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the information from the other definition. Allow time for students to respond. Then read the new sentence aloud again, and cross out the parts from the definition as they are revealed in the new sentence to illustrate that all parts are covered.
5 Collaborate:Formstudentsintohomogeneouspairs.Appoint one student the reader and the other the writer. Instruct Emerging students to write a complete sentence using precise language to define the word editorial. Students at the Expanding or Bridging levels can find a synonym for at least one of the remaining words: argument, claim, reasons, supporting details. Students who choose to find a synonym for the term supporting details can find synonyms for the word support. Write at least one sentence using the synonym to define the academic word.
6 As students work, walk around the classroom checking for understanding and answering any questions that may arise. When students are finished, have them share their responses. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Connecting Ideas.
Emerging: Are students able to write a sentence to precisely define the word editorial?
Student example: An editorial is an article that tells someone’s views about something.
Expanding/Bridging: Are students able to find a synonym for at least one of the four words: argument, claim, reasons, supporting details.
Student example: The word “proof” is another word for supporting details.
adapt
If students need additional help using the academic words precisely, have them repeat the previous activity writing a sentence defining a word or finding synonyms for different words than they worked with before. Assess and reward improvement as students read their sentences aloud.
Using Foundational Literacy Skills
Students whose first language is Chinese, Haitian Creole, Spanish, or Korean may experience difficulty writing sentences
in conventional English order. Spanish-speaking students may precede the subject with the verb. Ran the boy fast. Those who speak Korean may place the verb at the end of the sentence. The boy the pie brought to the man. If this happens, simply restate the sentence using conventional English form.
ACTiviTy 1.1 continued
Name DaTe Roots and affixes Brainstorm
Directions: Write the root or affix in the circle. Brainstorm or use a dictionary to find the meaning of the root or affix and add it to the circle. Then, find words that use that root or affix. Write one word in each box. Write a sentence for each word.
Root or affix
meaning
Graphic Organizers 197
TCB_ELD_SE_L7_EM.indd 197
20/04/15
6:00 PM
Unit 3 • Changing Perspectives • Part 1: Don’t Ban Peanuts 143
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.