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5 Collaborate: Discretely group students by proficiency level. You may want to do this by noticing similar colors the students you want to work together are wearing and grouping them together by color. Students at the Bridging level can work in pairs to complete the entire chart on page 95. Students at the Expanding level can work in pairs to complete boxes one and two of the chart. Take
the Emerging students aside, and provide additional small group instruction to aid in understanding as they work to complete
box one of the chart. Make yourself available to other groups for questions, and check in as you are able.
6 When students are done, have each group share one of
the boxes (Emerging students on box one, Expanding students on box two, and Bridging students on boxes three or four). 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 Interacting in Meaningful Ways skill: Exchanging Information and Ideas.
Emerging: Are students able to engage in academic discussion and listen well while answering the questions?
Student example: The title of this editorial expresses that the author does not think peanuts should be taken away from schools.
Expanding: Are students able to engage in academic discussion and listen well while answering the questions?
Student example: The author provides details that schools would not be able to check that all foods were completely free of peanut products or that students might be accidentally exposed.
Bridging: Are students able to engage in academic conversations by asking relevant questions and by building on ideas using turn-taking rules?
Student example: Schools would not be able to check every child’s book bag to see if they had brought peanut products from home.
adapt
If students need additional help understanding how to exchange information, point to the questions you wrote on the board earlier. Have the student pick a question to ask you. Answer the question, then say: Give me a sentence about one thing that I said.
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ACTiviTy 1.4 continued
Name
Topic:
Speaker 1
DaTe
Collaborative Dialogue
Speaker 2
“Wh-” Prompts
Who? What? Where? When? Why?
182 SpringBoard® English Language Development Grade 7
Unit 3 • Changing Perspectives • Part 1: Don’t Ban Peanuts 151
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.