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    Literacy Portfolio Assignment 2

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    api-449058132
    This document provides an activity to help 5th grade ELL students learn to read and summarize social studies texts about important historical documents like the Stamp Act. The activity has students work in pairs with more proficient peers to identify key words in a text on the Stamp Act, write summary statements using those words, and then write paragraph and topic summaries of longer passages on their own. The justification cites research that summarizing supports ELL vocabulary development and writing skills.

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    Literacy Portfolio Assignment 2

    Uploaded by

    api-449058132
    104 views2 pages
    This document provides an activity to help 5th grade ELL students learn to read and summarize social studies texts about important historical documents like the Stamp Act. The activity has students work in pairs with more proficient peers to identify key words in a text on the Stamp Act, write summary statements using those words, and then write paragraph and topic summaries of longer passages on their own. The justification cites research that summarizing supports ELL vocabulary development and writing skills.

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    This document provides an activity to help 5th grade ELL students learn to read and summarize social studies texts about important historical documents like the Stamp Act. The activity has students work in pairs with more proficient peers to identify key words in a text on the Stamp Act, write summary statements using those words, and then write paragraph and topic summaries of longer passages on their own. The justification cites research that summarizing supports ELL vocabulary development and writing skills.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    104 views2 pages

    Literacy Portfolio Assignment 2

    Uploaded by

    api-449058132
    This document provides an activity to help 5th grade ELL students learn to read and summarize social studies texts about important historical documents like the Stamp Act. The activity has students work in pairs with more proficient peers to identify key words in a text on the Stamp Act, write summary statements using those words, and then write paragraph and topic summaries of longer passages on their own. The justification cites research that summarizing supports ELL vocabulary development and writing skills.

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    Literacy Support Artifact– How can we help students learn to read and/or write?

    Grade level: 5th Grade

    Content Area: Social Studies

    Colorado Academic Standard:


    Standard 1.Oral Expression and Listening. Pose thoughtful questions after actively listening to one another.
    Evidence Outcome:
    Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
    visually, quantitatively, and orally. (CCSS: SL.4.2).

    Standard 1. History. Analyze primary and secondary sources from multiple of view to develop an
    understanding of early United States history.
    Evidence Outcome:
    Examine significant historical documents. For example: the Stamp Act, the Declaration of Independence,
    and the Constitution.

    WIDA Can Do Descriptor (this can be at a proficiency level or more than one- and can be in one or
    more than one of the domains of language (Reading, writing listening/ speaking).

    ELD Standard 5: The Language of Language Arts.


    CONNECTION: Common Core State Reading Standards for Literature & Informational Text, Key Ideas
    and Details #1 (Grade 5): Quote accurately from a text when explaining what the text says explicitly and
    when drawing inferences from the text.
    Level 4: Expanding. Make predictions from character traits based on evidence from oral text using visual
    and graphic support.

    Overview of Activity (explanation/instructions)- Be detailed enough for a substitute to use this in


    your absence:

    1. Pair ELLs with FEP learners.


    2. Provide students with ‘The Stamp Act’ article, as in the original version of the GIST, display it on the
    overhead or document camera, and provide students with individual copies.
    3. Tell students that they will identify approximately 8 to 10 words that are important to the meaning of the
    article.
    4. Provide a few minutes for students to work in pairs to select words.
    5. Write the words that students have selected on the overhead.
    6. Have students work together to write a summary statement using as many of the words as possible.
    7. Provide time for students to practice the strategy in pairs (ELLs with FEP learners) while you circulate and
    monitor understanding.
    8. Next, allow students time to create GISTs independently while you circulate and monitor individual
    progress.
    9. Once students have demonstrated their ability to use this form of the GIST, implement it with a longer text
    passage by doing the following:

    a. Write sentence summaries for each paragraph in the passage.


    b. Read through the sentence summaries and write a topic sentence for these.

    10. Assess students’ final summaries to check for understanding.

    Justification for the Activity (with citations from the readings)- Explain how this supports students’
    vocabulary development. Be detailed enough that it is clear that you have read the readings in depth.

     Writing Connection: Summarizing is particularly useful in writing to learn. Summarizing


    activities provide additional opportunities to support ELLs with word choice and grammar.
    (Colombo. Pg. 208)
    Artifacts – All materials and documents needed to deliver your activity (instructions for students,
    handouts, photographs of realia, technology, examples, etc.). If you are making a sample, take
    photos to show what it would look like.

     ‘The Stamp Act’ article


     Writing utensil
     Paper/Notebook

    https://www.studenthandouts.com/01-Web-Pages/BSA/201409/stamp-act-reading-worksheet.png

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