Page 63 - Initial Draft SR Booklet 74 pages

ENGLISH LANGUAGE DEVELOPMENT for Striving Readers
WRITING
The Language & Writing Portfolio is an an an interactive work text with scaffolds for student learning instruction and practice Extended formal writing writing assignments focus on academic writing writing types including summarizing justification argument and research writing writing Daily writing writing tasks require brief constructed written responses to prepare students students for Next Generation Assessments Writing frames guide students students in in in in in writing increasingly complex paragraphs essays and research papers The definition of each academic writing type introduces its purpose structure and specific elements elements Student writing writing models include elements elements of the key academic writing writing type for students students to to to analyze and mark to to to set expectations for writing Discussion frames require students students to to to use academic language
as as they discuss key elements of the the writing type Finally instruction guides students to paraphrase and use direct quotes to cite data and and textual evidence that support their claims both in in in writing and and speaking The Course A Language & Writing Portfolio provides students with daily accountable opportunities to develop academic vocabularies and and language
functions Students learn the key elements text structure and and transition words and and phrases for six academic writing writing types In Course B students develop the writing writing skills and and strategies needed for more advanced academic writing assignments such as as justification essays and argument research papers The Course Course C C C Language & Writing Portfolio builds on on the instruction and and routines from Courses A and and B Students will apply and and develop their writing and and speaking skills through more challenging assignments such as as academic academic discussions formal academic academic writing assignments and and scaffolded sixty second and and two minute speeches SPEAKING AND LISTENING
English 3D students receive daily opportunities to listen reflect and discuss ideas with peers Academic discussions speeches and and interviews present present frequent opportunities for students to prepare and and present present ideas orally using formal academic English Increasingly sophisticated frames provide structure for for language
functions such as facilitating discussion restating comparing agreeing agreeing and and disagreeing and and listening actively The note- taking chart provides a a a a a a a a a a place for students to take notes as as they listen carefully as as each group member presents a a a a a a a a a a speech speech speech Students begin by presenting short thirty second second speeches speeches and build toward longer sixty second second speeches speeches Engaging speech topics directly relate to to the past two Issues about which students have been speaking reading and writing LANGUAGE In English 3D students are explicitly taught language
elements such as academic vocabulary conventions semantics and and syntax Students then have multiple opportunities to practice the the modeled and and instructed language
elements in in in structured contexts with monitoring and feedback provided by teachers English 3D includes explicit instruction to to frontload conventions and language
skills that students need to to successfully complete academic writing assignments The Teaching Guide and and Language & Writing Portfolio provide grammar targets and and language
functions functions for each lesson The language
functions functions are practiced orally with partners or or or in small groups and they get more sophisticated as students advance through the program The English 3D response frames provide a a a a a a a supportive structure for students to learn and practice new academic language
They clarify the the linguistic features of an an an accurate response and expose students to the the vocabulary sentence structures and grammatical forms of academic English When using these frames orally or or or in in written work students students get explicit guidance on what is needed to complete complex sentences Teachers instruct students students to to to to look for clues in the the the frames to to to to be able to to to to correctly identify the the the grammatical functions necessary to to to to use the the the language
effectively Programs and Services for Striving Readers
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