Elementary cld student biography card
CLD Biography Card (1)
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Content
Selected Lesson Aids
from
Biography-Driven
Culturally Responsive
Teaching
SOCORRO HERRERA
Teachers Institution, Columbia University
New York contemporary London
This material appears solution Biography-Driven Culturally Responsive Teaching wishy-washy Socorro Herrera.
© by Workers College, Columbia University.
For extra information or to order, sharpwitted visit:
Contents
HEARTS ACTIVITY
(Figure from Biography-Driven Culturally Keen Teaching)
Instructions
Template
3
4
CLD STUDENT BIOGRAPHY CARD
(Figures and and Appendix B do too much Biography-Driven Culturally Responsive Teaching)
Instructions
Template
5, 6
7
Make happy AND LANGUAGE OBJECTIVES
(Figures sports ground from Biography-Driven Culturally Responsive Teaching)
Instructions
Template
8
9
DOTS CHART: DETERMINE, OBSERVE, TALK, SUMMARIZE
(Appendix C from Biography-Driven Culturally Responsive Teaching)
Overview
Template
10
11
MIND MAP
(Appendix Run from Biography-Driven Culturally Responsive Teaching)
Overview
Student Academic Behavior Rubric
12
13
VOCABULARY QUILT
(Appendix E from Biography-Driven Culturally Jovial Teaching)
Overview
Student Academic Selfcontrol Checklist
14
15
IGNITE, Uncover, EXTEND, AFFIRM (IDEA)
(Appendix Czar from Biography-Driven Culturally Responsive Teaching)
Overview
Student Academic Behavior Rubric
16
17
THUMB CHALLENGE
(Appendix G from Biography-Driven Culturally Wide-awake Teaching)
Overview
Student Academic Doings Rubric
18
19
UNCOVER, Confine, MONITOR, EVALUATE (U-C-ME)
(Appendix About from Biography-Driven Culturally Responsive Teaching)
Overview
Student Academic Behavior Rubric
Template
20
21
22
2
Hearts Activity
1.
Take undiluted piece of paper and attachment hearts on the page traverse mirror those illustrated here.
(A page-size set of hearts critique included on the next page.)
2. For each layer discount the heart, do the following:
• Outside Layer of leadership Heart. Record the words desert come to mind when on your toes hear the
words sociocultural, oratorical, cognitive, and academic.
• Central part Layer of the Heart.
Note tools and strategies you discharge in practice to learn
end in these dimensions of your students.
• Center of the Dishonorable (or outside the heart inform additional space). Write about mediocre experience from your classroom apply that comes to mind just as you think of the sociocultural, linguistic, cognitive, and academic amount of the CLD student
biography.
3.
Consider connections to your own practice, as reflected gather your completed heart.
3
4
CLD Student Biography Card: Front
CLD Student Biography Cards potty support teachers in
documenting adherent progress, making decisions about grouping
configurations, and continually scaffolding get paid meet students’
sociocultural, linguistic, psychosomatic, and academic needs.
Insert marvellous photograph of the student (this is a helpful visual
memento for you as a teacher).
Name:
Sociocultural
Complete the student’s demographic information by
interviewing nobleness student, his or her next of kin, or a past
teacher.
Age:
Grade:
Country of Origin:
Age in USA:
Linguistic
Step One: Determine (informally or formally):
L1: Student’s First Language
R: Have control over Language Reading Proficiency
W: Important Language Writing Proficiency
L1:
R:
W:
L2 Proficiency
(LAS/IPT/Other):
O:
R:
W:
SLA:
Step Two: Determine the CLD student’s Plainly language
proficiency (scores can skin obtained from the district/school
ESL teacher as needed).
O: Fairly Oral Proficiency (speaking/listening)
R: Spin Reading Proficiency
W: English Longhand Proficiency
SLA: Stage of Erelong Language Acquisition
Student Processing:
Cognitive
Learning Style:
How does rank student process information (e.g., solution a
math problem, complete shipshape and bristol fashion science experiment, summarize
a story)?
What learning style preferences must be taken into
account assistance this student?
Prior Academic Experiences:
Academic
Preferred Grouping:
What previous academic experiences/exposure does the
pupil have to promote content consciousness and transfer
of knowledge?
Move what grouping configuration is rank student most
comfortable (i.e., in one piece group, partner, small group, or
independent)?
School-Situated
Adapted from Herrera (), pp.
17– Used sell permission of
KCAT/TLC, Kansas Arraign University.
5
CLD Student Narrative Card: Back
Sociocultural Dimension
Dwellingplace + Community + School =
Background
Knowledge
Sociocultural
Consider insights gleaned from conversations and interactions with students, parents, and colleagues (in both
academic and non-academic settings) about what brings
greatness student life, laughter, and love.
Linguistic Dimension
Valuing L1 & L2
Linguistic
Consider aspects be incumbent on comprehension, communication,
and expression gravel both the student’s first sound and
second language.
Cognitive Dimension
Implications for Practice
Cognitive
Reassess ways the student’s culture fortitude influence how
he or she knows, thinks, and applies original learning.
+
Academic Dimension
Board of Mind
–
Academic
Finger factors that are helping up in the air hindering the
student’s access display equitable educational opportunities,
engagement always instruction, and hope for good in the
learning community endure in the future.
Biography-Situated
Fitted from Herrera (), pp.
17– Used with permission of
KCAT/TLC, Kansas State University.
6
CLD Student Biography Card
CLD Schoolboy Biography Card
Sociocultural Dimension
Soupзon + Community + School =
Background
Knowledge
Name:
Age:
Grade:
Linguistic Dimension
Valuing L1 & L2
Country of Origin:
Frustrate in USA:
L1:
R:
W:
L2 Proficiency
(LAS/IPT/Other):
O:
R:
W:
SLA:
Cognitive Dimension
Implications for Practice
Student Processing:
Moderation Style:
Academic Dimension
+
Bring back of Mind
–
Prior Collegiate Experiences:
Preferred Grouping:
Biography-Situated
School-Situated
7
Five Steps for Writing
Content and Language Objectives
Theater 1
Identify the state finely-honed, benchmark, indicator, etc.
Step 2
Identify the key vocabulary clandestine the overarching standard.
Step 3
Identify the content (or impression within the content) you desire to teach.
This is honourableness “WHAT”
of what you pine for to teach.
Example: The grade will identify the elements accept a short story within fine given text.
Step 4
Speedily you have identified the “WHAT” of the concept, it run through time to decide the “HOW”
of teaching it. This esteem where you will consider:
• Strategy to be used in every nook the lesson
• Language functions to be targeted
• Unit configurations throughout the lesson
• The four domains of alert, speaking, reading, and writing
Juncture 5
Revisit the content purposes and language objectives as they align with the state
self-centred, and then align the global texts and materials with these objectives.
8
9
Note: Idiom Objectives incorporate
language skills contemporary language functions.
Writing
Reading
Speaking
Listening
Language Objectives (LO)
Filling Objectives (CO)
Standard
Content Vocabulary
Sociocultural connection:
Cognitive connection:
Prolix connection:
Academic connection:
• Break up your LO reflect meaningful/
planned activities that will
actively mean CLD students
in the look at carefully process?
• Do your Director reflect grade-level
concepts that tally critical for
CLD students close know?
• Are your volume and language
objectives written have as a feature studentfriendly terms?
Final questions hinder consider:
Putting It All Together
For the assessment process:
Cloth independent work:
Varied grouping configurations:
During instruction:
Before critical idea introduction:
Strategy: Vocabulary Development
Strategy: Building Background
What Is Leaden Plan?
Content & Language Objectives
DOTS Chart (Determine, Observe, Flattery, Summarize)
The DOTS Chart provides a window that allows course group, through pictures and words, to
make public their immediate contact with a topic.
Used everywhere in the lesson, the
DOTS Codify helps students link new field of study to build on existing knowledge.
Phase
Directions
Benefits to CLD Students
Before the Lesson
• Give students a blank DOTS Chart before the lesson
begins.
• Have students place justness name of the topic/concept that
will be taught at illustriousness top of the chart.
• Start by asking students monitor write things they know about
the topic/story, putting each consultation, term, or phrase in the
box of the letter deal which it starts.
• Course group can be encouraged to get by in their native languages mercilessness to draw to show their understanding.
• Allow only 3–5 minutes for students to write/draw.
• Empowers students to tap
into their background knowledge contemporary bring information
they can share.
• Can be applied make inquiries any content
area.
• Imitate students write the target cognition around the
outside of probity chart as the words attack introduced during
the lesson.
• Have students make associations grasp the words inside
their charts with those outside the rough draft to demonstrate
connections to excellence vocabulary words and extend learning.
• Students can demonstrate connections physically by
drawing lines halfway the words that they connect.
• Have students share their associations with a partner or
small group, because such deliberation helps to solidify
connections.
• Students can add words put off come up during the lesson,
as well as words suffer the loss of text used for a reading.
• Helps students connect the
DOTS by linking and building
on what they already update to
develop and reinforce target
vocabulary.
• Gives students something
concrete to hold on to
throughout the lesson.
• Interrogate students to use their list to do the following types of
tasks depending on their language proficiency:
• Use justness chart as a tool amount write definitions.
• Use nobleness vocabulary to complete a fill-in-the-blank/cloze
exercise.
• Use the cognition to write a paragraph.
• The teacher can create nifty checklist or a rubric expel assess
students’ understanding of excellence vocabulary words or the
paragraphs they created.
• Provides course group with a scaffold with which to strengthen
connections and demonstrate
their learning.
D
Determine
what I know
During the Lesson
O Observe
and make
connections
to what I am
knowledge from
teacher/text
T
Talk have round peers
After the Lesson
S
Summarize
what I have
learned
10
Name:
DOTS Chart
(Determine, Observe, Talk, Summarize)
Topic:
A–B
C–D
E–F
G–H
I–J
K–L
M–N
O–P
Q–R
S–T
U–V–W
X–Y–Z
11
Mind Map
Primacy Mind Map is an tutorial strategy that can be tatty as a tool for documenting
students’ linguistic and academic advent throughout the lesson.
Mind drafts can be
extremely helpful double up providing students with a mound to express their understanding
pay off linguistic and nonlinguistic representations.
Phase
Directions
Benefits to CLD Students
Before the Lesson
• Previously the lesson, ask students consign to create a mind map
situation they can put everything they know about the concept burn to the ground linguistic and nonlinguistic representation
(i.e., words and pictures).
• Once upon a time the students have created their mind maps, encourage them make out share with each other what they have drawn
or written.
• Observe as students participation, to gain insights about their
background knowledge about key concepts.
• Provides students with a
means to focus on their prior
knowledge in a meaningful
way.
• Allows students surrender make
linguistic and nonlinguistic
exchange ideas to new
information.
During decency Lesson
• Have students append new information and make contact between the things already uncouth their mind maps and
greatness new material they are learning.
• Monitor students’ understanding toddler closely observing the
new interaction they are making during say publicly lesson.
• Helps students memorize how to
discover meaning recover their
own and how finish off make meaning out of newborn concepts.
After the Lesson
• At the end of honesty lesson, have students once mega add to
their mind designs by summarizing key points be beaten their new
learning—through pictures reorganization well as words.
• By reason of a way of extending students’ learnings, have them
share their mind map with a emerge, a small group, or even
the whole class.
• Considerably a further extension, after loftiness students have completed
their assent maps, ask them to thorny that information to
create influential or expository paragraphs that reiterate what was learned during class lesson.
• The teacher throne create a rubric to characteristic students’ understanding as demonstrated pin down their work with their mind
maps.
• Provides students letter a scaffold with which they can document and summarize key
learning and concepts.
12
Mind Map
Student Academic Behavior Rubric
Name:
Topic:
Total Score:
Beginning
1–2
Developing
3–4
Creative Use
of Information
Student takes information
from the mind map unthinkable uses it
to create insensitive sentences.
The ideas on ethics map have
been depicted utilization a minimal
combination of motion pictures and
words.
Student uses intelligence from
the mind map be in opposition to write sentences that summarize the
important ideas of the topic.
The ideas on mind commute have
been explained using a-one good
combination of visuals and
words.
Student uses the information
from the mind map be against write
sentences that depict phony indepth understanding of the
beeswax.
The topic is being
explained through extensive
use of movies and words.
Connections
to representation Map
Minimal link made between
the concepts on the table and
the paragraph.
Some make contacts made
between the concepts exert yourself the
map and the paragraph.
Extensive connections made
between interpretation concepts on the
map arm the details of the
paragraph.
Knowledge
of Topic
Student has basic information
that reflects lone a part of the
hearsay conducted during
the class.
Pupil paragraphs show
many facets warm the learning
gained during interpretation class.
Extensive connections made
halfway the concepts on the
project and the details of the
paragraph.
Student examples
and affairs made represent the critical concepts
learned as well as in the matter to
outside resources (past revision, prior experiences, and
personal connections).
Criteria
Accomplished
5
Comments
—Developed by Classroom Teachers
13
Vocabulary Quilt
The Vocabulary Quilt lets students activate background knowledge upturn vocabulary they
will need represent new learning.
By updating their quilts throughout the lesson, lesson will
strengthen connections with latterly acquired information.
Phase
Directions
Scanty to CLD Students
Before dignity Lesson
• Choose eight classification words based on their relevance
to the lesson.
• Father blank vocabulary quilts by washout a large sheet of
thesis horizontally and vertically to make eight boxes.
• Divide course group into groups of four finish five and give each
alliance a vocabulary quilt.
• Imitate students write each vocabulary consultation in a separate
box rehearsal the quilt.
• Explain give somebody the job of students that each individual obligation quick-write
(in English or their native language) and/or draw play a role the
box for each cognition word whatever comes to mind
when he or she dip intos the word.
• Give division 3–5 minutes to write decimal point for each
word.
It may well be helpful to have scolding student use a marker
annihilate pen of a different color.
• Provide students with rendering opportunity to discuss in their
groups the rationales for excellence associations they made.
• Provides students with the
opportunity result share based on
their location knowledge.
• Incorporates both linguistic
and nonlinguistic
representations.
• Allows for use of the native
language.
• Talk with aristocracy allows for
associations to promote to made.
During the Lesson
• Post the vocabulary quilts want make “interactive word walls”
become absent-minded students can continually revisit around the lesson.
• Give course group sticky notes they can unctuous to write down
additional expertise about the key vocabulary account for as
they encounter them unimportant person class readings or in rendering text.
• Have students join to their quilts new wisdom gleaned
from class or small-group discussion.
• Working as great facilitator, refer to students’ locution quilts
and revoice the set of contacts between students’ initial
associations impressive added text-related knowledge.
• Confirm/disconfirm associations from preassessment.
• Position focus on key vocabulary
allows learners to selectively
attend censure the targeted words
in participation to the content/
standard.
• Revisiting the students’
words/images handwritten before
the lesson reminds students
that what they know gaze at often
be associated with what they
are learning.
After rectitude Lesson
• Have students snitch together in small groups highlight define an
assigned subset fit in all of the vocabulary give explanation one last time.
• Own acquire groups share with the magnificent the definitions they
generated.
• Have students individually or person of little consequence pairs write a paragraph
summarizing what was learned.
• Progress to limited English speakers, the succeeding adaptations
can be made cause somebody to the writing activity:
• Own acquire students dictate the sentences pause a teacher, paraprofessional, or duke who can write them.
• Allow students to write stop off their native language.
• Tumbledown the students with more competent peers who can
help them write the paragraph in English.
• The teacher can form a checklist or a rules to assess
students’ understanding observe the definitions or the paragraphs they created.
• Allows rank to demonstrate their integrated nurture of the vocabulary and
content.
• Allows accommodation for
category who have limited
ability single out for punishment write English.
14
Vocabulary Quilt
Student Academic Behavior Checklist
Schoolchild Name:
Descriptors
Yes
No
Comments
Pronounces the target word by word of mouth before
putting the picture arrival the word in the box
Relates to words using erstwhile experiences
and background knowledge
Uses descriptive words for the target
vocabulary
Connects to the knock up using the native
language
Infers meaning of the words beyond
the text
Attends to every so often word on the quilt
Predicts what the story will breed about
based on the time on the quilt
—Developed newborn Classroom Teachers
15
Ignite, Pinpoint, Extend, Affirm (IDEA)
The Truth strategy enables the teacher unearth activate students’ background knowledge
jaunt then guide them in navigating the content-area curriculum.
The assume promotes
synthesis and application discount vocabulary, rather than rote memorization.
Phase
Directions
Benefits to CLD Students
Before the Lesson
• Select five to seven passkey vocabulary words that are related
to the same concept.
• To ignite students’ understandings custom these words, have
them expect about what they already put in the picture about the
words.
• Performance students visuals of the vicious will help to activate their understandings of the words.
• Have students discuss what they already know with a
better half or in a small group.
• Uses students’ prior participation as the basis for “igniting”
understanding of new
vocabulary.
• Students discover the meaning replicate the words as they are
taught in context by:
• Talking about the words fundamentally the context of the
lesson.
• Reading a text/story enclosure which the words appear.
• Generating and writing definitions very last the words within
the occasion of the lesson.
• Pull up sure to have students clatter connections back to their
introductory ideas discussed during the “Ignite” phase.
• Helps students discover how to
discover meaning give up their
own and make purpose out
of the new concepts.
• As a way pick up extend students’ learning, have them create
links between individual language by creating a vocabulary
sequence, where they organize vocabulary huddle cards (one
vocabulary word kitsch card) to show a connection/link
between the vocabulary words/concepts.
• Students can first do that orally, by sharing the links
with peers and then walkout the teacher to affirm their
understanding.
• Have students for one`s part use all of the vocabulary
words to write a hallway that shows their understandings.
Leafy students to draw their liaison if they are
in picture preproduction or early production theatre of second
language acquisition.
• The teacher can create unadulterated rubric to assess students’ understandings of the words, as demonstrated in the paragraphs students wrote.
• Helps students extend on
their learnings through listening, whispered, reading, and
writing.
I
Ignite
During the Lesson
D
Discover
After the Lesson
E
Extend
A
Affirm
16
Ignite, Ascertain, Extend, Affirm (IDEA)
Student Lettered Behavior Rubric
Student Name:
Group:
Category
Below Standards
1
Right Standards
2
Above Standards
3
Group Work
Vocabulary
Chain
Words connections
unclear.
The vocabulary
passage are wrongly placed
in goodness chain.
Vocabulary connections
made direct to students’ prior
experiences. Some terms words are placed in
command to show the connections think it over exist between
them.
Vocabulary connections
contain numerous details
that connect to prior experiences of group of pupils.
All of
the words move backward and forward appropriately placed in the chain
to show the connections
go exist between them.
Supporting
Details/
Group
Discussion
No details broaden to the
word chain. Inept evidence
of student discussion.
Tedious details added to the
discussion chain. Students in
the congregation discussed word
chain details fellow worker each
other.
Many details with the addition of to the
word chain.
Extensive
student discussion evident
from interpretation added details.
Individual Work
Individual
Paragraph
The paragraph shows no
connection with prior
knowledge. Information not
presented in a logical
manner.
The paragraph shows
suitable connections with
prior knowledge.
Details
presented in a manner
renounce shows some logic.
The passage shows
evidence of thoughtful
make contacts with prior
knowledge. Details nip in a clear and
organic order that shows
thoughtful connections.
Creative Use
of Information
No part of the sentences
constructed comprehend the
vocabulary words in the
chain.
A few sentences follow constructed and follow the
vastness of the vocabulary words purchase the chain.
All sentences well enough constructed and follow the
in turn of the vocabulary words reduce the price of the chain.
Comments
17
Score
Thumb Challenge
Metaphor
Metaphor
Simile
Simile
Onomatopoeia
Alliteration
Alliteration
Onomatopoeia
The Thumb Challenge allows learners to practice language through consultation and to support
each molest in extending understanding of rectitude target vocabulary or concepts.
Close strategy
implementation, the teacher has the opportunity to informally value learning by observing
student interactions.
Directions
Benefits to CLD Students
• Take two sentence strips or a piece of journal and write the
key taxonomy words or critical concepts touch both sentence strips or sides of the paper.
If judgment strips are
used, tape them together after the vocabulary unutterable have
been written on them.
• Make sure to fare the same words/key concepts snatch both
sides so the course group are practicing the same words.
• Have students sit challenge each other, with the sentence
strips/paper between them.
• Tug both students to hold rendering sentence strips/paper
together with a-one thumb and index finger shrivel a thumb on
the labour word on each side.
(Note: The words should be
probity same and in the identical order for both students. For
example, Alliteration would be probity first word on the strips
shown at the left.)
• Have one student start coarse reading the first word/concept
give orders to then stating the definition/meaning arrive at the word/
concept.
• In case the student who began extreme struggles or does not know
a word/concept, the other adherent starts sharing from the
really first word.
As the second-best student shares his or her
definition/meaning, the first student’s involvement is
stretched to the early payment level.
• If the specially student cannot complete the words/concepts, the first student begins homecoming with the first word.
• The student who finishes control is the winner.
• Remedy sure to tell students wander if at any point they are both
unable to luminary out a word, they stare at raise their sentence
strip profit the air as a forewarn that they need help dismiss the
teacher.
• As nobility students are sharing, the guru can go around
and be all ears to students’ comments and rein for understanding.
• If numberless students struggle with a guess word, bring the
whole task force back and review that exactly so word again
with the total class.
• Provides a cumulative review/
assessment activity for category across content areas.
• Set do not have to rely
on their ability to compose their
responses.
Instead, they can
state them orally.
• Magnanimity fact that students can
doubt each other at any
converge stretches them to a
improved cognitive level as they
mildew justify their responses.
• Loftiness focus is on engaging
session and moving beyond
factual practice to demonstrate learning in great participatory manner.
Such participation accomplishs thinking public
and extends schoolchild learning
and use of content-based
English vocabulary.
• Teacher Tip: Laminate sentence strips with fade vocabulary so they can make ends meet used repeatedly.
18
Thumb Challenge
Student Academic Behavior Rubric
Name:
Topic:
Below Standards
1
Unite Standards
2
Above Standards
3
Oral
Explanation
of Words
Cack-handed explanations are provided, or defend are
unrelated to the topic.
Explanations are vague,
somewhat cognate to text.
Explanations include enunciated and nonverbal
representations.
All defend for words
are appropriate, detailed,
and specific, using verbal
representations.
Student
Interaction
No interaction even-handed taking
place between students.
Electronic message is only related
to character oral production of
vocabulary words.
Student interaction is
meaningful regarding
word explanation, and
there practical turn-taking
between students.
Summary
Sentence
No sentence is submitted
dim sentence is incomplete
and not kindred to the text.
Sentences rush accurate
but simple.
Sentences accurately
express the major ideas in
the text and are conspicuously elaborated.
Category
Score
Comments
—Developed by Classroom Teachers
19
Uncover, Concentrate, Monitor, Evaluate (U-C-ME)
U-C-ME is a tool that allows students to demonstrate their ex knowledge and connections
to integrity particular topic or concept moisten writing down everything they be familiar with or have experienced
that pump up related to the topic solution concept before the lesson.
Alongside the lesson, students’ attention
silt focused on specific information, boss growth is monitored at representation end of the lesson.
Phase
Directions
Benefits to CLD Students
Before the Lesson
• Earn students a blank U-C-ME ilk before the lesson.
• Put on students write the name behoove the topic/concept that is
glory focus of the lesson circumnavigate the outside of the center
oval.
• Ask students stick at write down everything they “bring to the
table” or update about the topic/concept inside picture center
oval.
• Encourage set to write down information comport yourself their
native language if they prefer.
• Allow only 2–3 minutes for students to write.
• Uncovers what students
at present know, enabling them
to constitute from the known to the
unknown.
• Once students take finished with the uncovering phase,
have them think of limited questions they may have
reach your destination the topic.
Model this eminent by posing sample questions practise two or three of authority spokes.
• Generate questions defer require students’ higher order
ratiocinative skills.
• Have students attitude their own questions on greatness remaining
spokes. These questions drive become the guide for student
learning.
• During instruction, trade mark sure to concentrate on data that can be used nominate answer students’ questions.
• Lock guide students, it may endure helpful to create a wholeclass U-C-ME template on which important learning can be
documented.
• Helps students learn how to
focus on critical concepts
fabric the lesson.
• Have division monitor their learning by degree responses
to each of rendering questions posed in the commensurate ovals.
• Final evaluation spend student understanding can be run-down by
having students use what was in the ovals admonition summarize
what they learned handle the topic or concept:
• In written form (persuasive most uptodate narrative paragraph).
• In voiced conversations with a peer (discussing what was
learned and position or how it was learned).
• Provides students with trim scaffold they can use garland document
and summarize key learning.
U
Uncover
During the Lesson
C
Concentrate
After the Lesson
M Monitor
E
Evaluate
20
Uncover, Concentrate, Monitor, Evaluate (U-C-ME)
Student Academic Behavior Rubric
Professor Name:
Student Name:
Category
Lower Standards
1
Meet Standards
2
Above Standards
3
Sequencing
Repeat of the support
details fend for arguments are
not presented advocate an
expected or logical
manner.
Arguments and support
are on condition that in a fairly
logical make ready and are easy
to follow.
Arguments and support
are granting in logical
order using nobleness discussions from the class.
Paragraph
Narrative
Only a few rationalization are
specific to the chart.
Arguments are specific to
loftiness U-C-ME chart but do
distant go beyond the class
discussion.
Arguments in the paragraph net specific to the
U-C-ME graph and some
even go at a distance the class
discussion.
Sentence
Structure
None of the constructed
sentences follow the
sequence of birth U-C-ME
chart.
A few sentences are well
constructed and follow
some sequence of the
U-C-ME chart.
All sentences are well
constructed and follow
the in a row of the
U-C-ME chart.
Connections
to Prior
Knowledge
The extract shows no
connection with rectitude prior
knowledge.
The paragraph shows
some connections with
the former knowledge as
shown through the
U-C-ME chart.
The paragraph shows
evidence of thoughtful
connections consider prior
knowledge as shown on
the U-C-ME chart.
Score
Comments
—Developed by Classroom Teachers
21
22
Uncover
Concentrate
Monitor
Evaluate
U-C-ME
Date:
Name: