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Writing is an area in the CCSS that can use additional attention, can be challenging to teach, and is often the language skill that can take the longest time for ELLs to develop compared to the other domains.
This post is framed around a traditional writing prompt. It shows how to differentiate the writing task for students at three levels of English language proficiency and closes with some additional resources. What did you do over summer vacation?
For example, in the sixth grade, students are expected to write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.
This standard includes the following strands: This writing assignment can address all of these strands for students performing on grade level. However, for students learning Englishthis writing prompt can be extremely challenging without proper scaffolds that allow students to not only have access to the task but to also demonstrate their ability to produce an answer that addresses the standard.
By providing scaffolds that are most appropriate and intentional for students based upon their level of English language proficiency, we have maximized instructional time and minimized confusion.
The ways to scaffold this writing prompt for ELLs at three different level of English language proficiency described below are a way to practice intentional teaching. Beginning Level Student For a beginner, this writing assignment will have to be heavily scaffolded.
A blank bubble brainstorm map in isolation will not be an appropriate scaffold. Allowing this student to write in his or her native language may be an appropriate start. Through translating this assignmentthe student will be able to participate.
Later, his or her narrative can be translated by a bilingual teacher, student, or paraprofessional, into English with key words, phrases and cognates highlighted. The student can also begin to address the writing prompt by listing events from his or her summer using short phrases in English, a word bank, and photos if available.
Those original phrases can then be extended into simple sentences by using sentence frames. The student could also create a digital story with subtitles in English.
Intermediate Level Student An intermediate level student most likely has the ability to engage with this writing prompt with fewer scaffolds than a beginner, but that student still requires the right scaffolds.
The flow chart will help them to put events in order. A word bank of transition words e.Progressions Documents for the Common Core Math Standards Funded by the Brookhill Foundation Progressions.
Draft Front Matter; Draft K–6 Progression on Geometry. New York State Next Generation English Language Arts and Mathematics.
Common Core and ELLs Rubric. The following rubric is a tool to determine the extent to which a CCSS-based lesson plan meets the educational needs of ELLs of varying language proficiency levels. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.
They analyze givens, constraints, relationships, and goals. Jun 11, · Example of the Reading Comprehension trait from the grades rubric: • Reading Comprehension of Key Ideas and Details: Score Point 4 The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.
Personal Narrative Genre. Personal narratives are a form of writing in which the writer relates one event, incident, or experience from his/her life.