A. Return End of Unit 2 Assessments (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 4. Students will also need their End of Unit 2 Assessments with feedback.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

• Remind students that they will be determining the central idea (the main points the author wants the reader to understand and take away from reading) and summarizing (to give a short explanation of something that has been read, viewed, or heard), a new text.

A. Mid-Unit 3 Assessment: “Helios” (25 minutes)

• Distribute Mid-Unit 3 Assessment: “Helios.”

• Read aloud the assessment directions as students follow along, reading silently.

• It may be especially challenging for ELLs to understand the assessment directions. Answer any clarifying questions, but refrain from supplying answers to the assessment questions themselves. ▲

• Direct students’ attention to the following anchor charts:

  • Close Readers Do These Things anchor chart

  • Strategies to Answer Selected Response Questions anchor chart

• Remind students to refer to these anchor charts as they read the assessment text and answer the assessment questions.

• Remind students that because this is an assessment, they should complete it independently in silence. Focus students on the Work to Become Effective Learners anchor chart, and review what perseverance looks and sounds like. Remind students that because they will be reading and answering questions independently for the assessment, they may need to practice perseverance.

• Invite students to begin the assessment.

• While they are taking the assessment, circulate to monitor and document their test-taking skills.

• After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why. In future lessons and for homework, focus on the language skills that will help ELLs address these assessment challenges. ▲

MEETING STUDENTS' NEEDS

Display a "map" of the assessment to reference while explaining directions to the Mid-Unit 3 Assessment. This will reduce ambiguity and give students a clearer picture of what they can expect, so that they can better allocate their time and attentional resources. Provide students with colored pencils or highlighters so that they can mark up the "map" as needed. Examples:

Read an informational text about Helios.

Guess a word's meaning using context.

Select the correct meaning of a word from a dictionary.

Guess a word's meaning using related words.

Identify the central idea of the text.

Underline a sentence that shows the central idea.

Write a summary of the informational text.

In the mid-unit assessment, ELLs' summary writing might contain a multitude of language errors. Focus only on one or two pervasive errors to avoid overwhelming the student. Prioritize attention to content-related and organizational/structural errors over sentence-level errors, unless these errors disrupt comprehension of the summary overall.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Track Progress (15 minutes)

• Distribute Track Progress folders, Track Progress: Read, Understand, and Explain a New Text, and sticky notes.

• Guide students through completing the recording form.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time. Provide students with sentence frames that allow them to identify and celebrate specific successes of the Mid-Unit 3 Assessment. ▲