# 6. Language and Literacy - A. Analyze Work Open all sections Close all sections ### Objective expand\_more **Option A:** Scoring student writing can be challenging when students are developing at English speakers as well as academic writers. Use this student work and analysis of scoring to increase your ability to score student’s work. **Option B:** In this task, you will analyze the language of a text and consider what you would address with your students. ### WIDA/SIOP expand\_more **Task [WIDA](https://docs.google.com/document/d/1vCFURHISu2prkJu6lwZD6TBZaiAxGXjKab_R1d-8nqk/edit?usp=sharing)**: AR2 Sort **Use of Academic Language** **Descriptor** **Level** **Domain** Argue Classifying pros and cons of claims and evidence presented within written texts 4 Reading **Task** [**SIOP**](https://docs.google.com/document/d/1UAepa0ch6y3a22lNWIbBwyAOc3G9Tota4GNDeQ_QiTk/edit?usp=sharing): 30 Sort **SIOP Section** **Descriptor** Review and Assessment [Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson](http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners) ## Action Steps: Step 1: Option A Step 1: Option B Step 2 Step 3 ## Step 1: Option A ### Scoring Student Writing Browse through the different writing samples in [this document](https://docs.google.com/document/d/1kLLLAQipKRDAUFncmLTx31LVGtV59BBGlPwPUAFL2Z4/edit?usp=sharing). Select two samples that are closest to the grade level(s) you work with (three samples if selecting from Kindergarten through grade 2). Use the [WIDA writing rubric](https://wida.wisc.edu/sites/default/files/resource/WIDA-Writing-Rubric-Gr-1-12.pdf) to score the different writing samples, providing an overall score for the sample. For each sample, include a screenshot, your score, and a brief explanation (approximately 150 words) of why you chose that score. Remember this is practice! Make your best guess based on the rubric -- scoring writing can certainly be tricky! ## Step 1: Option B ### Analyzing a Text: - Text: Select a text that would be important for students to read. The text can be an excerpt from a longer text (approximately 1 page long). - Core Academic Language Skills: Look at the summary of the CALS construct [in this document](https://docs.google.com/document/d/1e99JxB7TCt35FUnAkC0Kr-lKbTbvbVjuOr00Dt2uS04/edit?usp=sharing). [](https://docs.google.com/document/d/1e99JxB7TCt35FUnAkC0Kr-lKbTbvbVjuOr00Dt2uS04/edit) ![CALS document link](/sites/g/files/omnuum3971/files/styles/hwp_1_1__360x360_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_5.44.08_pm.png?itok=DeVyXNP3) Annotate: Annotate the text that you selected for 1 or 2 CALS elements that are the most important for your students in your content area and your context. For instance, if you focus on connecting ideas logically, you might bold all of the connectives in the text or color-code them. ## Step 2 ### **Be sure to link your work and documents in the [capstone](https://dimensions.gse.harvard.edu/capstone) project:** Sort ![Capstone table example](/sites/g/files/omnuum3971/files/styles/hwp_1_1__720x720_scale/public/dimensionsofdiversity/files/screen_shot_2021-08-12_at_11.26.00_am.png?itok=MdWrKzSY) ## Step 3 ### Reflection: Answer the following questions on a Capstone slide 1. **Option A ONLY:** Thinking about the scoring student writing. Write a brief reflection on the task using the following questions as guidelines. You can choose one or all questions, or parts from each question. (150-250 words total) 1. What features were more difficult or easier to score. Why do you think those elements were challenging or easy? 2. How might you score writing in your context? How might you give students feedback in a way that is not overwhelming for them? 3. How might you have students engage with scores in your classroom? 2. Option B ONLY: Thinking about the text. Write a brief reflection on the task using the following questions as guidelines. You can choose one or all questions, or parts from each question. (150-250 words total) 1. Why did you select these 1-2 CALS elements? 2. Why are they important for your students or your content area? How would addressing these CALS elements impact your student’s reading comprehension and/or learning? 3. Takeaways: You can choose one or all questions, or parts from each question. (200-250 words) 1. What was your most significant take away from the assignment? What did you find interesting and useful? 2. What was most challenging in the task? How did you overcome that challenge? 3. How will you apply your learning to practice? 4. To learn more, what might your next steps be? 5. How would you improve on your current product in the future? ## [Option A: Scoring Student Writing](https://docs.google.com/document/d/1jqe1u8B_Vdz2IkPmz2d4UUp-iJTzo_JFJi9qaurWtE0/edit?usp=sharing) ## [Option B: Analyze a Text](https://docs.google.com/document/d/1JTO8J-8PO0FR-6QQYrmBRLj7o56NwcU8qSVGSikddvg/edit?usp=sharing) **Why this task?** Language and literacy skills are highly predictive of academic and social outcomes. It is important we understand what factors into these skills and how we can support our students in these areas. **Points:** 10 Sort**Must Haves**1. Response completes the task. 2. Accurately reflects WIDA Standards and the principles of SIOP. 3. Demonstrates precision and accuracy appropriate to the demands of a graduate course (including correct citations, grammar, and mechanics). 4. Demonstrates thoughtfulness and insights appropriate to the demands of a graduate course. 5. Responds specifically and explicitly to an identified language demand taught in an inclusive setting. Sort**Amazing*** Explain how learning from completing the task can be useful to you. * Promotes self and cultural awareness. * Describes possible next steps. * Relates to developing language skills in specific ways. * Share materials or examples that may be useful to others.