Читать книгу The California ELD Standards Companion, Grades 3-5 - Jim Burke - Страница 41

Mrs. Patel deconstructs biographies with her students so that they can examine the text structure and organization; they discuss how writers use grammatical structures to create relationships between or expand ideas, and attend to vocabulary that precisely conveys information about the person and events. The mentor texts she reads aloud to the class or that students read in small groups provide models of writing that students may want to incorporate into their own biographies. This week, Mrs. Patel is reading aloud and guiding her students to read several short biographies on Dr. Martin Luther King Jr. Yesterday, the class analyzed, or deconstructed, one of these biographies.

In today’s lesson, Mrs. Patel is guiding her students to jointly construct a short biography on Dr. King using three sources of information: the notes the class generated in the Biography Deconstruction Template, their knowledge from reading or listening to texts and viewing short videos, and any other relevant background knowledge they bring to the task from previous experiences inside and outside of school.

CCSS for ELA/Literacy: W.4.3—Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences; W.4.4—Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience; W.4.7—Conduct short research projects that build knowledge through investigation of different aspects of a topic; RI.4.3—Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CA ELD Standards (Expanding): ELD.PI.4.1—Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information; ELD.PI.4.10a—Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) . . . ; ELD.PI. 4.12a—Use a growing number of general academic and domain-specific words, synonyms, and antonyms to create precision and shades of meaning while speaking and writing; ELD. PII.6—Combine clauses in an increasing variety of ways (e.g., creating complex sentences using familiar subordinate conjunctions) to make connections between and join ideas in sentences . . .

The vignette cited above can be found in its entirety at https://www.cde.ca.gov/ci/rl/cf/, ELA/ELD Framework, pp. 453–454.