of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to can” statements that are appropriately leveled for “I ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 6-8 Writing Ancient/Medieval civilizations Entering: Beginning: Developing: Expanding: Bridging: Identify features of historical Describe features of historical Compare historical periods using Produce contrastive summaries Create historical essays periods from illustrations and periods using notes from graphic sentences from graphic of historical periods using descriptive of past civilizations word/phrase banks and share organizers and share with a organizers and share with a information from graphic with a partner partner partner organizers and share with a partner Example: 6-8 Listening Maps Beginning: Developing: Expanding: Bridging: Sort locations on maps by land or Identify specific geographic Compare and contrast locations Evaluate locations on maps for Entering: water masses based on oral locations (e.g., time zones, on maps (e.g., cities in Northern different purposes from oral Identify locations of land and statements, and check with a latitude, longitude) on maps and Southern Hemispheres) from descriptions (e.g., Show me the water masses on maps based on partner based on oral information, and oral descriptions, and check with best ancient city.) oral statements, and check with a check with a partner a partner partner Common Core Standards: Focus on Vocabulary Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: obvious, complex, establish and verify)
of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments. WIDA Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 6-8 Writing Ancient/Medieval civilizations Entering: Identify features of historical periods from illustrations and word/phrase banks and share with a partner Beginning: Describe features of historical periods using notes from graphic organizers and share with a partner Developing: Compare historical periods using sentences from graphic organizers and share with a partner Expanding: Produce contrastive summaries of historical periods using information from graphic organizers and share with a partner Bridging: Create historical essays descriptive of past civilizations Example: 6-8 Listening Maps Entering: Identify locations of land and water masses on maps based on oral statements, and check with a partner Beginning: Sort locations on maps by land or water masses based on oral statements, and check with a partner Developing: Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partner Expanding: Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partner Bridging: Evaluate locations on maps for different purposes from oral descriptions (e.g., Show me the best ancient city.) Common Core Standards: Focus on Vocabulary Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: obvious, complex, establish and verify)
SS%20Grade%207%20Q1_Rev.docx