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aCTiviTy 1.3 continued
Name DaTe Sequence of events Time Line
Title:
Beginning middle end
What happened first?
Next?
Then?
Finally?
Graphic Organizers 199
Emerging: With substantial support, are students able to understand and articulate details that support the key idea in Tangerine?
Student example: I heard a whooshing sound.
Expanding: With some support, are students able to understand
and articulate details that support the key idea in Tangerine? Student example: I heard a whooshing sound, like the sound you
get when you open a vacuum-sealed can of peanuts.
Bridging: With little support, are students able to understand and articulate details that support the key idea in Tangerine?
Student example: The kids came diving out, jamming in the doorways, pushing into the back of other kids, knocking each other flat on the disintegrating boardwalk.
adapt
If students need additional help understanding how to identify details, try this activity: Write the words Rainy Day on the board. Then write What I see, What I hear, What I smell, What I feel, What I taste on the board. Have students provide orally or in writing details that tell about a rainy day. They can use the five senses to help them think of details.
TCB_ELD_SE_L7_EM.indd 199
20/04/15
6:00 PM
Unit 3 • Choices and Consequences • Part 1: Tangerine 151
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.