Oct/2015 Mid-State RBERN / NYSED BBCI adapted from work by: Patricia Velasco, Ed.D
PRINCIPLE 4: MASTERING LANGUAGES IN ACADEMIC SETTINGS
Task 4a: What kind of graphic organizer (scaffolding) would you use for the
following standards, to support ELLs in mastering language in an academic
setting?
•
RI 4.3: Explain events, procedures, ideas or concepts in a historical, scientific or
technical text, including what happened and why, based on specific information in a
text.
•
RL 5.4: Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
•
W.3.2: Write informatory/explanatory texts to examine a topic and convey ideas and
information clearly.
C. Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information.
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SL. 2.2: Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media
4b. Some researchers have associated ‘linguistic markers’ with specific genres and Standards…So
the Progressions offer linguistic markers as shown below. Can you think of any others?

If the Standard says:

Some linguistic markers can be:

THEME

Abstract nouns (e.g., friendship,
love, sacrifice

DETAILS

Adjectives (e.g., big, small, narrow)
and Adverbs (e.g., quickly,

EVENTS

Verbs (e.g., ran, said, came)


CONNECTIONS
(why)

Cause and effect words (e.g.,
because, therefore, however, that is
why, as a result)
Task 4c: Look over the following example. First, it was determined what the Standard
required by underlining the verbs. Then to address those different components, activities
were developed in the lesson to address 4 skills:
To address the different components of the standard
RI 4.2: Determine the main
using the 4 communicative skills in a lesson plan:
idea of a text and explain
 Listening: In an interactive read aloud, students
how it is supported by key
can determine the theme.
details; summarize the text.
 Reading: Students can identify the key details.
 Speaking: students can explain how the theme is
supported by key details
 Writing: students can summarize the text.
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Oct/2015 Mid-State RBERN / NYSED BBCI adapted from work by: Patricia Velasco, Ed.D
Your turn: Underline the key verbs in the Standard, then decide how you would address the
different components of the Standard; what L/R/S/W activities would you create to address
this standard?
RL 4.2: Determine a theme
of a Story, drama, or poem
from details in the text;
summarize the text.
Listening:
Reading:
Speaking:
Writing:
Task 4d :
Standard RI 1.3 : Describe the connection between two individual, events, ideas, or
information in a text. From: Text excerpt: Dorros, Arthur (1993.) Follow the Water from
Brooks to Ocean. In CCSS, Appendix B, pg. 32.
Sometimes water collects in a low spot in the land – a puddle, a pond, or a lake. The
water’s downhill journey may end there. Because water flows down hill, it will keep
flowing until it can’t go any lower. The lowest parts of the earth are the oceans.
Water will keep flowing until it reaches. The ocean.
•
Circle the noun in Standard RI1.3; what should students know? Underline the verb;
what skill is required? Put parentheses around the modifier; to what extent/level must
the student perform?
•
(Q1.) How you would address the different components of the Standard, using the 4
communicative skills R/W/L/S?
•
(Q.2) Would you integrate the use of graphic organizers? Which one and why?
•
(Q.3) What are some of the linguistic markers, and how do the linguistic markers work
within this excerpt? [Hint: “Because”]
•
(Q.4) What questions might you ask for CF assessment?
•
(Q.5) What sentence starters might you use that would target the content area
standard and match the students’ language ability in the new or home language?
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