The document discusses transforming model performance indicators (MPI) elements for English language proficiency standards. Specifically, it provides examples of transforming the topic, language function, content stem, and supports of MPIs to better align with grade-level content standards and English language proficiency levels. This includes matching topics and language functions to communication needs and selecting supports appropriate for each proficiency level.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELLs in meeting the Common Core State Standards.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
Some issues of contention in contrastive analysisSoraya Ghoddousi
This is a summarise of chapter 7 of Contrastive Analysis book by Carl James in Some Issues of Contention as a Midterm Project of CA course in TEFL at PAYAM NOOR University (Distance Education)
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELLs in meeting the Common Core State Standards.
Using Response to Intervention with English Language Learnersschoolpsychology
Mike Vanderwood, Ph.D. University of California, Riverside
Using Response to Intervention with English Language Learners.
Recent changes in federal legislation and California code provide educators an opportunity to implement response to intervention (RtI) approaches in general and special education. RtI decision making is particularly promising for English Language Learners (EL) because this model places a heavy emphasis on prevention strategies, and provides skill acquisition data that can be used to examine special education eligibility. The primary expected learning outcome is for participants to acquire a basic understanding how to use RtI with ELs.
Some issues of contention in contrastive analysisSoraya Ghoddousi
This is a summarise of chapter 7 of Contrastive Analysis book by Carl James in Some Issues of Contention as a Midterm Project of CA course in TEFL at PAYAM NOOR University (Distance Education)
San Francisco State UniversityFall 2014IR 104 (04) Introduc.docxkenjordan97598
San Francisco State University
Fall 2014
IR 104 (04): Introduction to World Affairs
Days/Time M: 610-855 Room: HSS 317
Instructor: Jonathon Whooley
Email: [email protected]
Phone: 707-217-0706 (will not answer after 6PM- DO NOT CALL LATE in the evening)
Skype: whooleyj28
Office Hours: MW 4-6 (HSS 387- For now, Skype, Text, or email is the best method of contact.)
Course description
This is an introductory course for students looking to establish a competence in international politics and international theory. This course examines in detail a wide range of issues, including: the bedeviling role of insurgencies, interstate and civil wars, terrorism, international efforts to contain violent conflict, military interventions, human rights, the problem of economic development, the functioning and effectiveness of international institutions, and the global environment. While theory will be touched on at some points, this course uses International Relations theory as a jumping off point to approach real-world problems and puzzles Those wishing to immerse themselves more deeply in the International Relations theory and academic development are encouraged to build on the understanding gained in this course by taking one of the theory seminars offered by the department.
Course Aims and Objectives
This course aims: … to introduce students to the study of International Politics, with an emphasis on historicizing current issues, ideas, and institutions in international affairs; … to encourage students to ask critical questions about the way in which issues and identities are represented by political elites, scholars, and the media; … to help students establish links between the ways we think (theory) about international affairs and their day--‐to--‐ day lives (practice) in a thoroughly, but unequally, globalized world; … to guide students in developing their own analyses of world politics --‐ to articulate their ideas in a coherent manner, supported by empirical evidence and consistent argument.
On completion of this class, students should be able:
…to demonstrate general knowledge of world politics and the connections between “the
World out there” and their own lives; … to identify key concepts and institutions of international affairs and how they have developed historically; … to describe and debate, in depth, the features of particular case studies examined in the class; … to gather, and critically evaluate, material from media, government and other sources of information; … to organize and synthesize large amounts of often contradictory and uneven source material; … to state and justify their opinions and analyses of world politics.
Grading
Your course evaluation will be based upon: map quizzes, mid-term exam, class participation, a portfolio, and a final exam. Here is the breakdown:
Map Quizzes (20%) 100 Points
Mid-term exam (20%) 100 points
Final Exam (20%) 100 points
Class participation (20%) 100 points
Portfolio .
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Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
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Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
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Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
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Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
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Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
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ppt/slideLayouts/slideLayout5.xml
.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white terms. In part, this is because African
Americans and white Americans have particular and distinct histories that give blackness and whiteness
unique status in the United States. However, American racial formations are organized along a complex
matrix that involves much more than these two categories account for. In this class, we will explore the
entire construction of the idea of race. We will examine the cultural and political-economic construction
of race in the United States and analyze how races are reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class, gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality, class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in the history of multiculturalism. As
students understand the debates and values of multiculturalism in theory, they will be able to
apply them beyond the classroom into practice by developing and using reasonable guidelines for
prioritizing important values – including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and
understand their place in their own historical context. They will also be able to articulate
assumptions and explore connections to alternative interpretations and perspectives on history
and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 2
3. Student will critically analyze multiple sources of information (from, for example, relevant
databases and other reference works, primary and secondary sources, community knowledge,
etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence
from a varie.
Linguistic Considerations of Identity Resolution (2008)David Murgatroyd
Identity resolution systems indicate if two individuals really are the same person. Identity retrieval systems help you find the individual you’re after. These systems appear anywhere from analysts’ desks to border crossings. But how do can you tell if a system's any good before it's deployed? You need to understand the problems it should tackle and how to measure how well it’s doing.
This talk considers metrics and data for evaluating identity resolution and retrieval systems. It also explores the linguistic challenges these systems face.
The following presentation provides a brief understanding of the Florida Comprehensive Assessment Test. This presentation is free for public use. For additional information, please contact Dessalines Floyd at floydd1@duvalschools.org.
San Francisco State UniversityFall 2014IR 104 (04) Introduc.docxkenjordan97598
San Francisco State University
Fall 2014
IR 104 (04): Introduction to World Affairs
Days/Time M: 610-855 Room: HSS 317
Instructor: Jonathon Whooley
Email: [email protected]
Phone: 707-217-0706 (will not answer after 6PM- DO NOT CALL LATE in the evening)
Skype: whooleyj28
Office Hours: MW 4-6 (HSS 387- For now, Skype, Text, or email is the best method of contact.)
Course description
This is an introductory course for students looking to establish a competence in international politics and international theory. This course examines in detail a wide range of issues, including: the bedeviling role of insurgencies, interstate and civil wars, terrorism, international efforts to contain violent conflict, military interventions, human rights, the problem of economic development, the functioning and effectiveness of international institutions, and the global environment. While theory will be touched on at some points, this course uses International Relations theory as a jumping off point to approach real-world problems and puzzles Those wishing to immerse themselves more deeply in the International Relations theory and academic development are encouraged to build on the understanding gained in this course by taking one of the theory seminars offered by the department.
Course Aims and Objectives
This course aims: … to introduce students to the study of International Politics, with an emphasis on historicizing current issues, ideas, and institutions in international affairs; … to encourage students to ask critical questions about the way in which issues and identities are represented by political elites, scholars, and the media; … to help students establish links between the ways we think (theory) about international affairs and their day--‐to--‐ day lives (practice) in a thoroughly, but unequally, globalized world; … to guide students in developing their own analyses of world politics --‐ to articulate their ideas in a coherent manner, supported by empirical evidence and consistent argument.
On completion of this class, students should be able:
…to demonstrate general knowledge of world politics and the connections between “the
World out there” and their own lives; … to identify key concepts and institutions of international affairs and how they have developed historically; … to describe and debate, in depth, the features of particular case studies examined in the class; … to gather, and critically evaluate, material from media, government and other sources of information; … to organize and synthesize large amounts of often contradictory and uneven source material; … to state and justify their opinions and analyses of world politics.
Grading
Your course evaluation will be based upon: map quizzes, mid-term exam, class participation, a portfolio, and a final exam. Here is the breakdown:
Map Quizzes (20%) 100 Points
Mid-term exam (20%) 100 points
Final Exam (20%) 100 points
Class participation (20%) 100 points
Portfolio .
_rels/.rels
docProps/core.xml
docProps/app.xml
ppt/presentation.xml
ppt/_rels/presentation.xml.rels
ppt/presProps.xml
ppt/viewProps.xml
ppt/commentAuthors.xml
ppt/slideMasters/slideMaster1.xml
Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
ppt/slideMasters/_rels/slideMaster1.xml.rels
ppt/theme/theme1.xml
ppt/slideLayouts/slideLayout1.xml
Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
ppt/slideLayouts/_rels/slideLayout1.xml.rels
ppt/slideLayouts/slideLayout2.xml
Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
ppt/slideLayouts/_rels/slideLayout2.xml.rels
ppt/slideLayouts/slideLayout3.xml
Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
ppt/slideLayouts/_rels/slideLayout3.xml.rels
ppt/slideLayouts/slideLayout4.xml
Title Text Body Level One Body Level Two Body Level Three Body Level Four Body Level Five
ppt/slideLayouts/_rels/slideLayout4.xml.rels
ppt/slideLayouts/slideLayout5.xml
.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 1
LSP 200-222
Black, White, & Other:
Racial Formations in
America
DePaul University
Winter 2015
O’Connell Center, Room 436
Monday & Wednesday 9:40-11:10AM
Instructor: Nicole Garneau
Office: Room 563, Schmitt Academic
Center
Office Hours: Thursdays, 3-5pm and
by appointment
E-mail: [email protected]
Photo from Chicago’s “Brown Friday” Demonstrations by Sarah-Ji Fotógrafa
Course Description:
People in America often consider race in stark black and white terms. In part, this is because African
Americans and white Americans have particular and distinct histories that give blackness and whiteness
unique status in the United States. However, American racial formations are organized along a complex
matrix that involves much more than these two categories account for. In this class, we will explore the
entire construction of the idea of race. We will examine the cultural and political-economic construction
of race in the United States and analyze how races are reproduced, maintained, and challenged. How has
race been defined in relation to notions of color, race, class, gender, sexuality, ethnicity, nation, language,
and non-white perspectives? We will consider how racial groups that are neither black nor white, like
Asians, Latinos, and multiracial peoples, are fundamentally involved in the ways race, identity, and power
are understood and mobilized in America. Furthermore, we will consider how gender, sexuality, class,
and nationality are all involved in shaping ideas of race so that all racial categories, black, white and
otherwise, are formed by and through ideas of gender, sexuality, class and nationality.
LSP 200 Learning Outcom es:
1. By the end of this class, students will identify key debates in the history of multiculturalism. As
students understand the debates and values of multiculturalism in theory, they will be able to
apply them beyond the classroom into practice by developing and using reasonable guidelines for
prioritizing important values – including respect for differences, equality, and social justice.
2. Through the use of self-reflection and critical analysis, students will be able to identify and
understand their place in their own historical context. They will also be able to articulate
assumptions and explore connections to alternative interpretations and perspectives on history
and culture other than their own.
Course Syllabus: LSP 200-222 Seminar / Multiculturalism. Black, White, & Other. Winter 2015. Instructor: Nicole Garneau. Page 2
3. Student will critically analyze multiple sources of information (from, for example, relevant
databases and other reference works, primary and secondary sources, community knowledge,
etc.) in order to form clear, concise arguments about multicultural issues and to interpret evidence
from a varie.
Linguistic Considerations of Identity Resolution (2008)David Murgatroyd
Identity resolution systems indicate if two individuals really are the same person. Identity retrieval systems help you find the individual you’re after. These systems appear anywhere from analysts’ desks to border crossings. But how do can you tell if a system's any good before it's deployed? You need to understand the problems it should tackle and how to measure how well it’s doing.
This talk considers metrics and data for evaluating identity resolution and retrieval systems. It also explores the linguistic challenges these systems face.
The following presentation provides a brief understanding of the Florida Comprehensive Assessment Test. This presentation is free for public use. For additional information, please contact Dessalines Floyd at floydd1@duvalschools.org.
HTYSSC 110HM Native American History and LifeSyllabus.docxsheronlewthwaite
HTY/SSC 110HM
Native American History and Life
Syllabus
Fall 1 2019
Professor Name: Randy Singleton
Course number: HTY/SSC 110HM CH24B
Prerequisites: Sophomore standing
Classroom location: Chesapeake Center, Rm 124
Class hours: 5pm-7:40pm-Mondays
Days-Mondays- on-ground in classroom; Wed-online (blended)
Office location: 1434 Crossways Blvd, Chesapeake, VA 23320
Office hours: 4:30-5pm
Office telephone: 757-227-4450; 757-681-0221 cell
Email: [email protected]
Location: Chesapeake Center
I. REQUIRED TEXTBOOK
Kenneth W. Townsend and Mark A. Nicholas, First Americans: A History of Native Peoples (Combined Volume), 2013 Pearson ISBN 978-0-132-06948-9
Instructor and Student online supplemental resource : MySearchLab for First Americanshttp://www.pearsonhighered.com/mediaproducts/mysearchlab/
II. COURSE DESCRIPTION
What do you know about Native Americans? When you think of Native Americans do you visualize scantily clad warriors with bows and arrows, or women sitting by tee pees wearing feathers and beads? Do all Native Americans live on reservations? Do all reservations have casinos? Focusing on the lives of Native peoples prior to European contact, their interactions with Europeans and Africans, their removal to reservations, and their contemporary experiences, this course addresses the many myths and misconceptions associated with Native American history and culture within the United States.
Saint Leo University embraces six Core Values: Community, Respect, Responsible Stewardship, Excellence, Personal Development, and Integrity.
This course will emphasize the Core Values of Community and Respect as we explore how decisions made by people and groups in this country’s past relate to the values they embraced.
III. LEARNING OUTCOMES
By the end of this course students will:
1. Demonstrate the ability to utilize basic geographical (map-related) skills to investigate the following: Native American tribal demographics, Native American tribal movement and dispersal, Native American inter-tribal interaction, and interaction between Native American groups and Europeans in America;
2. Demonstrate the ability to effectively analyze visual representations of Native American history and culture as evidenced by proficient discussion and critical analysis related to these images;
3. Demonstrate the ability to read about and comprehend issues related to Native American history and culture through thorough and successful completion of reading assignments and discussion questions related to Native American history and culture;
4. Demonstrate the ability to relate the Core Values of Respect and Community to past events and to developments in society today by actively engaging in current events discussions related to political, social, and cultural developments associated with Native American history and life;
5. Demonstrate the ability to engage in critical thinking, effective writing, and informed discussion on issues related to Native American his ...
Assignment 2 State of America’s ChildrenIn today’s global world.docxsteviesellars
Assignment 2: State of America’s Children
In today’s global world, how do the children of the U.S. fare? Are they prepared to compete in the international arena? The Children’s Defense Fund (CDF) is a nonprofit child advocacy organization that provides a voice for children who cannot speak for themselves. The
State of America’s Children 2014
is the CDF’s report highlighting some crucial issues affecting our children today. Visit the CDF Web site and read the report:
Children’s Defense Fund (CDF). (2014).
State of America’s children 2014
. Retrieved from
http://www.childrensdefense.org/zzz-child-research-data-publications/data/2014-soac.pdf
Select a topic of interest to you from the report’s table of contents (after pulling up the website, you can scroll down to select a topic). Write a research paper on the topic. Be sure to include the following:
Present the CDF findings on the topic in a table or graph that you create. Note how different populations are affected. For example, you might compare your state to national statistics or compare the top or bottom states on the topic you chose, compare racial/ethnic group data, etc.
Research the selected topics using at least one additional resource. The data and research publication sections at the CDF Web site offer useful publications.
Identify and analyze the main issues and discuss them in the context of relevant developmental theory, as well as societal influences. Why is this data and the information you researched important to understand in the context of child development?
Present your conclusions and support them with research information. What recommendations would you offer to address this issue for future generations?
Write a 4-5 page research paper in Word format. Be sure to include introductory and concluding paragraphs in your paper, anda title page, an abstract, and a reference page. Apply APA standards to citation of sources. Use the following file naming convention LastnameFirstInitial_M2_A2.doc.
By
Wednesday, April 22, 2015
, deliver your research paper to the
M2: Assignment 2 Dropbox
.
.
6. Change in Function
Grade Level: 1-2 Standard: 5
Language Domain: Writing
(From Compare to Evaluate)
WIDA Consortium
Compare attributes
of two products in
the marketplace
from illustrated
examples
Evaluate
attributes of two
products in the
marketplace from
illustrated
examples
7. Change in Content
Grade Level: 6-8 Standard: 4
Language Domain: Reading
(From Cycles/Processes to Ecosystems)
WIDA Consortium
Predict
consequences of
alteration of cycles
or processes from
grade-level text
Predict
consequences of
alteration of
ecosystems from
grade-level text
8. Change in Support
Grade Level: 6-8 Standard: 4
Language Domain: Speaking
(From with a partner to based on graphic support or pictures)
WIDA Consortium
Outline steps of
scientific inquiry
involving elements
or compounds with
a partner
Outline steps of
scientific inquiry
involving elements
or compounds
based on graphic
support or
pictures
9. Transform All MPI Elements
WIDA Consortium
Language
Function
Content
Stem
Supports
10. Integrating a Content Standard
Historical Understandings
SS5H6 The student will explain the reasons for America’s involvement in World
War II.
a.Describe Germany’s aggression in Europe and Japan’s aggression in Asia.
b.Describe major events in the war in both Europe and the Pacific; include Pearl
Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.
c.Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and
Nagasaki.
d.Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
e.Describe the effects of rationing and the changing role of women and African-
Americans; include “Rosie the Riveter” and the Tuskegee Airmen.
f.Explain the U.S. role in the formation of the United Nations.
11. Does the topic match the content standard?
Reading
Topic: Immigration/Migration
Level 1 Trace immigration/migration routes on globes or maps with a
partner
Level 2 Match immigration/migration routes on globes or maps...
Level 3 Organize information on immigration/migration based…
Level 4 Compare information on immigration/migration based…
Level 5 Identify reasons or explanations for immigration…
Level 6- Reaching
WIDA Consortium
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
12. Content Stem Transformed
Reading
Topic: U.S. role in the formation of United Nations
Level 1 Trace U.S. role in the formation of United Nations routes on
globes or maps with a partner
Level 2 Match U.S. role in the formation of United Nations routes on
globes or maps...
Level 3 Organize information on U.S. role in the formation of United
Nations based…
Level 4 Compare information on U.S. role in the formation of United
Nations based…
Level 5 Identify reasons or explanations for U.S. role in the formation of
United Nations…
Level 6- Reaching
WIDA Consortium
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
13. Does the language function conform to
communication needs?
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
Reading
Topic: U.S. role in the formation of United Nations
Level 1 Trace U.S. role in the formation of United Nations routes on
globes or maps with a partner
Level 2 Match U.S. role in the formation of United Nations routes on
globes or maps...
Level 3 Organize information on U.S. role in the formation of United
Nations based…
Level 4 Compare information on U.S. role in the formation of United
Nations based…
Level 5 Identify reasons or explanations for U.S. role in the formation of
United Nations…
Level 6- Reaching
14. Language Function Transformed
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
Reading
Topic: U.S. role in the formation of United Nations
Level 1 Find identifying information related U.S. role in the formation
of United Nations routes on globes or maps with a partner
Level 2 Sequence events related to U.S. role in the formation of United
Nations routes on globes or maps...
Level 3 Sort relevant and irrelevant information on U.S. role in the
formation of United Nations based…
Level 4 Compare /contrast information on U.S. role in the formation of
United Nations based…
Level 5 Research reasons or explanations for U.S. role in the formation
of United Nations…
Level 6- Reaching
15. Do the supports match the ELP level?
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
Reading
Topic: U.S. role in the formation of United Nations
Level 1 Find identifying information … on globes or maps with a partner
Level 2 Sequence events related … on globes or maps to text and share
with a partner
Level 3 Sort relevant and irrelevant … based on investigation using
graphic or visual support with a partner.
Level 4 Compare /contrast … based on investigation … using graphic or
visual support with a partner
Level 5 Research … based on investigation using grade-level
multicultural texts
Level 6- Reaching
16. The Supports Transformed
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
Reading
Topic: U.S. role in the formation of United Nations
Level 1 Find identifying information … from illustrations, words, or
phrases
Level 2 Sequence events related … depicted in illustrations, phrases,
and simple sentences
Level 3 Sort relevant and irrelevant … from descriptive paragraphs
using illustrations and graphic organizers
Level 4 Compare /contrast … based on investigation … based on
investigation in small group from multiple sources… using
illustrations and graphic organizers
Level 5 Research … based on investigation using grade-level texts
Level 6- Reaching
17. The supportssupports ttransformed
Reading
Topic U.S. role in the formation of United Nations
Level 1 Find identifying information …… from illustrations, words, or phrasesfrom illustrations, words, or phrases
Level 2 Sequence events related to…… depicted in illustrations, phrases, anddepicted in illustrations, phrases, and
simple sentencessimple sentences
Level 3 Sort relevant and irrelevant…… from descriptive paragraphs usingfrom descriptive paragraphs using
illustrations and graphic organizersillustrations and graphic organizers
Level 4 Compare /contrast… based on investigation in small group from multiplebased on investigation in small group from multiple
sources… using illustrations and graphic organizerssources… using illustrations and graphic organizers
Level 5 Research…… based on investigation using grade-level texts.based on investigation using grade-level texts.
Level 6- Reaching
WIDA Consortium
Grades 3-5
ELP Standard 5: Language of SOCIAL STUDIES, Formative Framework
Editor's Notes
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
The criteria used to determine the proficiency level definitions are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic & pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
Any or all MPI elements can be transformed to accommodate different language expectations, content or supports. Facilitator models this for participants.