Reading & Viewing Closely

When engaging students in reading/viewing grade-level texts, this Part 1 ELD standard will help you design direct instruction, collaborative practice, and linguistic supports for each proficiency level. At each level, the standard describes the knowledge, skills, and abilities that are needed to access, engage in, and achieve in grade-level academic content.

When analyzing the proficiency level continuum, it becomes clear that students can engage in reading/viewing activities at all levels, but different levels of support (substantial, moderate, or light) are needed depending on their current familiarity with the language demands needed for the task type and purpose.

When engaging students in ELD Part 1 standard of “Reading/viewing closely,” this Part 2 ELD standard will help you design direct instruction, collaborative practice, and linguistics supports for each proficiency level. At each level, the standard describes the knowledge, skills, and abilities that are needed to access, engage in, and achieve in grade-level academic content.

Preview the text students will be reading to and determine its text structure from the list below:

Text Structure Types

Narrative Structure

Drama/Play

Problem and Solution

Cause and Effect

Argumentation/Persuasion

Chronological/Sequential

Explanatory/Informative

Compare and Contrast

Classification

Before students listen (Pre-Lecture Scaffolds)

Identify Critical Concepts

Identify critical concepts (limit to 8-10 vocabulary words) covered in the lecture.
Explicitly teach the critical concepts if students are unfamiliar with the ideas.

Samples

Frayer Model (generic PDF)

Critical Concepts Notes GO (doc)

Bridge to Prior Knowledge

[ ___ ]

Samples

[ ___ ] ( ___ )

While students listen (During-Lecture Scaffolds)

"Human Edpuzzle" Protocol

Preparation Steps

Create a note-taking template (Consider using AI, see video to the right).
Pre-identify places/areas where you will pause your lecture or video and engage students in pair-share activities with predetermined pair-share prompts and sentence starters and cloze-sentence frames to allow processing time for students to clarify and make meaning.
Before proceeding, allow time for students to ask questions and time to write answer.

During the Activity

Follow the protocol you set for the activity, pausing and engaging students in interactive talk opportunities,
Before proceeding, allow time for students to ask questions and time to write answers.

Samples

Beginning CLOZE Notes (Doc, AI gen)

Expanding Guided Notes (Doc, AI gen)

How to use Brisk AI

This video shows how the above docs were generated (no audio)

My recording 02:03 09/28/24.webm

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