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aCTiviTy 1.4 continued
Emerging level can work in groups to complete the second box in the chart. Provide additional small-group instruction to Emerging students to aid in understanding as they work to complete box 2. Make yourself available to other groups for questions, and check in as you are able.
6 When students have finished, have each group share out on one of the boxes (Emerging students on box 2, Expanding and Bridging students on the remaining boxes).
adapt
If students need additional help understanding how to exchange information and ideas, provide them with five note cards, each with a wh- word written on it. Show a picture or point to something that might be unfamiliar to students. Model asking an appropriate question. Then have students choose a card and ask a question using that word. You may need to provide sentence frames or starters for this activity if students need additional support.
7 Put students in their original groups of four and explain that they will do the Asking Questions activity at the bottom of the page. Do a choral reading of the directions. Hand out the Round Table Discussion graphic organizer to each student. Explain that this will help ensure that all students contribute to the discussion. Point to the middle of the graphic organizer and tell the students to write “Our Questions” in the rectangle. Explain that they should write at least one question for each of the four students – one in each section of the “round table.” Remind students that they can begin questions with wh- question words, or with Do, Does, Is, Are, Can, and Will. Encourage students to imagine they would have a chance to meet this author and to ask him questions. Ask: If you could talk to him about his essay, what would you ask him? Call on a volunteer to share an answer, and model writing it in the chart. Have groups complete their charts and then choose one question to write on the lines provided in their books.
8 When students are done, have students share out their questions. Use this opportunity to assess students using the rubric that follows.
assess
Use the following rubric and sample student responses to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Exchanging Information and Ideas.
Emerging: Are students able to engage in academic conversations using simple wh- questions and responding with yes/no answers or with simple phrases?
Student example: Why do people laugh?
Expanding: Are students able to engage in academic conversations by asking relevant questions and responding with relevant information?
Student example: Why do people laugh? We laugh for many different reasons.
Bridging: Are students able to engage in academic conversations by asking relevant questions and by building on ideas using turntaking rules?
Student example: Why do people laugh? There’s not one reason. Different people laugh for different reasons and find different things funny.
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Using Foundational Literacy Skills
You may notice students whose first language is Chinese, Hmong, Korean, or Vietnamese asking questions by adding a yes/no to the end of a statement, for example: Laughing is good for health, no? If you notice this, simply restate the sentence using conventional form.
Name
DaTe
Round Table Discussion
Directions: Write the topic in the center box. One student begins by stating his or her ideas while the student to the left takes notes. Then the next student speaks while the student to his or her left takes notes, and so on.
Speaker 1: Speaker 2: Speaker 4: Speaker 3:
198 SpringBoard® English Language Development Grade 7
Unit 4 • The Challenge of Comedy • Part 1: Made You Laugh 229
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.