English 3D Grades 2-3 Teaching Guide PDF

Teaching Guide VOLUME 1 Units At a Glance Grades 2–3 Teaching Guide Unit 1 Argue Unit 2 Inform Unit 3 Explain GRADES 2–3 Unit 4 Narrate | VOLUME 1 Grades 2–3 | Volume 1 For more information, visit hmhco.com/english3d. 1869302 BY DR. KATE KINSELLA Teaching Guide Teaching Guide Grades 2–3 | Volume 1 BY DR. KATE KINSELLA All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be submitted through our Permissions website at https://customercare. hmhco.com/contactus/Permissions.html or mailed to Houghton Mifflin Harcourt Publishing Company, Attn: Compliance, 9400 Southpark Center Loop, Orlando, Florida 32819-8647. Printed in the U.S.A. ISBN 978-0-358-95010-3 r7.24 $PrintCode $AutomatedPO If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials, and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Table of Contents Overview Essential Routines Letter from Dr. Kate Kinsella T4 Setting Up a Lesson Task T12 Meet Our Authors T5 Monitoring a Lesson Task T16 Introducing English 3D T6 Using Response Scaffolds T22 Planning and Pacing T7 Building Reading Fluency T28 Student Materials T8 Structuring Productive Partner Interactions T32 Teacher Materials T9 Eliciting a Range of Responses T36 Assessments in English 3D................................. T10 Differentiating Instruction............................... T11 Exemplar Lesson Day 1 T42 Day 2 T46 Day 3 T48 Day 4 T50 Day 5 T52 T2 English 3D Grades 2–3 Unit 1 Argue Unit 3 Explain Planning Guide................................................ 4A Planning Guide............................................ 104A Lesson 1: reason.................................................. 6 Lesson 1: become............................................ 106 Lesson 2: important.............................................12 Lesson 2: solve.................................................. 112 Lesson 3: believe................................................ 18 Lesson 3: strategy............................................ 118 Lesson 4: strongly.............................................. 24 Lesson 4: explain............................................. 124 Lesson 5: disagree............................................ 30 Lesson 5: examine............................................ 130 Lesson 6: persuade........................................... 36 Lesson 6: decide............................................... 136 Lesson 7: convincing.......................................... 42 Lesson 7: cause................................................ 142 Lesson 8: opinion.............................................. 48 Lesson 8: effect............................................... 148 Unit 2 Inform Unit 4 Narrate Planning Guide.............................................. 54A Planning Guide............................................ 154A Lesson 1: alike................................................... 56 Lesson 1: describe............................................ 156 Lesson 2: difference........................................... 62 Lesson 2: characteristic.....................................162 Lesson 3: discuss............................................... 68 Lesson 3: connection........................................ 168 Lesson 4: topic.................................................. 74 Lesson 4: behavior........................................... 174 Lesson 5: fact.................................................... 80 Lesson 5: challenge......................................... 180 Lesson 6: type................................................... 86 Lesson 6: past.................................................. 186 Lesson 7: information........................................ 92 Lesson 7: event................................................ 192 Lesson 8: model................................................ 98 Lesson 8: character......................................... 198 Table of Contents T3 Overview Dearest Educators, , I have had des 2–3 with you. Over the last decade I am so pleased to share English 3D Gra supporting on with elementary educators who are memorable interactions across the nati their need ed teachers and coaches have voiced linguistically diverse students. Concern demic less ons to pre par e dev elop ing Eng lish speakers for standards-aligned aca for interactions and writing. s that will early elementary multilingual learner I have long envisioned a curriculum for diate grades academic language demands of interme prepare these young scholars for the research bey ond. I hav e dra wn from my thre e decades teaching English learners, and to life. I bring the English 3D Grades 2–3 lessons initiatives, and district partnerships to funded e on a primary grades research project recently served as the instructional guid the ELA Acquisition. Our aim was to jump-start by the U.S. Office of English Language purposeful k dail y with a dyn ami c 20- min ute lesson that engaged every student in bloc ced to a the school week, students were introdu academic language use. At the top of a supported lied over the remainder of the week in high-use academic word that they app dship, the focusing upon thematic words like frien speaking or writing task. Rather than describing, ons dril led dow n on wor ds alig ned with key language purposes, such as less comparing, or arguing. research 2–3 units was greatly informed by our Development of the English 3D Grades scholars onstrated that our youngest English findings. This three-year endeavor dem writing when petent sentences both in speech and are fully capable of constructing com contribute and ls and models. They are also eager to equipped with relevant language too iliar, and the vant, the instructional routines are fam listen actively when the topics are rele feedback is affirming. um advance learners who benefit from this curricul It is my sincere hope that young English ficient English uage tools to succeed, reclassify as pro to intermediate grades with the lang. speakers, and actualize their dreams implement each lesson. I wish you every joy and success as you All my best, Dr. Kate Kinsella Emeritus Teacher Educator cisco State University Center for Teacher Efficacy, San Fran T4 English 3D Grades 2–3 Meet Our Authors Dr. Kate Kinsella, Program Author Kate Kinsella, Ed.D., provides professional development and consultancy to school districts and state departments across the nation to increase instruction and achievement of K–12 academic language learners. Her 30-year teaching career focus has been equipping youth from diverse backgrounds with the communication, reading, and writing skills to be career and college ready. Widely recognized as a consummate “teacher’s teacher,” Dr. Kinsella maintains active classroom involvement by regularly providing lesson demonstrations, coaching teachers, and guiding administrators in language-focused observations. Dr. Kinsella has extensive experience teaching adolescent and upper-elementary multilingual learners and first-generation bilingual college students. She has taught academic English and literacy skills to hundreds of teens from diverse linguistic and cultural heritages through her university’s outreach program. They, in turn, have helped her develop an in-depth understanding of their specific linguistic needs, instructional preferences, and immense capacity for academic growth and achievement. Jennifer Finney-Ellison, Co-Author Jennifer Finney-Ellison combines three decades of experience in teaching, coaching, and providing professional learning and consultancy to educators and administrators across the country. Her experiences include 16 years of teaching in striving and high-achieving contexts, teaching pre-service and in-service teachers in partnership with university programs, and being an English learner coach in one of her state’s largest school districts. In partnership with Dr. Kinsella, she has worked extensively to advance initiatives for K–12 multilingual learners by providing professional learning and consultancy, writing curriculum, coaching, and giving lesson demonstrations to increase teacher efficacy that advances academic language proficiency and scholastic achievement for all learners. Throughout her wide-ranging and in-depth experiences, Ms. Finney-Ellison maintains her focus on building and sustaining inclusive and appropriate instruction that maximizes opportunities for all students to ultimately attain success in their scholastic endeavors and civic life. Blanca Aguirre-Tolpezninkas, Co-Author Blanca Aguirre-Tolpezninkas, a seasoned educator with over 28 years of experience, possesses extensive expertise as a teacher, coach, trainer, and practitioner. Her rich background includes 13 years of teaching in rural educational settings and 15 years of dedicated service as an English learner coach and consultant in California. Leveraging her wealth of experience, Ms. Aguirre-Tolpezninkas provides guidance and professional development to a diverse array of educational stakeholders, ranging from paraprofessionals to administrators and pre-service educators. Her proficiency in analyzing school systems, data, and classroom practices enables her to develop carefully aligned action plans that resonate with educational institutions’ overarching missions and goals. Through effective collaboration within multidisciplinary teams, she consistently drives tangible progress in educational improvement, capacity building, and the sustainable implementation of initiatives, resulting in positive student outcomes. Overview T5 Overview Introducing English 3D English 3D is an evidence-based curriculum that focuses on the English language development needs of multilingual learners. Unit Content English 3D Grades 2–3 Volume 1 includes four units of teacher-guided lessons designed to teach social, instructional, and content-area language. The units are organized around four key purposes for using language across content areas. Unit 1 | Argue: Share Your Opinion Support opinions, ideas, or solutions using evidence and reasoning. Unit 2 | Inform: Give the Facts Provide factual information by classifying, describing, or summarizing. Unit 3 | Explain: Explain How and Why Give an account of how things work or why things happen. Unit 4 | Narrate: Tell Your Story Tell real or imaginary stories by describing events or personal experiences. Language Across Four Domains Within each unit, students learn a set of academic words and language features to build a strong foundation for the specific key language use. For example, lessons highlight language students will frequently use when writing a narrative in ELA supporting an opinion in social studies informing about a topic in science explaining strategies in math Dr. Kinsella and team carefully analyzed ELD and content-area standards to choose high- utility vocabulary for instruction, selecting age-appropriate words students can leverage in their speaking and writing for these key purposes. They also identified “word partners”— words and phrases that commonly appear with the target word—to support students in learning how English works and constructing spoken and written responses. Throughout a lesson, students practice interpreting and using these new language features across the four domains of language: listening, speaking, reading, and writing. T6 English 3D Grades 2–3 Planning and Pacing Determine the implementation and pacing for English 3D that best fits the needs of your school and student population. Unit Structure English 3D Grades 2–3 Volume 1 includes four units with eight lessons each (32 lessons total): One lesson takes approximately five days for 30–45 minutes a day, with extensions for schools that have more time for dedicated ELD. Lessons in a unit are grouped in sets of four: Lessons 1–4 and Lessons 5–8. There are two assessments per unit, to be administered after each set of lessons. Unit Launch Lessons 1–4 Assessment Lessons 5–8 Assessment 1 day 20 days 1–2 days 20 days (1–2) days (5 days per (5 days per lesson) lesson) Flexible Implementation English 3D Grades 2–3 lessons fit a variety of classroom settings and schedules. Implement lessons with your whole class, in small groups, or in a co-teaching model with a specialist. The content in English 3D Grades 2–3 Volume 1 is one year of instruction, structured to be used flexibly across the grade band. For example, a specialist may group students in grades 2 and 3 together to pull out for ELD schools with less time for ELD may decide to use select lessons from the curriculum by grade level (for example, Lessons 1–4 with Grade 2 and Lessons 5–8 with Grade 3) Aligning with Content-Area Instruction English 3D is dedicated English language development intended to complement ELA and foundational reading skills instruction. Follow the units in order or teach them in the order that best aligns with the texts and writing types you are teaching in your content-area subjects. For example, if you are teaching an ELA unit focused on narrative text or writing a personal narrative, teach the English 3D unit for Narrate. Lessons within a unit build on each other, so consider teaching a set of four lessons (Lessons 1–4 or Lessons 5–8) in order teaching Lessons 1–4 in a unit before teaching Lessons 5–8 from the same unit Overview T7 Overview Student Materials Engage students with English 3D materials to develop vocabulary and language, speaking and listening, reading, and writing skills. Language Portfolio The English 3D Language Portfolio is a worktext in which students record their responses during teacher-guided instruction. Each lesson includes five numbered sections that correspond with one day of instruction: DO NOT EDIT--Changes must be made through “File info” DO DO NOTNOTEDIT--Changes EDIT--Changes must must be made be made through through “File“File info”info” Vocabulary CorrectionKey=NL-A CorrectionKey=NL-A CorrectionKey=NL-A Lesson 1 reason reason (noun) 1. Students learn a high-utility word that the teacher 1 Word Vocabulary Word Partners a good reason explicitly teaches using Dr. Kinsella’s routine, The P.E. teacher has a good reason for having reason reason rea son the students stretch every day. (noun) Spanish cognate: razón which guides students in pronouncing the word, Meaning X Practice: Write a strong idea. a fact that explains why something happens , or why you do something learning the meaning, and discussing examples. A good reason to eat breakfast on school days Synonym explanation is so you can base verb: stay on task Pictures and Examples. The student gave a reason why she was late for Compare Ideas noun: school. My idea is like yours. Speaking and Listening There are many reasons why a dog should be My idea is like (Name)’s. Show You Know 2. Partners ask and answer questions to practice on a noun: leash One good reason to read different kinds of books is so in a park. you can base verb: learn new facts/meet new characters/discover new places. 6 7 using the word in a familiar context. The teacher Unit 1 Argue Lesson 1 reason E3D_23V1SE950066_AR_L1.indd 6 7/4/2024 1:23:25 PM E3D_23V1SE950066_AR_L1.indd 7 7/4/2024 1:23:29 PM explicitly models a grammar target and structures DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO DO NOTNOTEDIT--Changes EDIT--Changes CorrectionKey=NL-A CorrectionKey=NL-A must must be made be made through through “File“File info”info” a group discussion for sharing ideas. Lesson 1 reason reason (noun) 2 Speaking and Listening 3 Read Together Write the word: reason  Read the task. Work with your teacher to read the model. X Read the question. Write a strong idea. Then share ideas with Task Why is it helpful to have a lesson partner? Give two reasons. your partner. Reading [ It is helpful to have a lesson partner.] Question: What is a good reason for students to have recess? R1 One good reason is that partners can practice Answer: A good reason for students to have recess is to base verb: use their R2 taking turns. Another reason is that they can imaginations with classmates before returning to class. 3. The teacher guides students to read a brief share ideas about difficult questions. Compare Ideas My idea is like (Name)’s.  Work with your teacher to mark and discuss the model. text and mark key language features that will Share Ideas 1. Put [ brackets ] around the topic sentence. The topic sentence is. Which idea did you add? 2. Draw a box around each transition. (One/Another) transition is. I added. 3. Underline the first reason and label it R1. The first reason is. support them with interpreting and writing X Listen to your classmates and write one more idea. Classmate’s Idea: 4. Underline the second reason and label it R2. The second reason is. the text type. Show You Know The reason why the dog was barking is that it saw a Show You Know There are many reasons why noun: enchiladas/ noun: cat/car/mail carrier. pasta/fruit (is/are) is/are my favorite thing to eat. 8 Unit 1 Argue Lesson 1 reason 9 Writing E3D_23V1SE950066_AR_L1.indd 8 7/4/2024 1:23:31 PM E3D_23V1SE950066_AR_L1.indd 9 7/4/2024 1:23:33 PM DO NOT EDIT--Changes must be made through “File info” DO DO NOTNOTEDIT--Changes must EDIT--Changes be made must through be made “File“File through info” info” CorrectionKey=NL-A CorrectionKey=NL-A CorrectionKey=NL-A 4. The teacher and students work together to Lesson 1 reason reason (noun) 4 Write Together 5 Write On Your Own complete a scaffolded writing frame that mirrors X Read the task. Work with your teacher to write two reasons. Task Why is it helpful to have a lesson partner? Give two reasons. X Read the task. Write an answer that gives two reasons. Task Why is it helpful to have a lesson partner? Give two reasons. the structure and elements of the text from Day 3, [ It is helpful to have a lesson partner.] One good reason R1 is that partners can base verb: help each other. It is helpful to have a lesson partner. One good reason is that partners can base verb: ask each other questions. R2 playing close attention to key language features. Another reason is that they can base verb: learn from Another reason is that they can base verb: work each other. together. Compare Ideas My idea is like (Name)’s. Restate Ideas 5. Students complete the scaffolded writing frame So your idea is ? X After you write, draw a picture to go with your paragraph. Yes, that’s right. No, I said. with their own ideas and share their completed Compare Ideas My idea is like (Name)’s. writing with classmates, listening carefully to and Show You Know Show You Know restating each other’s ideas. One reason why I enjoy science class is that we get to base verb: do experiments/grow plants/learn about animals. I have a good reason book/craft set for wanting a noun: game/ for a gift. 10 Unit 1 Argue Lesson 1 reason 11 E3D_23V1SE950066_AR_L1.indd 11 7/4/2024 1:23:35 PM E3D_23V1SE950066_AR_L1.indd 10 7/4/2024 1:23:33 PM T8 English 3D Grades 2–3 Teacher Materials Support students’ language development with English 3D teaching materials for instruction, assessment, and professional learning. Teaching Guide This comprehensive guide for instruction includes Essential Routines that provide step-by-step guidance to maximize student engagement and accelerate language development Planning Guides for Units 1–4 with lesson overviews, language goals and expectations, and materials Instruction for each lesson with directions, model language, sample responses, scaffolding, and differentiated support Lesson Slides Use the lessons slides available on Ed to frontload vocabulary and language before teaching display lesson tasks and model responses provide differentiated support for students at early proficiency levels Resources Access these printable resources on Ed to support your instruction: tools and procedures to establish expectations language to post and reference during partner and group interactions contrastive analysis resources to build understanding of students’ home languages and the similarities and differences between other languages and English Teacher’s Corner® Visit the Teacher Success Pathway to explore these topics and get started with English 3D: Topic 1: Inside the English 3D Classroom Topic 2: English 3D Essentials Topic 3: Plan Your Instruction Topic 4: Assess to Monitor Learning and Differentiate Continue your learning journey with yearlong support in Teacher’s Corner that includes articles, quick tips, and live events. Overview T9 Overview Assessments in English 3D The assessments in English 3D help prepare students for your state English Language Proficiency (ELP) test and provide data to monitor language growth. Summative and Formative Assessments Information from assessments and student work can help determine students’ language needs and inform or modify future instruction to best meet the needs of students. ASSESSMENT ADMINISTRATION INFORMATION USES/ACTIONS Checkpoints Assign either the digital Student progress with unit Focusing review or reteaching after and Tests Unit Checkpoint after language expectations teaching a set of four lessons Lessons 1–4 and the Unit and ELD standards Preparing for state ELP assessments Test after Lessons 5–8 or The domains (listening, Sharing data reports with administer the printable speaking, reading, administrators and families writing) in which students versions. Completing progress reports or need additional support Individual Learning Plans (ILPs) Show You Know Introduce the Show You Usage of vocabulary and Monitoring lesson language Know task at the end of language features from expectations and students’ speaking each lesson section and the lesson in spoken and and writing skills written responses Providing immediate oral feedback to monitor students’ oral and written responses. the group or individual students Student book Monitor students during Current language and Providing feedback to the group or lesson tasks lessons and review development needs individuals student work to provide Student engagement with Making instructional adjustments feedback. lessons and informed decisions about differentiated support Completing progress reports or Individual Learning Plans (ILPs) Data Insights and Reports Navigate to the Reports tab on Ed to review performance data and monitor progress in each domain. If you administer the digital assessments, you can access these data reports on Ed: Assessment Report to view cumulative performance and single test scores for all students on each assessment, and drill down to performance by item Standards Report to view students’ average scores for each domain in a selected standard set T10 English 3D Grades 2–3 Differentiating Instruction English 3D includes opportunities for differentiation to support teachers in meeting the needs of all learners. Support and Extend Learning English 3D instruction includes robust scaffolds for students along with additional opportunities to support or extend learning. The Teaching Guide includes point-of-use differentiation for multilingual learners at varying levels of proficiency: Support strategies provide additional scaffolding for students who are new to English (Emerging, Beginning), including newcomers. Extend strategies take learning further for students who are at later proficiency levels (Bridging, Advanced). Contrastive analysis for alphabet, phonology, sound-spellings, and grammar supports teachers in comparing students’ home languages with English and building metalinguistic awareness about how English works. Lessons slides include optional differentiated support for students at beginning levels of proficiency: opportunities to build background knowledge and frontload basic Tier 1 vocabulary by observing, discussing, and labeling photos before encountering them in the lesson additional visual examples to discuss and reinforce the meaning of the lesson target word content to teach or review language features and grammatical targets, such as basic parts of speech like noun or verb detailed teacher guidance and model language on how to effectively implement optional supports Printable resources on Ed include extended writing prompts for students who are ready for longer writing tasks and lighter levels of scaffolding contrastive analysis resources for 12 languages to build teachers’ understanding of students’ home languages and the similarities and differences between other languages and English Overview T11 Essential Routines Setting Up a Lesson Task Explain and model directions and expectations for every lesson task so students comprehend and have a productive start. ROUTINE RATIONALE Why It’s Important To fully engage in a lesson and make daily language strides, multilingual learners need the teacher to meticulously set up every task. An English language development lesson may include multiple tasks, from reading a discussion question to completing a response frame to interacting with a partner while demonstrating active listening. Multilingual learners may not get off to a promising start on lesson tasks if they do not fully comprehend the topic, vocabulary, and procedural expectations. Hasty or extemporaneous verbal directions without visual aids may perplex second- language listeners and tax their short-term memory. To ensure students approach a lesson task with clarity and confidence, teachers can conscientiously display, read, explain, and model directions. Multilingual learners also strongly benefit from understanding the purpose of the task so they perceive the importance of what they are doing and how it will advance their language and literacy skills for school success. When to Use It Use the steps for setting up a lesson task each time you introduce a new lesson or distinct part of a lesson. Types of tasks within an English 3D lesson include the following: Assigning a discussion question a writing model to mark up a response frame independent writing a word/phrase bank independent reading a writing frame a formative assessment Establishing expectations for partner or group interactions reading fluency routines reporting during whole-class fast-finishers or group discussion asking for teacher assistance active listening T12 English 3D Grades 2–3 Ensure a Productive Start Introduce lesson tasks in a way that ensures a productive start by visually displaying content, modeling responses, and checking for understanding. Maximize students’ time on tasks by providing clear guidance on how to ask for help and what to do when students finish before others. Deep Dive: Setting Up a Lesson Task 1. Clearly display lesson content. Project content that is large enough for every student to easily see. Position yourself so you can point to the specific part of the lesson you are focusing on. Ensure the focal lesson content you are projecting is enlarged and aligned, not skewed. When providing model responses, use a dark and bright color to heighten visibility. 2. Direct students’ attention to focal lesson content. Call students’ attention to the board, screen, lesson page, or poster using clear and consistent wording: Let’s take a look at... ; Now, let’s focus on... Make sure students are looking at the right content and demonstrating with a physical evidence check. Cue students to point, circle, underline, or place their Reading Guide Card beneath the focal lesson content, such as a word meaning, question, or frame. Place your Guide Card under the sentence. Now, let’s underline the word partners: “most important.” When the class includes students who need extra support, such as newcomers, cue A/B partners to check whether their partner is on the right page, pointing to the right example, etc. Check to make sure your partner is pointing to the girl drinking water. Pencils up if you and your partner are both ready. 3. Establish the purpose for the lesson task. At the beginning of the day’s lesson, state the overarching lesson purpose, using or adapting the statement provided. For each micro-task or key component of the day’s lesson, provide a brief, accessible purpose: Now that we know the word partner, we’ll practice using it with an interesting topic and sharing an idea with our partner. 4. Introduce the lesson task. Briefly describe what students are going to do. You are going to practice using the new academic word partners, “most important.” 5. Guide fluent reading of the task directions: tracked and echo-reading. Direct students’ attention to the directions. Point to the small orange arrow, like me. Guide fluent reading of the directions with an initial tracked read. Let’s read the directions to understand what we need to do. Follow along with your eyes and finger while I read aloud. Guide fluent rereading of the directions with echo-reading. I’ll read, and you echo back. Setting Up a Lesson Task T13 Essential Routines Deep Dive: Setting Up a Lesson Task (Continued) 6. Explain the task(s), model the steps, and demonstrate required skills. Explain the task briefly. You will write a strong idea using a frame. Guide fluent reading of the specific task content (e.g., frame, question, active listening starter, writing model). Echo the frame, please: One of the... most important people... in my life... is my blank. Model the steps for completing the task. The word my is an adjective. I’ll circle it. After my, we need a noun for a person. I can think of many people who are important in my life. In my family, my father, sister, and cousin are very important people to me. I’ll write cousin. She is the daughter of my aunt, my mother’s sister, and she is also a friend. 7. Provide a written and/or verbal model of the desired response/work. Display one or two model responses and direct students’ attention. Let’s put our pencils down and look at my model sentence(s). Read aloud the displayed model response(s), then cue echo-reading. One of the most important people in my life is my cousin. Echo, please: One of the... most important people... in my life... is my cousin. Introduce the word bank, point to each word, echo-read, and clarify meaning. Let’s look at some nouns to name people: grandmother/grandfather, teacher, best friend. 8. Build in adequate think time to process, reflect, and prepare for the task. Structure uninterrupted reflection time after cuing students to think of an idea. Think about how you will complete the frame. You may use a word from the word bank, my word, or any other words you wish. Check in to verify that every student has had adequate time to consider an idea. Pencils up when you have a strong idea. 9. Check for understanding of procedural expectations. Use an efficient, familiar method to check whether students understand what you expect them to do. (See Checking for Understanding of Task Expectations on page T15.) Show me with your fingers how well you understand what to do: 3) I understand; 2) I am a little confused; 1) I do not understand. Okay, it looks like you are all ready to write! 10. Provide a clear process and language to ask for help. Establish a classroom norm to ask for help early in the school year; for example, raising a hand/pencil or signaling with an assistive device. Direct students’ attention to one or two appropriate sentence starters to ask for help on the board, Lesson Slide, or Language to Ask for Help. Read each aloud, then echo-read. T14 English 3D Grades 2–3 Deep Dive: Setting Up a Lesson Task (Continued) 11. Assign an appropriate fast-finisher task. Before cuing students to begin writing or speaking, provide a brief, related follow-up task for students who finish before their classmates. After you write your idea, check the spelling. Then, read your sentence to yourself to practice before you share with your partner. 12. Cue students to begin the speaking or writing task. 13. Preview the group or class to confirm all students are off to a productive start. Checking for Understanding of Task Expectations When you check for understanding, avoid asking, “Are there any questions?” Students in need of clarification are unlikely to admit they need help. Instead, use one of these effective strategies to verify that students understand expectations. Use a Finger Rubric Display the Check for Understanding resource or a poster with the scale and visuals to support students at early proficiency: 3) I understand. (happy face); 2) I am a little confused. (quizzical face); 1) I do not understand. (confused face). Introduce the “finger rubric” and echo-read the expressions. After setting up a task, ask students to take a moment to consider how well they understand what to do and demonstrate with their fingers held under their chin. Survey the room and cue students to start if all or most have three fingers raised. Go to assist the one or two students who hold up fewer than three fingers. If several students raise one or two fingers, review the task steps with the entire class, modeling another response if necessary. Direct A/B Partners to Review Expectations Direct students to think about or reread the directions, then confirm steps with their A/B partner. Now that we’ve read my example sentence, you will practice using the new word, important, with its word partner. Think about what I would like you to do by yourself. Partners, take 30 seconds to tell each other what I want you to do when you write your sentence. Monitor interactions and select a student to report what you are expecting them to do either independently or with a partner. As I walked around, I observed that some of you were sure and a few of you were still unsure. I’ve asked (Name) to explain the task. (Name), what are you going to do? Setting Up a Lesson Task T15 Essential Routines Monitoring a Lesson Task Effectively monitor tasks, provide feedback, and select students to report responses. ROUTINE RATIONALE Why It’s Important The priorities within English Language Development (ELD) coursework are to deepen students’ understandings of how English works and enhance their communicative competence. These tandem goals are achieved through planned, intentional instruction and meaningful, varied, and supported interactions with their teacher and peers. Within an English 3D unit, lessons are designed to dramatically increase the quality and quantity of students’ verbal and written contributions using academic English. For ELD lessons to be efficient, equitable, and impactful, teachers must effectively monitor instructional delivery. Within ELD lessons, conscientious teachers make informed and immediate adjustments in content, teaching practices, modes of communication, and pacing to enhance student engagement and learning. When to Use It Use effective lesson monitoring practices while students are: independently working on a writing task independently reading exchanging ideas with a partner collaborating with a partner on a writing task completing a formative assessment contributing to a small-group or class discussion T16 English 3D Grades 2–3 Make a Strategic Plan for Monitoring Circulate with a strategic plan when monitoring students, especially with larger groups or in a whole-class setting when monitoring every student comes with the risk of having the task drag on or students sitting idle and getting off-task. Deep Dive: Monitoring a Lesson Task 1. Circulate strategically to monitor independent work or partner interactions. While students are completing a task, actively monitor their comprehension and engagement. Avoid using the time to complete clerical tasks. 2. Assess a range of student work or interactions. Assess a range of student work to gauge comprehension of performance expectations, the quality of their responses, and need for additional time to complete the task. Assess two students at mid-proficiency, two at-risk, and two high-proficiency, not the entire class. Check in on students with average skills first. If they are experiencing difficulties, assume less-proficient students are struggling. Take into consideration the complexity of the task and the amount of time students will need to complete it. For a relatively easy task, such as completing a frame with one word for the practice task on Day 2, students will not need as much time as completing the independent writing task on Day 5. Make yourself accessible to students with clarifying questions or needs. As you observe students’ writing and interactions, keep your eye out for any raised hands/pencils. Read written responses and provide guidance for improvement as needed. Carefully read student work to assess their conceptual grasp, as well as the accuracy of the grammar and word choices. Point out errors and ideas in need of further development, taking into consideration the student’s current English proficiency and capabilities. 3. Support identified at-risk students or those experiencing difficulties. Make sure to check in on students who would benefit from extra attention, such as those who are new to the class, dually designated, or less-formally educated. If provided an instructional assistant, assign the assistant specific students to monitor and assist during lesson tasks. In that way, you can work collaboratively to assess and address needs that arise. Monitoring a Lesson Task T17 Essential Routines Deep Dive: Monitoring a Lesson Task (Continued) 4. Redirect off-task or idle students. Approach actively off-task students and quietly redirect them. Refrain from interrupting the entire class with verbal reprimands and concentrating solely on behavioral challenges. Politely remind idle students who have completed work of the fast-finisher task. English learners have much to attend to in an ELD lesson. As they work, refrain from interrupting with disruptive comments directed to the unified class. Do not interrupt their academic endeavors with “linguistic clutter” such as “Make sure to check your spelling” or “Start your fast-finisher task now if you already answered the question.” 5. Gauge the pace of instructional delivery and need for more or less time. As you circulate, determine whether students require additional time. Avoid relying on a timer or counting down time remaining, which may interrupt students. 6. Read written responses and provide guidance for improvement as needed. Circulate strategically and productively, not primarily to demonstrate proximity and keep students on task. Carefully read what they have produced in writing to assess their conceptual grasp, as well as the accuracy of the grammar and word choices. Point out errors and ideas in need of further development, taking into consideration the student’s current English proficiency and capabilities. 7. Listen to verbal responses and provide specific, actionable feedback. Approach partners to listen to their interactions without distracting them or making them nervous. If a student falters with pronunciation or word choice, intervene politely, model clearly, then prompt the student to repeat. T18 English 3D Grades 2–3 Deep Dive: Monitoring a Lesson Task (Continued) 8. Provide metalinguistic coaching to promote self-correction. Students will make greater progress in acquiring English if their teachers help them understand how the language works and equip them with skills for self-correction. When students make verbal errors, determine whether the error is something you have addressed in previous lessons. If so, encourage the student to self-correct with linguistic prompts. (Name), I heard you say “A good partner always listen carefully.” We learned yesterday that adverbs like often and always are signals for the present tense. Since a partner can be replaced with the pronoun he or she, what ending do we need on the verb or action word listen? That’s right. Say that again, please, with the –s ending. 9. Take opportunities for micro-teaching to individuals or pairs. When students struggle with a task and need further explanation and modeling, provide a brief review without losing sight of lesson pacing and other students’ needs. 10. Prompt students to speak audibly. As you listen to students’ contributions during partnering, respectfully request audible repetition when they have mumbled or whispered. (Name), please repeat your example so that your partner can hear what you are sharing. There are many students talking right now. Sit up and use your partnering voice, two times slower and louder. 11. Facilitate partner interactions as needed. When partners struggle to initiate or maintain interaction or to understand each other, politely intervene to orchestrate the interaction. (Name), what is the idea from the word bank you would like to use? Alright, I’ll say it first, then you echo. A good behavior during a school assembly is being quiet. Echo, please. Monitoring a Lesson Task T19 Essential Routines Offer Thoughtful Feedback Use these guidelines to coach students using affirming yet precise feedback. Providing Effective Feedback During Group or Class Discussions 1. Coach students as needed to speak audibly. When students mumble or speak too softly, politely encourage them to project their public speaking voice and repeat the idea. Remind students that their classmates are interested in hearing ideas directly from their peers not the teacher. (Name), please repeat your fact about whales using your public speaking voice. It is interesting, and I know we are all eager to learn from you. 2. Affirm productive discussion contributions with brief, respectful commentary. Multilingual learners may be apprehensive about reporting during class or group discussions. Encourage them by offering a concise but positive reflection. (See Expressions to Offer Precise Affirmations on page T21.) Avoid extensive comments when the goal is increasing students’ speaking and listening skills. Thank you, (Name) for that original example. You’re right. One characteristic of the ocean is that the water is dense. 3. Point out the linguistic accuracy and conceptual integrity of contributions. In a dedicated ELD lesson, what students are contributing and how they are contributing are equally important. Look for opportunities to commend the thoughtfulness of students’ responses as well as the language they have used. (Name), I noticed how clearly and loudly you shared one cause of litter in your neighborhood. I also appreciated that your example of a plural noun, broken bottles, was quite different from your classmates’ ideas. 4. Identify opportunities to briefly reteach the unified class. When a student makes a verbal production error while reporting, use it as a teachable moment for the entire class. This will lessen the reporter’s anxiety. Cue the group or class to repeat a challenging word correctly a few times. The word characteristic is long and a bit tricky to pronounce. Listen to me say it twice. Now, let’s echo: char... ac... ter... is... tic. One time more, picking up the pace. Prompt the unified class to consider a previously taught grammar rule when a student makes a grammatical error. Refrain from asking “Who knows?” and missing the opportunity to get every student engaged in reflection and learning. I heard (Name) say that “One important school rule to follow is to walking in the hallway.” We learned that after the preposition to, we need a specific form of the verb or action word. Take a moment to think of the correct verb form. Pencils up when you know. (Name), what form do we need? You’re right—a base verb. The base verb is walk. Let’s all echo the sentence correctly. T20 English 3D Grades 2–3 Providing Effective Feedback (Continued) 5. Refrain from ineffectual praise and excessive nonverbal affirmations. Offer students brief but thoughtful commentary when they contribute. Superficial remarks like “Good job” or “Awesome” do not promote linguistic competence or confidence. Use brief positive comments that specify the kind of contribution a student made along with a positive adjective: a convincing reason, an interesting fact, a different experience. (See Expressions to Offer Precise Affirmations.) Use snaps, claps, and cheers with discretion, as they do not establish a productive and affirming academic environment. If inclined to incorporate a fun “stadium cheer” or “wave,” wait until the end of the lesson to acknowledge productive work on behalf of the group or class. 6. Refrain from highlighting unproductive behavior. If a student does not have a response or states they “forgot,” coach them to refer to an idea from the word bank or coach them to use the model response. If a student is unprepared when called upon, direct them to prepare a response and point out that you will call on them later in the discussion. Expressions to Offer Precise Affirmations Affirm students’ contributions with one of these brief positive comments: Thank you for your ____. / We appreciate your ____. thoughtful answer/contribution interesting fact/information strong/convincing reason helpful/clear explanation well-supported opinion personal story/experience different/relevant example useful/effective strategy Monitoring a Lesson Task T21 Essential Routines Using Response Scaffolds Structured response scaffolds with clear language targets maximize student engagement and accelerate language development. ROUTINE RATIONALE Why It’s Important Multilingual learners require daily planned and meaningful opportunities to apply their language learning in speaking and writing. Over the course of a unit, multilingual learners need to flex their language muscles in a myriad of unsupported and supported lesson interactions. While quickly brainstorming ideas, reviewing word meanings and grammar, or recalling procedural expectations, lesson partners can reasonably draw upon their current language assets. In addition to these informal exchanges, multilingual learners benefit from more carefully planned and orchestrated lesson interactions that advance their understandings of language skills and how English works. Productive discussion and collaboration with peers entail far more than subject matter knowledge. Teachers can utilize a variety of response scaffolds, or support mechanisms, to assist multilingual learners at every stage of proficiency in becoming more fluent and confident English communicators. English 3D incorporates four key types of response scaffolds, each with a different purpose: formulaic expressions, sentence starters, response scaffolds, and precise word banks. When to Use It Use response scaffolds, sentence starters, and word banks daily to support students in better understanding how English works and participating competently in lesson interactions and writing tasks. Require students or partners to use response scaffolds any time they respond to a question or task. Prepare students to effectively use the response scaffolds built into lessons any time they respond to a question or prepare to interact in a partner exchange or group discussion. T22 English 3D Grades 2–3 Prepare Students for Confident and Competent Lesson Contributions To become more fluent in academic discourse, all students must be equipped with relevant language tools to respond competently. Use the tools for scaffolding responses to support multilingual learners as they practice new linguistic features. Formulaic Expressions To practice language functions, such as comparing ideas and agreeing, multilingual learners must be equipped with expressions they can apply in diverse contexts. English 3D lessons strategically introduce formulaic expressions to help students communicate for a range of purposes across the school day. Portable expressions like “My idea is similar to (Name)’s” can be leveraged to compare ideas in an English language development lesson or content-area lesson. Sentence Starters English 3D incorporates sentence starters to give students a productive jump-start on a response while expecting them to craft the remainder of the sentence using understandings from recent vocabulary or grammar lessons. Students are provided with a basic toolkit of sentence starters, for example, to ask their teacher for help during lessons. Sentence starters such as “Can you show me how to...” and “I don’t know how to...” encourage students to apply their speaking skills instead of just saying “help” or looking confused. Response Scaffolds Throughout an English 3D lesson, response scaffolds are provided when conceptual understandings, language targets, and competent communication are equal priorities. A response frame is an optimal interaction scaffold when accurate oral fluency with a specific lesson topic is a goal, that is, a confident and error-free utterance using appropriate sentence structure, vocabulary, and grammar. A response frame resembles a sentence starter in that it launches a response to an authentic, open-ended question, one that can be completed in a variety of ways. However, a response frame specifies the grammar and vocabulary targets for a competent contribution, placing the teacher in an ideal position for effective modeling. This form-focused modeling and explicit guidance helps developing English speakers notice target language features in meaningful context. An additional positive outcome is improved listening engagement and retention of ideas within group discussions. Familiarity with the syntactic structure of the prospective lesson contributions enables peers to focus upon and appreciate their classmates’ novel content. Word/Phrase Banks A precise word or phrase bank can serve three important instructional purposes when language acceleration and engaged interaction are priorities. First, a precise word bank activates receptive word knowledge and demonstrates how to move beyond the familiar words that immediately come to mind when students consider a response. Another critical role is to stimulate idea generation for students with concept and language voids. An additional vital function of a precise word bank is to lessen performance anxiety for students at early proficiency when asked to contribute in front of peers with more advanced proficiency. Using Response Scaffolds T23 Essential Routines Deep Dive: Using Response Scaffolds Follow these steps when assigning a response frame to structure responses that require academic register and specific grammatical targets. Question and Response Frame Question: What is one fact about your neighborhood? Response Frame: One fact about my neighborhood is that it has (a/many). Word Banks Nouns (places/things) Nouns (people) park school church families students workers store car house kids teachers drivers Model Responses One fact about my neighborhood is that it has a dog park. One fact about my neighborhood is that it has many bus stops. Features of a Response Frame a syntactic scaffold for a complete sentence a focus on a specific topic embedded topic-focused and high-utility academic words clearly specified grammatical targets opportunities to apply original content and phrasing a word bank to promote precise word choices and idea development Steps in Assigning a Response Frame 1. Establish the purpose. Today, you are going to share ideas with you partner using the new academic word fact. You will read a question and answer it in a complete sentence. You will also listen to your classmates and write an interesting idea. 2. Direct visual attention to the displayed question and frame. Point to the displayed question or place a Reading Guide Card below it. You will be taking turns asking and answering this question with your partner. Let’s take a close look at the question. T24 English 3D Grades 2–3 Deep Dive: Using Response Scaffolds (Continued) 3. Guide fluent reading of the question: tracked reading then echo-reading. Read the question aloud twice, cuing students to first track silently then echo-read. Underline the key word(s). Let’s read the question. Place your Reading Guide Card under the question. Follow along silently and track with your eyes as I read aloud: What is one fact about your neighborhood? Now, let’s echo-read. I’ll read a phrase, and you echo back: What is one fact... about your neighborhood? Let’s try that again a little faster: What is one fact... about your neighborhood? 4. Clarify potentially unfamiliar vocabulary in the question. We learned that a “fact” is something that is true. We are going to think about one fact, one thing that is true about our neighborhood. Remember that our neighborhood is the part of our town/ city where we live. For example, our school is in the March Road neighborhood. So, you are going to think about one thing that is true about your neighborhood, where you live. 5. Guide fluent reading of the frame: tracked reading then echo-reading. Place your Reading Guide Card under the frame. Let’s get familiar with the frame. We’ll say “blank” when there is a blank. Follow along silently and track with your eyes as I read aloud: One fact about my neighborhood is that it has (a/many) blank. The parentheses mean that you have two choices: a or many. Now, let’s echo-read. I’ll read a phrase, and you echo back: One fact... about my neighborhood... is that... it has many blank. Let’s try that again. One fact... about my neighborhood... is that it has many blank. 6. Structure think time before initiating partner interaction. Take a minute to think of a fact about your neighborhood. You can think of a place or thing that your neighborhood has one of, like a dog park. You can also think about a place or thing that your neighborhood has many of, or more than one of, like bus stops or stoplights. Remember to think about facts, or things that are true, about your neighborhood. 7. Identify and explain grammar target(s) in the frame. Circle the verb has. You have two choices to complete this frame. You can talk about one or many people, places, or things your neighborhood has. Show me one finger, students. That is a finger, just one. Now, show me four fingers. That is many fingers, a lot more. 8. Model thinking and display model response(s). I have two facts about my neighborhood to share. I’m thinking that my neighborhood has a small dog park, and I take my dog there after school. I also know that my neighborhood has many bus stops, four different bus stops, and I take the bus to work each day. I’m going to write these sentences: 1) One fact about my neighborhood is that it has a dog park; 2) One fact about my neighborhood is that it has many bus stops. Notice the –s plural ending on the word stops to show that there are more than one. Using Response Scaffolds T25 Essential Routines Deep Dive: Using Response Scaffolds (Continued) 9. Rehearse the frame with the model response(s). In just a moment, you’ll share your own idea, but let’s practice using the frame with my idea. Read aloud the displayed model response, then cue echo-reading. 10. Introduce the word bank, clarify meanings, and build background knowledge. Display and introduce the word bank to support accurate responses and have students echo-read each idea. We’ll look at words you may wish to use as you discuss a fact about your neighborhood. You’ll see that we have many nouns to name places and things in a neighborhood. Point to each word and cue echo-reading. Echo, please: park. Now let’s look at some nouns to name people. Echo please: families. You might want to write a fact about a place in your neighborhood, like a store or park. You might also wish to discuss people in your neighborhood, like workers or teachers. 11. Structure think time before initiating partner interaction. We’ve practiced the frame with my ideas and reviewed the word banks. Now think about how you would like to complete the frame. Think about the many things or people in your neighborhood. Perhaps you have a park with many trees, or a street with many apartments and stores. You may use words in the word banks, one of my words, or any other words you wish. If you are thinking of an idea and it is not in the word banks, raise your hand or pencil, and I can help you spell the word. 12. Assign a fast-finisher task; then, cue writing. In just a moment, you will write your idea. Once you write your idea, look at it again to check the spelling. If you finish and are waiting for me to call the group back together, silently read your sentence to yourself to prepare for sharing it with your partner. If you are thinking of an idea and it is not in the word banks, raise your hand or pencil, and I can help you spell the word. Please begin writing. Student-Friendly Definitions for Parts of Speech Use these student-friendly definitions to introduce and teach parts of speech: noun: a word for a person, place, thing, or idea verb: an action word adjective: a word that describes a noun adverb: a word that describes an action T26 English 3D Grades 2–3 Common Grammar Targets and Signal Words Grammar Target: the language feature required to correctly complete a frame Signal Words: the words within a sentence that cue use of a specific language feature Base Verb (action word with no ending) Signal Words: the preposition to, or helping verbs like can, might, and should Circle the preposition to. This signal word tells us we need to start our response with a base verb, an action word that doesn’t have an ending like –s, –ed, or –ing. I’ll write “to persuade my friend” as my example. Verb + –ing (action word ending in –ing) Signal Words: the preposition by or is/are Circle the preposition by. This signal word tells us we need to start the response with a verb, an action word that has an –ing ending. I’ll write “persuading our principal” as an example. Simple Past-Tense Verb (action word ending in –ed that describes an action that already happened) Signal Words: the noun phrase last (time, week, month, year, summer) Circle the words last week. These signal words tell us we need a past-tense verb, an action word with an –ed ending. I’ll write “Last week, I learned how to ride a bike.” Notice the –ed ending on the action word learned. This shows it already happened. Singular Present-Tense Verb (word ending in –s/–es that describes an action happening usually, sometimes, or often) Signal Words: adverbs of frequency: now, usually, sometimes, often, never Circle the word now. This signal word tells us we need a present-tense verb to describe the teacher’s actions. I’ll write “Now, our teacher lets us watch a movie on rainy days.” Notice the –s ending on the action word lets. This shows it is happening at this time, in the present. Adjective (word that describes a noun) Signal Words: the verbs being/is/are or feel Circle the verb or action word feel. This signal word tells us we need to complete the response with an adjective, a describing word. I’ll write excited as an example. Plural Noun (word ending in –s that names more than one person, place, thing) Signal Words: the quantity adjectives many, most, all, some, or both Circle the adjective or describing word many. It is a quantity adjective, a describing word that tells us there is more than one person, place, or thing. My neighborhood has four bus stops. I’ll write “One fact about my neighborhood is that it has many bus stops.” Notice the –s ending on bus stops. This shows there is more than one bus stop. Using Response Scaffolds T27 Essential Routines Building Reading Fluency Use read-aloud routines that require active accountability to support emergent readers in building reading and listening comprehension. ROUTINE RATIONALE Why It’s Important To comprehend text, multilingual learners must first be able to read the material fluently. Fluent reading includes accurate pronunciation, appropriate pacing, pausing at meaningful intervals, interpreting punctuation, and expression. Because multilingual learners approach texts with understandable gaps in linguistic knowledge, they cannot be expected to achieve fluency and grasp text meaning after only one reading. Teachers must structure multiple readings of a text and provide effective models of fluent reading for all emergent readers, multilingual learners, and native English speakers alike. Many emergent readers are quite content to listen and not follow along as the teacher reads aloud, but passive listening does not improve reading fluency or comprehension. More advanced narrative and informational texts are not designed for an entertaining read aloud. The complex sentence structures, heavy conceptual load, and unfamiliar vocabulary can strain a listener’s short-term memory. Mindful of the fact that multilingual learners require considerable reading support, many well-intentioned teachers resort to unproductive measures, such as popcorn or round- robin reading. Neither of these instructional mainstays reliably builds fluency because students are not tackling texts multiple times or benefiting from fluent, audible reading models. Of equal concern, only one individual is engaged in reading while classmates sit listening, reading ahead, or anxiously awaiting their turn. When to Use It Use the Tracked Reading routine for students’ first read of lesson content, such as directions, example sentences, writing models, or text segments. Ensure students are tracking the text with their finger, pencil, or Reading Guide Card. Use the Echo-Reading routine for students’ second read of lesson content or short text segments. Breaking each sentence into meaningful and manageable phrases will support students’ fluent reading process more than traditional choral reading of an entire sentence. Use the Oral Cloze routine for students’ third read of more extended lesson content such as writing models, lengthy directions, or text segments. T28 English 3D Grades 2–3 Structure Active and Accountable Reading Students who actively participate in guided oral reading gain the fluency they need to understand and respond to the lesson content or text. Fluent readers read text with: correct pronunciation a “just right” speed (not too slow or fast) pausing expression The Building Reading Fluency routines provide

English 3D Grades 2-3 Teaching Guide PDF

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