Читать книгу The California ELD Standards Companion, Grades K-2 - Jim Burke - Страница 24

 Emerging—Small groups are given images of resources that accompany the day’s lesson and are prompted to draw on the images to capture what they learned during the lesson. Use basic sentence frames such as “I think . . .” or “I see. . . .”

 Expanding—Students may respond to sentence frames about the images, such as “This image shows . . . ,” “This image is important because . . . ,” or “This image is related . . .”

 Bridging—Students may study images, including photographs and illustrations, and then discuss in small groups or pairs with questions or sentence prompts to guide them.

Note: A variety of sentence frames should be used throughout the school year (notice the variety provided above). ELLs at the Emerging level will need the support of basic frames, but these frames should then be varied according to language purpose throughout the school year. ELLs at the bridging level should then be expected to use more sophisticated sentence frames or to have internalized the language, so that they no longer need them at all. Sentence frames should be used as a scaffold and not a crutch.

Source: 2014 English Language Arts/English Language Development Framework, p. 210; video links can be found at https://www.cde.ca.gov/ci/rl/cf/implementationsupport.asp.