“40-minute lesson. Gradual release lesson (I Do, We Do, You Do). Scaffolds and supports must shift Grade 1 WIDA Proficiency Level 4 students to Grade 1 WIDA Proficiency Level 5. Grade 1 WIDA ELD STANDARD 5 Language for Social Studies Argue Language Expectations: Multilingual learners will… ELD-SS.1.Argue.Interpretive Interpret social studies arguments by ● Identifying topic ● Analyzing evidence gathered from source ● Evaluating source based on distinctions between fact and opinion ELD-SS.1.Argue.Expressive Construct social studies arguments that ● Introduce topic ● Select relevant information to support claim with evidence ● Show relationship between claim, evidence and reasoning Language Functions and Sample Language Features Introduce topic through… ■ Title, generalized nouns to introduce topic (Fresh fruit for lunch) ■ Declarative statements to identify position (School lunch should have fresh fruit.) and/or provide background information (Fruit is good for children to eat.) ■ Pronouns (it, they, we, our), demonstratives (these, this, that, those), and renaming subject (food=it; students=we=children) to reference topic across text Select relevant information to support claim with evidence through… ■ Relating verbs (have, be) to identify topic (Fruit is part of the food pyramid. Children need fruit every day.) ■ Prepositional phrases to identify time and place (every day, at lunch, in school) ■ Visuals (labeled drawings) to support purpose ■ Expanded noun phrases to add details (fresh fruit, healthy food) Show relationship between claim and evidence, and reasoning through… ■ Connectors (because, so, and) to link claims with evidence and reasoning (We should eat fruit every day because it has vitamins to help us grow.) The student-facing and teacher-facing must facilitate or elicit evidence of: ❑ The students demonstrate interest in the thoughts, opinions, and well-being of each other. ❑ The students provide peers with meaningful and specific feedback/praise. ❑ The students productively collaborate across differences (e.g. cultural, racial, dis/ability, and/or gender). ❑ Students persevere when they struggle with challenging content or activities. ❑ Students demonstrate interest in, commitment to, or excitement about what they are learning and doing. ❑ The teacher supplements curricular materials or makes instructional choices that build students’ interest in the content. ❑ The teacher makes meaningful connections between the content and other content areas/academic disciplines and/or students’ lives. ❑ The teacher has students grapple with compelling questions and ideas. ❑ The teacher demonstrates deep commitment to the discipline and/or enthusiasm about the content. ❑ The teacher makes instructional moves that promote student-centered learning such as opportunities for inquiry or seminar discussion. ❑ The teacher prioritizes student talk and work time. ❑ The teacher structures the learning experience to be efficient and minimizes non-instructional time. ❑ The learning experience is clear because the teacher explains content accurately and coherently. ❑ The learning experience is clear because the teacher uses Tier 2 and Tier 3 academic vocabulary precisely and with intentionality. ❑ The learning experience is clear because the teacher guides students toward identification of key points. ❑ The learning experience is clear because the teacher uses available technology effectively to support content delivery and student practice. ❑ The learning experience is clear because the teacher connects the intended learning to prior and/or background knowledge. ❑ The learning experience is accessible for almost all students because the teacher differentiates instructional delivery and/or materials according to student needs (e.g. flexible grouping, leveled texts, leveled questions). ❑ The learning experience is accessible for almost all students because the teacher presents content in multiple ways (e.g. explanations, visual representations, concrete examples). ❑ The students do the majority of the thinking and speaking about content. ❑ The students use most of their time to productively grapple with content. ❑ The students are responsible for most of the cognitive work. ❑ All or almost all students respond to higher-level questions and solve complex problems. ❑ All or almost all students respond to lower-level questions to develop higher-level comprehension. ❑ All or almost all students use rubrics and/or exemplars to accurately evaluate their own and others’ work. ❑ All or almost all students produce work indicative of significant progress toward ambitious learning goals. ❑ The students know their learning goals and/or essential questions of the unit and can explain them in their own words. ❑ The students can explain how the content and/or skill they are working on will set them up for success. ❑ The students demonstrate deep knowledge of content reflect on their learning progress. ❑ The teacher actively listens in order to modify or individualize instructional in real time based on student responses. ❑ The teacher accurately summarizes students’ thinking without paraphrasing partially incorrect responses as correct. ❑ The teacher follows students through processes to uncover and respond to mis/understanding(s). ❑ The teacher guides students in analysis of their own work and/or the work of their peers. ❑ The teacher uses students’ own words and ideas when providing supports and extensions.”