https://padlet.com/crowej4/t81kpiemirwf8a7g Choose one student and one context for learning. Use the Proficiency Level Descriptors, Can Do Descriptors and GO TO Strategies Resources to post which supports you would provide and what language expectations you would have for the student at her ELP level. Please title the post with ELP level of the student, language domain, and your name. en-us 2020-10-19 18:08:12 UTC 2023-01-24 11:31:16 UTC hello@padlet.com crowej4 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842287286 ----------------------------------Athok
ACCESS Scores

Listening 4.0

Speaking 3.5

Reading 2.8

Writing 4.2

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Sisi
ACCESS Scores

Listening 3.0

Speaking 2.3

Reading 2.8

Writing 1.2

]]> 2020-10-19 18:15:46 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842287286 crowej4 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842447742 Go to this link for the full GO TO Strategies]]> 2020-10-19 18:54:49 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842447742 crowej4 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842520620 2020-10-19 19:15:31 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/842520620 crowej4 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1710364277

Can Do Descriptors Name Charts, Kindergarten

Can Do Descriptors Name Charts, Grade 1

Can Do Descriptors Name Charts, Grades 2-3

Can Do Descriptors Name Charts, Grades 4-5

Can Do Descriptors Name Charts, Grades 6-8

Can Do Descriptors Name Charts, Grade 9-12

]]> 2021-09-01 16:31:58 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1710364277 crowej4 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713509120 2021-09-02 18:54:22 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713509120 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713560500 Students: Grazielle T.- Lang. Portuguese -ELP/WIDA 3.8- Tier Level C 

Whole Group Activity- Narrative Points of View... At her current level, student will be able to sight examples of 1st person (I...) and 3rd person (character telling the story). She would be able to explain why they are 1st or 3rd person. Through discourse and writing. ]]> 2021-09-02 19:25:24 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713560500 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713629777 Student ELP level: (LY) LEP. 
Domain of language is Aural/Oral--Spanish
WIDA-3.6...
Task: The student participates in teacher guided/media guided read-aloud and evaluates how citizens meeting their obligations can impact the common good.

Go-To strategies:  Compare/contrast relationships from auditory information using a Venn Diagram.  I could also teach note taking on a Graphic Organizer. I could use a Roving Chart in small group work.  I could use Interactive Journals. I could use *Think-Write-Pair Share.  I could provide Cloze sentences with a Word Bank. 

I would expect this student to be relatively proficient in the English language, but because his writing is at a 2.8, he may need some assistance with putting the words on paper.

]]> 2021-09-02 20:10:26 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1713629777 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1714069191 Keriel N. 
WIDA: 3.1
Spanish
Context: After a whole group lesson focused on identifying the main idea and key details including a clozed reading of an instructional level informational article a small group participates in guided reading group in order to summarize the text orally/written. The article is segmented, each segment has an image that represents a key detail. Students are given the images to put in order first, then orally summarize. Student is provided with a word bank including key words from the article. They will then write a sentence for each image using a key word to complete the summary. Half of the sentences would be framed or maybe clozed. (ELA/ Grade 4, Speaking, Listening, Writing)  **I am not sure I did this part right**

Expectations: Keriel's level of listening proficiency is his strongest area, followed by oral language and speaking--so I feel he would have a general understanding of the article after the initial clozed reading with the class. Holding the small group would help him to more confidently participate in the discussion about using the images to summarize---his challenge would come in writing. I think he would do best with the clozed sentences and word bank. ]]> 2021-09-03 01:11:25 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1714069191 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1714359344
WIDA Can Do Descriptors: Level 4 Speaking:  Presenting factual information on content-related topics to the class 

Go to Strategy: Speaking Level 4 Students can begin to give oral reports at this level, if their reports are scaffolded with note cards and opportunities to practice the presentation. 

World Language Standard WL.K12.NM.4.2: Present personal information about self and others.

My students create a family project every year. They create a collage of photos of people that are important to them and they write short descriptive sentences in English first, then in ASL syntax. They practice presenting with the 3 other students seated in their team. Bryan would allowed to use notecards and refer to the photos for clarity so he can present the information about his family.]]> 2021-09-03 02:49:19 UTC https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1714359344 https://padlet.com/crowej4/t81kpiemirwf8a7g/wish/1854634991 Chandra Washington
Student:  Alderi, A   Arabic  WIDA  2.4  B - Tier B

Whole group and partner activity:  At student proficiency level, rereading in unison with partner would add to her understanding of the text.  Utilizing anchor charts with words or pictures would be used to assist her with identifying the character traits.  In addition, she will need to understand that a character’s dialogue, feelings, actions, and thoughts help us infer the character traits.  

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