Page 110 - ELD_NT_MiddleSchool_Sampler

aCTiviTy 1.7 continued
on their first draft. As students work, walk around the classroom checking for understanding, answering any questions, and helping students with language as needed.
7 When students are done, have them share their rough drafts. 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 Interacting in Meaningful Ways skill: Writing.
Emerging: With structured support, are students able to write a brief 2- to 3-sentence expository paragraph draft that responds adequately to the prompts?
Expanding: With little support, are students able to write a 3- to 5-sentence expository paragraph draft that responds to the prompts?
Bridging: With little to no support, are students able to write a complex, 3- to 5-sentence expository paragraph draft that responds to the prompts?
adapt
If students need additional help understanding how to write their expository paragraphs, set aside time to provide personal one- on-one writing conferencing time to address any needs that arise on an individual basis or pair struggling students with a writing mentor from the class.
DaYTWO Teach
1 Warm Up: Draw a large 3-column, single-row chart on the board. Write these headings above the rows: Compound Sentence, Adverb, Precise Diction. As students walk in, give each one a sticky note on which one of the headings is written. In handing
out the sticky notes, try to make sure that students of different proficiency levels get notes with the same heading from the chart. Have students find 2–3 other students with the same heading on their sticky notes. Give them a few minutes to think of one or more examples for their heading. As groups finish, have them come to the board and write their example(s) in the chart. When all groups have written an example in the chart, go over the examples. Point out to students that compound sentences, adverbs, and precise diction might be useful in revising their essays.
HEW DIFFErEnTIaTE How English Works: Modifying to add Details
2 Form students into homogenous pairs. Distribute the Peer Editing Graphic Organizer. Direct students’ attention to the first line in the box: Two things I liked about the writers’ story. Have students cross out the word “story” and replace it with “essay.” Then have students complete the peer editing graphic organizers. Expanding and Bridging students can complete the activity in pairs. Emerging students should be clustered into small group instruction and guided step by step in how to use the Peer Editing using modeling.
3 Collaborate: Have students look at each other’s work (pairs) and have them identify a sentence that could be modified.
4 As students work, walk around as you are able to check for understanding and to answer any questions that may arise. When students are finished, have them share out their responses and ask questions, such as: Which version of the sentence do you like better?
Using Foundational Literacy Skills
Students whose first language is Spanish may write sentences that routinely omit a subject. That is because a subject isn’t a necessary element in the Spanish language. Instead of writing The joke is funny because, they may write Is funny because. If this happens, simply restate the sentence using conventional English form and write it out for students to use as a model.
240 SpringBoard® English Language Development Grade 8
© 2017 College Board. All rights reserved.