E06 IE LITERACY: Foundations Of Literacy .Docx

INTENSIVE ENGLISH LITERACY (Elementary 6-10-year-old)

ESSENTIAL UNIT 6 (E06)

(Foundations of Language and Literacy) (July 2014)

Unit Statement: The teacher will use this unit to establish language and literacy routines using best practices (e.g. interactive student activities, the Daily 5 or Readers and Writers Workshop). It is suggested that a literacy portfolio, which includes a section for language development (see the EAL Speaking and Listening Continuum in the QSI Literacy User’s Guide), be created to track language and literacy progress from year to year (see appendix for literacy portfolio contents).

Students must be active participants. A student cannot learn a language without actively using it. Vocabulary instruction involves engaging students with talk that will promote their thought, language, and reading skills, foster critical thinking, develop verbal reasoning skills, and build background knowledge. Examples of best practices for language routines include: explicit instruction (forms and functions of language, academic language), oral language practice and rehearsal (appropriate phrasing, accurate grammar, clear pronunciation), student to student interactions in context, and multiple exposures and practice (e.g.‘conversation stem’ activities. For more examples, see the “Interaction” section of the Language Learning Strategies table in this document.).

This unit is designed to be opened after Essential Unit E05 and should not be closed or assessed until the end of year one or when the student is engaged in Essential Unit E14. This unit is designed to be opened in conjunction with other units as it is intended to support those units.

Oral Assessment: The teacher will administer the IDEAS Proficiency Test (IPT Oral) at enrollment and each May/June until the student exits the IE program.

Reading Assessment: The teacher will administer the Fountas and Pinnell Benchmark Assessment (or the DRA) at least three times a year (August/September, December/January, and May/June). This assessment should be given until the student’s instructional reading level has been identified.

Unit Emphasis: Listening skills: follow directions, respond to commands, negotiate meaning and respond to oral activities Speaking skills: talk with fluency and automaticity, paraphrase, engage in oral conversation Reading Strategies: making connections, asking questions, inferring, predicting, creating mental images, synthesizing (analyze and evaluate), determining importance, monitoring comprehension (monitor/clarify) Reading Skills: cause and effect, main idea, sequence, story structure (elements), author’s purpose, compare and contrast, fact/opinion, drawing conclusion and making generalizations, text and graphic features, summarizing Writing Genres: narrative, opinion, informative

1QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 6+1 Writing Traits: ideas, organization, voice, word choice, sentence fluency, conventions, presentation Writing Process: prewriting, drafting, revising, editing and publishing

Essential Outcomes: (reading and writing must be assessed separately for mastery)

Speaking:

1. The Student Will formally talk about their home country(ies) and cultures (language, food, geographic location, dress, family, customs) by giving mini-presentations at least three times throughout the year. 2. TSW respond orally to a variety of media. 3. TSW speak in a variety of sentence structures. 4. TSW share and paraphrase in cooperative groups. 5. TSW participate in collaborative conversations with peers and adults in small and larger groups about grade level topics. 6. TSW acquire information through questions. 7. TSW monitor understanding and ask for clarification. 8. TSW orally present information. 9. TSW orally share information, ideas, opinions, responses, and feelings. 10. TSW orally describe and/or explain. 11. TSW speak using grade level common and content vocabulary in context. 12. TSW orally summarize material read. 13. TSW describe main points and details. 14. TSW orally retell a story. 15. TSW speak using correct grammar structures: a. verbs (including a variety of tenses) b. subject-verb agreement c. pronouns, and articles d. sentence order e. possessives f. negatives and contractions

Listening: At the student’s proficiency level he or she will be able to:

1. The Student Will demonstrate listening comprehension by following directions and commands. 2. TSW demonstrate listening comprehension when it relates to academic language. 3. TSW demonstrate listening comprehension when it relates to social language/conversations. 4. TSW derive meaning from a variety of media. 5. TSW demonstrate understanding of general meaning, main points, and details.

Reading Literacy: (Foundations of Reading)

Using course-level appropriate fiction and nonfiction text:

1. The Student Will read course-level appropriate literature silently and independently for at least 15 minutes daily during school hours by the end of the year.

2QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 2. TSW self-select and read ”just right” books that are at his/her independent reading. level. (Daily 5 p.30 - 33) 3. TSW partner read and demonstrate active listening skills (Daily 5 p.64-65). 4. TSW demonstrate the use of the reading strategies (see unit emphasis). 5. TSW use self-monitoring strategies (using context clues, reading on, re-reading, adjusting pace) while learning to check for comprehension. (see suggested activities). 6. TSW demonstrate reading with sufficient accuracy and fluency to support comprehension. 7. TSW demonstrate the use of reading skills (see unit emphasis). 8. TSW engage in Reader’s Workshop routines (see the Daily 5 book and “Guided Reading Routines” in Reach PD47-PD52). 9. TSW participate in teacher-student reading conferences.

Writing Literacy: (Foundations of Writing)

1. The Student Will write for a minimum of 15 minutes daily during the school day. 2. TSW use the 6+1 traits in all of their audience/purpose specific writing. 3. TSW write for specific audiences and purposes. 4. TSW demonstrate the writing process in all their audience/purpose specific writing. 5. TSW respond to questions and comments from peers and make changes to revise and strengthen writing. 6. TSW regularly participate in daily word work activities (phonics, grammar, making words, vocabulary, word wall, spelling, etc.) 7. TSW engage in writer’s workshop routines. (Lucy Calkins 1) 8. TSW participate in teacher-student writing conferences. 9. TSW write personal reflections, memories, story responses, and respond to simple prompts in a personal journal. 10. TSW write using correct grammar structures: a. verbs (including a variety of tenses) b. subject-verb agreement c. pronouns, and articles d. sentence order e. possessives f. negatives and contractions

Practiced/Ongoing Outcomes: (ongoing development, but not assessed)

1. The Student Will acquire and use new vocabulary in reading, writing, and speaking. 2. TSW demonstrate proper English proficiency level-appropriate spelling in their writing. 3. TSW practice proper handwriting techniques. 4. TSW demonstrate progress in course-level appropriate reading and writing behaviors. (*QSI Reading and Writing Behaviors Checklist)

Key Terms and Concepts:

Reading making Strategies connections asking questions inferring predicting

3QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 creating mental images synthesizing (analyze and evaluate) determining importance monitoring comprehension (monitor/clarify) Writing Genres narrative opinion informative 6 + 1 Writing ideas Traits organization voice word choice sentence fluency conventions presentation Writing prewriting Process drafting revising editing publishing/presenting

Suggested Materials for the teacher: (provided by school) ● Fountas and Pinnell Benchmark Assessment ● Reach, National Geographic, level A and B ● Teacher’s Edition ● Read Together Books ● Sing With Me Language Song Book ● Read With Me Big Books ● Talk Together Books: Label Books, Wordless Books ● Practice Books ● Practice Masters ● Student Anthologies ● Fiction/Non-Fiction Library ● Assessment Handbook ● Vocabulary Builder and Manipulatives ● Teamwork Activity Flip Charts ● Units of Study- Common Core-Lucy Calkins ● Write Traits Classroom Kit ● Handwriting Programs (choose one: D’nealian, Handwriting Without Tears, Zaner Bloser, etc.). ● Journeys Language and Literacy Guide (Mainstream curriculum--see appropriate lesson)

Suggested Professional Materials for Teachers: (provided by school) Strategies That Work by Stephanie Harvey and Anne Goudvis

4QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 Reading With Meaning by Debbie Miller The Daily Five by Gale Boushey and Joan Moser 6+1 Traits of Writing by Ruth Culham ELPS Flipbook: A User Friendly Guide for Academic Language Instruction by John Seidlitz “Summary of ELPS Instructional Planning Guide” (a document found in the Intensive English Guidelines)

Suggested Exemplar Texts (read alouds): Visit the following website to find excel files with mentor texts listed along with their accompanying Fountas and Pinnell reading level. Check out the whole site for Units of Study information and examples. http://readingandwritingproject.com/resources/book-lists-classroom-libraries-and- text-sets-for-students/current-classroom-libraries.html

http://www.baldwin.k12.mi.us/filesection/696/Mentor%20Book%20List.pdf Mentor texts with Units of Study uses

http://www.lexpublib.org/booksinkindergarten Diverse list of over 100 exemplar text that provides instructional focus for each text

http://sjsd.schoolwires.net/cms/lib3/MO01001773/Centricity/Domain/872/TextTalkLesso ns.pdf Lessons for each read aloud book

*See individual units for read aloud titles

Additional Resources: (may not be provided by school) Ballard & Tighe Carousel of IDEAS (a teacher’s guide, lesson plans, and activities that correlates with the IPT speaking and listening assessment which encourage vocabulary development and interaction) Go English 2! Language Forms and Functions Checklist. These charts (a sample can be found at http://www.ballard-tighe.com/resources/productResources/eld.asp) are a tool for guiding explicit instruction in the functions of language as well as a sequence of grammar structures for each language proficiency level (beginning to advanced levels).

Developmental Reading Assessment (DRA) Rigby Books Write Source Books Language Arts Today The CAFE Book by Gale Boushey and Joan Moser The Story of My Thinking by Gretchen Bernabei Crunchtime by Gretchen Bernabei The Reviser’s Toolbox by Barry Lane Hooked on Meaning by Barry Lane But How Do I Teach Writing? by Barry Lane Comprehension Connections: Bridges to Strategic Reading by Tanny McGregor

5QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 Making Content Comprehensible for Elementary English Learners: the SIOP model (2nd Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. Short Making Content Comprehensible for Secondary English Learners: the SIOP model (2nd Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. Short Making Content Comprehensible for English Learners: the SIOP model (4th Edition) by by Jana Echevarria, MaryEllen Vogt, Deborah J. Short Quality Questioning: Research-Based Practice to Engage Every Learner by Jackie Acree Walsh and Beth Dankert Sattes Academic Language Accelerator by Judith B. O’Loughlin (Oxford University Press)

Technology Links:

Destiny Webpath Express (see QSI school librarian) Use this search engine to find age-appropriate websites that align with your unit. http://www.bonniecampbellhill.com/support.php This site contains continuum support materials for reading, writing, speaking and listening. It also has resources for parents in a variety of languages. http://readingandwritingproject.com/resources.html This site is the Reading and Writing Project that complements our Lucy Calkins resources. http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/ This site contains many Common Core writing resources including writing rubrics for narrative, informative, and opinion by age/class level. www.the2sisters.com This is a Daily 5 website is an extension of the Daily 5 book which offers more lesson plans, podcasts, articles, discussion boards, online workshops and seminars etc. www.thedailycafe.com This Daily 5 website can be found within www.the2sisters.com. Daily 5, CAFE, and reading skill resources, including mini lessons, read aloud lists, pre-made cards and posters, etc. www.writingfix.com This site uses the 6 +1 traits for writing and provides mentor texts, lessons, and models. www.internet4classrooms.com/index.htm http://mnwelementary-daily5andcafe.wikispaces.com/Daily+5+Resources A website of valuable websites www.starfall.com A phonics website for emerging readers www.reading A-Z.com An online levelled reading library with comprehension and fluency assessments http://www.eduplace.com/rdg/hme/k_5/ Online writing games and activities, graphic organizers, and and benchmark and writing assessments created by Houghton Mifflin www.teacherspayteachers.com This site has many resources for teachers to use (many of them are free). www.pinterest.com

6QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 This is a free, useful search engine for teaching ideas, lessons, activities, and anchor charts of all kinds. www.edhelper.com This site offers all levels of literacy support. www.thinkcentral.com Journeys Common Core (the online resource for Journeys--available to mainstream and IE teachers) http://readingandwritingproject.com/resources.html This site is the Reading and Writing Project that complements our Lucy Calkins resources. http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/ This site contains many Common Core writing resources including writing rubrics for narrative, informative, and opinion by age/class level. http://writingfix.com/traits_primary.htm A site dedicated to helping teachers with writing http://www.busyteacherscafe.com/literacy/writing_workshop.html Information for launching the reader’s and writer’s workshop www.storybird.com This site allows students to create their own stories (enhanced by a wide range of beautiful illustrations to choose from) and share them online with others. http://www.trailofbreadcrumbs.net Gretchen Bernabei’s writing website http://bernabeiwritingtools.blogspot.com Gretchen Bernabei’s OTHER writing website http://discoverwriting.ning.com Barry Lane’s site of writing resources and teacher groups http://differentiationdaily.com A resource with creative ways to reach students of all ability levels in all subjects http://www.rong-chang.com/kids.htm Hundreds of short stories for beginner ESL students. http://www.really-learn-english.com/english-short-stories-for-complete-beginners.html English short stories for complete beginners.

Suggested Activities: The table below offers a variety of classroom strategies, techniques, and language objectives. If a strategy is unfamiliar, please refer to the ELPS Flipbook (provided by the school), Making Content Comprehensible for English Learners: the SIOP model (suggested, but not provided by the school), or do a Google or Pinterest search. *Please see the Appendix for a more detailed version of this chart.

7QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 Language Learning Strategies: Instruction Classroom Language Objectives al Strategies/Techniques The student will be able to: Strategies Materials/● Anticipation Guides Use__(audio tapes, video, DVD, CD ROM) to show an Adaptation understanding of ...by... ● Hi-Lo Readers of Content Use ____(graphic organizer, illustrations, pre-taught ● Manipulatives vocabulary, or other pre-reading support to show an ● Scanning understanding of ...

● Nonlinguistic Representation Orally share information about ___ by using ___

● Graphic Organizers

● Chunking Input

● Visuals/Video

Interaction● Conversation Stems Orally share ideas using the phrase/words...

● Response Triads ** Orally retell a story about...using the words...

● Reciprocal Teaching** Orally describe to a partner...by...

● Literature Circles** Orally explain to your group ...using ...

● Numbered Heads Together Use formal English to describe to a partner...using...

● Question-Answer Express aloud ideas, feelings, and opinions about ...by... -Relationship (QAR) Use the words ____ to tell a small group about... ● Think,Pair,Share Summarize a partners opinion about ...using... ● Think, Ink, Pair, Share

● Tiered Response Stems

● Inside/Outside Circle**

● Expert/Novice**

● Four Corners

** See the Elps Flip Book for more information

Vocabular● Affixes, Roots, and Cognates Use new vocabulary to ... y ● Cloze Sentences Identify short/long vowel sounds in the words ...

● Expert/Novice Identify the sounds/roots/affixes ___ in the words...

● Homophone/Homograph Sort Spell the words ____ correctly by/in...

● Learning Logs Use the phrases ___ to find out about ...

● List/Sort/Label Use the words ____ to describe/narrate/explain...

● Sentence Stem Write a ___ using the words/phrases ...

● Word Analysis

● Word Sorts

● Word Walls

Learning● Conversation Stems Assess understanding of ____ by ... Strategies ● Expert/Novice ** Ask for clarification using the phrase...

● Insert Method (A SIOP Acquire information about ____ using the words... strategy) Edit personal writing by... ● KWL Identify errors in subject-verb agreement/pronoun ● Peer Editing agreement,/appropriate verb tenses in ... ● Posted Strategies & Stems Scaffold

● QAR**

● SQP2RS**

● Think Alouds

● The Writing Process

● Response Signals

** See the Elps Flip Book for more information

Explicit ● Book Reviews Identify long/short vowels by ... English ● Comprehension Strategies Distinguish between the sounds ... by... Language Instruction● RAFT Demonstrate an understanding of the direction of English text by ... ● Grammar Instruction Explain what ____ means by ... ● Daily Oral Language Describe main points/details using the phrases ... ● Sentence Mark Up

● Draw & Write Use correct verbs, tenses, and antecedents in ...

● Genre Analysis Use possessive case correctly in ...

● Sentence Sorts Use negative and contractions correctly in ...

● Silent Sustained Reading Write a ____ using the words/phrases

● Summary Frames Narrate/Explain how ____ using the ... (tense/clause/pattern, etc.) ● Writing Process

● Writing Scaffolds (e.g. kernel essay structures--refer to Gretchen Bernabei’s books)

The table below offers a sampling of self-monitoring strategies for reading. For more information on each strategy, including ideas for mini lessons and read alouds, please refer to Strategies That Work, Reading With Meaning, The Daily Five (all provided by the school), The CAFE Book (suggested, but not provided by the school), or do a Google or Pinterest search.

Self-Monitors: Fix up- Word Meanings Fix up- Text Decoding Strategies Comprehension 1. Check the picture and think 1. Slow down. 1. Stretch it out about what would make sense2. Reread the page or part 2. Look for picture clues and sound right. before the problem. 3. Look for chunks 2. Read the sentences around 3. Read on and see if that helps.4. Go back and re-read the word. Do they give you 4. Retell what has happened so 5. Get your mouth ready any clues? far. 6. Ask, does it make sense? 3. Does the author provide a 5. Try to make a picture in your7. Skip it and move on definition nearby? head. 8. Does it sound right 4. Look at the word. Is it like 6. Ask yourself a question about another word you know? the confusing part. 5. Use a glossary or dictionary 7. Look at the pictures, charts, to look up the word. and maps. Do they help? 8. Think carefully about what puzzled you. 9. Read the part aloud to yourself. 10. Ask a friend or your teacher for help.

10QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 Anchor Charts Create and reference anchor charts when modeling procedures, modeling thinking strategies, and teaching concepts. Students will reference these charts when its their turn to work independently. The following are some examples of anchor charts you will want to use (taken from The Daily 5 book). Please refer to The Daily 5 book (provided by the school) and your other resources to get ideas for other anchor charts.

● Track words with ● Read the pictures ● Quiet voice ● Elbow Elbow Knee finger ● Read the words ● Read the whole time Knee (EEKK) ● Look at the pictures ● Retell the story ● Stay in the same Spot One Reads ● Look for the beginning ● Get started right away One listens sound that match the stay in same pictures spot ● Look for words you Book in the know within words middle Quiet voices Check for understanding

Suggested Assessment Tools: 1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own writing with final judgement by the teacher. 2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students. 3. “6+1 Traits” writing rubrics 4. Teachers can have students produce a quick write at the beginning and end of units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students’ writing. 5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA 6. Fountas and Pinnell Benchmark Assessment / DRA for reading. 7. IDEAS ProficiencyTest Quick Informal Assessment (IPT QIA) for oral language. 8. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide) 9. MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists (*See QSI Literacy User’s Guide)

RUBRICS FOUND ON FOLLOWING PAGE………………………….

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 3 of 4 ‘ A’ available and ‘B’ level mastery on all remaining TSW’s.

Fountas and Pinnell Benchmark Assessment/DRA

Test Month September December/Janua May/June ry Test Date F/P Level

IDEAS Proficiency Test (IPT Oral) and IPT Quick Informal Assessment (QIA): The IPT Oral is administered at enrollment and then each spring while the student is in the program. At Mid-year, conduct the Quick Informal Assessment (QIA) to assess progress.

Test Month Enrollment January/February May/June (initial) IPT QIA IPT IPT Test Date Raw Score (e.g. 11) Proficiency Level (e.g. A NES)

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 2 out of 4 available ‘A’ TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL ‘P’-Notes 1. read course-level The student reads appropriate literature independently for at least 15 silently and minutes every day at school. independently for at least 15 minutes during school hours. 2. self-select and read The student can choose “just right” books that are books that are interesting to at his/her independent him/her at his/her reading level. independent reading level. 3. ] partner read and The student models all the demonstrate active practices of active reading. listening skills. 4. demonstrate the use of The student can The student can use the reading strategies. explain his/her reading strategies and skills thinking when he/she he/she has been taught to uses the strategies to help his/her understanding of understand the words what they’ve read. and meaning of what they have read. 5. use self-monitoring The student can give The student uses self- strategies while reading examples of when monitoring strategies when to check for he/she uses strategies, he/she reads. comprehension. and explain why they used the strategy. 6. demonstrate reading The student can understand with sufficient accuracy what he/she reads because and fluency to support they read smoothly and comprehension. accurately. 7. demonstrate the use of The student can The student uses reading reading skills. explain the skills skills to read for he/she used and why understanding. they used them. 8. engage in reading The student can The student follows all of workshop routines. explain the expected the behaviors in the reading behaviors and why, to workshop expectations. a peer or an adult. 9. TSW participate in The student participates in teacher-student reading conversations about his/her conferences reading..

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 6 available ‘A’ level mastery TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ ‘B’ P-Notes 1. write for a minimum of The student writes at least 15 15 minutes daily during minutes every day. the school day 2. use the 6+1 traits in all The student uses the 6 traits The student uses all of the 6 of their audience/purpose to evaluate his/her own traits in his/her writing. specific writing writing. 3. write for specific The students can explain The student thinks about audiences and purposes. what changes he/she made his/her audience and changes and why they wrote in a his/her writing for each certain way for different situation. audiences. 4. demonstrate the writing The student uses all of the process in all their steps in the writing process audience/purpose specific when he/she writes. writing. 5. respond to questions The student can revise The student can revise and comments from peers his/her writing based on his/her writing based on peer and make changes to peer comments, and justify comments to strengthen revise and strengthen not changing if what they his/her writing. writing. wrote serves a purpose. 6. regularly participate in The student participates in daily word work activities daily word work activities. (phonics, making words, vocabulary, word wall, spelling, etc.) 7. engage in writing The student can explain or The student follows writing workshop processes. teach writing workshop workshop procedures. procedures to a peer or an adult. 8. TSW participate in The student uses a variety of teacher-student writing new and challenging conferences. vocabulary when conferencing with a teacher. 9. TSW write in his/her The student often writes The student sometimes journal entries entries and his/her writing writes journal personal shows journal. His/her writing engagement and voice. shows engagement at times and voice at times. 10. TSW write using The student’s writing The student attempts to use correct grammar demonstrates exceptionally correct grammar in his/her structure. correct grammar usage that writing contributes to clarity and style.

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 12 out of 15 ‘A’ TSW’s available and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL P-Comment 1. share details (oral and The student delivers detailed The student delivers detailed written language, food, presentations with near-native presentations using a variety of geographic location, dress, fluency, using a variety of sentence structures, family, etc) about their home sentence structures, vocabulary, and correct country(ies) and cultures by vocabulary, and correct grammar usage. giving mini-presentations at grammar usage. least three times a year. 2. respond orally to a variety The student uses a variety of The student speaks with some of media. vocabulary and expression to hesitation to respond orally to respond orally to a variety of a variety of media. media. 3. speak in a variety of The student consistently The student usually practices sentence structures. practices and uses a variety of and uses a variety of sentence sentence structures. structures. 4. share and paraphrase in The student consistently The student often cooperative groups. communicates effectively in communicates effectively in cooperative groups by sharing cooperative groups by sharing information and paraphrasing information and paraphrasing others. others. 5. participate in The student demonstrates The student will show some collaborative conversations language competence when linguistic limitations when with peers and adults in eliciting information with participating in conversations small and larger groups peers and adults. The student with peers and adults. about grade level topics. produces extended discourse and conveys meaning correctly and effectively. 6. acquire information The student consistently The student usually acquires through questions. acquires information through information through questioning. questioning. 7. monitor understanding The student consistently The student uses some and ask for clarification. applies a wide spectrum of monitoring skills and monitoring techniques and sometimes asks questions for asks questions for clarification clarification. when needed. 8. orally present The student uses strategies The student generally presents information. when expressing and in a way that is appropriate to presenting ideas such as the situation. accessing prior knowledge, following a framework of rehearsing, clarifying and confirming meaning, predicting what the audience needs to know and adjusting the volume and the tone to the

16QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 needs of the audience. 9. orally share information, The student consistently The student often ideas, opinions, responses, communicates information, communicates information, and feelings. ideas, opinions and feelings ideas, opinions and feelings independently (without (with prompting). prompting). 10. orally describe and/or The student consistently The student consistently explain. describes and/or explains describes and/or explains information in a near-native information using language manner, using language structures and vocabulary structures and vocabulary learned. learned. 11. speak using grade level The student recognizes and The student recognizes and common and content uses subject area/topic/theme with prompting, uses subject vocabulary in context. vocabulary to describe area/topic/theme vocabulary. concepts and ideas. 12. orally summarize The student includes all The students includes most of material read. important events from the the important events from the beginning, middle and end in beginning, middle and end, sequence; includes details and generally in sequence; refers to refers to all characters by most characters by name and name. The students shows shows basic understanding of good understanding of key key words/concepts. words/concepts. 13. describe main points and The student describes main The student describes main details. ideas with in- depth details, ideas with details, explanations explanations and examples. and examples. 14. orally retell a story. The student retells a story with The students retells a story fluency and understanding. with teacher prompting. The student's main points are logical. 15. speak using correct The student consistently The student usually speaks grammar structures. speaks using correct grammar using correct grammar a. verbs (including a variety structures. structures. of tenses) b. subject-verb agreement c. pronouns, and articles d. sentence order e. possessives f. negatives and contractions

INTENSIVE ENGLISH LITERACY-ELEMENTARY Foundations Literacy Listening (E06) Student Name: Date:______

To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s) To receive an ‘A’, the student must show ‘A’ level mastery on 3 out of 5 available ‘A’ TSW’s and ‘B’ level mastery on all remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL P-Comment 1. demonstrate listening The student demonstrates The student often comprehension by a high degree of demonstrates listening

17QSI IE LITERACY EL INTRO E06 Copyright © 1988-2014 following directions listening comprehension comprehension strategies and commands. skills and follows by identifying meaning of directions and commands directions and commands. without teacher prompt. 2. demonstrate listening The student demonstrates The student often comprehension when it a high degree of listening demonstrates listening relates to academic comprehension when it comprehension when it language. relates to the use and relates to the use and application of academic application of academic language language 3. demonstrate listening The students is The students is often able comprehension when it consistently able to to understand most formal relates to social understand most formal and informal speech on language/conversations and informal speech on practical, social and . practical, social and everyday topics. everyday topics. 4. derive meaning from The student can interpret The students often shows a variety of media. the information from an ability to comprehend diverse media in the general meaning of situations requiring spoken language from the understanding of media. specialized or sophisticated language. 5. demonstrate The student consistently The student often understanding of demonstrates the ability demonstrates the ability to general meaning, main to understand meaning, understand general points, and details. main points and details meaning, main points and of speech. details of speech.