Level 1 Story map using pictures of a. Respond to literal questions from illustrations or visually supported text
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1 RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. 1.1 Readers generate ideas about the theme of a text is by asking, What is this mostly about? What is the author saying about this topic? 1.4 Readers connect specific, relevant details in a text to the theme. They look for lines in the text (related to any of the story elements) that support a theme. 1.6 Readers pay attention to what the character does, says, and thinks to determine character traits Readers use text structure to predict how information will be revealed in a literary text. Portfolio Alternative Assessment for and 2 ELLs Grade 8 Reading Unit 1 Story map using pictures of a Respond to literal questions from illustrations or visually supported text &2 Pre-teach relevant story/literary/ academic vocabulary Read aloud and model chunking text Highlight details for character, setting, problem, and events Provide pictures of text details and theme Pre-teach character traits/create a bank of traits using pictures and glossaries Role play examples of character traits and character change Brainstorm and list what character says and does story s characters, setting, problem Graphic organizer sorting teacher prepared details related to a theme Sequence events in a story using story s illustrations Graphic organizer using bank of traits and examples of text supporting traits Match picture of character with character trait(s) Organizer/timeline sorting a characters change in a story Identify and label 1 st /3 rd person stories Match examples of prose, poetry, drama examples Story map organizer Sequence story using sentence strips Sentence frames e.g., The characters in are. The setting is. The theme is. Graphic organizer using bank of traits and examples of text supporting traits Write simple sentences about a character using bank of traits and highlighted text Sort examples of stories in 1 st /3 rd person Sort examples of prose, poetry, drama Match content-related objects/pictures to words Find single word responses to WHquestions relates to illustrated text Locate main ideas in a series of simple sentences Sort/group pre-taught words/phrases Use pre-taught vocabulary to complete simple sentences 8 th Grade PAAL August 2014 page 1
2 W.8.3. Write narratives to develop real experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 1.1 Writers generate ideas by thinking about a time when you were surprised. Portfolio Alternative Assessment for and 2 ELLs 1.2 Writers begin to build a story by developing all their ideas about point of view, setting, and character. They keep track of these ideas in a logical sequence by using a timeline or story map Writers publish their ideas to share with readers in a variety of print characteristics or formats. Grade 8 Writing Unit 1 &2: : : Provide a list of Sequence illustration use bilingual or picture possible topics: coming of a real experience dictionaries to generate to America, first day of Cloze paragraph language relevant to the task school, etc. Read aloud picture books Model graphic organizer with pictures of senses to ad details Model a narrative paragraph writing Model drafting, revising, editing Provide starter sentences, cloze sentences Model use bilingual dictionaries/glossaries : Paragraph about a real experience using sentence frames, word banks, etc. use graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs) : use computers, peers, or models to check spelling or grammar use graphic organizers to plan writing (such as T charts) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information Respond to yes/no, either/or, and some WH- questions 8 th Grade PAAL August 2014 page 2
3 RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text. RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of a particular sentence in developing and refining a key concept. RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sounds and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. Portfolio Alternative Assessment for and 2 ELLs 2.1 Readers generate ideas about the central ideas of a text by asking, What is this mostly about? What is the author saying about this topic? 2.3 Readers summarize key events and ideas by asking themselves, Which events are important to the central idea? 2.8 Readers pay attention to how an author has structured a text and think to themselves, Why would the authors use this structure? What is he or she trying to show me? Grade 8 Reading Unit 2 &2 Pre-teach vocabulary: Draw examples of central idea Locate Match examples of central idea central idea, patterns with various text organizational individuals, events, Complete a text map using features of visually argument, claims, pictures of a text s individuals, supported texts events or ideas supporting, nonsupporting Level Complete graphic organizers with 2 Read aloud and chunk text Highlight central idea Pre-teach nonfiction roadmap Pre-teach vocabulary (heading, subheading, caption, chart, map, index, glossary, table of contents, bold) photos to show cycles Match pictures of claims and supporting details to argument Categorize pictures and phrases with the argument it supports Match pictures of connections between individuals, events, or ideas Match text structures with key vocabulary Locate text structures in book Record central idea with sentence stems. One idea I have is ; for example or In, the central idea is. Organize simple sentences to state which events are important to central idea. T-chart: I think this because the text says Label text structures using a word bank Create an example of a table of contents, index or glossary Underline details in text Differentiate among organizational features of texts (indices and glossaries) 8 th Grade PAAL August 2014 page 3
4 W. 8.1 Write arguments to support claims with clear reasons and relevant evidence. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 2.1b Writers generate ideas about a topic by asking: What do I know about this? What do my sources tell me? 2.4 Writers support claims with relevant evidence, using accurate, credible sources by asking themselves does this support my claim? 2.7 Writers show respect for the reader by applying what is known about conventions. Portfolio Alternative Assessment for and 2 ELLs Grade 8 Writing Unit 2 &2: : Brainstorm things to Arrange teacher created Produce symbols, change at school or sentence strips to create words, or phrases to community introductions convey basic Teacher read aloud text Match opposing views information Pre-teach vocabulary: anecdote, opposing Model introduction format Model use conventions (spelling, punctuation, grammar and spelling) Model use bilingual dictionaries/ glossaries Students copy Class generated persuasive letter Illustrate letter : Organize simple sentences to create an introduction Add a sentence to the introduction Arrange teacher created sentences to create persuasive essay. Add one sentence to class create letter. With a partner, edit for previously taught conventions. Produce notes, construct charts or graphic organizers to convey information 8 th Grade PAAL August 2014 page 4
5 RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RI. 8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RI. 8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.4 Determine the meaning of words and phrases as they are used in a text, 3.2 Readers can connect specific, relevant details in a text to the theme or central idea. They do this by looking for lines in the 3.3 Readers can summarize key events by asking themselves, Which events are important to the theme or central idea? 3.4a Readers can track changes in a character by looking closely at the character s actions and reactions Readers can look for particular structures within a paragraph that develop or refine a key concept (central idea).they ask themselves, What role do these sentences play in developing the concept or idea? How does this specific structure add to the meaning of the central idea? Portfolio Alternative Assessment for & 2 ELLs Grade 8 Reading Unit 3 &2 Pre-teach relevant story Graphic organizer sorting Respond to literal teacher provided text details vocabulary related to a theme or central questions from Pre-teach feeling words idea illustrations or visually that apply to reading Graphic organizer using supported text Read aloud and chunk bank of traits and examples Match content-related of text supporting traits text objects/pictures to Match picture of character Teacher highlights words with character trait(s) details for main idea, Organizer/timeline sorting a Find single word details characters change in a story responses to WHquestions relates to Provide pictures of text details illustrated text Graphic organizer sorting Show pictures/ text details related to a illustrations theme or central idea using representing a previously highlighted text Locate main ideas in a theme/central idea Paragraph frames for writing series of simple about theme/central idea and Pre-teach character sentences character traits/create a bank of Sort/group pre-taught Graphic organizer using traits using pictures and bank of traits and examples words/phrases glossaries of text supporting traits Use pre-taught Role play examples of Write simple sentences vocabulary to complete about a character using bank character traits simple sentences of traits and highlighted text Model use of organizer details e.g. Maria is helpful. listing what character She helps her mother clean says and does the house. Chunk text Use bilingual glossary/dictionary 8 th Grade PAAL August 2014 page 5
6 including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other text. RL8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RI 8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of a particular sentence in developing and refining a key concept. &2 Complete a t-chart sorting teacher made cards of events from text with character s reaction Sort sentence strips of a paragraph into topic sentence, detail, detail, concluding sentence, etc. Given a paragraph highlight cue words and label the structure of a paragraph e.g., Eating cereal is easy. First, get out your materials. Next, pour your cereal in the bowl, add milk, and enjoy. RI. 8.6 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RI 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Grade 8 Reading Unit 3 8 th Grade PAAL August 2014 page 6
7 W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 3.1a Writers sometimes compare texts by recalling and talking about the texts they have read and thinking about similarities in these texts. 3.1b Writers plan and formulate an argument (thesis) that points out how those two texts share a similar theme or central idea or how the authors address the same theme or central idea in similar ways. 3.2a Writers support their thesis statement by searching for evidence in the texts that supports their thesis. 3.4b As writers draft their essays, they use what they know about essay structure by following a format. 3.8 Writers show respect for the reader by applying what is known about conventions Portfolio Alternative Assessment for & 2 ELLs Grade 8 Writing Unit 3 &2 Determine and identify Sort teacher provided Use bilingual or picture literary elements of details related to theme, dictionaries to generate texts that will be character, setting onto a language relevant to the analyzed (character, literary analysis task setting, theme) organizer that identifies Use previously read and similarities and highlighted texts Model use graphic organizers (story map, Venn diagram, character chart) Teach paragraph structure (indent, spacing, appropriate line breaks, etc.) differences Write simple sentences using details from literary analysis organizer Draw details from texts that identify similarities and differences Complete a paragraph frame identifying character, setting, theme similarities and differences Write a paragraph (or rewrite paragraph frame as) identifying character, setting, theme similarities and differences using word banks Use graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs) Use computers, peers, or models to check spelling or grammar Use graphic organizers to plan writing (T charts, Venn diagram, etc.) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information Respond to yes/no, either/or, and some WHquestions 8 th Grade PAAL August 2014 page 7
8 RI.8.1, RI.8.2, RI. 8.4 Researchers collect important ideas and vocabulary about a topic. RI. 8.6Researchers collect and analyze information from multiple sources in order to learn about similarities and differences in the POV represented by different authors. RI.8.7 Researchers collect and analyze information from multiple sources in order to learn about a topic. RI.8.9 Researchers compare and contrast information about a topic. W.8.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W8.5 With some guidance and support from peers and adults, develop and strengthen writing as 5.7 Researchers gather information by reading multiple texts (print and digital) on a topic with their research questions in mind. Then they begin to focus their research questions into one that is relatively specific and manageable Research writers organize chunks of information by using boxes and bullets Researchers keep careful track of their sources by keeping a running bibliography of the author, title and page number(s) or the URL of a digital source on index cards or in a notebook Writers create product drafts by using the organizers and plans they have created Writers create product drafts by using the organizers and plans they have created. Portfolio Alternative Assessment for & 2 ELLs Grade 8 Reading/Writing Unit 5 &2 Pre-teach vocabulary: theme, central idea, patterns, character motivations, author s perspective Model road mapping for both fiction and non-fiction Use bilingual glossary Read aloud and chunk text &2 Pre-teach vocabulary: central idea, patterns Read aloud and model thinking about important information Model use of box and bullet graphic organizer to record information from each source Demonstrate the use of a pre-populated PPT Pre-teach rubric that includes visuals/ examples Class/group roadmap with labeled illustrations Class generated concept map around the topic Highlight text that connects with question Use illustrations and dictation to complete a template box and bullet Copy citations of articles, books, videos, etc. off class generated list Use teacher created outline template to place information (Introduction, body, conclusion) Use pre-populated PPT to change background, designs, and add illustrations from internet and clipart. Modified roadmap with blanks and a word bank Three column chart: Factual Text Evidence/ Connections to the Main Text/ What this is telling me about my research question. Complete box and bullet with word bank and a partner Respond to literal questions from illustrations or visually supported text Match content-related objects/pictures to words Find single word responses to WH-questions relates to illustrated text Use bilingual or picture dictionaries to generate language relevant to the task Use graphic organizers to brainstorm words or phrases associated with writing topics (such as semantic webs) Locate main ideas in a series of simple sentences Sort/group pre-taught words/phrases Use computers, peers, or models to check spelling or grammar Use graphic organizers to plan writing (T charts, Venn diagram, etc) Complete pattern sentences Extend sentence starters with original ideas Connect simple sentences Complete graphic organizers/forms with personal information 8 th Grade PAAL August 2014 page 8
9 needed by planning, revising, editing, rewriting, or trying a new approach. W.8.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others Use citationmachine.net to correctly cite sources used Sort information to place on group outline With partner, use prepopulated PPT to change background, designs, and add illustrations from internet and clipart Grade 8 Reading/Writing Unit 5 8 th Grade PAAL August 2014 page 9
10 Student: Proficiency Level:. School: 8 th Grade ESL Checklist Teaching Points Unit W.8.3 Unit W.8.1 Unit a 3.12 Unit Checklist (Evidence of understanding) Student can... highlight details in a text about a theme or central idea with a partner or teacher modeling activity choose words from a word bank to describe setting, character(s), plot complete a story map about the characters, setting, and problem of a text sequence events in a text using sentence starters or visuals write about a real experience or event in a cloze activity format highlight central ideas in a text with a partner or teacher modeling activity sort text evidence supporting the central idea use text features to generate ideas (heading, subheading, caption, chart, map, index, glossary, table of contents) use editing strategies for a polished writing piece write/choose supportive claims to an argument using a generated list of reasons and evidence complete a graphic organizer about characters, events, and ideas (story elements) highlight examples of similes and metaphors in a text write simple similes and metaphors using sentence frames and illustration label examples of text features participate in a writing activity to convey ideas, concepts, or information about a topic complete a venn diagram comparing/ contrasting characters, setting, theme using illustrations or word bank take notes by chunking information into boxes and bullets work with a partner in researching information in various formats create a bibliography of sources with a model template create a pre-populated PPT with information from research Anecdotal Notes: Example: 10/12/14 - Student was able to identify the main character with ease, but is unable at this time to describe him/her. (see attached artifact: character graphic organizer) 8 th Grade PAAL August 2014 page 10
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