Page 89 - ELD_NT_MiddleSchool_Sampler

up, thumbs down, and neutral hand motions as each is read to help make meaning. Check for student understanding of the criteria and have students work independently to rate each of the words in the chart to indicate how well they know them. Do not allow students to go any further with the chart.
HEW DIFFErEnTIaTE How English Works: Using nouns and noun Phrases
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the How English Works skill: Using Nouns and Noun Phrases.
Emerging: With substantial support, are students able to expand sentences using nouns and noun phrases?
Student example: A theory is a noun.
Expanding/Bridging: With little support, are students able to
expand sentences using nouns and noun phrases?
Student example: The meaning of a theory is an explanation for
why something happens.
adapt
If students need additional help understanding how to expand sentences using nouns and noun phrases, have students brainstorm a list of things they see in the classroom. Keep a list on the board. Point out how these words are nouns. If time permits, have students think of one word to describe each of these words (e.g., clean window, blue book). Explain that these are adjectives.
aCTiviTy 1.1 continued
5 Ask student volunteers to define noun, verb, adjective, and adverb. Correct, rephrase, and give examples as needed. Have students look again at the words in the chart. Say: All of these words except one are nouns. There are seven nouns and one adjective. Go through the list of words in sequence, using each in an example sentence. After each word and example, ask students to raise their hands if they believe the word is a noun. Do not correct at this time. If many students are wrong about a word being a noun, offer one or more additional example sentences.
6 Collaborate: Form students into homogenous pairs. Make sure they have access to dictionaries. Have pairs look up the words
to confirm which is a noun and which is another part of speech. (Expository is an adjective.) Have pairs complete the blank column of the chart at this time, restating the definitions in their own words. Allow students who are Emerging to continue to use their dictionaries to reference different variations of the definition given in the chart. Students at the Expanding or Bridging levels can work without dictionaries at this point.
7 As students work, walk around the classroom checking for understanding and answer any questions that may arise. As pairs near completion of the activity, provide cards on which you have written frames for reporting back the definitions of the words. For Emerging students, the frame for reporting back the definitions
of nouns can be: (A / an) is . The frame for reporting back adjectives can be: means . For Expanding or Bridging levels, the frame for nouns can be: The meaning of (a / an) is (a / an) . The frame for adjectives can be: means . When students are finished, have them share out their responses. Use this opportunity to informally assess student work using the rubric that follows.
Using Foundational Literacy Skills
Students whose first language is Chinese, Haitian Creole, Hmong, or Vietnamese may experience difficulty in using indefinite articles when defining nouns because indefinite articles do not exist in these languages. For example, instead of saying, A technician is a person with a special skill, a student may say: Technician is person with special skill. If this happens, simply restate the sentence using conventional English form.
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 219
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