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English Language Arts Standards-Reading Informational Text 5.1:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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English Language Arts Standards " Reading: Informational Text " Grade 5 " 1

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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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Range of Reading and Level of Text Complexity:

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Range of Reading and Level of Text Complexity:

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By the end of the 4th grade year students will have learned how to read and comprehend informational texts, "including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently with scaffolding as needed at the end of the range" ("Common Core", 2020).

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Review ideas for Unpacking the Standard. 

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Review ideas for Unpacking the Standard. 

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Unit Work on the Novel "Esperanza Rising". Review/Unpacking the Standard: What is an Inference? What does it mean to make an inference about something? 

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Unit Work on the Novel "Esperanza Rising". Review/Unpacking the Standard: What is an Inference? What does it mean to make an inference about something? 

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*Class will Choral Read with Teacher in unit novel together and discuss summary.
*Class will watch several videos as a whole to gather information about what an inference is and how to gather text evidence:

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Informal Assessments will be ongoing by classroom collaboration and observation along with exit ticket formative assessments on inferences:

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Informal Assessments will be ongoing by classroom collaboration and observation along with exit ticket formative assessments on inferences:

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("Teacherspayteachers", 2017).

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Exit Ticket Accommodations and Differentiation

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Exit Ticket Accommodations and Differentiation

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("teacherspayteachers", 2017).

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More Videos to share with class regarding text inference:

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More Videos to share with class regarding text inference:

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Making inferences in informational texts | Reading | Khan Academy

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Video on Text Evidence Gathering and Inference

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Video on Text Evidence Gathering and Inference

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Introduction to Reading Skills: Answering Literal Questions with Text Evidence

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Blog: Ideas for Accommodating ELs in the classroom with guided teaching lessons and practice.

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Blog: Ideas for Accommodating ELs in the classroom with guided teaching lessons and practice.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Lesson Map Ideas from Scholastic for Teaching Unit Guide

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Lesson Map Ideas from Scholastic for Teaching Unit Guide

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Book Summary

Esperanza Ortega's happy life as her father's only, beloved child comes to an abrupt end when her father is murdered and her devious uncles seize his vast land holdings. Rather than accept one uncle's proposal of marriage, Esperanza's mother flees their home with her daughter and faithful servants. Abuelita, Esperanza's grandmother, must stay behind because of an injury sustained when their home is burnt to the ground.

At the end of a difficult journey, Esperanza arrives in a California farm labor camp and, slowly, begins to grasp the harsh realties of her new life. When her mother falls ill, Esperanza takes over the role of breadwinner, working in the packing sheds and helping with chores for her new extended family at the camp. Esperanza undergoes a tumultuous, emotional journey from the pampered girl of her past to the hardworking and compassionate young woman she becomes.

Set against the backdrop of the Great Depression and the hardships faced by Mexican immigrants during the time, the novel is a testament to the power of hope and the triumph of the human spirit.

About the Author

Pam Muñoz Ryan was raised in the San Joaquin Valley in California. Her Mexican grandmother lived around the corner, and her Oklahoman grandmother lived nearby in Lamont. "When I was with one, I often ate enchiladas, rice, and beans. When I was with the other, I ate blackeyed peas, fried okra, and peach cobblers." Esperanza Rising is based on her Mexican grandmother's immigration story from Mexico to California.

After college, Pam became a bilingual teacher and then left her job in education to raise her children. She went back to school for her master's degree where a professor encouraged her to write. More than 25 books later, Pam Muñoz Ryan is the award-winning author of the novels The Dreamer, Paint the Wind, Becoming Naomi León, and Riding Freedom, as well as, numerous picture books. Today, she is a full-time writer and lives with her husband in San Diego County near the Pacific Ocean. Her four grown children frequently come and go.

To find more information about Pam Muñoz Ryan and her books, visit her website.

Teaching the Book

Esperanza means hope, and hope is what Esperanza needs as she goes from the life of an indulged daughter of a Mexican landowner to the hardscrabble life of a farm labor camp worker in California. This award-winning novel provides the opportunity to teach students to analyze character through text quotes and to use adjectives to describe character traits. Students will engage in researching the history of farm workers, writing a book blog, and creating a book of personal proverbs.

Theme Focus: Change
Comprehension Focus: Analyze Character
Language Focus: Adjectives Describing Character

Get Ready to Read

Pre-Reading Activities

Proverbs

Introduce students to Esperanza Rising with this anticipation guide based on Mexican proverbs found in the book. Display the anticipation guide on a whiteboard or chart paper and ask students to respond.

The rich person is richer when he
becomes poor, than the poor
person when he becomes rich.

There is no rose without thorns.

He who falls today, may rise
tomorrow. The person who does
not look ahead stays behind.

Ask students to explain why they agree or disagree with each proverb. Tell them to keep the proverbs in mind as they read the book and see if their opinion about them changes.

Guide students to find journal prompts, read the Author Questions and Answers, and complete crossword puzzles by visiting Esperanza Rising on The Stacks. Pam Muñoz Ryan also provides an excellent discussion of the personal and historical background of the book can be found on the From the Author page on The Stacks.

Preview and Predict

Discuss with students the title and cover of the book. Prompt them with these questions: What does the word esperanza mean in Spanish? What do you think the title means? Who do you think is the most important character in the book? Where do you think the book takes place?

Vocabulary

Adjectives Describing Character

Tell students that the author chooses words carefully to describe the characters in the book. These words create a picture in the reader's mind of how the character acts, moves, and talks. The list below contains words that describe different characters in the book. Ask students to look for clues in the text to figure out the meanings of the words then check dictionary definitions.

Use the Esperanza Rising Vocabulary Cards printable and distribute copies to students. Ask them to write down the definitions of the words as they read them in the book.

elegant (p. 5)

capricious (p. 13)

devious (p. 33)

pretentious (p. 33)

extravagant (p. 136)

despondent (p. 207)

weary (p. 223)

obsessed (p. 244)

Words to Know

Ask students to refer to the definitions they wrote on their vocabulary cards to answer the following questions.

1. How was Esperanza's Mama elegant? Does she remain elegant?

2. Why is Abuelita described as capricious?

3. Give an example of how Tío Luís is devious.

4. What was extravagant about Esperanza's old life in Mexico?

5. Why did the faces on the deportation buses look despondent?

Have students ask and answer more questions about the vocabulary words, applying them to the novel or to their own lives.

As You Read

Reading the Book

Modeled Reading

Read aloud the first six pages of the book, asking students to follow along. Then ask these questions: Where does Esperanza live? What is her life like there? How does she feel about her father and mother? How would you describe Esperanza as a character? Clarify any questions students have before they begin reading the book.

Independent Reading

Assign students to read Esperanza Rising independently. Remind them to keep the Big Question in mind as they read.

Big Question: Critical Thinking

Ask students to think about this question as they read and be ready to answer it when they have finished the book. Write the question on chart paper or have students write it in their reading journals. Will Esperanza rise to the challenges of her new life?

Comprehension Focus

Analyze Character Change

Esperanza Rising is a novel about a young protagonist who deals with challenges and changes in her life and finally rises above self-pity to become a strong and resilient person. Help students identify how the author expresses this character change through key dialogue in the book. Remind students that a reader can get to know a character by paying close attention to how he or she speaks, thinks, and acts. These pieces of evidence are clues to the character's traits or personality.

Use the graphic organizer on the Esperanza Rising Analyzing Character printable to model for students how to use Esperanza's words as text evidence to analyze her character. Project the page on a whiteboard and pass out copies to students.

Model

We're going to think deeply about things that Esperanza says in the story and what they tell us about her character. A trait is a quality or habit that a person has. The first quotation is from page 67. Esperanza is getting on the train to leave Mexico. She says, "Mama, we cannot travel in this car. It . . . it is not clean. And the people do not look trustworthy." Esperanza's words tell me that, even though she has lost her home, she still thinks that she is above other people in Mexico. She does not yet understand what has happened to her life.

Have students fill in the rest of the organizer, analyzing the remaining quotes for what they reveal about Esperanza's character and how she has changed. Discuss students' answers as a group and encourage them to support their answers with other evidence from the text.

After You Read

Questions to Discuss

Lead students in a discussion of these focus story elements.

1. Change

By the end of the book, Esperanza is united with her mother and grandmother. What do you think is next for Esperanza? Will she become rich again? Will she marry? What do you predict about her future? ( Sample answers: Abuelita might not be able to get her money from the bank, so they may remain poor. Esperanza might marry Miguel because of the scene between them at the end of the book.)

2. Analyze Character

The novel ends with these words, spoken by Esperanza: "Do not ever be afraid to start over." What do these words tell us about Esperanza's character at the end of the book? How has she changed? What has she learned? ( Sample answers: She has learned that riches in life consist of family and love. Strength comes from believing in yourself. With those things, a person can triumph over life's challenges.)

3. Adjectives Describing Character

What adjectives would you use to describe Esperanza and the other characters at the end of the story. Which of the vocabulary words apply or no longer apply to them? ( Answers will vary, but should be supported by text evidence.)

Questions to Share

Encourage students to share their responses with a partner or small group.

1. Text to Self

Do you think that Esperanza and her mother made the right choice to leave Mexico? Might they have had a better life in Mexico than in California?

2. Text to World

Compare the conditions of the Mexican immigrants in the novel with immigrants from Mexico today. How have things changed? How have they stayed the same?

3. Text to Text

What other young characters have you read about who had to adapt to a different place or different circumstances in life? Compare one of the characters to Esperanza.

Don't Forget the Big Question

Critical Thinking

Give each student an opportunity to answer the Big Question. Encourage students to support their answers with details and evidence from the text. Tell them there is no one right answer. Will Esperanza rise to the challenges of her new life?

Big Activity

My Book of Proverbs

Pam Muñoz Ryan begins Esperanza Rising with two Mexican proverbs that reveal their truth in the story. In this activity, have students create their own "Book of Proverbs" by listing old proverbs that have been passed down to them by their parents or by researching proverbs that they think are true for themselves. Print and distribute copies of the Esperanza Rising Big Activity printable. Lists of proverbs can be found at many websites including: the Santa Monica College Reading Lab, Proverb Hunter, and The Phrase Finder.

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Esperanza Rising Teaching Guide | Scholastic

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Esperanza Ortega's happy life as her father's only, beloved child comes to an abrupt end when her father is murdered and her devious uncles seize his vast land holdings. Rather than accept one uncle's proposal of marriage, Esperanza's mother flees their home with her daughter and faithful servants.

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There are accommodations of the unit book for special needs learners. 

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There are accommodations of the unit book for special needs learners. 

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This is a wonderful novel, especially when trying to teach about the depression or just to add multicultural literature into your classroom. This brief adaptation is perfect for ESL students or students with disabilities. Although the book is filled with figurative language, only a few are included in this adaptation.

When I used this book with my students, we also watched The Grapes of Wrath to compare the experience of the Mexican migrant workers with the experience of the Okies in the film.

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Esperanza Rising, Adapted for Students with Disabilities

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This is a wonderful novel, especially when trying to teach about the depression or just to add multicultural literature into your classroom. This brief adaptation is perfect for ESL students or students with disabilities. Although the book is filled with figurative language, only a few are include...

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Unit Bundle Assessment Packet for Digital Download based on "Esperanza Rising".

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Unit Bundle Assessment Packet for Digital Download based on "Esperanza Rising".

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This bundle offers various worksheets for printing or for digital download to google classroom. Great for various accommodations for assessing learning.

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This is a novel study for Esperanza Rising by Pam Munoz Ryan. Includes printable and digital versions. 52 pages of student work, plus an answer key! This novel study divides Esperanza Rising into seven sections for study. The chapters are grouped as follows: Chapter 1-2, 3-4, 5-6, 7-8, 9-10, 11-12, 13-14.
Includes the following:
* Esperanza Rising novel study title page for students

* Dictionary Look-up sheets (7 total)

* Vocabulary Study sheets (7 total)

* Understanding the Story comprehension worksheets (7 total)

* Chapter Summary worksheets (7 total)

* Time for a Test! assessment sheets (2 pages - includes multiple choice, short answer and long answer questions)

* 20 Comprehension worksheets (includes Before Reading, Author Research, Character Chart, Making Predictions, Plot Mountain, Story Timeline, Conflict, Setting, Theme, Problem Solving, Cause and Effect, Character Types, Character Map, Facts and Opinions, Persuasive Writing, Quotations, Character Comparison, Story Comparison, Making Connections)

* Reading Log for students to record novels read

* Answer key - 16 pages (for the Vocabulary Study, Understanding the Story, and test pages)

* Outline of Common Core standards met for grades 4 - 6
Digital Version - Google Classroom compatible!
Included in the download are PowerPoint files for each section of the novel study. Use these files right in PowerPoint, or upload them to your Google Drive / Google Classroom account (they're free!) to share with your students! Your students will be able to fill in their answers and submit their work, all online.
(Please note that the digital versions of our novel studies have mostly the same content as our print versions, but the format of some activities differ in order to make them easier for students to complete digitally, and some activities have been eliminated. For example, drawing activities have been eliminated.)
Aligned to common core - RL4.1, RL4.2, RL4.3, RL4.4, L4.4, L4.5, RL5.1, RL5.2, RL5.3, RL5.4, L5.4, L5.5, RL6.1, RL6.2, RL6.3, RL6.4, RL6.5, L6.4, L6.5, L6.6

© The Book Umbrella

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Esperanza Rising Novel Study - Distance Learning - Google Classroom compatible

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This is a novel study for Esperanza Rising by Pam Munoz Ryan. Includes printable and digital versions. 52 pages of student work, plus an answer key! This novel study divides Esperanza Rising into seven sections for study. The chapters are grouped as follows: Chapter 1-2, 3-4, 5-6, 7-8, 9-10, 11-12, ...

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The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to the student, how…

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Graphic Organizers are Great for Modifying and Accommodating lessons

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Graphic Organizers are Great for Modifying and Accommodating lessons

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The following novel study is for Esperanza Rising. It has a guided reading suggestion with 15 days or 30 hours of suggested activities to cover the story. Also included are graphic organizers for story elements, vocabulary, changes, problem/solution and timeline.

Tested in ESL classroom as well!

Keywords: Esperanza Rising, novel study, graphic organizers, reading strategies, activities, hands on, ESL, truthme

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Esperanza Rising Novel Study with Graphic Organizers

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The following novel study is for Esperanza Rising. It has a guided reading suggestion with 15 days or 30 hours of suggested activities to cover the story. Also included are graphic organizers for story elements, vocabulary, changes, problem/solution and timeline. Tested in ESL classroom as well! K...

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Wonderful Blog About Ideas to Accommodate ELs in the Classroom...

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Wonderful Blog About Ideas to Accommodate ELs in the Classroom...

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Listen to this post as a podcast:
A note on terminology: The acronym ESL is used less often now in schools than it used to be, because we recognize that many students who are learning English already speak several other languages, so English would not be a "second" language. I use it several times in the post because schools sometimes refer to the teachers as ESL teachers, and the term is still widely used as a search term for this topic. My intent in using the acronym is to make this post easier to find online.

You have a new student, and he speaks no English. His family has just moved to your town from Japan, and though he receives English as a Second Language (ESL) support, he will also be sitting in your room every day to give him more exposure to his new language. How can you be a good teacher to someone who barely understands you?

According to the National Center for Education Statistics, an average of 9 percent of students in U.S. public schools are English Language Learners (ELLs); that number is closer to 14 percent in cities. Although many of these students start off in high-intensity, whole-day English programs, most are integrated into mainstream classrooms within a year, well before their English language skills would be considered proficient.

How prepared are you to teach these students? If you're like most classroom teachers, you have little to no training in the most effective methods for working with English language learners (Walker, Shafer, & Iiams, 2004). So that means we have a problem here: Lots of ELL kids in regular classrooms, and no teacher training to ensure the success of that placement.

Below, three ESL teachers tell us what they know about the things regular classroom teachers can do to improve instruction for ELL students. These 12 strategies are simple, they are not very time consuming, and best of all, they will help everyone in your class learn better:

1. Make it Visual

"Avoid giving instructions in the air," says Melissa Eddington, an Ohio-based ESL teacher. "ELL kids have a harder time processing spoken language." So instructions - even basic directions for classroom procedures - should be written on the board whenever possible. Challenging concepts should be diagrammed or supported with pictures. And modeling the steps of a process or showing students what a finished product should look like can go a long way toward helping students understand. "Sometimes showing our students what to do is all they need in order to do it," Eddington says. Not only will this kind of nonlinguistic representation improve comprehension for ELL students, it will help all of your students grasp concepts better.

2. Build in more group work.

"Kids aren't just empty glasses that we pour stuff into and then at the end of the day they dump it back onto a test," says Kim, an ESL teacher who was the subject of my very first podcast interview. "If you really want the kids to learn, they've got to be engaged." That means less teacher-led, whole-class instruction, and more small groups, where students can practice language with their peers in a more personal, lower-risk setting. And if ELL students attend your class with a resource teacher, make use of that person: In most cases the resource teacher doesn't have to work exclusively with the ESL students; they can work with smaller groups that happen to contain these students, helping to improve the teacher-student ratio and give kids more time to practice.

3. Communicate with the ESL teacher.

Mary Yurkosky, a former ESL teacher in Massachusetts, credits much of her students' success to the strong relationship she had with the regular classroom teachers. "The classroom teachers were always talking to me about what they were doing in their classes," she says. "They made it so easy for me to support them: If a teacher was going to be doing a unit on plants, I could make sure we used some of that same vocabulary in the ESL class."

Ideally, this could be systematized, where ESL teachers could regularly get copies of lesson plans or collaborate with regular classroom teachers to build solid back-and-forth support, but "it doesn't have to be that much work," Yurkosky insists. "Just talk to each other. Talk about what's going on in your classrooms, invite each other to special presentations, share what your students are learning, and the words will naturally find their way into the ESL class."

4. Honor the "silent period."

Many new language learners go through a silent period, during which they will speak very little, if at all. "Don't force them to talk if they don't want to," says Eddington, "A lot of students who come from cultures outside of America want to be perfect when they speak, so they will not share until they feel they are at a point where they're perfect." Just knowing that this is a normal stage in second language acquisition should help relieve any pressure you feel to move them toward talking too quickly.

5. Allow some scaffolding with the native language.

Although it has been a hotly debated topic in the language-learning community, allowing students some use of their first language (L1) in second-language (L2) classrooms is gaining acceptance. When a student is still very new to a language, it's okay to pair him with other students who speak his native language. "Some students are afraid to open their mouths at all for fear of sounding stupid or just not knowing the words to use," Yurkosky says. "Letting them explain things or ask questions in their first language gets them to relax and feel like a part of the class."

And this doesn't only apply to spoken language. If you give students a written assignment, but the ELL student doesn't yet have the proficiency to handle writing his response in English, "Don't make them just sit there and do nothing," Eddington says. "Allow them to write in their first language if they're able. This allows them to still participate in journal writing or a math extended response, even if you can't read what they write." There has even been some evidence that allowing second-language learners to pre-write and brainstorm in L1 results in higher-quality writing in L2 in later stages of the writing process (Yigzaw, 2012).

6. Look out for culturally unique vocabulary.

"For most of these kids, their background knowledge is lacking, especially with things that are unique to American or westernized culture," says Eddington. It's important to directly teach certain vocabulary words: "Show them videos of what it looks like to toss pizza dough, show pictures of a juke box or a clothing rack - things that are not common in their own language."

One way to differentiate for ELL students is to consider the whole list of terms you're going to teach for a unit, and if you think an ELL student may be overwhelmed by such a long list, omit those that are not essential to understanding the larger topic at hand.

7. Use sentence frames to give students practice with academic language.

All students, not just English language learners, need practice with academic conversations. Sentence frames - partially completed sentences like "I disagree with what _________ said because..." - show students how to structure language in a formal way. Keep these posted in a highly visible spot in your classroom and require students to refer to them during discussions and while they write.

For this kind of language to really sink in, though, Kim says it has to become a regular part of class. "They won't do it if it's not the norm in the class, because they'll be embarrassed to use it among their peers," she says. "But if they can put it off on the teacher and say, Oh, well, you know, Miss Kim makes me talk like this, then they don't look as hoity-toity as they would otherwise."

8. Pre-teach whenever possible.

If you're going to be reading a certain article next week, give ESL students a copy of it now. If you plan to show a YouTube video tomorrow, send a link to your ESL students today. Any chance you can give these students to preview material will increase the odds that they'll understand it on the day you present it to everyone else. "That kind of thing is wonderful," Yurkosky says. "The kids feel so empowered if they've had a chance to look at the material ahead of time."

9. Learn about the cultural background of your students...

Our second-language populations grow more diverse every year. Taking the time to learn the basics of where a child comes from - exactly, not 'somewhere in the Middle East/South America/Asia/Africa' - tells the student that you respect her enough to bother. Kim remembers one time when she had to set the record straight about the diverse South American population at her school: "I was listening to the teachers talking about the 'Mexican' kids in our building," she says, "and I was like, 'We don't have any Mexicans.'" Not taking the time to at least correctly identify a child's country of origin, much like not bothering to pronounce their name correctly, is a kind of microaggression, a small, subtle insult that communicates hostility toward people of color. Make a commitment to be someone who bothers to get it right.

Once you have the country straight, take things up a notch by learning about students' religious and cultural practices. If he is a practicing Muslim, he should be told if one of the pizzas you ordered for the class party has sausage on it. If she comes from a culture where eye contact with adults is viewed as disrespectful, you'll know not to force her to look you in the eye when she's talking.

10. ...but don't make a child speak for his entire culture.

In her podcast interview, Kim shared a story about watching a teacher ask a new Iraqi student how he felt about the war in his country, right in the middle of class. "That's not cultural inclusiveness," she explains. "I've seen teachers do this and then pat themselves on the back. The students' English is limited so they can't express themselves very well, and they don't want to 'represent'; they just want to be there." If you anticipate a theme coming up in your class that's going to be relevant to one of your students, have a conversation with them in advance, or check with your ESL teacher to see if they think it's appropriate for in-class discussion.

11. Show them how to take themselves less seriously...

By modeling the risk-taking that's required to learn a new language, you help students develop the courage to take their own risks, and to have a sense of humor about it. "I tried to say the word 'paint' ( pinta) in Portuguese and instead I said the word for 'penis' ( pinto). They all roared with laughter while I stood there with a What?? look on my face," Yurkosky says. "When they explained what I'd said, I laughed so hard! I told them that laughing was fine because sometimes mistakes are really funny, but ridicule is never okay."

12. ...but always take them seriously.

One of Kim's pet peeves about how teachers interact with English language learners is the way they often see students' efforts as 'cute,' missing the whole point of what the student is trying to say. "A student will be desperate to communicate, and the teacher will get distracted by the delivery and miss the message," she says. "That's painful for me to watch." It bothers her when teachers mistake a lack of language for a lack of intelligence or maturity. When a child can't express themselves as well as they would in their native language, it's far too easy to assume the concepts just aren't in their heads.

"It breaks my heart when I hear teachers say (ELL kids) don't know anything," says Eddington. "These are brilliant kids and they know a lot. They just can't tell us in English yet." Make a conscious effort to see past the accent and the mispronunciations and treat every interaction - every student - with the respect they deserve.

"They're doing twice the job of everybody else in the class," Kim adds, "even though the result looks like half as much." ♦

Further Reading

The ESL/ELL Teacher's Survival Guide is one of the highest-rated books on teaching English-language learners available. In addition to offering an overview of the research on second-language learners and best practices in teaching ESL, it also includes a whole section on teaching ESL in the content areas and another specifically geared toward teaching ELL students in mainstream classrooms.
References:
Walker, A., Shafer, J., & Iiams, M. (2004). "Not in my classroom": Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Yigzaw, A. (2012). Impact of L1 use in L2 English writing classes. Ethiopian Journal of Education and Sciences, 8(1), 11-27.

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Click here to get a PDF of this article.

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12 Ways to Support English Learners in the Mainstream Classroom

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Advice from three ESL teachers on the things regular classroom teachers can do to help English language learners thrive in mainstream classrooms.

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Visual Book Trailer to Get Students Excited about Reading

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Visual Book Trailer to Get Students Excited about Reading

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Created for SLIS 5420 at UNT. A trailer for the book Esperanza Rising by Pam Munoz Ryan

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Close Reading, Peer Collaboration, and Scaffolded Instruction is Key.

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Close Reading, Peer Collaboration, and Scaffolded Instruction is Key.

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Here is a great video for how to accommodate ELL's and engage all learners in lesson mapping and unit plan.

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Scaffolding Literacy Instruction for English Language Learners

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Modeling Instruction for accommodating special needs learners.

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A Tell, Show, Do Method for ELL's

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Book Jacket Idea

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Students can read and listen to a story and answer some of the questions to follow for an accommodation exit ticket.

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