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Student Workbook Name 8 Student Workbook Name: _________________ Brentwood UFSD 2019-2020 BRENTWOOD UNION FREE SCHOOL DISTRICT, BRENTWOOD, NY NYSESLAT Practice BOARD OF EDUCATION Robert Feliciano, President Julia Burgos, First Vice President Maria Gonzalez-Prescod, Second Vice President G. Paula Moore, Trustee Eileen Felix, Trustee Cynthia Ciferri, Trustee Simone Holder-Daniel, Trustee Central Administration Richard Loeschner, Superintendent of Schools Dr. Monique Akil, Assistant Superintendent for Secondary Education Ann Palmer, Assistant Superintendent for Elementary Education Wanda Ortiz-Rivera, Assistant Superintendent for Bilingual Services K-12 & Intake Stacey O’Connor, Assistant Superintendent for Finance and Operations Bilingual & ENL Department Paula Ribiero, Assistant Coordinator Maria Rodriguez, Assistant Coordinator Mary Alice Gans, Department Chair CURRICULUM DEVELOPMENT TEAM Suzanne Ranft, ENL Teacher Bethany Rivera, ENL Teacher 2 2019 NYSESLAT Speaking Rubric Grades Kindergarten through 12 Score 0 Score 1 Item Level Does Not Meet Expectations Meet Expectations No response Uses multiple words, short Responds with “yes,” “no,” or “I phrases, or sentences to respond don’t know” Partially expresses thoughts Responds completely in a Emerging language other than English and ideas Uses on word to respond Frequent errors may obscure N/A meaning Does not express a complete thought or idea Unintelligible Score 0 Score 1 Score 2 Item Level Does Not Meet Expectations Approaches Expectations Meet Expectations No response Uses multiple words to respond Uses connected phrases or Responds with “yes,” “no,” or “I Partially expresses thoughts a simple sentence to respond don’t know” and ideas Responds completely in a Frequent errors may obscure May use multiple sentences language other than English meaning Expresses complete Uses one word to respond thoughts and ideas relevant to the topic Transitioning Does not express a complete thought or idea Occasional errors in words and structures may obscure Unintelligible some meaning Errors may totally obscure meaning Responds with “yes,” “no,” or “I Uses connected phrases or a Uses connected simple don’t know” simple sentence to respond sentences to respond Uses at most multiple words to Expresses complete thoughts May use limited expanded respond and ideas relevant to the topic sentences Expanding Does not express complete Occasional errors in words and Expresses connected and thoughts and ideas structures may obscure some complete thoughts and Frequent errors may obscure meaning ideas relevant to the topic meaning Infrequent errors in words and structure may obscure some meaning Responds with “yes,” “no,” or “I Uses connected simple Uses connected expanded don’t know” sentences to respond sentences Uses at most connected Expresses connected and Generates a fluid response phrases or a simple sentence to complete thoughts and ideas using linking words and Commanding respond relevant to the topic phrases to sequence May express complete thoughts Infrequent errors in words and complete thoughts and and ideas structure may obscure some ideas relevant to the topic Occasional or frequent errors in meaning No errors or infrequent words and structures may errors that do not obscure obscure meaning meaning 3 Writing Glossary of Terms Working definitions of terms as used in the development of NYSESLAT Writing Performance Level Descriptions (PLDs) and Writing Rubrics. Glossary Complexity Definition Predictable sentence A sentence that is easily learned or memorized; student generally is unable to expand beyond the memorized statement (e.g., I don’t like. I’m fine. My name is . .) Phrase A group of words that does not include a subject and a verb, but may express a complete feeling, detail, idea, or thought Simple sentence Contains one subject and one verb; expresses a complete thought; may contain other elements such as a personal pronoun or a helping verb Expanded sentence Contains a subject and a verb; further developed through the use of a variety of grammatical structures (e.g., prepositional phrase, compound subject or predicate, adjective or adverb phrase, participial or infinitive phrase) Compound sentence Contains two independent clauses (each with a subject and a verb) joined by a coordinating conjunction (e.g., and, but, or, so, yet) Complex sentence Contains an independent clause and one or more dependent clauses joined by a subordinating conjunction (e.g., because, since, after, although, when) or a relative pronoun (e.g., that, who, or which) Quality Definition Tier 1 words The most basic words; rarely require direct instruction; words of everyday speech; often sight words/high-frequency words (e.g., book, run, numbers, colors) Tier 2 words Words that frequently occur across a variety of domains; used within mature language situations such as adult conversations and literature; may have multiple meanings and/or have multiple synonyms; used across a variety of subjects or environments (e.g., experiment, difference, exaggerate, masterpiece) Tier 3 words Used in specific content areas or domains; words that are central to building knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content– examples include terms within the areas of science, mathematics, and literature, (e.g., circulatory system, hypotenuse, protagonist) 4 Stating An Opinion Providing Textual Evidence In my opinion… According to the text… I think… The author wrote… I believe… The picture/ illustration showed… I prefer… On page ____, the author stated (said)… My favorite… Paragraph number___ showed… I can infer from…. The text said…. I know because… Providing Reasons Providing Examples/Details First, For example, To start, For instance, To begin with, In particular, Second, Specifically, Next, Additionally, Another reason is… In other words, Finally, In fact, Lastly, An example is… Most importantly, One last reason is… Coming to a conclusion Comparing Two Things In conclusion, In the same way… All in all, Similarly, As you can see, Likewise, To sum it up, Like… To summarize, As… Finally, Also, To end, Lastly, As a result, Therefore, Adding Information Contrasting Two Things Again… But… Also, Yet, Another… Otherwise, Besides… However, For example, On one hand, For instance, On the other hand, Next, Still… Finally, Although… As well… Even though… Along with… 5 Tier 2 Vocabulary Words Grade 7 Grade 7 Grade 8 Grade 8 abruptly formidable alternative feasible acquire harass ambiguous focus adequate infuriate amiss generation agitate legendary anonymous gruesome attribute ludicrous apprehend imminent authentic mandatory assumption imperative bias naive authority interrogate cause omit avid meticulous compel persuasive ban modify component indifferent boycott obsolete conclusive irrelevant capable perish concur mandatory characterize persuasive condemn narrate chronological precise confront opposition commence prediction consecutive prediction compels procedure contrast prominent conclude rebel correspond punctual confiscate response deceitful quote consistent significant devastate relinquish construct simultaneous devour resolve corroborate source diversity signify depict specific eligible suspense derive spontaneous estimate tentative despicable suspense emphasize toxic embark theory evaluate treason encompass universal exonerate viewpoint evidence validate *Adapted from http://www.hpcsd.org TABLE OF CONTENTS 6 Theme 1 – Animals………………………………..…………………………9-21 Reading ……………………………………………………………………......……9-12 Writing ………………………………………………………………………………13-16 Speaking ………………………..………………………………………………….17-18 Listening…………………………………………………………………………….19-21 Theme 2 – Science: Space………………………………………………...22-33 Reading ………………………….…………………………………………………22-25 Writing ………………………………………………………………………………25-28 Speaking ………………………...…………………………………………………29-30 Listening …...…………………………..…………………………………………..31-33 Theme 3 – Social Studies………………………………………………….34-45 Reading …………………………………………………………………………….34-38 Writing ………………………………………………………………………………39-41 Speaking ………………………...……………………………………………………..42 Listening………………………………………………………………………….…43-45 Theme 4 - Research, “What is Dreaming?” ……………………………..46-53 Reading ……………………………….……………………………………………46-48 Writing ……………………………………………………………………………....49-52 Speaking ………………………...…………………………………………………..…53 Theme 5 – Narrative, “The Reader”……………………………………….54-62 Reading ………………………………………….…………………………………54-56 Writing ………………………………………………………………………………57-60 Speaking ……………………………………………………………………………61-62 7 For or Against: Should We Have Zoos? *Adapted from Newsela Shayna Orens, adapted by Newsela Staff The Panamanian golden frog is endangered. The frogs are a national symbol in the Central American country of Panama. Their picture is on everything from tickets to T-shirts. Hundreds of them live at zoos in the United States. However, they have probably been extinct in the wild since 2007. Many died after the spread of a disease. Panamanian golden frogs may be extinct in the wild, but many still live in U.S. zoos. Zoos in the United States have been breeding the golden frogs for years. They planned to return the frogs to Western Panama. However, disease and loss of trees in their forest homes leave little chance that the frogs could make it. Should the zoos continue to breed them anyway? The question is part of a larger conversation about zoos and aquariums. It's a topic that has gained attention lately. New
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