use literacy and sheltered strategies

use literacy and sheltered strategies

Assignment:
The purpose of this assignment is to use literacy and sheltered strategies to teach students a range of genres, rhetorical structures and writing conventions in English. By using the curriculum cycle, we can accomplish this goal.
English learners require scaffolding and explicit instruction of writing features in English in order to develop academic writing. According to Gibbons (2002), one way to provide such scaffolding is through the curriculum cycle.
For this assignment you will need to do the following:
1. Identify a grade level and English language proficiency as the audience for a unit on writing. (The grade level is kindergarten: age 3-5)
2. Identify a writing mode to teach. Base your selection on ODE’s categories and prompts used for the writing sample exams.
3. Design instruction following the curriculum cycle. See required components below..
Curriculum Cycle
Stage Required work
Building the Field • List three activities you will do to develop students’ background knowledge in the topic they will write about. Try to include a balance between listening, speaking and reading in your assignments.
Modeling the Text Type • Choose one piece that will serve as a model for the writing mode your students will learn about. Scan that piece and include it as an appendix.
• Deconstruct the model text by using a chart similar to Figure 4-2 from the Gibbons’ book (p. 58).
• Identify the components and characteristics from the writing mode you will need to explicitly teach to your students. List them.
• List a minimum of 3 activities or lessons you will do during this stage. Consider including strategies from the 50 Strategies book.
Lesson objective Content and activities for the lesson

Joint Construction • List a minimum of two activities you will do to illustrate the process of writing in this mode. Consider including strategies from the 50 Strategies book.
Independent Writing • List the assignment and/or prompt you will use for your students as a summative assessment.
Your assignment needs to include the following:
• Grade level (kindergarten)
• English proficiency level
• Writing mode
• List of 3 activities for building the field
• Chart that deconstructs the model text
• Chart of proposed lessons (a minimum of 3)
• List 2 activities for joint construction
• Assignment or prompt for independent writing
• One piece of writing to be used as model text
Criteria for evaluation
Advanced
4 points Proficient
3 points Basic
2 points Unsatisfactory
1 point
Scaffolding Plan includes all components. Activities clearly support the stages in the curriculum cycle. Plan includes most components. Activities support the stages in the curriculum cycle. Plan includes some components. Activities support the stages in the curriculum cycle. Plan includes few components.
Activities vaguely support the stages in the curriculum cycle.
Lesson objectives Objectives are clearly connected to writing standards, clearly written in student-friendly terms, and measurable. Objectives are clearly connected to writing standards and measurable. Objectives are somewhat clear for students. Objectives are not clearly connected to writing standards. Objectives are somewhat clear for students. Objectives are not measurable. Objectives are not connected to writing standards and not measurable. Objectives are not clear for students.
Lesson strategies Strategies are clearly based on demands of lesson objectives. They follow the gradual release of responsibility. They include several teaching modalities. Activities clearly relate to real life application of authentic tasks. Strategies are based on demands of lesson objectives. They follow the gradual release of responsibility. They include some teaching modalities. Activities relate to real life application of authentic tasks. Strategies are based on demands of lesson objectives. They include some steps of the gradual release of responsibility. They include few teaching modalities. Activities relate to real life application of authentic tasks for the most part Strategies are based on demands of lesson objectives. They do not include the gradual release of responsibility. They include one teaching modality. Activities do not connect to real life application of authentic tasks.
Model text Text is an excellent example for the writing mode and it is appropriate for target students.
Characteristics of text have been thoroughly highlighted. Text is a good example for the writing mode and it is appropriate for target students.
Characteristics of text have been highlighted. Text is a good example for the writing mode and it is appropriate for target students.
Characteristics of text have not been highlighted. Text is a poor example for the writing mode or it is not appropriate for target students.
Characteristics of text have been not been highlighted.
Collaboration
(Student self-assess participation) The student worked toward group goals, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation of end product. The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation of end product. The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation of end product. The student allowed others to do most of the work, participated minimally, did the minimum amount.

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