Beruflich Dokumente
Kultur Dokumente
Level 2
Level 3
Level 4
Language-based Expectations:
Language-based Expectations:
Language-based Expectations:
Language-based Expectations:
Reading: Students
are actively engaged
and follow along
while I read aloud to
them.
Reading: Students
read books on
weather in order to
gain information.
They may have
trouble pacing and
self-correcting.
Reading: Students
read books on
weather in order to
gain information
They read at an
appropriate pace and
self correct the
majority of the time.
In their weather
dictionaries:
Writing: Students will
write a phrase or simple
sentence describing a
weather type.
Reading: Students
are actively engaged
and follow along
while I read aloud to
them.
Reading: Students
read books on
weather in order to
gain information
They read at an
appropriate pace and
self correct when
they make errors.
Scaffolding/Support:
Scaffolding/Support:
Scaffolding/Support:
Scaffolding/Support:
Native language
dictionary
Resources in students
L1
Pictures
Videos
Audio Clips
Charts
Vocabulary Wall
Provide rubric
Varied grouping
strategies
Modeling
Hand gestures
One on one work with
the teacher
Chart on
comparatives,
superlatives and
signal words
Chart on description
words
All of level 1
supports plus:
Sentence frames
Sentence starters
Model filling in these
sentence
frames/starters with
simple sentences
All of level 1, 2,
and 3 supports
plus:
Model filling in the
sentences
frames/starters using
compound sentences
All of level 1, 2, 3,
4 and 5 supports.
Source: Fairbairn, S., & Jones-Vo, S. (2010). Differentiating instruction and assessment for English language learners: A guide for K-12 teachers.
Philadelphia: Caslon Publishing.