Five stages of language acquisition — the campus flipbook framework: what the emergent bilingual (EB) student can do in each domain at each stage, what the teacher does in response, and which flipbook activities fit. Descriptors and teacher moves are reworded from the flipbook with the same meaning; page numbers reference the physical flipbook. Approximate TELPAS crosswalk: Pre-Production and Beginning ≈ TELPAS Beginning · Intermediate ≈ Intermediate · High Intermediate ≈ Advanced · Advanced ≈ Advanced High.
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L
Listening
Pre-Production
▼
Student
The student…
• Understands only a handful of words and will not ask for clarification.
• Answers through gestures or pictures rather than speech.
• Relies on watching classmates for cues about what to do.
• Follows basic one-step-at-a-time directions when paired with visuals and gestures.
• Understands only a handful of words and will not ask for clarification.
• Answers through gestures or pictures rather than speech.
• Relies on watching classmates for cues about what to do.
• Follows basic one-step-at-a-time directions when paired with visuals and gestures.
Teacher
The teacher…
• Offers native-language support and seats the student near same-language peers when possible.
• Pairs sounds with meaning through pictures, gestures, movement, and real objects, spotlighting essential words and concepts.
• Teaches in short, simple phrases built on common words and predictable patterns, modeling repeatedly.
• Breaks spoken information into small pieces, keeps sentences plain, and demonstrates with gestures or visuals.
• Chooses audio with slow, clearly enunciated speech that highlights the key vocabulary.
• Offers native-language support and seats the student near same-language peers when possible.
• Pairs sounds with meaning through pictures, gestures, movement, and real objects, spotlighting essential words and concepts.
• Teaches in short, simple phrases built on common words and predictable patterns, modeling repeatedly.
• Breaks spoken information into small pieces, keeps sentences plain, and demonstrates with gestures or visuals.
• Chooses audio with slow, clearly enunciated speech that highlights the key vocabulary.
TRY
Activities for this stage: Image Sequencing (p. 30) · Word Identification (p. 31)
S
Speaking
Pre-Production
▼
Student
The student…
• Shares ideas mainly through gestures and visuals.
• May attempt to speak, then abandon the attempt.
• Produces only simple, everyday high-frequency words.
• Sticks to material that was just practiced and is familiar.
• Echoes vocabulary and question words the teacher has modeled.
• Shares ideas mainly through gestures and visuals.
• May attempt to speak, then abandon the attempt.
• Produces only simple, everyday high-frequency words.
• Sticks to material that was just practiced and is familiar.
• Echoes vocabulary and question words the teacher has modeled.
Teacher
The teacher…
• Accepts that the student may sit out some speaking tasks.
• Leads choral repetition to model how social and academic language sounds.
• Builds pronunciation practice into songs, chants, and rhymes for everyday words and key terms.
• Hands students single words and brief sentence stems to rehearse before any conversation.
• Posts word banks and word walls that pair key vocabulary with pictures and cognates.
• Accepts that the student may sit out some speaking tasks.
• Leads choral repetition to model how social and academic language sounds.
• Builds pronunciation practice into songs, chants, and rhymes for everyday words and key terms.
• Hands students single words and brief sentence stems to rehearse before any conversation.
• Posts word banks and word walls that pair key vocabulary with pictures and cognates.
TRY
Activities for this stage: Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · What to Say Instead of "I Don’t Know" (p. 36)
R
Reading
Pre-Production
▼
Student
The student…
• Follows along one word at a time, copying the teacher and classmates during shared or choral reading of familiar grade-level text.
• Depends on visuals and on background knowledge being activated first.
• Leans on text features: illustrations, graphs, charts, examples, and bolded or italicized words.
• Copies the physical habits of reading, such as left-to-right movement, page-turning, and pointing to the words.
• Imitates pre-reading strategies the teacher has already modeled, when reminded.
• Answers questions with a gesture, a yes/no, or another single word.
• Follows along one word at a time, copying the teacher and classmates during shared or choral reading of familiar grade-level text.
• Depends on visuals and on background knowledge being activated first.
• Leans on text features: illustrations, graphs, charts, examples, and bolded or italicized words.
• Copies the physical habits of reading, such as left-to-right movement, page-turning, and pointing to the words.
• Imitates pre-reading strategies the teacher has already modeled, when reminded.
• Answers questions with a gesture, a yes/no, or another single word.
Teacher
The teacher…
• Builds practice around common, concrete terms.
• Teaches how print works: which direction text runs and what bolding, italics, graphs, and charts signal.
• Activates background knowledge through visuals, video, the first language, cognates, and other language supports.
• Reads aloud together as a class to build pronunciation and fluency.
• Selects materials that carry visual and language supports.
• Keeps illustrated word banks and word walls of essential vocabulary.
• Builds practice around common, concrete terms.
• Teaches how print works: which direction text runs and what bolding, italics, graphs, and charts signal.
• Activates background knowledge through visuals, video, the first language, cognates, and other language supports.
• Reads aloud together as a class to build pronunciation and fluency.
• Selects materials that carry visual and language supports.
• Keeps illustrated word banks and word walls of essential vocabulary.
TRY
Activities for this stage: Cloze Reading (p. 39) · Free Voluntary Reading — FVR (p. 39) · Native Language Texts (p. 40) · Think-Alouds (p. 42)
W
Writing
Pre-Production
▼
Student
The student…
• Writes in their first language.
• Expresses ideas through drawings with labels or lists.
• Copies printed text made of common words, phrases, and short simple sentences.
• Shows early awareness of mechanics by reproducing capitals and punctuation while copying.
• Writes in their first language.
• Expresses ideas through drawings with labels or lists.
• Copies printed text made of common words, phrases, and short simple sentences.
• Shows early awareness of mechanics by reproducing capitals and punctuation while copying.
Teacher
The teacher…
• Welcomes drawing and first-language writing.
• Supplies ready lists of the most commonly used words and phrases.
• Gives sentence frames and fill-in-the-blank sentences to copy.
• Responds to the message and the use of everyday and content vocabulary, not the grammar.
• Welcomes drawing and first-language writing.
• Supplies ready lists of the most commonly used words and phrases.
• Gives sentence frames and fill-in-the-blank sentences to copy.
• Responds to the message and the use of everyday and content vocabulary, not the grammar.
TRY
Activities for this stage: Draw & Write (p. 45) · Language Experience Approach (p. 46) · Picture Word Inductive Model (p. 46) · Word Sort (p. 48)
L
Listening
Beginning
▼
Student
The student…
• Notices and imitates differences in sounds and intonation.
• Uses pictures, cognates, and Greek and Latin word parts to make sense of subject-area vocabulary.
• Follows simple sequential directions when they come with repetition, visuals, and gestures.
• Grasps a limited amount of conversation built from familiar, repeated words, phrases, and simple sentences.
• Notices and imitates differences in sounds and intonation.
• Uses pictures, cognates, and Greek and Latin word parts to make sense of subject-area vocabulary.
• Follows simple sequential directions when they come with repetition, visuals, and gestures.
• Grasps a limited amount of conversation built from familiar, repeated words, phrases, and simple sentences.
Teacher
The teacher…
• Calls out cognates hiding inside academic vocabulary.
• Teaches the most frequent Greek and Latin roots, prefixes, and suffixes.
• Makes subject-area terms concrete with pictures, gestures, movement, real objects, and other language supports.
• Repeats directions and backs them with visuals.
• Gestures toward posted visuals, word walls, and anchor charts during discussion.
• Calls out cognates hiding inside academic vocabulary.
• Teaches the most frequent Greek and Latin roots, prefixes, and suffixes.
• Makes subject-area terms concrete with pictures, gestures, movement, real objects, and other language supports.
• Repeats directions and backs them with visuals.
• Gestures toward posted visuals, word walls, and anchor charts during discussion.
TRY
Activities for this stage: Cloze Listening (p. 30) · Image Sequencing (p. 30) · Word Identification (p. 31)
S
Speaking
Beginning
▼
Student
The student…
• Speaks in single words and short phrases drawn from practiced, memorized language.
• Draws on everyday words and rehearsed academic vocabulary, cognates included.
• Occasionally shifts language for who is listening and why.
• Restates key words and details from topics just studied.
• Forms questions from common words and fills the gaps with gestures.
• Speaks in single words and short phrases drawn from practiced, memorized language.
• Draws on everyday words and rehearsed academic vocabulary, cognates included.
• Occasionally shifts language for who is listening and why.
• Restates key words and details from topics just studied.
• Forms questions from common words and fills the gaps with gestures.
Teacher
The teacher…
• Sets up structured conversations around just-practiced vocabulary and simple sentence stems.
• Posts word banks and word walls of key terms supported with pictures.
• Targets everyday words in real classroom situations.
• Models question-asking and builds in chances for students to try it.
• Sets up structured conversations around just-practiced vocabulary and simple sentence stems.
• Posts word banks and word walls of key terms supported with pictures.
• Targets everyday words in real classroom situations.
• Models question-asking and builds in chances for students to try it.
TRY
Activities for this stage: Graphic Organizers and Sentence Stems (p. 34) · Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · What to Say Instead of "I Don’t Know" (p. 36)
R
Reading
Beginning
▼
Student
The student…
• Tracks print correctly on their own: top to bottom, left to right.
• Decodes subject-area vocabulary through pictures, cognates, and Greek and Latin word parts.
• Works through familiar grade-level content texts one word at a time.
• Applies previously modeled pre-reading strategies when reminded.
• Uses context and text features to pin down word meanings or spot some relevant key information.
• Answers questions in short responses or simple sentences.
• Tracks print correctly on their own: top to bottom, left to right.
• Decodes subject-area vocabulary through pictures, cognates, and Greek and Latin word parts.
• Works through familiar grade-level content texts one word at a time.
• Applies previously modeled pre-reading strategies when reminded.
• Uses context and text features to pin down word meanings or spot some relevant key information.
• Answers questions in short responses or simple sentences.
Teacher
The teacher…
• Breaks reading into meaningful chunks of text.
• Builds practice around common words, academic vocabulary, and cognates.
• Picks materials with built-in visual and language support.
• Cues pre-reading moves: noticing text features, predicting, and setting a purpose for reading.
• Checks understanding through yes/no and multiple-choice questions.
• Breaks reading into meaningful chunks of text.
• Builds practice around common words, academic vocabulary, and cognates.
• Picks materials with built-in visual and language support.
• Cues pre-reading moves: noticing text features, predicting, and setting a purpose for reading.
• Checks understanding through yes/no and multiple-choice questions.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Cloze Reading (p. 39) · Free Voluntary Reading — FVR (p. 39) · Mark Up Method (p. 40) · SQP2RS (p. 42) · Think-Alouds (p. 42)
W
Writing
Beginning
▼
Student
The student…
• Sounds out words and spells them phonetically.
• Blends first-language writing with newly learned high-frequency English words.
• Conveys ideas and information in phrases or familiar subject-verb-object patterns.
• Writes personal information, such as their name, with correct uppercase and lowercase letters.
• Adds descriptive words to bring detail and evidence to writing or pictures.
• Sounds out words and spells them phonetically.
• Blends first-language writing with newly learned high-frequency English words.
• Conveys ideas and information in phrases or familiar subject-verb-object patterns.
• Writes personal information, such as their name, with correct uppercase and lowercase letters.
• Adds descriptive words to bring detail and evidence to writing or pictures.
Teacher
The teacher…
• Permits first-language use.
• Points students toward first-language dictionaries and resources.
• Runs fill-in-the-blank sentences and guided writing activities.
• Uses graphic organizers to plan and prepare before writing.
• Writes collaboratively with the student or in peer groups.
• Maintains word banks with pictures and cognates.
• Permits first-language use.
• Points students toward first-language dictionaries and resources.
• Runs fill-in-the-blank sentences and guided writing activities.
• Uses graphic organizers to plan and prepare before writing.
• Writes collaboratively with the student or in peer groups.
• Maintains word banks with pictures and cognates.
TRY
Activities for this stage: Draw & Write (p. 45) · Graphic Organizers (p. 45) · Language Experience Approach (p. 46) · Picture Word Inductive Model (p. 46) · Sentence Sort (p. 47)
L
Listening
Intermediate
▼
Student
The student…
• Hears when sounds and intonation shift within spoken words.
• Understands directly taught academic vocabulary and cognates.
• Follows familiar multi-step directions supported by visuals and gestures.
• Asks clarifying questions about important details.
• Can restate, retell, or summarize basic ideas with support.
• Hears when sounds and intonation shift within spoken words.
• Understands directly taught academic vocabulary and cognates.
• Follows familiar multi-step directions supported by visuals and gestures.
• Asks clarifying questions about important details.
• Can restate, retell, or summarize basic ideas with support.
Teacher
The teacher…
• Slows speech and simplifies language while adding visuals and verbal cues.
• Delivers multi-step directions in context with gestures, visuals, and repetition.
• Brings in audio with more complex sentence structures, captions turned on.
• Pushes students to ask clarifying questions as a comprehension habit.
• Slows speech and simplifies language while adding visuals and verbal cues.
• Delivers multi-step directions in context with gestures, visuals, and repetition.
• Brings in audio with more complex sentence structures, captions turned on.
• Pushes students to ask clarifying questions as a comprehension habit.
TRY
Activities for this stage: Cloze Listening (p. 30) · Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31)
S
Speaking
Intermediate
▼
Student
The student…
• Produces short phrases mixing everyday words, newly acquired content vocabulary, and cognates.
• Asks and answers basic content-area questions in simple sentences.
• Joins class conversations, voicing an opinion with evidence in phrase form.
• Describes and defends ideas and reasoning in phrases.
• Produces short phrases mixing everyday words, newly acquired content vocabulary, and cognates.
• Asks and answers basic content-area questions in simple sentences.
• Joins class conversations, voicing an opinion with evidence in phrase form.
• Describes and defends ideas and reasoning in phrases.
Teacher
The teacher…
• Builds in extra processing time.
• Steers structured conversations toward academic vocabulary.
• Creates peer-to-peer talk opportunities.
• Provides and models sentence stems and academic vocabulary.
• Poses open-ended questions with scaffolds attached.
• Builds in extra processing time.
• Steers structured conversations toward academic vocabulary.
• Creates peer-to-peer talk opportunities.
• Provides and models sentence stems and academic vocabulary.
• Poses open-ended questions with scaffolds attached.
TRY
Activities for this stage: Graphic Organizers and Sentence Stems (p. 34) · Kagan Cooperative Learning Structures (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
Intermediate
▼
Student
The student…
• Predicts and confirms word meanings and some relevant information through context and text features.
• Leverages explicitly taught vocabulary, cognates, and Greek and Latin word parts to comprehend more.
• Applies pre-reading strategies when cued.
• Answers recall questions with information pulled from the text.
• Reads familiar texts with moderate fluency.
• Predicts and confirms word meanings and some relevant information through context and text features.
• Leverages explicitly taught vocabulary, cognates, and Greek and Latin word parts to comprehend more.
• Applies pre-reading strategies when cued.
• Answers recall questions with information pulled from the text.
• Reads familiar texts with moderate fluency.
Teacher
The teacher…
• Starts with short paragraphs that recycle sentence patterns.
• Supports comprehension through adapted text, modeling, and vocabulary taught in advance.
• Assigns re-reads of familiar text with a new purpose to grow fluency.
• Hands out graphic organizers as comprehension anchors.
• Starts with short paragraphs that recycle sentence patterns.
• Supports comprehension through adapted text, modeling, and vocabulary taught in advance.
• Assigns re-reads of familiar text with a new purpose to grow fluency.
• Hands out graphic organizers as comprehension anchors.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Free Voluntary Reading — FVR (p. 39) · Mark Up Method (p. 40) · Partner Reading (p. 40) · Scanning (p. 41) · Somebody-Wanted-But-So-Then (p. 41) · SQP2RS — Squeepers (p. 42) · Think-Alouds (p. 42)
W
Writing
Intermediate
▼
Student
The student…
• Applies learned letter patterns to sound out and spell with increasing accuracy.
• Writes phrases from everyday words, cognates, and content-area vocabulary, invented spelling included.
• Borrows modeled content-area language to show understanding.
• Supports ideas with specific, relevant details and evidence.
• Applies learned letter patterns to sound out and spell with increasing accuracy.
• Writes phrases from everyday words, cognates, and content-area vocabulary, invented spelling included.
• Borrows modeled content-area language to show understanding.
• Supports ideas with specific, relevant details and evidence.
Teacher
The teacher…
• Assigns writing on concrete, familiar topics.
• Scaffolds with simple sentence stems and structured writing opportunities.
• Sets up shared writing with classmates.
• Provides and models graphic organizers as the pre-writing step.
• Builds and models word banks that include linking words for connecting ideas.
• Assigns writing on concrete, familiar topics.
• Scaffolds with simple sentence stems and structured writing opportunities.
• Sets up shared writing with classmates.
• Provides and models graphic organizers as the pre-writing step.
• Builds and models word banks that include linking words for connecting ideas.
TRY
Activities for this stage: Building Block Cards (p. 45) · Graphic Organizers (p. 45) · List/Group/Label (p. 46) · Sentence Scavenger Hunt (p. 47) · Sentence Sort (p. 47)
L
Listening
High Intermediate
▼
Student
The student…
• Handles unfamiliar topics when given extra processing time along with visuals, verbal cues, and gestures.
• Follows multi-step spoken directions, catching key details, deadlines, requirements, and expectations with growing accuracy.
• Tracks group discussions held in informal language across familiar and unfamiliar contexts.
• Recognizes familiar content-area vocabulary in classroom talk.
• Handles unfamiliar topics when given extra processing time along with visuals, verbal cues, and gestures.
• Follows multi-step spoken directions, catching key details, deadlines, requirements, and expectations with growing accuracy.
• Tracks group discussions held in informal language across familiar and unfamiliar contexts.
• Recognizes familiar content-area vocabulary in classroom talk.
Teacher
The teacher…
• Plays audio resources with only minimal support.
• Grants added processing time, with visuals, verbal cues, and gestures, when introducing a new topic.
• Repeats or restates information on request.
• Plays audio resources with only minimal support.
• Grants added processing time, with visuals, verbal cues, and gestures, when introducing a new topic.
• Repeats or restates information on request.
TRY
Activities for this stage: Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31) · Sketch and Label (p. 31)
S
Speaking
High Intermediate
▼
Student
The student…
• Speaks in simple sentences mixing high-frequency words, multiple-meaning words, and academic vocabulary.
• Contributes to classroom discussions using content-based and abstract terms across topics.
• Tunes structure, word choice, and register to the audience.
• Describes and defends ideas, reasoning, and arguments in full sentences.
• Raises questions about content-area topics.
• Speaks in simple sentences mixing high-frequency words, multiple-meaning words, and academic vocabulary.
• Contributes to classroom discussions using content-based and abstract terms across topics.
• Tunes structure, word choice, and register to the audience.
• Describes and defends ideas, reasoning, and arguments in full sentences.
• Raises questions about content-area topics.
Teacher
The teacher…
• Gives the student time to rehearse spoken responses.
• Opens repeated chances to join extended classroom discussion.
• Supplies sentence stems that showcase complex grammar structures.
• Pronounces content-area vocabulary aloud as a model.
• Gives the student time to rehearse spoken responses.
• Opens repeated chances to join extended classroom discussion.
• Supplies sentence stems that showcase complex grammar structures.
• Pronounces content-area vocabulary aloud as a model.
TRY
Activities for this stage: Expert/Novice (p. 33) · Graphic Organizers and Sentence Stems (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
High Intermediate
▼
Student
The student…
• Launches pre-reading strategies with growing independence.
• Sorts out unfamiliar word meanings and separates relevant key information using text features.
• Answers questions and paraphrases content-area text with details and pertinent information.
• Reads familiar grade-level content in longer phrases and simple sentences.
• Launches pre-reading strategies with growing independence.
• Sorts out unfamiliar word meanings and separates relevant key information using text features.
• Answers questions and paraphrases content-area text with details and pertinent information.
• Reads familiar grade-level content in longer phrases and simple sentences.
Teacher
The teacher…
• Provides chances to read abstract, grade-appropriate text.
• Pairs students for grade-level text when peer support helps.
• Attaches visual and language supports to unfamiliar topics.
• Supplies graphic organizers that hold comprehension together.
• Provides chances to read abstract, grade-appropriate text.
• Pairs students for grade-level text when peer support helps.
• Attaches visual and language supports to unfamiliar topics.
• Supplies graphic organizers that hold comprehension together.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Highlighting PLUS (p. 39) · Partner Reading (p. 40) · Radio Readers (p. 41) · Reader/Writer/Speaker Response Triads (p. 41) · Scanning (p. 41) · Somebody-Wanted-But-So-Then (p. 41) · SQP2RS — Squeepers (p. 42)
W
Writing
High Intermediate
▼
Student
The student…
• Spells unfamiliar words by sounding them out through familiar spelling patterns.
• Spells content-area vocabulary with increased accuracy.
• Connects sentences with transition words to carry ideas and information.
• Deploys content-specific vocabulary effectively.
• Writes to narrate, describe, explain, or justify.
• Spells unfamiliar words by sounding them out through familiar spelling patterns.
• Spells content-area vocabulary with increased accuracy.
• Connects sentences with transition words to carry ideas and information.
• Deploys content-specific vocabulary effectively.
• Writes to narrate, describe, explain, or justify.
Teacher
The teacher…
• Scaffolds writing with complex sentence stems.
• Provides paragraph frames demonstrating how transitions and connecting words stitch sentences together.
• Makes editing and revising for grammar and clarity a priority.
• Scaffolds writing with complex sentence stems.
• Provides paragraph frames demonstrating how transitions and connecting words stitch sentences together.
• Makes editing and revising for grammar and clarity a priority.
TRY
Activities for this stage: Because-But-So (p. 44) · Building Block Cards (p. 45) · Graphic Organizers (p. 45) · Paragraph Frames (p. 46) · Talk, Read, Talk, Write (p. 47)
L
Listening
Advanced
▼
Student
The student…
• Follows complex discussion whether the topic is familiar or not.
• Executes multi-step spoken directions in unfamiliar contexts by catching the key details.
• Moves between formal and informal language across a range of settings.
• Proves comprehension of spoken discourse by restating accurately, retelling, or posing clarifying questions.
• Follows complex discussion whether the topic is familiar or not.
• Executes multi-step spoken directions in unfamiliar contexts by catching the key details.
• Moves between formal and informal language across a range of settings.
• Proves comprehension of spoken discourse by restating accurately, retelling, or posing clarifying questions.
Teacher
The teacher…
• Uses authentic, grade-level audio resources.
• Still allows some processing time, with visuals, verbal cues, and gestures reserved for genuinely new topics.
• Uses authentic, grade-level audio resources.
• Still allows some processing time, with visuals, verbal cues, and gestures reserved for genuinely new topics.
TRY
Activities for this stage: Information Gap (p. 31) · Quiz-Quiz-Trade (p. 31) · Sketch and Label (p. 31)
S
Speaking
Advanced
▼
Student
The student…
• Commands academic vocabulary, adjusting or rephrasing for clarity when needed.
• Uses abstract and content-specific terms accurately.
• Responds thoughtfully and raises content-relevant questions in discussion.
• Varies sentence types to evaluate and analyze ideas, reasoning, and arguments.
• Asks both simple and complex questions during content discussions.
• Commands academic vocabulary, adjusting or rephrasing for clarity when needed.
• Uses abstract and content-specific terms accurately.
• Responds thoughtfully and raises content-relevant questions in discussion.
• Varies sentence types to evaluate and analyze ideas, reasoning, and arguments.
• Asks both simple and complex questions during content discussions.
Teacher
The teacher…
• Multiplies speaking opportunities across varied contexts, centered on academic content.
• Offers sentence stems loaded with complex grammar, content-based vocabulary, and abstract terms.
• Multiplies speaking opportunities across varied contexts, centered on academic content.
• Offers sentence stems loaded with complex grammar, content-based vocabulary, and abstract terms.
TRY
Activities for this stage: Expert/Novice (p. 33) · Graphic Organizers and Sentence Stems (p. 34) · QSSSA (p. 35) · W.I.T. Questioning (p. 35)
R
Reading
Advanced
▼
Student
The student…
• Independently deploys pre-reading strategies to clarify unfamiliar words and evaluate which information matters.
• Answers questions using relevant information drawn from the text.
• Reads in larger, meaningful phrases and complete sentences, with expression.
• Independently deploys pre-reading strategies to clarify unfamiliar words and evaluate which information matters.
• Answers questions using relevant information drawn from the text.
• Reads in larger, meaningful phrases and complete sentences, with expression.
Teacher
The teacher…
• Uses graphic organizers as a vehicle for students to demonstrate comprehension.
• Rotates reading across a variety of texts and genres.
• Uses graphic organizers as a vehicle for students to demonstrate comprehension.
• Rotates reading across a variety of texts and genres.
TRY
Activities for this stage: Anticipation Guides (p. 38) · Highlighting PLUS (p. 39) · Reader/Writer/Speaker Response Triads (p. 41) · SQP2RS — Squeepers (p. 42)
W
Writing
Advanced
▼
Student
The student…
• Spells unfamiliar words through learned spelling patterns.
• Spells content-area vocabulary with increasing accuracy.
• Writes complete sentences that handle advanced grammar and content-area vocabulary correctly.
• Narrates, describes, explains, and justifies with specific, relevant detail.
• Revises and evaluates their own writing with minimal support.
• Spells unfamiliar words through learned spelling patterns.
• Spells content-area vocabulary with increasing accuracy.
• Writes complete sentences that handle advanced grammar and content-area vocabulary correctly.
• Narrates, describes, explains, and justifies with specific, relevant detail.
• Revises and evaluates their own writing with minimal support.
Teacher
The teacher…
• Raises expectations to abstract and technical writing, supported by teacher modeling and student interaction.
• Supplies mentor texts spotlighting sentence types and writing conventions for students to replicate.
• Raises expectations to abstract and technical writing, supported by teacher modeling and student interaction.
• Supplies mentor texts spotlighting sentence types and writing conventions for students to replicate.
TRY
Activities for this stage: Because-But-So (p. 44) · Graphic Organizers (p. 45) · Paragraph Frames (p. 46) · Talk, Read, Talk, Write (p. 47)