Page 24 - ELD_NT_MiddleSchool_Sampler

ACTiviTy 1.5 continued
Using Foundational Literacy Skills
You may notice students whose first language is Spanish or Korean may experience difficulty with word order in sentences because they place verbs in different locations in sentences. If you notice this, simply restate the sentence using conventional form.
DaYTWO
Teach
1 Warm Up: Write a list of nouns and verbs on the board. Distribute a note card to students as they enter the classroom. Tell students that for this activity they will each pick one subject and one verb from the board. Their task is to write a sentence using the subject and the verb. Once students have had a chance to write their sentences on the note cards, have them share their sentences with the whole group.
6 As students work, walk around the classroom checking for understanding and answering any questions that may arise.
7 When students are done, have each group share their sentences with the whole group. 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: Using Verbs and Verb Phrases.
Emerging: Are students able to recognize the difference between singular and plural subjects and verbs?
Student example: Our school works to keep us safe by making sure there is a teacher with students at all times.
Expanding/Bridging: Are students able to understand how singular and plural subjects and verbs should agree?
Student example: The school keeps us safe by teaching us about healthy eating and exercise habits.
adapt
If students need additional help understanding subject-verb agreement, set aside time to provide personal one-on-one conferencing time to address any needs that arise on an individual basis.
2 Remindstudentsthatduringyesterday’slesson,theylearned about subject-verb agreement. Explain that today, they will continue their work on subject-verb agreement and also have a short conversation practicing what they’ve learned about subject- verb agreement.
HEW DIFFErEnTIaTE How English Works: Using Verb and Verb Phrases
3 Divide students into homogenous groups. Have them brainstorm a list of four subjects and four verbs. Then have them work together to formulate sentences with one of the subjects and one of the verbs from their brainstorming session. While students work, walk around the classroom answering questions and clarifying as needed.
4 Collaborate: Refer them to the activity they did the previous day. Then have students turn to page 97 in their student books. Read the direction for the Quick Conversation aloud. Divide students into groups of four and distribute the Round Table Discussion graphic organizer. Have students complete the
Quick Conversation about the subject-verb agreement of their sentences. Explain to them that they should use the Round Table Graphic Organizer to record their discussion. Allow ample time for discussion.
Using Foundational Literacy Skills
Students whose first language is Chinese, Haitian Creole, Hmong, Korean, and Vietnamese may encounter challenges with count or noncount nouns. If you notice any difficulties simply restate or the sentence using conventional English.
5 Divide students into pairs. Turn students’ attention to the writing activity at the bottom of page 97. Read it aloud to students. Explain to students that they should use their discussion notes and everything they’ve learned about subject-verb agreement to have a short conversation about something the school does to keep students safe.
154 SpringBoard® English Language Development Grade 6
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