A. Return End of Unit Assessments with Feedback (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 3. Students will review their responses in Opening B.

• Return students' end of unit assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.

B. Engage the Learner - RL.7.7 (5 minutes)

• Once students have completed their entrance tickets, use a total participation technique to review their responses.

• Repeated routine: follow the same routine as in previous lessons to review the learning target and the purpose of the lesson, reminding students of any similarities between this learning target and those from previous lessons.

A. Mid-Unit 3 Assessment: Compare Audio to Text (30 minutes)

• Review the learning target:

“I can compare and contrast a written story to the audio version of the story and analyze the effect of the techniques.”

• Distribute Mid-Unit 3 Assessment: Compare Audio to Text: A Long Walk to Water, Chapter 1, and invite students to take out their copies of A Long Walk to Water.

• Read the directions for the assessment aloud as students follow along silently. Answer clarifying questions.

• Tell students that for this assessment, they will listen to a new excerpt of the audio version of A Long Walk to Water, from a part of the book they’ve already read and compare it to the text version of the book. Remind students of their work comparing the audio and text versions of A Long Walk to Water in the previous two lessons. Ask student volunteers to refer to their notes from the activity when they entered class and share key strategies for comparing the audio and text versions of the novel. ▲ Also, students may consult the Strategies to Answer Selected Response Questions anchor chart to guide them in answering the assessment questions. ▲

MEETING STUDENTS' NEEDS

In Work Time A, when introducing the assessment, have students share what they do to get unstuck and keep going when they do not understand words or sentences on an assessment or are having trouble knowing what to write. This sharing of strategies for getting unstuck helps ELLs in two ways. First, it builds efficacy and language skills by allowing students to verbally help their peers. Second, it provides useful strategies and encouragement for those who may struggle with the language of the assessment.

• Focus students on the Work to Become Effective Learners and Work to Become Ethical People anchor charts. Remind students that because they will be reading and answering questions independently for the assessment, they will need to practice perseverance and integrity.

• Invite students to reflect on academic mindsets before beginning the assessment:

“What value does comparing an audio to a text have for you? What does this mean to you beyond the work you are doing in the classroom? What will help you to feel you can succeed at this?” (Responses will vary. Possible response: In life, we spend a lot of time listening. We learn by listening. It’s important to see how authors captivate readers through audio, as well as through the written text. I can succeed at this by working really hard and trying my best.)

• Invite students to preview the questions on the mid-unit assessment before playing the Audiobook version of A Long Walk to Water, 05:17–7:40 on the device for the first time. Inform students that they will now listen to the clip on which they will be assessed. Instruct students that they will have a chance to take preliminary notes after listening and to preview the questions before their next listen. Tell students that they will listen to the clip again so that they can complete this portion of their mid-unit assessment. Explain to students that they will listen to the clip four times in all. Allow time for students to review the questions before playing the clip each time.

MEETING STUDENTS' NEEDS

In Work Time A, when introducing the assessment, model methods to help keep going if stuck on an item in the assessment. Talk about strategies to understand unfamiliar language in the text or the audio or ways to think of words to write. Modeling getting unstuck helps ELLs to persist and keep going if they are having difficulty accessing or producing language in English.

• Invite students to begin the assessment.

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

A. Review Learning Target (5 minutes)

• Give students specific positive feedback on their completion of the mid-unit assessment (e.g., "I noticed a lot of you were taking good notes on the differences between the audio and text versions of the book").

• Focus students on the Work to Become Effective Learners anchor chart. Remind students that they will take responsibility for their own learning as they assess their progress toward the learning target.

MEETING STUDENTS' NEEDS

When providing students with positive feedback about their work on the mid-unit assessment, be as specific as possible with ELLs about instances where they attempted to expand their written language skills, even if the attempt was not wholly successful (i.e., resulted in sentence fragments, jumbled syntax, or incorrect spelling and grammar). Encouraging students to try out new language structures without undue fear of critique or failure is crucial to fostering the growth of ELLs' skills in English, and any attempts at reaching beyond previous levels of English acquisition should be affirmed before being constructively "corrected" or edited for accuracy.

• Review the learning target:

"I can compare and contrast a written story to the audio version of the story and analyze the effect of the techniques."

• Ask students to Think-Write-Pair-Share about how well they progressed toward the learning target and areas in which they still need to grow. Discuss as a class plans or strategies for growing in this learning target.

MEETING STUDENTS' NEEDS

When providing students with positive feedback about their work on the mid-unit assessment, recognize attempts beginning English speakers made to expand their written language skills by explaining how the attempt made will help them continue to improve their writing. For instance, if a student has moved from writing isolated sentences to paragraphs, one might point out the progress they have made in extending their writing.

• Incorporate reflection on and awareness of the following academic mindsets: "I can succeed at this" and "My ability and competence grow with my effort."

• Ask students to Think-Pair-Share:

"What helped you be successful with the mid-unit assessment?" (Sample response: I worked really hard, I took my time, and I put in my best effort).