Writing Tasks 9– Use in conjunction with Reading for Information #9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Level 1 Level 2 Level 3 Level 4 Level 5 List key words and phrases that Copy key words and phrases Analyze the theme, purpose, describe the theme, purpose, and Describe the theme, purpose, Explain the theme, purpose, and that describe the theme, and language features in a and language features in a language features in a significant language features in a significant purpose, and language features significant historical and significant historical and literary historical and literary document historical and literary document in a significant historical and literary document. document using sentence starters using a graphic organizer in a literary document using a using a teacher- modeled and a word bank with a partner. small group. teacher- modeled example, an example and an illustrated word illustrated word bank, and L1 bank with a partner. and/or L2 with a partner. Writing Tasks 10– Use in conjunction with Reading for Information #10 Analyze the differences between two highlighted texts’ presentation of facts or interpretation of the same topic by filling out a T-Chart and then writing a multi-paragraph essay comparing and/or contrasting the differences. Level 1 Level 2 Level 3 Level 4 Level 5 Supply missing words and Summarize a work of literary Develop an essay to discuss a Write simple sentences to phrases in short sentences to non-fiction using the appropriate work of literary nonfiction using describe a work of literary Compose a paragraph to explain describe a work of literary instructional supports applicable the appropriate instructional nonfiction using the appropriate a work of literary nonfiction using nonfiction using the appropriate to the grade level and supports applicable to the grade instructional supports applicable the appropriate instructional instructional supports applicable proficiency level of the student level and proficiency level of the to the grade level and proficiency supports applicable to the grade to the grade level and such as sentence starters or student as needed. level of the student such as level and proficiency level of the proficiency level of the student graphic organizers to a small illustrated sentence frames with student such as graphic such as illustrated word banks group. a partner. organizers to a small group. and L1 and/or L2 with a partner.
Writing Tasks 9– Use in conjunction with Reading for Information #9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Level 1 Level 2 Level 3 Level 4 Level 5 Copy key words and phrases that describe the theme, purpose, and language features in a significant historical and literary document using a teacher- modeled example, an illustrated word bank, and L1 and/or L2 with a partner. List key words and phrases that describe the theme, purpose, and language features in a significant historical and literary document using a teacher- modeled example and an illustrated word bank with a partner. Describe the theme, purpose, and language features in a significant historical and literary document using sentence starters and a word bank with a partner. Explain the theme, purpose, and language features in a significant historical and literary document using a graphic organizer in a small group. Analyze the theme, purpose, and language features in a significant historical and literary document. Writing Tasks 10– Use in conjunction with Reading for Information #10 Analyze the differences between two highlighted texts’ presentation of facts or interpretation of the same topic by filling out a T-Chart and then writing a multi-paragraph essay comparing and/or contrasting the differences. Level 1 Level 2 Level 3 Level 4 Level 5 Supply missing words and phrases in short sentences to describe a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as illustrated word banks and L1 and/or L2 with a partner. Write simple sentences to describe a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as illustrated sentence frames with a partner. Summarize a work of literary non-fiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as sentence starters or graphic organizers to a small group. Compose a paragraph to explain a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as graphic organizers to a small group. Develop an essay to discuss a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student as needed.
ESL%20Curriculum%20Planning%20Guide%20Grades%2011-12%20%20Quarter%202.docx