Page 49 - ELD_NT_MiddleSchool_Sampler

Bridging and Expanding level students can work to write the rest of the definitions in their own words in column 2. Work with Emerging level students, as needed, to help them say and write words they understand to restate each definition.
HEW DIFFErEnTIaTE How English Works: Connecting Ideas
adapt
If students need additional help understanding how to connect ideas, provide students with two index cards, each with one sentence written on them, such as: I walked to the park. Then I walked to the grocery store. Remind students that sometimes the connecting word and can be used to connect ideas. Have students work to make one sentence from both sentences using and: I walked to the park and I walked to the grocery store. You may need to provide sentence frames or starters if students continue experiencing difficulty with this skill.
aCTiviTy 1.1 continued
5 PassoutacopyoftheIdeaConnectorGraphicOrganizertoeach student. Write the definition for mood as shown in the student text on the board. Read the definition aloud. Then ask: How are mood and atmosphere alike? Allow students a few moments to try to combine the ideas on their own, either in their heads or on paper. Write the words and, but, so on the board. Then say: Sometimes
we can use the connecting words and, but, so to combine more
than one idea. Model combining the ideas using a think aloud: The mood is the feeling of a story. The atmosphere is also the feeling of a story. I can use and to combine these two ideas: Both mood and atmosphere describe the feeling of a story. Write the new sentence on the board. Ask students if the new sentence is correct. Allow time for students to respond. Model where to place the comma when two complete sentences are joined by a connecting word, such as: Mood is the feeling in a story, and atmosphere is also the feeling in a story.
6 Collaborate:Formstudentsintohomogenouspairs.Appoint one student the reader and the other the writer. Have students who are Emerging work on combining the definition of imagery and sensory language into one sentence. Group the Emerging students together and lead small group instruction to connect the words imagery and sensory language. Provide sentence frames and a word bank of connecting words for students to choose
from. Students at the Expanding level can combine ideas for
motif and setting using the connecting word and. Students at the Bridging level can connect ideas for two words that are not directly connected using but.
7 As you are able, walk around the classroom, check for understanding, and answer 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 combine clauses using and in a basic way to join ideas?
Student example: Atmosphere is the feeling of a story and mood is also the feeling of a story.
Expanding/Bridging: Are students able to combine clauses in a variety of ways to join ideas using and, but, or so?
Student example: The setting is when and where a story takes place, but a motif is an idea that is repeated throughout a story.
TCB_ELD_SE_L7_EM.indd 187
20/04/15
6:00 PM
Using Foundational Literacy Skills
Students whose first language is Korean may experience difficulty using English verbs because in the Korean language verbs are placed last in a sentence. The usual word order is subject-object- verb. For example, instead of saying, I walked to the store, a student may say: I to the store walked. If this happens, simply restate the sentence using conventional English form.
Name
DaTe
Idea Connector
Directions: Write two simple sentences about the same topic. Next, write transition words around the Idea Connector. Then, choose an appropriate word to connect ideas in the two sentences. Write your combined sentence in the space below.
Sentence One
IDea CONNeCTOR
Sentence Two
Combined Sentence
Graphic Organizers 187
Unit 3 • Choices and Consequences • Part 1: Tangerine 145
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.