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TRANSCRIPT
Kindergarten Start Smart 1.0
Revised
Resources
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
2
Start Smart-Conversation Practices Resources Lessons 1-3
1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons 1
and 2 3. Listening Task Poster--CREATE 4. Model/Non-Model Script-Lessons 1 & 2 5. Constructive Conversation Game-CREATE
Cards 6. Visual Text for Student Practice-CREATE-
Lessons 1 & 2 7. Visual Text for Teacher Modeling- Lesson 3 8. Model/Non-Model Script-Lesson 3 9. Visual Text for Student Practice-Lesson 3
10. Self-Assess Poster
11. Student Progress Form (SPF) & Sample Poster (at the end of resources)
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
3
Conversation Norms
1. Use your think time
2. Use the language of the skill
3. Use your conversation voice
4. Listen respectfully
5. Take turns and build on each other’s ideas
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
4
LISTENING TASK FOR CREATE
HOW DID EACH PARTNER?
• state his/her ideas? • take turns sharing their ideas? • stay on topic? • build on each other’s ideas?
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
5
Visual Text for Teacher Modeling-Lessons 1 & 2
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
6
Visual Text for Student Practice Lessons 1-2
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
7
Model and Non-Model Scripts-Lessons 1-2
PROMPT: What do you notice in the visual text?
MODEL:
Student A: I notice the sun smiling. What do you
notice?
CR I notice the sun smiling. What do you notice?
Student B: I notice the clouds blowing. What do you
notice?
CR I notice the clouds blowing. What do you notice?
Student A: I notice a red bird with a bow. What do
you notice?
CR I notice a red bird with a bow. What do you notice?
Student B: I notice a bird with a hat flying, too. What
do you notice?
CR I notice a bird with a hat flying, too. What do you notice?
Student A: I notice people that are running and tents
falling down. What do you notice?
CR I notice people that are running and tents falling down. What do you notice?
Student B: I notice people hugging. What do you
notice?
CR I notice people hugging. What do you notice?
Student A: I notice it is raining. What do you notice? CR I notice it is raining. What do you notice?
Student B: I notice it is a stormy day. CR I notice it is a stormy day.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
8
NON-MODEL:
Student A: I see a sun.
Student A: I see a bird.
Student B: I see a bird, too.
Student B: I see wind.
Student A: I see people.
Student B: I see a tent.
Student A: I don’t like the rainy day.
Student B: I don’t like the windy day.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
9
Constructive Conversation Game-CREATE
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
10
Visual Text for Teacher Modeling Lesson 3
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
11
Model and Non-Model-Day 3
PROMPT: What do you notice in the visual text? Model:
Student A: I notice a bird wearing a hat. What do you notice?
CR
Student B: I notice the fire. What do you notice? CR
Student A: I notice the rooster is wearing clothes. What do you notice?
CR
Student B: I notice a cow. What do you notice? CR
Student A: I notice a lizard. What do you notice? CR
Student B: I notice the rooster has an orange tail. What do you notice?
CR
Student A: I notice a dog on the road. What do you notice?
CR
Student B: I notice a house and trees. What do you notice?
CR
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
12
Non-Model: Student A: I see a bird.
Student A: I like birds.
Student B: I see the fire.
Student B: I see the rooster.
Student A: The rooster has a hat.
Student B: The fire looks angry.
Student B: There are animals.
Student A: They look at them.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
13
Visual Text for Student Practice-Lesson 3
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
14
Self-Assess
1. I am still learning the Constructive Conversation Skill
2. I need more practice using the Constructive Conversation Skill
3. I understand but need more practice using the Constructive Conversation Skill
4. I understand but I am not ready to explain the Constructive Conversation Skill
5. I understand and I can explain the Constructive Conversation Skill
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
15
Start Smart-Conversation Practices Resources Lessons 4-6
1. Conversation Norms Poster-Lessons 4-6 2. Visual Text for Teacher Modeling-Lessons 4-6 3. Listening Task Poster--CLARIFY 4. Model/Non-Model Script- Lessons 4-6 5. Constructive Conversation Game- CLARIFY
Cards 6. Visual Text for Student Practice- CLARIFY -
Lessons 4-6 7. Visual Text for Teacher Modeling-Lesson 6 8. Model/Non-Model Script- Lesson 6 9. Visual Text for Student Practice- Lesson 6 10. Self-Assess Poster
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
16
Conversation Norms
1. Use your think time
2. Use the language of the skill
3. Use your conversation voice
4. Listen respectfully
5. Take turns and build on each other’s ideas
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
17
Listening Task- CLARIFY
How did each partner:
1. state his/her ideas? 2. take turns sharing their
ideas? 3. make their ideas clearer? 4. stay on topic? 5. build on each other’s ideas?
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
18
Visual Text for Teacher Modeling - Lessons 4-5
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
19
Visual Text for Student Practice - Lesson 4-5
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
20
Model and Non-Model Scripts-Lessons 4-5
PROMPT: What do you notice in the visual text? Provide details. Model Student A: I notice a bird flying. It is wearing a bow tie
and a hat. What can you add?
CL
Student B: I notice the sun is smiling in the sky. What
can you add?
CL
Student A: I notice the sun is looking and smiling at the
bird. What details can you add?
CL
Student B: I also notice a bird flying. It is flying in the
blue cloudy sky. What can you add?
CL
Student A: I notice the bird with the hat is looking at
the red bird. What details can you add?
CL
Student B: I notice the rain falling. The rain is falling on
the people. The people are getting wet.
What do you notice?
CL
Student A: I notice three people hugging in the rain. CL
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
21
They have a blanket. What can you add?
Student B: I notice people running. A person is
running to the teepee.
CL
Non-Model:
Student A: I notice the bird with the hat and bow tie is flying.
Student B: More
Student A: He is looking at the sun.
Student B: I notice a little hat.
Student A: I like hats.
Student B: I like birds.
Student A: It is raining. What do you notice?
Student B: It is a sunny day.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
22
Student A:
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
23
Constructive Conversation Game- CLARIFY
© Z
wier
s, O’
Hara
, & P
ritch
ard (
2014
)
Cla
rify
© Zwiers
, O’Hara, &
Pritchard
(2014)
Common
Core Sta
ndards in
diverse c
lassroom
s: Esse
ntial prac
tices for d
eveloping
academic
lang
uage and
disciplin
ary litera
cy. Stenh
ouse Pub
lishers |
ALDNetw
ork.org
Goa
l: Student
s inde
pendently
build up
idea
s (knowle
dge,
agreeme
nt, soluti
on) usin
g these s
kills.
Prompt sta
rters:
What is y
our idea?
How
can we c
ombine th
ese ideas?
Wha
t do we nee
d to do?
What are
other poin
ts of view
? Wha
t do you th
ink about…
? Why
…How…I
wonder…
Response
starters:
One
idea could
be …
My hypoth
esis is…
That rem
inds me o
f… I not
iced the p
attern of…
I thin
k it depen
ds on…
Prompt sta
rters:
What is y
our opinio
n? Whe
re do you
disagree?
How mig
ht we take
the best
from both
ideas?
How can
we decide
which is
the more _
__ idea?
How does
evidence
for your
argument c
ompare to
mine?
How doe
the two ide
as similar
and differe
nt? Whic
h has the s
trongest
evidence?
Response
starters:
I see
it a differe
nt way,
On the oth
er hand, …
A po
int of disa
greement th
at I have
is…
Even thou
gh it seem
s that …,
That is a
valid poin
t, but…
I think the
negatives
of…
outweigh
the posit
ives of …
Constru
ctive
Convers
ation Sk
ills Pos
ter
Negotia
te
Prompt sta
rters:
Can you g
ive an exa
mple
from the t
ext? Whe
re does it
say that?
What are
examples
from
other texts
? Wha
t is a real
world
example?
Are t
here any c
ases of th
at in re
al life?
Can you g
ive an exa
mple
from your
life?
What is th
e stronges
t supp
ort for…?
Response
starters:
For e
xample,
In the tex
t it said
that…
Remembe
r in the ot
her story
we read
that…
An examp
le from m
y life is
One case
that illustr
ates this
is… Strong sup
porting ev
idence is
Prompt sta
rters:
Can you e
laborate o
n the…?
What doe
s that mea
n? Wha
t do you m
ean by....?
Can
you clarify
the part
about…?
Say more a
bout…
Why.. Ho
w…What…
When…
How is th
at importa
nt? How
does it su
pport you
r point
that…
I understa
nd the par
t about…,
but I
want to k
now…
Can you b
e more sp
ecific?
Is what I j
ust said c
lear?
Does that
make sens
e? Do y
ou know w
hat I mea
n? Wha
t do you th
ink? I’m n
ot sure if
I was clea
r.
Response
starters:
I thin
k it means…
In ot
her words,
More
specifical
ly, it is …
beca
use…
An analog
y might b
e… It is i
mportant b
ecause…
Let m
e see if I h
eard you
right…
To paraph
rase what
you just s
aid, you…
In ot
her words,
you are
saying tha
t… Wha
t I underst
ood was…
It sou
nds like y
ou think
that…
It all boil
s down to…
A dif
ferent way
to say it..
Clarify
Fortify
BU
ILD IDE
A
Create
Cla
rify
© Zwiers
, O’Hara, &
Pritchard
(2014)
Common
Core Sta
ndards in
diverse c
lassroom
s: Esse
ntial prac
tices for d
eveloping
academic
lang
uage and
disciplin
ary litera
cy. Stenh
ouse Pub
lishers |
ALDNetw
ork.org
Goa
l: Student
s inde
pendently
build up
idea
s (knowle
dge,
agreeme
nt, soluti
on) usin
g these s
kills.
Prompt sta
rters:
What is y
our idea?
How
can we c
ombine th
ese ideas?
Wha
t do we nee
d to do?
What are
other poin
ts of view
? Wha
t do you th
ink about…
? Why
…How…I
wonder…
Response
starters:
One
idea could
be …
My hypoth
esis is…
That rem
inds me o
f… I not
iced the p
attern of…
I thin
k it depen
ds on…
Prompt sta
rters:
What is y
our opinio
n? Whe
re do you
disagree?
How mig
ht we take
the best
from both
ideas?
How can
we decide
which is
the more _
__ idea?
How does
evidence
for your
argument c
ompare to
mine?
How doe
the two ide
as similar
and differe
nt? Whic
h has the s
trongest
evidence?
Response
starters:
I see
it a differe
nt way,
On the oth
er hand, …
A po
int of disa
greement th
at I have
is…
Even thou
gh it seem
s that …,
That is a
valid poin
t, but…
I think the
negatives
of…
outweigh
the posit
ives of …
Constru
ctive
Convers
ation Sk
ills Pos
ter
Negotia
te
Prompt sta
rters:
Can you g
ive an exa
mple
from the t
ext? Whe
re does it
say that?
What are
examples
from
other texts
? Wha
t is a real
world
example?
Are t
here any c
ases of th
at in re
al life?
Can you g
ive an exa
mple
from your
life?
What is th
e stronges
t supp
ort for…?
Response
starters:
For e
xample,
In the tex
t it said
that…
Remembe
r in the ot
her story
we read
that…
An examp
le from m
y life is
One case
that illustr
ates this
is… Strong sup
porting ev
idence is
Prompt sta
rters:
Can you e
laborate o
n the…?
What doe
s that mea
n? Wha
t do you m
ean by....?
Can
you clarify
the part
about…?
Say more a
bout…
Why.. Ho
w…What…
When…
How is th
at importa
nt? How
does it su
pport you
r point
that…
I understa
nd the par
t about…,
but I
want to k
now…
Can you b
e more sp
ecific?
Is what I j
ust said c
lear?
Does that
make sens
e? Do y
ou know w
hat I mea
n? Wha
t do you th
ink? I’m n
ot sure if
I was clea
r.
Response
starters:
I thin
k it means…
In ot
her words,
More
specifical
ly, it is …
beca
use…
An analog
y might b
e… It is i
mportant b
ecause…
Let m
e see if I h
eard you
right…
To paraph
rase what
you just s
aid, you…
In ot
her words,
you are
saying tha
t… Wha
t I underst
ood was…
It sou
nds like y
ou think
that…
It all boil
s down to…
A dif
ferent way
to say it..
Clarify
Fortify
BU
ILD IDE
A
Create
Cla
rify
© Zwiers
, O’Hara, &
Pritchard
(2014)
Common
Core Sta
ndards in
diverse c
lassroom
s: Esse
ntial prac
tices for d
eveloping
academic
lang
uage and
disciplin
ary litera
cy. Stenh
ouse Pub
lishers |
ALDNetw
ork.org
Goa
l: Student
s inde
pendently
build up
idea
s (knowle
dge,
agreeme
nt, soluti
on) usin
g these s
kills.
Prompt sta
rters:
What is y
our idea?
How
can we c
ombine th
ese ideas?
Wha
t do we nee
d to do?
What are
other poin
ts of view
? Wha
t do you th
ink about…
? Why
…How…I
wonder…
Response
starters:
One
idea could
be …
My hypoth
esis is…
That rem
inds me o
f… I not
iced the p
attern of…
I thin
k it depen
ds on…
Prompt sta
rters:
What is y
our opinio
n? Whe
re do you
disagree?
How mig
ht we take
the best
from both
ideas?
How can
we decide
which is
the more _
__ idea?
How does
evidence
for your
argument c
ompare to
mine?
How doe
the two ide
as similar
and differe
nt? Whic
h has the s
trongest
evidence?
Response
starters:
I see
it a differe
nt way,
On the oth
er hand, …
A po
int of disa
greement th
at I have
is…
Even thou
gh it seem
s that …,
That is a
valid poin
t, but…
I think the
negatives
of…
outweigh
the posit
ives of …
Constru
ctive
Convers
ation Sk
ills Pos
ter
Negotia
te
Prompt sta
rters:
Can you g
ive an exa
mple
from the t
ext? Whe
re does it
say that?
What are
examples
from
other texts
? Wha
t is a real
world
example?
Are t
here any c
ases of th
at in re
al life?
Can you g
ive an exa
mple
from your
life?
What is th
e stronges
t supp
ort for…?
Response
starters:
For e
xample,
In the tex
t it said
that…
Remembe
r in the ot
her story
we read
that…
An examp
le from m
y life is
One case
that illustr
ates this
is… Strong sup
porting ev
idence is
Prompt sta
rters:
Can you e
laborate o
n the…?
What doe
s that mea
n? Wha
t do you m
ean by....?
Can
you clarify
the part
about…?
Say more a
bout…
Why.. Ho
w…What…
When…
How is th
at importa
nt? How
does it su
pport you
r point
that…
I understa
nd the par
t about…,
but I
want to k
now…
Can you b
e more sp
ecific?
Is what I j
ust said c
lear?
Does that
make sens
e? Do y
ou know w
hat I mea
n? Wha
t do you th
ink? I’m n
ot sure if
I was clea
r.
Response
starters:
I thin
k it means…
In ot
her words,
More
specifical
ly, it is …
beca
use…
An analog
y might b
e… It is i
mportant b
ecause…
Let m
e see if I h
eard you
right…
To paraph
rase what
you just s
aid, you…
In ot
her words,
you are
saying tha
t… Wha
t I underst
ood was…
It sou
nds like y
ou think
that…
It all boil
s down to…
A dif
ferent way
to say it..
Clarify
Fortify
BU
ILD IDE
A
Create
Cla
rify
© Zwiers
, O’Hara, &
Pritchard
(2014)
Common
Core Sta
ndards in
diverse c
lassroom
s: Esse
ntial prac
tices for d
eveloping
academic
lang
uage and
disciplin
ary litera
cy. Stenh
ouse Pub
lishers |
ALDNetw
ork.org
Goa
l: Student
s inde
pendently
build up
idea
s (knowle
dge,
agreeme
nt, soluti
on) usin
g these s
kills.
Prompt sta
rters:
What is y
our idea?
How
can we c
ombine th
ese ideas?
Wha
t do we nee
d to do?
What are
other poin
ts of view
? Wha
t do you th
ink about…
? Why
…How…I
wonder…
Response
starters:
One
idea could
be …
My hypoth
esis is…
That rem
inds me o
f… I not
iced the p
attern of…
I thin
k it depen
ds on…
Prompt sta
rters:
What is y
our opinio
n? Whe
re do you
disagree?
How mig
ht we take
the best
from both
ideas?
How can
we decide
which is
the more _
__ idea?
How does
evidence
for your
argument c
ompare to
mine?
How doe
the two ide
as similar
and differe
nt? Whic
h has the s
trongest
evidence?
Response
starters:
I see
it a differe
nt way,
On the oth
er hand, …
A po
int of disa
greement th
at I have
is…
Even thou
gh it seem
s that …,
That is a
valid poin
t, but…
I think the
negatives
of…
outweigh
the posit
ives of …
Constru
ctive
Convers
ation Sk
ills Pos
ter
Negotia
te
Prompt sta
rters:
Can you g
ive an exa
mple
from the t
ext? Whe
re does it
say that?
What are
examples
from
other texts
? Wha
t is a real
world
example?
Are t
here any c
ases of th
at in re
al life?
Can you g
ive an exa
mple
from your
life?
What is th
e stronges
t supp
ort for…?
Response
starters:
For e
xample,
In the tex
t it said
that…
Remembe
r in the ot
her story
we read
that…
An examp
le from m
y life is
One case
that illustr
ates this
is… Strong sup
porting ev
idence is
Prompt sta
rters:
Can you e
laborate o
n the…?
What doe
s that mea
n? Wha
t do you m
ean by....?
Can
you clarify
the part
about…?
Say more a
bout…
Why.. Ho
w…What…
When…
How is th
at importa
nt? How
does it su
pport you
r point
that…
I understa
nd the par
t about…,
but I
want to k
now…
Can you b
e more sp
ecific?
Is what I j
ust said c
lear?
Does that
make sens
e? Do y
ou know w
hat I mea
n? Wha
t do you th
ink? I’m n
ot sure if
I was clea
r.
Response
starters:
I thin
k it means…
In ot
her words,
More
specifical
ly, it is …
beca
use…
An analog
y might b
e… It is i
mportant b
ecause…
Let m
e see if I h
eard you
right…
To paraph
rase what
you just s
aid, you…
In ot
her words,
you are
saying tha
t… Wha
t I underst
ood was…
It sou
nds like y
ou think
that…
It all boil
s down to…
A dif
ferent way
to say it..
Clarify
Fortify
BU
ILD IDE
A
Create
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
24
Visual Text for Teacher Modeling Lesson 6
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
25
Visual Text for Student Practice Lesson 6
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
26
Model and Non-Model Scripts- Lesson 6
Prompt: What do you notice in the visual text? Provide details.
Model: Student A: I notice a bird with a blue hat. What can
you add? CL
Student B: I notice the rooster is wearing dress up clothes. Tell me more.
CL
Student A: I notice the fire is crossing his arms and looks mad. What can you add?
CL
Student B: I notice a cow standing on the road. Tell me more.
CL
Student A: I notice a little lizard on the leaf. What can you add?
CL
Student B: I notice the rooster has a tail that looks like the fire. Tell me more.
CL
Student A: I notice a little dog on the road. What can you add?
CL
Student B: I notice a house and tall trees next to the road.
CL
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
27
Non-Model Student A: I see the rooster. Tell me.
Student A: The fire is mad. Can you add?
Student B: A cow standing. More.
Student B: There’s a lizard.
Student A: The rooster has a tail. Tell me more.
Student B: I see a dog. Tell.
Student A: I like hot dogs. What can you add?
Student B: I like hamburgers.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
28
Self -Assess
1 – I am still learning the Constructive Conversation Skill
2 – I need more practice using the Constructive Conversation Skill
3 - I am confident but need more practice using the Constructive Conversation Skill
4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill
5 – I am confident and I can explain the Constructive Conversation Skill
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
29
Start Smart-Conversation Practices Resources Lessons 8-10
1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons 8-
10 3. Listening Task Poster--FORTIFY 4. Model/Non-Model Script-Lessons 8-10 5. Constructive Conversation Game- FORTIFY
Cards 6. Visual Text for Student Practice- FORTIFY -
Lesson 10 7. Visual Text for Teacher Modeling- Lesson 10 8. Model/Non-Model Script-Lesson10 9. Visual Text for Student Practice-Lesson 10 10. Self-Assess Poster
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
30
Conversation Norms
1. Use your think time
2. Use the language of the skill
3. Use your conversation voice
4. Listen respectfully
5. Take turns and build on each other’s ideas
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
31
Listening Task for FORTIFY
How did each partner:
● state his/her ideas? ● take turns sharing their ideas? ● support their ideas with
evidence? ● stay on topic? ● build on each other’s ideas?
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
32
Visual Text for Teacher Modeling-Lessons 8-9
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
33
Visual Text for Student Practice-Lessons 8-9
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
34
Constructive Conversation Game- FORTIFY
© Z
wier
s, O’
Hara
, & P
ritch
ard
(201
4)
For
tify
© Zw
iers, O
’Hara
, & Pr
itchard
(2014
) Co
mmon
Core
Stand
ards in
diver
se cla
ssroo
ms:
Essen
tial p
ractic
es for
devel
oping
acad
emic
langu
age a
nd di
scipli
nary
literac
y. Ste
nhouse
Publi
shers
| ALD
Netwo
rk.org
Goal:
Stud
ents
indep
ende
ntly b
uild u
p ide
as (k
nowle
dge,
agree
ment,
solut
ion)
using
thes
e skill
s.
Prom
pt sta
rters:
Wh
at is y
our ide
a? Ho
w can
we co
mbine
these
ideas?
Wh
at do w
e need
to do?
Wh
at are o
ther p
oints o
f view
? Wh
at do y
ou thi
nk abo
ut…?
Why…
How…
I wond
er…
Respo
nse sta
rters:
On
e idea
could b
e …
My hy
pothes
is is…
Th
at rem
inds m
e of…
I n
oticed
the pa
ttern o
f…
I think
it dep
ends o
n…
Prom
pt sta
rters:
Wh
at is y
our op
inion?
Wh
ere do
you d
isagre
e? Ho
w migh
t we ta
ke the
best
from b
oth ide
as?
How c
an we
decid
e whic
h is
the mo
re ___
idea?
How d
oes ev
idence
for y
our
argum
ent co
mpare
to mi
ne?
How d
oe the
two id
eas sim
ilar
and dif
ferent
? Wh
ich ha
s the s
tronge
st evi
dence?
Respo
nse sta
rters:
I se
e it a d
ifferen
t way,
On
the oth
er hand
, …
A poin
t of dis
agreem
ent tha
t I hav
e is…
Even
though
it see
ms tha
t …,
That i
s a va
lid po
int, bu
t…
I think
the ne
gative
s of…
outwe
igh the
pos
itives
of …
Cons
tructi
ve
Conv
ersati
on Sk
ills
Poste
r
Nego
tiate
Prom
pt sta
rters:
Ca
n you
give a
n exam
ple
from t
he tex
t? Wh
ere do
es it s
ay tha
t? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are th
ere an
y case
s of th
at in r
eal lif
e? Ca
n you
give a
n exam
ple
from y
our lif
e? Wh
at is th
e stro
ngest
suppor
t for…
?
Respo
nse sta
rters:
Fo
r exam
ple,
In the
text it
sai
d that…
Re
memb
er in th
e othe
r story
we
read th
at…
An ex
ample
from m
y life i
s On
e case
that il
lustra
tes thi
s is…
Str
ong su
pportin
g evid
ence is
Prom
pt sta
rters:
Ca
n you
elabor
ate on
the…?
Wh
at does
that m
ean?
Wh
at do y
ou me
an by.
...?
Can y
ou cla
rify the
part
about…
? Say
more a
bout…
Wh
y.. Ho
w…Wh
at…Wh
en…
How i
s that i
mport
ant?
How d
oes it
suppor
t your
point
that…
I u
ndersta
nd the
part a
bout…
, but
I want
to kno
w…
Can y
ou be
more s
pecific
? Is w
hat I j
ust sa
id clea
r? Do
es tha
t make
sense
? Do
you k
now wh
at I me
an?
What d
o you
think?
I’m
not su
re if I
was c
lear.
Respo
nse sta
rters:
I th
ink it
means
… In
other w
ords,
More s
pecific
ally, it
is …
becaus
e…
An an
alogy
might
be…
It is im
portan
t becau
se…
Let m
e see
if I he
ard yo
u rig
ht…
To pa
raphra
se wh
at you
just sa
id, you
… In
other w
ords, y
ou are
say
ing tha
t…
What I
under
stood
was…
It s
ounds
like y
ou thi
nk tha
t…
It all b
oils d
own to
… A d
ifferen
t way
to say
it..
Clar
ify
Forti
fy
BU
ILD
IDEA
Crea
te
For
tify
© Zw
iers, O
’Hara
, & Pr
itchard
(2014
) Co
mmon
Core
Stand
ards in
diver
se cla
ssroo
ms:
Essen
tial p
ractic
es for
devel
oping
acad
emic
langu
age a
nd di
scipli
nary
literac
y. Ste
nhouse
Publi
shers
| ALD
Netwo
rk.org
Goal:
Stud
ents
indep
ende
ntly b
uild u
p ide
as (k
nowle
dge,
agree
ment,
solut
ion)
using
thes
e skill
s.
Prom
pt sta
rters:
Wh
at is y
our ide
a? Ho
w can
we co
mbine
these
ideas?
Wh
at do w
e need
to do?
Wh
at are o
ther p
oints o
f view
? Wh
at do y
ou thi
nk abo
ut…?
Why…
How…
I wond
er…
Respo
nse sta
rters:
On
e idea
could b
e …
My hy
pothes
is is…
Th
at rem
inds m
e of…
I n
oticed
the pa
ttern o
f…
I think
it dep
ends o
n…
Prom
pt sta
rters:
Wh
at is y
our op
inion?
Wh
ere do
you d
isagre
e? Ho
w migh
t we ta
ke the
best
from b
oth ide
as?
How c
an we
decid
e whic
h is
the mo
re ___
idea?
How d
oes ev
idence
for y
our
argum
ent co
mpare
to mi
ne?
How d
oe the
two id
eas sim
ilar
and dif
ferent
? Wh
ich ha
s the s
tronge
st evi
dence?
Respo
nse sta
rters:
I se
e it a d
ifferen
t way,
On
the oth
er hand
, …
A poin
t of dis
agreem
ent tha
t I hav
e is…
Even
though
it see
ms tha
t …,
That i
s a va
lid po
int, bu
t…
I think
the ne
gative
s of…
outwe
igh the
pos
itives
of …
Cons
tructi
ve
Conv
ersati
on Sk
ills
Poste
r
Nego
tiate
Prom
pt sta
rters:
Ca
n you
give a
n exam
ple
from t
he tex
t? Wh
ere do
es it s
ay tha
t? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are th
ere an
y case
s of th
at in r
eal lif
e? Ca
n you
give a
n exam
ple
from y
our lif
e? Wh
at is th
e stro
ngest
suppor
t for…
?
Respo
nse sta
rters:
Fo
r exam
ple,
In the
text it
sai
d that…
Re
memb
er in th
e othe
r story
we
read th
at…
An ex
ample
from m
y life i
s On
e case
that il
lustra
tes thi
s is…
Str
ong su
pportin
g evid
ence is
Prom
pt sta
rters:
Ca
n you
elabor
ate on
the…?
Wh
at does
that m
ean?
Wh
at do y
ou me
an by.
...?
Can y
ou cla
rify the
part
about…
? Say
more a
bout…
Wh
y.. Ho
w…Wh
at…Wh
en…
How i
s that i
mport
ant?
How d
oes it
suppor
t your
point
that…
I u
ndersta
nd the
part a
bout…
, but
I want
to kno
w…
Can y
ou be
more s
pecific
? Is w
hat I j
ust sa
id clea
r? Do
es tha
t make
sense
? Do
you k
now wh
at I me
an?
What d
o you
think?
I’m
not su
re if I
was c
lear.
Respo
nse sta
rters:
I th
ink it
means
… In
other w
ords,
More s
pecific
ally, it
is …
becaus
e…
An an
alogy
might
be…
It is im
portan
t becau
se…
Let m
e see
if I he
ard yo
u rig
ht…
To pa
raphra
se wh
at you
just sa
id, you
… In
other w
ords, y
ou are
say
ing tha
t…
What I
under
stood
was…
It s
ounds
like y
ou thi
nk tha
t…
It all b
oils d
own to
… A d
ifferen
t way
to say
it..
Clar
ify
Forti
fy
BU
ILD
IDEA
Crea
te
For
tify
© Zw
iers, O
’Hara
, & Pr
itchard
(2014
) Co
mmon
Core
Stand
ards in
diver
se cla
ssroo
ms:
Essen
tial p
ractic
es for
devel
oping
acad
emic
langu
age a
nd di
scipli
nary
literac
y. Ste
nhouse
Publi
shers
| ALD
Netwo
rk.org
Goal:
Stud
ents
indep
ende
ntly b
uild u
p ide
as (k
nowle
dge,
agree
ment,
solut
ion)
using
thes
e skill
s.
Prom
pt sta
rters:
Wh
at is y
our ide
a? Ho
w can
we co
mbine
these
ideas?
Wh
at do w
e need
to do?
Wh
at are o
ther p
oints o
f view
? Wh
at do y
ou thi
nk abo
ut…?
Why…
How…
I wond
er…
Respo
nse sta
rters:
On
e idea
could b
e …
My hy
pothes
is is…
Th
at rem
inds m
e of…
I n
oticed
the pa
ttern o
f…
I think
it dep
ends o
n…
Prom
pt sta
rters:
Wh
at is y
our op
inion?
Wh
ere do
you d
isagre
e? Ho
w migh
t we ta
ke the
best
from b
oth ide
as?
How c
an we
decid
e whic
h is
the mo
re ___
idea?
How d
oes ev
idence
for y
our
argum
ent co
mpare
to mi
ne?
How d
oe the
two id
eas sim
ilar
and dif
ferent
? Wh
ich ha
s the s
tronge
st evi
dence?
Respo
nse sta
rters:
I se
e it a d
ifferen
t way,
On
the oth
er hand
, …
A poin
t of dis
agreem
ent tha
t I hav
e is…
Even
though
it see
ms tha
t …,
That i
s a va
lid po
int, bu
t…
I think
the ne
gative
s of…
outwe
igh the
pos
itives
of …
Cons
tructi
ve
Conv
ersati
on Sk
ills
Poste
r
Nego
tiate
Prom
pt sta
rters:
Ca
n you
give a
n exam
ple
from t
he tex
t? Wh
ere do
es it s
ay tha
t? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are th
ere an
y case
s of th
at in r
eal lif
e? Ca
n you
give a
n exam
ple
from y
our lif
e? Wh
at is th
e stro
ngest
suppor
t for…
?
Respo
nse sta
rters:
Fo
r exam
ple,
In the
text it
sai
d that…
Re
memb
er in th
e othe
r story
we
read th
at…
An ex
ample
from m
y life i
s On
e case
that il
lustra
tes thi
s is…
Str
ong su
pportin
g evid
ence is
Prom
pt sta
rters:
Ca
n you
elabor
ate on
the…?
Wh
at does
that m
ean?
Wh
at do y
ou me
an by.
...?
Can y
ou cla
rify the
part
about…
? Say
more a
bout…
Wh
y.. Ho
w…Wh
at…Wh
en…
How i
s that i
mport
ant?
How d
oes it
suppor
t your
point
that…
I u
ndersta
nd the
part a
bout…
, but
I want
to kno
w…
Can y
ou be
more s
pecific
? Is w
hat I j
ust sa
id clea
r? Do
es tha
t make
sense
? Do
you k
now wh
at I me
an?
What d
o you
think?
I’m
not su
re if I
was c
lear.
Respo
nse sta
rters:
I th
ink it
means
… In
other w
ords,
More s
pecific
ally, it
is …
becaus
e…
An an
alogy
might
be…
It is im
portan
t becau
se…
Let m
e see
if I he
ard yo
u rig
ht…
To pa
raphra
se wh
at you
just sa
id, you
… In
other w
ords, y
ou are
say
ing tha
t…
What I
under
stood
was…
It s
ounds
like y
ou thi
nk tha
t…
It all b
oils d
own to
… A d
ifferen
t way
to say
it..
Clar
ify
Forti
fy
BU
ILD
IDEA
Crea
te
For
tify
© Zw
iers, O
’Hara
, & Pr
itchard
(2014
) Co
mmon
Core
Stand
ards in
diver
se cla
ssroo
ms:
Essen
tial p
ractic
es for
devel
oping
acad
emic
langu
age a
nd di
scipli
nary
literac
y. Ste
nhouse
Publi
shers
| ALD
Netwo
rk.org
Goal:
Stud
ents
indep
ende
ntly b
uild u
p ide
as (k
nowle
dge,
agree
ment,
solut
ion)
using
thes
e skill
s.
Prom
pt sta
rters:
Wh
at is y
our ide
a? Ho
w can
we co
mbine
these
ideas?
Wh
at do w
e need
to do?
Wh
at are o
ther p
oints o
f view
? Wh
at do y
ou thi
nk abo
ut…?
Why…
How…
I wond
er…
Respo
nse sta
rters:
On
e idea
could b
e …
My hy
pothes
is is…
Th
at rem
inds m
e of…
I n
oticed
the pa
ttern o
f…
I think
it dep
ends o
n…
Prom
pt sta
rters:
Wh
at is y
our op
inion?
Wh
ere do
you d
isagre
e? Ho
w migh
t we ta
ke the
best
from b
oth ide
as?
How c
an we
decid
e whic
h is
the mo
re ___
idea?
How d
oes ev
idence
for y
our
argum
ent co
mpare
to mi
ne?
How d
oe the
two id
eas sim
ilar
and dif
ferent
? Wh
ich ha
s the s
tronge
st evi
dence?
Respo
nse sta
rters:
I se
e it a d
ifferen
t way,
On
the oth
er hand
, …
A poin
t of dis
agreem
ent tha
t I hav
e is…
Even
though
it see
ms tha
t …,
That i
s a va
lid po
int, bu
t…
I think
the ne
gative
s of…
outwe
igh the
pos
itives
of …
Cons
tructi
ve
Conv
ersati
on Sk
ills
Poste
r
Nego
tiate
Prom
pt sta
rters:
Ca
n you
give a
n exam
ple
from t
he tex
t? Wh
ere do
es it s
ay tha
t? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are th
ere an
y case
s of th
at in r
eal lif
e? Ca
n you
give a
n exam
ple
from y
our lif
e? Wh
at is th
e stro
ngest
suppor
t for…
?
Respo
nse sta
rters:
Fo
r exam
ple,
In the
text it
sai
d that…
Re
memb
er in th
e othe
r story
we
read th
at…
An ex
ample
from m
y life i
s On
e case
that il
lustra
tes thi
s is…
Str
ong su
pportin
g evid
ence is
Prom
pt sta
rters:
Ca
n you
elabor
ate on
the…?
Wh
at does
that m
ean?
Wh
at do y
ou me
an by.
...?
Can y
ou cla
rify the
part
about…
? Say
more a
bout…
Wh
y.. Ho
w…Wh
at…Wh
en…
How i
s that i
mport
ant?
How d
oes it
suppor
t your
point
that…
I u
ndersta
nd the
part a
bout…
, but
I want
to kno
w…
Can y
ou be
more s
pecific
? Is w
hat I j
ust sa
id clea
r? Do
es tha
t make
sense
? Do
you k
now wh
at I me
an?
What d
o you
think?
I’m
not su
re if I
was c
lear.
Respo
nse sta
rters:
I th
ink it
means
… In
other w
ords,
More s
pecific
ally, it
is …
becaus
e…
An an
alogy
might
be…
It is im
portan
t becau
se…
Let m
e see
if I he
ard yo
u rig
ht…
To pa
raphra
se wh
at you
just sa
id, you
… In
other w
ords, y
ou are
say
ing tha
t…
What I
under
stood
was…
It s
ounds
like y
ou thi
nk tha
t…
It all b
oils d
own to
… A d
ifferen
t way
to say
it..
Clar
ify
Forti
fy
BU
ILD
IDEA
Crea
te
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
35
Model and Non-Model- Lessons 8 and 9
Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim).
MODEL: Student A: I think what is happening is that the little
kids are playing with blocks at school. What do you think is happening in the visual text?
Student B: I think what is happening is the kids are pretending they are construction workers. What evidence can you use to support your claim?
Student A: I notice that the students used lots of blocks to build something and they are sitting on it. What evidence can you use to support your claim?
Student B: I notice that they are wearing boots,
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
36
helmets and vests like construction workers. What evidence can you use to support your claim?
Student A: I notice a rug and bins like at school. I think they are at the blocks center. What can you add to your claim?
Student B: I notice that all three boys are holding a block and pretending that they are driving. I agree with you that they are at the block center. Now what do you think is happening in the visual text?
Student A: I think what is happening is that they built a truck at the block center. What do you think?
Student B: I think what is happening is that are pretending to be construction workers and they made a truck using blocks at school.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
37
NON-MODEL:
Student A: I think they are playing. What do you think? Student B: I think they are sitting on blocks. What do you notice?
Student A: I notice they have hats. What do you notice? Student B: I notice that they are wearing boots. What do you
notice?
Student A: I notice a rug. I think they are smiling. What do you think?
Student B: I notice they are driving. What is happening? Student A: They are playing at the block center. What do you
think?
Student B: They are construction workers.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
38
Visual Text for Teacher Modeling Lesson 10
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
39
Model and Non-Model-Day 10
Prompt: What is happening in this visual text? Provide evidence from the text to support your claim (each student has to make a claim)
MODEL:
Student A: I think what is happening is that they are
playing firemen. What do you think is
happening in the visual text?
CR
Student B:
I think what is happening is they are
pretending and the fireman is going to
rescue the boy. What evidence can you
use to support your claim?
CR CL
Student A: I think they are playing fireman because one
boy is dressed like a fireman and there are
toy fire trucks next to him. What evidence
can you use to support your claim?
CL F
Student B: I think he is going to rescue the boy because
he has a water hose to use to stop the fire.
CL F
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
40
What evidence can you use to support your
claim?
Student A:
I think they are playing fireman because the
boy in the burning house is looking for the
fireman. What evidence can you use to
support your claim?
CL F
Student B: I think they are pretending and the fireman is
going to use the fire trucks and ladders to
turn off the fire. Now what do you think is
happening in the visual text?
CL F
Student A: I think playing and pretending that the house
is on fire and the little boy is not wearing a
shirt because he was sleeping. What do you
think is happening in the visual text?
F
Student B: They are pretending playing that the house
is on fire and the fireman is going to use the
hose and ladder to rescue the boy.
F
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
41
Non-Model: Student A: They are playing and the house is on fire.
What do you think? Student B: They little boy inside the house is trying to
get out. The fire is not real. What do you think?
Student A: They drew the house. It is not real. Student B: The hose is a tube for swimming. Student A: Why doesn’t the boy have a shirt? Student B: The boy is wearing a fireman costume. Student A: They have toy trucks. Student B: The trucks are red.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
42
Visual Text for Student Practice-Day 10
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
43
Self -Assess
1 – I am still learning the Constructive Conversation Skill
2 – I need more practice using the Constructive Conversation Skill
3 - I am confident but need more practice using the Constructive Conversation Skill
4 – I am confident but I am not yet ready to explain the Constructive Conversation Skill
5 – I am confident and I can explain the Constructive Conversation Skill
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
44
Start Smart-Conversation Practices Resources Lessons 11-13
1. Conversation Norms Poster 2. Visual Text for Teacher Modeling-Lessons
11-12 3. Listening Task Poster--NEGOTIATE 4. Model/Non-Model Script-Lessons 11-12 5. Constructive Conversation Game-
NEGOTIATE Cards 6. Visual Text for Student Practice - NEGOTIATE
- Lessons 11-12 7. Visual Text for Teacher Modeling - Lesson 13 8. Model/Non-Model Script- Lesson 13 9. Visual Text for Student Practice- Lessons 13 10. Self-Assess Poster
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
45
Conversation Norms
1. Use your think time
2. Use the language of the skill
3. Use your conversation voice
4. Listen respectfully
5. Take turns and build on each other’s ideas.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
46
Visual Text for Teacher Modeling- Days 11-12
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
47
Visual Text for Student Practice - Lessons 11-12
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
48
Listening Task for NEGOTIATE
How did each partner:
● state his/her ideas? ● they take turns sharing their ideas?
● they consider all the ideas? ● they stay on topic? ● build on each other’s ideas? ● come to a consensus?
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
49
Model and Non-Model Scripts- Lessons 11-12 Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus.
Model: Student A: An important idea from the text is that we
all can play together. What is your claim? CR
Student B: An important idea from the text is that we can use blocks to build things and pretend. How can you support your claim with evidence?
CR F
Student A: I think that they used the blocks to make a seat for each one so they could all sit and play together. How can you support your claim with evidence?
CL F
Student B: I think that they used blocks to build a truck. How can you support your claim with evidence?
CL F
Student A:
I think they all have a block in their hand and pretending to drive the truck together. How can you support your claim
CL F
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
50
with evidence? Student B: I think that they used the blocks to make a
truck with three seats and three driving wheels. How can your support your claim with evidence?
CR F
Student A: I think that they are using the blocks and costumes to pretend that they are all construction workers. How can you support your claim with evidence?
CL F
Student B:
I think they worked together at the block center. I notice there are also cubbies, an easel and a rug. How can we come to an agreement?
CL F
Student A:
I think they worked together to build the truck and pretend they are construction workers. Can we come to an agreement?
CL F N
Student B: I think the important idea is that we can play together to build things and pretend.
CL F
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
51
Non-Model Student A: I think an idea is they are playing. What do
you think? Student B: I think an idea is they are pretending to be
construction workers. What is your idea? Student A: I think they used blocks to make a truck.
What do you think? Student B: I think they used construction workers’
costumes to pretend. What do you think? Student A: I think they are all smiling. What do you
think? Student B: I think they are playing in the blocks
center. What do you think? Student A: I think they used the blocks to build a fire
truck and pretend they are construction workers.
Student B: I agree.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
52
Constructive Conversation Game-NEGOTIATE
© Zw
iers,
O’Ha
ra, &
Prit
char
d (20
14)
Neg
otia
te
© Zw
iers, O
’Hara,
& Pritc
hard (2
014)
Comm
on Co
re Stan
dards i
n dive
rse cla
ssroom
s: Ess
ential
practic
es for d
evelop
ing ac
ademic
lan
guage
and dis
ciplina
ry liter
acy.
Stenho
use Pu
blisher
s | AL
DNetw
ork.org
Goal:
Studen
ts ind
epende
ntly bu
ild up
ideas
(know
ledge,
agr
eement
, soluti
on)
using
these
skills.
Promp
t start
ers:
What i
s your i
dea?
How c
an we co
mbine
these i
deas?
What d
o we ne
ed to d
o? Wh
at are o
ther po
ints of
view?
What d
o you
think ab
out…?
Wh
y…Ho
w…I w
onder…
Respon
se star
ters:
One id
ea coul
d be …
My
hypot
hesis is
… Tha
t remin
ds me of
… I no
ticed th
e patter
n of…
I th
ink it d
epends
on…
Promp
t start
ers:
What i
s your o
pinion
? Wh
ere do
you d
isagree
? Ho
w migh
t we ta
ke the b
est from
both i
deas?
How c
an we de
cide w
hich is
the
more _
__ ide
a? Ho
w does
eviden
ce for y
our
argum
ent com
pare to
mine?
Ho
w doe t
he two
ideas s
imilar
and dif
ferent?
Wh
ich has
the str
ongest
eviden
ce?
Respon
se star
ters:
I see it
a diffe
rent w
ay,
On the
other h
and, …
A p
oint of
disagr
eement
that I
have is
… Eve
n thoug
h it see
ms tha
t …,
That is
a valid
point,
but…
I think
the neg
atives
of… ou
tweigh
the
positiv
es of …
Const
ructive
Co
nversa
tion S
kills
Poste
r
Nego
tiate
Promp
t start
ers:
Can yo
u give
an exa
mple
from the
text?
Where
does i
t say th
at? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are the
re any
cases o
f that
in real
life?
Can yo
u give
an exa
mple
from yo
ur life?
Wh
at is th
e stron
gest
suppor
t for…
?
Respon
se star
ters:
For exa
mple,
In the t
ext it
said tha
t…
Remem
ber in
the oth
er story
we
read th
at…
An exa
mple f
rom my
life is
One ca
se that
illustra
tes this
is…
Stro
ng sup
porting
eviden
ce is
Promp
t start
ers:
Can yo
u elabo
rate on
the…?
Wh
at does
that m
ean?
What d
o you
mean b
y....?
Can yo
u clarif
y the pa
rt abo
ut…?
Say mo
re abou
t…
Why..
How…
What…
When…
Ho
w is th
at imp
ortant?
Ho
w does
it supp
ort you
r point
that…
I un
derstan
d the pa
rt abou
t…,
but I w
ant to
know…
Can
you b
e more
specifi
c? Is w
hat I ju
st said
clear?
Do
es that
make s
ense?
Do yo
u know
what I
mean?
Wh
at do y
ou thin
k? I’m
not su
re if I w
as clear
.
Respon
se star
ters:
I think
it mean
s…
In othe
r word
s, Mo
re spec
ifically
, it is …
bec
ause…
An
analog
y migh
t be…
It is im
portan
t becau
se…
Let me
see if I
heard y
ou righ
t…
To par
aphrase
what y
ou just
said, y
ou…
In othe
r word
s, you
are
saying
that…
Wh
at I un
derstoo
d was…
It s
ounds l
ike yo
u think
tha
t…
It all b
oils do
wn to…
A d
ifferen
t way t
o say it
..
Clar
ify
Forti
fy
BU
ILD ID
EA
Crea
te
Neg
otia
te
© Zw
iers, O
’Hara,
& Pritc
hard (2
014)
Comm
on Co
re Stan
dards i
n dive
rse cla
ssroom
s: Ess
ential
practic
es for d
evelop
ing ac
ademic
lan
guage
and dis
ciplina
ry liter
acy.
Stenho
use Pu
blisher
s | AL
DNetw
ork.org
Goal:
Studen
ts ind
epende
ntly bu
ild up
ideas
(know
ledge,
agr
eement
, soluti
on)
using
these
skills.
Promp
t start
ers:
What i
s your i
dea?
How c
an we co
mbine
these i
deas?
What d
o we ne
ed to d
o? Wh
at are o
ther po
ints of
view?
What d
o you
think ab
out…?
Wh
y…Ho
w…I w
onder…
Respon
se star
ters:
One id
ea coul
d be …
My
hypot
hesis is
… Tha
t remin
ds me of
… I no
ticed th
e patter
n of…
I th
ink it d
epends
on…
Promp
t start
ers:
What i
s your o
pinion
? Wh
ere do
you d
isagree
? Ho
w migh
t we ta
ke the b
est from
both i
deas?
How c
an we de
cide w
hich is
the
more _
__ ide
a? Ho
w does
eviden
ce for y
our
argum
ent com
pare to
mine?
Ho
w doe t
he two
ideas s
imilar
and dif
ferent?
Wh
ich has
the str
ongest
eviden
ce?
Respon
se star
ters:
I see it
a diffe
rent w
ay,
On the
other h
and, …
A p
oint of
disagr
eement
that I
have is
… Eve
n thoug
h it see
ms tha
t …,
That is
a valid
point,
but…
I think
the neg
atives
of… ou
tweigh
the
positiv
es of …
Const
ructive
Co
nversa
tion S
kills
Poste
r
Nego
tiate
Promp
t start
ers:
Can yo
u give
an exa
mple
from the
text?
Where
does i
t say th
at? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are the
re any
cases o
f that
in real
life?
Can yo
u give
an exa
mple
from yo
ur life?
Wh
at is th
e stron
gest
suppor
t for…
?
Respon
se star
ters:
For exa
mple,
In the t
ext it
said tha
t…
Remem
ber in
the oth
er story
we
read th
at…
An exa
mple f
rom my
life is
One ca
se that
illustra
tes this
is…
Stro
ng sup
porting
eviden
ce is
Promp
t start
ers:
Can yo
u elabo
rate on
the…?
Wh
at does
that m
ean?
What d
o you
mean b
y....?
Can yo
u clarif
y the pa
rt abo
ut…?
Say mo
re abou
t…
Why..
How…
What…
When…
Ho
w is th
at imp
ortant?
Ho
w does
it supp
ort you
r point
that…
I un
derstan
d the pa
rt abou
t…,
but I w
ant to
know…
Can
you b
e more
specifi
c? Is w
hat I ju
st said
clear?
Do
es that
make s
ense?
Do yo
u know
what I
mean?
Wh
at do y
ou thin
k? I’m
not su
re if I w
as clear
.
Respon
se star
ters:
I think
it mean
s…
In othe
r word
s, Mo
re spec
ifically
, it is …
bec
ause…
An
analog
y migh
t be…
It is im
portan
t becau
se…
Let me
see if I
heard y
ou righ
t…
To par
aphrase
what y
ou just
said, y
ou…
In othe
r word
s, you
are
saying
that…
Wh
at I un
derstoo
d was…
It s
ounds l
ike yo
u think
tha
t…
It all b
oils do
wn to…
A d
ifferen
t way t
o say it
..
Clar
ify
Forti
fy
BU
ILD ID
EA
Crea
te
Neg
otia
te
© Zw
iers, O
’Hara,
& Pritc
hard (2
014)
Comm
on Co
re Stan
dards i
n dive
rse cla
ssroom
s: Ess
ential
practic
es for d
evelop
ing ac
ademic
lan
guage
and dis
ciplina
ry liter
acy.
Stenho
use Pu
blisher
s | AL
DNetw
ork.org
Goal:
Studen
ts ind
epende
ntly bu
ild up
ideas
(know
ledge,
agr
eement
, soluti
on)
using
these
skills.
Promp
t start
ers:
What i
s your i
dea?
How c
an we co
mbine
these i
deas?
What d
o we ne
ed to d
o? Wh
at are o
ther po
ints of
view?
What d
o you
think ab
out…?
Wh
y…Ho
w…I w
onder…
Respon
se star
ters:
One id
ea coul
d be …
My
hypot
hesis is
… Tha
t remin
ds me of
… I no
ticed th
e patter
n of…
I th
ink it d
epends
on…
Promp
t start
ers:
What i
s your o
pinion
? Wh
ere do
you d
isagree
? Ho
w migh
t we ta
ke the b
est from
both i
deas?
How c
an we de
cide w
hich is
the
more _
__ ide
a? Ho
w does
eviden
ce for y
our
argum
ent com
pare to
mine?
Ho
w doe t
he two
ideas s
imilar
and dif
ferent?
Wh
ich has
the str
ongest
eviden
ce?
Respon
se star
ters:
I see it
a diffe
rent w
ay,
On the
other h
and, …
A p
oint of
disagr
eement
that I
have is
… Eve
n thoug
h it see
ms tha
t …,
That is
a valid
point,
but…
I think
the neg
atives
of… ou
tweigh
the
positiv
es of …
Const
ructive
Co
nversa
tion S
kills
Poste
r
Nego
tiate
Promp
t start
ers:
Can yo
u give
an exa
mple
from the
text?
Where
does i
t say th
at? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are the
re any
cases o
f that
in real
life?
Can yo
u give
an exa
mple
from yo
ur life?
Wh
at is th
e stron
gest
suppor
t for…
?
Respon
se star
ters:
For exa
mple,
In the t
ext it
said tha
t…
Remem
ber in
the oth
er story
we
read th
at…
An exa
mple f
rom my
life is
One ca
se that
illustra
tes this
is…
Stro
ng sup
porting
eviden
ce is
Promp
t start
ers:
Can yo
u elabo
rate on
the…?
Wh
at does
that m
ean?
What d
o you
mean b
y....?
Can yo
u clarif
y the pa
rt abo
ut…?
Say mo
re abou
t…
Why..
How…
What…
When…
Ho
w is th
at imp
ortant?
Ho
w does
it supp
ort you
r point
that…
I un
derstan
d the pa
rt abou
t…,
but I w
ant to
know…
Can
you b
e more
specifi
c? Is w
hat I ju
st said
clear?
Do
es that
make s
ense?
Do yo
u know
what I
mean?
Wh
at do y
ou thin
k? I’m
not su
re if I w
as clear
.
Respon
se star
ters:
I think
it mean
s…
In othe
r word
s, Mo
re spec
ifically
, it is …
bec
ause…
An
analog
y migh
t be…
It is im
portan
t becau
se…
Let me
see if I
heard y
ou righ
t…
To par
aphrase
what y
ou just
said, y
ou…
In othe
r word
s, you
are
saying
that…
Wh
at I un
derstoo
d was…
It s
ounds l
ike yo
u think
tha
t…
It all b
oils do
wn to…
A d
ifferen
t way t
o say it
..
Clar
ify
Forti
fy
BU
ILD ID
EA
Crea
te
Neg
otia
te
© Zw
iers, O
’Hara,
& Pritc
hard (2
014)
Comm
on Co
re Stan
dards i
n dive
rse cla
ssroom
s: Ess
ential
practic
es for d
evelop
ing ac
ademic
lan
guage
and dis
ciplina
ry liter
acy.
Stenho
use Pu
blisher
s | AL
DNetw
ork.org
Goal:
Studen
ts ind
epende
ntly bu
ild up
ideas
(know
ledge,
agr
eement
, soluti
on)
using
these
skills.
Promp
t start
ers:
What i
s your i
dea?
How c
an we co
mbine
these i
deas?
What d
o we ne
ed to d
o? Wh
at are o
ther po
ints of
view?
What d
o you
think ab
out…?
Wh
y…Ho
w…I w
onder…
Respon
se star
ters:
One id
ea coul
d be …
My
hypot
hesis is
… Tha
t remin
ds me of
… I no
ticed th
e patter
n of…
I th
ink it d
epends
on…
Promp
t start
ers:
What i
s your o
pinion
? Wh
ere do
you d
isagree
? Ho
w migh
t we ta
ke the b
est from
both i
deas?
How c
an we de
cide w
hich is
the
more _
__ ide
a? Ho
w does
eviden
ce for y
our
argum
ent com
pare to
mine?
Ho
w doe t
he two
ideas s
imilar
and dif
ferent?
Wh
ich has
the str
ongest
eviden
ce?
Respon
se star
ters:
I see it
a diffe
rent w
ay,
On the
other h
and, …
A p
oint of
disagr
eement
that I
have is
… Eve
n thoug
h it see
ms tha
t …,
That is
a valid
point,
but…
I think
the neg
atives
of… ou
tweigh
the
positiv
es of …
Const
ructive
Co
nversa
tion S
kills
Poste
r
Nego
tiate
Promp
t start
ers:
Can yo
u give
an exa
mple
from the
text?
Where
does i
t say th
at? Wh
at are e
xample
s from
oth
er text
s? Wh
at is a
real w
orld
examp
le?
Are the
re any
cases o
f that
in real
life?
Can yo
u give
an exa
mple
from yo
ur life?
Wh
at is th
e stron
gest
suppor
t for…
?
Respon
se star
ters:
For exa
mple,
In the t
ext it
said tha
t…
Remem
ber in
the oth
er story
we
read th
at…
An exa
mple f
rom my
life is
One ca
se that
illustra
tes this
is…
Stro
ng sup
porting
eviden
ce is
Promp
t start
ers:
Can yo
u elabo
rate on
the…?
Wh
at does
that m
ean?
What d
o you
mean b
y....?
Can yo
u clarif
y the pa
rt abo
ut…?
Say mo
re abou
t…
Why..
How…
What…
When…
Ho
w is th
at imp
ortant?
Ho
w does
it supp
ort you
r point
that…
I un
derstan
d the pa
rt abou
t…,
but I w
ant to
know…
Can
you b
e more
specifi
c? Is w
hat I ju
st said
clear?
Do
es that
make s
ense?
Do yo
u know
what I
mean?
Wh
at do y
ou thin
k? I’m
not su
re if I w
as clear
.
Respon
se star
ters:
I think
it mean
s…
In othe
r word
s, Mo
re spec
ifically
, it is …
bec
ause…
An
analog
y migh
t be…
It is im
portan
t becau
se…
Let me
see if I
heard y
ou righ
t…
To par
aphrase
what y
ou just
said, y
ou…
In othe
r word
s, you
are
saying
that…
Wh
at I un
derstoo
d was…
It s
ounds l
ike yo
u think
tha
t…
It all b
oils do
wn to…
A d
ifferen
t way t
o say it
..
Clar
ify
Forti
fy
BU
ILD ID
EA
Crea
te
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
53
Visual Text for Teacher Modeling – Lesson 13
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
54
Visual Text for Student Practice - Lesson 13
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
55
Model and Non-Model Scripts- Lessons 13
Prompt: What is an important idea from this text? Start by stating your claim. Support your claim and come to a consensus. Model:
Student A: An important idea from the text is that you have to use your imagination to pretend. What is your claim?
CR
Student B: An important idea from the text is that pretend can be like real life. How can you support your claim with
evidence?
CR F
Student A: I think they used their imaginations to
draw the house pretend it is on fire.
How can you support your claim with
evidence?
CL F
Student B: I think the boy is pretending to be a fireman. Real firemen wear helmets and
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
56
jackets. How can you support your claim with evidence?
Student A: I think the little boy in the window is
using his imagination to pretend that
the house is on fire and he is trying to
get out. How can you support your
claim with evidence?
CL F
Student B:
I think the boy is pretending that the blue tube is a water hose and he is going to use it to turn off the fire and help the boy in the house. How can we come to an agreement?
CR F
Student A: I think they are both using their imaginations to pretend that one is a fireman and one is in the burning house. Can we come to an agreement?
CL F
Student B: An important idea from the visual text is that it takes imagination to play and pretend at real life things.
CL F
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Kinder- Designated ELD Resources 8•12•16 FINAL
57
Non-Model: Student A: I think an idea is they are playing. What
do you think? Student B: I think an idea is they are pretending to
be firemen. What is your idea? Student A: I think they used blocks to make a fire
truck. What do you think? Student B: I think they used firemen costume to
pretend. What do you think? Student A: I think they are all smiling. What do you
think? Student B: I think they are playing in the blocks
center. What do you think? Student A: I think they used the blocks to build a fire
truck and pretend they are firemen. Student B: I agree.
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
58
Student Progress Form (SPF)
Multil
ingua
l)&)M
ulticu
ltural
)Educati
on)De
partm
ent)
Kind
er'ST
UDEN
T'PRO
GRESS'F
ORM'4'CO
NSTR
UCTIVE
'CON
VERS
ATION'LA
NGUA
GE'SA
MPLE'(
SPF4CC
LS)'
Septem
ber(1
5,(20
15(
((
Adap
ted(from
(work(b
y(Zwiers
,(O'Hara,(&(Pritcha
rd,(201
4()
Stud
ent'A
:'____________________________________________''Overall'C
ELDT
'Proficiency'L
evel:'_
______'L:_______'S:_______'R:_______'W:'_
______'Date_
_______''
Stud
ent'B
:'____________________________________________''Overall'C
ELDT
'Proficiency'L
evel:'_
______'L:_______'S:_______'R:_______'W:'_
______'Date_
_______')
Conv
ersatio
n'Ob
jective
'(TLF'3a1
):''
Teache
r'Prompt'(T
LF'3b1
'&'2):')
)
STEP
S:)
1.!Tra
nscri
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t)date
.)2.!
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ore)a
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orm.
)3.!
Refer
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LD)
Stand
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nd)gu
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questio
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)develop
)ins
truction
al)im
plicatio
ns)
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ch)stud
ent.)
DIMEN
SION
'1'Turns'build'on'previous'tu
rns'to'bu
ild'up'an
'idea
'(TLF'3b2
):'''''')
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SION
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STEP
'1'–'W
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'complete't
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es(if(needed)(('
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(TLF'1b
1)'
DATE:)_
____
______
__)
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
59
Mult
ilingu
al)&)Mult
icultu
ral)Edu
catio
n)Dep
artm
ent)
Kinder'STUDENT'PROGRESS'FORM'4'CONSTRUCTIVE'CONVERSATION'LANGUAGE'SAMPLE'(SPF4CCLS)'
Septem
ber(1
5,(20
15(
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Adap
ted(f
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ra,(&
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ovide
(a(brief
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imen
sion'
DIMEN
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'
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'
'
(
STEP'3'–''Instructional'Im
plications'(TLF'1a2','1b1,'&'5a2):')R
efer(to(t
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1.(Exchan
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/ideas(w
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Instructional'Im
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Instructional'Im
plications'for'Student'B:'
Kinder Resources
Kinder- Designated ELD Resources 8•12•16 FINAL
60
Sample Poster
Hand
out #
9