Can Do Descriptors: Grade Level Cluster (9-12)



CCPS English Language Support (9-12)Tutor’s Name:Click here to enter text.Classroom Teacher/Subject(s): Click here to enter text.Date(s): Click here to enter a date.Day/Time(s): Click here to enter text. Names of LY Students:WIDA ProficiencyLevelNames of LY Students:WIDA ProficiencyLevelClick here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.Click here to enter text.EL Strategies for all content areas: ? Clearly explain academic tasks ? Emphasize key vocabulary using pictures, games, or activities ? Use a variety of techniques to make content concepts clear – Model reading for fluency ? Employ a variety of question types for comprehension ? Adapt all levels of student proficiency by use of graphic organizers to categorize information(ALA) ? Use scaffolding techniques throughout lesson by modeling/encouraging “Think Alouds” during lesson ? Integrate all language skills into each lessonListeningSpeakingReadingWriting ? Provide frequent opportunities for interaction and discussion/feedback ? Use supplementary materials to make lessons clear/meaningful - using computer assisted instruction ? Provide comprehensive review of key vocabulary using dictionary skill ? Supply comprehensive review of key concepts by using graphic organizers, reading logs, story maps, and summary to introduce, develop, and practice concepts ? Other: Click here to enter text. Materials: ? English/Heritage Language Dictionaries ? Dolch Words/phrases/Tier 1, 2, 3 words ? Computers/Instructional Technology ? Virtual Leveled Readers ? Vocabulary/Flash Cards ? Student Textbooks ? Writing Journals ? Close Reading Texts ? Whiteboards ? Other: Click here to enter text.Teacher Signature ____________________________ Tutor Signature_______________________________ELL STRATEGIES – ALL LEVELS AND CONTENT AREASREADING/ELALA1. Use Language Experience ApproachLA2. Read to students every dayLA3. Use a picture fileLA4. Develop a picture dictionaryLA5. Tape stories for listening centersLA6. Attach flashcards to object to acquire sight vocabularyLA7. Use chants, songs and poems printed on paper stripsLA8. Use games to reinforce materialsLA9. Use trade books/predictable storiesLA10. Use highlight markers to identify key words and phrasesLA11. Use thematic approachLA12. Use language master for sight wordsLA13. Check comprehension through: strip story, reading log, cloze exercise, story summary, dialog journal, drama/role play, writing headlines, graphic organizers, story maps, character maps, webs, oral retelling, experiments, character diariesLA14. List new/difficult words in categories such as people, food, animal, etc.LA15. Match vocabulary words with pictures representing wordsLA16. Students read high interest signs, advertisements, notices, etc., from newspapers, magazines, movie promotionsLA17. Teach reading and writing togetherLA18. Base topics on real life experiencesLA19. Determine lesson procedures by the student’s level of oral skills/begin with dictation, if neededLA20. Write letters or notes to students and encourage him/her to write backLA21. Students identify a word a day he/she does not know to use throughout the day in various writing contextsLA22. Write letters or notes to students and encourage him/her to write backLA23. Encourage students to use spellcheckORAL LANGUAGE /SPEAKING STRATEGIESLA24. DramaLA25. Total Physical Response (TPR)LA26. Language PreparationLA27. StorytellingLA28. Cooperative LearningLA29. Song/MusicLA30. Peer tutorLA31. Adult tutorLA32. RealiaLA33. Computer Assisted InstructionLA34. Visuals, CD’s, TechnologyLA35. Multisensory experiencesREADING/ELA ASSESSMENTLA37. PortfolioLA38. Teacher observationLA39. Test orally or read test to studentsLA40. Open book testsLA41. Test accommodations- extended time, flexible setting, bilingual dictionary, language support, etc.LA42. Provide Word Bank for testOTHER STRATEGIESLA36. Bilingual dictionaries accessible to students. (Such as picture or word to word)MATH STRATEGIESM1. Teach vocabulary using realia and/or demonstrationM2. Relate math problems and vocabulary to prior knowledge and backgroundM3. Teach concrete first, then abstractM4. Apply problems to real-life situationsM5. Use manipulative to introduce, develop and practice conceptsM6. Use drawings for word problemsM7. Encourage students to think aloud when solving word problemsM8. Students give oral explanations of their thinkingM9. Students write original word problemsM10. Explain directions clearly and repeat key terms and /or wordsM11. Encourage students to do the following when solving word problems: a. Understand the problem, b. Find needed information, c. Choose a plan, d. Solve the problemM12. Use calculators to check problems as a group or to assist in calculationsM13. When explaining information, provide extra clues through the use of visuals, diagrams, captions and labelsM14. Use supplemental materialsM15. Use cooperative learningM16. Use Peer tutoringM17. Use multisensory experiencesM18. Use computer-assisted instructionMATH ASSESSMENTSM19. PortfoliosM20. Teacher ObservationM21. Test orally or read test to studentsM22. Open book testM23. Test accommodations- extended time, flexible setting, bilingual dictionary, languageM24. Provide Word Bank for testsSCIENCE STRATEGIESS1. Review vocabulary on a daily basis/combined with picturesS2. Teach new vocabulary contextuallyS3. Use pictures, manipulative, videos, or other sources of media, to reinforce contextS4. Build on past experiencesS5. Relate science experiments and vocabulary to prior knowledge and backgroundS6. Apply experiments to real-life situationsS7. Encourage students to think aloud when solving problemsS8. Students give oral explanations of their thinkingS9. Explain directions clearly and repeat key terms and /or words to look forS10. Encourage students to do the following when solving word problems: a. Understand the problem, b. Find needed information, c. Choose a plan, d. Solve the problemS11.Use computer assisted instructionS12. Use cooperative learningS13. Use peer tutoringS14. Use multisensory experiencesS15. Have a bilingual dictionary accessible to LY studentsSCIENCE ASSESSMENTS16. PortfoliosS17. Teacher observationsS18. Test orally or read test to students.S19. Open book testsS20. Test accommodations- extended time, flexible setting, bilingual dictionary, languageS21. Provide Word Bank for testsSOCIAL STUDIES STRATEGIESSS1. Build on past experienceSS2. Acquaint students with different culturesSS3. Use students and parents as resourcesSS4. Have students discuss traditions of their native landSS5. Invite members from ethnic communities to speak to classSS6. Use technology and library books to preview and reinforce materialsSS7. Use new vocabulary in simple sentencesSS8. Use first-hand experienceSS9. Use visual representations-maps charts, timelines, outlines, concept maps, websSS10. Use computer assisted instructionSS11. Use cooperative learningSS12. Use peer tutoringSS13. Use multisensory experiencesSS14. Use visual aids (maps, graphs, timelines, outlines, etc.)SS15. Provide antonyms/synonyms of new vocabularySS16. Use new vocabulary within context of materials already presentedSS17. Have a bilingual dictionary accessible to the EL studentSOCIAL STUDIES ASSESSMENTSSS18. PortfoliosSS19. Teacher observationSS20. Test orally or read tests to studentsSS21. Open book testsSS22. Test accommodations- extended time, flexible setting, bilingual dictionary, language supportSS23. Provide Word Bank for tests2044707556500Can Do Descriptors: Grade Level Cluster (9-12)For the given level of English language proficiency and with visual, graphic, or interactive support through Level 4, English language learners can process or produce the language needed to:Level 1EnteringLevel 2EmergingLevel 3 DevelopingLevel 4ExpandingLevel 5BridgingLevel 6 - ReachingLISTENINGNGPoint to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orallyMatch everyday oral information to pictures, diagrams, or photographsGroup visuals by common traits named orally (e.g., “These are polygons.”)Identify resources, places, products, figures from oral statements, and visualsMatch or classify oral descriptions to real-life experiences or visually- represented, content-related examplesSort oral language statements according to time framesSequence visuals according to oral directionsEvaluate information in social and academic conversationsDistinguish main ideas from supporting points in oral, content-related discourseUse learning strategies described orallyCategorize content-based examples described orallyDistinguish between multiple meanings of oral words or phrases in social and academic contextsAnalyze content-related tasks or assignments based on oral discourseCategorize examples of genres read aloudCompare traits based on visuals and oral descriptions using specific and some technical languageInterpret cause and effect scenarios from oral discourseMake inferences from oral discourse containing satire, sarcasm, or humorIdentify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy)Evaluate intent of speech and act accordinglySPEAKINGAnswer yes/no or choice questions within context of lessons or personal experiencesProvide identifying information about selfName everyday objects and pre-taught vocabularyRepeat words, short phrases, memorized chunks of languageDescribe persons, places, events, or objectsAsk WH- questions to clarify meaningGive features of content- based material (e.g., time periods)Characterize issues, situations, regions shown in illustrationsSuggest ways to resolve issues or pose solutionsCompare/contrast features, traits, characteristics using general and some specific languageSequence processes, cycles, procedures, or eventsConduct interviews or gather information through oral interactionEstimate, make predictions or pose hypotheses from modelsTake a stance and use evidence to defend itExplain content-related issues and conceptsCompare and contrast points of viewAnalyze and share pros and cons of choicesUse and respond to gossip, slang, and idiomatic expressionsUse speaking strategies (e.g., circumlocution)Give multimedia oral presentations on grade-level materialEngage in debates on content-related issues using technical languageExplain metacognitive strategies for solving problems (e.g., “Tell me how you know it.”)Negotiate meaning in pairs or group discussionsREADINGMatch visual representations to words/phrasesRead everyday signs, symbols, schedules, and school-related words/phrasesRespond to WH- questions related to illustrated textUse references (e.g., picture dictionaries, bilingual glossaries, technology)Match data or information with its source or genre (e.g., description of element to its symbol on periodic table)Classify or organize information presented in visuals or graphsFollow multi-step instructions supported by visuals or dataMatch sentence-level descriptions to visual representationsCompare content-related features in visuals and graphicsLocate main ideas in a series of related sentencesApply multiple meanings of words/phrases to social and academic contextsIdentify topic sentences or main ideas and details in paragraphsAnswer questions about explicit information in textsDifferentiate between fact and opinion in textOrder paragraphs or sequence information within paragraphsCompare/contrast authors’ points of view, characters, information, or eventsInterpret visually- or graphically-supported informationInfer meaning from textMatch cause to effectEvaluate usefulness of data or information supported visually or graphicallyInterpret grade-level literatureSynthesize grade-level expository textDraw conclusions from different sources of informational textInfer significance of data or information in grade-level materialIdentify evidence of bias and credibility of sourceWRITINGLabel content-related diagrams, pictures from word/phrase banksProvide personal information on forms read orallyProduce short answer responses to oral questions with visual supportSupply missing words in short sentencesMake content-related lists of words, phrases, or expressionsTake notes using graphic organizers or modelsFormulate yes/no, choice and WH- questions from modelsCorrespond for social purposes (e.g., memos, e-mails, notes)Complete reports from templatesCompose short narrative and expository piecesOutline ideas and details using graphic organizersCompare and reflect on performance against criteria (e.g., rubrics)Summarize content-related notes from lectures or textRevise work based on narrative or oral feedbackCompose narrative and expository text for a variety of purposesJustify or defend ideas and opinionsProduce content-related reportsProduce research reports from multiple sourcesCreate original pieces that represent the use of a variety of genres and discoursesCritique, peer-edit and make recommendations on others’ writing from rubricsExplain, with details, phenomena, processes, proceduresThe Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the levels of language proficiency. ................
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