Description
Invite a student volunteer to read each target aloud. Remind students that for the last several days they have been working toward these two targets. Ask them to think about how they’ve learned to make inferences and synthesize their learning and the different ways they have practiced these reading strategies, as they’ve become experts on life in Colonial America. Add students’ comments to the long-term learning targets chart. Tell students that today, they will have a chance to share what they know on the end of unit assessment
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
Credits
From EngageNY.org of the New York State Education Department. Grade 4 ELA Module 2A, Unit 1, Lesson 9.
Available from engageny.org/resource/grade-4-ela-module-2a-unit-1-lesson-9; accessed 2015-05-29.
Newer versions may exist from Expeditionary Learning.
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