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KCAS/Standa
rd and I
Can
Statement
2-ESS2-2Develop a model to represent the shapes and kinds of land and bodies of wate
an area:
2-ESS2-3. Obtain information to identify where water is found on Earth and that it can
solid or liquid.
K-2-ETS1-1. Ask questions, make observations, and gather information about a situatio
people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
I can analyze and determine the effects of rainfall and human
interactions with land and water.
Language Standards and Objectives:
I can make an oral prediction describing the effect pollution may have
on watersheds.
Assessment
Assessed
(Remembering
,
Understanding
, Applying,
Analyzing,
Evaluating,
Creating)
Needed Modifications/Assessme
Accommodations*
Level 2 students will be provided
with a picture of a watershed an
word bank and asked to label th
provided picture rather than to
create their own.
Critical Vocabulary
Critical
Vocabulary
Watershed
Pollution
Taught
Needed Modifications/Instructio
Accommodations**
12)
As students are creating h
predictions, pull ELL students
and other students who may
need additional support and
provide them with a cause an
effect graphic organizer. Mod
a think aloud about what you
might see if there is pollution
and what prior knowledge yo
already have about pollution.
Together, review what the cau
is- human pollution and them
consider the effects. Point the
to books available in the fron
and a QR code that may link
a video for support. Students
may fill out their prediction
together or individually and
then report back to their
cooperative groups with their
chart. (Accept oral responses
and scaffold these responses
13)
Providing interaction
opportunities. Here, students
have the opportunity to intera
with the watershed. Once
completed, students will mee
back with the teacher and
review their video with the
original video. There will also
a completed watershed diagr
to refer to.
*Assessment Accommodations
Reader
Simplified Language
Extended Time
Oral Native Language Support
Use of Scribe
Bilingual/English Dictionary
Assistive Technology
**Instructional Accommodations
Read Text in English
Scribe Responses
Bilingual/English Dictionary
Prompting/Cueing
Provide Visuals/Organizers
Use Spellcheck
Provide Content Objectives
Engage in Academic
Conversations
Teach and Model MetaCognitive Strategies
Concept Maps
Frayer Model
Pictures
Realia (Real
Objects)
Videos
Anchor Charts
Gestures
Scaffold Responses
(Oral/Written)
Articulate Own
Thinking
Inferring
Self-Assessment
Synthesizing
Retelling/Summarizi
ng
Think Alouds
Provide Interaction
Opportunities
Anticipation Guide
KWL Chart
Questioning about
Previous
Experience
Quick Writes/Quick
Draws
Word Sort
Build Background
Build On to
Students Oral
Responses
Rephrasing
Sentence and
Paragraph Frames
Sentence Starters
Vocabulary
List-Group-Label
Provide Context
and/or Visual Aides
Read books,
stories, and other
resources about
the topic
Share Common
Experience