Mia is strong at writing in the present tense when engaging meaningfully in grade appropriate writing assignments. "I go on my phones and watch videos" (p.5). In order to move to Advanced, Mia needs to work on past and future tenses.

Claudio:

Claudio is able to answer the prompt in multiple simple sentences. In order to move to advanced Claudio should work on completing his thoughts before moving on to the next. His writing contains an oral tone, and has evidence of perspective.

In an off period, to focus on passing E2 Summative assesment we will:

1. Implement Write aloud models and dialogue journals (That they read to a purposeful partner and bounce ideas off of each other).

2. Implement peer editing with purposeful pairing, as well as teacher editing.

3. Implamenting recording speaking what is written, individually and they can listen to themselves to hear their progression.

1. Organizing ideas through a writing structure graphic organizer. Both students offer several ideas, but would benefit from structuring them. Students are welcome to use their L1 for the drafting process and going forward based on what they need. This would help consolidating these ideas, and preventing repetition.

2. Around the room/Station activities for practice with past, present, and future tense. Specifically, past and future tense grammar would make their writing more accurate. Modeling and sentence stems would be helpful supports.

3. Explicit instruction with academic vocabulary do deepen their writing voice. Interactive activities such as flash cards and peer conversation.

   
   

1. The majority of students are rated higher on writing than they are in speaking. School wide, the school can implement write-then-perform writing/speaking activities to bridge this gap. The CLD coordinator might prepare lesson plans for the teachers. These activities can ask about the student's prior knowledge, while also lending toward the state standards that determine the upcoming test.

2. Strategic grouping would either help blend students with a range of abilities, or target a heterogeneous groups. The CLD coordinator can create choice-board activates for teachers to use within the strategic ability groups.

Step two would be the wording of the rubric be student facing gear towards the assignment.

Step three for teachers is placing an understanding of what is required and what the teacher would be looking based on their required standard.

• Claudio was able to use short, simple sentences, uses high frequency vocabulary and is using literal translastions.

• To push Claudio to advanced we would push him create cohesive sentences and complete his thoughts before moving on.

Mia

• Mia used cohesive sentences, writing is mostly understood, and used sentence patterns well.

• To push Mia to advanced we would have her work on tenses and more complex sentence patterns.

-a readers theater would help increase their speaking practice while utilizing their strengths in reading.

-Bilingual story telling

- Turn and Talks before writing activities allowing students to practice in a low risk environment

1. State clearly what you expect before any work is done. Break down that expectation and model what it looks like.

2. When modeling, go into detail, have anchor charts around the room on some of the longer processes within writing. Do not be to emphasize when modeling/explaining it to students.

3. Understand and work with students who have questions, help them understand the instructions competely, give examples.

4. Include past, present and future examples as well as transitional words, descriptors and uncommon adjectives.

1. Determine what skills you want the students to demonstrate, and what's required to complete the assignment with proficiency.

   1. The same goes for demonstrating an understanding of content.

2. Make sure what you're asking the students to demonstrate aligns with the academic standards.

3. Have a prepared example of the highest and lowest tiers for students to model off.