Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
1 | P a g e
Social Studies Curriculum
Grade 2: Unit 4
2 | P a g e
Course Description
The New Jersey Student Learning Standards serve as the basis for the second grade course, We Live Together. As students’ progress through
the five units of the school year, they will focus and examine: living in a community, the role of geography in understanding the Earth and
its functions, a historic overview of the United States and its beginnings, the role of government and economics in our community, country
and the world.
The progression of this course allows students to have an opportunity to focus on characteristics that contribute to the development of a
specific community. In doing so, students will be able to make clear connections and links to their present day community and how the
structure of the community is supported by its workers. The role of seasonal changes will be analyzed to assist students in furthering their
understanding of all the factors impacting the Earth as a whole. Historical understanding of the Native Americans, Spanish conquest, the
establishment of the colonies and the American Revolution will be closely examined. The final unit allows students to understand the function
of government as dominate factor in resolving conflicts at all levels of government. The infusion of economic understanding in its most
basic fashion will be interpreted through the concepts: reasons why people work, needs verses wants, and trading with other countries
throughout the world.
3 | P a g e
Pacing Chart
Unit Topic Suggested Timing
Unit 1 Our Community 6 Weeks
Unit 2 All About Work 6 Weeks
Unit 3 Our Past 7 Weeks
Unit 4 All About Earth 7 Weeks
Unit 5 Our Government 7 Weeks
Unit 6 Paterson History 3 Weeks
4 | P a g e
Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
5 | P a g e
Computer Science and Design Thinking
Standards
8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.D.1, 8.1.2.E.1
➢ Technology Operations and Concepts
▪ Identify the basic features of a digital device and explain its purpose.
▪ Create a document using a word processing application.
▪ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.
▪ Enter information into a spreadsheet and sort the information.
Example of Use: Create an online Venn Diagram: Share your \heritage with a partner. Fill in a Venn diagram comparing and
contrasting the two.
➢ Creativity and Innovation
▪ Illustrate and communicate original ideas and stories using multiple digital tools and resources.
Example of Use: Create an online Presentation: Choose one of your family traditions and share your family’s diversity through
storytelling, song, or writing. Find where your family comes from on a map, if applicable.
➢ Digital Citizenship
▪ Develop an understanding of ownership of print and non-print information.
Example of Use: Website encouraging Turn & Talk:
http://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=104
➢ Research and Information Literacy
▪ Use digital tools and online resources to explore a problem or issue.
Example of Use: Use online resources and digital tools to research your family history or the countries that your family came from.
6 | P a g e
Career Readiness, Life Literacies and Key Skills
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They
are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in
all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances
through a program of study.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.
They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are
skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the
audience for their communication and prepare accordingly to ensure the desired outcome.
Example of Use: In a show and tell, have each student share their favorite item and list the resources used to make it. Discuss with the
student what would be done if it were broken. Could it be repaired or used in some other way?
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or
mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,
understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition,
the environment and the profitability of the organization.
Example of Use: Read about Earth Day and discuss ways we can protect Earth.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
7 | P a g e
Career Readiness, Life Literacies and Key Skills
Example of Use: Read about landforms and create a foldable depicting each one and describing them.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
Example of Use: Read about the continents and locate them on a map/globe. Compare and contrast two continents using a venn diagram
or a compare/contrast chart.
8 | P a g e
9 | P a g e
10 | P a g e
11 | P a g e
Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
12 | P a g e
13 | P a g e
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
14 | P a g e
Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
• Leveled Text
• Chunking text
• Choice Board/Menu
• Tiered Instruction
• Small group instruction
• Sentence starters/frames
• Writing scaffolds
• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
• Use of oral assessment
• Tiered learning centers
• Tiered questioning
• Data-driven student partnerships
15 | P a g e
Enrichment
Accommodate Based on Students Individual Needs: Strategies
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self Selection of Research
• Tiered/Multilevel Activities
• Learning Centers
• Individual Response Board
• Independent Book Studies
• Open-ended activities
• Community/Subject expert mentorships
16 | P a g e
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• DBQ, Essays, Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations, Prezi, Gallery Walks
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Political Cartoon, Radio, Song Analysis
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
17 | P a g e
Unit 4: All About Earth
Social Studies Grades K-4 New Jersey Student Learning Standards
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions
of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect
fundamental rights and core democratic values as productive citizens in local, national, and global communities.
B. Geography, People, and the Environment
6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in
different regions of New Jersey and the United States.
6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment
to understand the concept of regionalism.
6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others.
6.1.4.B.8 Compare ways people choose to use and divide natural resources.
6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.
C. Economics, Innovation, and Technology
6.1.4.C.4 Describe how supply and demand influence price and output of products.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
A. Civics, Government, and Human Rights
6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.
B. Geography, People and the Environment
6.3.4.B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose
possible solutions.
18 | P a g e
Grade: 2 Unit: IV Topic: All About Earth
Geography tells about the people, plants and animals that
live on Earth. Maps and globes can help us learn about the
different landforms on Earth. Earth’s seasons and its
resources affect our lives.
NJSLS: 6.1.4.B.1, 6.1.4.B.4, 6.1.4.B.5, 6.1.4.B.6, 6.1.4.B.7, 6.1.4.B.8, 6.1.4.B.9, 6.1.4.C.4, 6.3.4.A.3, 6.3.4.B.1
ELA NJSLS: RI.2,7, R.I.2.10, W.2.2, R.L.2.7, S.L.2.1, S.L.2.6
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Recognize and describe
various kinds of land and
water found on Earth.
Locate them on a
map/globe.
Standards: 6.1.4.B.1
What are examples of land
and water found on Earth?
What are the characteristics
of different types of
landforms and bodies of
water?
Read about landforms and
create a foldable depicting
each one and describing
them.
Landform slideshow with
description:
http://studyjams.scholasti
c.com/studyjams/jams/sci
ence/rocks-minerals-
landforms/landforms.htm
Interactive landforms
map of U.S.: http://www.eduplace.com
/kids/socsci/books/applica
tions/imaps/maps/g2_u2/
Using Landform Maps
p.84 (We Live Together)
A Look at Brazil’s
Geography p.110 (We Live
Together)
Technology: slide shows,
interactive maps and games
(see Resources), blogs (see
Sample Activities and
Resources)
Standard: 8.1.2.A.1
19 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Identify where we live on a
map/globe (city, state,
country, and continent).
Standards: 6.1.4.B.1,6
What city, state, country,
and/or continent do you
live in? Locate it on a
map/globe.
Read about the continents
and locate them on a
map/globe. Compare and
contrast two continents
using a venn diagram or a
compare/contrast chart.
Create a map of the world
showing the continents and
oceans.
Interactive game for
continents/oceans:
http://www.sheppardsoft
ware.com/World_Contine nts.htm
Continents passage: http://www.readworks.or
g/sites/default/files/passa ges/720_our_world_0.pdf
ELA: Compare and
contrast using a venn
diagram.
Standard:
NJSLSA.R5.
Art: maps and drawings
(see Sample Activities and
Unit Projects)
Standard: 1.3.P.D.2
Recognize the difference
between weather and
seasons.
Standards:
6.1.4.B.4
How does the weather
affect our daily lives?
Daily Journal writing or
Blog: Write about the
weather and what you
did/will do that day. After 2
weeks revisit journal entries
and discuss how the weather
has affected your daily
activities.
Create a bar graph as a
class to record daily
weather. Utilize the bar
graph to obtain
information about weather
changes after some time.
Kids’ website for
blogging:
www.kidblog.org
Reading/Writing: reading
passages, written responses,
blogs, daily journal (see
Sample Activities)
Standard: NJSLSA.R3.
Math: Create a bar graph
(See sample Activities)
Standard: 1.3.P.D.2
20 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Identify how and why
people change Earth.
Recognize ways in which
people can help protect it.
Standards:
6.1.4.B.5,8,9
How do we change our
Earth and what are ways
that we can protect it?
What is the difference
between the weather and
the seasons?
How does the weather
affect our daily lives?
Read about Earth Day and
discuss ways we can protect
Earth.
Earth Day passage:
http://www.readworks.or
g/sites/default/files/passa
ges/A%20Day%20to%20 Celebrate%20Earth%20P
assage.pdf
Take Care of Our Planet
passage:
http://www.readworks.or
g/sites/default/files/passa
ges/640_take_care_of_ou
r_planet.pdf
Earth Day Virtual Field
Trip Plan
http://www.pemberton.k1
2.nj.us/departments/curric
ulum/docs/EarthDay_Virt
ual_Classroom_Field_Tri
p.pdf.
Reading/Writing: reading
passages (see Sample
Resources)
Standard: NJSLSA.R3.
21 | P a g e
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Explain how natural Where do natural Play “Find the Resource.” Passage about how Speaking/Listening:
Discussion on various
topics (see Sample
Activities)
Standard: NJSLSA.W1.
ELA: Reading passage at
appropriate grade level
(see Resources)
Standard: NJSLSA.R3.
Art: 3D landform (see
Unit Projects)
Standard: 1.3.P.D.2
resources meet our needs resources come from? Let one student name a Native Americans used
and affect how we live. manufactured object, such natural resources:
Standards: Where do the products we as a car. The first student http://www.readworks.or
6.1.4.B.4,8 use originate and how do to name a natural resource g/sites/default/files/passa
6.1.4.C.9 they travel to us? used in the object gets to ges/820_native_american
offer the next man-made _0.pdf
Where do the consumer object.
goods we throw away go
after we are finished with In a show and tell, have
them? each student share their
favorite item and list the
What can we do to use resources used to make it.
these resources Discuss with the student
responsibly? what would be done if it
were broken. Could it be
repaired or used in some
other way?
22 | P a g e
Amistad Curriculum
The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African
slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
New Jersey Student Learning
Standards Activity (Map Activity
Study the map and answer the given
questions.
http://www.njamistadcurriculum.net/history/unit/social-
studies-skills/content/4525/7696
Ecosystems – View Gallery Analyze the pictures of each eco-system
and evaluate the benefits and challenges of
each eco-system
http://www.njamistadcurriculum.net/history/unit/social-
studies-skills/gallery/3452/5523#desert
Landform – View Gallery Analyze the pictures of each landform and
compare them with other landforms.
http://www.njamistadcurriculum.net/history/unit/social-
studies-skills/gallery/3452/5525
Cardinal Directions In this lesson, the students will gain an
understanding of the basic cardinal
directions. Then, they will embark on a
classroom treasure hunt to apply what they
have learned.
http://www.njamistadcurriculum.net/history/unit/social-
studies-skills/lesson_plan/4210/288
23 | P a g e
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of
the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units
contain the following topics:
1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)
2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era
3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern
America (1901-1920)
4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and
Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
5. Establishment of a New Nation and Independence to Republic
(1600-1800)
12. America in the Aftermath of Global Conflict, Domestic and
Foreign Challenges, Implications and Consequences in an ERA of
reform. (1946-1970)
6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America
Faces in the 21st Century (1970-Present)
7. The Evolution of a New Nation State (1801-1860)
The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Griot
7. Library
8. Links
9. Rubrics
10. Tools
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
24 | P a g e
Holocaust Curriculum
In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education
and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the
teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in
standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Diversity as a Box of Crayons Students will learn about what we can
learn from a box of crayons. Students will
discuss the metaphor “diversity as a box of
crayons”. Students will draw a picture
with only one crayon from a box, then
discuss why it’s important to use all the
colors.
https://www.tolerance.org/classroom-resources/tolerance-
lessons/what-can-we-learn-from-a-box-of-crayons
Martin Luther King, Jr. Students will learn about Martin Luther
King, Jr. and how to respond to unequal
treatment. Students will respond to
questions about MLK Jr.’s “I have a
dream” speech.
https://www.learningtogive.org/units/upon-clouds-equality-
1st-grade/upon-clouds-equality-1st-grade
Clouds of Equality Students will create “clouds of equality”
based on Martin Luther King, Jr.’s famous
speech. Students will write their dreams on
two matching clouds and explain their
dreams to the class.
https://www.learningtogive.org/units/upon-clouds-equality-
1st-grade/upon-clouds-equality-1st-grade
Similarities and Differences Students will play a game of “Simon Says”
highlighting their similarities and
differences. Students will explore themes
of tolerance and why differences make the
world interesting.
https://www.educationworld.com/a_lesson/00-
2/lp2061.shtml
25 | P a g e
DBQs Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
26 | P a g e
Unit Vocabulary:
• Geography
• Capital
• Landform
• Island
• Peninsula
• Hill
• Mountain
• Valley P
• Plain
• Lake
• River
• Season
• Bar graph Recycle
• Natural resources
• Renewable resources
• Non-renewable Resources
• Producers
• Consumers
27 | P a g e
Unit Project (Choose 1)
Project 1 (Suggested) Project 2 (Suggested)
Recycling project:
Plant flowers in a reused item, such as a coffee can, mug, bean can,
etc. Write about changes that you see in your plant weekly. Once
the plant/flower has grown, use them to decorate/beautify a part of
the school.
• Create a 3D landform model using recycled materials
(bottles, paper, cans, etc.). Present to the class.
28 | P a g e
Speaking Rubric of the WIDA Consortium
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 - Entering Single words, set phrases or
chunks of memorized oral
language
Highest frequency vocabulary from school
setting and content areas
When using memorized language, is generally
comprehensible; communication may be significantly
impeded when going beyond the highly familiar
2 - Emerging
Phrases, short oral sentences General language related to the content area;
groping for vocabulary when going beyond
the highly familiar is evident
When using simple discourse, is generally
comprehensible and fluent; communication may be
impeded by groping for language structures or by
phonological, syntactic or semantic errors when going
beyond phrases and short, simple sentences
3 - Developing
Simple and expanded oral
sentences; responses show
emerging complexity used to
add detail
General and some specific language related to
the content area; may grope for needed
vocabulary at times
When communicating in sentences, is generally
comprehensible and fluent; communication may from
time to time be impeded by groping for language
structures or by phonological, syntactic or semantic
errors, especially when attempting more complex oral
discourse
4 - Expanding
A variety of oral sentence
lengths of varying linguistic
complexity; responses show
emerging cohesion used to
provide detail and clarity
Specific and some technical language related
to the content area; groping for needed
vocabulary may be occasionally evident
At all times generally comprehensible and fluent,
though phonological, syntactic or semantic errors that
don’t impede the overall meaning of the
communication may appear at times; such errors may
reflect first language interference
5 - Bridging
A variety of sentence lengths of
varying linguistic complexity
in extended oral discourse;
responses show cohesion and
organization used to support
main ideas
Technical language related to the content
area; facility with needed vocabulary is
evident
Approaching comparability to that of English
proficient peers in terms of comprehensibility and
fluency; errors don’t impede communication and may
be typical of those an English proficient peer might
make
29 | P a g e
*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their
English-proficient peers.
Writing Rubric of the WIDA Consortium (Grades 1-12)
Task Level Linguistic Complexity Vocabulary Usage Language Control
1 - Entering
Single words, set phrases or chunks of simple
language; varying amounts of text may be
copied or adapted; adapted text contains
original language.
Usage of highest frequency vocabulary
from school setting and content areas.
Generally comprehensible when text is copied or
adapted from model or source text;
comprehensibility may be significantly impeded
in original text.
2 - Emerging
Phrases and short sentences; varying amount
of text may be copied or adapted; some
attempt at organization may be evidenced.
Usage of general language related to the
content area; lack of vocabulary may be
evident.
Generally comprehensible when text is adapted
from model or source text, or when original text
is limited to simple text; comprehensibility may
be often impeded by errors.
3 - Developing
Simple and expanded sentences that show
emerging complexity used to provide detail.
Usage of general and some specific
language related to the content area; lack
of needed vocabulary may be evident.
Generally comprehensible when writing in
sentences; comprehensibility may from time to
time be impeded by errors when attempting to
produce more complex text.
4 - Expanding
A variety of sentence lengths of varying
linguistic complexity; emerging cohesion
used to provide detail and clarity.
Usage of specific and some technical
language related to the content area; lack
of needed vocabulary may be occasionally
evident.
Generally comprehensible at all times, errors
don’t impede the overall meaning; such errors
may reflect first language interference.
5 - Bridging
A variety of sentence lengths of varying
linguistic complexity in a single organized
paragraph or in extended text; cohesion and
organization
Usage of technical language related to the
content area; evident facility with needed
vocabulary.
Approaching comparability to that of English
proficient peers; errors don’t impede
comprehensibility.
6 - Reaching*
A variety of sentence lengths of varying
linguistic complexity in a single tightly
organized paragraph or in well-organized
extended text; tight cohesion and organization
Consistent use of just the right word in
just the right place; precise Vocabulary
Usage in general, specific or technical
language.
Has reached comparability to that of English
proficient peers functioning at the “proficient”
level in state-wide assessments.
30 | P a g e
GRADE 6-12 – RUBRIC (Revised July 29, 2014)* Narrative Task (NT)
Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0
Writing Written Expression The student response:
is effectively developed
with narrative elements
and is consistently
appropriate to the task;
demonstrates purposeful
coherence, clarity, and
cohesion, making it easy
to follow the writer’s
progression of ideas;
establishes and maintains
an effective style,
attending to the norms
and conventions of the
discipline.
The student response:
is mostly effectively
developed with narrative
elements and is mostly
appropriate to the task,
demonstrates coherence,
clarity and cohesion,
making it fairly easy to
follow the writer’s
progression ideas,
establishes and maintains
a mostly effective style,
while attending to the
norms and conventions
of the discipline.
The student response:
is developed with some
narrative elements and is
somewhat appropriate
to the task; demonstrates
some coherence, clarity,
and/or cohesion, making
the writer’s progression
of ideas usually
discernible but not
obvious; has a style that
is somewhat effective,
generally attending to
the norms and
conventions of the
discipline.
The student response:
is minimally developed
with few narrative
elements and is limited
in its appropriateness to
the task; demonstrates
limited coherence,
clarity, and/or cohesion,
making the writer’s
progression of ideas
somewhat unclear; has a
style that has limited
effectiveness, with
limited awareness of the
norms of the discipline.
The student response:
is undeveloped and/or
inappropriate to the
task; lacks coherence,
clarity, and cohesion, has
an inappropriate style,
with little to no
awareness of the norms
of the discipline.
Writing Knowledge of
Language and Conventions The student response to
the prompt demonstrates
full command of the
conventions of standard
English at an appropriate
level of complexity.
There may be a few
minor errors in
mechanics, grammar and
usage, but meaning is
clear.
The student response to
the prompt demonstrates
some command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics, grammar and
usage, that occasionally
impede understanding,
but the meaning is
generally clear.
The student response to
the prompt demonstrates
limited command of the
conventions of standard
English at an appropriate
level of complexity.
There may be errors in
mechanics; grammar and
usage that often impede
understanding.
The student response to
the prompt demonstrates
no command of the
conventions of standard
English at an appropriate
level of complexity.
Frequent and varied
errors in mechanics,
grammar, and usage
impede understanding.
31 | P a g e
ELL Resources
▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
▪ “Word clouds” from text that you provide-http://www.wordle.net/
▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/
▪ Learn a language for FREE-www.Duolingo.com
▪ Time on task for students-http://www.online-stopwatch.com/
▪ Differentiation activities for students based on their lexile- www.Mobymax.com
▪ WIDA- http://www.wida.us/
▪ Everything ESL - http://www.everythingESL.net
Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers
▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox
best practices for various aspects of an English language classroom
▪ Hope4Education - http://www.hope4education.com
Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion
forums, and tele-chats hosted by Hope Blecher-Sass
▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/
Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English
language learners
▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135
▪ OELA - http://www.ed.gov/offices/OBEMLA
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient
Students
▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/
32 | P a g e
ELL Resources
▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc
supported through the NJDOE, Office of Special Education Programs.
Click on "Services" and scroll down to the library in your region.
▪ 1-Language.com - http://www.1-language.com
Activities, exercises, worksheets, forums, chats, articles, and more
▪ Repeat After Us - http://repeatafterus.com/
The best collection of copyright-free English texts and scripted recordings
▪ Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il
Games and quizzes for practicing vocabulary
Students K-12
▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com
Sites and resources for classroom instruction compiled by Keith Schoch
▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com
Tips, activities, information & links for students and teachers
▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html
Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more
▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html
Implement "Centers" in a high school classroom using the i-pod touch
▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish
A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in
the humanities
33 | P a g e
ELL Resources
▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18
http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25
Search by college or location. Updated annually