Grades 9-12

Essential Standard #1: English language learners communicate for Social and Instructional purposes within the school setting

Essential Standard #2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

Essential Standard #3: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics

Essential Standard #4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science

Essential Standard #5: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies

 With visual, graphic or interactive support students can 1. Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally 2. Match everyday oral information to pictures, diagrams, or photographs 3. Group visuals by common traits named orally (e.g., ―These are polygons.‖) 4. Identify resources, places, products, figures from oral statements, and visuals

With appropriate visual, graphic or interactive support students can 1. Match or classify oral descriptions to real-life experiences or visually represented, content-related examples 2. Sort oral language statements according to time frames 3. Sequence visuals according to oral directions

With visual, graphic or interactive support, as necessary, students can 1. Evaluate information in social and academic conversations 2. Distinguish main ideas from supporting points in oral, content-related discourse 3. Use learning strategies described orally 4. Categorize content-based examples described orally

With visual, graphic or interactive support, if necessary, students can 1. Distinguish between multiple meanings of oral words or phrases in social and academic contexts 2. Analyze content-related tasks or assignments based on oral discourse 3. Categorize examples of genres read aloud 4. Compare traits based on visuals and oral descriptions using specific and some technical language

Interpret cause and effect scenarios from oral discourse 2. Make inferences from oral discourse containing satire, sarcasm, or humor 3. Identify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy) 4. Evaluate intent of speech and act accordingly

With visual, graphic or interactive support students can 1. Answer yes/no or choice questions within context of lessons or personal experiences 2. Provide identifying information about self 3. Name everyday objects and pre-taught vocabulary 4. Repeat words, short phrases, memorized chunks of language

With appropriate visual, graphic or interactive support students can 1. Describe persons, places, events, or objects 2. Ask WH- questions to clarify meaning 3. Give features of content-based material (e.g., time periods) 4. Characterize issues, situations, regions shown in illustrations

With visual, graphic or interactive support, as necessary, students can 1. Suggest ways to resolve issues or pose solutions 2. Compare/contrast features, traits, characteristics using general and some specific language 3. Sequence processes, cycles, procedures, or events 4. Conduct interviews or gather information through oral interaction 5. Estimate, make predictions or pose hypotheses from models

With visual, graphic or interactive support, if necessary, students can 1. Take a stance and use evidence to defend it 2. Explain content-related issues and concepts 3. Compare and contrast points of view 4. Analyze and share pros and cons of choices 5. Use and respond to gossip, slang, and idiomatic expressions 6. Use speaking strategies (e.g., circumlocution)

1. Give multimedia oral presentations on grade-level material 2. Engage in debates on content- related issues using technical language 3. Explain metacognitive strategies for solving problems (e.g., ―Tell me how you know it.‖) 4. Negotiate meaning in pairs or group discussions

With visual, graphic or interactive support students can 1. Match visual representations to words/phrases 2. Read everyday signs, symbols, schedules, and school-related words/phrases 3. Respond to WH- questions related to illustrated text 4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)

With appropriate visual, graphic or interactive support students can 1. Match data or information with its source or genre (e.g., description of element to its symbol on periodic table) 2. Classify or organize information presented in visuals or graphs 3. Follow multi-step instructions supported by visuals or data 4. Match sentence-level descriptions to visual representations 5. Compare content-related features in visuals and graphics 6. Locate main ideas in a series of related sentences

With visual, graphic or interactive support, as necessary, students can 1. Apply multiple meanings of words/phrases to social and academic contexts 2. Identify topic sentences or main ideas and details in paragraphs 3. Answer questions about explicit information in texts 4. Differentiate between fact and opinion in text 5. Order paragraphs or sequence information within paragraphs

With visual, graphic or interactive support, if necessary, students can 1. Compare/contrast authors’ points of view, characters, information, or events 2. Interpret visually- or graphically-supported information 3. Infer meaning from text 4. Match cause to effect 5. Evaluate usefulness of data or information supported visually or graphically

1. Interpret grade-level literature 2. Synthesize grade-level expository text 3. Draw conclusions from different sources of informational text 4. Infer significance of data or information in grade-level material 5. Identify evidence of bias and credibility of source

With visual, graphic or interactive support students can 1. Label content-related diagrams, pictures from word/phrase banks 2. Provide personal information on forms read orally 3. Produce short answer responses to oral questions with visual support 4. Supply missing words in short sentences

With appropriate visual, graphic or interactive support students can 1. Make content-related lists of words, phrases, or expressions 2. Take notes using graphic organizers or models 3. Formulate yes/no, choice and WH- questions from models 4. Correspond for social purposes (e.g., memos, e- mails, notes)

With visual, graphic or interactive support, as necessary, students can 1. Complete reports from templates 2. Compose short narrative and expository pieces 3. Outline ideas and details using graphic organizers 4. Compare and reflect on performance against criteria (e.g., rubrics)

With visual, graphic or interactive support, if necessary, students can 1. Summarize content-related notes from lectures or text 2. Revise work based on narrative or oral feedback 3. Compose narrative and expository text for a variety of purposes 4. Justify or defend ideas and opinions 5. Produce content-related reports

1. Produce research reports from multiple sources 2. Create original pieces that represent the use of a variety of genres and discourses 3. Critique, peer-edit and make recommendations on others’ writing from rubrics 4. Explain, with details, phenomena, processes, procedures

With visual, graphic or interactive support students can 1. Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally 2. Match everyday oral information to pictures, diagrams, or photographs 3. Group visuals by common traits named orally (e.g., ―These are text features.‖) 4. Identify resources, places, products, figures from oral statements, and visuals

With appropriate visual, graphic or interactive support students can 1. Match or classify oral descriptions to real-life experiences or visually represented, content-related examples 2. Sort oral language statements according to time frames 3. Sequence visuals according to oral directions

With visual, graphic or interactive support, as necessary, students can 1. Evaluate information in social and academic conversations 2. Distinguish main ideas from supporting points in oral, content-related discourse 3. Use learning strategies described orally 4. Categorize content-based examples described orally

With visual, graphic or interactive support, if necessary, students can 1. Distinguish between multiple meanings of oral words or phrases in social and academic contexts 2. Analyze content-related tasks or assignments based on oral discourse 3. Categorize examples of genres read aloud 4. Compare traits based on visuals and oral descriptions using specific and some technical language

1. Interpret cause and effect scenarios from oral discourse 2. Make inferences from oral discourse containing satire, sarcasm, or humor 3. Identify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy) 4. Evaluate intent of speech and act accordingly

With visual, graphic or interactive support students can 1. Answer yes/no or choice questions within context of lessons or personal experiences 2. Provide identifying information about self 3. Name everyday objects and pre-taught vocabulary 4. Repeat words, short phrases, memorized chunks of language

With appropriate visual, graphic or interactive support students can 1. Describe persons, places, events, or objects 2. Ask WH- questions to clarify meaning 3. Give features of content-based material (e.g., setting) 4. Characterize issues, situations, regions shown in illustrations

With visual, graphic or interactive support, as necessary, students can 1. Suggest ways to resolve issues or pose solutions 2. Compare/contrast features, traits, characteristics using general and some specific language 3. Sequence processes, cycles, procedures, or events 4. Conduct interviews or gather information through oral interaction 5. Estimate, make predictions or pose hypotheses from models

With visual, graphic or interactive support, if necessary, students can 1. Take a stance and use evidence to defend it 2. Explain content-related issues and concepts 3. Compare and contrast points of view 4. Analyze and share pros and cons of choices 5. Use and respond to gossip, slang, and idiomatic expressions 6. Use speaking strategies (e.g., circumlocution)

1. Give multimedia oral presentations on grade-level material 2. Engage in debates on content- related issues using technical language 3. Explain metacognitive strategies for solving problems (e.g., ―Tell me how you know it.‖) 4. Negotiate meaning in pairs or group discussions

With visual, graphic or interactive support students can 1. Match visual representations to words/phrases 2. Read everyday signs, symbols, schedules, and school-related words/phrases 3. Respond to WH- questions related to illustrated text 4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)

With appropriate visual, graphic or interactive support students can 1. Match data or information with its source or genre (e.g., list of dates in an historical text) 2. Classify or organize information presented in visuals or graphs 3. Follow multi-step instructions supported by visuals or data 4. Match sentence-level descriptions to visual representations 5. Compare content-related features in visuals and graphics 6. Locate main ideas in a series of related sentences

With visual, graphic or interactive support, as necessary, students can 1. Apply multiple meanings of words/phrases to social and academic contexts 2. Identify topic sentences or main ideas and details in paragraphs 3. Answer questions about explicit information in texts 4. Differentiate between fact and opinion in text 5. Order paragraphs or sequence information within paragraphs

With visual, graphic or interactive support, if necessary, students can 1. Compare/contrast authors’ points of view, characters, information, or events 2. Interpret visually- or graphically-supported information 3. Infer meaning from text 4. Match cause to effect 5. Evaluate usefulness of data or information supported visually or graphically

1. Interpret grade-level literature 2. Synthesize grade-level expository text 3. Draw conclusions from different sources of informational text 4. Infer significance of data or information in grade-level material 5. Identify evidence of bias and credibility of source

With visual, graphic or interactive support students can 1. Label content-related diagrams, pictures from word/phrase banks 2. Provide personal information on forms read orally 3. Produce short answer responses to oral questions with visual support 4. Supply missing words in short sentences

With appropriate visual, graphic or interactive support students can 1. Make content-related lists of words, phrases, or expressions 2. Take notes using graphic organizers or models 3. Formulate yes/no, choice and WH- questions from models 4. Correspond for social purposes (e.g., memos, e- mails, notes)

With visual, graphic or interactive support, as necessary, students can 1. Complete reports from templates 2. Compose short narrative and expository pieces 3. Outline ideas and details using graphic organizers 4. Compare and reflect on performance against criteria (e.g., rubrics)

With visual, graphic or interactive support, if necessary, students can 1. Summarize content-related notes from lectures or text 2. Revise work based on narrative or oral feedback 3. Compose narrative and expository text for a variety of purposes 4. Justify or defend ideas and opinions 5. Produce content-related reports

1. Produce research reports from multiple sources 2. Create original pieces that represent the use of a variety of genres and discourses 3. Critique, peer-edit and make recommendations on others’ writing from rubrics 4. Explain, with details, phenomena, processes, procedures

With visual, graphic or interactive support students can 1. Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally 2. Match everyday oral information to pictures, diagrams, or photographs 3. Group visuals by common traits named orally (e.g., ―These are polygons.‖) 4. Identify resources, places, products, figures from oral statements, and visuals

With appropriate visual, graphic or interactive support students can 1. Match or classify oral descriptions to real-life experiences or visually represented, content-related examples 2. Sort oral language statements according to time frames 3. Sequence visuals according to oral directions

With visual, graphic or interactive support, as necessary, students can 1. Evaluate information in social and academic conversations 2. Distinguish main ideas from supporting points in oral, content-related discourse 3. Use learning strategies described orally 4. Categorize content-based examples described orally

With visual, graphic or interactive support, if necessary, students can 1. Distinguish between multiple meanings of oral words or phrases in social and academic contexts 2. Analyze content-related tasks or assignments based on oral discourse 3. Categorize examples of genres read aloud 4. Compare traits based on visuals and oral descriptions using specific and some technical language

1. Interpret cause and effect scenarios from oral discourse 2. Make inferences from oral discourse containing satire, sarcasm, or humor 3. Identify and react to subtle differences in speech and register (e.g., box, square, quadrilateral) 4. Evaluate intent of speech and act accordingly

With visual, graphic or interactive support students can 1. Answer yes/no or choice questions within context of lessons or personal experiences 2. Provide identifying information about self 3. Name everyday objects and pre-taught vocabulary 4. Repeat words, short phrases, memorized chunks of language

With appropriate visual, graphic or interactive support students can 1. Describe persons, places, events, or objects 2. Ask WH- questions to clarify meaning 3. Give features of content-based material (e.g., time periods) 4. Characterize issues, situations, regions shown in illustrations

With visual, graphic or interactive support, as necessary, students can 1. Suggest ways to resolve issues or pose solutions 2. Compare/contrast features, traits, characteristics using general and some specific language 3. Sequence processes, cycles, procedures, or events 4. Conduct interviews or gather information through oral interaction 5. Estimate, make predictions or pose hypotheses from models

With visual, graphic or interactive support, if necessary, students can 1. Take a stance and use evidence to defend it 2. Explain content-related issues and concepts 3. Compare and contrast points of view 4. Analyze and share pros and cons of choices 5. Use and respond to gossip, slang, and idiomatic expressions 6. Use speaking strategies (e.g., circumlocution)

1. Give multimedia oral presentations on grade-level material 2. Engage in debates on content- related issues using technical language 3. Explain metacognitive strategies for solving problems (e.g., ―Tell me how you know it.‖) 4. Negotiate meaning in pairs or group discussions

With visual, graphic or interactive support students can 1. Match visual representations to words/phrases 2. Read everyday signs, symbols, schedules, and school-related words/phrases 3. Respond to WH- questions related to illustrated text 4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)

With appropriate visual, graphic or interactive support students can 1. Match data or information with its source or genre (e.g., description of element to its symbol on periodic table) 2. Classify or organize information presented in visuals or graphs 3. Follow multi-step instructions supported by visuals or data 4. Match sentence-level descriptions to visual representations 5. Compare content-related features in visuals and graphics 6. Locate main ideas in a series of related sentences

With visual, graphic or interactive support, as necessary, students can 1. Apply multiple meanings of words/phrases to social and academic contexts 2. Identify topic sentences or main ideas and details in paragraphs 3. Answer questions about explicit information in texts 4. Differentiate between fact and opinion in text 5. Order paragraphs or sequence information within paragraphs

With visual, graphic or interactive support, if necessary, students can 1. Compare/contrast authors’ points of view, characters, information, or events 2. Interpret visually- or graphically-supported information 3. Infer meaning from text 4. Match cause to effect 5. Evaluate usefulness of data or information supported visually or graphically

1. Interpret grade-level literature 2. Synthesize grade-level expository text 3. Draw conclusions from different sources of informational text 4. Infer significance of data or information in grade-level material 5. Identify evidence of bias and credibility of source

With visual, graphic or interactive support students can 1. Label content-related diagrams, pictures from word/phrase banks 2. Provide personal information on forms read orally 3. Produce short answer responses to oral questions with visual support 4. Supply missing words in short sentences

With appropriate visual, graphic or interactive support students can 1. Make content-related lists of words, phrases, or expressions 2. Take notes using graphic organizers or models 3. Formulate yes/no, choice and WH- questions from models 4. Correspond for social purposes (e.g., memos, e- mails, notes

With visual, graphic or interactive support, as necessary, students can 1. Complete reports from templates 2. Compose short narrative and expository pieces 3. Outline ideas and details using graphic organizers 4. Compare and reflect on performance against criteria (e.g., rubrics)

With visual, graphic or interactive support, if necessary, students can 1. Summarize content-related notes from lectures or text 2. Revise work based on narrative or oral feedback 3. Compose narrative and expository text for a variety of purposes 4. Justify or defend ideas and opinions 5. Produce content-related reports

1. Produce research reports from multiple sources 2. Create original pieces that represent the use of a variety of genres and discourses 3. Critique, peer-edit and make recommendations on others’ writing from rubrics 4. Explain, with details, phenomena, processes, procedures

With visual, graphic or interactive support students can 1. Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally 2. Match everyday oral information to pictures, diagrams, or photographs 3. Group visuals by common traits named orally (e.g., ―These are mammals.‖) 4. Identify resources, places, products, figures from oral statements, and visuals

With appropriate visual, graphic or interactive support students can 1. Match or classify oral descriptions to real-life experiences or visually represented, science-related examples 2. Sort oral language statements according to time frames 3. Sequence visuals according to oral directions

With visual, graphic or interactive support, as necessary, students can 1. Evaluate information in academic conversations 2. Distinguish main ideas from supporting points in oral, content-related discourse 3. Use learning strategies described orally 4. Categorize content-based examples described orally

With visual, graphic or interactive support, if necessary, students can 1. Distinguish between multiple meanings of oral words or phrases in academic contexts 2. Analyze science tasks or assignments based on oral discourse 3. Compare traits based on visuals and oral descriptions using specific and some technical language

1. Interpret cause and effect scenarios from oral discourse 2. Make inferences from oral discourse containing personal values 3. Identify and react to subtle differences in speech and register (e.g., differences in speaking/writing to an academic audience v. non- academic group on a scientific topic) 4. Evaluate intent of speech and act accordingly

With visual, graphic or interactive support students can 1. Answer yes/no or choice questions within context of lessons or personal experiences 2. Provide identifying information about self 3. Name everyday objects and pre-taught vocabulary 4. Repeat words, short phrases, memorized chunks of language

With appropriate visual, graphic or interactive support students can 1. Describe persons, places, events, or objects 2. Ask WH- questions to clarify meaning 3. Give features of content-based material (e.g., time periods) 4. Characterize issues, situations, regions shown in illustrations

With visual, graphic or interactive support, as necessary, students can 1. Suggest ways to resolve issues or pose solutions 2. Compare/contrast features, traits, characteristics using general and some specific language 3. Sequence processes, cycles, procedures, or events 4. Conduct interviews or gather information through oral interaction 5. Estimate, make predictions or pose hypotheses from models

With visual, graphic or interactive support, if necessary, students can 1. Take a stance and use evidence to defend it 2. Explain content-related issues and concepts 3. Compare and contrast points of view 4. Analyze and share pros and cons of choices 5. Use and respond to gossip, slang, and idiomatic expressions 6. Use speaking strategies (e.g., circumlocution)

1. Give multimedia oral presentations on grade-level material 2. Engage in debates on content- related issues using technical language 3. Explain metacognitive strategies for solving problems (e.g., ―Tell me how you know it.‖) 4. Negotiate meaning in pairs or group discussions

With visual, graphic or interactive support students can 1. Match visual representations to words/phrases 2. Read everyday signs, symbols, schedules, and school-related words/phrases 3. Respond to WH- questions related to illustrated text 4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)

With appropriate visual, graphic or interactive support students can 1. Match data or information with its source or genre (e.g., description of element to its symbol on periodic table) 2. Classify or organize information presented in visuals or graphs 3. Follow multi-step instructions supported by visuals or data 4. Match sentence-level descriptions to visual representations 5. Compare content-related features in visuals and graphics 6. Locate main ideas in a series of related sentences

With visual, graphic or interactive support, as necessary, students can 1. Apply multiple meanings of words/phrases to social and academic contexts 2. Identify topic sentences or main ideas and details in paragraphs 3. Answer questions about explicit information in texts 4. Differentiate between fact and opinion in text 5. Order paragraphs or sequence information within paragraphs

With visual, graphic or interactive support, if necessary, students can 1. Compare/contrast authors’ points of view, information, or events 2. Interpret visually- or graphically-supported information 3. Infer meaning from text 4. Match cause to effect 5. Evaluate usefulness of data or information supported visually or graphically

1. Interpret grade-level test 2. Synthesize grade-level expository text 3. Draw conclusions from different sources of informational text 4. Infer significance of data or information in grade-level material 5. Identify evidence of bias and credibility of source

With visual, graphic or interactive support students can 1. Label content-related diagrams, pictures from word/phrase banks 2. Provide personal information on forms read orally 3. Produce short answer responses to oral questions with visual support 4. Supply missing words in short sentences about comprehensible content

With appropriate visual, graphic or interactive support students can 1. Make content-related lists of words, phrases, or expressions 2. Take notes using graphic organizers or models 3. Formulate yes/no, choice and WH- questions from models 4. Correspond for informal purposes on science issues (e.g., memos, e-mails, notes)

With visual, graphic or interactive support, as necessary, students can 1. Complete reports from templates 2. Compose short narrative and expository pieces 3. Outline ideas and details using graphic organizers 4. Compare and reflect on performance against criteria (e.g., rubrics)

With visual, graphic or interactive support, if necessary, students can 1. Summarize content-related notes from lectures or text 2. Revise work based on narrative or oral feedback 3. Compose narrative and expository text for a variety of purposes 4. Justify or defend ideas and opinions 5. Produce content-related reports

1. Produce research reports from multiple sources 2. Create original pieces that represent the use of a variety of genres and discourses 3. Critique, peer-edit and make recommendations on others’ writing from rubrics 4. Explain, with details, phenomena, processes, procedures

With visual, graphic or interactive support students can 1. Point to or show basic parts, components, features, characteristics, and properties of objects, organisms, or persons named orally 2. Match everyday oral information to pictures, diagrams, or photographs 3. Group visuals by common traits named orally (e.g., ―These are monarchies.‖) 4. Identify resources, places, products, figures from oral statements, and visuals

With appropriate visual, graphic or interactive support students can 1. Match or classify oral descriptions to real-life experiences or visually represented, content-related examples 2. Sort oral language statements according to time frames 3. Sequence visuals according to oral directions

With visual, graphic or interactive support, as necessary, students can 1. Evaluate information in social and academic conversations 2. Distinguish main ideas from supporting points in oral, content-related discourse 3. Use learning strategies described orally 4. Categorize content-based examples described orally

With visual, graphic or interactive support, if necessary, students can 1. Distinguish between multiple meanings of oral words or phrases in social and academic contexts 2. Analyze content-related tasks or assignments based on oral discourse 3. Categorize examples of informational texts read aloud (e.g., primary or secondary sources) 4. Compare traits based on visuals and oral descriptions using specific and some technical language

1. Interpret cause and effect scenarios from oral discourse 2. Make inferences from political cartoons containing satire, sarcasm, or humor 3. Identify and react to subtle differences in speech and register (e.g., hyperbole, satire, comedy in news reports/political speeches) 4. Evaluate intent of speech and act accordingly

With visual, graphic or interactive support students can 1. Answer yes/no or choice questions within context of lessons or personal experiences 2. Provide identifying information about self 3. Name everyday objects and pre-taught vocabulary 4. Repeat words, short phrases, memorized chunks of language

With appropriate visual, graphic or interactive support students can 1. Describe persons, places, events, or objects 2. Ask WH- questions to clarify meaning 3. Give features of content-based material (e.g., time periods, primary source) 4. Characterize issues, situations, regions shown in illustrations

With visual, graphic or interactive support, as necessary, students can 1. Suggest ways to resolve issues or pose solutions 2. Compare/contrast features, traits, characteristics using general and some specific language 3. Sequence processes, cycles, procedures, or events 4. Conduct interviews or gather information through oral interaction 5. Estimate, make predictions or pose hypotheses from models

With visual, graphic or interactive support, if necessary, students can 1. Take a stance and use evidence to defend it 2. Explain content-related issues and concepts 3. Compare and contrast points of view 4. Analyze and share pros and cons of choices 5. Use and respond to gossip, slang, and idiomatic expressions 6. Use speaking strategies (e.g., rehearsal)

1. Give multimedia oral presentations on grade-level material 2. Engage in debates on content- related issues using technical language 3. Explain metacognitive strategies for solving problems (e.g., ―Tell me how you know it.‖) 4. Negotiate meaning in pairs or group discussions

With visual, graphic or interactive support students can 1. Match visual representations to words/phrases 2. Read everyday signs, symbols, schedules, and school-related words/phrases 3. Respond to WH- questions related to illustrated text 4. Use references (e.g., picture dictionaries, bilingual glossaries, technology)

With appropriate visual, graphic or interactive support students can 1. Match data or information with its source (e.g., map symbols and descriptions) 2. Classify or organize information presented in visuals or graphs 3. Follow multi-step instructions supported by visuals or data 4. Match sentence-level descriptions to visual representations 5. Compare content-related features in visuals and graphics 6. Locate main ideas in a series of related sentences

With visual, graphic or interactive support, as necessary, students can 1. Apply multiple meanings of words/phrases to social and academic contexts 2. Identify topic sentences or main ideas and details in paragraphs 3. Answer questions about explicit information in texts 4. Differentiate between fact and opinion in text 5. Order paragraphs or sequence information within paragraphs

With visual, graphic or interactive support, if necessary, students can 1. Compare/contrast authors’ points of view, characters, information, or events 2. Interpret visually- or graphically-supported information 3. Infer meaning from text 4. Match cause to effect 5. Evaluate usefulness of data or information supported visually or graphically

1. Interpret grade-level literature 2. Synthesize grade-level expository text 3. Draw conclusions from different sources of informational text 4. Infer significance of data or information in grade-level material 5. Identify evidence of bias and credibility of source

With visual, graphic or interactive support students can 1. Label content-related diagrams, pictures from word/phrase banks 2. Provide personal information on forms read orally 3. Produce short answer responses to oral questions with visual support 4. Supply missing words in short sentences

With appropriate visual, graphic or interactive support students can 1. Make content-related lists of words, phrases, or expressions 2. Take notes using graphic organizers or models 3. Formulate yes/no, choice and WH- questions from models 4. Correspond for social purposes (e.g., memos, e- mails, notes)

With visual, graphic or interactive support, as necessary, students can 1. Complete reports from templates 2. Compose short narrative and expository pieces 3. Outline ideas and details using graphic organizers 4. Compare and reflect on performance against criteria (e.g., rubrics)

With visual, graphic or interactive support, if necessary, students can 1. Summarize content-related notes from lectures or text 2. Revise work based on narrative or oral feedback 3. Compose narrative and expository text for a variety of purposes 4. Justify or defend ideas and opinions 5. Produce content-related reports

1. Produce research reports from multiple sources 2. Create original pieces that represent the use of a variety of genres and discourses 3. Critique, peer-edit and make recommendations on others’ writing from rubrics 4. Explain, with details, phenomena, processes, procedures