ESL High School Planning PLC
Session 3
2013
Good Morning
• Sign in at the table by the door.
• Enjoy a snack.
• Make a name tag.
• Put the text: Fish Cheeks in order.
2
Text Reformation
As a group decide on at least one sentence to
move to change the order of the text.
Discuss the implications of the changes at your
table.
Share your changes with the group.
3
After-Reading Strategies: Scales
A subjective, low-stress way to examine and
discuss a text.
4
After-Reading Strategies: Scales
• Likert Scales -- similar to those seen on
surveys
Amy was rude at the New Year’s dinner:
Strongly disagree
disagree
agree
strongly agree
The important thing is discussing why the student
agrees/disagrees, not just the rating itself.
5
After-Reading Strategies: Scales
• Semantic Differential Scales – placing a
character or event on a continuum between
opposite descriptors.
Amy was…
Proud of her family ---------------------------- Embarrassed by her family.
Again, the important thing is discussing why the
student chose the position on the continuum.
6
After-Reading Strategies: Retelling
Somebody Wanted But So -- a template for
retelling a narrative.
Somebody
Wanted…
But…
Princess Leia
… get her
… Darth Vader
stolen plans
captured her
of the Death
ship
Star to the
Rebel Alliance
So…
… she hid the
plans in an R2
droid and
sent him to
the planet
Tatooine in an
escape pod
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After-Reading Strategies: Retelling
Now complete the template for “Fish Cheeks”:
Somebody
Wanted…
But…
So…
Amy Tan
8
Bloom’s Taxonomy, Revised
Formulating Questions
Question Types
Which type has more rigor?
Passive questions: response mode, answered
by student
Active questions: questions asked by the
student
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ELLs NEED MORE RIGOR !
Use Bloom’s Revised to help!
Remember
Understand
Apply
Analyze
Evaluate
Create
10
Model different kinds of questions
that stimulate HOTS.
Low Level Thinking Skills
Think about “Little Red Riding Hood”
Low Level Thinking/Questions
How many little girls are in the story?
What happened first in the story?
Did Little Red know where she was going?
11
Now think “higher”…
High Level Thinking
Would you rather be the wolf or Little Red?
Why?
What other stories are similar to Little Red?
Explain…
What other endings to the story might be
possible? Describe…
12
Strategy: Think-Write-Share
• Work with a partner.
• Think about Fish Cheeks.
• Write a “low level” list of questions
on top of page.
• Then…change them into HOT questions!
13
Stragegy:“Give & Take Journal”
Questioning & writing communication:
Topic: Fish Cheeks
Partner 1: Write a HOT question for partner to
answer in writing.
Partner 2: Answer partner’s question; then
formulate a question for them to answer.
Continue until complete
Share verbally what you wrote and why with
partner.
14
Fractured Fairy Tales
• Strategy: Add more rigor in thinking,
comprehension, and writing.
• Think about Fish Cheeks.
• How could you extend the story, change the
location, turn it into a fairy tale or another
genre of story, change the setting, add more
characters, instill humor, give it a twist, use
modern day language…..all without changing
the main premise of the original????
15
Work in your small group…
• Discuss how you will “fracture the story”.
• Brainstorm the possibilities.
• You must include the selected vocabulary
words from the story .
• Chart the story …….and then decide how you
will share out with total class.
Think HOTS !
16
Jigsaw: Writing
Strategies
•Read your assigned strategy.
•Explain your strategy to the
group creatively.
Scaffold Argument Analysis Chart pages: 149-150
Take a Stand p. 151
Sequencing Flow Chart p. 160
Paragraph Frames and Essay pages: 163-165
Fact Cards p. 158
17
How to Teach Students to Provide a Written
Response with Organization and Development
1. Sentence Frames with or without word-level
support
Example:
Question: What lesson did Tan learn over time?
Answer: Over time, Tan learned
_____________________.
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How to Teach Students to Provide a Written
Response with Organization and Development
Why did Tan’s mother serve her daughter’s favorite foods?
Tan’s mother served her daughter’s favorite foods because
she wanted to please her.
What foods did Tan’s mother serve on Christmas Eve?
Tan’s mother served rock cod, tofu, fungus, and squid on
Christmas Eve.
How did Tan feel during dinner that night?
Tan felt embarrassed during dinner that night.
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How to Teach Students to Provide a Written
Response with Organization and Development
2. Paragraph Frames with or without word-level support
Example:
Question: Based on the text, how does the author describe
Bobby in the text?
According to the text, the author describes Bobby in
__________ ways. First, in paragraph 4, the author says
__________________. Next, in paragraph 7, the author
used the words ______________ to describe Bobby.
Finally, in paragraph 9, the author says _____________.
Based on the text, I think Bobby is _list of character traits
to refer to .
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Color Coded Paragraph Frames
Topic Sentence
Supporting Details plus transition
Elaboration
Supporting Details plus transition
Elaboration
Supporting Details plus transition
Conclusion
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Color Coded Paragraph Frames
Why was the author embarrassed during dinner?
The author was embarrassed during dinner several times. The
first time she was embarrassed was when her relatives licked the
ends of their chopsticks and reached across the table. They put their
chopsticks into the plates of food. Secondly, she was embarrassed
when her father poked his chopstick into the eye of the fish. She
said she wanted to disappear after he said, “Amy, your favorite.” The
final straw to her embarrassment, was when her father belched at
the table. Even though he explained the custom, she was “stunned
into silence”. The author was embarrassed many times during dinner
because her culture was different from that of her guest.
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6 Traits Writing
Assessment:
an Overview
What is “6 Traits”?
• A model for teaching and assessing
• Developed when researchers asked the
question, “What are the traits of good
writing?”
How Can 6 Traits Help LEPs?
• Language proficiency issues generate even
more issues in developing good writing
• LEPs bring many different skill-levels to the
process
• 6 Traits is flexible and standards-based,
allowing you to evaluate each student against
his or her own progress
Rubric Assessment
• Holistic approach
• Address each trait separately
Introducing: The Traits
1.
2.
3.
4.
5.
6.
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Ideas
The content of the piece.
-- p. 35
Ideas
•
•
•
•
Select an idea
Narrow the idea
Elaborate on the idea
Discover the best information to convey the
idea
Ideas
•
•
•
•
Select an idea (the topic)
Narrow the idea (focus)
Elaborate on the idea (development)
Discover the best information to convey the
idea (details)
Ideas Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Thesis, main idea or
main theme is
emerging. Details
are present.
Thesis, main idea or
main theme is
apparent. Details
are present,
although not always
necessarily relevant
or appropriate.
Content area
concepts are
reflected, but
perhaps not at
grade-level level of
comprehension.
Thesis, main idea or
main theme is clear.
Details are accurate
and relevant.
Details at least
tangentially support
the thesis, theme
or main idea.
Content material
approaches being
appropriate to
grade-level and
intended audience.
Ideas are strong
and original. Thesis
or main theme is
clear and
compelling. Details
are accurate,
relevant and wellchosen. Details
clearly support the
thesis, theme or
main idea. Content
material is
appropriate to
grade-level and to
intended audience.
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Organization
Organization is the internal structure of the
piece, the thread of central meaning, the
pattern of logic.
-- p. 70
Organization
• An inviting introduction gets the reader started and gives clues about what
is to come.
• Thoughtful transitions link key points and ideas.
• Sequencing should be logical, purposeful, and effective.
• Pacing – speeding up for wide angle and slowing down for close-ups –
should be under control.
• A satisfying conclusion wraps it all up, yet leaves the reader with
something to wonder about.
Organization
• An inviting introduction gets the reader started and gives clues about what
is to come.
• Thoughtful transitions link key points and ideas.
• Sequencing should be logical, purposeful, and effective.
• Pacing – speeding up for wide angle and slowing down for close-ups –
should be under control.
• A satisfying conclusion wraps it all up, yet leaves the reader with
something to wonder about.
-- p. 71
Organization Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
An organizational
structure to the
writing is starting to
emerge with either
a beginning, an
end, or perhaps
both present.
An obvious
organizational
structure is present,
although may be
simplistic or
“cookie-cutter”, and
not strictly ideal for
the content.
Transitions may be
minimal or lacking.
An obvious
organizational
structure is present;
a beginning,
middle, and an end
are present and all
connected with
logical transitions.
The structure bears
an appropriate
relationship to the
content.
A creative, strong
flow to the writing
results from an
internal
organization that
draws the reader in
and then moves
him/her through
the piece from
beginning to end.
35
Voice
Voice is the golden thread that runs through a
piece of writing. It’s how the reader knows it
is really you.
-- p. 102
Voice
•
•
•
•
Where the writer reveals their personality
Very difficult to teach
Use quality writing for examples
Seems to be best achieved through honesty
Voice
At minimum, writing should evidence an
awareness of:
• Audience
• Context
• Significance of the topic
• Attempting to connect the audience to the
writing
Voice Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Struggles with word
choice and
sentence fluency
limit most displays
of voice, both as a
representation of
the student’s
personality, and as
an attempt to
address the
audience in an
appropriate
register.
The student
attempts to engage
the audience and
address the
purpose, but fails to
make a perceivable
connection.
Writing may be
somewhat lifeless,
mechanical.
The response
shows an
awareness of the
purpose and
audience for this
prompt. The
student reveals
their personality or
engagement to the
topic to some
degree.
Response is
engaging and
appropriate to
purpose and
audience. The
writer reveals a
style that clearly
reflects his or her
personality.
39
Word Choice
… the use of rich, colorful, precise language that
communicates not just in a functional way, but
also in a way that moves and enlightens the
reader.
-- p. 142
Word Choice
•
•
•
•
Precision
Clarity
Variety
“grade-level appropriateness”
Word Choice
• An area of weakness for our students
• Strong vocabulary is developed through
reading
• That vocabulary can be wonderfully reinforced
through its application in writing
Word Choice Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
English words relate
to prompt. Word
choice is weak and
at times inaccurate.
A heavy
dependence on
high-frequency
words and phrases
limits expression.
English words
address prompt.
Word choice is
simplistic and basic.
Attempts are made
to employ contentspecific vocabulary,
with varying
degrees of success.
English words
respond to prompt.
Word choice
includes synonyms
and words that are
more complex.
Technical and
content-based
vocabulary emerges
and is used with
some accuracy.
A varied vocabulary
is employed to
express concepts
clearly and vividly.
Technical and
content-based
vocabulary is used
appropriately and
with confidence.
43
Sentence Fluency
Fluent writing is graceful, varied, rhythmic –
almost musical.
It’s easy to read aloud.
-- p. 178
Sentence Fluency
Is best described by what to avoid:
• Repetitive sentence structures
• Short, choppy sentences
• Incorrect sentence structures
Sentence Fluency
• LEPs need to work on this trait
• Overtly teach varied sentence structures
• On rewrites, challenge students to use the
same words in new ways
Sentence Fluency Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Two or more
complete
sentences are
present, but there
are problems with
grammar or a
repetitive sentence
pattern.
Two or more
complete
sentences are
present and are
grammatically
correct. There is
variation in the
sentence
structures.
Two or more
complete and
correct sentences
are present, there is
variation in
structure and that
variation enhances
the flow and
readability of the
piece.
A variety of
sentence structures
are employed in a
manner that
enhances the
material and the
flow and readability
of the piece.
Complex syntax
structures are
handled deftly and
used appropriately.
47
Conventions
Almost anything a copy editor deals with comes
under the heading of conventions:
punctuation, grammar and usage,
capitalization, and paragraphing.
-- p. 214
Conventions
• Spelling
• Grammar
• Punctuation
Conventions Rubric
2 – Emerging
3 – Developing
4 – Expanding
5 – Bridging
Some words are
capitalized, spelled
or punctuated
correctly; most are
not.
Capitalization &
punctuation are
mostly correct.
Spelling is usually
right. Grammar &
usage are still very
weak.
Capitalization,
punctuation,
spelling, and
grammar usage are
strong and usually
correct. Little
editing would be
required to make
this piece perfect.
Appropriate
conventional
structures, such as
letter greetings or
bulleted lists, are
attempted and
recognizable.
Capitalization,
punctuation,
spelling, and
grammar usage are
correct.
Appropriate
conventional
structures, such as
letter greetings or
bulleted lists, are
employed in the
correct format or
style.
50
Activity
• In your folder is a page with three columns,
with “6 Traits of Writing” heading the left
column and “Common Core Writing Anchor
Standards” heading the right column.
• Read each anchor standard and decide to
which trait (or traits) it best corresponds.
Draw a line to that trait.
51
Presenting… the Super Rubric
• The packet printed in color in your folder is a
“super rubric,” combining WIDA writing
standards, 6 Traits, and the Common Core
anchor standards.
• You can check your work on the matching
activity by seeing how the Common Core and
6 Traits are correlated here.
52
Planning Time
Please complete the survey and
evaluation before you begin
planning. Thank you for
participating in the PLC. Enjoy
your holiday!!!
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