xii Presidents and American Symbols: Supplemental Guide | Preface
Trans i t io ni n g
(Intermediate)- Speaks in simple sentences
- Uses newly learned words
appropriately - With appropriate scaffolding,
able to understand and
produce narratives - Has a much larger receptive
than expressive vocabulary in
English- Use more complex stories and books
- Continue to focus on Tier 2 vocabulary
- Introduce academic terms (e.g., making
predictions and inferences, figurative language) - Use graphic organizers
- Use increasingly difficult question types as
students’ receptive and expressive language skills
improve:- Questions that require short sentence answers
- Why and how questions
- Questions that check for literal and abstract
comprehension
- Provide some extra time to respond
- Pair with high-level English speakers for activities
and discussions focused on the English language
Expanding
(Advanced)
- Engages in conversations
- Produces connected narrative
- Shows good comprehension
- Has and uses expanded
vocabulary in English - Continue work with academic terms (e.g., making
predictions and inferences, figurative language) - Use graphic organizers
- Use questions that require opinion, judgment, and
explanation - Pair with native English speakers
Commanding
(Proficient) - Uses English that nearly
approximates the language of
native speakers - Can maintain a two-way
conversation - Uses more complex
grammatical structures, such
as conditionals and complex
sentences - Has and uses an enriched
vocabulary in English - Build high-level/academic language
- Expand figurative language (e.g., by using
metaphors and idioms) - Use questions that require inference and
evaluation - Pair with students who have a variety of skills and
language proficiencies
(Adapted from Hirsch and Wiggins 2009, 362–364; New York Department of Education 2013; Smyk et al. 2013)
Students with Disabilities and Students with Special Needs
Students with disabilities (SWDs) have unique learning needs that require
accommodations and modifications to the general education curriculum.
When using the Supplemental Guide with SWDs and students with
special needs, it is important to consider instructional accommodations,
tools, strategies, and Universal Design for Learning (UDL) Principles,
which promote learning for all students through the use of multiple forms
of representation, expression, and engagement (Hall, Strangman, and
Meyer 2003).