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What Part Does Motivation Play in Second-Language Acquisition? Students work productively with others in teams. Why or why not?)literary response and analysis narrative analysis of grade-level-appropriate texts, structural features of literature, literary criticisms)(examples: illustrate a story to demonstrate interpretive or reflective response to it; compare book and movie versions of the same story; develop their own versions of the same story with graphic art or poetry; use graphics to retell a story = graphics force the student to decide which story elements are important enough to include in the blank cartoon panels provided) access to prior knowledge, contextualize a lesson's key concepts and language, modify and augment state content-area textbooks to address ELLs needs, demonstrate or model learning tasks, use questions to promote critical-thinking skills, explicit instruction in meta-cognitive and cognitive strategies, develop ELL's academic language, provide clear models of expected performance outcomes, transform text from one genre to another, provide opportunities for ELLs to engage in analysis and interpretation of text, provide ELL with opportunities to learn and use forms of L2 necessary to express content-specific academic language, provide authentic opportunities to use the L2 for content related communicative purposes, assess attainment of lesson content using multiple modalities, provide comprehensible and meaningful corrective feedback norm-referenced; group-administered instrument; scientifically researched and is effective in screening; K-12 students and adults, identifies instructional needs and generates a lexile score(calculation of the level of comprehension a student will have with a text), estimates that a student will understand 75% of the lexile score, and using software, generates a list of texts based on this score. given passages with missing words and are required to supply the missing word from a multiple-choice selection, grades 1-12, DRP scores can be matched with books of appropriate reading levels graded reading passages and comprehension questions, narrative and expository reading passages, retelling checklists, may incorporate prior knowledge questions for each passage(purpose: use to gauge oral reading comprehension; assess silent reading comprehension; passages read aloud by test administrator to test listening comprehension) frontload vocabulary and language functions, interactive journals, shared reading (natural rhythm and beauty of language; builds bridges between text and students; practice in strategies that make text comprehensible; models fluent reading; help build prior knowledge of texts and their world), learning log, process writing- prewriting = brainstorming, research, note taking, listening, clustering, organizing- drafting = format, write drafts, decide on audience- revising = rethinking, adding, dropping, rearranging, rewriting- proofreading = prepare for publication by polishing, spelling, punctuation, grammar- publishing = share with audience* graphic organizers (clusters, web, flowchart, process, problem-solution, compare/contrast) composing process (prewriting, general material, organizing material, drafting), revision process (focus on audience, focus on purpose, editing - coherence, organization, development, mechanics)writing with younger children ,using literacy materials in dramatic play centers, making posters about favorite books, labeling classroom items, writing morning messages, recording questions and information on charts, writing notes to parents, reading and writing letters to pen pals, reading and writing charts and maps. writing with older children exhibits or projects; visual displays; organized lists; tables or graphs; short answers descriptive - information about person, place, thing; fiction or non-fiction expository - explains/clarifies idea persuasive - convince reader of something root words and derivational affixes, word clusters using root words, sort words into roots or language of origin assessment, gathering of information in order to make decisions, student performance, progress, behavior measure a student's knowledge of specific content, usually related to classroom instruction, student's performance is compared to a set of criteria or a pre-established standard of information the student is expected to know, what the student knows is more important than how s/he compares to other students, criterion referenced tests are used to determine whether a student has mastered required skills (examples: math quizzes at the end of a chapter, or some state mandated test of specific content) self-appraisal, observation by teacher or parents, used for behavior or affective areas such as interest, motivation, attention, depression, the norm referenced assessment is used for ADHD or Behavior Assessment System for Children National Assessment of Educational Progress (NAEP) (primary trait scoring),Test of English as a Foreign Language (TOEFL) Writing Test (holistic scoring),International English Language Test System (IELTS) (analytic scoring),Test of English for Educational Purposes (TEEP) (analytic scoring), essays with pre-established rubrics specific to the type of assignment, portfolios which include several pieces of writing evaluate out-of-class writing as well as in-class writing, evaluate more than one writing sample, build authenticity and inter-activeness into timed writing tasks, use scoring instruments (e.g. rubrics) specific to the assignment and to the instructional focus of the class.

Fifth grade students continue to read prose and poetry orally with appropriate accuracy, rate, expression, and self-correction using grade-level texts download. Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content ref.: The New Oxford Picture Dictionary (Monolingual English Edition). Fifth grade students summarize or paraphrase information in notes and finished work. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources read online. Give several examples for each term so that students can see when and how the language is used.~ tr tl " 1~' Pr-epositional ph. Lee says as he writes the word frogs on a 3-by-5 card and puts it on a bulletin board that has bars on it like a jail cell. "Six frogs.larger." Lee says. "How many frogs jump into the water?" The students answer. simultaneously using the language as you model.describing in any subject area Discussion of size of groups or objects. correctly.e focus of the lesson to the "ed" ending The Homeschooling Movement in the United States of America.

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