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4 Pair students. Explain that students will return to the Quick Conversation activity to write a short argument about an example of sensory language. Students at the Bridging level should be able to complete this activity on their own without support. Students
at the Expanding level can use the model for sentence starters. Provide Emerging students with additional small group support to help them complete this activity.
5 When students are done, have pairs share an example of a short argument. 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: Sensory Language.
Emerging: Are students able, with significant support, to identify and analyze sensory language to write a short argument?
Student example: The word sloshed is an example of sensory language. It is effective because it helps the reader understand the sound.
Expanding: Are students able, with moderate support, to identify and analyze sensory language to make a short argument?
Student example: The sensory word sloshed is effective at describing the action because it helps readers hear, see, and feel the water in their minds.
Bridging: Are students able to identify and analyze sensory language to write a short argument, including at least two reasons to support their idea?
Student example: The word sloshed is an example of sensory language, which helps the reader understand the sound, sight, and feeling of the water the characters wade through. This sensory word is especially effective at describing the action because it helps readers hear, see, and feel the water in their minds.
adapt
If students need additional help understanding sensory language, provide students with several index cards. Each card should list one of the five senses. Have students pick a card, and list a word that appeals to that sense. Then have students use the sensory word in a sentence, and explain why the word if effective at evoking one of the five senses. Prompt or correct as needed. You may need to provide sentence frames or word banks if students continue experiencing difficulty with this skill.
aCTiviTy 1.6 continued
Name
DaTe
Word Choice analyzer
Word or phrase from the text
What does the word or phrase mean?
What is another way to say the same thing?
What effect did the author produce by choosing these words?
explain Your analysis
The author uses the word or phrase , which means Another way to say this is
I think the author chose these words to
One way I can modify this sentence to add detail is to
Graphic Organizers 203
TCB_ELD_SE_L7_EM.indd 203
20/04/15
6:00 PM
Unit 3 • Choices and Consequences • Part 1: Tangerine 161
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© 2017 College Board. All rights reserved.