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use mentor texts to aid their writing craft

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use mentor texts to aid their writing craft

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Figure out the meaning of words by using context clues

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Connect prior knowledge to new ideas and words

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read for meaning by chunking the text and annotating.

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use graphic organizers to brainstorm. take apart the prompt to understand what they need to write about.

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Use vocabulary from the text or lesson

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think about what they will say, what is the context and register required.

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listen actively and make meaning of what they hear.

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Interpret what they hear, whether it’s directions, explanations, questions, actions, etc

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they are processing information and making sense of it. make connections by activating prior knowledge or experiences.

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Must have a foundation of the text to reference

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need to tap into how to speak using different language functions

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need to tap into how to speak using different language functions

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share ideas, interpretations, questions, connections about ideas,  text(s)

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share ideas, interpretations, questions, connections about ideas,  text(s)

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find an author's purpose. discover new ideas, perspectives, experiences

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find an author's purpose. discover new ideas, perspectives, experiences

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organize their ideas and use language to create meaning. respond to a text.

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organize their ideas and use language to create meaning. respond to a text.

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Use sentence starters to phrase their responses in a clear format

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Use sentence starters to formulate their written responses in a clear way

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Find themes and main ideas of the text.

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Evaluate evidence and patterns; make predictions and connections.

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Evaluate evidence and patterns; make predictions and connections.

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Identify what type of text they are looking at

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Ask questions, Who, What, Where, When, Why

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Ask questions, Who, What, Where, When, Why

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Provide evidence to support their idea or opinion

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Provide evidence to support their idea or opinion

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Make personal connections with the text, event, character...

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Make personal connections with the text, event, character...

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They revise and edit before publishing their work

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They revise and edit before publishing their work

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Connect to what they already know about the topic

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Connect to what they already know about the topic

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Make sense of thier own ideas in order to better commmunicate

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Make sense of thier own ideas in order to better commmunicate

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revise their writing to create better understanding, and add interest and precision.

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They listen to LEARN, not to respond. Should be listening to understand others' ideas and thoughts, not formulating their opinions to respond back

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They listen to LEARN, not to respond. Should be listening to understand others' ideas and thoughts, not formulating their opinions to respond back

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are building the capacity to communicate

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are building the capacity to communicate

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should add in more academic language.

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Analyze specific evidence used to support a claim.

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Analyze specific evidence used to support a claim.

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be familiar with the vocabulary of the genre they are writing i.e. argument, literary response, summary, etc.

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Have strategies to synthesize information in their writing

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Have strategies to synthesize information in their writing

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Should be thoughtful of language and the intended message

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Should be thoughtful of language and the intended message

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Connect to and continue another writer's work.

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Connect to and continue another writer's work.

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use their primary language to add depth to their understanding of concepts.

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Maintain a point of view or a verb tense

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Maintain a point of view or a verb tense

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Get excited to share their interpretations of literature!

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Get excited to share their interpretations of literature!

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Think about the purpose for writing and select appropriate writing structures

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Think about the purpose for writing and select appropriate writing structures

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should believe that they have the skills necessary to be successful

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should believe that they have the skills necessary to be successful

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Negotiate with their peers to present their opinions in a polite disagreement.

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Negotiate with their peers to present their opinions in a polite disagreement.

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teaching registers for speaking: frozen, formal, informal, intimate, etc so they recognize the situation and choose the appropriate register for the audience

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consider whether the speaker is credible and has used enough quality evidence.

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consider whether the speaker is credible and has used enough quality evidence.

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compare what they are reading to the structures they already have internalized.

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compare what they are reading to the structures they already have internalized.

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Create meaning and developing ideas that they are willing to discuss.

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Create meaning and developing ideas that they are willing to discuss.

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need to think about the fact that there is not always ONE right answer

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Listen to respond and engage (e.g. socratic seminar, providing feedback)

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Listen to respond and engage (e.g. socratic seminar, providing feedback)

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Consider purpose, argument, persona, and audience (r

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Consider purpose, argument, persona, and audience (r

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Know many different conversation starters for different contexts

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Know many different conversation starters for different contexts

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to be willing to share their ideas and have confidence that what they think has value

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should be willing to change their mind if hearing something that is contrary to their original thought

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use graphic organizers to help with their understanding.

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They make meaning of the message that is being communicated

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They make meaning of the message that is being communicated

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Taking into account different writing styles as they vary from country to country. Writing in the U.S. is different from writing in Mexico or Vietnam.

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Identify the most effective evidence that supports a theme or main idea.

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Identify the most effective evidence that supports a theme or main idea.

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Have strategies in order to make meaning of the text

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Revise previous thinking and incorporate new ideas into their thoughts.

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Revise previous thinking and incorporate new ideas into their thoughts.

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practice how English sounds (enunciation, pronunciation, volumn, pacing, etc)

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practice how English sounds (enunciation, pronunciation, volumn, pacing, etc)

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ENJOY plots, characters, and figurative language

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ENJOY plots, characters, and figurative language

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should be able to embrace their native language and incorporate it in content to make the learning meaningful for them.

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should be able to embrace their native language and incorporate it in content to make the learning meaningful for them.

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to provide feedback about the content taught using sentences phrase/starters if they need to 

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to provide feedback about the content taught using sentences phrase/starters if they need to 

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use precise language to make a point.

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Connect text to their own world

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Make connections to their own personal lives or experiences or learn about another person's experiences (developing empathy)

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Make connections to their own personal lives or experiences or learn about another person's experiences (developing empathy)

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make predictions on what happens next

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Develop the courage to share their perspective with others. 

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Develop the courage to share their perspective with others. 

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Although public speaking or speaking with unfamiliar peers may be daunting and make students uncomfortable, sometimes we need to challenge ourselves and get out of our comfort zone in order to grow.