Page 54 - Initial Draft SR Booklet 74 pages

vocabulary are routine in in in in every lesson Scaffolded writing instruction focuses on on on language patterns and text structure while building student confidence and and independence Structured speaking and and listening activities provide opportunities for extended academic discourse around compelling texts 3 Teaching English English as as a a a a a a a a a a Meaning-Making Process—Students learn to use English English as as a a a a a a a a a a meaning-making process through analysis and and choice of of language A variety of of text types mean students experience and and respond to rich language every day Multiple practice activities across listening speaking reading and writing enable students to become independent users of of English A variety of of genres teamwork sections and scaffolded writing instruction focuses on on language choice while providing active and authentic practice 4 Meaningful Grammar Instruction—On Our Way to English features an an an expanded notion of grammar with discourse text text text structure syntax and vocabulary addressed within meaningful contexts Grammar in in in Context lessons teach and and and model skills provide practice and and and allow students to apply what they have learned orally and and and in writing Guided instruction helps students develop and and improve language and and grammar skills Daily Language Workouts target and and build oral language grammar phonics vocabulary and and conversational skills Active practice activities in in in Student Activity Books help students build skills while also evaluating their own understanding ASSESSMENT AND PROGRESS MONITORING
The Assessment Handbook provides step-by-step instructions rubrics and and checklists to guide teachers throughout the year Within the the Assessment Handbook teachers will find the the following resources:
• Assessment Calendar outlines the year’s assessment in in an easy-to-use format • Reading Reading Reading Reading Strategy and Comprehension Assessment Checklists provide teachers with the tools
needed to access their students’ proficiency level at the the the beginning of of the the the year • Oral Language and and Writing Rubrics help teachers establish baseline information about the student’s oral and and writing level while measuring their growth throughout the the year • Phonics Assessments evaluate if steady progress was made in phonics over the year • Self-assessments determine a a student’s comfort level with independent writing • Reading Fluency Assessments determine reading reading fluency within an EL reading reading level through instruction for shared reading reading leveled reading reading and read-alouds • Unit Assessments Assessments and Open-ended Oral Language Assessments Assessments challenge students’ ability to apply the concepts at the the the end of of each unit and assess the the the student’s development in the the the areas of of fluency content-area knowledge social language language functions academic discussion strategies retelling and oral language language development over time • Reports on the Teacher Dashboard show results of student assessments and easily track class performance DIFFERENTIATED INSTRUCTION
Multiple resources in in On Our Way to to to English English enable English English learners to to to take ownership of their learning and to to to set personalized goals for improvement within specific skill and knowledge sets Students employ personal personal checklists that enable them to to monitor and evaluate their progress in in in each Unit across all the the the language modalities: listening speaking reading and writing For example the the Unit Vocabulary Checklists call on on on students to to monitor their personal level of knowledge knowledge of specific unit words prior prior to instruction A Unit Topic checklist gauges students’ background knowledge knowledge prior prior to to to the the Unit The Reader’s Log calls on on students to to to document what they understood about specific reading selections which parts were difficult difficult not not too difficult difficult and and and easy and and and to to document document what they did not not understand They also document document the the strategies they took to to better understand the the text Writing checklists engage students in in in in self-rating and and comparing how they developed specific elements of of the the the the genre being taught and how their execution of of each item on on the the the the rubric compared to the class and student models 54 Programs and Services for Striving Readers Page 2