Strategy: Total Physical Response (TRP)

5th Grade LA Essentials Guide – ELL Companion Document – Quarter 4 Purpose: A guide to providing appropriate accommodations for ELLs – Language Levels 1 – 5 . Lau vs. Nichols requires we reach toward the Common Core Standards by accommodating the language level needs of ELs

Level 1: Entering Level 2: Beginning Level 3: Developing Level 4: Expanding Level 5: Bridging Level 6: Proficient

DRA ranges reflect DRA ranges reflect DRA ranges reflect DRA ranges and fluency DRA ranges and Grade Level previous literacy. previous literacy. previous literacy. reflected in scores. fluency reflected in DRA Ranges If no prior literacy, If no prior literacy, If no prior literacy, scores. growth may take longer. growth may take longer. growth may take longer.

WIDA WIDA WIDA WIDA WIDA WIDA WIDA WIDA WIDA WIDA WIDA 1.0-1.4 1.5-1.9 2.0-2.4 2.5-2.9 3.0-3.4 3.5-3.9 1.0-1.4 1.5-1.9 2.0-2.4 2.5-2.9 3.0-3.4

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.

1 5th Grade LA Essentials Guide - ELL Companion Document Quarter 4 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.)

2 5th Grade LA Essentials Guide - ELL Companion Document Quarter 4

Foundational Skills in Reading Common Core Standard: Foundation Skills RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots, affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

SFSD Essentials Guide Content Objectives: I can “chunk” to decode multi-syllable words in and out of context. I can monitor for meaning while reading text. I can use roots and affixes to identify and know the meaning of words. Accommodations for EL’s Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Beginning Developing Expanding Bridging Proficient • I can “chunk” to decode • I can “chunk” to decode • I can “chunk” to decode • I can “chunk” to decode • I can “chunk” to decode • I can “chunk” to decode words at my reading words at my reading words at my reading words at my reading multi-syllable words in multi-syllable words in level in context with level in context with level in context with level in context. and out of context. and out of context. teacher modeling and teacher and visual visual support. visual support. support. • I can monitor for • I can monitor for • I can monitor for • I can ask a question meaning while reading meaning while reading meaning while reading • I can point to words I • I can point to words I when I don’t understand text with teacher text. text. don’t know with teacher don’t know with teacher something in the text prompting. modeling. prompting. with teacher prompting. • I can use roots and • I can use roots and • I can use roots and affixes to identify and affixes to identify and • I can locate known and • I can locate known and • I can point to roots and affixes to identify and know the meaning of know the meaning of unknown words with unknown words with affixes with teacher know the meaning of words. words. teacher modeling. teacher prompting. modeling and support. words.

Foundational Skills in Reading Common Core Standard: Foundation Skills RF.5.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry 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 grade level text with accuracy. I can read grade level prose and poetry with fluency and expression. I can read grade level text with purpose and understanding. I can use context clues and rereading as strategies to self-correct. Accommodations for EL’s Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Beginning Developing Expanding Bridging Proficient • I can read stories, at • I can read stories, at • I can read stories, at • I can read stories, at • I can read stories, at • I can read grade level my reading level, with my reading level, with my reading level, with my reading level, with my reading level, with text with accuracy. accuracy. accuracy. accuracy. accuracy. accuracy. • I can read grade level • I can read prose and • I can read prose and • I can read prose and • I can read prose and • I can read prose and prose and poetry with poetry, at my level, with poetry, at my level, with poetry, at my level, with poetry, at my level, with poetry, at my reading fluency and expression. fluency and expression fluency and expression fluency and expression. fluency and expression. level, with fluency and with teacher modeling. with teacher support. expression. • I can read grade level • I can use meaning and • I can use context clues text with purpose and • I can use meaning to • I can use meaning to visual cues to self- and visual cues to self- • I can read text, at my understanding. self-correct when self-correct when correct when reading correct when reading at reading level, with reading text at my level reading text at my level text at my level. my level with teacher purpose and • I can use context clues with teacher modeling with teacher support. support. understanding. and rereading as and support. strategies to self-correct. • I can use context clues and rereading as strategies to self-correct.

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.5.7 (Reading Literature) Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Comprehension Strategy: Questioning, Visualizing, Synthesizing, Inferring

SFSD Essentials Guide Content Objectives: I can explain how illustrations help reveal the tone of a story. I can understand visual and multimedia elements can contribute to text. I can analyze how visual and multimedia elements contribute to the meaning of a text. Accommodations for ELs Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Beginning Developing Expanding Bridging Proficient • I can use the • I can use words or • I can use phrases or • I can use sentences to • I can explain how • I can explain how illustrations to tell one phrases to describe the short sentences to explain the tone of the illustrations help reveal illustrations help reveal word describing the tone tone of the story from describe the tone of the story from the the tone of a story with the tone of a story. of the story with teacher the illustrations with story from the illustrations with teacher teacher support. modeling and visual teacher modeling and illustrations with teacher support. • I can understand visual support. visual support. modeling and visual • I can explain how and multimedia elements support. • I can find details in the visual and multimedia can contribute to text. • I can match labeled • I can label illustrations visuals and multimedia elements can contribute diagrams to illustrations from the story with • I can use context clues elements that contribute to text. • I can analyze how from the story identify words (e.g., scary, and illustrations to to the tone or meaning visual and multimedia tone with teacher happy, sad, excited) determine the tone or of a text with teacher • I can give examples of elements contribute to modeling and visual related to the story’s meaning of a story with support. how visual and the meaning of a text. support. tone or meaning. teacher modeling. multimedia elements Ex. Matching [ happy] contribute to the to illustrations within the meaning of a text. story.

Common Core Standard: Reading Literature and Informational Text RI.5.7 (Informational Text) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Comprehension Strategy: Questioning, Synthesizing, Inferring, Visualizing

SFSD Essentials Guide Content Objectives: I can use print and digital sources to find information. I can locate information from multiple print or digital sources, to answer a question or solve a problem. I can efficiently use multiple resources to learn about an unknown topic. I can find the answer to a question I don’t know using print and digital resources. Accommodations for ELs Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Beginning Developing Expanding Bridging Proficient • I can observe my • I can use print or digital • I can locate information • I can locate and use • I can use print and • I can use print and teacher locating a digital sources with visuals to from print or digital information from print or digital sources to find digital sources to find source and mimic the find information about an sources with teacher digital sources with information. information. steps to find information unknown topic after modeling and support to teacher support to when modeled on a teacher modeling. answer recall questions. answer questions. • I can locate information • I can locate information smartboard. from multiple print or from multiple print or • I can fill in a graphic • I can use a graphic • I can use a graphic digital sources, to digital sources, to organizer with teacher organizer to learn about organizer to learn about answer a question or answer a question or support. a topic with teacher a topic. solve a problem. solve a problem. modeling. Recommended Resources: • I can efficiently use • I can efficiently use  World Book Kids: http://www.worldbookonline.com/kids/home multiple resources to multiple resources to o Texts can be translated and read aloud to students learn about an unknown learn about an unknown o Photographs and videos can be used to support student learning topic with teacher topic.  Pebble Go: www.pebblego.com prompting. o Need purchased username-password • I can find the answer to • I can find the answer to a question I don’t know o Text can be read aloud to students. a question I don’t know using print and digital o Photographs and videos that support student learning. using print and digital resources. resources.

Common Core Standard: Reading Literature and Informational Text RI.5.9 (Reading Informational Text) Integrate information from several texts on the same topic in order to write or speak about the subject knowingly.

Comprehension Strategy: Synthesizing, Determining Importance

SFSD Essentials Guide Content Objectives: I can synthesize the main points and key details in several texts on the same topic. I can draw evidence from informational text to support analysis, reflection, and research. I can identify the sources I used when researching a topic. I can state similar and different points in both texts. Accommodations for ELs Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Entering Beginning Developing Expanding Bridging Proficient • I can draw pictures to • I can use pictures and • I can use two texts at • I can use texts at my • I can use texts at my • I can synthesize the show evidence of my words to show evidence my reading level to fill reading level to fill out a reading level to fill out a main points and key learning. of my learning. out a graphic organizer graphic organizer with graphic organizer with details in several texts on a topic with teacher main points and key main points and key on the same topic. • I can label my pictures • I can write the title of support. details on a topic with details on a topic with teacher support. books I used to get teacher support. • I can draw evidence information. • I can write the title and • I can cite my sources from informational text to • I can copy the title of a author of books I used to • I can cite my sources using my teacher’s support analysis, book on the top of my • I can point to or sort get information. using my teacher’s guideline and model. reflection, and research. page. pictures that show guideline and model. similar or different • I can use short phrases • I can tell things that are • I can identify the • I can point to or sort objects. to tell things that are the • I can use tell things the same and different in sources I used when pictures that show same and different in that are the same and two texts about a similar researching a topic. similar objects. two texts about a similar different in two texts topic. topic. about a similar topic. • I can state similar and different points in both texts.