Identify evidence provided by a speaker to support a particular point Evidence of Student ELD Performance Common Core Vocabulary Knowledge & Skills Instructional Achievement Level Descriptors Attainment/Assessment Outcomes (WIDA) Essential Elements During or after listening identify Students know or are EESL.4.3. Identify a Level IV Students will: Entering/Beginning or viewing, students: able to: point that the Identify points that the speaker makes. EESL.4.3. (Reading/Listening) speaker makes. Ex. Differentiate points that the speaker made from points he or she did not make Students are able to point reasons and evidence when given choices (e.g., After watching the movie or hearing the first chapter of identify reasons and techniques for to evidence to support a uses a T-graph to show the points that Fern made to her father to Charlotte’s Web, claim evidence provided to attentive listening support particular show why Wilbur should be saved versus points her father makes to get rid of the (Writing/Speaking) support particular points points pig.). Students are able to techniques for Ex. Given a list of points with symbol support as needed, highlight each of the points make a list of evidence recording main ideas, the speaker makes while the speaker is speaking. to support a claim details, and evidence while listening Level III Students will: Developing/Expanding EESL.4.3. Identify a point that the speaker makes. (Reading/Listening) Ex. Restate in a word or two a point the speaker makes on the topic (e.g., states a signal words included Students are able to reason Fern used to convince her father to keep Wilbur). in speeches to
Identify evidence provided by a speaker to support a particular point Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors During or after listening or viewing, students: identify reasons and evidence provided to support particular points identify reasons and evidence support particular points Students know or are able to: techniques for attentive listening techniques for recording main ideas, details, and evidence while listening signal words included in speeches to Entering/Beginning (Reading/Listening) Students are able to point to evidence to support a claim (Writing/Speaking) Students are able to make a list of evidence to support a claim Developing/Expanding (Reading/Listening) Students are able to EESL.4.3. Identify a point that the speaker makes. Level IV Students will: EESL.4.3. Identify points that the speaker makes. Ex. Differentiate points that the speaker made from points he or she did not make when given choices (e.g., After watching the movie or hearing the first chapter of Charlotte’s Web, uses a T-graph to show the points that Fern made to her father to show why Wilbur should be saved versus points her father makes to get rid of the pig.). Ex. Given a list of points with symbol support as needed, highlight each of the points the speaker makes while the speaker is speaking. Level III Students will: EESL.4.3. Identify a point that the speaker makes. Ex. Restate in a word or two a point the speaker makes on the topic (e.g., states a reason Fern used to convince her father to keep Wilbur).