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1
Q

Part 1 - Section 1 - Grade and Content

A

6-8th grade, Math.

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2
Q

Part 1 - Section 2 - Content Objective

A

TSWBAT (The student will be able to) plot a point on a coordinate plane.

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3
Q

Part 1 - Section 3 - Tiered Vocabulary Words

A

Tier 1: Social Words; Tier 2: Instructional; Tier 3: Content Specific.

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4
Q

Part 1 - Tiered Vocabulary Words - Social Words

A

Tier One: Prepositional phrases (in, by, inside, below); Basic Content (number, one, two, four, shown); Articles/conjunctions (by, the, a, is).

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5
Q

Part 1 - Tiered Vocabulary Words - Instructional

A

Tier Two: Multimeaning words (plane, line, point, plot); Homophones (pair/pear, write/right); Transitional words (first, second).

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6
Q

Part 1 - Tiered Vocabulary Words - General Academic

A

Tier Two: divide, corresponds, left, diagram, vertical, horizontal.

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7
Q

Part 1 - Tiered Vocabulary Words - Content Specific

A

Tier Three: X-axis, coordinate plane, y-axis, quadrant, coordinate.

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8
Q

Part 1 - Section 4 - Sentence and Discourse Level - Sentence Level

A

Preposition Phrases: (.. as shown in the graph at the left below.); Passive Voice: (the point in the plane that corresponds to an ordered pair is called the graph); Present Tense: (The first number is an ordered pair).

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9
Q

Part 1 - Section 4 - Sentence and Discourse Level - Discourse Level

A

Transitional Phrases: (The first number is an ordered pair.. The second number is the y coordinate); Requires Background Knowledge: In key math concepts (number lines, quadrants, positive and negative numbers); Text Features: bold print and embedded definitions.

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10
Q

Part 1 - Section 5 - Language Objectives - Vocabulary and Oracy

A

The student will be able to orally identify and plot points in a coordinate plane with a partner using academic vocabulary (x-axis, vertical, horizontal, quadrant, number line) and visual/graphic supports.

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11
Q

Part 1 - Section 5 - Language Objectives - Reading Comprehension

A

TSWBAT analyze academic language from a mentor text with a partner and explain how to plot points in a coordinate plane using visual and graphic supports.

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12
Q

Part 1 - Section 5 - Language Objectives - Writing

A

TSWBAT with a partner compose a paragraph length statement on how to name and plot points in a coordinate plane using academic vocabulary from the mentor text and visual and graphic supports.

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13
Q

Part 2 - Describe Two Vocabulary Strategies - 7 Step

A
  1. Teacher says word (Quadrant) 3x, students repeat; 2. Teacher states word in context; 3. Teacher provides dictionary definition; 4. Teacher provides student-friendly meaning; 5. Teacher highlights text features (e.g., prefix quad-four); 6. Teacher engages students in hands-on activities; 7. Teacher assigns peer reading with oral/written summaries.
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14
Q

Part 2 - Describe Two Vocabulary Strategies - Word Splash

A
  1. Teacher identifies and displays key vocabulary (x-axis, vertical, horizontal, quadrant, number line) on the board; 2. Students predict and discuss terms’ relationship to the topic; 3. Students read the selection and modify predictions as needed.
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15
Q

Part 2 - Connect Lesson to Vocab Objectives - 7 Step & Word Splash

A

7 Step: Students will be able to add the word learned to their receptive and expressive language and develop correct intonation and pronunciation of the word quadrant. Word Splash: Helps students orally use tier 2 and tier 3 vocabulary words in a meaningful and student centered way.

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16
Q

Part 2 - Connect Lesson to Content Objectives - 7 Step & Word Splash

A

7 Step: Teacher provides a dictionary definition and student friendly definition to clarify the meaning of tier 2 and tier 3 words. Word Splash: Students can modify their definitions and understanding of vocabulary words after they have activated and built more schema.

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17
Q

Part 2 - Differentiated Activities - Overview

A
  1. Entering: Name target vocabulary while pointing to a diagram; 2. Emerging: Restate definitions and match words to a diagram; 3. Developing (Sentence Frame): Describe vocabulary and information using a sentence frame; 4. Expanding: Paraphrase vocabulary and explain plotting using a word bank; 5. Bridging: Discuss multi-meaning vocabulary using a dictionary; 6. Developing (Morphemic): Discuss features of multimorphemic words.
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18
Q

Part 2 - Differentiated Activities - Entering

A

SWBAT name target vocabulary words (x-axis, y-axis, vertical) to a partner while pointing to a diagram.

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19
Q

Part 2 - Differentiated Activities - Emerging

A

SWBAT restate definitions of academic vocab words (x-axis, y-axis, vertical) to a partner while matching the words from a word bank to the diagram.

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20
Q

Part 2 - Differentiated Activities - Developing (Sentence Frame)

A

SWBAT describe academic vocab words (horizontal, quadrant, number line) and describe information to the partner from a diagram using a sentence frame.

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21
Q

Part 2 - Differentiated Activities - Expanding

A

SWBAT paraphrase academic vocab words (horizontal, quadrant, number line) to a partner and explain how to plot a point on a plane using a word bank.

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22
Q

Part 2 - Differentiated Activities - Bridging

A

SWBAT discuss definitions of multi-meaning vocabulary words and phrases using a dictionary with a partner.

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23
Q

Part 2 - Differentiated Activities - Developing (Morphemic)

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A

SWBAT discuss features of multimorphemic vocabulary words (e.g., “quad”).

24
Q

Part 3 - Reading - Overview

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A
  1. Describe a Reading Comprehension Lesson: a. Before (KWL/Word Splash); b. During (Self-Monitoring strategy); c. After (Differentiated assessment). 2. Connect Lesson to Reading Comprehension: Activates schema and helps students self-assess and clarify. 3. Connect Lesson to Reading Objective: Practice with tier 2 and 3 words through decoding and oral language. 4. Provide Differentiated Activities: a. Entering; b. Emerging; c. Developing; d. Expanding; e. Bridging; f. Reaching.
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Part 3 - Section 1 - Reading Lesson Steps - Before
Uses a KWL and Word Splash to activate prior knowledge and review key concepts and academic vocabulary (horizontal, quadrant, number line).
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Part 3 - Section 1 - Reading Lesson Steps - During (Strategy)
Teacher models Self-Monitoring, a metacognitive strategy that helps the reader actively think about the text's meaning and clarify unfamiliar words/phrases.
27
Part 3 - Section 1 - Reading Lesson Steps - During (Steps 1 & 2)
Step 1 (I Do): Teacher reads aloud fluently and models self-monitoring for unknown vocab. Step 2 (Think-Aloud): Teacher models wondering about a word (e.g., "point") and re-reading for meaning.
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Part 3 - Section 1 - Reading Lesson Steps - During (Steps 3 & 4)
Step 3 (We Do): Teacher practices self-monitoring with students. Step 4 (You Do): Students use flash cards with self-monitoring prompts (e.g., "Does this word make sense?") in small groups.
29
Part 3 - Section 1 - Reading Lesson Steps - After
Uses differentiated questions, reading journals, small group observations, and instructional conversations to assess comprehension and academic language.
30
Part 3 - Connect Lesson to Reading Comprehension
KWL/Word Splash: Activates student schema and increases comprehension. Self-Monitoring: Helps students self-assess when they don't know something and then clarify it.
31
Part 3 - Connect Lesson to Reading Objective
Lesson provides practice with Tier 2 and 3 words to build language understanding. Students practice vocabulary through oral language (partner discussion, listening to teacher) and reading/decoding in text.
32
Part 3 - Differentiated Activities - Overview
1. Entering: Identify main idea using pictures; 2. Emerging: Select vocabulary with flashcards; 3. Developing: Identify main points/details; 4. Expanding: Paraphrase vocabulary; 5. Bridging: Summarize Tier 3 definitions; 6. Reaching: Analyze word parts (affixes/bases).
33
Part 3 - Differentiated Activities - Entering
SWBAT Identify the main idea and concepts in the mentor text using text pictures.
34
Part 3 - Differentiated Activities - Emerging
SWBAT Select academic vocabulary in sentences using flash cards and visual supports.
35
Part 3 - Differentiated Activities - Developing
SWBAT identify main points and supportive details in the mentor text.
36
Part 3 - Differentiated Activities - Expanding
SWBAT Paraphrase the meaning of academic vocabulary (horizontal, quadrant, number line) from text using visual and graphic supports.
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Part 3 - Differentiated Activities - Bridging
SWBAT Summarize definition of tier 3 vocabulary (order pair) from mentor text using a dictionary.
38
Part 3 - Differentiated Activities - Reaching
SWBAT analyze parts of words (affixes/bases) of content specific vocabulary using a dictionary.
39
Part 4 - Writing - Overview
1. Describe the Writing Lesson (Before/During/After); 2. How Vocab Supports Writing (Review Tier 2/3, scaffolds learning); 3. How Reading Supports Writing (Comp, clarify words, complete thoughts); 4. What helps with writing? (Outlines); 5. Differentiate (Entering to Reaching).
40
Part 4 - Section 1 - Writing Lesson Steps
Before: Use a semantic web to review vocabulary and organize concepts. During: Teacher models creating an outline via think-aloud and leads guided small group activities. After: Students submit completed work.
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Part 4 - Section 2 & 3 - Support Connections
Vocab Support: Lessons review Tier 2 and 3 language for writing and scaffolds student learning. Reading Support: Helps with comprehension, clarifies words, and assists in creating complete sentences/thoughts.
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Part 4 - Section 4 - Writing Supports
An Outline provides a visual and graphic support for students to use to write their compositions.
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Part 4 - Differentiated Activities - Overview
1. Entering; 2. Emerging; 3. Developing; 4. Expanding; 5. Bridging; 6. Reaching; 7. Extra: EN/Em: Sentence frame/starters, Dev/Ex: Word bank/outline check list, Br/Re: Check list/Rubric/Exemplar/Dictionary.
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Part 4 - Differentiated Activities - Entering
SWBAT Produce simple phrases and simple sentences using visual and graphic supports and tier 1 and 2 vocabulary.
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Part 4 - Differentiated Activities - Emerging
SWBAT formulate simple and compound sentences using sentence frames and tier 2 and 3 vocabulary.
46
Part 4 - Differentiated Activities - Developing
SWBAT Outline a paragraph involving plotting a point using tier 2 and 3 academic vocabulary.
47
Part 4 - Differentiated Activities - Expanding
SWBAT Compose a summary paragraph on how to plot a point on a plane using a graphic organizer and tier 2 and 3 academic vocabulary.
48
Part 4 - Differentiated Activities - Bridging
SWBAT revise summary paragraph using transition words and tier 2 and 3 academic vocabulary and a standard English convention check list.
49
Part 4 - Differentiated Activities - Reaching
SWBAT compose multi-paragraph response using a dictionary to embed content specific tier 3 vocabulary and a rubric.
50
Part 5 - Section 1 - Vocabulary Assessment
Instructional Conversations (IC): Use IC to assess tier 2 and 3 language acquisition in a natural, meaningful discussion. PreTest and PostTest: Assess specific understanding of word "quad" in "quadrant" after the 7-step strategy.
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Part 5 - Section 2 - Reading Assessment
Differentiated Questions: Use of non-verbals (thumbs up/down) and simple (yes/no) questions. CLOZE Reading: Assessing comprehension by having students fill in missing vocabulary words within a passage.
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Part 5 - Section 3 - Writing Assessment
Graphic Organizers & Checklists: Using CUPS (Capitalization, Usage, Punctuation, Spelling) and ARMS (Add, Remove, Move, Substitute). Composition: Collecting final written work to grade.
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Part 5 - Section 4 - PBA - Entering (Oral)
PBA: Entering: SWBAT Orally state target vocabulary given a visual prompt 4 out of 5 times.
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Part 5 - Section 4 - PBA - Entering (Reading)
PBA: Entering: SWBAT identify the main idea and major concepts in the mentor text using pictures 4 out of 5 times.
55
Part 5 - Section 4 - PBA - Entering (Writing)
PBA: Entering: SWBAT compose simple sentences using graphic supports and tier 1 and 2 vocabulary 4 out of 5 times.
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