Page 3 - ELD_NT_MiddleSchool_Sampler

Grade 6 Sample
In Unit 3, students develop the interpretive reading skills required to analyze arguments and work productively on writing their own arguments. Throughout the unit, they build the language resources necessary to engage in academic discussions and build their oral fluency through daily collaborative conversations. The Embedded Assessment requires students to write an argumentative letter in which they make a claim about a topic of importance and support that claim with compelling reasons, textual evidence, and commentary.
As you look at this unit, note the following:
• A unit structure, theme, and Instructional Pacing that parallel SpringBoard ELA.
• A sequence of scaffolded Activities built around grade-level complex texts.
• Activities with ELD standards as the focal point that move fluidly across the Collaborative, Interpretive, and Productive modes.
• Learning targets that identify the reading, writing, and language skills most critical for success in the corresponding unit of SpringBoard ELA.
• High emphasis on oral language development, with daily opportunities for collaborative conversations.
• Differentiation for Interacting in Meaningful Ways and How English Works standards built into the Teach section of every Activity.
• Assess and Adapt teacher guidance that provides daily formative assessment opportunities for teachers to monitor student progress across the Emerging, Expanding, and Bridging proficiency levels.
• A scaffolded Embedded Assessment that guides students through the writing process, with opportunities for collaboration and presentation.
• Mini-lessons in Routines for Teaching Foundational Skills to support students who have not yet mastered these primary literacy skills.
• A dual-language Glossary to support students whose first language is Spanish.