student volunteers to share verbal summaries and note adverbs that add important details. Encourage classmates to ask questions and to offer feedback. Use this opportunity to assess students using the rubric that follows.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Modifying to Add Details.
Emerging: With support, are students able to write a short summary using adverbs to add detail?
Expanding/Bridging: Independently, are students able to write a short summary using adverbs to add precise details?
Using Foundational Literacy Skills
Hmong speakers may encounter challenges understanding and using adverbs because their language uses two verbs to describe rather than an adverb. For example, instead of I really like recess, a student may write: I like like recess. If this happens, model rewriting the sentence with an adverb and consider providing students with model sentences, word banks, and sentence frames for additional support with future writing assignments.
DaYTWO
Teach
1 Warm Up: Write an example of an informal and formal sentence on the board. As students enter the classroom, hand each student a sticky note, with either the word formal or informal written on
it. Tell students that to get warmed up for this activity, they must read the two sentences on the board. Then, look at the word on their sticky note and determine which sentence on the board it matches. Have students place their sticky notes on the appropriate example. When all students have taken their turn, confirm or clarify as needed.
2 Refer students back to their charts on page 153. Tell them they will use these charts to do the Quick Conversation activity on page 154. Chorally read the directions to the Quick Conversation Activity. Call on a volunteer with whom you will model how to begin the activity. Begin by saying the words in the first speech balloon: In my opinion, the word is precise because .
236 SpringBoard® English Language Development Grade 8
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