Writing Tasks 1 – Use in conjunction with Reading for Information #1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Level 1 Level 2 Level 3 Level 4 Level 5 Copy key words from a text to Summarize what the text says List phrases and simple sentences Write simple sentences using Write a paragraph based on express what it says explicitly, explicitly, what is implied, and from a visually supported text to key words and phrases based evidence of what the text says what is implied, and what is what is unclear based on express what is stated explicitly, on evidence of what the text explicitly, what is implied, and unclear from visually supported evidence from a text in a small what is implied, and what is says explicitly, what is implied, what is unclear using key details text using an illustrated word unclear using an illustrated word and what is unclear using group. in the text in a small group. bank with a partner. bank and sentence frames. graphic organizers in a small group. Writing Tasks 2 – Use in conjunction with Reading for Information #2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Level 1 Level 2 Level 3 Level 4 Level 5 Summarize the development and Illustrate and label the central Label the themes or central ideas Create sentences that describe Compose a paragraph that interaction of multiple themes or ideas in a text using an in a text with key words and the central ideas in a text using details the central ideas and central ideas in a text. illustrated word bank with a phrases with a partner. sentence starters and a word explain their development in a partner. bank with a partner. text using a graphic organizer in a small group.
Writing Tasks 1 – Use in conjunction with Reading for Information #1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Level 1 Level 2 Level 3 Level 4 Level 5 Copy key words from a text to express what it says explicitly, what is implied, and what is unclear from visually supported text using an illustrated word bank with a partner. List phrases and simple sentences from a visually supported text to express what is stated explicitly, what is implied, and what is unclear using an illustrated word bank and sentence frames. Write simple sentences using key words and phrases based on evidence of what the text says explicitly, what is implied, and what is unclear using graphic organizers in a small group. Write a paragraph based on evidence of what the text says explicitly, what is implied, and what is unclear using key details in the text in a small group. Summarize what the text says explicitly, what is implied, and what is unclear based on evidence from a text in a small group. Writing Tasks 2 – Use in conjunction with Reading for Information #2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Level 1 Level 2 Level 3 Level 4 Level 5 Illustrate and label the central ideas in a text using an illustrated word bank with a partner. Label the themes or central ideas in a text with key words and phrases with a partner. Create sentences that describe the central ideas in a text using sentence starters and a word bank with a partner. Compose a paragraph that details the central ideas and explain their development in a text using a graphic organizer in a small group. Summarize the development and interaction of multiple themes or central ideas in a text.
ESL%20Curriculum%20Planning%20Guide%20Grades%2011-12%20%20Quarter%202.docx