3rdGrade LA Essentials Guide - ELL Companion Document

Quarter 1

Level 1: Entering
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 2: Beginning
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 3: Developing
DRA ranges reflect
previous literacy.
If no prior literacy,
growth may take longer. / Level 4: Expanding
DRA ranges and fluency reflected in scores. / Level 5: Bridging
DRA ranges and fluency reflected in scores. / Level 6: Proficient
Grade Level
DRA Ranges
WIDA
1.0-1.4 / WIDA
1.5-1.9 / WIDA
2.0-2.4 / WIDA
2.5-2.9 / WIDA
3.0-3.4 / WIDA
3.5-3.9 / WIDA
4.0-4.4 / WIDA
4.5-4.9 / WIDA
5.0-5.4 / WIDA
5.5-5.9 / WIDA
6.0

Notes regarding Grade Level/DRA Reading scores of ELL students.

  1. Use ELL DRA Guidelines when scoring the DRAs of ELL students. (See next page)
  1. When starting the school year:
  2. ELs go through a period of acculturation or silent period
  1. This period of adjustment will often result in a lower DRA score at first.
  1. WIDA Scores found on:

Infinite Campus under Assessments: ACCESS – click on the (+) tab to pull down the reading and writing scores.

  1. Put each ELL student score teach on the WIDA Can Do Descriptors.

Guidelines for Scoring ELL DRAs

ELL Clarifications when completing a Record of Oral Reading in Scoring DRAs:

Note: Student may read text a second time to support and maintain comprehension and/or fluency.

• Repeated Substitutions: If an ELL student makes an error (e.g., run for ran) and then substitutes this word repeatedly, it will count as one error and a note will be made with regard to this error so it can be worked on, but it will not be counted each time the error is made. This is a developmental language acquisition issue.

• Substitutions involving contractions will not count as an error with an ELL student if their substitution indicates meaning. Examples: I will for I’ll or I’ll for I will.

• The substitution of a proper name (e.g., Mary for Molly) is counted as an error only the first time.

• Student leaves off “s” or “ed” at the end of a word, counts as an error only once (the first time) and then is noted for future instruction. It is not counted as an error for each word the student omits an "s" on within the same passage. For example, if the student reads: hat for hats, chicken for chickens and book for books, all three count as 1 error (as long as meaning is still present).

• Student mispronounces “ed” ending. This is counted the first time as an error and then is noted for future instruction.

• Words mispronounced due to sounds not found in the student’s first language or mispronounced due to their language dialect may be coded but are not counted as errors. Example: Instead of “th” sound student pronounces “th” like a “d” or “z”.

(If you are not sure if a sound is not found in the student’s first language it may be helpful to discuss your questions with the ELL Teacher who is familiar with the student. Generally speaking, if an ELL student is consistently saying a sound differently it is because the sound is not found in their first language and the brain has not yet “wired” that sound into the network. It will take time, so is not counted as an error.)

Foundational Skills in Reading
Common Core Standard: Foundation Skills
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
SFSD Essentials Guide Content Objectives:
I can “chunk” to decode multi-syllable words.
I can read grade-appropriate irregularly spelled words.
I can monitor for meaning while reading text.
I can use prefixes and suffixes to identify and know the meaning of words.
I can decode words with common Latin suffixes.
Accommodations for EL’s
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can “chunk” to decode words at my reading level with teacher modeling and visual support.
•I can read irregularly spelled words at my reading level with teacher modeling and visual support.
• I can point to words I don’t know with teacher modeling.
• I can locate known and unknown words with teacher modeling. / • I can “chunk” to decode words at my reading level with teacher and visual support.
•I can read irregularly spelled words at my reading level with teacher and visual support.
• I can point to words I don’t know with teacher prompting.
• I can locate known and unknown words with teacher prompting. / • I can “chunk” to decode words at my reading level with visual support.
•I can read irregularly spelled words at my reading level with visual support.
• I can ask a question when I don’t understand something in the text with teacher prompting.
• I can point to prefixes and suffixes with teacher modeling and support. / •I can “chunk” to decode words at my reading level.
•I can read irregularly spelled words at my reading level.
•I can monitor for meaning while reading text with teacher prompting.
• I can use prefixes (pre-, re-, mis-) and suffixes (-ful, -less) to decode words with teacher support. / •I can “chunk” to decode multi-syllable words.
•I can read grade-appropriate irregularly spelled words.
•I can monitor for meaning while reading text.
•I can use prefixes (pre-,re-,mis-) and suffixes
(-ful, -less) to identify and know the meaning of words.
•I can decode words with common Latin suffixes (-able, -ment, -ly, -ness). / •I can “chunk” to decode multi-syllable words.
•I can read grade-appropriate irregularly spelled words.
•I can monitor for meaning while reading text.
•I can use prefixes and suffixes to identify and know the meaning of words.
•I can decode words with common Latin suffixes.

Suggested ELL Strategies:

Total Physical Response:

TPR isa research-based instructional strategy that attaches gestures to key vocabulary words in order to make meaningful connections. To be successful, students must be given multiple opportunities to practice the vocabulary word and gesture.

  1. Select the content area words you want the student to learn.
  1. Select a picture to go with each word on a Smart Board file
  1. When showing the pictures and written words to the student teach them a gesture to go with the word.
  1. Example: Greater than – stretch arms out to show greater size.
  1. Have the student(s) repeat the word while doing the gesture. Repeat and practice several times for each word.
  1. Ask students to turn to a partner to practice the gesture and repeat the word.

Tucker Sign:

Tucker sign is a research based strategy that creates a powerful mental model. This visual strategy of 44 hand signs enhances decoding skills.

Reading Literature and Reading Informational Texts
Common Core Standard: Reading Literature and Informational Text
RL.3.1 (Reading Literature) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.1 (Reading Informational Text) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Comprehension Strategy:Monitor for Meaning, Questioning, Inferring
SFSD Essentials Guide Content Objectives:
I can apply appropriate strategies before, during, and after reading, viewing, or listening to a text:
  • Preview the text
  • Access schema
  • Formulate purpose-setting questions
  • Make, confirm, and/or modify questions, inferences, and predictions.

Accommodations for ELs
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
•I can tell what I know about illustrations and photographs from the text with teacher support.
• I can actively listen while my teacher takes me on a picture walk of the text. / •I can make connections to my schema from illustrations and photographs with teacher support.
• I can ask a question about a text at my reading level.
• I can ask a question about a text during a read-aloud.
• I can make predictions using picture clues (illustrations/photographs) with teacher modeling and support. / •I can make connections to my schema from illustrations and photographs in a text at my reading level.
• I can make predictions about a text at my reading level.
• I can ask questions about a text and find the answer(s) with teacher support.
• I can use picture and context clues to make predictions while I read a text at my level. / •I can connect my schema to information from the text orally or written in simple sentences to my teacher.
• I can make and confirm predictions about a text at my reading level.
• I can ask and answer questions about a text at my reading level.
• I can make inferences about a text by using picture and context clues from within a text at my reading level. / • I can apply appropriate strategies before, during, and after reading, viewing, or listening to a text:
•Preview the text
•Access schema
•Formulate purpose setting questions
•Make, confirm, and/or modify questions, inferences, and predictions with teacher support. / • I can apply appropriate strategies before, during, and after reading, viewing, or listening to a text:
•Preview the text
•Access schema
•Formulate purpose setting questions
•Make, confirm, and/or modify questions, inferences, and predictions.
Reading Literature and Reading Informational Texts
Common Core Standard: Reading Literature and Informational Text
RL.3.2 (Reading Literature) Recount stories, including fables, folktales, and myths from diverse cultures; determining the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Comprehension Strategy: Monitor for Meaning, Questioning, Inferring
SFSD Essentials Guide Content Objectives:
I can identify and distinguish among literary texts, include types of stories, poems, and plays.
I can restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing.
  • Differentiate between main ideas and supporting details / events from the beginning, middle, and end of a literary text.
  • Identify and explain the elements of a story (e.g., character (s), setting, problem, solution, and sequence of events).
  • Identify and explain plot-based relationships, including sequence/chronology, problem/solution, and cause/effect.

Accommodations for ELs
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can listen to a fable or a myth as my teacher conveys the central message, lesson, or moral. / • I can listen to a fableand a myth and as my teacher conveys the central message, lesson, or moral.
• I can find key details from the story with teacher modeling and support. / • I can identify and explain the elements of a fable and/or myth with teacher support.
• I can find key details from the story and relate them to the central message with teacher support. / • I can identify and explain the elements of a fable, folktale, and/or myth with teacher support.
• I can find key details from the story to support my understanding of the central message, lesson, or moral of the story. / • I can identify and distinguish among literary texts, include types of stories, poems, and plays.
• I can restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing with teacher support. / • I can identify and distinguish among literary texts, include types of stories, poems, and plays.
• I can restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing.
Reading Literature and Reading Informational Texts
Common Core Standard: Reading Literature and Informational Text
RL.3.3 (Reading Literature) Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Comprehension Strategy: Monitor for Meaning, Questioning, Inferring
SFSD Essentials Guide Content Objectives:
I can make inferences about character traits, motivations, and feelings within a story, referring to the text for support.
I can connect the actions of the characters to the development of the plot by identifying and explaining cause/effect relationships.
Accommodations for ELs
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can use one word to describe how a character is feeling with picture and teacher supports.
• I can sequence a story using picture cards and teacher support. / • I can discuss a character’s feelings with picture and teacher supports.
• I can sequence a story using picture cards and tell about the characters using words or short phrases. / • I can differentiate between character traits and feelings within a text at my reading level with teacher support.
• I can discuss the sequence of events within a story and make connections to the character’s feelings and/or traits with teacher support. / • I can use information from a text at my reading level to support my inferences about character traits, motivations, and feelings with teacher support.
• I can discuss connections between character traits, motivations, and/or feelings with the story’s sequence of events. / • I can make inferences about character traits, motivations, and feelings within a story, referring to the text for support.
• I can connect the actions of the characters to the development of the plot by identifying and explaining cause/effect relationships. / • I can make inferences about character traits, motivations, and feelings within a story, referring to the text for support.
• I can connect the actions of the characters to the development of the plot by identifying and explaining cause/effect relationships.
Reading Literature and Reading Informational Texts
Common Core Standard: Reading Literature and Informational Text
RI.3.5 (Reading Informational Text) Use text features and search tools to locate information relevant to a given topic effectively.
RI.3.7 (Reading Informational Text) Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
Comprehension Strategy:Determining Importance
SFSD Essentials Guide Content Objectives:
I can use text features (e.g., print features, graphic aids, informational aids, online features, etc.) to facilitate understanding.
I can explain how text features clarify the information in the text.
I can use academic and domain-specific vocabulary when discussing or writing about text features.
I can draw conclusions about the relationship between text features and the meaning and/or purpose of a text.
Accommodations for ELs
Level 1
Entering / Level 2
Beginning / Level 3
Developing / Level 4
Expanding / Level 5
Bridging / Level 6
Proficient
• I can name text features with teacher modeling.
• I can locate text features with teacher support.
• I can locate unknown words in a text at my reading level. / • I can name and locate text features with teacher support.
• I can find text features in a text at my reading level with teacher support.
• I can locate unknown words (domain-specific) in a text at my reading level. / • I can find and utilize text features with teacher support.
• I can find and use text features to support my understanding of the text with teacher support.
• I can identify domain-specific words and use text features to clarify meaning with teacher support.
• I can understand the importance of text features with teacher support. / • I can find and explain uses of various text features.
• I can use text features to support my understanding of the text.
• I can use text features to clarify meaning of domain-specific words within a text at my reading level.
• I can explain relationships between text features and their role in helping me understand text. / • I can use text features to demonstrate understanding.
• I can explain how text features clarify the information in the text.
• I can use academic and domain-specific vocabulary when discussing or writing about text features.
• I can draw conclusions about the relationship between text features and the meaning and/or purpose of a text with teacher support. / • I can use text features to facilitate understanding.
• I can explain how text features clarify the information in the text.
• I can use academic and domain-specific vocabulary when discussing or writing about text features.
• I can draw conclusions about the relationship between text features and the meaning and/or purpose of a text.

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