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aCTiviTy 1.3 continued
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works: Understanding Text Structure.
Emerging: Are students able to explain, with substantial support, the sequence of events in Tangerine?
Student example: First, a whooshing sound happened. Expanding: Are students able to explain, with moderate support,
the sequence of events in Tangerine?
Student example: First, a whooshing sound occurred, and water on the field was sucked down like it was going down a drain. People did not know what was going on.
Bridging: Are students able to explain, with little support, the sequence of events in Tangerine?
Student example: First, a whooshing sound occurred, and water on the field was sucked down like it was going down a drain. No one knew what was causing the commotion. Walkways heaved up and down making splintering noises.
adapt
If students need additional help understanding how to identify sequence, try this activity: Write sequence words on index cards First, second, next, then, last. Have students use the cards to retell the events in the story through paragraph 6. Continue playing until students exhibit mastery in sequencing the story events.
DaYTWO Teach
1 Warm Up: Write the following question on the board: What
is one word that you can use to describe what is happening in
this story? Distribute one sticky note to each student as they
enter the classroom. Tell students that to get warmed up for
this activity they will pick one word that can be used to describe what is happening and write that word on their sticky note. Once students have had the chance to respond, have students take turns standing up and saying their word as they place the sticky note on the board. Once students have had the chance to place them, make note of how the students chose to describe the events. Remind students that in this lesson they will continue working on a close read of Tangerine.
2 Have students recap the main events of what happened in
the story up to paragraph 6. Assist as needed. Then, instruct students to annotate paragraphs 7–12 as you read them aloud. Once students have had the chance to complete their annotations,
ask each student to volunteer something they annotated. Answer questions as needed, but encourage other students to engage in discourse. If no students inquire, call attention to the sentence, “We joined some eighth graders in a kind of bucket brigade ... grabbing the hands of kids who were trapped ... and pulling them up, step-by-step, to the edge of the hole.” from paragraph 11. To demonstrate this idea, line students up in a row. Pass an object from one person to another until it reaches the end. Explain that this is what the kids in the story did. They pulled up kids from
the bottom of the hole to the top by passing them from person to person until they were out of the hole. Ensure students understand this event before moving on.
3 Collaborate: Pair students (students at a higher proficiency level with students at a lower proficiency level) and have them work together to round robin read paragraphs 13–14 and annotate them. As students work, walk around the room assisting as needed. When everyone is done, have students note the narrator’s responses, words they don’t know, what is happening, and any questions they might have. Ensure each pair shares out one point, and encourage students to help answer the questions. If students do not volunteer, point out the “whooshing was getting louder” in paragraph 14. Encourage discussion about what will happen next. Ask: If you were there, what would you do next? Engage students in discourse on this topic.
DIFFErEnTIaTE InteractinginMeaningfulWays: reading/Viewing Closely
4 Write the word sinkhole on the board. Say: Sensory details often use the five senses: hearing, touching, seeing, smelling, and taste. Direct students to find details in the story that tell about the sinkhole using different senses. Say: For example, the sinkhole makes a whooshing sound. Explain that now that students have read the entire story themselves, they will work to identify sensory details.
5 Pass out the Key Ideas and Details Graphic Organizer. Students at the Bridging level can work on their own to complete the graphic organizer. Students at the Expanding level can work together
to complete the graphic organizer. Take the Emerging students aside and provide additional small group instruction to aid in understanding as they work to complete the graphic organizer.
Say and pantomime ideas such as the following: Can you hear this with your ear? What does it sound like? Can you feel this with your body? How does it feel? Can you see this with your eyes? What does it look like? Make yourself available to other groups for questions and check in as you are able.
6 When students are finished, have them share their details and add them to the example on the board. 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: Reading/Viewing Closely.
Using Foundational Literacy Skills
Many languages, such as Spanish, Cantonese, Vietnamese, and Hmong, do not have the /hw/ sound found at the beginning of whooshing. If students have difficulty pronouncing the word, simply repeat the word using the conventional English pronunciation as needed.
150 SpringBoard® English Language Development Grade 7
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