ELD Quarter 1 Evidence Based Claims 6th Grade
Weeks 1, 2 and 3 CELDT PrepWeek 1, 2, and 3
Learning Targets:
Prepare for CELDT / ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) using key details based on understanding of a select set of grade‐level texts and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text that provide evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g., They walked to the soccer field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
Tasks
· Quick Write (5 to 10 minutes depending of the following lessons) These are suggestions for daily lessons mixing up the tasks throughout a week.
Ø Expand a sentence
§ Begin with a subject and verb and build into complex sentences with adjectives, adverbs, prepositional phrases, specific verbs and complex sentences. This could be a single lesson or one that is built upon each day until a vigorous complex sentence is developed.
o The girl rode her bike.
o The young girl rode her bike down the road.
o The blonde young girl raced her brand new bike down the winding road.
Ø Explain a picture
§ Provide a picture to students and ask them to write about that picture – this lesson can be edited, added to, and changed making the sentences and imagery stronger.
Ø Multiple meaning words
§ Teach and ask for examples of words that look the same, sound the same, and have different meanings. These words can be placed into sentences to show the meanings.
Ø Context clues
Ø Make a choice and give 2 reasons
§ Provide 2 pictures or choices and have students write what they choose and provide reasons for their choice (ex: Which would you rather do more, play on a sports team or become a member of the school band? Tell me why and give at least 2 reasons.)
§ This can be used for Speaking and Writing with a concentration on sentence structure.
· Discussion
Ø Should be met discussing the quick-write in pairs, small groups, and class settings
Ø Should be met discussing comprehension lessons and writing pieces
· Vocabulary – classmate, friend, request, schedule, describe, description, permanent, details, support, persuade, adjective, adverb, preposition, compare and contrast
· Comprehension
Ø Oral directions: Provide pictures of objects, students need to be able to identify objects and explain how they are used.
Ø Listening/Reading: Listen to/and or read stories and answer 3 questions **
Ø Speaking/Writing: Retell stories in greater detail by including the characters, setting, and plot. 4-pic narrative – partners share orally with one another, one shares with the class, teacher points out what was good (details, sequence,…), you could also expand into a writing task**
Ø Speaking/Speech Functions: Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information *
Ø Speech Functions: Teach the difference between *
§ Asking for information
§ Asking for an opinion
§ Give an explanation
§ Making a request
§ Ask permission
Ø Grammar/Writing
Ø Writing: Writing to build sentences: Subject + verb, then add adjectives, then adverbs and prepositions
Ø Writing: Short composition – Using topic sentences, supporting sentences, transitions, complex and compound sentences, conclusions or concluding sentences, strong vocabulary*
Ø Possible Prompts: Describe your favorite holiday, tell about your favorite subject in school and give reasons that tell why you like this subject, compare and contrast two sports.
*Possible resources for questions and rubrics - CELDT released test questions (http://www.cde.ca.gov/ta/tg/el/resources.asp), ELD proficiency tests -6th grade red book
** Picture Books - (http://www.lebanon.k12.mo.us/profdev/picturethis_20050406.pdf or http://kgcs.k12.va.us/instruction/books_compr_skills.pdf
Week 4
Week 4
Learning Targets:
CELDT testing this week / ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) using key details based on understanding of a select set of grade‐level texts and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text that provide evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g., They walked to the soccer field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
Tasks: CELDT testing this week
Speaking is assessed individually. Check school site’s schedule.
Day 1 – Listening 20-30 minutes
Day 2 – Reading 50-60 minutes
Day 3 – Writing - Multiple choice 20-30 minutes
Day 4 – Writing - Sentences and Short Compositions 20-30 minutes
Day 5 – Begin teaching the discussion routine listed below.
As time permits, directly teach a routine for holding a discussion. This routine will be used every day to build student-to-student interaction and increase their use of academic vocabulary.
· Discussion - Routine:
Ø Pose a question or statement that requires students to choose a side. (Example: All kids should have a pet.)
Ø Use a t-chart to record the reasons for “yes” on one side and the reasons for “no” on the other side. Discuss the responses using sentence frames such as “One opinion in our class is that all kids should have a pet because ______.” (example: it’s fun)
Ø Academic vocabulary building:
§ Teacher provides a two-column anchor chart with a list of everyday words and academic synonyms.
§ Teacher models choosing a statement from the t-chart and replacing one or more everyday words with academic language. “I selected the synonym ______to replace _____.” (Examples: I selected the synonym students to replace kids. I selected the synonym enjoyable to replace fun.)
§ Partners think of academic synonyms for everyday words on the chart. Partners report to the class using a frame such as:
§ We selected the synonym ______to replace ______.
§ Students individually choose a response and write it.
§ Choose a student to come to the front of the class with you to model how to restate a partner’s idea.
(Student reads his/her statement. The teacher responds with, “So what you are saying is ______.”)
Ø Students practice with their partners.
§ Partners read their sentences to each other several times.
§ Students restate partner’s idea to verify understanding.
ü So what you are saying is ______
ü In other words, you think ______
ü Choose a student to share with the class. Tell the class to listen carefully to see if their ideas are similar or different. Provide sentence frames for the students to respond:
ü My idea is similar to _____’s idea. I think ______because ______.
ü I disagree with _____’s idea. I think _____ because ______.
Ø Continue calling on students to share in this manner, prompting them to elaborate on their reasons.
Ø Summarize the students’ responses. (Several students shared the opinion that ______. However, others shared that ______.)
Week 5
Weeks 5
Learning Targets:
RL 1: Orally and in writing, students will differentiate between quoting directly from a text and paraphrasing the author’s purpose as they use several citations to support what a text says explicitly as well as make inferences.
RL 2: Orally and in writing, students will determine a theme or central idea of a literary text and describe how the theme is conveyed through particular details (characters, setting, events)
W1: With the use of a graphic organizer, students will write a formal, argumentative, multiple paragraph piece to support a claim. Students will support their argument with clear and relevant reasons and evidence. Students will introduce a claim in the introductory paragraph. In the body of the paper, students will support claims with credible and relevant evidence and reasons.
Students will use transition words and phrases to support the relationships between claims and reasons/evidence. Students will write a concluding paragraph. / ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) using key details based on understanding of a select set of grade‐level texts and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text that provide evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g., They walked to the soccer field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
This week will be about recognizing and writing different levels of questions to show understanding of content. Master Level 1/Right There questions in Week 5 and introduce Level 2/Think and Search or Author and Me questions. Use the questioning technique agreed upon at your school site. (AVID, Costa’s Levels of Thinking and Questioning, or QAR)
Tasks
· Quick Write - http://kids.nationalgeographic.com/kids/photos/, and http://www.sciencekids.co.nz/pictures/animals.html
1. Using a picture from one of the above websites, or from your own resources. Write on the board “Describe what you see in the picture using a variety of simple sentences.”
2. Show yesterday’s photo to the class. Write on the board “Using the picture and sentences from yesterday, add more descriptive words such as adjectives and adverbs and/or prepositional phrases as well as adding add time, manner, place, and cause to the sentence to make it richer. ”
3. Use the same picture (or another if you feel it necessary). Write on the board “Write three Level 1 or Right There questions about the picture.”
4. Use the same picture from yesterday. Write on the board “Write three Level 2 or Think and Search or Author and Me questions about the picture.”
5. Use the same picture from yesterday. Write on the board “Write three Level 1 or Right There questions about the picture two Level 2 or Think and Search or Author and Me questions about the picture.”
· Discussion
Ø Students read their sentences to a partner and discuss the parts of speech (subject, predicate, noun, article, verb) for each sentence. Select some student samples to discuss as a class. Use the document camera or put them on the board for all students to work with.
Ø Students explain the progression of their sentences from simple to more complex to their groups. Ask for student volunteers to share their sentences on the board or document camera for whole group discussion.
§ The girl rode her bike.
§ The young girl rode her bike down the road.
§ The blonde young girl raced her brand new bike down the winding road.
Ø Each day the students write questions. Have them discuss the questions in a small group to determine if the questions fit the level and picture. Begin with Level 1 and continue with this level until mastered. Then move onto Level 2.
Ø Students discuss the questions and choose a question or two that is read to the class, allowing other classmates to listen to, think about, and answer a variety of questions.
· Vocabulary (you can use the Stanford University Commencement Address by Steve Jobs, a picture book, or EL readers and create your own questions, depending on your class and levels of differentiation) Students will learn to recognize leveled questions.
Ø Level 1 or Right There Questions These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same sentence. For example: Where does this person live?
§ Read the question “Where did Steve Jobs go to school? Explain that this is a Level 1 or Right There Question because you can find the answer in the text. Ask and answer a few more Level 1 questions.