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Supporting English Language Learners Module D

This module discusses the expectations for students regarding language proficiency in English. It includes rubric reviews, sample items from ACCESS and PARCC assessments, and a comparison of passages.

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Supporting English Language Learners Module D

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  1. Supporting English Language LearnersModule D State Assessment Requirements

  2. What do we expect our students to know and be able to do by the time they leave our class? • Discuss with your group or reflect on this answer if you are viewing this module on your own.

  3. Rubric Review • Listening and Reading

  4. ACCESS for ELLs Sample Items • Content and Language Demands Chart • Angela and Pepper Sample Item

  5. Conversations About Angela and Pepper • https://www.wida.us/DownloadDocs/assessment/ACCESS/preparation/Tier%20Placement%20Protocol.pdf • ACCESS 2.0 Sample Items -http://assets.drcedirect.com/States/WIDA/Tutorials/Student/201510-html5/201510-html5.html

  6. Now that TsienTsien has been in the US for over one year, she will be required to take the PARCC ELA assessment as a Grade 4 student. • We will look at a sample PARCC ELA item.

  7. PARCC Grade 4 Sample Items – Kira KiraPassage • Read the Kira Kirapassage and complete the Content and Language Demands Chart for Kira Kira. • How does this passage compare to the Angela and Pepper sample we just looked at?

  8. PARCC Grade 4 Sample Items – Passage #1 Part A Question: What is the meaning of the word constantly as the narrator uses it in paragraph 4 of Kira-Kira? (NJSLS.RL.4.4; NJSLS.L.4.4) • often • all the time • once in a while • sometimes WIDA Standard #2 Language of Language Arts, Grade 4 reading

  9. PARCC Grade 4 Sample Items – Passage #1 Part B Question: Which detail from “Kira-Kira” uses a word or phrase that also means constantly? (NJSLS.RL.4.4; NJSLS.L.4.4) • “Lynn told me that when I was a baby, she used to take me onto our empty road at night, where we would lie on our backs and look at the stars while she said over and over, ‘Katie, say 'kira-kira, kira-kira.” • “She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.” • “’The blue of the sky is one of the most special colors in the world, because the color is deep but see-through both at the same time.’” • “The dog burst from the field suddenly, growling and snarling.” WIDA Standard #2 Language of Language Arts, Grade 4 reading

  10. PARCC Grade 4 Sample Items – Passage #1 Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? (NJSLS.R.L.4.2) • They list the many lessons that Lynn taught her younger sister, Katie. • They explain that Katie’s family had very high expectations of her when she was young. • They show how strong the relationship is between Katie and Lynn. • They introduce the idea that Katie and Lynn want to learn more about the Japanese language. WIDA Standard #2 Language of Language Arts, Grade 4 reading

  11. PARCC Grade 4 Sample Items – Passage #1 Part B Question: Which sentence from the story provides the best support for the answer in Part A? (NJSLS.RL.4.2; NJSLS.RL.4.1) • “My sister, Lynn, taught me my first word: kira-kira.” • “When I grew older, I used kira-kirato describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.” • “She was dismayed over how un-Japanese we were and vowed to send us to Japan one day.” • “I didn’t care where she sent me, so long as Lynn came along.” WIDA Standard #2 Language of Language Arts, Grade 4 reading

  12. PARCC Grade 4 Sample Items – Passage #1 Question: Create a summary of the story using three of the sentences listed here. Drag the three sentences that describe key ideas from the story into the boxes titled “Summary.” The sentences should describe key ideas from the story in the order they happen. (NJSLS.R.L.4.2; NJSLS.RL.4.1; and NJSLS.W.4.3) • Katie’s mother is disappointed that the girls use Japanese words incorrectly. • Katie remembers when a dog ran out of a corn field and attacked Lynn and her. • Katie keeps Lynn’s diary in a drawer beside her bed. • Katie and Lynn spend much of their time together as they grow up. • Lynn taught young Katie to say “kira-kira,” which was her first word. • Katie believes that Lynn saves her life, but Lynn believes Katie saved her. • Lynn explains that the sky is special like the ocean or people’s eyes. • Lynn sprayed the dog with water so it wouldn’t hurt its tongue on broken glass. WIDA Standard #2 Language of Language Arts, Grade 4 reading

  13. End of Module D

  14. Contact Information • Please email lep@doe.state.nj.uswith any questions or comments you may have regarding this module.

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