The California ELD Standards Companion, Grades K-2. Jim Burke

The California ELD Standards Companion, Grades K-2

continue to read a variety of texts with students, in order to build background knowledge on topics being written about.

The teacher can use graphic organizers with cloze passages that include language features such as transition words. For example, “In the beginning of the story, ______. Secondly, ______. Lastly, ______.” The teacher can model for students how to complete their first response using details from a text. In pairs, students can complete the second sentence, and then each student can complete the last part.

Using keyboarding skills in Grade 3 to produce and publish writing (W.2–3.6).

The teacher can directly teach keyboarding skills and provide ample time for practice of such skills to produce writing.

Tips for Differentiation by Proficiency Level

Emerging—Students at this proficiency level will need multiple scaffolds for the writing process, including collaborative and joint writing. Teachers can use picture prompts with word banks and chart student responses to model the writing process.

Expanding—Cloze passages can be used, alongside of word banks, that teachers can chart student responses on.

Bridging—Students can work collaboratively with each other, using cloze passage templates (or teacher charting), in order to compose joint writing selections. The teacher can ask students to discuss and then outline their thinking together, before completing assigned to certain sections.

Source: Taberski & Burke, (2014), The Common Core Companion: The Standards Decoded, Grades K–2.

Grades K–2 Interacting in Meaningful Ways Collaborative Standard 2

Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English

Cloze passages: The strategy of deleting key words from within a written sentence or passage in order for the reader to determine the words from context and/or word banks.

Collaboration in writing: When students work together to generate ideas, conduct writing projects together, and respond to each other’s writing projects (e.g., peer review and editing).

Publishing: Using computers and printers to publish their writing projects for classroom, school, and/or wider use online.

Sentence frames: If students are struggling to find the right words to explain, describe, and clarify what they are thinking, a sentence starter or sentence frame helps them to get the idea started. For example, “I think the statement is true because ______” or “This makes me wonder ______.” Sentence frames can be either open ended or closed.

Technology: Using computers and tablets to compose, revise, and edit writing. It may also include using applications for finding information and creating graphics.

Writing mechanics: These are the conventions of print that do not exist in oral language, such as spelling, punctuation, capitalization, and paragraphs.

Writing projects: These may include traditional informational and literary pieces, but may also include technological writing forms (e.g., blogs, wikis, websites, and multimedia presentations).

Source: Taberski & Burke, (2014), The Common Core Companion: The Standards Decoded, Grades K–2.

Notes

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Grades K–2 Interacting in Meaningful Ways Collaborative Standard 2

Example of Practice in Snapshot Related to Standard 2: Interacting via written English

Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten

Ms. Campbell calls her students to the carpet and reminds them that they have been reading lots of different versions of The Three Little Pigs. She recalls that yesterday, they spent a lot of time retelling the story to one another and explains that today, they are going to use all of that great oral retelling to rewrite the story together. Using her computer tablet and a projector, Ms. Campbell projects five pictures depicting important events from the story. She asks her students to take turns with a partner retelling the story, using the pictures. She listens to the children as they share, noting the language they use, their ability to sequence events, and any misunderstandings.

Ms. Campbell [then] uses her computer tablet to project the Story Rewriting Template the class will use. The template uses the same terms as the story map and organizes the story grammar and sequence into three stages: orientation, complication, and resolution. Rather than using the terms beginning, middle, and end (which all text types have), Ms. Campbell finds that using the terms orientation, complication, and resolution helps students discuss story organization because the terms are related to what is happening at each stage of the narrative. She uses the template to guide students as they jointly reconstruct the story aloud. In the Story Rewriting Template, the template Ms. Campbell uses with students is on the left while her notes to herself about the function of each stage are on the right.

CA CCSS for ELA/Literacy: RL.K.1–3; W.K.3; SL.K.1–2; L.K.6

CA ELD Standards: ELD.PI.K.12a; ELD.PII.K.1, 2, 3b

The snapshots and vignettes cited above can be found in their entirety at https://www.cde.ca.gov/ci/rl/cf/, 2014 ELA/ELD Framework, p. 186.

Notes

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Notes

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