Area Reading and Notes

Component Area

Reading and Writing

Objective: To develop competency in grade-level

reading and writing skills

Rationale:

Provide a print rich, Language Functional

Environment

Integrate a variety of texts and media

Model and teach how to read and write complex

text patterns

Use reading and writing strategies interactivelywith oral activities

Balance cooperative and individual groupings

Implement whole group to small group to

individual instruction as a scaffold

Stress the joy and purpose of reading and

writing

Strategies:

Notes

•

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Poetry Frame

Found PoetryWord BankSPC Extensiono Reading/ Trading Gameo Flip Chant

Team Tasks

Expert GroupWhole Class Mind MapProcess Grid

Cooperative Strip ParagraphWhole Class Group Frame

Story MapFlexible Group Readingo Emergent Reading Group with Cooperative

Strip Paragrapho Emergent Reading Group: with Here/ There

Chant: K-1

o Clunker & Links with SQ3R (third gradeand above)

DRTAMemory BankStrip Book

Copyright 0 2015 ORANGE COUNTY DEPARTMENT OF EDUCATIONALL RIGHTS RESERVED

106

p. 108-119p. 111-112

p. 113-114

p. 115-116p. 117-119

p. 120-122p. 123-131

p. 132-135 p. 136-138

p. 139-140p. 144-145

p. 146-149

• Revising and Editing Checklists p. 141-143

p. 150-152

p. 153-154

p. 155-157p. 158-159

p. 160-162p. 163-164

ABC BookFocused Reading

Ear-to-Ear ReadingInteractive Journals

Listen and Sketch

Learning LogTeam Writer's Workshop

*OCDE Project GLAD@ Strategies may move into

different component areas depending on the teacher's

purpose and learning objectives for students.

English Language Development Focus

English Learner Consideration: Factors to be aware of

when specifically targeting ELs.

Purposeful Interaction: To develop language

proficiency ELS need to use language in authentic ways:

applying knowledge, exchanging ideas, and

communicating. These frames will help ELS apply

language in purposeful interactions in teams, pairs, and

whole group discussions.

How Language Works: In this section, teachers andstudents focus on language structures, semantics and

grammatical forms to apply knowledge of English

language systems in a variety of contexts.

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Notes

107

p. 165-166p. 167-168

p. 170-171p. 169

p. 172-173p. 174-175

p. 176-178p. 179-180

• Picture Dictionary

READING AND WRITING STRATEGYObjective: To develop competency in grade-level reading and writing skills

Rationale

Poetry FramePhoto ra h/Sketch

Supports students' use of academic

language in poetry writingDevelops reading and writing skills

Scaffolds students in creating non-rhyming

poetry

Lowers affective filter

Uses reading and writing strategiesinteractively with oral activities

Uses patterning to practice fluent readingand writing

Ke Points

Strategic Design

• Use an original poem or create a teacher-created poem that lends itself to a frame• Prewrite poetry on chart paper, incorporating color chunking of stanzas

e Choose important phrases to become frames• Create a second chart, include frames, match colors to original poem (p. 192)

Delivery

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Students are in close proximity

Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)

Establish and articulate comprehensible language objective and content objective

Read original poetry as a shared reading, modeling fluent readingStudents choose unknown words, highlight wordsTogether, define unknown words, utilizing Picture File Cards (pp. 138-139), word study and

sketching

Read again as a shared readingStudents generate words to highlight (teacher provide focus or prompt: demonstrate authors'purpose, mental image, descriptive words or words that evoke a feeling)

Students brainstorm additional words and concepts that relate to teacher's prompt/focus

In teams, have students put their heads together to brainstorm phrases for the whole class

frame, write directly on the chart in team color

Read fluently together


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Poetry FrameEnglish Language Development Focus

Purposeful Interactions

During group discussions provide students with sentence frames to support in sharing their ideasboth orally and in written form.

Whole Group Discussion

• I think we should highlight the word or phrase• Another word or phrase to highlight is

because

because

Team Share:

Student A:

• Student B: I consider

Strategy Variations

Research Links

is a word or phrase that describes

an excellent word or phrase to include because

• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Lesaux, Kieffer, Kelley, & Harris (in press)

August, Branum-Martin, Cardenas-Hagan, & Francis (2009)

This strategy page is intended to be a support.For successful implementation, you need to add your own personal notations.

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Poetry Frame

I am EndangeredBy OCDE Project GLAD@

I am endangered.I am hunted, poached, cut down.I live in grasslands, waterways, andforests.

Look for me.

Watch for me.Protect and save me.

I am the tiger,I am endangered.I am beautiful, furry, and sharp-toothed.

I live in jungles.

Look for me.Watch for me.Protect me.

I am the tamarin monkey.I am endangered.I am golden-headed, whiskered, andrare.

I live in the jungles of Brazil.


I am the rhinoceros.I am endangered.I am thick-skinned, wrinkly, and killedfor my valuable horns.I live in the rivers and waterways of

Africa.


I am the timber wolf.I am endangered.I am intelligent, cooperative, and keenof sight.

I live in the forests of North America.


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I am EndangeredBy

I am endangered.I am hunted, poached, cut down.I live in grasslands, waterways, andforests.

Look for me.

Watch for me.Protect and save me.

I am theI am endangered.I amand

I live in

Look for me.

Watch for me.Protect me.

I am theI am endangeredI amandI live in

Look for me.

Watch for me.Protect


I live in



I live in

Look for me.

Watch for me.

Protect me.


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Rationale

Found PoetryPhoto ra h/Sketch

Supports students' use of academic

language in poetry writing

Supports reading and writing skills

Encourages free-form poetry and/or non-

rhymingLowers affective filter

Uses reading and writing strategiesinteractively with oral activities

Ke Points

Strategic Design

• Find highly-descriptive text (National Geographic, literacy series, speeches, etc.)

• Write text on chart paper adding additional academic language and descriptive wordsCite source

Delivery

Initial


Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objective

Read together as a shared reading, modeling fluent readingStudents choose unknown words, highlight words

Together, define unknown words, add sketches, word study, and Picture File Cards (pp. 138-139)

Read again as a shared reading

Students generate words to highlight (according to teacher's prompt, "what words paint a picturein your mind" descriptive or evokes an emotion or feeling)

Ongoing

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Write highlighted words onto individual word cards and place in the bottom of a pocket chartStudents are in close proximity

Establish and articulate comprehensible language objective and/or content objective

Teacher models how to "find" a poem (avoid using all word cards)Teacher uses chosen words to create poem at top of pocket chartDiscuss use of shape and voice

Use gestures and voice while reading the poemChoose individual students to "find" a poem


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Found PoetryEnglish Language Development Focus


During whole group discussion, students share their opinions, thoughts, and ideas orally. Usesentence frames to aid students in formulating ideas and expressing their thoughts.

because• I think we should highlight the word

I consider

is an appropriate word for our poem sinceis a word that describes

an excellent word to include because

Strategy Variations

• Incorporate technology

Research Links

• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)Lesaux, Kieffer, Kelley, & Harris (in press)

• August, Branum-Martin, Cardenas-Hagan, & Francis (2009)

This strategy page is intended to be a support.

For successful implementation, you need to add your own personal notations.

176Copyright 0 2015 ORANGE COUNTY DEPARTMENT OF EDUCATION

ALL RIGHTS RESERVED

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READING AND WRITING STRATEGYObjective: Improve oral language production

Word Bank (K-1)Rationale

Builds vocabulary and academic language• Allows time to practice vocabulary

• Personalizes resource for students

Ke Points

Strategic Design

• Find resources for students (magazines, technology)

Delivery

Photograph/Sketch

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Students find pictures to place on index cards, one picture per card

Students dictate or write vocabulary relating to pictures

Use a metal ring to connect the cards

Students add to word bank with vocabulary and pictures


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Word Bank (K-1)English Language Development Focus

English Learner Consideration

Students use the Word Bank as a resource to build individual vocabulary repertoire. Students canutilize words from the Word Bank for class, group or paired discussions. Additionally, individual WordBanks can be used during independent writing.

Strategy Variations

• Use whole class, team or individual

Research Links

• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Marzano & Pickering (2010)



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SPC Extension: Reading/Trading GameRationale

Provides a low affective filter environment

to practice new vocabulary and useacademic language for parts of speechBridges into reading

Supports team collaboration

Builds positive interdependence

Allows students to negotiate for meaning

Ke Points

Photograph/sketch

Strategic Design

Make word cards, matching the vocabulary and colors from the Sentence Patterning Chart(SPC) (pp. 151-152)

• K-1St - each team will need three adjectives, 1 noun, 1 verb and 1 prepositional phrase

2nd -12th - each team will need two adjectives, 1 noun, 1 verb, 1 adverb and 1 prepositional

phrase

Delivery

Students are in teams at their tables

Use the T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective

Chant SPC multiple times before moving to reading game, students need to know pattern andsuccessfully read words

Rules: Read right-side up, use academic language for parts of speech, everyone chants andreads

Emphasize the T-Graph for Social Skills for team behavior, teams EARN points

Reading Game - "Controlled set of cards," teams receive six word cards from SPC to make acomplete sentence

• Teams create a sentence, then they share with whole group

Trading Game - teams receive six random word cards from SPC

• Teams trade with other teams for the correct part(s) of speech to create a complete sentence• As teams share sentence, ask, "Are you right?, How do you know?," to build metacognition

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SPC Extension: Reading/ Trading GameEnglish Language Development Focus

How Language Works

Students learn about sentence structure by practicing using academic language for parts of speech.

Strategy Variations

Research Links

Kieffer & Lesaux (2012)Dalton, Proctor, Ucelli, Mo, & Snow (2011)McCracken & McCracken (1986)


180Copyright 0 2015 ORANGE COUNW DEPARTMENT OF EDUCATION

ALL RIGHTS RESERVED

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SPC Extension: Flip ChantRationale

Provides a low affective filter, builds newvocabulary and provides opportunity forpractice

Bridges into reading and writing

Builds positive interdependence

Allows students to negotiate for meaning

Supports poetry writing

Key Points

Strategic Design

Photograph/Sketch

Make sentence strip frames using the same colors used on the SPC for each part of speech(p. 183)

Create Flip Chants using the Here/ There chant frame, use a ring to connect sentence strips(one for each team and one for modeling whole class)

Delivery


Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveHave the SPC posted as a resourcePrior to generating the whole class Here/ There Chant, use a strip of paper and change thegenerated verbs on the SPC to include —ing (gerunds), use the same color used on the SPCInclude direct instruction while changing verbs

CVC — short vowel, need to double the consonantCVCVe — long vowel, drop the eModel whole class Flip Chant, prompt students for vocabulary using the parts of speech andmentioning the color of the line, "The red line means we need to include an adjective."Use choral calling to elicit vocabulary

Use the same color marker to write all the words on the Flip Chant, drop scaffoldingComplete entire Flip Chant whole class and do a shared reading

Next Steps

• Develop team and/or individual Flip Chants

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SPC Extension: Flip ChantEnglish Language Development Focus

How Language Works

Students apply learning about sentence structure by adding parts of speech. Students use parts of

speech to create a chant.

Strategy Variations

Research Links

Nagy & Townsend (2012)McNamara, Crossly, & McCarthy (2010)McCracken & McCracken (1986)




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HERE, THERE

(Plural Noun)

(Plural Noun)

(Adjective)

(Adjective)

(Adjective )

And

(Adjective)

(Plural Noun)

(Plural Noun)

(Plural Noun)

And

(Plural Noun)

(Plural Noun)

(Plural Noun)

(Plural Noun)

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Flip Chant

Lines are the same color used on the Sentence Patterning Chart.

(Verb - ing)

(Verb - ing)

(Verb - ing)

(Verb - ing)

here,

(Plural Noun)

(Plural Noun)

(Plural Noun)

(Plural Noun)

Written By:

(Plural Noun)

(Plural Noun)

(Prepositional Phrase)




here,

(Plural Noun)

(Plural Noun)

(Plural Noun)

(Plural Noun)

there,

(Adverb)

(Adverb)

(Adverb)

(Adverb)

there,

everywhere.


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Rationale

Team TasksPhotogra h/Sketch

Moves from whole group instruction tosmall group practice providing time forcollaboration

Provides time negotiating for meaning ofcontent and academic vocabulary

Promotes positive interdependence,communication, and collaboration between

students

Ke Points

Key Steps

e Post processed charts created by teacher in front of whole class in room for accessibility

• Students are placed in heterogeneous groups at team tables

• Two types of Team Tasks:Note-taking: Input Charts, Process Grid, etc.

• Application: Inquiry Chart, SPC, Coop Strip Paragraph, etc.

Strategic Design

•

Establish and articulate comprehensible language objective and content objectiveChoose strategies that have been modeled and revisited at least once in a whole class setting

Copy onto 11 X 17 paper or use blank white paper (depends on type of task)Post a menu on the wall in the same place each dayTeam Task Menu:

Should be large enough for all to seeUse one color to list tasks including sketches for each strategyAdd new items in a new color as they are introduced

Need an organizational or management system for team materials:Pencil pouch & colored pencils (accountability), hangers

For each additional day use a different color to list tasks

Delivery

Students are in teams at their table groups

Use the T-Graph for Social Skills and Team Points (p. 137)Establish and articulate comprehensible language objective and/or content objectiveShare Team Task Menu with students, discuss tasks, hold up black line master

184

Monitor teams for a few weeks to support students in processIncorporate team conferences to discuss progressAll tasks must be completed with contribution of ever team member


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Team TasksEnglish Language Development Focus


During Team Tasks, in cooperative learning groups provide sentence frames to support students individing given tasks.

•

Student 1: I will contribute by

Student 2: I recognize that

Student 3: I will work on

Student 4: I will work with

so I will work on

since

to finish

Strategy Variations

Research Links

Lesaux, Kieffer, Faller, & Kelley, (2010)August, Branum-Martin, Cardenas-Hagan, & Francis (2009)Kagan & Kagan (2009)

This strategy page is intended to be a suppott.For successful implementation, you need to add your own personal notations.

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RationaleExpert Groups

Photo ra h/Sketch

Supports access to grade-level text andteaches study and note-taking skillsScaffolds academic reading skills

Supports comprehension through use ofPicture File Cards and sketching

Provides access to metacognitive processesof others

Ke Points

Strategic Design:

Create text from a variety of sources (textbook, primary source documents, etc.)

Include rigorous academic content and language

Content is different in each of the four Expert Group texts

Categories are consistent with categories on Input Charts (pp. 89-94) and Process Grid (pp200-202)

Find Picture File Cards (pp. 138-139) linked to main ideas to make content comprehensiblePull heterogeneous groups, one student from each team (all Is, all 2s, etc.)

Delivery:

•

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Students are in close proximity in a small heterogeneous group (one member from each team)Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Use Mind Map to focus students on categories, read, define and discuss categoriesPlace Picture File Cards in front of students; free exploration, ask "What do you notice?", usecategories for prompts

Model by reading title and first paragraph aloud: track while reading, shared reading, modelfluent reading

Model pulling a key fact from the text: highlight, think aloud

Sketch to retain and retrieve information

Draw line to connect sketch to highlighted text

Continue with students sharing what to highlight and why (release responsibility)Complete mind map, bulleting facts and sketching


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Expert GroupsEnglish Language Development Focus


In a heterogeneous small group use sentence frames to exchange ideas and discuss new learning.Also focus on citing text and referencing language.

Teacher prompt: What do you notice aboutStudent response: I notice that

Teacher prompt: Based on our reading about

Student response: I think we should highlight

is

Teacher prompt: Within the text, highlight an important fact about

what do you know about

because

Why do youthink that fact is important?

Student response: I think

because

is an important fact about

Teacher prompt: Select an interesting word from your text. Tell why your word is interestingis an interesting word from our text becauseStudent response


Within their teams during the building of the Process Grid, experts will teach their group about newlearning. Provide sentence frames to explicitly teach expert group text information.

•

•

I will tell you about

I learned that

I will inform about

Students' responses will vary

Strategy Variations

Research Links

Burns (2011)

Ransford-Kaldon, Flynt, Ross, Franceschini, Zoblotsky, Huang, & Gallagher (2010)

188

Denton, Wexler, Vaughn, & Bryan (2008)Solari & Gerber (2008)

Kagan (1987)


For successful implementation, you need to add your own personal notations


+0124

Name:

Description

ISt GradeExpert Group #1 — King Cobra Snake

Kingdom AnimaliaPhylum ChordataClass Reptilia

The King Cobra is a cold-blooded snake with scaly skin. It is the world's longest venomoussnake. It has two short fangs and a forked tongue. It can live up to 20 years.

Habitat

The King Cobra is found across Asia. This snake lives in forest areas with lakes and streams.

Food/Diet

This reptile is a carnivore (meat eater). It eats other snakes like the Rat Snake and Python. It

squeezes prey to death or uses venom to kill.

Offsprinq/YounqSnakes are oviparous. This means they lay eggs. The mother lays 20 to 40 eggs in a nest and

waits for them to hatch. The young look like their parents.

Enemies

People are the major enemy of the King Cobra. Many people kill them out of fear.

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Name:

Date:

5th GradeEXPERT GROUP

Beginning Causes: Stamp Act and Townshend Acts

In order to pay for the French and Indian War, England decided to start taxing the colonies to

pay for the heavy expenses. The Stamp Act of 1765 was the first time England had levied a direct tax

on the colonies without their participation. This tax was put on all legal documents, newspapers,

almanacs, playing cards, and many other things. For the first time, colonists started to use the phrase,

"No taxation without representation!" They called for a boycott of British goods. The Stamp Act waseventually repealed by England in 1766 but replaced with other burdensome laws and taxes in the

colonies.

In May 1767, the English Parliament enacted the Townshend Acts which taxed many goodsand allowed British soldiers to examine ships without due cause. This caused merchants from North to

South in the colonies to agree on nonimportation agreements where they promised to stop importingBritish goods. These Acts also caused colonists to form small groups to protest, like the Sons of

Liberty. The Sons of Liberty were firebrands, or radicals, who relied on violence and intimidation to

move the cause forward. The Daughters of Liberty organized women to make clothes and goods fromAmerican materials rather than buy British goods. Samuel Adams, a firebrand, encouraged the boycottwhen he wrote a circular letter in 1768 calling for colonial cooperation. This infuriated Great Britain and

prompted the occupation of Boston by British troops in 1768.

Cities with shipping ports like Boston and New York were at the center of activity. Britain sentsoldiers to the customs houses there to make sure that people paid their taxes. Americans hated the

fact that the soldiers were always there. On the night of March 5, 1770, colonists gathered in front ofthe customs house in Boston. They began to call the soldiers names (like lobsterbacks) and throw

snowballs. Suddenly, the soldiers fired into the crowd and five people were killed. Among them, was ablack sailor named Crispus Attucks who was part of the Sons of Liberty. The Bostonians called this


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126

the Boston Massacre and wrote about it to other colonies. The Boston Massacre caused committees

of correspondence to form throughout the colonies. These were formal groups of people chosen to

write to other colonies to keep them informed of British actions. These committees became importanttools of protest for all the colonies.

John Adams, a Boston patriot, and later president of the United States, defended the British

soldiers in court and most were found to be innocent. By coincidence, on the same day as the Boston

Massacre, England repealed the Townshend Acts. The colonists were happy about this, but still

nervous about England's claim that they could tax whatever they wanted to.

Resources:

Baker, K. (2010). America: The Story of Us. Melcher Media.

Timeline of the Revolutionary War. US History. Retrieved September 18, 2013, fromhttp://www.ushistory.org/declaration/revwartimeline.htm

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Name:

Date:

Middle SchoolEXPERT GROUPASTEROIDS

Description:

Asteroids are metallic rocky bodies formed approximately 4.6 billion years ago. Scientists

believe asteroids may be the small, rocky pieces left over from the formation of the inner planets in oursolar system. They range in size from 940 km (about 1/4 the size of our moon) to bodies less than 1 km

wide.

Composition:Today, there is some debate among scientists as to the classification of asteroids, comets,

and moons. Most agree asteroids are classified into a number of types according to their spectra orshading. They are known as C-type (the darkest), S-type (the brightest) and M-type (in between).The majority of asteroids are composed of silicate (rocky, stone) and a small percentage of iron andnickel.

Location and Movement:Asteroids are sometimes referred to as minor planets or planetoids. Most asteroids are located

in the asteroid belt, also known as the main belt, located between Mars and Jupiter. They revolve

around the sun in an elliptical orbit. Sometimes asteroids are thrown off course when they collide. Stray

asteroids are believed to have slammed into Earth and other planets. Scientists predict an asteroid may

be responsible for the extinction of the dinosaurs nearly 65 million years ago.


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Important Facts:

Asteroids are generally thought to have formed when the solar system did, about 4.6 billionyears ago. However, the first asteroid and largest in the main belt, Ceres 1, was not discovered until the1801. According to the National Aeronautics and Space Administration (NASA), astronomer WilliamHerschel first used the word asteroid in 1802. It comes from the Greek word meaning "star like." Eros,an asteroid shaped like a brick stays in orbit around Mars. Most asteroids are not round, like planets.Scientists now believe they have cataloged 99% of all asteroids in our solar system.

Resources:

Asteroid Fact Sheet: Retrieved December 16, 2014, from ww.nssdc.nasa.gov/planetary/factsheet/asterodfact.htmlAsteroids. : Retrieved December 16, 2014, from www.nssdc.nasa.gov/planetar/text/asteroids.txt2

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Name:

Date:

SecondaryEXPERT GROUP

#2-Emperor Hirohito

Hirohito, the grandson of Emperor Meiji, was born in Japan on April 29, 1901. His father,Emperor Taisho, came to power in 1912. In 1915, Hirohito was tutored by Kimmochi Saionju, theformer prime minister of Japan. As a young man he became very interested in natural science andmarine biology. When Hirohito visited Europe in 1921 , he became the first Japanese prince to travel tothe west. He spent some time in Britain and had meetings with George V. Hirohito became emperorupon the death of his father in December 1926. He therefore became the 124th emperor in direct

lineage.

Under the constitution of Japan, the Emperor could not act except on the advice of his ministers

and the chiefs of staff. However, when a group of officers in the Japanese Army led a military coupagainst the political leaders in February 1936, Hirohito ordered his senior advisers, against their wishes,

to put the rebellion down. As a result of Hirohito's action, the ringleaders were executed.

Hirohito reluctantly supported the war against China (1931-1932) and the invasion of Manchuriain 1937. However, he approved the attack on Pearl Harbor that led to Japan and the United Statesbeing drawn into the Second World War. When promised a quick victory over the Allies and it did not

take place, Hirohito became critical of the political leaders and this led to the removal of Hideki Tojo onJuly 18, 1944. After the loss of Okinawa, Hirohito called on his ministers to seek a negotiated end to the

conflict. However, his government refused, claiming that Japan and Germany could still win the war.

In the long run, the Japanese attack on Pearl Harbor would be a serious mistake as Hitler'sinvasion of the Soviet Union. But in the months after Pearl Harbor, possessions in the Pacific fell to the

Japanese one by one. The Japanese captured the Philippines and other islands held by the U.S. Theyoverran the British colonies of Hong Kong, Burma, and Malaya, and advanced deeper into the DutchEast Indies and French Indochina. By 1942, the Japanese empire stretched from Southeast Asia to thewestern Pacific Ocean.

After the atom bombs were dropped on Hiroshima and Nagasaki, Hirohito called a meeting ofthe Supreme Council on August 9, 1945. After a long debate Hirohito intervened and said he could no


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longer bear to see his people suffer in this way. On August 15th, the people of Japan heard theEmperor's voice for the first time when he announced the unconditional surrender and the end of thewar.

Some Allied leaders wanted Hirohito to be tried as a war criminal but General DouglasMacArthur head of the occupation forces, refused arguing that Japan would be easier to rule if theemperor remained in office.

The American-Imposed Japanese Constitution reduced the emperor to a ceremonial role. OnJanuary 1, 1946, Hirohito made a formal statement where he explained that the role of the emperor inJapan had changed. He explained that the ties between himself and the Japanese people had alwaysinvolved "mutual trust and affection." He went on to say; "They do not depend upon mere legends andmyths. They are not predicated on the false conception that the Emperor is divine and that theJapanese people are superior to other races."

Other reforms introduced by General Douglas MacArthur encouraged the creation of democraticinstitutions, religious freedom, civil liberties, land reform, and emancipation of women and the formationof trade unions.

After the war Hirohito retained the affection of the Japanese people and showed that theJapanese monarchy was indeed modernized when he gave permission for Crown Prince Akihito tomarry a commoner. Hirohito, who was a notable marine biologist, died after a long illness on January 7,1989.

Resources:

Spartacus Educational. Spartacus educational Publishers Ltd. August 19, 2012.

http://www.spartacus.schoolnet.co.uk

Ellis, Elizabeth and Esler, Anthony. World History The Modern World. Massachusetts: Prentice Hall, 2007McDougal and Littell. Modern World History-Patterns of Interaction. Illinois: McDougal Littell, 1999.

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Whole Class Mind MapRationale

Teaches how to categorize informationlearned and to review facts

• Lowers affective filter

Provides a link between Pictorial Input Chart

and the Process Grid

Ke

Strategic Design

• Prewrite categories on Mind Map

Photo ra h/Sketch

Points

• Place next to Pictorial Input Chart (pp. 89-94) and Process Grid (pp. 200-202)

Delivery

Students are in close proximity to chart

Use Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and/or content objectiveChorally read the center of the Mind Map. Record topic in front of students

Read the first category on Mind Map. Have students paraphrase/define topic and share ideas with

partner

Have students put heads together to discuss one category at a time

Use choral calling of facts, "Just tell me."Sketch and bullet facts shared by students

Use the same color for entire chart (release scaffolding)


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Whole Class Mind MapEnglish Language Development Focus


This strategy allows for all students to discuss each category in pairs. Use sentence frames to allowlanguage learners to form complete coherent ideas about various topics and categories.

Examples

Teacher prompt: Put your heads together and discuss the

(category)

Teacher prompt: Tell me about the

Student response: TheStudent response: One fact aboutStudent response:

Student response: I am curious about

Student response: The

(category)

Strategy Variations

Research Links

• Kieffer, Rivera, & Francis (2012)• Ryoo (2009)

(category)

has

is

is interesting since

of the

because

is


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Name:

Name:

198

Date:

Reptiles — ISt GradeMind Map

Description

Reptile

Date:

American Revolution — 5th GradeMind Map

Caused ByEvent


134

Name:

ovemeot

interesting Facts

Name:

O/vem

199

Date:

Space — Middle SchoolMind Map

O escription

Object in Space

Date:

- 10th Grade

Mind Map

•O

WWII Leader


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Rationale

Process GridPhoto ra h/Sketch

Teaches students to categorize andclassify information providing practice of

academic language• Records unit concepts

Provides a pre-write for informative or

explanatory writing

Develops habits of positive interdependence

Ke Points

Strategic Design

• Categories are based on state standards and match Pictorial Input Chart, Mind Map and ExpertGroupsTop row is from whole class input, post Mind Map and Pictorial Input Chart (pp. 89-94) foraccessibility

Information on Process Grid can come from a variety of sources (lectures, reading, videos, etc.)

Delivery

•

•

200



Share team earn points for showing social skill

One round is the equivalent of all teams sharingEvery round points increase

Use T-Graph for Social Skills and Team Points (p. 137)Begin with two categories (scaffolding) Say, "Put your heads together and discuss facts about

and(first two categories)

Refer students to posted Mind Map and Pictorial Input Chart for facts (scaffolding)Call on each team (accountability)

Pull a number for each team (fairness & accountability)Reporter (the number called) stands up and shares what the team decided on

When reporter shares a fact- Ask, "Which category does that fact go in?" "Did you work together?"Teams earn points for demonstrating social skill (T-Graph for Social Skills (pp. 135-137))Encourage speaking in complete sentences

Bullet paraphrased answers and add sketches

Color-code information across rows

Have teams put their heads together to discuss additional categoriesContinue adding additional categories (next two — three)First Expert Group - scaffold sharing of two categories, use a different color marker, continue with

other categories

Second Expert Group release scaffolds and open categories - share all categories, use a different

color marker

Complete third and fourth Expert Groups following the same processFive rows total

Engage in bonus round where teams earn additional points for locating missing facts throughoutProcess Grid


136

Process GridEnglish Language Development Focus


During cooperative learning groups provide sentence frames to allow students to categorize facts andpractice use of academic language.

Examples

•

Student 1: Two facts about

Student 2: Our fact goes in the

Student 3: In our group we discussed

Student 4: The

are

category because

and decided

is

and

of the

Strategy Variations

Research Links

Brown, Ryoo, & Rodriguez (2010)Vaughn, Martinez, Linan-Thompson, Reutebuch, Carlson, & Francis (2009)Kovalik & Olsen (2005)


201

For successful implementation, you need to add your own personal notations


137

uuunnuanouu•

138


Cooperative Strip ParagraphRationale

Models and teaches conventions ofwriting and the writing processPractices writing to grade level standards asa whole class

Models reflection, metacognition, and revision

Allows using academic language in varyingsentence structures

Teaches use of reference materials in writing

Key Points

Strategic Design

Photograph/Sketch

• Prewrite the topic sentence or post writing prompt to guide students in writing statement or topicsentence

Delivery

•

203

Students are in close proximity to pocket chart



Read topic sentence together fluentlyStudents generate key words to highlight

"Walk the Process Grid," walk the students through the process of using the category titles andfacts to create high-level sentences, with supporting details

Send students back to teams to develop an oral sentence, teams raise their hands whencomplete, monitor for redundancy, give teams sentence strips to write sentence in team color

After completing sentences, teams place in writing pocket chart, students move in close proximityIncorporate Writer's Revising and Editing Checklists (pp. 205-207) while responding, revising andediting

Read together, tracking text, follow Writer's Revising & Editing ChecklistAdd author's name and date

Read aqain together, "responding" highlight words they like, words that make writing high level,scientific, descriptive, adds interest, and makes writing strong, ask why (metacognition)Read aqain, reorder and combine sentences

Read aqain, focus on content, refer back to the Process Grid (pp. 200-202) to add more high levelcontent to specific sentences, use a black marker to make changesRead again, refer to SPC (pp. 151-152), go to specific sentences, add adjectives, etc.Read aqain, focus on editing of paragraph, one skills at a time


139

Cooperative Strip ParagraphEnglish Language Development Focus


Provide sentence frames supporting students' oral language. Use sentences in pocket chart and ProcessGrid to provide students with additional opportunities with informational text.

Teacher prompt: What words from the topic sentence are important, academic and/or interesting?is an important word becauseStudent response:

Teacher prompt: What is an additional word?

Student response:

Student response: The word

Strategy Variations

Research Links

is descriptive becauseadds interest since

204

Lesaux, Kieffer, Kelley, & Harris (in press)Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)

McNamara, Crossley, & McCarthy (2010)



Copyright 0 2015 ORANGE COUNTY DEPARTMENT OF EDUCATIONALL RIGHTS RESERVED 0

140

Primary Writer's Revising & Editing Checklist

Title: Self

NamepeerName

PeerName

I read my work out loud.

I highlighted what makes my writing strong

Revising — Date:All the sentences make sense.

All the sentences are about the main idea.

The sentences are interesting

I added more facts and vocabulary

Editing — Date:

The sentences begin with a capital letter.

The sentences end with correct

punctuation.

The words are spelled correctly.

There is a title.

The author's name is on the paper.

Publishing — Date:My work is neatly written.

There are no errors in my final piece.

My illustrations match my writing

205


141

Upper Elementary Writer's Revising & Editing Checklist

Title: Self

Name

Responding — Date:

peerName

peerName

I read m work out loud

What makes m writin stron ?

Revising — Date:

Is the main idea clear?

Is the writin interestin ?

Is the information laced in lo ical order?

Does it need additional content or specificIan ua e?

Does it contain a concludin sentence?

Editing — Date:

Are the title main words capitalized?

Does each sentence begin with a capital letter?Does each sentence end with correctunctuation?

Is each sentence a complete thought?

Are there an s ellin errors?

Are there any other words that should be

ca italized?

Are lurals and ossessives correct?

Publishing

Is the handwriting neat or the word processingcorrect?

Is the final piece error—free?

Peer comments:

Best parts of this writing:

Areas needing work:

206

- Date:


142

Secondary Writer's Revising & Editing Checklist

Author:

Title:

Peer Editor:

Yes NoContent

Comments

Main idea is clearly stated in theintroduction.

Main idea is illustrated by several points.

Each point is supported by concrete

examples.

There is logical conclusion.

Correct spelling, grammar, and punctuationare used.

Or anizationThe piece has a title

There is an introduction, support, andconclusion.

First or third person point of view is used

consistently.

There is a variety of sentence patterns (i.e.

simple, compound, complex, or compound-complex)

Paragraphs are logically related and

sequenced.

Peer comments

Best parts of this writing:

Areas needing work:

207


143


Whole Class Group FrameRationale

Models and teaches conventions ofwriting and the writing processPractices writing to grade level standards as

a whole class

Models reflection, metacognition, and revision

Allows using academic language in varyingsentence structures

Key Points

Strategic Design

• Used in K-1 or with emergent readers

• Prewrite the topic sentence or use writing prompt

Delivery

Students are in close proximity to pocket chart

Photograph/Sketch

208

Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and/or content objective

Read topic sentence together fluentlyStudents generate key words to highlight"Walk the Process Grid," walk the students through the process of using the category titles and

facts to create high-level sentences with supporting details

Send students back to teams to develop an oral sentence, teams raise their hands whencomplete, monitor for redundancy, teacher writes sentence in team color, add sketches

After completing sentences, place in pocket chart, students move in close proximityIncorporate Writer's Revising & Editing Checklist (pp. 205-207) while responding, revising, and

editing

Read together, tracking text, follow Revising & Editing ChecklistAdd author's name and dateRead aqain together, "responding" highlight words they like, words that make writing high level,scientific, descriptive, adds interest, and makes writing strong, ask why (metacognition)Read aqain, reorder and combine sentencesRead aqain, focus on content, refer back to the Process Grid (pp. 200-202) to add more high levelcontent to specific sentences, use a black marker to make changesRead aqain, refer to SPC (pp. 151-152), go to specific sentences, add adjectives, etc.Read aqain, focus on editing of paragraph, one skill at a time


144

Whole Class Group FrameEnglish Language Development Focus


Provide sentence frames supporting students' oral language. Use sentences in pocket chart andProcess Grid to provide students with additional opportunities with informational text.

Teacher prompt: What words from the topic sentence are important, academic and/or interesting?Student response:

Teacher prompt: What is an additional word?

Student response.

Student response: The word

Strategy Variations

Research Links

Lesaux, Kieffer, Kelley, & Harris (in press)

is an important word because

is descriptive because

adds interest since

209

Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)McNamara, Crossley, & McCarthy (2010)



145


Rationale

Story MapPhoto ra h/Sketch

Scaffolds narrative writing for languagelearners

Focuses students on similar story elements

Assists students in internalizing story structure

Focuses on organizing and sequencing

Improves student comprehensionProvides a framework for identifying elements

Ke Points

Strategic Design

Create chart (pp. 212-213) for whole group instruction

Delivery

•

210

Students are in close proximity to chart


Color code each section

Heads together for each sectionFill in one section at a time with phrases and sketches

Discuss characters, setting, problem, goal, resolution, events


146

Story MapEnglish Language Development Focus


Use sentence frames for students to share whole group.

Teacher prompt: Who are the characters in the story?Student response: The characters in the story are

Teacher prompt: What happened at the beginning, middle, and end of the story?Student response: At the beginning, , in the middle

and at the end

Teacher prompt: How was the problem/conflict resolved?Student response: The conflict was resolved by

Strategy Variations

Use as a graphic organizer for team and individual narrative pre-write

Research Links

• Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Lesaux, Kieffer, Faller, & Kelley (2010)

This strategy page is intended to be a support.For successful implementation, you need to add your own personal notations

211


147

Story Map

Characters:

What happened?1.

2.

3.

4.


ALL RIGHTS RESERVED

148

Story Map

Characters:

Setting

Place.

Time:

The Problem/Conflict:

The Goal:

Event 1:

Event 2:

Event 3.

N)

Event 4

Event 5:

Event 6:

Event 7.

The Resolution:

213


149


Emergent Reading Group with Cooperative Strip ParagraphRationale

Scaffolds reading to build confident,

successful, independent readersAllows students to develop concepts of

sentences and words by going from whole to

part

Provides time for practicing academic

language

Supports fluency in reading

Provides access to grade level text

Affords students opportunities to take risks in

a low affective filter environment

Promotes discussion of skills and words in

context

Encourages metacognition through

questioning

Ke Points

Strategic Design

Photo ra h/Sketch

• Copy fully revised and edited Cooperative Strip Paragraph (pp. 214-216) onto sentence strips(one sentence per strip), incorporating the original colors used

Delivery

Have originat whole class Cooperative Strip Paragraph accessible

Pull a leveled/homogeneous group (emergent readers) in close proximity


Chorally read paragraph fluently, off the pocket chart

Pass out sentences to each student

Chorally read paragraph fluently, off the pocket chart, one sentence at a time, students placesentences on the floor/table, all read and check for accuracy, continue sentence by sentence

Chorally read rebuilt paragraph together

Collect sentences and cut into intentional phrases: subject, predicate, natural phrases, (fluent

readers pay attention to punctuation)

As phrases are passed to each student, have students engage in grade level appropriateword study or reading skills: count number of words, define vocabulary, prefixes, etc.Chorally read entire sentence fluently off of pocket chart, pointing to assist with scaffolding;

students rebuild sentence phrase by phrase on the floor/table; when entire sentence is built,chorally read rebuilt sentence, checking for accuracy

Process continues sentence by sentence until the paragraph is rebuilt; chorally read the

entire paragraph fluently

Incorporate metacognition, articulate WHY (metacognition), "Are you right?", "How did youknow?", "Prove it" (by reading it back/ matching to original)

• Collect hrases, cut into words, ass out words i.e. define vocabula , discuss words,


ALL RIGHTS RESERVED

150

chorally read)

Fluently read entire sentence off of pocket chart, use pointer, chorally read, students mustread word as they place it in sentence

Encourage students to drop use of color-coding

Use pointer, scaffold process, point to words students are looking for if necessary

Incorporate metacognition, articulate WHY, "Are you right?", "How did you know?", "Prove it"(by reading it back/ matching to original)

Read rebuilt paragraph together, all readClues game: "l spy a word that . (comprehension, phonics skills, sounds, vocabulary,

synonyms, antonyms)

Modified cloze game: Students close their eyes, take a word away, leave a space, havestudents raise their hands, think time, share word

Pass out a typed copy of the paragraph

Students read paragraph to adults in the school and get signatures

215


151

Emergent Reading Group with Cooperative Strip ParagraphEnglish Language Development Focus

How Language Works

To address language structures use constant rebuilding of intentional phrases, subject-predicateand subject-verb agreement. Explicitly teach the structures of the target language for recognition ofthese key elements. Note: For emergent language level students provide additional sketches to

make vocabulary comprehensible.

Strategy Variations

Type up comprehension questions for homework or small groupHave students teach classmates games

Research Links

Kieffer & Lesaux (2012)Burns (2011)

Nelson, Vadasy, & Sanders, (2011)



ALL RIGHTS RESERVED

152


Emergent Reading Group with Here/ There Chant: K-1Rationale

Scaffolds reading to build confident,

successful, independent readersAllows students to develop concepts of

sentences and words, going from whole to

part


language

Supports fluency in reading

Provides access to grade-level text

Affords students opportunities to take risks in

a low affective filter environment

Promotes discussion of skills and words incontext

Encourages metacognition throughuestionin

Ke Points

Strategic Design

Photograph/Sketch

• Copy fully processed Here/There Chant onto sentence strips, incorporating the same colorsOne line on each sentence strip

Delivery

217

Pull emergent readers in close proximity to chant

Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveFluently read chant together, off of chart

Pass out verses to students and chorally read

Build chant one line at a time, constantly referring to and reading originally charted chant

Track text and engage in shared readingChorally read final chant on floor/table

Incorporate metacognition, articulate WHY (metacognition), "Are you right?", "How did youknow?", "Prove it" (by reading it back/ matching to original)

Cut each line into short phrases, pass out to students, reading them with students

Build chant phrase by phrase, chorally reading and tracking text

Collect phrases, cut into words, pass out words (define vocabulary, chorally read)

Build chant by reading and tracking text, encourage students to drop use of color-codingClues game: "l spy a word (comprehension, phonics skills, sounds, vocabulary, synonyms,antonyms)Modified cloze game: Students close their eyes, take a word away, leave a space, havestudents raise their hands, think time, share word

Provide poem in a booklet with one line on each page to illustrate and practice reading forautomaticity and fluency

Students read poem to adults and peers in the school and get signatures

Copyright 0 2015 ORANGE COUNTY DEPARTMENT OF EDUCATIONALL RIGHTS RESERVED 0

153

Emergent Reading Group with Here/ There Chant: K-1English Language Development Focus

How Language Works

To address verb tenses identify all verbs in the Here/ There Chant. Separate the verbs, teach a mini-lesson to conjugate verbs and explicitly teach irregular verbs. Note: For emergent language level

students provide additional sketches to make vocabulary comprehensible.

Strategy Variations

Can be used with any repetitive chant

Research Links

218

Kieffer & Lesaux (2012)Burns (2011)

Nelson, Vadasy, & Sanders (2011)



154


Clunkers and Links with SQ3RRationale

Promotes thoughtful, metacognitivereaders of grade level text

Encourages students to make connectionsand links between what they are reading and

prior knowledge

Encourages metacognitionScaffolds complex and challenging texts

Teaches students strategies to access text


language

Ke Points

Photograph/Sketch

Strategic Design

• Designed for at or above grade-level readers, independent readers

• Use with explanatory or informative text, use is challenging text

Delivery

219

Pull leveled/homogeneous group in close proximity

Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveTell students title of text, do not show cover

Record students' predictions of ideas, concepts, and vocabulary they will encounter in text

(background information)

Guided survey of text (follow SQ3R process, p. 221 ), read titles, diagrams, charts, maps, etc.Use different color to record additional predictions

Explain Clunkers and Links, write on chart paper/use post-its and symbols

CLUNKERS: Cannot decode words, unfamiliar wordsLINKS: Links to background knowledge (text to text, self, or world)Students read a portion of text quietly

Each student shares Clunkers, teach skills (decoding, context clues, glossary)

Sketching to define/ underline syllables/phonemes, word study

Each student shares Links and reasoning for selectionDiscuss content of text

Students continue reading text in pairs using SQ3RGroup is pulled back later or the next day to process Clunkers and Links and discuss content oftext


155

Clunkers and Links with SQ3REnglish Language Development Focus

How Language Works

Talk about how readers refer back to the text to understand unknown vocabulary and unfamiliarconcepts (Clunkers). Make the explicit language connection to nouns highlighting how pronouns or asynonym refer back to the same noun in the text. (e.g. Santos Manuel's most important contributionto the Serrano people was his leadership in saving his people from being killed by the local SanBernardino militia, group of white male settlers, acted as soldiers to kill all the Native Americans that

were living in the San Bernardino Mountains. They drove them to the mountains.) The underlined anditalicized words are connected to make a distinction of what nouns/pronouns the paragraph isreferring to in the text.

Strategy Variations

Close Reading

Research Links

Lesaux, Kieffer, Faller, & Kelley (2010)Marzano & Pickering (2010)Silverman & Hines (2009)



ALL RIGHTS RESERVED

156

Names:

Name of Text:

Pages:

S = Survey

Q = Question

R = Read

R = Recite

R = Review

221

SQ3R study Method

Date:

Review text to gain initial meaning

(headings, bolded text, charts, pictures,

captions under pictures, graphs or

maps). Read introductory and

concluding paragraphs.

Generate questions about the reading.Make predictions about what you will bereading. (What do I already know aboutthis subject?)

1.

2.

3.

4.

As you read, look for answers to the

questions from the preview. Reread

captions under pictures. Stop andreread parts which are not clear.

Recite answers, take notes about

answers. Summarize what you just

read.

2.

3.

Go back and review the text to find

answers.


157


Directed Reading Thinking Activity - DRTARationale

Encourages students to be active

metacognitive readers

Develops purpose for reading

Guides students in asking questions abouttext

Allows time to make predictionsSupports comprehension of text

Helps students generate hypotheses aboutthe text and confirm or refute as they read

Activates students' prior knowledgeTeaches students to monitor theirunderstanding of the text

Helps strengthen reading and critical

thinking

Key Points

Strategic Design

Photograph/Sketch

• Determine the text to be used and preselect points to pause during the reading

Delivery

Students are in teams at their table groups or use in a small group


Introduce the text, showing the title

Ask students to predict, model how to make predictionsD = DIRECT: Direct and activate students' thinking prior to reading by scanning the title, chapterheadings, illustrations, and other text features, use open-ended questions to direct students as

they make predictions about the content ("What do you think this will be about?") teacher recordsideas

R = READING: Students read up to the first pre-selected stopping point, prompt students withquestions about specific information and ask them to go back to their predictions and refine themif necessary, continue until students have read each section

T = THINKING: At the end of each section, students go back through the text and think abouttheir predictions, students should verify or modify their predictions by finding supportingstatements in the text, ask questions such as:

o What do you think about your predictions now?o What did you find in the text to prove your predictions?o What did you read in the text that made you change your predictions?


ALL RIGHTS RESERVED

158

Directed Reading Thinking ActivityEnglish Language Development Focus

How Language Works

Provide sentence frames to validate and refute predictions if necessary.

Student response: After looking at my prediction, I consider this

-DRTA

because

Student response: This prediction was validated due toStudent response: I decided on this prediction

Student response: is important because

Strategy Variations

• May be used with any type of text

Research Links

Burns (2011)

Nelson, Vadasy, & Sanders (2011)Denton, Wexler, Vaughn, & Bryan (2008)

because


223


159


Rationale

Memory BankPhotograph/Sketch

•

Supports and develops students' note-taking and fosters metacognitionStimulates critical thinking

Focus students to extract the most relevant

information

Supports memory and recallProvides opportunity to negotiate for

meaning and process information orallyProvides low affective filter

Supports organization and processing factsand information

Promotes active listening

Key Points

Strategic Design

e Used during direct instruction in grades 5 and above

Delivery

224

Students are in team at their table groups

Use T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective

Teacher provides up to 10 minutes of direct instruction (oral lecture)

Students are actively listening

Provide a 10/2 (p. 124), discuss concepts and facts, encourage use of primary language to build

comprehensionGive students an additional two minutes to take notes, write and sketch their ideas

Continue with 10 minutes of direct instruction

Provide a 10/2 to negotiate meaning

Students skip one line on their Memory Bank and record their second set of key points (write and

sketch)Ask students to synthesize section 1 and 2 of notes and create an icon/sketch in the margin to

capture main idea

Continue process


160

Memory BankEnglish Language Development Focus

How Language Works

Provide sentence frames for the student to complete Memory Bank.

Teacher prompt: Describe the

Student response: The description of the

Teacher prompt: Write one new learning.Student prompt: A new learning for me was

Teacher prompt: Tell me about the

Student prompt: The

Strategy Variations

May be used with any type of text

Research Links:

• Lesaux, Kieffer, Kelley, & Harris (in press)

is

and the

and the are

Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins & Land (2011)


225


161

MEMORY BANKSketch


ALL RIGHTS RESERVED

162


Rationale

Strip BookPhotograph/Sketch

Supports development of reading andwriting skills

• Provides opportunity to write sentences

• Encourages use of academic language

• Provides practice of writing skills, (i.e.

similes, metaphors, commas in a series,fact, and opinion, transition words)

Ke Points

Strategic Design

• Create blank Strip Books using four sentence strips, folded in halfUse state standards to determine needed skills

• Incorporate sentence stems (scaffold for ELs)

Delivery

Pull students into close proximity or into a small group

Use the Three Personal Standards (pp. 31-32) and Literacy Awards (pp. 33-38)Establish and articulate comprehensible language objective and content objectiveModel creating a whole class Strip Book

In teams, students create Strip Book using resources in the classroom

Use the T-Graph for Social Skills and Team Points (pp. 135-137)

Examples

• Reptiles are as big as a car (simile) (use SPC adjectives as a starting point)• Snow Leopards can jump, hunt and climb mountains• Elephants are big. Elephants are grey. But elephants are not tiny. Elephants are not pink

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163

strip BookEnglish Language Development Focus

How Language Works

Teach mini-lesson for figurative language explaining shades of meaning. Draw the literate meaningand the meaning in context for students' further clarification. Explicitly teach idioms so students

understand vocabulary in context (e.g., Reptiles are as big as a car).

Strategy Variations

In K-1 , students dictate to the teacher

Use with the Sentence Patterning Chart (pp. 151-152)Incorporate Picture File Cards (pp. 138-139) as a scaffold

Research Links

228

Lesaux, Kieffer, Kelley, & Harris (in press)Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)McNamara, Crossley, & McCarthy (2010)



164

READING AND WRITING STRATEGYOWective: To develop com etenc in grade-level reading and writing skills

ABC BookRationale

Supports students in recognizing initialletter sounds and phonics

• Increases familiarity with academic

vocabulary

Key Points

Strategic Design

Photograph/Sketch

• Create an alphabetical list of vocabulary connected with the unit

Generate team-size A-B-C pages with dotted alphabet font

Delivery

Pull students into close proximity or into a small group


Establish and articulate comprehensible language objective and content objectiveModel the letter A page whole classAa alligatorYou chant:

Big A, Little A, (or capital A, lowercase A)What begins with A?Alligator, alligator, A, A, A

Students sky write the letters as you trace over the dots

Sketch and add a picture file card of an alligator

Chant again

Provide 10/2 (p. 124), brainstorm other words that begin with the letter A

229

Repeat with two-three letters each day


165

ABC BookEnglish Language Development Focus


Have students work in pairs or teams to discuss words they know beginning with each letter.

Partner A: I know a word that begins withI also know a word that begins withPartner B:

Partner A: An additional word isPartner B: Another word to consider is

Strategy Variations

• Primarily used in K-1 classrooms

• Can be used at other grade levels using sentences

Research Links

Burns (2011)

Nelson, Vadasy, & Sanders (2011)

It is

. It is



ALL RIGHTS RESERVEDeso

166


Focused ReadingRationale

Expands academic vocabulary andmotivates students by allowing themto find words that are personally

interesting

Uses background knowledge forpredictions

Gives students opportunities to practice

word study with any skill or conceptteacher selects

Provides opportunities for academicdiscourse

Provides review of vocabula

Key Points

Strategic Design

• Use Individual CCD (p. 48)

Delivery

Photo ra h/Sketch


Model whole class, practice in teams and complete as an individual task using resources in theclassroom

Students walk around in pairs and find words for Individual CCD. Using resources in theclassroom

"Read the walls"/ "Walk the walls" (encourages academic discourse)

For each word, students:o

o

o

231

Survey (H = heard, NH = not heard)Make predictionsResearch final meaningAdd a sketch (Ll, if applicable)

Include a word study (prefix, suffix, root word, origin)Write a sentence


QC.o

167

Focused ReadingEnglish Language Development Focus

Purposeful Interaction

Provide sentence frames to survey classmates for predictions.

•

Student A: What do you predictI predictStudent B:

Student A:

means?means

How did you come up with that prediction?Student B: I came up with that prediction because

Student A: Thank you for your assistance.

Student B: You are welcome, anytime.

Strategy Variations

Use this with a different focus. For example; "Read the walls" recording words that start with

"A" or synonyms, antonyms, high frequency words, etc.

• K-1 uses picture dictionary (p. 233)

Research Links

Beck, McKeown, & Kucan (2013)Lesaux, Kieffer, Kelley, & Harris (in press)Marzano & Pickering (2010)



ALL RIGHTS RESERVED

168

Picture Dictionary

233


169

READING AND WRITING STRATEGYOb•ective: To develo competenc in rade-level readin and writin skills

Ear-to-Ear ReadingRationale

Provides practice reading grade-leveltext and vocabulary

• Lowers affective filter

Engages and motivates students to read

Key Points

Strategic Design

Use Poetry Booklet from unit or any text related to unit

Delivery

Photograph/Sketch


Two students sit "Ear-to-Ear", facing in opposite directionsStudents take turns reading line by line (keep students engaged)Place non-readers, beginning ELS in a triad (sit in the middle of two fluent readers)


ALL RIGHTS RESERVED o

170

Ear-to-Ear ReadingEnglish Language Development Focus


Place pre-production, early-production or emergent language learner in a triad with fluent speakers of

the target language. This will support language learners with listening, speaking, and reading byproviding a model of the target language. This will build confidence and lower affective filter whenengaged in this activity.

Strategy Variations

Use with any text

Research Links

Kieffer& Lesaux (2012)

• Brown, Ryoo, & Rodriguez (2010)


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171


Rationale

Interactive JournalsPhotograph/Sketch

Provides authentic dialogue betweenteacher and students and providesmodeled writingStrengthens student and teacher

relationship

Key Points

Strategic Design

• Staple five to seven pieces of blank unlined paper (interactive journals are unstructured and thestudents decide how to write or sketch in them)

Delivery

236


Unprompted writing/student choiceWrite in the form of a friendly letter (Greeting, Body, Salutation)

Allow students to sketch or write

When responding, ask a question to encourage dialogueWhen students misspell or use grammar incorrectly, teacher's response includes the correctspelling or grammar with an underline

Copyright 0 2015 ORANGE COUNTY DEPARTMENT OF EDUCATIONALL RIGHTS RESERVED o

172

Interactive JournalsEnglish Language Development Focus

How Language Works

Address student's misuse of written language. Look for verb tenses, prepositional phrases andsubject-verb agreements in student's authentic writing. Model how to incorporate those languageconventions within your response. Use this data to drive instruction and monitor progress.

Strategy Variations

• K-1 Write back to students directly in front of them

Research Links

Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)Black & William (2009)


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Listen and SketchRationale

Develops visualization comprehensionPromotes active listening

• Provides assessment for comprehension

Key Points

Strategic Design

Provide blank paper

Choose text that is highly descriptive and relates to the unit

Delivery

Photograph/Sketch

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Use T-Graph for Social Skills and Team Points (pp. 135-137)Establish and articulate comprehensible language objective and content objective

Students actively listen with pencils downTeacher reads text aloud to a predetermined stopping point

Say, "Sketch the picture in your mind."

Students sketch

Continue process

Students share completed sketches


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Listen and SketchEnglish Language Development Focus


For students at pre-production, early production, and emergent proficiency levels show pictures andprovide oral prompts for additional scaffolding.

• Teacher prompt: Look at the

Teacher prompt: See theTeacher prompt: Does

Strategy Variations

it looks

it shows

remind you of

• Show pictures and provide prompts for additional scaffolding for individual students

Research Links

• Kieffer & Lesaux (2012)• Brown, Ryoo, & Rodriguez (2010)


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Rationale

Learning LogPhoto ra h/Sketch

Provides opportunities for students to

individually process information learned

through sketching and writingEncourages metacognitionUse as formative assessments to check for

understandingProvides opportunity for students to share

learning

Supports students personal connection to the

content

Key Points

Strategic Design

• Create Learning Log (p. 242) the first page is copied, the additional pages are left blank,

stapled)

• Learning Log is placed in the student portfolios (p. 268)• Develop intentional learning prompt for use throughout unit as formative assessments.

Delivery

Establish and articulate comprehensible language objective and content objectiveProvide clear and concise prompts for the Text and You sides:

o Text side — sketch or write about new learning using factual informationo You side — sketch or write personal thoughts or reactions to ideas and information

learned


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Learning Log

English Language Development Focus

How Language Works

Provide writing frames

Text

Teacher prompt: Describe the

Student response: The description of the

Teacher prompt: Write one new learning.Student response: A new learning for me was

is

and theTeacher prompt: Tell me about theStudent response: The and

You

Teacher prompt: Describe how this learning applies to youStudent response: This relates to me/my life because

Teacher prompt: Write a new learning that applies to you.Student response: A new learning that applies to me is

Teacher prompt: Tell me how this connects to your life.Student response: This connects to me because

Strategy Variations

• Can be used for any prompted writing

Research Links

and

Kim, Olson, Scarcella, Kramer, Pearson, Van Dyk, Collins, & Land (2011)• Fisher, Frey, & Lapp (2011)

Olsen (2010)



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Team Writer's WorkshopRationale

Allows students to collaborate on a

writing pieceLowers affective filter

Scaffolds writing for emergent writers orlanguage learners

Supports creative writing

Reinforces the writing process

Key Points

Strategic Design

• Develop a graphic organizer for students to use

Delivery

Photograph/Sketch

•

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Establish and articulate comprehensible language objective and content objectiveStudents are in teams at their table

Use T-Graph for Social Skills and Team Points (pp. 135-137)Brainstorm ideas using a graphic organizer, including parts of the genre they will be writingSketch and write ideas

Trade graphic organizers with another team to receive and provide feedback

Teacher models how to give suggestions and complimentsUsing feedback, team writes an outline

Trade with a DIFFERENT team to receive and provide feedbackWrite a rough draft

Teams use the Writer's Revising & Editing Checklist (pp. 205-207) to respond, revise, and edit


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Team Writer's WorkshopEnglish Language Development Focus


Provide sentence frames to provide positive feedback and suggestions in writing to other team's

writing.

Positive Feedback

Student A: One of the things I admire about your writing is

Student B: Thank you, I will use that again next time I write.

Student A: Another insight about your writing is

Student B: I considered that because

Student A: Lastly, I noticed

Student B: I appreciate your feedback because

Suggestions

One suggestion to improve your writing isStudent A:

Student B: Thank you, I will consider

Student A: Another idea can be

Student B: That is an interesting idea.

Strategy Variations

Use pairs of students

Research Links

Lesaux, Kieffer, Kelley, & Harris (in press)Lesaux, Kieffer, Faller, & Kelley (2010)Vaughn, Martinez, Linan-Thompson, Reutebuch, Carlson, & Francis (2009)Calkins (1994)



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Documents

Area Reading and Notes