1st Grade LA Essentials Guide - ELL Companion Document

Quarter 1

Level 1: Entering
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 2: Beginning
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 3: Developing
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 4: Expanding
DRA ranges and fluency reflected in scores. / Level 5: Bridging
DRA ranges and fluency reflected in scores. / Level 6: Proficient
Grade Level
DRA Ranges
WIDA
1.0-1.4 / WIDA
1.5-1.9 / WIDA
2.0-2.4 / WIDA
2.5-2.9 / WIDA
3.0-3.4 / WIDA
3.5-3.9 / WIDA
4.0-4.4 / WIDA
4.5-4.9 / WIDA
5.0-5.4 / WIDA
5.5-5.9 / WIDA
6.0

Notes regarding Grade Level/DRA Reading scores of ELL students.

1.  Use ELL DRA Guidelines when scoring the DRAs of ELL students. (See next page)

2.  When starting the school year:

a.  ELs go through a period of acculturation or silent period

b.  This period of adjustment will often result in a lower DRA score at first.

3.  WIDA Scores found on:

Infinite Campus under Assessments: ACCESS – click on the (+) tab to pull down the reading and writing scores.

4.  Put each ELL student score teach on the WIDA Can Do Descriptors.


Guidelines for Scoring ELL DRAs

ELL Clarifications when completing a Record of Oral Reading in Scoring DRAs:

Note: Student may read text a second time to support and maintain comprehension and/or fluency.

• Repeated Substitutions: If an ELL student makes an error (e.g., run for ran) and then substitutes this word repeatedly, it will count as one error and a note will be made with regard to this error so it can be worked on, but it will not be counted each time the error is made. This is a developmental language acquisition issue.

• Substitutions involving contractions will not count as an error with an ELL student if their substitution indicates meaning. Examples: I will for I’ll or I’ll for I will.

• The substitution of a proper name (e.g., Mary for Molly) is counted as an error only the first time.

• Student leaves off “s” or “ed” at the end of a word, counts as an error only once (the first time) and then is noted for future instruction. It is not counted as an error for each word the student omits an "s" on within the same passage. For example, if the student reads: hat for hats, chicken for chickens and book for books, all three count as 1 error (as long as meaning is still present).

• Student mispronounces “ed” ending. This is counted the first time as an error and then is noted for future instruction.

• Words mispronounced due to sounds not found in the student’s first language or mispronounced due to their language dialect may be coded but are not counted as errors. Example: Instead of “th” sound student pronounces “th” like a “d” or “z”.

(If you are not sure if a sound is not found in the student’s first language it may be helpful to discuss your questions with the ELL Teacher who is familiar with the student. Generally speaking, if an ELL student is consistently saying a sound differently it is because the sound is not found in their first language and the brain has not yet “wired” that sound into the network. It will take time, so is not counted as an error.)

Foundational Skills in Reading
Common Core Standard: Foundation Skills
RF.1.1 Demonstrate the understanding of the organization and basic features of print.
a.  Recognize the distinguishing feature of a sentence (e.g. the first word, capitalization, and ending punctuation.)
SFSD Essentials Guide Content Objectives:
I can frame the first word in a sentence.
I can count the number of words in a sentence.
I can identify the beginning of a sentence by the capital letter.
I can identify the punctuation used to end a sentence.
Accommodations for EL’s
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can point to text.
• I can count objects in the pictures of a book.
• I can match capital letters.
• I can match lowercase letters.
• I can point to a period with teacher modeling. / • I can point to words.
• I can count the number of words in a sentence with my teacher.
• I can sort capital and lowercase letters.
• I can point to a period with teacher modeling.
• I can point to a question mark with teacher modeling.
• I can point to an exclamation point with teacher modeling. / • I can point to words in a sentence while my teacher reads.
• I can count the number of words in a sentence with teacher modeling.
• I can identify a capital letter.
• I can point to a period.
• I can point to a question mark.
• I can point to an exclamation point. / • I can point to words in a sentence while I read.
• I can count the words while my teacher reads a sentence.
• I can identify a capital letter at the beginning of a sentence.
• I can point to a period, question mark, and exclamation point. / • I can point to the first word in a sentence.
•I can count the number of words in a sentence.
• I can identify the beginning of a sentence by the capital letter.
• I can identify a period, question mark, and exclamation point. / • I can frame the first word in a sentence.
• I can count the number of words in a sentence.
• I can identify the beginning of a sentence by the capital letter.
• I can identify the punctuation used to end a sentence.
Foundational Skills in Reading
Common Core Standard: Foundation Skills
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
b.  Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c.  Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken, single syllable words.
SFSD Essentials Guide Content Objectives:
I can produce the sounds that letters make.
I can group sounds together to represent blends, chunks, or parts of words.
I can blend letter sounds to read single syllable words.
I can segment and pronounce sounds in words that I hear.
Accommodations for EL’s
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can watch, listen, and practice producing sounds with Tucker Signing strategies. / • I can practice producing sounds with Tucker Signing strategies when looking at the letters. / • I can use Tucker Signing strategies to produce letter sounds.
• I can produce blends, chunks, or parts of words using Tucker Signing strategies.
• I can blend letter sounds to read single syllable words using Tucker Signing strategies.
• I can segment and pronounce sounds in words that I hear using Tucker Signing strategies. / • I can produce the sounds that letters make.
• I can group sounds together to represent blends, chunks, or parts of words.
• I can blend letter sounds to read single syllable words.
• I can segment and pronounce sounds in words that I hear. / • I can produce the sounds that letters make.
• I can group sounds together to represent blends, chunks, or parts of words.
• I can blend letter sounds to read single syllable words.
• I can segment and pronounce sounds in words that I hear. / • I can produce the sounds that letters make.
• I can group sounds together to represent blends, chunks, or parts of words.
• I can blend letter sounds to read single syllable words.
• I can segment and pronounce sounds in words that I hear.
Foundational Skills in Reading
Common Core Standard: Foundation Skills
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
a.  Read grade-level text with purpose and understanding.
b.  Read grade-level text orally with accuracy, appropriate rate, and expression.
c.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SFSD Essentials Guide Content Objectives:
I can read stories with accuracy.
I can read text with fluency and expression.
I can read text with purpose and understanding.
I can monitor my reading and self-correct or reread when it doesn’t make sense.
Accommodations for EL’s
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can read stories, at my reading level, with accuracy.
• I can read text, at my level, with fluency and expression with teacher modeling.
• I can read text, at my level, with purpose and understanding with teacher modeling.
• I can monitor my reading and self-correct when reading text at my level with teacher modeling. / • I can read stories, at my reading level, with accuracy.
• I can read text, at my level, with fluency and expression with teacher support.
• I can read text, at my level, with purpose and understanding with teacher support.
• I can monitor my reading and self-correct when reading text at my level with teacher support. / • I can read stories, at my reading level, with accuracy.
• I can read text, at my level, with fluency and expression.
• I can read text, at my level, with purpose and understanding.
• I can monitor my reading and self-correct when reading text at my level. / • I can read stories, at my reading level, with accuracy.
• I can read text, at my level, with fluency and expression.
• I can read text, at my level, with purpose and understanding.
• I can monitor my reading and self-correct when reading text at my level. / • I can read stories, at my reading level, with accuracy.
• I can read text, at my level, with fluency and expression.
• I can read text, at my level, with purpose and understanding.
• I can monitor my reading and self-correct when reading text at my level. / • I can read stories with accuracy.
• I can read text with fluency and expression.
• I can read text with purpose and understanding.
• I can monitor my reading and self-correct or reread when it doesn’t make sense.


Suggested ELL Strategies:

Total Physical Response:

TPR is a research-based instructional strategy that attaches gestures to key vocabulary words in order to make meaningful connections. To be successful, students must be given multiple opportunities to practice the vocabulary word and gesture.

1.  Select the content area words you want the student to learn.

2.  Select a picture to go with each word on a Smart Board file

3.  When showing the pictures and written words to the student teach them a gesture to go with the word.

a.  Example: Greater than – stretch arms out to show greater size.

4.  Have the student(s) repeat the word while doing the gesture. Repeat and practice several times for each word.

5.  Ask students to turn to a partner to practice the gesture and repeat the word.

Tucker Sign:

Tucker sign is a research based strategy that creates a powerful mental model. This visual strategy of 44 hand signs enhances decoding skills.

Reading Literature and Reading Informational Texts
Common Core Standard: Reading Literature and Informational Text
RL.1.3 (Reading Literature) Describe characters, settings, and major events in a story, using key details.
RL.1.7 (Reading Literature) Use illustrations and details in a story to describe its characters, setting, or events.
Comprehension Strategy: Schema and Visualizing
SFSD Essentials Guide Content Objectives:
I can describe characters using illustrations and details from the story.
I can use illustrations and details from the story to discuss the setting.
I can describe events in the story using key details and illustrations.
Accommodations for ELs
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can describe characters in a story by responding to yes or no questions with the support of key details / illustrations and teacher modeling.
• I can describe the setting of a story by responding to yes or no questions with the support of key details / illustrations and teacher modeling.
• I can describe events in a story by responding to yes or no questions with the support of key details / illustrations and teacher modeling. / • I can use short phrases to describe characters in a story with the support of key details / illustrations and teacher support.
• I can use short phrases to describe the setting of a story with the support of key details / illustrations and teacher support.
• I can use short phrases to describe events in a story with the support of key details / illustrations and teacher support. / • I can describe characters in a story using short sentences with teacher support and illustrations/key details from the text.
• I can describe the setting of a story using short sentences with teacher support and illustrations/key details from the text.
• I can describe events in a story using short sentences with teacher support and illustrations/key details from the text. / • I can describe characters in a story using sentences with the support of illustrations/key details from the text.
• I can describe the setting of a story using sentences with the support of illustrations/key details from the text.
• I can describe events in a story using sentences with the support of illustrations/key details from the text. / • I can describe characters using illustrations and details from the story.