RI.K.1With prompting and support, ask and answer questions about key details in a text. RI.K.2 With prompting and support, retell familiar stories, including key details. RL.K.5 Recognize common types of texts (e.g., storybooks, poems). RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 1.2 Readers answer questions (who, what, when, where, why, and how) by using their minds, and thinking about the words and pictures in the book. 1.6 Readers know who the important/main characters in a story are by looking at the pictures and asking Who is this story mostly about? 1.7 Readers tell back what happens in the story by using the pictures and talking about the characters and the important parts of the story. Portfolio Alternative Assessment for and 2 ELLs Grade K Reading Unit 1 After reading familiar texts, students point to characters. Using a graphic Identify and name organizer students draw everyday objects or glue pictures of described orally with characters from a visual support familiar text Teacher models and students point to the setting in a picture of a familiar text Teacher models and students identify characters in a familiar text Students use pictures and words to identify a character and the setting of a familiar text After reading familiar text, students point to the title and author. Using a graphic organizer students draw or glue pictures of the setting from a familiar text Using a graphic organizer students glue pictures of the important/main characters and setting from a familiar text read Completed checklist and anecdotal notes Name characters or settings of stories from (wordless) picture books or short stories Identify features of Describe characters or settings of stories from (wordless) picture books or short stories Describe features of Kindergarten PAAL August 2014 page 1
W.K.3Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Portfolio Alternative Assessment for and 2 ELLs 1.1 Writers write every day. 1.4 Writers focus on describing a single event or tiny action, writing only about that one event. 1.8 Writers label pictures and add picture details to make their writing better. Grade K Writing Unit 1 Teacher models labeling pictures of feeling words, icons and/or pictures Draw and write about Trace or copy words themselves (baseline) about self Students draw a picture and writes (dictate) about how they feel Teacher models correct capitalization and punctuation while writing a sentence Students match cards depicting first, next, and last events Students match each picture to a sentence read to them Trace or copy their name Trace or copy a list of feeling words Draw a picture of an event. Identify how they feel in the picture by naming or pointing to a feeling icon Students label feelings of people in photograph Using a first, next, and last graphic organizer students draw a story about an event they have experienced with their family Draw and label the setting Draw and label feelings picture/icon Match pictures to sentences read aloud Tell personal information about family using visual support (such as names of family members from or drawings Make lists for varying purposes related to self Order pictures of related sentences read aloud using ordinal numerals (such as first, second, last) Identify features of Tell information or experiences about your family (such as heritage or language) Kindergarten PAAL August 2014 page 2
RI.K.1 With prompting and support, ask and answer questions about key details in a text. RI.K.2 With prompting and support, identify the main topic and retell key details of a text. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.K.6 Name the author and illustrator of a text and define the role of each presenting the ideas or information in a text. 2.6 Readers understand the main idea of a text by connecting the pictures/photos and written details to ask, What is this text mostly about? Portfolio Alternative Assessment for and 2 ELLs 2.8 Readers understand the simple structure of a text by identifying the front cover, back cover, and title page of a book. 2.9 Readers know informational text has an author and illustrator or photographer. The author writes the words on the page, the illustrator draws the pictures, and the photographer takes with a camera. * Teaching Point 2.8 and 2.9 should be taught with each new text throughout this unit. Grade K Reading Unit 2 Sort objects with similar characteristics Circle the picture/photo Identify and name of the main idea given everyday objects two pictures described orally with Categorize pictures of details associated with a topic Point to and name specific text structures and features each time a text is read to students Identify pictures of details that relate to the main idea of a familiar text Identify specific text structures and features each time a text is read to students Each time the teacher reads a text, he/she identifies the title, front cover and the back cover of the book. Match pictures/photos of details from a familiar nonfiction text to the main idea Circle the picture of the main idea given a variety of pictures Match pictures/photos of details from a nonfiction text to the main idea Identify the text features from a familiar nonfiction text Completed checklist and anecdotal notes visual support Identify features of Use words or phrases related to weather or environment from pictures/ (such as temperatures, seasons, or precipitation) Describe features of Kindergarten PAAL August 2014 page 3
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. 2.1 Writers get ideas for writing by observing the world around them closely. 2.2 Writers collect interesting things in the environment by taking a nature walk around the school. 2.5 Writers identify the object by using a sentence frame...(i see I found ). Portfolio Alternative Assessment for and 2 ELLs Grade K Writing Unit 2 Pre teach vocabulary Write about a walk Trace or copy words Teacher provides around the school about self pictures of items that With support, complete Identify features of the student will collect sentence frames with a (acorn, leaf, bird, tree, word or pictures sign, etc.) Teacher models sentence frames after walk (I saw a tree.) Teacher models sentence frames after walk (I saw a tree.) Teacher models sentence frames after reading a nonfiction text (I see a ) Student traces sentences to create an observation book Write about a walk around the school Student completes sentence frames to create an observation book Student copies/traces sentences describing observations Describe features of Note scientific change by identifying the stages of processes or cycles (such as from seeds to plants or from caterpillars to butterflies) through drawings, words, or phrases Kindergarten PAAL August 2014 page 4
RL.K.3 With prompting and support, identify characters, settings, and major events of the story. RL.K.4 Ask and answer questions about unknown words in a text. RL.K.5 With prompting and support, listen to, understand, and recognize a variety of texts, including fictional stories fairy tales, fables, nursery rhymes, and poems. RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. a. With prompting and support, students will make cultural connections to text and self 3.1 Readers identify characters in a story by asking and answering who questions. 3.3 Readers identify the setting in a nursery rhyme/fable by asking and answering when and where questions. 3.5 Readers learn about the events in the story by paying close attention to what s happening in the illustrations-or by making a picture their minds. 3.10 Readers compare the adventures and experiences of characters by thinking about and asking themselves what is the same about the characters and their experiences. 3.11 Readers contrast the adventures and experiences of characters by thinking about and asking themselves what is the different about the characters and their experiences. Portfolio Alternative Assessment for & 2 ELLs Grade K Reading Unit 3 Ask who/where/ when questions about students or events that happen in the class (Who is wearing blue pants? Where are the pencils?) Glue pictures of Name characters or characters and setting settings of stories from from a story (wordless) picture Identify characters and setting while reading stories Read a variety of stories by the same author with the same characters and/or similar settings Sort pictures of characters and setting Model using ordinal numerals when retelling events Classify elements that are the same from the stories read after completing an author study Glue pictures of the events in a story Match pictures that show similar characters and/or setting Draw the characters from a story Draw the setting of a story Draw pictures that shows events in a story Glue pictures on a graphic organizer that are similar Completed checklist and anecdotal notes books or short stories Draw pictures in sequential order in response to stories read orally Order pictures of related sentences read aloud using ordinal numerals (such as first, second, and last) Describe characters or settings from (wordless) picture books and short stories Produce pictures and words to depict sequence in stories Kindergarten PAAL August 2014 page 5
W.K.1Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). 3.1 Writers tell an opinion about a story by telling their preferences (why they feel that way). 3.7 Writers give their opinion by filling in a sentence frame and drawing illustrations that match their opinion. Portfolio Alternative Assessment for & 2 ELLs Grade K Writing Unit 3 Create a class chart showing what students like and don t like to do in school. Create sentences using the sentence frame, I like to. Student copies or traces one sentence. Trace or copy words Trace, copy, or produce from a class chart of words about self things the students like. Read a story; ask students if they like the story. Create a class chart titled: Our favorite books are Model stating opinions orally I like/don t like the part of the story that Model completing the sentence frames: I like because. I don t like because. Draw about one thing you like to do in school. Trace or copy the words to complete the sentence frame: I like. (Teacher dictates) Draw things you like to do. Draw and write about one thing you like to do. Trace, copy or produce words to complete the opinions: I like because. I do not like because. Make lists for varying purposes related to self Kindergarten PAAL August 2014 page 6
RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. RI.K.7 With prompting and support, describe the relationship between the text in which they appear (e.g., what person, place or idea in the text an illustration depicts). RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. RI.K.9 With prompting and support, identify basic similarities and differences between 2 texts on the same topic (e.g., in illustrations, descriptions or procedures). 4.1 Readers learn as much as possible from their books! Here s how: We look closely. We ask questions. We point and talk about our books. 4.18 Readers find similarities between two illustrations by paying attention to details and asking, What is the same? 4.19 Readers find differences between two illustrations by paying attention to details and asking, What is different? Portfolio Alternative Assessment for & 2 ELLs Grade K Reading Unit 4 Read a variety of nonfiction text on the same topic (weather) Create a class word wall or chart Choose a picture that depicts the main idea of the text Match pictures that represent details associated with the main idea Create student dictionaries gluing pictures of terms next to the words Find words associated with a topic in a picture dictionary Using a model, match Match pictures to the picture with the sentences read aloud detail stated Draw details from a text Point to items that are the same/different in a text Circle a picture telling the main idea Circle two pictures showing details Circle pictures showing similar items/terms Write and illustrate words using the class word wall/ chart Circle pictures showing similar and/or different items/terms Using a model, place pictures on a graphic organizer showing items that are similar and different Completed checklist and anecdotal notes Use words or phrases related to weather or environment from pictures/ (such as temperatures, seasons, or precipitation) Kindergarten PAAL August 2014 page 7
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 4.2 Writers teach readers how to by writing about things they do well. 4.3 Writers teach readers How To by telling the steps in order. 4.4 Writers signal their reader that the next step is coming by using transition words. 4.5 Writers add details by illustrating their posters. 4.6 Writers add details by writing labels and captions. Portfolio Alternative Assessment for & 2 ELLs Grade K Writing Unit 4 Demonstrate, read Write/draw about the Trace, copy, or produce about and show real how to activity words (about self) clips about a variety of Trace or copy sentences how to tasks describing the steps Demonstrate a how to Copy transitional words Make lists for varying activity (making a PBJ). Sequence picture cards purposes (related to Photograph each step of Label pictures of each self) the process. Label step using a model with a Using a graphic sentence describing the organizer that has two step. steps completed, student chooses a picture of the next step. Create a class list of things they can do Write the steps describing the how to activity using transitional words Create a class book about a how to activity demonstrated in class Highlight transitional words Using a model illustrate steps of a how to activity Sequence of a how to that was demonstrated in class Kindergarten PAAL August 2014 page 8
RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events of the story. RL.K.7With prompting and support, describe the relationship between illustrations in a story and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. a. With prompting and support, students will make cultural connections to text and self. RL.K.10 Actively engage in group reading activities with purpose and understanding. 5.8 Good readers compare how different characters are feeling by paying attention to facial expression, body language and words. 5.11 Good readers know how a character s feelings change from the beginning to the end of the story. 5.12 Good readers retell a story using key details. Portfolio Alternative Assessment for & 2 ELLs Grade K Reading Unit 5 Model, role play, and Using a familiar text draw Identify and name identify feelings a character with details everyday objects Create a chart of feeling showing how they look described orally with words with icons and feel visual support Draw a feeling icon to Model and role play Identify features of show how a character body language feels in the beginning of associated with feelings the story. Mimic the body language of a character at different parts of the story Sequence pictures depicting story details to show the sequence Identify feelings and match feelings with icons Draw the beginning, middle, and end of a story Draw a character s feelings in the beginning, middle and end of the story Using multiple-choice questions with visual support choose the correct description of the character: The character looks. The character feels. The character is. Using a graphic organizer illustrate similarities and differences of characters Completed checklist anecdotal notes Tell the uses of everyday objects depicted visually Describe features of Kindergarten PAAL August 2014 page 9
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 5.2 Writers get ideas for writing by thinking about a real event in their lives and writing about that time. 5.3 Writers sketch their pictures first. 5.5 Writers write words on each page. 5.12 Good readers retell story events in order and include key details. Portfolio Alternative Assessment for & 2 ELLs Grade K Writing Unit 5 Sequence and label Draw family members. Draw pictures in picture cards first, Draw a special event. sequential order (to second, and last respond to stories read Dictate sentences to orally) describe picture cards Create a class story by sketching pictures first, then writing sentences for each picture describing a special event the class has participated in Label illustrations of a story first, second and last Using a graphic organizer draw pictures to tell a story about a special event in their lives Teacher writes student s description of the event. Student traces/copies the dictation. Using a graphic organizer illustrate and draw/write about a special event. Write about each picture. (Teacher dictates and student copies or traces.)share story with peers and/or guests. Produce pictures and words to depict sequence in stories Kindergarten PAAL August 2014 page 10
Student: Proficiency Level:. School: Kindergarten ESL Checklist Teaching Points Unit 1 1.2 1.6 1.7 Checklist (Evidence of understanding) Student can... identify characters in a fiction text identify the important/main character in a fiction text identify the setting of a fiction text Anecdotal Notes: Example: 10/12/14 - Student was able to identify the main character with ease, but is unable at this time to describe him/her. (see attached artifact: character graphic organizer) Unit 2 2.6 2.8 2.9 Unit 3 3.1 3.3 3.5 3.10 3.11 Unit 4 4.1 4.18 4.19 Unit 5 5.8 5.11 5.12 identify the main idea identify details from a text point to the front cover point to the back cover point to the title page identify author identify illustrator /photographer identify illustrations identify identify the characters in a story identify the setting of a story identify details from a story identify similar elements identify the main idea identify details identify similarities identify differences identify common feelings identify common facial expressions/body language identify how a character feels in the beginning identify how a character feels in the middle identify how a character feels in the end identify the beginning, middle, and end of a story Kindergarten PAAL August 2014 page 11