strategies for working with grade level literary texts with english

Strategies for Working with Grade Level Literary Texts with English

Language Learners

Nancy Cloud, Ed.D.

[email protected]

Long Island Teachers Institute

December 4, 2015

Melville, NY

What Does The Blueprint Ask of Us?

Engage all English Language Learners in instruction that is grade-appropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P- 12 Common Core Learning Standards

Grade 5 NY Engage Unit: Universal Declaration of Human Rights

Grade 5's Module 1 on the Universal Declaration of Human Rights for ELLs

at: http://www.esboces.org/Page/1013

Module 1, Unit 2—Esperanza Rising

Grade 5: Module 1: Unit 2 Overview

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license.

http://www.esboces.org/Page/1013

http://www.esboces.org/Page/1013

L.I. RBE-RN Presentation – 10/2013

12

Grade 5 Module 1: ELL Scaffolds

Module 1: Unit 2 Overview of Unit: Esperanza’s Story

GRADE 5: MODULE 1: UNIT 2: OVERVIEW

Case Study:

Esperanza’s Story

Central Texts

1. Pam Muñoz Ryan, Esperanza Rising (New York: Scholastic, 2002), ISBN: 978-0439120425.

Secondary Texts

1. United Nations, Universal Declaration of Human Rights: Plain Language Version. www.un.org/cyberschoolbus/humanrights/resources/plain.asp (last accessed

August 6, 2012).

© 2012 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2: Overview • June 2014 • 3

3 weeks; 18 units of Instruction

• Building Background Knowledge (historical, geographical); Knowledge about Mexican Immigration, California and the Great Depression

• Getting to Know Esperanza • Inferring About Characters Based on How They Respond to

Challenges • Contrasting Two Settings • Comparing Points of View (Esperanza’s/Isabel’s Perspectives

About Life in the Camp)

Module 1: Unit 2 Overview of Unit: Esperanza’s Story

GRADE 5: MODULE 1: UNIT 2: OVERVIEW

Case Study:

Esperanza’s Story

Central Texts

1. Pam Muñoz Ryan, Esperanza Rising (New York: Scholastic, 2002), ISBN: 978-0439120425.

Secondary Texts

1. United Nations, Universal Declaration of Human Rights: Plain Language Version. www.un.org/cyberschoolbus/humanrights/resources/plain.asp (last accessed

August 6, 2012).

© 2012 Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2: Overview • June 2014 • 3

3 weeks; 18 units of Instruction

• Understanding the Themes of the Novel

• Seeing How Characters Change Over Time

• Gathering Evidence/Determining the meaning of literal and figurative language

• Writing a Two-Voice Poem

• Writing Summary Paragraphs

Survey What the Unit

Wants Students to Know

and Be Able to Do

Reading Literature Common Core Standard:

• I can explain what a text says; make inferences using quotes from the text (RL.5.1)

• I can determine a theme based on details in the text (RL.5.2)

• I can compare and contrast literary elements (e.g. characters, setting, events, points of view) using details from the text (RL.5.3)

Reading Literature Common Core Standard:

• I can determine the meaning of literal and

figurative language (metaphors and similes)

(RL. 5.4)

• I can describe how a narrator’s point of view

influences the description of events (RL.5.6)

Speaking and Listening Common Core Standard: • I can effectively engage in a discussion with my

peers (SL.5.1)

• I can adapt my speech for a variety of contexts

and tasks, using formal English when appropriate

(SL.5.6)

Language Common Core Standard: • I can use what the text says to help me

understand the meaning of a word or phrase

(L.5.4)


Districts and school communities leverage ELLs’ home languages, cultural assets, and prior knowledge.

Tie to the Theme of the

Module: Universal Declaration

of Human Rights

(Plain English Version)

Plain English Version http://www.ohchr.org/Documents/Publications/ABCannexesen.pdf

http://www.ohchr.org/Documents/Publications/ABCannexesen.pdf

Plain English Version

NY Engage Plain English

GRADE 5: MODULE 1: UNIT 1: LESSON 8

Universal Declaration of Human Rights –

Plain Language Version

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights

Reserved. NYS Common Core ELA Curriculum • G5:M1:U1:L8 • July 2013 • 13

1 When children are born, they are free and each should be treated in the same way. They have reason and conscience and should act towards one another in a friendly manner.

2 Everyone can claim the following rights, despite

- a different sex

- a different skin color

- speaking a different language

- thinking different things

- believing in another religion

- owning more or less

- being born in another social group

- coming from another country

It also makes no difference whether the country you live in is independent or not.

3 You have the right to live, and to live in freedom and safety.

4 Nobody has the right to treat you as his or her slave and you should not make anyone your slave.

5 Nobody has the right to torture you.

6 You should be legally protected in the same way everywhere, and like everyone else.

7 The law is the same for everyone; it should be applied in the same way to all.

8 You should be able to ask for legal help when the rights your country grants you are not respected.

9 Nobody has the right to put you in prison, to keep you there, or to send you away from your country unjustly, or without good reason.

10 If you go on trial this should be done in public. The people who try you should not let themselves be influenced by others.

EngageNY

Plain English


Universal Declaration of Human Rights –

Plain Language Version

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights

Reserved. NYS Common Core ELA Curriculum • G5:M1:U1:L8 • July 2013 • 15

21 You have the right to take part in your country’s political affairs either by belonging to the government yourself or by choosing politicians who have the same ideas as you. Governments should be voted for regularly and voting should be secret. You should get a vote and all votes should be equal. You also have the same right to join the public service as anyone else.

22 The society in which you live should help you to develop and to make the most of all the advantages (culture, work, social welfare) which are offered to you and to all the men and women in your country.

23 You have the right to work, to be free to choose your work, to get a salary which allows you to support your family. If a man and a woman do the same work, they should get the same pay. All people who work have the right to join together to defend their interests.

24 Each work day should not be too long, since everyone has the right to rest and should be able to take regular paid holidays.

25 You have the right to have whatever you need so that you and your family: do not fall ill or go hungry; have clothes and a house; and are helped if you are out of work, if you are ill, if you are old, if your wife or husband is dead, or if you do not earn a living for any other reason you cannot help. Mothers and their children are entitled to special care. All children have the same rights to be protected, whether or not their mother was married when they were born.

26 You have the right to go to school, and everyone should go to school. Primary schooling should be free. You should be able to learn a profession or continue your studies as far as you wish. At school, you should be able to develop all your talents, and you should be taught to get on with others, whatever their race, religion, or country they come from. Your parents have the right to choose how and what you will be taught at school.

27 You have the right to share in your community’s arts and sciences, and any good they do. Your works as an artist, writer, or a scientist should be protected, and you should be able to benefit from them.

28 So that your rights will be respected, there must be an “order” which can protect them. This “order” should be local and worldwide.

29 You have duties toward the community within which your personality can only fully develop. The law should guarantee human rights. It should allow everyone to respect others and to be respected.

30 In all parts of the world, no society, no human being, should take it upon her or himself to act in such a way as to destroy the rights which you have just been reading about.

This plain language version is given only as a guide. For an exact rendering of each principle, refer students to the original. This version is based in part on the translation of a text prepared in 1978 for the World Association for the School as an Instrument of Peace, by a research group of the University of Geneva, under the responsibility of Professor L. Massarenti. In preparing the translation, the group used a basic vocabulary of 2,500 words in use in the French-speaking part of Switzerland. Teachers may adopt this methodology by translating the text of the Universal Declaration in the language in use in their region.

Deliver in an Appropriate

Version So You Can Build

Knowledge and Stretch

Language and Literacy Skills

Background Knowledge

Oklahoma, California (“tumbleweeds, mountains”)

Dust Bowl (30’s, The Great Depression); Dust Storms

Fareinheit system (“over ninety each day”)

English Measurements (‘fifty-pound flour sack”)

Strikes (labor strikes)

Camps (farm worker)

Mexican Revolution

Historical fiction

is fiction set in

the past. It

contains a rich

mixture of fact

and fiction.

Historical Fiction

WHAT IS HISTORICAL FICTION?

Through novels and

short stories, an author may combine factual information about time, place, events, and real people of the period with fictional characters, dialogue, and details.

WHAT IS HISTORICAL FICTION?

All of these help you

experience what it

was like to live

during the era

when the story

takes place.

CHARACTERISTICS OF HISTORICAL

FICTION

Presents a well-told story

that doesn’t conflict with

historical records

Portrays characters

realistically; Believable

setting and characters

Artfully folds in historical

facts

Plot supported by

historical evidence

Choose the Mode of Delivery of

the Text

Language Version (English/

Spanish, Plain English, Glossed)

Recorded, Performed vs. Written

Original Version : Mostly English, Some Spanish Scholastic Book Wizard Lexile 750 Grade Equivalent 5.5 DRA=50 GRL=V Historical Fiction

Themes: The Great Depression; Farm Labor Camps/Farm Workers, Mexican and Mexican Americans, Social Issues, Equality and Justice,

Rising Above Setbacks, Starting Over, Moving to a New Place/Immigration

Spanish Version

http://edsitement.neh.gov/lesson-plan/esperanza-renace-aprendiendo-no-temer-el-comenzar-de-nuevo http://edsitement.neh.gov/planilla-de-aprendizaje-para-el-estudiante-esperanza-renace-de-pam-munoz-ryan

Site Resources Also Available In English

http://edsitement.neh.gov/lesson-plan/esperanza-renace-aprendiendo-no-temer-el-comenzar-de-nuevo




















http://edsitement.neh.gov/planilla-de-aprendizaje-para-el-estudiante-esperanza-renace-de-pam-munoz-ryan
























In Zone Version

Built in Supports

http://projectsuccessindiana.com/content/images/ElementCardsLASSIetcUploads/Unit3

ESAdaptedTextx.pdf

Author BookTalk Videos Pam Munoz Ryan: https://www.youtube.com/watch?v=7SejicRExnk Reading Rockets Video https://www.youtube.com/watch?v=6j4mYa0L2lg&index=3&list=PLLxDwKxHx1yIjadCnle_cRA1yHrkXWMcn https://www.youtube.com/watch?v=MUeQirUxLQk&list=PLLxDwKxHx1yIjadCnle_cRA1yHrkXWMcn&index=5

https://www.youtube.com/watch?v=7SejicRExnk

https://www.youtube.com/watch?v=7SejicRExnk

https://www.youtube.com/watch?v=6j4mYa0L2lg&index=3&list=PLLxDwKxHx1yIjadCnle_cRA1yHrkXWMcn




https://www.youtube.com/watch?v=MUeQirUxLQk&list=PLLxDwKxHx1yIjadCnle_cRA1yHrkXWMcn&index=5





Dramatic Presentations

Book Trailers (Book Preview)/Multimedia Book Summary:

https://www.youtube.com/watch?v=dQ-wK_7jz9A

https://www.youtube.com/watch?v=_KXqB65DUuw (start at 2:45)

Audio Book: (Four Parts on YouTube)—NOTICE RATE OF SPEECH

Esperanza Rising Part 3 Audio (Corresponds to Page 146, 3rd Paragraph/”Irene continued..”

https://www.youtube.com/watch?v=1igH2b7wf7A

Great Connection for ELLs

“You Must Not Be Afraid

to Start Over”

Student Performed Play:

https://www.youtube.com/watch?v=qxQi0HAIG3g




https://www.youtube.com/watch?v=_KXqB65DUuw

https://www.youtube.com/watch?v=_KXqB65DUuw





1

Copyright Pam Muñoz Ryan

Readers’ Theatre Script for Esperanza Rising

For Five Readers

Esperanza

Tio Luis/Alfonso

Mama

Lawyer/Narrator

Miguel

7

Copyright Pam Muñoz Ryan

ESPERANZA (shaking her head)

Mama? No!

LAWYER

Mama’s face looked as if it were in terrible pain.

MAMA

I have no desire to marry you, Luis, now or ever. Frankly , your offer

offends me.

MIGUEL

Tio Luis’s face hardened like a rock and the muscles twitched in his narrow

neck.

TIO LUIS

You will regret your decision, Ramona. You must keep in mind that this

house and those grapes are on my property. I can make things difficult for

you. Very difficult. I will let you sleep on the decision, for it is more than

generous.

ESPERANZA

Tio Luis and Tio Marco put on their hats and left. The lawyer looked

uncomfortable and began gathering documents.

Tap Into Students’ First

Language Literacy Practices;

Honor their Literacy Traditions

Literary Traditions Mexican Dichos

Aquel que hoy se cae, se levantará mañana

Es más rico el rico cuando empobrece que el pobre cuando enriquece.

Translanguaging; Bridging

Position of adjectives

Reflexive constructions in Spanish

Direct and Indirect Object Pronouns

Preposition Use

Determine Language

Objectives for the Unit

Differentiated Instruction

Entering

Emerging

Transitioning

Expanding Commanding

Degree of Dependence on Supports and Structures to

Advance Academic Language Skills

Academic Vocabulary

Word Forms

Sentence Construction Expand Learner’s

Language Complexity

Let’s Look at

Our Text

Look at the Text: What Can You

Teach Students to Do In English?

Regular/irregular past tense

Plurals (grapes, babies, stitches)

Contractions (Hortensia’s, Melina’s, Abuelita’s, Irene’s, Lupe’s,

Pepe’s)

Pronouns

Prepositions/Prepositional Phrases: before, at, between, after,

in; in the evenings, for a minute; toward

Adverbs; Adverbial phrases: picked rapidly; watch her

closely, frantically searching; As soon as



Compound nouns (workdays, clotheslines, needlework, everyone,

tumbleweeds)

Multiple modifiers

Hot dry air

Several brown tumbleweeds

Nouns as modifiers

the valley sun

school friends

Baby girl

The afternoon sky

Flour sack

Dust storm



Time clauses with when (Both babies smiled when Esperanza

walked into the room; ….when the edges of the blanket blew

up, Lupe reached for Esperanza, whining.)

That clauses/complex sentence structures: By the time she

had filled the clotheslines that were strung between the trees, she

had only minutes to rest before the valley sun dried the clothes

crisp and they were ready to fold (34 words)

Irene cut apart a fifty-pound flour sack that was printed with tiny

flowers, to use as fabric for dresses.

She fixed their bottles of milk and let them play while she made

the bed.

Lexile as a text

measure is more

determined by text

complexity (sentence

length (MSL) and

word frequency) than

vocabulary difficulty

level (e.g. Tier 1, 2,

3)

Hiebert

https://www.lexile.c

om/about-

lexile/lexile-video/

https://www.lexile.com/about-lexile/lexile-video/









Introductory clauses: (In some ways, she was a young

girl…In other ways, she was grown up…

If she turned her back for a minute, Esperanza….

If they didn’t work, the people from Oklahoma…

Common phrases

like nothing you have ever seen before

(then) what would they do?

have a roof over your head (they…desperately needed

money and a roof over their heads)

Help Students Extend and

Refine their Vocabularies

Elfrieda Heibert

TextProject.org Word Facts and Word Instruction

Word Facts 1. Knowledge is stored in texts and texts typically have more rare

words than conversations/oral language.

2. English has a vast repository of words, making it impossible to

teach all words.

3. A small group of words does the heavy lifting in text.

4. Words are part of families.

5. Words are part of networks. The networks in narrative texts

are synonyms related to story elements (e.g. traits, actions, and

emotions of characters).

6. The networks in informational texts are topical with

interrelated concept clusters

7. Concrete words are learned and retained more readily than

abstract words.

90%$“Core”$Words:$$4,000$simple$word$families

10%$“Unique”$or$$“Complex”$Words:$$around$88,000$word$families/300,000+$words$?

10% “Unique” or “Complex Words: Around 88,000 word families/ 300,000 words

Word Fact 3: A small group of words does the heavy lifting in text.

90% “Core Words: 4,000 simple word families

Grade? Narrative? Informational?

Word$Fact$4:$$$Words$are$part$of$$families.$$?

• relate

• related

• relates

• relating

• relation

• relations

• relatedness

• interrelated

• interrelation

• correlate

• correlation

• relationship

• interrelationship

• age-related

Word Fact 4: Words are part of families.

Core$Vocabulary?

?

Extended$Vocabulary?

Word$Fact$5:$$$Words$are$parts$of$networks.$?

Word Fact 5: Words are parts of networks.

Word Fact 6: The networks in informational texts are

topical with interrelated concept clusters.

Designing Mixtures substance

property

dissolve

abrasive

acid

ingredient

combine

solution

soluble

mixture

pure

chemical

absorb

odor

Word$Fact$#6:$$The$networks$in$informational$texts$are$topical$with$interrelated$concept$clusters.$$??

Esperanza Rising

crop

Storm

work Reactions

Locations

Site

Place

Scene

Setting

Environment

Windstorm

Tempest

Blast

Gust

Harvest

Yield

Produce

Response

Attitude

Feeling

Opinion

Labor

Toil

Job

Related

Words

Generative Word Instruction

Generative$Word$Strategy$#1:?

• Teach students to anticipate that complex texts will have many new words and that their generative word

knowledge will assist them in figuring out new words.

Generative Word Strategy #1

• Teach students about the multiple uses of many words

–Multiple meanings

–Multiple parts of speech

–Multiple uses of phrases and idioms


http://www.textproject.or

g/assets/products/e4/do

wnload/TextProject-E4-

Complete_Edition.pdf

http://www.textproject.org/assets/products/e4/download/TextProject-E4-Complete_Edition.pdf







Generative$Word$Strategy$#4:$$?

• Teach students words in families, not just single words.

! Attend to compounding as well as inflected endings (i.e., ed, ing, s, ‘s’, er,

est) and derivatives (i.e., prefixes and suffixes)


Generative$Word$Strategy$#5?

• Teach students about the rich networks of similar-meaning words from which authors of narratives choose words for

traits/attributes, emotions, motion, and communication.

Story Word Beyond the Story

Amazed Astonished, impressed, shocked, taken aback

Preoccupied Absorbed, distracted, engrossed, wrapped up

Adore Love dearly, be devoted to, admire, think the world of

Frantically Desperately, excitedly, wildly, agitatedly, hysterically

P. 144-5


Narrative Text uses

multiple words to express

the same idea, tone or

mood, character trait,

feeling, emotional tone.

• Sudden

• Blast

• Hot wind

• Hot blast

• Hit them

• Sat up/Stood up

• Frightened

• Blew up

• Was darkening

• Amber clouds

• Bounce toward

• Loomed over

• Ran inside

• Closed the door

• Began shutting the

windows

Dust Storm p. 147


• With the vocabulary of informational texts, teach students about relationships among concepts of critical topics



• When appropriate, introduce new concepts with pictures and illustrations.


Selecting Academic

Vocabulary to Teach

So Many Nouns; So Little Time

• Grapes, rains, workday, temperature, ninety, day,

bus, school, baby, cabin, bottle, milk, bed,

instruction, dinner, laundry, clothesline, minute,

valley, sun, clothes, blanket, shade, grown up,

husband, stitch, row, girl, needlework, pound, sack,

flowers, fabric, dresses, yesterday, minute, platform,

room, sky, yellow, static, air, hair, strike, today, day,

morning, table, night, everyone, camp, head,

revolution, blood, things, money, roof, people,

Oklahoma, job, blast, wind, field, edge, east, cloud,

brown, tumbleweed, mountain, dust storm, door,

window

Nouns

Compound Words

• Workdays

• Clotheslines

• Needlework

• Everyone

• Tumbleweeds

So Many Verbs; So Little Time

• Finished, picked, was/were, left, fixed, let (allow), play,

made, followed, start, turning to, amazed, strung, had,

rest, dried, fold, came over, spread, liked, tell, prefer,

crochet, do, know, remember, unpack, laid, cut apart,

print, tickled, laughed, adore, cried, watched, sweep,

smiled, walked, reached, learned, tried, wander away,

turn, found, searched, rubbed, hoping, go to sleep,

settle, tinged with, stuck out, heard, going to walk out,

talk about, am/is, agree to, continue working, won’t,

shake, strike, want, eat, feed, nodded, had decided,

needed, worried, were saying, take/took, carried, sat

up, hit, kept on, blew up, reached for, stood up,

pointed to, was darkening, bounced, pick up, ran,

closed, began shutting/shut.

Verbs

VIVID VERBS took from Irene’s hand

carried to

sat up, frightened

hit

kept on

blew up

reached for, whining

stood up

pointed to

was darkening

bounced towards

loomed over

picked up

ran inside

closed

began shutting

Descriptive Words

Adverbs: • Quickly • Frantically • Closely • Happily Adjectives: • Preoccupied • Demanding • Restless • Good natured • Amber

If you mean to teach them,

make sure students gain

practice using the target words

Concrete/Diamante Poetry

Turtle

Green Hard-Shelled

Scooting Crawling Swimming

In a box alone

Living Eating Struggling

Silent Heavy-footed

Survivor

http://www.readwritethink.org/files/resources/interactives/diamante/



Concrete/Diamante Poetry

line 1: 1 noun

(the subject of the poem)

line 2: 2 adjectivesline 3: 3 -ing

verbsline 4: 4 word phrase

line 5: 3 -ing verbs

line 6: 2 adjectivesline 7: 1

synonym for the noun on the

top line

Esperanza

Through this poetry lesson, students

will identify two of the novel’s

characters and construct a

contrasting relationship chart to be

used to create a diamante poem.

Since the diamante poem structure is

the shape of a diamond, students’

final copies will be written on

different colored construction paper,

cut in diamond shape, with attached

streamers for kite tails. These

character kites will be displayed on a

bulletin board with the caption of

‘Esperanza Rising’, with ‘rising’

referring to the kites flying in the sky.

Sandra

Vanderloop

Literacy II

Lu Winckler

Teach Word Families to

Students—For Literary and

Informational Texts

Word Family Lists Elfrieda Hiebert= 2,500 Word Families (Word

Zones 4,000 words)

Dee Gardner=Academic Vocabulary List; 3,000 Word Families

84

Generative

Word

Instruction

The Academic Vocabulary List Mark Davies and Dee Gardner, Brigham Young University Sample of word families. Complete lists and detailed information at http://www.academicvocabulary.info.

1 study 137208 study (n) 137208 study (v) 18872 studied (j) 215 studiously (r) 58 studious (j) 41 studying (n) Edu

20

2 develop 128974 development (n) 63509 develop (v) 52543 developing (j) 9039 developmental (j) Edu

5716 developed (j) 3513 developer (n) 2526 developmentally (r) Edu 573 underdeveloped (j)

370 undeveloped (j) 283 underdevelopment (n) His 214 redevelopment (n) 144 redevelop (v)

48 developing (n) Law 18

3 group 125012 group (n) 122011 grouping (n) Edu 1744 subgroup (n) 1603 group (v) 1398 intergroup (j) Soc

559 regroup (v) His 172 grouped (j) Edu 34 regrouping (n) Edu 20

4 system 116141 system (n) 110176 systematic (j) 4090 systematically (r) 1815 subsystem (n) Sci

796 unsystematic (j) 60

5 relate 114267 relationship (n) 50744 relate (v) 28592 relation (n) 23867 related (j) 6945 relational (j)

1498 unrelated (j) 1388 interrelated (j) 731 interrelationship (n) 502 relatedness (n)

434 interrelation (n) Hum 191

6 research 112649 research (n) 83325 researcher (n) 25445 research (v) 3879

7 social 103635 social (j) 99744 socially (r) 3891 antisocial (j) Med 1080

8 result 96016 result (n) 72083 result (v) 20138 resulting (j) 3063 resultant (j) 732

9 use 93271 use (v) 184698 use (n) 64527 user (n) 14141 useful (j) 11584 used (j) 6037 usefulness (n)

1229 useless (j) 1002 usable (j) 737 misuse (n) 626 reuse (v) Sci 503 unused (j) 380 reuse (n)

260 usefully (r) 247 reusable (j) Sci 239 misuse (v) 227 usability (n) Sci 144 unusable (j)

112 useable (j) 68 uselessness (n) Hum 43 misused (j) 22 uselessly (r) 17

10 provide 93212 provide (v) 93212 provider (n) Med 5708 provided (c) 4620 providing (c) 233

11 however 90906 however (r) 90906

12 increase 85843 increase (v) 35289 increase (n) 15833 increased (j) 12996 increasingly (r) 12280 increasing (j)

9445

The entries show the rank order and the total frequency of the word family (of just the yellow “core” words), in the 120

million words of academic texts in the Corpus of Contemporary American English (COCA). The words are grouped by

lemma (e.g. develop = {develop, developed} etc), and they are grouped by part of speech (notice the two entries for

group (#3) – as noun and verb). The words in yellow are “core academic” words, and occur across all nine sub-genres of

academic. Red words are more technical, and occur mainly in one or two of the sub-genres of academic (e.g. Medicine

or Education). Words in blue (higher frequency) and gray (lower frequency) are not academic per se, but they are

included here for convenience in learning and teaching. The words for each family are listed in order of frequency (so

you can focus on the most useful words), and the number after each word shows its frequency.

AVL Words in an Informational Text

In Expository Text, The AVL

Words are Related to the

Topic

Gr 4.2

GRL 0

• Work

• Move

• Farm

• Migrate (Migrant)

• Ground

AVL Words in Esperanza Rising

• Instruct(ions)

• Fix(ed)

• Follow(ed)

• Prefer

• Print(ed)

• Strike

• Learn(ed)

• Search(ing)

• Hope(-ing)

• Settle

• Demand(ing)

• Grow(n)

• Preoccupy (ied)

• (Dis)agree

• Continue(d)

• Point(ed)

• First

• Last

• Ready

• True

• Static

• Table

• Every(one)

• Revolution

In Narrative Text, These

Word Families are

Not or Rarely Related

Semantically

Either Way

Select a Word Family to Teach

Grow: growing, grew, grower, grown,

growth, grow into, grow on/upon, grow up,

grow out of, growable, regrow, overgrown,

outgrow; develop, mature, expand, flourish,

extend, produce, increase

Source: AVL Word List : growth (n) grow (v) growing (j) grower (n) regrowth (n)

growing (n) grown (j) regrow (v)

Our Theme: The Dust

Bowl Tie Literature to Informational

Text

Reading Informational Text Common Core Standard:

• I can determine the main idea(s) of an

informational text based on key details (RI.5.2)

• I can summarize an informational text (RI.5.5)

Gr 3.5

Use Excerpts from a Range of Texts (Stairstep Books)

Gr 4.2

GRL 0

Gr 4.9

GRL Z

Lexile 750

Gr 6.5

Lexile 1120

GRL Y

http://www.readworks.

org

2,000 Free Graded

Passages

Grade: 2

Lexile Level: 600L

Domain: U.S.

History

Text Type:

Informational

http://www.readworks.org



AVL Words in Our Text

Gr 4.2

GRL 0

• Work

• Move

• Farm

• Migrate (Migrant)

• ground

Teach Word Family: MOVE

move (v)

movement (n)

move (n)

moving (j)

movable (j)

mover (n)

moving (n)

unmoved (j)

immovable (j)

moveable (j)

movingly (r)

unmoving (j)

moved (j)

Unmovable (j)

Give Practice: Use

Photographs for

Vocabulary Development

Interpret Visuals

Connect Spoken Language

to Reading to Writing; Show

How English Works

Teaching Writing to ELLs

Writing Tasks in Our Unit

• Students will create a two-voice poem

contrasting the ways two different characters

respond to a similar challenge.

• They will then write a formal essay in which

they analyze how Esperanza changes

throughout the novel.

Poem in Two Voices

• I can contrast how two characters in

Esperanza Rising respond to challenges,

using a two-voice poem format.

– https://www.youtube.com/watch?v=owb-

B0h7iXw (sample to show)

• Graphic Organizer Provided

https://www.youtube.com/watch?v=owb-B0h7iXw




Two-Voice Poem Graphic Organizer

Side A

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L13 • April 2014 • 13

Character 1

(Esperanza)

Both Characters

How are they alike?

Character 2

________________

(General notes) (General notes) (General notes)


Two-Voice Poem Graphic Organizer

Side B:

Actual Words for the Characters to Say in the Poem

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G5:M1:U2:L13 • April 2014 • 14

• Esperanza says this alone: • Both voices say together: • Other character says this alone:

• I am ___________________.

• I am ___________________.

Writing Common Core Standard:

• I can write informative/explanatory texts (W.5.2)

• I can produce clear and coherent writing that is

appropriate to task, purpose and audience

(W.5.4)

• I can use the writing process to produce clear and

coherent writing (with support) (W.5.5)

Essay on How Esperanza

Changes throughout the Novel

• How is Esperanza changing? Pay

particular attention to rich quotes to

include.

• As you read, think about this question.

Use your evidence flags to mark specific

passages in the text to support your

assertions.

At the beginning of this novel,

Esperanza is a spoiled rich girl. By the

end of the story, she has grown into a

strong person who can deal with many

problems.

Esperanza grows and matures in several ways. At

the beginning of the novel, she is a wealthy girl without

a care in the world and is largely ignorant to the

problems of the people around her. However, her

father's death starts a series of events that changes

Esperanza's life forever.

Esperanza is forced to leave behind everything

she knows and overnight, goes from a spoiled young girl

to an exploited migrant worker. Though she struggles to

adapt to these changes, Esperanza becomes

increasingly aware of the larger issues in the world -

because now, they affect her directly.

As the novel goes on, she takes on more

responsibility as a caretaker and provider for her family

and learns to show compassion for others.

Recommended Texts Gr. 2-6 • Any Small Godness: A Novel in the Barrio,

Tony Johnston Lexile 600

• My name is Gabito: The Life of Gabriel García Márquez, Monica Brown (Lexile 910)

• Children of the Dust Bowl: The True Story of the School at Weedpatch Camp, Jerry Stanley (Lexile 1120)

Lexiles 420-820 Grade 2-3 Lexiles 740-1010 Grade 4-5 Lexiles 925-1185 Grades 6-8


Engage all English Language Learners in instruction that is grade-appropriate, academically rigorous, and aligned with the New York State Prekindergarten Foundation for the Common Core and P- 12 Common Core Learning Standards


Districts and school communities leverage ELLs’ home languages, cultural assets, and prior knowledge.

Deliver in an Appropriate

Version So You Can Build

Knowledge and Stretch

Language and Literacy Skills

Choose the Mode of Delivery of

the Text

Language Version (English/

Spanish, Plain English, Glossed)

Recorded, Performed vs. Written

Determine Language and

Literacy Objectives for the Unit

and Follow Through with

Quality Second Language

Instruction

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mailto:[email protected]