SENIOR SEMINAR / CAPSTONE CURRICULUM MAP

Provided by the Office of Multilingual Curriculum and Programs (OMCP). For questions or additional guidance, please contact Donna Sharer at (215) 400-6369 or via email at dsharer@philasd.org. September 2019

The School District of Philadelphia, Office of Multilingual Curriculum and Programs (OMCP)

Senior Seminar / Capstone

IndexCourseDescription..........................................................................................................................5Goalsforthecourse...................................................................................................................................5GoogleFile/SharingResources.............................................................................................................5

PennsylvaniaCoreStandardsEnglishLanguageArts(Grades11-12)..............................5Reading..........................................................................................................................................................5Writing...........................................................................................................................................................6Speaking/Listening..................................................................................................................................6

Timeframe.........................................................................................................................................7Materials.............................................................................................................................................8

Listenwise.......................................................................................................................................................8BESST-BuildinganE-PartnershipforStudentSuccess..................................................................9

PlanningforCollege/Career.....................................................................................................10MakingaCollegePlan(CollegeBoard)..............................................................................................10Planning for College..................................................................................................................................10Naviance......................................................................................................................................................10

(A)Personal,CommunityandCareerInventory...................................................................10Personal/Community...........................................................................................................................10Career.........................................................................................................................................................11StepuptoCollege:ThePathtoCollegeStartsHere......................................................................11OnlineCareerInterestInventory........................................................................................................11Paper/PencilCareerInterestInventorySurvey...........................................................................11CareerInventory......................................................................................................................................11CareerVideos............................................................................................................................................12TeachingandLearningAboutWorkandCareersforEnglishLearners...................................12YouthWorkerSafetyandRights.........................................................................................................12YouthWorkerRights.........................................................................................................................................................12Students–KnowYourRights.......................................................................................................................................12YoungWorkersSafetyandRights..............................................................................................................................12TeenWorkersInjuries......................................................................................................................................................12TeenWorkersFactsheets................................................................................................................................................12

(B)ResumeandCoverLetter......................................................................................................13LessonPlans..............................................................................................................................................13ResumesandCoverLettersforHighSchoolStudents.....................................................................................13“ResumeGenerator”and“LetterGenerator”........................................................................................................13ResumeWorksheets/Lesson......................................................................................................................................13CritiqueandPracticeWritingaResume.................................................................................................................13SampleResumeforHighSchoolStudents..............................................................................................................14ResumeWritingWorksheets........................................................................................................................................14Goal:WritingaResume...................................................................................................................................................14

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Videosonwritingaresume/coverletter..............................................................................................................14

(C)PersonalStatement/Narrative..........................................................................................15StepbyStepExampleofaPersonalStatement...............................................................................15WritingthePersonalStatement..........................................................................................................15ExamplesofPersonalStatements.......................................................................................................15MappingOurLiteraciesandResources.............................................................................................15

(D)CollegeEssayWriting............................................................................................................16CollegeEssayWriting–SixLessons....................................................................................................16CollegeCommonApplicationEssay(650Words)..........................................................................16SamplePersonalEssaysfortheCommonApplication..................................................................16CollegeEssay2018-2019Prompts............................................................................................................................16

Assistanceinapplyingtocollege...............................................................................................17(E)ApplytoCollege–CollegeApplications...........................................................................17CollegeSearch..........................................................................................................................................17CollegeNavigator................................................................................................................................................................17

CommonApplicationforPrivateColleges........................................................................................17CommunityCollegeofPhiladelphia...................................................................................................18CommunityCollegeofPhiladelphiaPracticeTest(ACCUPLACER)..........................................................18https://www.ccp.edu/getting-started/placement-tests/test-descriptions........................................18IntensiveEnglishLanguageProgram.......................................................................................................................18ContextualizedandThematicCoursesinDevelopmentEnglishandESL..............................................18

PennsylvaniaStateSystemofHigherEducation.............................................................................18SATDates2019-2020.............................................................................................................................18ACTDates2019-2020.............................................................................................................................18PreparingfortheACTorSAT:..............................................................................................................19CollegeBoard+KhanAcademy...................................................................................................................................19TheFreeLibrary..................................................................................................................................................................19CommunityCollegeofPhiladelphia...........................................................................................................................19

LettersofRecommendation........................................................................................................20SeniorInformationSheet......................................................................................................................20

(F)FinancialAidandCollegeScholarships.............................................................................20FederalFinancialAid(FAFSA).............................................................................................................21PhiladelphiaCityScholarship..............................................................................................................21PhiladelphiaFoundationScholarships(50scholarships)...........................................................21PhiladelphiaEducationFundLastDollarScholarships................................................................21

(G)AcademicResearchPaper....................................................................................................21Resources/LessonPlans............................................................................................................22ScaffoldMethodsforResearchPaperWriting................................................................................22ResearchPaperandReportWriting,Grades9-12.........................................................................22TeachingWritingwithEnglishLearners..........................................................................................22ThesisGenerator.....................................................................................................................................22TeacherandStudentGuidetoWritingResearchPapers.............................................................22

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PennsylvaniaPowerLibrary................................................................................................................22I-SearchPaper(ReadWriteThink)...................................................................................................23Chart...........................................................................................................................................................................................23WritinganI-SearchPaper..............................................................................................................................................23

StepsbyStepGuideforWritinganI-SearchPaper........................................................................23CreatingaMultimediaPresentation..................................................................................................23ComponentsofanOralPresentation.................................................................................................23ResumeWritingWorksheet.................................................................................................................25MappingOurLiteraciesandResources.............................................................................................27SeniorInformationSheet......................................................................................................................30BragSheetQuestions..............................................................................................................................32WritinganI-SearchPaper.....................................................................................................................34FoursectionsofanI-SearchResearchPaper.......................................................................................................34RubricfortheFinalDraftoftheI-Searchpaper:................................................................................................52I-SearchPaper—ProcessCheckList.........................................................................................................................54

ComponentsofanOralPresentation.................................................................................................55

OfficeofMultilingualCurriculumandPrograms(OMCP)PromisingPractices...........57GoToStrategies:ScaffoldingOptionsforteachersofEnglishLeaners....................................57InstructionalValues&PromisingPracticesforEnglishLearners.............................................58GuidingPrinciples:.............................................................................................................................................................58InstructionalValues:..........................................................................................................................................................58

QualityTeachingforEnglishLearners(QTEL)......................................................................64QTELPrinciples........................................................................................................................................64QTELUnit/LessonPlanning:ThreeMomentsinaLessonandSampleTasks.....................67

GoogleDocs/TeacherCreatedLessonPlans........................................................................68PennsylvaniaDepartmentofEducationforEnglishLearners..........................................68SchoolDistrictofPhiladelphiaPolicy#138/EnglishLanguageDevelopmentandBilingualEducationProgram.....................................................................................................68

District, School and Teacher Responsibilities.......................................................................................68

WIDA..................................................................................................................................................69WIDAEnglishLanguageDevelopmentStandards..........................................................................69WIDACanDoDescriptorsandKeyUsesEdition.............................................................................69ScaffoldsSupports(WIDA)....................................................................................................................69

*VisualandtextualfromHallaJmourko..................................................................................69Tools..................................................................................................................................................70ScaffoldingPlanningTemplate............................................................................................................71ScaffoldingLessonPlanChecklist.......................................................................................................72ChecklistforIncreasingAcademic-LanguageAwareness............................................................73Determiningthelanguagefocusandopportunitiesinalesson.................................................76EnglishLanguageDevelopmentProgressReportLevel1(Entering).......................................77EnglishLanguageDevelopmentProgressReportLevel2(Emerging).....................................79EnglishLanguageDevelopmentProgressReportLevel3(Developing)..................................81

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EnglishLanguageDevelopmentProgressReport(Expanding)..................................................83EnglishLanguageDevelopmentProgressReport(Bridging).....................................................85StudentSurvey-GettingtoKnowourStudents..............................................................................87

CollegeResourceGuideforEnglishLearners........................................................................88CollegeandUniversityInformation...................................................................................................89Jobs/CTEPrograms/ContinuingEducation.....................................................................................90

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Course Description Senior Capstone is an elective, but recommended, course for high school seniors. The course is designed to prepare seniors for college and/or career. In addition, students will learn how to write an original research paper and prepare and present an oral presentation on their research. Students will complete (1) a personal and career inventory, (2) a resume and cover letter, (3) a personal statement / narrative and college essay, (4) a college applications, scholarships and financial plan, (5) letters of recommendation, (6) an academic research paper, (7) an oral presentation and presentation tools and (8) a senior portfolio. The class should be taught by a teacher with dual certification in English 7-12 and ESL.

Goals for the course Goals of the course include (1) building on students’ “funds of knowledge” / prior knowledge and experiences, (2) exploring college and career options, (3) engaging students in meaningful academic language practices (reading, writing, speaking, listening) with appropriate scaffolds, (4) supporting and instructing students in original, academic research, and (5) supporting and preparing students for career, college and civic life.

Google File / Sharing Resources If you would like to be added to a Google File with resources related to the course, please contact Donna Sharer, dsharer@philasd.org.

Pennsylvania Core Standards English Language Arts (Grades 11-12)

Reading 1.2./CC.1.2.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author’s implicit and explicit assumptions and 1.2/CC.1.2.11-12.C: Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of a text. 1.2/CC.1.2.11-12.G: Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem. 1.2./CC1.2.11-12.J: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening at the college and career-readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 1.2/CC.1.2.11-12.L: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

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Writing 1.4/CC.1.4.11-12.A: Write informative / explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately. 1.4/CC.1.4.11-12.B: Write with a sharp, distinct focus identifying topic, tasks and audience. 1.4/CC.1.4.11-12.C: Develop and analyze the topic thoroughly be selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. 1.4/CC.1.4.11-12.D / J: Organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a whole; use appropriate and varied transitions and syntax to link the major sections of the text; provide a concluding statement or section that supports the information presented; include formatting when useful to aiding comprehension. 1.4/CC.1.4.11-12.F / L: Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. 1.4/CC1.4.11-12.I: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. 1.4./CC.1.4.11-12.S: Draw evidence from literary or information texts to support analysis, reflection and research, applying grade-level reading standards for literature and non-fiction. 1.4/CC.1.4.11-12.T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 1.4/CC.11-12.U: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information. 1.4/CC.11-12.V: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry wen appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 1.4/CC.11-12.W: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the tasks, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Speaking / Listening 1.5/CC.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 1.5/CC.11-12.D: Present information, findings, and supporting evidence, conveying a clear and distinct perspective; organization, development, substance and style are appropriate to purpose, audience and task. 1.5/CC.11-12.E: Adapt speech to a variety of context and tasks. 1.5/CC.11-12.F: Make strategic use of digital media in presentations to add interest and enhance understanding of findings, reasoning, and evidence.

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Timeframe

Thefollowingisalistofdocumentsand/oractionsstudentswillneedtocompletetheirpreparationforcollegeandcareer.Bytheendofthecourse,studentsshouldhaveaportfoliowiththefollowingdocuments/materials:personal/careerinventory,resumeandcoverletter(s),personalstatement/narrative,collegeessay,collegeapplications,financialaidapplications,researchpaperandpresentation.

Atthebeginningofthemarkingperiod,arrangefortheschoolcounselortovisittheclasstosupportstudentsinusingNaviance.Somestudentsmayalreadyhaveanaccount.

Content Year-long Course Block Roster (A) Personal / Career Inventory

1st marking period 1st marking period

(B) Resume and Cover Letter

1st marking period 1st marking period

(C) Personal Statement/ Narrative

1st marking period 1st marking period

(D) College Essay 1st marking period 1st marking period

(E) College search College applications Letters of Recommendation With Senior Information Sheet

1st and 2nd marking periods (note deadlines)

1st marking period (spring – may need to complete before February) (note deadlines)

(F) Financial Aid / FAFSA College scholarships

2nd and 3rd marking periods (note deadlines)

2nd marking period (fall) 1st marking period (spring) (note deadlines)

(G) Academic Research Paper

3rd and 4th marking periods 2nd marking period

(H) Oral presentation and presentations tools

4th marking period 2nd marking period

(I) Senior Portfolio Items are compiled throughout the year.

Items are compiled throughout the semester.

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Materials Thereisneitheratextnorrequiredmaterialsforthecourse.Thefollowingareresourcestoassistteachersinmeetingthegoalsofthecourse.

Listenwise Listenwiseisanextensivecollectionofpodcastsandpublicradioorganizedbydiscipline(ELA,socialstudies,science,currentevents).Websiteincludeslessonplansforindividual,smallgroupandwholeclassinstruction. Students may find the topics and information helpful in beginning their research paper. Registration

1. SDP code is: defiant-whale-2878

2. Need an account? If you don’t have a Listenwise account, sign up for a free teacher account. https://listenwise.com/teachers/sign_up

3. If prompted to join a 30-Day Free Trial, click “Enter it now” under “Already have a PREMIUM code?”

4. Already have a free account? Click “Have a PREMIUM Code?” in the upper right-hand corner of your dashboard

5. For more help, check out the Teacher Quick Start Guide https://support.listenwise.com/getting-started/

6. Teacher Support Center site, which has video tutorials, FAQs, and instructional ideas. https://support.listenwise.com/

Introduction

• https://listenwise.com/premium_features# Video support

• How to use your PREMIUM code https://www.youtube.com/watch?v=qxWDlTMC8Yo&feature=youtu.be&t=30s

• Creating classes and enrolling students (0:59 video) https://www.youtube.com/watch?v=DaInO9JmAsg&list=PLXPBkl56174KSUcslx6hwfKNMv9BDnv2n&index=3

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• Creating assignments (2:31 video) https://www.youtube.com/watch?v=Zwh5CSKe-ns&index=9&list=PLXPBkl56174KSUcslx6hwfKNMv9BDnv2n

• and assigning quizzes (2:09 video) https://www.youtube.com/watch?v=TebtzGIfF58&list=PLXPBkl56174KSUcslx6hwfKNMv9BDnv2n&index=9

Need ideas to get started?

• Here are 5 ways you can get started with Listenwise. http://blog.listenwise.com/2016/06/5-ways-to-get-started-with-listen-current/

• Check out this blog about how teachers use Listenwise. http://blog.listenwise.com/2016/09/how-do-teachers-use-listenwise/

Webinar • Watch a walkthrough of Listenwise Premium features.

https://www.youtube.com/watch?v=Ac-R7WpOTWw&feature=youtu.be

BESST - Building an E-Partnership for Student Success Building and E-Partnership for Student Success (BESST) is a partnership between ESL teachers in The School District of Philadelphia and Community College of Philadelphia ESL professors. BESST is an initiative to: 1)alignshelteredEnglish(1-4)andSeniorCapstone/Seminarcourseswithcollegepreparatorywritingandreadingstandards,(2)createreadingandwritingassignmentsforshelteredEnglishandSeniorSeminar/CapstoneclassesalignedwithPACoreandcollegepreparatorystandards,(3)createprotocolsforanalyzingandevaluatingstudentworktoinforminstructionandplanning,and(4)buildinter-andintra-schoolESLhighschoolteachercollaborativeteams(ProfessionalLearningCommunities)withCCPESLprofessors.CCPfacultyandSDPESLteachersparticipateinasynchronized,virtualProfessionalLearningCommunity(PLC)afterschool.Canvasisalsousedasaplatformforonlinecollaboration.If you would like to join the BESST community, contact Donna Sharer - dsharer@philasd.org.

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Planning for College / Career

Making a College Plan (College Board) Lesson Plans https://bigfuture.collegeboard.org/get-started/educator-resource-center/college-lesson-plans-case-studies

Planning for College https://www.collegeweeklive.com/resources/planning-for-college

Naviance Naviance is a website that assists students / families to make decisions about colleges and careers. The school counselor can communicate with students and parents about deadlines and notices related to college applications. Your school’s guidance counselor should visit your class to demonstrate how to use Naviance. Besides a student account, parents/ family members will also receive an account.

(A) Personal, Community and Career Inventory

Personal / Community 20 Quick Tips for Time Management https://www.youtube.com/watch?v=b3fVtWfhitc Motivation Assessment https://www.how-to-study.com/motivation-assessment/ Test Anxiety Assessment https://www.how-to-study.com/test-anxiety-assessment/ Procrastination Assessment https://www.how-to-study.com/procrastination-assessment/

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Study Skills Assessment https://www.how-to-study.com/social-skills-assessment/ Self-Esteem Assessment https://www.how-to-study.com/self-esteem-assessment/ The Power of Teamwork https://www.youtube.com/watch?v=vtXKQOtNWPg https://www.youtube.com/watch?v=ZnjJpa1LBOY

Career Step up to College: The Path to College Starts Here (Philadelphia Futures) Website: http://www.stepuptocollege.org/ (videos, links, etc.) Brochure: http://www.philadelphiafutures.org/images/Sponsor-A- Scholar_Brochure_2015.pdf Guide: https://tinyurl.com/ya3xyd6e Guide (Rising Senior Edition): https://tinyurl.com/yczfdkv2

Online Career Interest Inventory Free Career Inventory: https://www.yourfreecareertest.com/ Paper / Pencil Career Interest Inventory Survey (paper/pencil) English: https://tinyurl.com/ybgyocmp Spanish: https://tinyurl.com/y85myg9z U Can Go: http://www.ucango2.org/publications/student/Career_Interest_Survey.pdf

Career Inventory Career Cluster Activity: https://tinyurl.com/9p5pbfb (Pages 7 – 8)

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Career Videos http://www.nextvista.org/collection/light-bulbs/careers/ Teaching and Learning About Work and Careers for English Learners (lesson plans) https://tinyurl.com/yb4shuf6 Helping Teens Find and Keep a Job (lesson plans) http://lessonplanspage.com/olahelpingteensfindandkeepajobunit812-htm/

Youth Worker Safety and Rights

Youth Worker Rights https://www.eeoc.gov/youth/rights.html

Students – Know Your Rights https://www.aclupa.org/education/know-your-rights-materials/

Young Workers Safety and Rights https://www.osha.gov/youngworkers/ Teen Workers Injuries (lessons) https://osha.washington.edu/sites/default/files/documents/Osh11Unit1.pdf

Teen Workers Factsheets http://youngworkers.org/rights/teenworkers/

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(B) Resume and Cover Letter

Lesson Plans Resumes and Cover Letters for High School Students (Eight, 50-minute lessons) http://www.readwritethink.org/classroom-resources/lesson-plans/resumes-cover- letters-high-30847.html?tab=4 https://tinyurl.com/7a7uub5

“Resume Generator” and “Letter Generator” http://www.readwritethink.org/classroom-resources/lesson-plans/resumes-cover- letters-high-30847.html https://tinyurl.com/7r7v2bf

• Resume Generator: This ReadWriteThink resource takes students through the process of creating a resume one step at a time.

• Letter Generator: This ReadWriteThink resource helps students create a professional cover letter.

• Sample High School Resumes and Cover Letters: These realistic resumes and cover letters help students visualize and generate content for their own documents.

Resume Worksheets / Lesson http://www.laep.org/wp-content/uploads/2015/06/Resume.-Lesson-Planning.x14920.pdf

Critique and Practice Writing a Resume http://www.educationworld.com/a_lesson/writing-good-resume-career-readiness.shtml

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Sample Resume for High School Students http://www.mass.edu/gearup/documents/WritingaResume.pdf

Resume Writing Worksheets https://academy.valverde.edu/common/pages/DisplayFile.aspx?itemId=1020893

Goal: Writing a Resume http://libraryliteracy.org/staff/rg/Worker_Write_a_resume.pdf

Videos on writing a resume /cover letter https://www.youtube.com/watch?v=SubXh4TDnsM https://www.youtube.com/watch?v=QphaJ7USENI (avoiding mistakes) http://study.com/academy/topic/writing-resumes-cover-letters-lesson-plans.html

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(C) Personal Statement / Narrative Some colleges ask for a personal statement in addition to the Common Application (or their application) essay. In general, the Personal Statement is up to the author. The Common Application essay has suggested prompts.

• Required by some colleges • May includes achievements and qualifications told within a narrative • May have a theme options (significant experience, something important to you,

something/someone who has influenced you, etc.) • Should be sincere, honest and differentiate students from other applicants • If possible, tailor to a particular college or program at a college • Follow directions!

Step by Step Example of a Personal Statement http://www.wikihow.com/Write-a-Personal-Statement-for-an-Undergraduate-Application

Writing the Personal Statement https://owl.english.purdue.edu/owl/resource/642/01/

Examples of Personal Statements https://owl.english.purdue.edu/owl/resource/642/02/

Mapping Our Literacies and Resources More details are in the appendix. The process may assist students in brainstorming ideas for their personal statement and college essay.

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(D) College Essay Writing

College Essay Writing – Six Lessons http://www.colleges.com/admissions/essays/

College Common Application Essay (650 Words)

Sample Personal Essays for the Common Application https://www.shmoop.com/college/personal-statement-examples.html College Essay 2018-2019 Prompts: https://tinyurl.com/yc82cetq 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. [No change] 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? [Revised] 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? [Revised] 4. Describe a problem you've solved or a problem you'd like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. [No change] 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. [Revised]

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6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? 7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Assistance in applying to college Philadelphia Futures – philadelphiafutures.org Sponsor a Scholar College Connections Charles Ellis Trust for Girls College Possible: collegepossible.org/locations/Philadelphia Schools: G. Washington High School, Parkway Center City Middle College High School, West Philadelphia HS, Dobbins CTE, Mastbaum, CTE

(E) Apply to College – College Applications

College Search College Navigator (National Center for Education Statistics / US Department of Education) Extensive information on colleges including costs, actual price based on family income, retention rates, etc.) https://nces.ed.gov/collegenavigator/

Common Application for Private Colleges

http://www.commonapp.org/

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Community College of Philadelphia https://www.ccp.edu/getting-started

Community College of Philadelphia Practice Test (ACCUPLACER)

https://www.ccp.edu/getting-started/placement-tests/test-descriptions

Intensive English Language Program

https://tinyurl.com/y963hzyp • 7-week course (versus 14-week course) • attend class 4 days per week • complete up to 18 credits in one semester • intensive reading, writing, listening and speaking skills • tutoring and fun activities outside of the classroom • For more information: 215-751-8867

Contextualized and Thematic Courses in Development English and ESL

• ESL course are connected to an area of study – health care and business • Assignments are based on the theme / area of study • Begin to write, read and think about your major or area of interest

Pennsylvania State System of Higher Education http://www.passhe.edu/answers/Pages/Start_Now.aspx

SAT Dates 2019-2020 https://collegereadiness.collegeboard.org/sat/register/dates-deadlines

ACT Dates 2019-2020 https://www.act.org/content/act/en/products-and-services/the-act/registration.html

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Preparing for the ACT or SAT: http://www.khanacademy.org/

www.collegeboard.com

www.number2.com

www.freesat1prep.com

College Board + Khan Academy College Board and Khan Academy have partnered up to offer test preparation using online instructional videos and interactive exercises. https://www.khanacademy.org/test-prep

The Free Library

The Free Library offers free SAT Prep classes at many of their branches. Please contact your local branch for schedule 215-686-5372 E-mail: collegeprep@freelibrary.org

Community College of Philadelphia Community College of Philadelphia offers an online, instructor-led class. The 6-week SAT / ACT Preparation course is $119.00. A new session starts each month. http://ed2go.com/ccp2go and search “SAT Prep”

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Letters of Recommendation Students will need at least two letters of recommendation. Students will need to ask teachers, supervisors, etc. for letters of recommendation. Remind students to:

• Give enough notice • Choose the best teachers / supervisor to write a recommendation – discuss the student’s

attributes, improvements, strengths, achievements, etc. • Provide the correct information regarding where to upload or send the letter.

Senior Information Sheet – Document to help people write your letters of recommendations https://tinyurl.com/y7sby2s2 (type online)

See Appendix Page for copy to print

(F) Financial Aid and College Scholarships FAFSA is the FREE federal application for financial aid. It is used to apply for aid from other sources such as the state. The state deadlines may be different from the federal deadlines, and students may be required to complete additional forms. Make sure students check with their school’s counselor about the deadlines, as well as about other state and school sources of student aid. FAFSA “opens” October 1, 2019 and closes June 30, 2020.

After completing the FAFSA application, the student will receive a report of their Expected Family Contribution (EFC) toward college. When a student applies to a college, s/he receives a financial aid estimate. The estimate will show the Estimated Cost of Attendance minus the EFC, which will equal Financial Need (the federal government calculation based on the FAFSA). The financial need will vary based on the cost of attendance, but the EFC is the same from school to school.

Students may also apply for:

• Pell Grant: http://www.collegescholarships.org/grants/pell.htm

• PHEAA (Pennsylvania Higher Education Assistance) the Academic Competitive Grant

(ACG)

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• the Supplemental Educational Opportunity Grant (SEOG)

• the Perkins loan

• Federal Work-Study and other campus-based programs.

Federal Financial Aid (FAFSA) https://fafsa.ed.gov/

Philadelphia City Scholarship https://beta.phila.gov/documents/philadelphia-city-scholarship-program-application/

Philadelphia Foundation Scholarships (50 scholarships) https://www.philafound.org/Scholarships/AvailableScholarships.aspx

Philadelphia Education Fund Last Dollar Scholarships http://philaedfund.org/programs/supporting-students/philadelphia-scholars/last-dollar- scholarship

(G) Academic Research Paper Students will participate in academic research and writing to complete a senior level research project including an academic paper and presentation. A research paper is:

• The product of a process of research, critical thinking, resource analysis, synthesis and evaluation, organization and composition

• The integration of primary and secondary sources that are analyzed in order to develop a position on a topic based on evidence

• The culmination of research that enables the writer to state original argument and/or thought provoking on the topic

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A research paper is NOT:

• A summary of a topic, piece of literature, author bibliography, book report, etc. • A narrative or expository essay / opinion-piece / persuasive-essay • A collection of resources with other’s ideas on the topic

Resources / Lesson Plans Scaffold Methods for Research Paper Writing (Read Write Think) https://tinyurl.com/22w3b4q

Research Paper and Report Writing, Grades 9-12 Step by step booklet through the research and writing process. Contact dsharer@philasd.org to receive through a Google Docs file for Senior Seminar / Capstone.

Teaching Writing with English Learners https://tinyurl.com/ycjp5ue6

Thesis Generator

https://awc.ashford.edu/writing-tools-thesis-generator.htmlTeacher and Student Guide to Writing Research Papers (Mass. Department of Ed.) http://www.doe.mass.edu/candi/model/download_form.aspx You have to register for access to ALL of the units. Go to “English / Literacy High School, 9-12” and HSS, 8-12, for the unit on writing a research paper.

Pennsylvania Power Library http://www.powerlibrary.org/

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StatewidedatabaseoflibrarycatalogsforallPennsylvanians.Includeselectronicdatabases,digitalcollectionsand24/7livechatservices.Includesnewspapers,magazines,journals,historicaldocuments,photos,onlinedatabasesandeBooks.Studentsmayresearchatopicandexplorecareeroptions.

I-Search Paper (Read Write Think) https://tinyurl.com/3gjcv88 “The I-Search (Macrorie, 1998) empowers students by making their self-selected questions about themselves, their lives, and their world the focus of the research and writing process. The strong focus on metacognition—paying attention to and writing about the research process methods and extensive reflection on the importance of the topic and findings—makes for meaningful and purposeful writing.”

Chart - https://tinyurl.com/y8rlh6dj

Writing an I-Search Paper https://tinyurl.com/y8nwzy9k (booklet) Steps by Step Guide for Writing an I-Search Paper (see appendix) Creating a Multimedia Presentation (lesson plan) – http://www.rosenpub.net/marketing/DigLit/Multi_Pres_Lesson.pdf Components of an Oral Presentation (see appendix)

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Appendix

• ResumeWritingWorksheet

• MappingOurLiteraciesandResources

• SeniorInformationSheet

• BragSheetQuestions

• WritinganI-SearchPaper

• LessonPlanningResources

• PromisingPractices(OMCP

• QualityTeachingforEnglishLearners(QTEL)

• WIDA

• Tools

25

Resume Writing Worksheet You do not need to state “References available upon request.” References may be in the cover letter.

Contact Information:

Name____________________________________________________________________

Mailing Address___________________________________________________________

Email Address_____________________________________________________________

Phone Number____________________________________________________________

Objective (optional)

_________________________________________________________________________

Education:

School ________________________________________________________________

Anticipated Graduation Date (Month / Year) ____________________________________

Certificates _______________________________________________________________

Work / Internship Experience:

Title__________________________________________________________________________________

Company / Organization /Location_________________________________________________________

Duties____________________________________________________________________

Skills Used________________________________________________________________

Projects/Promotions________________________________________________________

Dates Employed (Month/Year to Month/Year)____________________________________

Title__________________________________________________________________________________

Company / Organization /Location_________________________________________________________

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Duties____________________________________________________________________

Skills Used________________________________________________________________

Projects/Promotions________________________________________________________

Dates Employed (Month/Year to Month/Year)____________________________________

Title__________________________________________________________________________________

Company / Organization /Location_________________________________________________________

Duties____________________________________________________________________

Skills Used________________________________________________________________

Projects/Promotions________________________________________________________

Dates Employed (Month/Year to Month/Year)____________________________________

Leadership Experience:

Position_______________________________________________________________ Dates ___________

Organization______________________________________________________________

Position_______________________________________________________________ Dates ___________

Organization______________________________________________________________

Awards, Honors, Activities:

Organization / Award_________________________________________________ Dates______________

Organization / Awards________________________________________________ Dates ______________

Language Skills __________________, __________________, __________________,

Certificates & Licenses __________________, __________________, __________________,

Computer Skills __________________, __________________, __________________,

27

Mapping Our Literacies and Resources

The process may assist students in brainstorming ideas for their personal statement and college essay.

Adapted from The ELL Writer: Moving Beyond Basics in the Secondary Classroom Christina Ortmeier-Hooper, 2013

1. Students map out their social and academic influences with a particular emphasis on

motivation, interests and learning.

2. Explain the components of the chart. Model or complete a few examples together.

3. Students work independently for about 30 minutes, identifying the influences by writing

the name of the influence on the chart.

4. Students write their name in the middle of the chart.

5. Students discuss and share the chart with the teachers and/or peers.

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Name________________________________________________________Date_________________________Prompt:Whichpeople,groupsofpeople,places,events,ideasandthingshaveinfluencedyouasapersonandstudent?

Individuals:Family(parents,grandparents,aunts/uncles,cousins,etc.)friends,teachers,communitymembers,etc.

Groupsofpeople–Aparticularclass,religiousgroup,after-schoolgroup,music/athleticgroups,clubgroup,groupsoffriends,etc.

Places–buildings,rooms,towns/cities,naturalplaces(mountains,rivers,ocean,lakes,forests,parks,etc.)

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Events–specialoccasions,holidays,schoolevents,migrating/immigrating,moving,somethingthathappenedtoyourfamily,etc.

Ideas–Beliefsoropinionsyouhavelearnedaboutpeople,places,events,somethingyouknowbecause…,etc.

Things–books,technology(internet,software,games,cellphone,socialmedia,etc.),instruments,music,food,etc.

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Senior Information Sheet

Name:

Academic GPA (6 Semesters)

ACT: SAT Reasoning Test: SAT Subject Tests: Subject & Score Subject & Score

Future Goals (possible careers, colleges applying, and possible majors): I plan to attend __________________ College in the fall of ______________. I will determine my major after exploring my opportunities in the subject areas that interest me.

OR

I plan to attend a four-year university to major in________________ and pursue a career as a _____________________. I intend to apply to _________________________.

OR

I plan to attend _____________________ technical school and pursue a career as a

_________________________. I intend to apply to________________________________.

Awards/Honors (name of award, high school grade level awarded): Special interests, hobbies, talents:

ExamplesOnly:

Pickonestatementthatfitsyou.

Note:Listawardsstartingwiththemostrecentreceivedfirst!

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High School Organizations/Service (name of organization, activities, total hours, and grade level): Athletic Teams / Music (name of sport, Varsity/JV/ grade level, music group): Non-School Service (name of organization, total hours, duties, grade level): Work experience (name of employer, hours per week, and duties – grade level):

Note:Listmostrecentparticipationfirst!IncludeserviceactivitiesandtotalhourswitheachMCHSorganization.

Note:Listmostrecentparticipationfirst!Includenon-schoolsportsteams,ifparticipatedwhileinhighschool.

Note:Listmostrecentservicefirst;includetotalhoursofservicewitheachgroupanddescribeserviceperformed.

Note:Listmostrecentemploymentfirst!Includehoursperweekanddutiesperformed.

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Brag Sheet Questions Name________________________________________

1. Why do you want to attend college / career institute? (include your goals, possible major/minor, skills)

2. List five adjectives (or phrases) that describe you and explain each by using a personal anecdote. a. b. c. d. e.

3. Describe and explain your pride in one accomplishment (it could be a project, a term paper, working diligently to learn a difficult concept, learning how to work cohesively in a collaborative learning situation or …)

33

4. Write an example of a comment that a teacher might write about you.

5. Are there any circumstances, school experiences or people who have influenced your life? Explain.

6. Describe your family (occupation(s); education of parents and/or siblings; financial situation; special circumstances….)

7. List any additional information you may find helpful.

34

Writing an I-Search Paper

Four sections of an I-Search Research Paper:1.WhatIknowanddonotknowaboutmytopicbeforeIbeganmyresearch2.WhyIamdoingtheresearch–howwillthismakeadifferenceinmylife3.TheSearch–storyofmyresearchprocess4.WhatIlearned(ordidn’tlearn)Step1:Selectingatopic/developaresearchquestion(1)Selectatopicwithapersonalconnection(2)TurnthetopicintoaResearchQuestionyoucaninvestigate.(3)UsethefollowingcharttohelpframeyourResearchQuestionWhatismytopic?

Mytopicis….

Whatinterestsmeaboutmytopic?

Iaminterestedinmytopicbecause…

WhatdoIwanttolearnbydoingresearch?

Bydoingresearch,Iwanttolearn…

35

ResearchQuestion:

Myresearchquestionis…

Step2:Identifyingwhatyouknow

(1)Writenotesaboutwhatyoualreadyknowaboutthetopicfrombackgroundknowledge(reading,talkingtoothers,etc.)orexperiences(2)Usethenotestowrite1–2paragraphsBackgroundknowledge:WhatIalreadyknowIalreadyknow… Iknowthisbecause…

36

1.Paragraph:WhatIalreadyknowabout_____________________________________________________________________________________________________________________________________________________

37

Step3:DevelopingQuestions(1)Writeatleast10questionsaboutyourtopicthatyouwanttoanswerThequestionswillhelpyoufindsourcestoansweryourquestions.Thequestionsshouldbespecificandfocusedonlyontheaspects(part)ofyourtopicyouwanttoresearch.

2.WhatIwanttoknowabout____________________________________________________

38

Step4:FindingSourcesTwomaintypesofsources:PrimaryandSecondary

Primarysourcesincludelegaldocuments,letters,diaries,eyewitnessaccountsincludinginterviews,surveys,photos,maps,newspaperaccount,etc.Secondarysourcesincludebiographies,bookreview,interpretivenewspaperarticle,analysisofscientificexperiments,etc.Theyaresecond-handaccountsofeventsorinterpretationsofsources.

SourceJournalSourceName/typeofsource(primaryorsecondary)

Mainidea Supportinginformation

Bibliographicinformation(author(s),date,location,etc.)

39

40

Step5:EvaluatingSources

C.R.A.A.P.TestWorksheet-EvaluatingaSource

TheCRAAPTest*isalistofquestionstohelpyouevaluatetheinformationyoufind.Selectasourceappropriatetoyourresearchtopic.Usethatsourcetoanswerthequestionsbelowtodetermineifitisappropriatetouse.(adaptedfromUniv.ofCA,Chico,OberlinCollege,CornellUniv.Library)

ProvideanMLA/APAcitationforyoursourcehere:Wheredidyoufindthesource?□AcademicArticle□Magazine□Newspaper□Book□Website□Interview□_Other_____________________________________________

Typeofsource:Primary________________________________Secondary_____________________Ratingforeachcategory:1–unreliable/3–somewhatreliable/5–reliable

1.Currency:thetimelinessoftheinformationWhenwastheinformationpublishedorposted?Hastheinformationbeenrevisedorupdated?

□Yes□No(dependsonthepublicationdate)

Isitrecentenoughtoberelevanttoyourthesis?Whyorwhynot?

□Yes□NoExplain:

*WebsitesOnly:Howrecentlyhasthewebsitebeenupdated?

2.Relevance:theimportanceoftheinformationforyourneedsDoestheinformationrelatetoyourtopicoransweryourquestion?

□Yes□NoExplain:

41

Whoistheintendedaudience?(Thesourcewaswrittenfor?)

Istheinformationatanappropriatelevel? □Yes□NoExplain:

Wouldyoubecomfortableusingthissourceforaresearchpaper?

□Yes□NoExplain:

3.Authority:thesourceoftheinformationWhoisthecreatororauthor?

Whataretheauthor’scredentialsororganizationalaffiliations?

Whataretheauthor’squalificationstowriteonthistopic?Istheauthorqualified?

□Yes□No

*WebsitesOnly:doestheURLrevealanythingabouttheauthororsource?(examples:.com,.edu,.gov,.org,.net)

4.Accuracy:thereliability,truthfulness,andcorrectnessofthecontentWhereistheinformationfrom?(author’ssources)

Istheinformationsupportedbyevidence? □Yes□NoExplain:

Aretherecitationsorabibliographyincluded? □Yes□No

Doesthelanguageortoneseemappropriateforthetext?(e.g.tooemotional?Toodistant?)

□Yes□No

Aretherespelling,grammar,orothertypographicalerrors?

□Yes□No

*WebsitesOnly:Doallthelinkswork? □Yes□No

42

5.Purpose:thereasontheinformationexistsWhatisthepurposeofthearticle,information,etc.?

Istheinformationfactual,opinion,propaganda,etc.?Isthisappropriateforthesource?

□Yes□NoExplain:

Isthereanypolitical,ideological,cultural,religious,institutionalorpersonalbias?

□Yes□No

Istheauthor/sponsortryingtosellyousomething?

□Yes□No

Rating Iwillusethissourcebecause… IwillNOTusethissourcebecause….

C

R

A

A

P

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Step6:PreparingSourceCardsandTakingNotesOption1:3”x5”notecards(Front:Title,author,date,page,etc.)(Back:Information)Option2:UseaWORDorGoogleDoctorecordyourinformationForeachsource:a.DirectQuotations:Iftheauthor’ssaidsomethinginaneffectivewayorsaidsomethingyouwanttoremember,copythepassage/quote.b.Summary:Writethemainideaandsupportingevidence.Writeinyourownwords.c.Paraphrase:Includesmostoftheauthor’sideasbutwritteninyourownwords.Source Cards

Smolley, Laurence A. and Debra Fulgram Bruce. Breathe Right Now: A Comprehensive Guide to Understanding and Treating the Most Common Breathing Disorders. New York: Norton, 1998.

1

Source Number

Book with more than one author

Peak Flow Meters. American Lung Association Website. American Lung Association. 15 Apr. 1999. <http://www.lungassociation.org/asthma/astp eakow.html>

2 Online source

Anders, Emma R., M.D. Personal Interview. 12 April 1999.

3 Personal interview

Allergens “There are numerous substances and conditions that can trigger asthma. The largest category of triggers is allergens. Allergens are substances that produce an allergic reaction in people who are sensitive to them. They include pollens from trees, grasses, and weeds; mold and mildew; dust mites; and animal dander.” page 23

1

Quote

Source Number

44

Step7:WritingaThesisStatementThethesisisthemainideaofyourpaper.Itistheanswertoyourresearchquestion.Example: ResearchQuestion=CanImanagemyasthmasoIcanleadafull,activelife?

ThesisStatement=Tomanagemyasthmaandleadafull,activelife,followthedoctor’sinstructionsonmedication,avoidpets,sticktoanexerciseprogram,and

minimizetheeffectsofallergensthatcantriggerasthmaepisodes.

Allergens Asthma can be triggered by allergens, the most common of which are pollen from plants; mold and mildew; and dust mites; and animal dander. page 23

1

Allergens Of the numerous substances that can trigger asthma, allergens are the largest category. These are substances that cause a reaction in people who are allergic to them. Allergens include pollens from plants; mold and mildew; animal dander; and dust mites. page 23

1

Source Number

Summary

Paraphrase

45

Myresearchquestion:

Mythesisstatement:

Step8:DevelopinganOutlineUsingyourSearchJournalandyournotecards,youaremovingfromthepaper’stopic(thesisstatement)tothebodyofthepaper.YouwillcreateanInformalOutline.Usethethreecategoriesbelowtohelpyouorganizeyourthoughts.

SampleInformalOutline

MyInformalOutline1.ThestoryofmysearchLearningofmyconditionWhatIknewaboutasthmaQuestionsrunningthroughmyheadResearchquestion:CanImanagemyasthmasothatIcanleadafull,activelife?SearchingonlineReadingarticlesFindingbooks/journals

1.Thestoryofmysearch

46

ThesisStatement:Tomanagemyasthmaandleadafull,activelife,followthedoctor’s

instructionsonmedication,avoidpets,stick

toanexerciseprogram,andminimizethe

effectsofallergensthatcantriggerasthma

episodes.

2.TheresultsofmysearchIcanmanagemyasthmasothatIcanleadafull,activelifeifI· Follow my doctor’s instructions on

medications–inhalers and allergy shots

· Avoid pets · Stick to an exercise program for

respiratory muscles · Minimize environmental factors–dust,

pollen, air pollution, weather

2.Theresultsofmysearch

47

3.Intheend:ReflectionsonmysearchMademeabetterplannerandorganizerHelpedmeovercomeshynessbecauseIhadtoaskforhelpImprovedmywritingskillsImprovedmyabilitytodrawconclusionsGavemeconfidencethatIcanleadafullandactivelife

3.Intheend:Reflectionsonmysearch

Step9:WritingtheRoughDraft/DevelopinganOutlineAclearoutlineprovidesa“roadmap”orkeepsthepaperorganized.I.Introduction:

A.TheSearchQuestion1. ReflectuponthetopicofyourI-Search2. Explainwhatyoualreadyknoworwonderaboutthetopic3. Explainwhyyouchosethetopic4. Writeyoursearchquestionandthesisstatement

II.BodyParagraphs:

A.TheSearchProcess1. Statementaboutthevalueofyoursourcesincludingtext,websitesinterviews,etc.

48

2. Examplesoftheinformationyoufound(andthevalueofotherlinksorreferences)3. Explanationabouttheusefulnessoftheinformation(diditsupportyoursearch

question?)

B.Overview:WhatILearned1. Statementaboutwhatyoulearned(thesis)2. Citekey/mainideasfromthesourcesthatsupportyourthesis3. Explainhow/whythesourcesareconnectedtothetopicandvalidC.Key/MainIdea#11. Statementofkey/mainideatosupportthesis2. Citesupportingevidencefromthesourcesthatsupportthekey/mainidea3. ExplainwhatyoulearnedfromthesourcesD.Key/MainIdea#21. Statementofkey/mainideatosupportthesis2. Citesupportingevidencefromthesourcesthatsupportthekey/mainidea3. ExplainwhatyoulearnedfromthesourcesE.Key/MainIdea#31. Statementofkey/mainideatosupportthesis2. Citesupportingevidencefromthesourcesthatsupportthekey/mainidea3. ExplainwhatyoulearnedfromthesourcesF.Key/MainIdea#41. Statementofkey/mainideatosupportthesis2. Citesupportingevidencefromthesourcesthatsupportthekey/mainidea3. Explainwhatyoulearnedfromthesources

III.Conclusion A.Restateyourconclusions 1.Restateyourthesis 2.Restateyourkey/mainideas

3.Restatekeysourcesthatenabledyoutodrawyourconclusionsonthetopic

B.WhatisMeanstoMe

1.Statementaboutwhatyounowknowaboutthetopicthatyoudidknowbefore(Donotwriteaboutthetopic.)2.Reflectonhowthisknowledgewillaffectthewayyouthink/act/liveinthefuture.

3.Explainwhatkindofskillsyouhavedevelopedasaresearcherandwriter.4.Explainwhatyoulearnedaboutthethinkingprocessinvolvedindoingresearch,andhowitfeltonceyoumadethisrealization.

49

WorksCitedPage

AttheendoftheI-SearchPaper,youneedtoincludeyoursources-yourworkscited.Itisalistofallofyoursourcesinalphabeticalorder.Step10:CreatingCitations CitationMachine:http://www.citationmachine.net/mla EasyBib:http://www.easybib.com/ CiteThisforMe:http://www.citethisforme.com/us/citation-generator

ParentheticalCitations

• Author’slastnameandthepagenumber:

Europewasaplacebothof“raids,pillages,slavery,andextortion”(Townsend10).

• Ifyouhaveseveralworksbythesameauthor,alsoincludethetitle(abbreviatedif

long):

(Frye,DoubleVision85).

• Ifnoauthorislisted,usethetitle(shortenediflong):

VoiceoftheShuttlehasmanyelectronicsources.

• If using the title, remember to use correct punctuation: italicize book titles, use

quotationmarksforjournalarticles,shortstories,bookchapters,etc.

• Theauthor’snamecanbereferredtowithinthesentence:

Tannenhasarguedthispoint(178-85).

…ortheauthor’snamecanbereferredtowithintheparentheticalreference:

Thispointhasalreadybeenargued(Tannen178-85)

50

PARAGRAPHSTRUCTURE ESSAYSTRUCTURETopicsentencethatexpressestheparagraph'smainideabymakingastatement.

Introductionparagraph(s)includingathesisstatementexpressingthewriter'sobjectiveandtheessay'smainidea.

Bodyofsupportingsentencesofferingexamplestoupholdthetopicsentence.

Bodyofsupportingparagraphsusingexamplestoupholdthethesis.

Closingsentence(s)thatofferdetailedexplanationshowinghowandwhytheexamplessupportthetopicsentencebyusingavarietyofappealsengaginginhigherlevelthinkingskills,andbringsthereadertoahigherlevelofunderstanding.

Conclusionparagraphrestatesthethesisandexplainsyourreasoningandwhatyouprovedinyourbodyparagraphsbybringingthereadertoahigherlevelofunderstandingandprovidesstrongclosingargumentstotheaudience.

51

Step11:I-SearchCheck-Off

? __________Introductioncontainsaleadthatreflectsindepthaboutthetopicforyourresearchproject, hooks your audience’s attention by describing in detailwhat you already know

aboutyoursubjectorwhyyouarecuriousaboutit,andthoroughlyexplainswhyyouchose

thetopic

? __________Thesearchquestion(thesisstatement)stronglycontrolsyouressay,thoroughlyguidesthedirectionofyoursearchprocess,keepsthefocusonwhatyoulearned,andappearsasthelastsentenceofyourintroduction

? __________Bodyparagraphsfocusindepthonthesearchprocessandclearlyexplainsinatleastfivesentencesthevalueofthewebsitesyouvisitedand/ortheothersourcesyouused,

includingyourinterview

? __________Bodyparagraphsfocusesindepthonwhatyoulearnedfromyourresearchandclearlyexplainsinatleastfivesentencestheexamplesyoucitedinsupportofyoursearchquestion

? __________Bodyparagraphscontainatleastsixrelevantcitationsfromatleastfourdifferentteacher approved sources including the Internet, a print source, an interview and is

thoroughlyexplainedinrelationtothesearchprocessdemonstratingwhatyoulearnedin

supportofthesearchquestion

? __________WritteninMLA/APAformat,usesparentheticalcitations,

? __________Thewritervariestheparagraphstructurebyprovidingin-depth,insightful,andmotivatedwriting

? ___________Transitionwordsorphrasessmoothlyconnectsentencesandorparagraphs

? __________Conclusion stateswhat you discovered about searching for information, andreflectsonhowthisknowledgeaffectsthewayyounowthinkaboutaresearchingatopic

? ______________Conclusion clearly explains the type of skills you developed as a writer-researcher,explainswhatyoulearnedaboutthethinkingprocessinvolvedinresearch,and

clearlyexplainshowyoufeltonceyoumadethisrealization

? __________Fewspelling,grammatical,andmechanicalerrors

NAME:__________________________________________________

Rubric for the Final Draft of the I-Search paper: Ø Content[4Sections(eachsectionislabeled)]:

o Intro. (containsideasandpriorknowledge) _____outof10pts.

o TheSearch _____outof5pts.

o TheFind _____outof15pts.

o Conclusion(answeredallquestions) _____outof5pts.

Ø Format[NeatlyTyped]&Length(Mustbecorrectlydone):

o Double-spaced,12pt.font(TNR),1”margins,header _____outof5pts.

o Format:Headingonfirstpage,Title,sub-titles _____outof5pts.

o Atleast6–7fullpagesofmaterial _____outof5pts.

Ø Documentation

o All6-10sourcesareusedinthepaper _____outof5pts.

o Allinformation&quotesareproperlydocumented. _____outof10pts.

o Incorporatedaminimumof3to5directquoteswithproper

format______outof5pts.

Ø Mechanics–GrammarandPunctuation:

o Meetsoverallgrammarexpectations

Followtherulesofspelling,capitalization,&punctuation_____outof5pts.

o Norun-onsentencesorsentencefragments _____outof5pts.

o Usesavarietyoftransitions;flowbetween

Paragraphs _____outof5pts.

Totalpoints: _____outof85pts.

53

RubricfortheWorksCitedpage:

Ø Itistypedandthetitleiscorrect&centered;header _____outof5pts.

Ø Alphabeticalorder,doublespaced,andproper

Indentation _____outof5pts.

Ø Allsourcesarelisted(andused)andallinformationisgiven.

Noerrorsincontent(allinfo.iscorrect&inorder). _____outof5pts.

Totalpoints: _____outof15pts.

Score: ____________outof100pts.

54

I-Search Paper—Process Check List Name____________________________________________________________________Date________________________Topic__________________________________________________________________________________________________Artifact DueDate PointsPossible CheckoffStep1:Selectingatopic

4

Step2:Identifyingwhatyouknow

4

Step3:DevelopingQuestions

4

Step4:FindingSources

8

Step5:EvaluatingSources

4

Step6:PreparingSourceCards&TakingNotes

4

Step7:WritingaThesisStatement

4

Step8:DevelopinganOutline

4

Step9:WritingaRoughDraft/DevelopinganOutline

4

Step10:CreatingCitations

4

Step11:I-SearchCheckOff

4

Step12:FinaltypedresearchpaperwithWorksCitedPage

6

TotalPossiblePoints:____________________________/50possiblepoints

55

Components of an Oral Presentation The culminating activity for the Senior Research Project is a six to eight-minute oral presentation. Oral Presentation:

• Prepare a 6 – 8-minute presentation • Capture the attention of the audience and introduces the topic • Explain the process you used to complete your research • Describe any challenges in conducting the research and writing the paper • Share how you overcame the challenges • Identify concepts or skills you learned • Describe a point(s) of pride in completing the research • Include a visual component (PowerPoint, Google Slides, Prezi, original video, etc.)

Practice:

• Making eye contact • Standing still • Speaking clearly and projecting your voice • Answering questions on the topic / research

Clothes:

• Wear a nice top and pants/skirt

56

Evaluation

Area Components Points ( 0 to 5) Content Introduction: State topic, purpose for selecting the topic and

include a “hook” to get the audience’s attention

Body: Main ideas and supporting details are accurate and sufficient. Transitions support the presentation.

Explain the process: (1) what, (2) why, (3) how, (4) any problems / challenges, (5) skills learned, (6) points of pride

Conclusion: Summary of key ideas and what you learned; wrap-up or closure on the value of the research project

Delivery Eye contact (Look up – do not just read notes); Body composure (stand up, smile, etc.)

Voice: volume is sufficient, speak at an appropriate pace, inflection / enthusiasm

Language: appropriate word choice, academic presentation

Dress/appearance: neat and well-groomed

Audio and/or visual aids: supports the presentation

Q & A Questions / Answers: Able to answer all questions

Feedback:

57

Office of Multilingual Curriculum and Programs (OMCP) Promising Practices

OMCP has identified five practices that will have high impact on outcomes for English Learners (ELs). These five practices are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESOL) that support ELs. Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. The practices are adapted from the Go To Strategies (see below).

Go To Strategies: Scaffolding Options for teachers of English Leaners by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood for Project EXCELL Copyofthedocument:https://tinyurl.com/gnnpe9v 5 core principles: (1) focus on academic language, literacy and vocabulary; (2) link background knowledge and culture to learning, (3) increase comprehensible input and language output, (4) promote classroom interaction, and (5) stimulate higher order thinking and the use of learning strategies. http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies Go To Strategies Matrix: https://tinyurl.com/yaxka6qn

The GO TO Strategies Matrix: Scaffolding Options for Teachers of English Language Learners, K-12 Level 1

Entering Level 2

Emerging Level 3

Developing Level 4

Expanding Level 5

Bridging

Lis

teni

ng

• Use physical gestures to accompany oral directives. • Modify *Teacher Talk. • Label visuals and objects with target vocabulary. • Introduce Cognates to aid comprehension. • Ask for Signal Responses to check comprehension.

• Give two step Contextualized directions. • Restate/rephrase and use *Patterned Oral Language routines. • Model Academic Language and vocabulary. • Ask for Total Physical Responses from students.

• Provide graphics or objects to sequence steps in a process. • Check Comprehension of all students frequently. • Use *Wait Time. • Provide Anticipation Guides for previewing content reading.

• Compare/contrast relationships from auditory information using a Venn Diagram. • Require students to restate and rephrase from auditory input as in *Paraphrase Passport.

• Outline lectures on the SmartBoard. • Use *Video Observation Guides. • Confirm students’ prior knowledge of content topics. • Extend content vocabulary with multiple examples and non-examples.

Spea

king

• Provide wall charts with illustrated academic vocabulary. • Ask simple WH (who, what, when, where), yes-no or either-or questions. • Elicit *Choral Responses. • Encourage participation in group chants, poems, and songs.

• Use 10-2 structures. • Assign roles in group work. • Use Clock Buddies. • Use Numbered Heads Together. • Use *Think-Pair-Share-Squared. • Develop Key Sentence Frames for pair interactions.

• Provide Graphic Organizers or notes to scaffold oral retelling. • Prompt for academic language output. • Use Think-Pair-Share. • Repeat and Expand student responses in a *Collaborative Dialogue.

• Require full sentence responses by asking open ended questions. • Use Varied Presentation Formats such as role plays. • * Scaffold oral reports with note cards and provide time for prior practice. • Use Reader’s Theatre to scaffold oral language growth.

• * Structure debates requiring various points of view with graphic organizers and/or outlines. • Require the use of academic language. • Require oral reporting for summarizing group work. • Include oral presentations in the content classroom.

Rea

ding

• Preview the text content with pictures, demos, charts, or experiences. • Pair students to read one text together. • Preview text with a Picture Walk. • Use Choral Reading. • Use *Teacher Read Alouds.

• Use Card Sorts. • Use K-W-L charts before reading. • Use the Language Experience Approach. • Provide a list of important concepts on a graphic organizer. • Use *Shared Reading and/or simplify the text.

• Provide a content vocabulary Word Bank with non-linguistic representations. • Teach skimming for specific information. • Use Teach the Text Backwards. • Use 4 to 1 for main ideas from text. • Use *Guided Reading.

• Model the creation of a Story Map from a narrative. • Provide Question Answer Relationship questions for student pairs to research. • Use Directed Reading Thinking Activity. • Use Cornell Notes. • Use *Jigsaw Reading to scaffold independent reading.

• Require computer and library research. • Ask students to analyze text structure and select an appropriate Graphic Organizer for summarizing. • Use *Reciprocal Teaching to scaffold independent reading.

Wri

ting

• Require students to label visuals and/or create language balloons. • Require vocabulary notebooks with L1 translations or non-linguistic representations. • Provide *Key Sentence Frames with word and picture banks.

• Teach note taking on a Graphic Organizer. • Use a Roving Chart in small group work. • Use Interactive Journals. • Use *Think-Write-Pair-Share. • Provide Cloze sentences with a Word Bank.

• Require Learning Logs for summaries of learning. • Use Text to Graphics and Back Again. • Teach Signal Words (comparison, chronology, cause -effect, and listing) for academic writing. • Provide *Cloze paragraphs with a *Word Bank.

• Provide Rubrics and exemplars to scaffold writing assignments. • Teach and utilize the writing process. • Provide an outline for the standard five-paragraph essay. • Provide *Report Frames for independent, structured, content writing.

• Require academic writing and the use of target academic vocabulary. • *Teach the process of writing a research paper. • Address students’ cultures in differing genres of writing. • Hold frequent writing conferences with teacher and peers.

*Starred strategies are described in the summary document on the following page, “The Go To Strategies Matrix: Scaffolding Across Language Proficiency Levels.”

Levine, L. N., Lukens, L. & Smallwood, B. A., (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

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Instructional Values & Promising Practices for English Learners

Guiding Principles: - High Expectations: All ELs can achieve at high levels and graduate ready for college and career - Asset Based: Students’ home languages and cultures are tremendous assets - Shared Ownership: All educators share responsibility and take ownership for student success

Instructional Values: We will… 1. Sustain academic rigor 2. Hold high expectations: high challenge, high supports 3. Engage all students in quality interactions 4. Sustain a language focus 5. Develop and deliver quality lessons

The five values detailed on the next several pages are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESL) that support ELs. Together they provide high impact on outcomes for English Language Learners (ELs). Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. For supports or suggestions in any of these areas, contact OMCP at mulltilingual@philasd.org. Resources:

1. Walqui Aida and Leo van Lier. Scaffolding. The Academic Success of Adolescent English Learners. WestEd. 2010.

2. Levine, L.N. Lukens, L & Smallwood, B.A. (2013). The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. For Project EXCEL, a partnership between the University of Missouri-Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

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Instructional Value 1: Sustain Academic Rigor Are students demonstrating complex understanding of concepts and themes central to the discipline?

Danielson Alignment

1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3e Demonstrating Flexibility and Responsiveness

Promising Practices for Teachers of ELs

● Integrate and connect central ideas and themes of the discipline over time in order to promote deep disciplinary knowledge (deep focus on central ideas versus shallow coverage of several ideas)

● Invite students to build increasingly complex explanations of disciplinary concepts and processes

● Engage students in higher order thinking through complex text, tasks, and talk

Student Look-Fors

1. Students are engaged in higher-order thinking through complex texts, tasks, and talk 2. Students combine facts and ideas to synthesize, evaluate, and generalize 3. Students solve problems and construct new meanings and understandings 4. Students demonstrate complex understandings central to the discipline (through questioning, discussions, arguments, etc)

Research and Rationale

Learning concepts and analytical practices is conceived of as the integration of discrete understandings learned independently of language (Heritage, Walqui, LInquanti, 2016). Learning needs to take place in the student's zone of proximal development, more recently referred to as the construction zone. This metaphor refers to the area that lies beyond a student's ability to act on his or her own, where socially mediated learning prompts development. (Vygotsky, Newman Griffin, Cole, 1989). (Heritage, Walqui, Linquanti, 2016).

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Instructional Value 2: Hold High Expectations

Are all students supported in meeting grade-level standards? Danielson Alignment

1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 1f Designing Student Assessments 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 4c Communicating with Families

Promising Practices for Teachers of ELs

● Engage students at every proficiency level in grade-level tasks that provide high challenge

● Provide appropriate scaffolds by using the following techniques: ○ Develop appropriate scaffolds for academic tasks and activities using the

WIDA Can Do Descriptors and Model Performance Indicators (MPIs) as a guide

○ Implement specific techniques to increase students’ comprehension of complex input and support students’ production of complex output and remove scaffolds as students progress

○ Incorporate strategic use of L1 (first language) through translanguaging practices

● Use rubrics and other tools to ensure criteria for quality work is clear for students ● Conduct metacognitive activities so that students gain knowledge of how to learn,

how to monitor their progress, and how to self-correct

Student Look-Fors

1. Students at all proficiency levels are engaged in grade-level content 2. Students are able to explain the expectations of quality work 3. Students have opportunities to monitor their progress, self-correct, and provide

feedback to classmates Research and Rationale

Learning truly happens only if it is ahead of development. In response to teacher's worries, we would say that development occurs precisely because teachers plan lessons beyond the students' ability to carry them out independently. The catch, of course, is that lessons be deliberately designed to present high support along with high challenge. (Heritage, Walqui, Linquanti, 2016). ELs learn both through the language they encounter (input) and the language they produce (output). Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985).

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Instructional Value 3: Engage Students in Quality Interactions

Do students participate in extended interactions/discussions on academically relevant and challenging texts/topics/content?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques

Promising Practices for Teachers of ELs

● Structure tasks for extended interaction and discussion, in order for students to use language to co-construct knowledge and meaning

● Provide students with multiple opportunities to interact with peers in deliberate and sustained conversations on academically relevant and challenging texts/topics/content

● Ensure all students participate in discussion activities with multiple opportunities to provide corrective feedback aligned with instructional goals

● Ask open-ended questions that engage students in higher-order thinking

Student Look-Fors

1. Students participate in sustained verbal interactions about disciplinary ideas with other students and with the teacher 2. Students interact in dialogue which involves the exchange of ideas and is not scripted or dominated by one or two students 3. Student responses to teacher or peer questions are elaborated to make complex points (beyond a single word response)

Research and Rationale

Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & Lenhart, 2009). ELs’ vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007). Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014). Well over a century ago, linguist Wilhelm von Humboldt described expressions as having “meaning potential”, a potential that is realized in interaction. To explore this meaning potential is what we want students in general, and English language learners in particular, to do: construct new knowledge by engaging in interactions that pursue understanding, enhance it, problematize central ideas, propose counter arguments, debate, and reach some sort of conclusion. (Heritage, Walqui, Linquanti, 2016)

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Instructional Value 4: Sustain a Language Focus

Do students use the language of the discipline in meaningful ways? Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2c Managing Classroom Procedures 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 4a Reflection on Teaching

Promising Practices for Teachers of ELs

● Provide opportunities for students to use the language of the discipline (e.g. the language of math, science, social studies, and language arts) both orally and in writing

● Explicitly teach the language of the discipline including word, sentence, and discourse level

● Model and explain the nuances of language specific to the discipline (formulaic expressions, text structures, active versus passive voice, etc.)

Student Look-Fors

1. Students practice and produce language of the discipline orally and in writing at the word, sentence and discourse level.

Research and Rationale

ELs who appear to be fully fluent in English may nonetheless struggle to express themselves effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short & Echevarria, 2005). Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010). As ELs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard, 2014). ELs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010). Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message understandable (Echevarria, Vogt & Short, 2012). Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).

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Instructional Value 5: Develop and Deliver Quality Unit & Lesson Plans Are lessons designed to simultaneously develop language proficiency and content knowledge?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3c Engaging Students in Learning 4a Reflecting on Teaching 4c Communicating with Families

Promising Practices for Teachers of ELs

● Design units for continuity and coherence ● Design lessons that:

○ Provide opportunities for students to actively engage with the language and content of the discipline

○ Make connections between subject matter and students’ lives and experiences

○ Connect the tasks/activities to the instructional objectives so students know where they are headed and what is expected of them

○ Incorporate frequent opportunities to check comprehension/understanding, using a variety of formal and informal assessment techniques, to assess and promote student learning of language and content

○ Allow for adjustment of instruction in response to student learning with the goal of students monitoring their own learning

Student Look-Fors

1. Students can explain the key concepts and central ideas of the unit and lesson 2. Students are actively engaged with academic content and language of the discipline 3. Students are involved in assessing their own learning 4. Students can connect the key concepts to their lives and experiences

Research and Rationale

ELs need multiple opportunities to see and hear modeling of the target language, to try and modify their language output, with teachers offering specific feedback that describes progress and focuses on areas for revision. (Zwiers, 2008). Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefiting all students. Students who are involved in assessing their own learning significantly outperform students who are not involved (Black and Wiliam, 1998). Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).

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Quality Teaching for English Learners (QTEL) – https://qtel.wested.org/ QTEL provides a framework / foundation for planning and instruction for 6th – 12th grade just as Comprehensive Literacy provides a framework / foundation for planning and instruction for K-5.

QTEL Principles From Walqui, A & van Lier, L. (2010) Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco, CA: WestEd; pp. 84, 85, 152, 155,169, 174.

Principles Goals Objectives Sustain Academic Rigor

1. Promote deep disciplinary knowledge

2. Engage students

in generative disciplinary concepts and skills

3. Engage students in generative cognitive skills (higher order thinking)

• Develop central ideas in the discipline first, postponing interesting but secondary details

• Establish interconnections among central ideas of the disciplines

• Deepen understanding of themes over time • Have students anchor new knowledge to central concepts

to build understanding • Have students apply familiar central ideas or strategies to

their emerging understanding of new concepts • Invite students to build increasingly complex explanations

of disciplinary concepts and processes

• Have students combine facts and ideas to synthesize,

evaluate, and generalize • Have students build arguments, solve problems, and

construct new meanings and understandings

Hold High Expectations

1. Engage students in tasks that provide high challenge and high support

2. Engage students (and teacher) in the development of their own expertise

• Provide students with activities that are robust, but flexible enough to allow multiple entry points: all students, regardless of where they start, will benefit from participation

• Scaffold students’ ability to participate in the activities • Ensure that students are asked to engage in increasingly

more complex tasks • Treat students as if they already possess the abilities you

are seeking to develop

• Conduct metacognitive activities so that students gain knowledge of how to learn, how to monitor their progress, and how to self-correct

• Provide practice in the use of academic tools and activities so that students appropriate them over time

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3. Make criteria for quality work clear for all

• Encourage students to support each other in their development

• Encourage students to support each other in building academic stamina

• Use rubrics to spell out expected quality of work • Encourage students to take risks and to work hard to

master challenging academic work

Engage Students in Quality Interactions

1. Engage students in sustained interactions with teacher and peers

2. Focus interactions

on the construction of knowledge

• Invite students to go beyond brief, single responses and to elaborate, illustrate, and connect to their interlocutors’ ideas

• State explicitly that constructing new understandings is hard work, that is requires listening intently to interlocutors, making sense of what they are saying, and deciding how to respond, either by agreeing and providing further evidence or by disagreeing and stating why this is the case

• Ask students to focus on the coherence of what they are saying (Are they staying with the main ideas? Are they making sense?) and to deepen their understanding by making connections to related ideas

Sustain a Language Focus

1. Promote language learning in meaningful contexts

2. Promote disciplinary language use

3. Amplify rather

than simplify communications

• Provide explicit examples, for example, formulaic expressions, of how to mark agreement, disagreement, and other moves in response to an interlocutor or text.

• Focus on social purpose of genre, audience, structure, and specific language of disciplinary texts; have students practice deconstructing and creating similar texts.

• Give rich and varied examples, looking at difficult concepts from several angles.

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4. Address specific

language issues judiciously

• Focus corrective feedback on fluency, complexity, or accuracy, but not at the same time

Develop Quality Curriculum

1. Structure opportunities to scaffold learning, incorporating the goals above

• Set long-term goals and benchmarks • Use a problem-based approach with increasing interrelated

lessons • Use a spiraling progression • Make connections between subject matter and students’

reality • Build on students’ lives and experiences

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QTEL Unit / Lesson Planning: Three Moments in a Lesson and Sample Tasks

Preparing Learners Sample Tasks • Focus attention on concepts to be

developed • Activate / build on background

knowledge • Introduce essential new vocabulary in

context • Connect lessons to students’

experiences

Think-Write-Pair-Share Quick-Write / Round-Robin Anticipatory Guide or Extended Anticipatory Guide Knowledge Rating Scale Novel Ideas Only Jig-Saw Project Frayer Model List – Group – Label (vocabulary)

Interacting with Text / Concepts / Content Sample Tasks • Deconstruct text; focus on

understanding a chunk and reconnect a chunk to the emerging whole text

• Establish connections between ideas within text

• Work collaboratively to discuss, evaluate, predict, check for understanding, summarize, etc.

Teacher Model Double-entry Journal / Triple-Entry Journal Reading with a Focus / Viewing with a Focus Clarifying Bookmark or Partner Clarifying Bookmark Reading Aloud in Four Voices Partner Reading and Discussion Novel Ideas Only Four Corners Carousel

Extending Understanding Sample Tasks • Re-create text in a new genre or create

new text to represent new understanding

• Apply newly gained knowledge to novel situations or use to problem-solve

• Connect ideas learned to other ideas and experiences outside the text - compare, synthesize, evaluate, create, critique, problem solve, etc.

Collaborative Mind Mirror / Monologue Collaborative Poster Famous Phrases Create, Exchange, Assess Collaborative (Dialogue) Writing Literary Elements Famous Phrases Gallery Walk

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Google Docs / Teacher Created Lesson Plans A Google folder has been created with materials from the course and additional materials related materials. If you would like to have access, email dsharer@philasd.org.

Additional Resources: Reading Logs (leveled, genres) Background Knowledge Guide, Deep Reading of an Image Directions / Scaffolds, Word Sorts

Pennsylvania Department of Education for English Learners

English Learner Overlay (Standards): http://www.pdesas.org/Page/Viewer/ViewPage/15

English Learners Basic Education Circulars (BECS), July 2017 https://tinyurl.com/y86q9svj (22 Pa. Code 4.26)

School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program

https://www.philasd.org/src/wp-content/uploads/sites/80/2018/01/Policy-138.pdf

District, School and Teacher Responsibilities https://tinyurl.com/yda7g34u

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WIDA WIDA is an educational consortium of 39 state education agencies and 200 international schools. ACCESS testing is developed by WIDA. The mission of WIDA is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse. WIDA’s Can Do Philosophy is grounded on students’ assets and contributions to the classroom and community. Lastly, WIDA challenges linguistic discrimination, cultural biases and racism in education. WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx WIDA Can Do Descriptors and Key Uses Edition: https://www.wida.us/standards/CAN_DOs/

Scaffolds Supports (WIDA) Sensory Graphic

o Real life objects (Realia) / concrete objects / Physical models

o Manipulative (measurement tools, models, scientific instruments, etc.)

o Pictures / photos o Visual representations

(illustrations, diagrams, drawings, etc.) / Cartoons

o Videos / broadcasts / audio books o Newspapers / magazines o Gestures / Physical movement o Music / songs / chants o Posters / display

o Charts / Tables o Graphs o Timelines o Number lines o Graphic organizers o Graphing paper o Number lines o Timelines o Maps o Rubrics o Study guides / Guided Notes

Interactive Verbal and Textual* o Whole group o Small group o Partner (turn-&-talk) o Cooperative groups

(think/write/pair/share) o Triads o Interactive websites / software o Mentor / coach o L1 (home or first language) o Word to Word Dictionary / Picture

Dictionary o Jigsaw activities

o Labeling o Teacher Modeling / Monitoring o Repetition o Paraphrasing / Summarizing o Guiding, clarifying, probing questions o Leveled questions (5Ws) o Questioning prompts / cues o Word banks / phrase banks / word walls o Sentence starters / sentence frames / discussion frames / formulaic

expressions o Cloze paragraphs / sentences o Talk moves (structured academic conversations: re-

voicing/clarifying, restating, reasoning, adding on, wait time) o Wait time o Text engineering (adding subheadings, guiding questions, visuals,

text structure, etc.)

*Visual and textual from Halla Jmourko

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Tools

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Scaffolding Planning Template (adapted from WIDA Scaffolds (2012) and Staehr Fenner and Snyder, Unlocking English Learner’s Potential, (2017) Lesson:BackgroundofELs(e.g.homelanguage,ACCESSlevel(s),etc.):CategoriesofScaffolds

PossibleScaffold

MaterialsandResources

o Graphicorganizerso Charts/tableso Photos,pictures,maps,graphs/graphingpapero Timelines/numberlineso English/bilingualglossariesordictionarieso Word-to-worddictionarieso Homelanguagematerialso Reducedlinguisticload(labeling,wordbanks,sentenceframes,

sentencestarters,formulaicexpressions,discussionframes,talkmoves/structuredacademicconversations)

o Sensorysupports(realia,manipulatives,illustrations/diagrams,audio

books,diagrams,posters,videos,music/chants,gestures,magazines/newspapers,displays)

Instruction o Pre-identifiedandpre-teachESSENTIALvocabulary(academic/

disciplinaryterms,morphology)o Buildonpriorknowledge/instructionofbackgroundknowledgeo Repetition,paraphrasing,summarizing,waittimeo Modelingo Guiding,clarifying,probingquestions,leveledquestions(5Ws/H)o Read/think-aloud,chunktext(reconnecttowhole),scanthetext/text

structure,echoreading,choralread,readwithapartner,readinL1,readingin4voices,makeconnectionsbetweenideaswithinatext,embedvocabularyinstruction(morphology,cognates,etc.),etc.

o Createformativeassessmentstomonitorprogress/planinstruction

Studentgrouping

o Structurepair/triadworko Structuredsmall-groupwork(collaborativegroups)o Teacher-ledsmall-groupwork

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Scaffolding Lesson Plan Checklist (adapted from Quality Teaching for English Learners (QTEL) (2010), Walqui and van Lier and Staehr Fenner and Snyder, Unlocking Els’ Potential, (2017) Checklist Yes No1.DeterminethestrengthsandneedsofELsinrelationtothelanguagedemandsofthelesson.SetsgoalsforbothcontentandlanguagelearningtosupportElsprogressintheiracquisitionofEnglish.

2.Determinethepossiblechallengesinthetext/conceptsbasedonboththecontentandlanguagedemands(word,sentence,discourse).

3.Determinehowtoextendunderstanding(summative)-re-createthetextinanewgenre,applynewlygainedknowledgetonovelsituations/problem-solve,connectideaslearntoideasoutsideofthetext,etc.

4.Preparingtheleaners:tasks(strategies)toactivateorbuildpriorknowledge

5.Preparingtheleaners:analyzethelanguagedemandsofthelessonandidentifyareasthatmaybechallengingforELs.

6.Preparingthelearners:DevelopalistofESSENTIALvocabularytointroduceincontext.Determinehowtoprovideopportunitiestopracticethevocabularyinthelesson.

7.Determinespecificaspectsoflanguageusetofocusonduringlesson(e.g.grammar/syntax/sentencelevelanddiscoursecomplexity/paragraphlevel).

8.Interactingwithtexts/concepts/content:DeterminehowtoeffectivelygroupstudentsinordertosupporttheirlearningofcontentandacquisitionofEnglish.

9.Interactingwithtexts/concepts/content:Determinehowtoprovideopportunitiestopracticekeyconceptsinvariedwaysusingmultiplemodalities(tasks/strategies,materials,instruction,grouping).

10.PreparescaffoldedmaterialstosupportELsofvaryingproficiencylevels(e.g.graphicorganizers,formulaicexpressions,visuals,materialsinL1,etc.)

11.Determinehowtoassessstudentlearning(formative)and,ifappropriate,howtoscaffoldtheassessments.

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Checklist for Increasing Academic-Language Awareness (adapted from Staehr Fenner and Snyder, Unlocking ELs’ Potential, 2017) 1.Selectatext.2.Whatisthepurposeforteachingthetext?(content,structure,language,etc.)3.Usethechecklistofanalyzetheelementsofthetext’slanguage.Awareness-BuildingQuestionsVocabulary(WordLevel) Text

informationExample(s)foundinthetext

Teachthisfeature?

Arethereeverydaywordsthatmaybeunfamiliartostudents?(e.g.run,cat,etc.)

Yes/No Yes/No

Aretheregeneralacademicwordsthatmaybeunfamiliar?(e.g.analyze,critique,compare,etc.)

Yes/No Yes/No

Basedonthevocabulary,isamini-lessononword-learningstrategiesnecessaryorgenerative?(e.g.wordswithmultiplemeanings,cognates,determinemeaningincontext,morphology,etc.)

Yes/No Yes/No

Aretheredisciplinaryspecificortechnicaltermsthatmaybeunfamiliar?

Yes/No Yes/No

GrammarorSyntax(SentenceLevel)

Textinformation

Example(s)foundinthetext

Teachthisfeature?

ArethereaspectsofgrammarthatmaybechallengingforELs?(e.g.clauses,verbtense,interrogatives,count/non-countnouns,passivevoice,idioms,etc.)

Yes/No Yes/No

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Isthereanysyntax(arrangementsofwordsandphrases)thatmightbeconfusing?

Yes/No Yes/No

Arethereanyconventionsthatmaybeneworconfusing?(e.g.punctuation,spelling,etc.)

Organization(DiscourseLevel)

Textinformation

Example(s)foundinthetext

Teachthisfeature?

Typeoftext(e.g.text,labreport,wordproblem,narrativeessay,etc.)

Yes/No

Purposeofthetext(e.g.persuade,inform,entertain,etc.)

Yes/No

Howisthetextorganizedorstructured?(e.g.description,cause/effect,comparative/contrast,problem/solution,chronological,sequence,etc.)

Yes/No

Aretheremarkersofsequenceorrelationshipsbetweenideas?(e.g.inaddition,therefore,first,etc.)

Yes/No Yes/No

SocioculturalLevel Textinformation

Example(s)foundinthetext

Teachthisfeature?

Doesthetextassumeanyexperience,backgroundknowledge,and/orawarenessforstudentstounderstandit?

Yes/No Yes/No

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Doesthetextassumeaperspectiveorpointofviewthatmayconflictwiththestudent’sculture,beliefsystem(s),heritageornationalorigin?(e.g.interpretationofhistoricalevent,religiousvalues,etc.)

Yes/No Yes/No

Couldthestudents’firstlanguageand/orhomecultureimpacttheirunderstandingofthetext?

Yes/No Yes/No

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Determining the language focus and opportunities in a lesson (adapted from A Focus on Language: Understanding and Producing Language, Walqui & Hernandez, 2001) For students to participate in the class and complete the formative and summative assessment, what language do students need to produce (speaking, writing) and understand the text and their peers (reading, listening)?

Whatlanguagedostudentsneedto...

Understand the content / concepts / themes?

Explain / apply their understanding(s) to the content / concepts / themes?

Participate in a discussion about the content / concepts / themes?

Purpose (genre)

Ideas

Organization of the text

Language of the genre and communication*

Sentences / clauses

Vocabulary (disciplinary and technical terms)

Spelling

*LanguageofthegenreandcommunicationBiographymaybewritteninthepasttenseandinchronologicalorderCause/effectessays:nouns(cause/reason,effect,consequence,results),transitions(asaresult,therefore,first,initial)verbs(cause,contributesto,isresponsiblefor,isdueto)

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English Language Development Progress Report Level 1 (Entering) Year: _______________

Student’s Name: ________________ Grade: _______ Teacher: _______ Course: _______

✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Matching everyday oral content related words and phrases to pictures, diagrams, or photographs • Selecting resources, places, products, or figures from oral statements and visual supports

● Process explanations by • Ordering events or stages of phenomena from oral statements • Identifying words and phrases related to sequence

● Process arguments by • Matching oral information to pictures, diagrams, or photographs that show points of view • Distinguishing words and phrases related to opinions or facts from oral statements

● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations

Speaking: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Naming and briefly describing content topics using visual support (e.g., posters, diagrams, pictures) • Answering select yes/no or Wh questions

● Explain by • Ordering events or stages of phenomena with sequential language (e.g., first, next, step 1) • Using words and phrases to identify visually supported phenomena

● Argue by • Relating points of view with visual support (e.g., posters, photographs) • Stating pros and cons listed visually on a topic

● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations

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Reading: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Matching key content-related terms and ideas to images, graphs, icons, or diagrams • Sequencing illustrated text of narrative or informational events

● Process explanations by • Identifying key words and phrases that describe the topics or phenomena • Recognizing sequence statements and illustrations that describe phenomena

● Process arguments by • Matching media (e.g., posters, photos, banners) with point of view words and phrases • Connecting characters/historical figures with positions or stances on various issues

Writing: Level 1 (Entering) 1 2 3 4

Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Listing content words or phrases that relate to the topic • Including images, diagrams, and charts to add details to the topic

● Explain by • Producing short responses to questions using word/phrase banks • Labeling charts, graphs, timelines, or cycles to describe phenomena

● Argue by • Selecting words and phrases to represent points of view • Listing pros and cons of issues

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report Level 2 (Emerging) Year: ____________

Student’s Name: _________________ Grade: _______ Teacher: _______ Course: _______

✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 2 (Emerging) 1 2 3 4

Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Matching oral descriptions of characters or main events in content related topics • Following modeled oral commands

● Process explanations by • Sequencing steps in processes or procedures described orally • Comparing information, symbols, or icons on charts or tables described orally

● Process arguments by • Recognizing the pros or cons of issues from short oral statements • Identifying claims in oral statements

● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication

Speaking: Level 2 (Emerging) 1 2 3 4

Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Restating information using content-specific terms • Providing examples of content-related information previously studied

● Explain by • Naming properties, characteristics or features of illustrated content related topics • Posing and responding to Wh questions that relate to phenomena

● Argue by • Responding to oral or written claims • Offering facts or opinion statements as appropriate to discussion

● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication

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Reading: Level 2 (Emerging) 1 2 3 4

Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Identifying patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Locating main ideas in a series of related sentences

● Process explanations by • Identifying different types of connectors that show relationships between topics and phenomena • Differentiating between technical and everyday vocabulary that describe phenomena

● Process arguments by • Making connections between statements that make claims and those providing evidence • Distinguishing language that identifies facts and opinions

Writing: Level 2 (Emerging) 1 2 3 4

Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Following patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Sequencing narratives or informational text using linking words and phrases

● Explain by • Using transitions and connectors to show causal relationships or procedures • Choosing every day or technical language to describe phenomena

● Argue by • Expressing claims with evidence (e.g., “Socialism is a good government system because...”) • Listing content related ideas that represent different points of view on issues

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report Level 3 (Developing) Year: _________________

Student’s Name: _________________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeded

Listening: Level 3 (Developing) 1 2 3 4

Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Process recounts by • Identifying main ideas from short content-related oral presentations • Classifying examples of genres read aloud (e.g., types of narration)

● Process explanations by • Recognizing relationships in a series of oral statements • Identifying causes for particular events or phenomena in short oral presentations

● Process arguments by • Organizing information related to different perspectives presented orally • Identifying language choices that represent specific points of view from a series of oral statements

● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner

Speaking: Level 3 (Developing) 1 2 3 4

Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Posing and responding to questions in small group discussions • Describing the sequence of processes, cycles, procedures, or events with details

● Explain by • Connecting causes to effects in a series of statements • Sequencing processes, cycles, or procedures in short extended discourse

● Argue by • Stating claims matched to evidence using a series of related sentences • Suggesting details or reasons to reinforce points of view

● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner

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Reading: Level 3 (Developing) 1 2 3 4

Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Recognizing lexical chains that show how characters and ideas are labeled across the text • Identifying detailed descriptions, procedures, and information in paragraphs

● Process explanations by • Identifying how language provides clarity and precision in describing topics or phenomena • Summarizing information with diagrams, models, flow charts, or illustrations

● Process arguments by • Identifying their purposes and audiences • Evaluating the strength of evidence statements

Writing: Level 3 (Developing) 1 2 3 4

Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Summarizing content-related material • Including important information and related details

● Explain by • Choosing words and phrases to provide precise details, descriptions, comparisons, and ordered procedures • Integrating headings, introductory statements, and other features to organize text

● Argue by • Justifying reasons or opinions with evidence • Summarizing opposing positions with evidence

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report (Expanding) Year: _________________

Student’s Name: ____________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeds

Listening: Level 4 (Expanding) 1 2 3 4

Student will move from a Level 3 (Developing) to a Level 4 (Expanding) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Following the steps of content-related tasks or assignments given orally • Identifying details from oral discussions (e.g., when, who, where, what, and why)

● Process explanations by • Identifying components of systems from multimedia • Interpreting cause and effect from oral discourse

● Process arguments by • Classifying claims and evidence from oral presentations • Differentiating multiple perspectives presented orally

● Discuss by • Demonstrating stamina when building ideas in a small group • Validating ideas of others • Sorting through one’s own ideas to determine relevant ones • Providing and receiving constructive feedback from others tactfully

Speaking: Level 4 (Expanding) 1 2 3 4

Student will move from a Level 3 (Developing) to a Level 4 (Expanding) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...

● Recount by • Presenting factual information on content-related topics to the class • Paraphrasing and summarizing content-related ideas in large and small groups

● Explain by • Describing components of systems in small groups and class discussions • Providing precise words and phrases to provide details, descriptions, classifications, comparisons, causes/effects, or procedures

● Argue by • Taking stances and defending them with evidence (e.g., using data or citations) • Comparing and contrasting different points of view

● Discuss by • Demonstrating stamina when building ideas in a small group • Validating ideas of others • Sorting through one’s own ideas to determine relevant ones • Providing and receiving constructive feedback from others tactfully

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Reading: Level 4 (Expanding) 1 2 3 4

Student will move from a Level 3 (Developing) to a Level 4 (Expanding) reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Identifying how the authors make language choices and adjusts for audience and purpose • Reflecting on various accounts of a subject told in different media (e.g., print and multimedia)

● Process explanations by • Identifying the interdependence of parts of systems (e.g., technical, government, chemical) • Comparing information on phenomena across a variety of multimedia sources

● Process arguments by • Identifying persuasive language across content areas • Following the progression of logical reasoning

Writing: Level 4 (Expanding) 1 2 3 4

Student will move from a Level 3 (Developing) to a Level 4 (Expanding) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Creating narrative or informational extended text of past events or experiences (e.g., lab reports, current events) • Connecting main points, events, and central ideas to conclusions

● Explain by • Presenting information objectively by using a neutral tone appropriate to the content area • Integrating images, diagrams, formulas, or charts to describe phenomena

● Argue by • Evaluating and challenging evidence presented • Creating persuasive essays or reports & making adjustments for specific audiences

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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English Language Development Progress Report (Bridging) Year: _______________

Student’s Name: ________________ Grade: _______ Teacher: _______ Course: _______ ✓ = On Track ✓+ = Met X = Not Met E = Exceeds

Listening: Level 5 (Bridging) 1 2 3 4

Student will move from a Level 4 (Expanding) to a Level 5 (Bridging) in listening by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Reconstructing past experiences or series of events based on oral discourse • Recognizing nuanced meanings of words and phrases in extended oral discourse

● Process recounts by • Reconstructing past experiences or series of events based on oral discourse • Recognizing nuanced meanings of words and phrases in extended oral discourse

● Process arguments by • Identifying how language choices connect to particular audiences • Evaluating the purpose of arguments presented by others

● Discuss by • Co-creating novel perspectives on issues • Responding to diverse perspectives and recognizing bias in one’s own view • Generating new ideas or questions to sustain conversations

Speaking: Level 5 (Bridging) 1 2 3 4

Student will move from a Level 4 (Expanding) to a Level 5 (Bridging) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Engaging in extended discussion of effects, impacts, or events related to content topics • Giving multimedia oral presentations on content-related material learned from various sources

● Explain by • Presenting information using an objective, neutral tone in extended discourse • Using nominalization to compress information and maintain coherence (e.g., “This expansion…,” “Weathering…,” “An implication...”)

● Argue by • Challenging evidence and claims in debates • Convincing audiences of personal points of view using persuasive language

● Discuss by • Co-creating novel perspectives on issues • Responding to diverse perspectives and recognizing bias in one’s own view • Generating new ideas or questions to sustain conversations

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Reading: Level 5 (Bridging) 1 2 3 4

Student will move from a Level 4 (Expanding) to a Level 5 (Bridging) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Process recounts by • Identifying how text structure supports comprehension and retrieval of information and details • Identifying the central idea or theme and how it is supported by clear descriptions and extended details

● Process explanations by • Identifying how authors connect related ideas across paragraphs with abstraction, complex sentences, and technical terms • Tracing the central idea of text and how it develops, including how it is shaped by specific details, extended definitions, facts, quotes, or examples

● Process arguments by • Recognizing multiple perspectives and points of view on any given issue • Identifying evidence of bias and credibility of sources

Writing: Level 5 (Bridging) 1 2 3 4

Student will move from a Level 4 (Expanding) to a Level 5 (Bridging) writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…

● Recount by • Sequencing using language that creates coherence • Organizing information according to content-specific expectations

● Explain by • Synthesizing information and details about phenomena from a variety of sources • Organizing information and details logically and cohesively

● Argue by • Organizing information to show logical reasoning • Integrating multiple perspectives and evidence from a variety of sources

Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4

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Student Survey - Getting to Know our Students

Name: Country/Placeoforigin:

Studenthomelanguage(s):

Familyhomelanguage(s):

Homelanguage(s)literacylevel(readandwrite):__________Advanced(fluent)___________Intermediate___________Novice

Englishproficiencyscores

Composite

Speaking

Reading

Listening

Writing

Educationexperiences(e.g.amountoftimeinUSschools,educationalexperienceinhomecountry/placeoforigin,anyinterruptedformalschooling,IEP,etc.)Familybackground:(e.g.thestudentliveswith…,siblings/familymembersinschool,familyseparation,familyreunification,etc.)Studentinterests:Studentplansand/orgoals:FromUnlockingEnglishLearners’Potential:StrategiesforMakingContentAccessiblebyDianeStaehrFennerandSydneySnyder.ThousandOaks,CA:Corwin.(2017)

College Resource Guide for English Learners The School District of Philadelphia (SDP) shares numerous resources/guides to support the post-secondary planning process. This resource contains information specific to opportunities for English Learners and is primarily geared towards school counselors. Directly below are resources to begin the post-secondary planning process. On pages 2 and 3, see information on colleges and work/trade school/CTEs/continuing education.

→ Interests and pre-planning: SDP Naviance: College and Career Readiness Platform

● College Application Timeline ● SDP College Fairs ● College Access Programs ● SAT and ACT Testing Info and Dates ● College vs Trade school ● Family Engagement Toolkit from GEAR Up ● Philadelphia Futures Step Up to College

(check for SY19-20 soon)

Sample questions to ask the student: - How do you see your life after high school? - What are your dreams? - What are your values? - Would you like to…

● Go to college? ● Work? Go to trade school? Go to a CTE?

- Have you talked to your family about your plans? What was discussed? - If you are planning on attending college, are you the first person/student in your family who will go to college? - Do you know your most current ACCESS scores? (Ask: current grades, teacher input on performance, etc. to get a sense of whether the student would need intensive English language support, such as ESL classes at the college level, or less intensive support, such as tutoring)

→ Finances: SDP Financial Aid Resources

● SDP Scholarship Bank ● Free Application for Federal Student Aid

(FAFSA) ● Pennsylvania Higher Education Assistance

Agency (PHEAA) ● Pennsylvania Immigrant and Citizenship

Coalition College Access For Undocumented Students Toolkit

● College Board’s Net Price Calculator

Additional Information: - How long must a student live in PA and Philly to qualify for in-state tuition prices? 1 year in PA (for non-academic reasons); or have a PA high school diploma; or be a dependent of a resident of PA. For Philly tuition at CCP, 3 months of residency. - Consider a fundraising financial plan: set goals to help student create a plan of how to raise funds for college, work, parent support, special community matching programs, budgeting - Look into community matching programs that teach about budgets, fundraising, financial stability - Use Federal Financial Aid on ESL courses before taking credit bearing courses - Supports for McKinney-Vento eligible students at college: Field Center Foster Care to College, swasch@upenn.edu

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College and University Information

Rec. ESOL Level

Name Type Website Address/Contact English Learner Supports Tuition

Community Colleges

1+ CCP Public www.ccp.edu Girija Nagaswami 215-751-8867

ELs take a placement test to determine placement in program or “test out” of ESL program. English Second Language InstituteSpecialized Programs

Tuition

1+ Delaware County CC

Public https://www.dccc.edu/ ESL Dept: 610-359-5050 See overview here. Tuition

1+ Montco CCP Public https://www.mc3.edu Mary Glick mglick@mc3.edu 215-619-7407

ESL Program: Provides beginning ESL courses Tuition

4-year Colleges

3+

LaSalle - EXCEL

Private https://www.lasalle.edu Jie Jenny Li lij@lasalle.edu 215-991-2600

EXCEL Program Have to apply to LaSalle first and get accepted, then notify for EXCEL → Guide to Programs

Tuition

2-3

LaSalle - BUSCA

Private https://www.lasalle.edu Ana Ventura ventura@lasalle.edu BUSCA - native Spanish speakers (pre-BUSCA - ALTA for lower levels - soon open to non-Spanish native speakers) →Have to apply to LaSalle first and get accepted, then notify for BUSCA - Guide

Tuition

3+ Penn State Brandywine

Public https://brandywine.psu.edu/

610-892-1463 CMF22@psu.edu

Multilingual Student Course Cluster: Includes intensive tutoring, helps students to improve their academic reading and writing

Tuition

3-4* Penn State Abington

Public https://abington.psu.edu Dr. Lee-Amuzie exl457@psu.edu 215-881-7458

Have to apply to Penn state first and get accepted, then notify Dr. Lee-Amuzie to enter this program. EL-friendly, multilingual sections of general ed.. *Levels 3-4 preferred, will support all

Tuition

3+ Millersville University

Public www.millersville.edu/ mucamp@millersville.edu 717-871-4472

College Assistance Migrant Program (CAMP) Have to be registered in Migrant Ed to apply.

Tuition

1+ Temple Public

https://www.temple.edu Todd Miller todd.miller@temple.edu

Temple Center for American Language and Culture (TCALC) houses EL programs, including Intensive English Language Program. (Originally designed for international students).

Tuition

1+ Eastern Univ Private www.eastern.edu 484-581-1278 iesl@eastern.edu Intensive English as a Second Language Program (Designed for international students.) Tuition

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Jobs/CTE Programs/Continuing Education

Rec. ESOL Level

Opportunity Website/Contact English Learner Supports

Jobs

? Job Corps of Philadelphia https://philadelphia.jobcorps.gov/ Mentions ELL program on the website

ASVAB overall score of 31 / 99

U.S. Military Sgt Lewis 215-880-0559 https://nationalguard.com/select-your-state/PA

Student may score lower than 31 but have higher line score and enlist. There is a test in L1 - then student has to enroll in ESL classes and retake the ASVAB test. No special consideration or accommodations for ASVAB test.

? Trade Unions

http://philadelphiabuildingtrades.com/affiliates/ ● Carpenters Apprentice School of Philadelphia &

Vicinity ● Sheet Metal Workers Local Union 19-Phila. PA ● Philly Shipyard Apprentice Program ● PHA Philadelphia Housing Authority ● Pennsylvania Apprentice Coordinators Association ● PA Department of Labor and Industry

Doesn’t specify.

CTE Programs

1+ CCP Degree & Certificate Programs

Most programs require students to take the College’s placement test. Students who are identified as needing developmental coursework most satisfactorily complete the appropriate English and Math courses as part of their certificate.

? Thaddeus Stevens College of Tech

https://stevenscollege.edu/ ELs are provided limited supports through local agencies.

? Orleans Technical College https://orleanstech.edu Partnership with HIAS?

? Williamson College of Trades https://www.williamson.edu/ Doesn’t specify. Male only college.

Continuing Education

1+ Philadelphia Office of Adult Ed http://philaliteracy.org/ Includes specific classes for English Learners

1+ Manor College https://manor.edu/ Adult and Continuing Education: English as a Second Language Classes

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OFFICE OF MULTILINGUAL CURRICULUM

AND PROGRAMS

440 N. BROAD STREET

PHILADELPHIA, PA 19130