EL Education Curriculum
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- ELA G5:M2:U1:L12
End of Unit 1 Assessment, Part I: Web Research
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Universal design for learning, closing & assessments, you are here:.
- ELA Grade 5
- ELA G5:M2:U1
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These are the CCS Standards addressed in this lesson:
- RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- I can research using several sources to answer the question: What can I do to help the rainforest? ( RI.5.1 , RI.5.7 , RI.5.10 , W.5.7 , W.5.8 )
- I can summarize information from a text. ( RI.5.1 , RI.5.10 , W.5.8 )
- End of Unit 1 Assessment, Part I: Web Research ( RI.5.1 , RI.5.7 , RI.5.10 , W.5.7 , W.5.8 )
- Tracking Progress: Research ( W.5.7 , W.5.8 )
- End of Unit 1 Assessment, Part 1: Web Research (see Assessment Overview and Resources).
- Technology required for students to access the links provided on the end of unit assessment (see Assessment Overview and Resources).
- Provide feedback on students' Mid-Unit 1 Assessments in preparation for returning them in Opening A.
- Gather Tracking Progress folders.
- Post: Learning targets, Working to Contribute to a Better World anchor chart, Criteria for an Effective Summary anchor chart, and Working to Become Effective Learners anchor chart.
Tech and Multimedia
- Work Time A: Students use web research to answer the question. There is a page of links (End of Unit 1 Assessment: Helping the Rainforest Links) provided for them to quickly locate the answers.
- Work Time A: Consider inviting students to use a text-to-speech tool such as SpeakIt! Â so they can hear the text read aloud multiple times.
- Work Time A: Students could complete their What Can I Do to Help the Rainforest? note-catcher online, on a Google Doc, for example.
- Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, preview links and/or use a filter service, such as www.safeshare.tv , for viewing these links in the classroom.
- Work Time A: Students could complete their note-catchers in a word-processing document, such as a Google Doc, using speech-to-text facilities activated on devices or using an app or software like Dictation.io .
Supports guided in part by CA ELD Standards 5.I.B.6, and 5.I.B.7, and 5.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 9-11. Students can use the same note-catcher templates they completed with their partners during the previous lesson.
- ELLs may find the End of Unit 1 Assessment challenging, as it is a big leap from the heavily scaffolded classroom interaction for some. Not only will students be asked to independently apply cognitive skills developed in Lessons 9-11, but also to independently apply new linguistic knowledge introduced in those lessons.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
- After the assessment, ask students to discuss what was easiest and what was most difficult on the assessment, and why. To facilitate this discussion, prepare a concise rubric of the elements of the assessment and allow students to rank the difficulty level of these elements on a Likert scale. Example: The multiple choice questions were easy to answer. 1 2 3 4 5
- In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
- Multiple Means of Representation: To get the most informative data from the assessment, ensure that all students have access to the assessment directions and feel comfortable with the expectations. Vary the ways in which you convey your expectations. (Example: Engage in a clarifying discussion about the directions or create a map of the assessment to preview its tasks.)
- Multiple Means of Action and Expression: The end of unit assessment requires students to demonstrate their learning in the same way. However, there is room for differentiation when students complete the Tracking Progress recording form. If students have been sketching key vocabulary throughout the unit, allow them to use their sketches as they fill out the form.
- Multiple Means of Engagement: Assessments can be overwhelming to some students. Supply students with tools to support self-monitoring during the assessment (e.g., checklists or visual timers for each portion of the assessment) and to minimize distractions during the assessment (e.g., sound-canceling headphones or workspace dividers).
Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- Do not preview vocabulary for this assessment lesson.
- Mid-Unit 1 Assessments (returned with feedback during Opening A; one per student)
- End of Unit 1 Assessment, Part I: Web Research (one per student; see Assessment Overview and Resources)
- Criteria for an Effective Summary anchor chart (begun in Module 1)
- Working to Contribute to a Better World anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Tracking Progress: Research (one per student)
- Sticky notes (four per student)
Materials from Previous Lessons
New materials.
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
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IMAGES
VIDEO
COMMENTS
Match the extracts from documents and conversations (a-h) to the stages in the job application process (1-8). 1 Sending a cover letter. 2 Sending a CV/resume. 3 Sending a follow-up letter. 4 Responding to interview questions. 5 Making interview small talk. 6 Reading a job advertisement. 7 Researching the market.
5 b Students complete the task individually before comparing answers in pairs. Encourage students to identify further examples of professional behaviour exemplifying these transferable skills. UNIT 1 Research and preparation Teacher s Notes 2 d 3 a 4 g 5 e 6 h 7 c 8 b c Students complete the task in pairs before looking at the suggested answers in the key.
UNIT 1 Research and preparation. c Students complete the task individually before comparing answers in pairs. Answers 1 g (Customer service assistant, Packaging Palace) ... Answers 1 To start looking for a new job 2 Because his company is too small to give him the experience he wants
Study with Quizlet and memorize flashcards containing terms like vacancy, follow up letter, contribution and more.
Unit 1 Research and Preparation - Free download as Word Doc (.doc / .docx), PDF File (.pdf), Text File (.txt) or read online for free. Unidad 1 Job Hunting
What is an experiment? An experiment is a research technique in which an IV is manipulated / and the effects of this on a DV are observed and measured. / Other (extraneous) variables are held constant. / A true experiment is one in which the IV is directly under the experimenter's control (as in laboratory or field experiments).
UNIT 1 ' Research and preparation page 6 UNIT 2 Writing an impressive CV page 19 i. % il i •;-a $ jj. UNIT 3 Effective cover letters page 34 UNIT 4 i. Ts I f ? ? | t? v:I Successful interviews page 47 Identifying the stages in the job application process Researching yourself Highlighting your skills arid experience Researching the market Strengths and weaknesses Personal characteristics ...
Sigmund Freud was known for introducing the world to _________________. Psychoanalysis. PSYCHOLOGY UNIT 1 TEST. A psychologist from which psychological perspective would be most likely to agree that thinking and behavior are caused by combination of hormone and neurotransmitter activity in the brain? Click the card to flip 👆. biological.
UNIT 1 Research and preparation Teacher's Notes. c Students complete the task individually before comparing answers in pairs.. Answers. 1 g (Customer service assistant, Packaging Palace). 2 c (recent psychology graduate); g (BSc (Hons) Psychology (2.1)); h (recent psychology graduate). 3 a (circa £25k pa). 4 e (a bit moody / not very well organised / make decisions without thinking); f (I ...
Unit 1 - Research and Preparation - Free download as Powerpoint Presentation (.ppt / .pptx), PDF File (.pdf), Text File (.txt) or view presentation slides online. presentation about research and preparation before applying for a job
Unit 2 the research process; Touchstone 2.1 Essay; Touchstone 2.2 - answers and test questions; Touchstone 3.1 - answers and test questions 3.1; Document (6) copy - Writing assignments; Eng.122 W4 thesis statement; Unit 2 the research process; Touchstone 2.1 Essay; Touchstone 2.2 - answers and test questions; Touchstone 3.1 - answers and test ...
A. End of Unit 1 Assessment, Part I: Web Research (40 minutes) 3. Closing and Assessment. A. Reflecting on Learning (10 minutes) 4. Homework. A. Read through your research notes from Lessons 10-11 to prepare for the Science Talk in Lesson 13. B. Accountable Research Reading.
a. The research question is open-ended and cannot be answered with "yes" or "no" b. The research question must be tailored around the topic c. The answers to strong research questions will become the thesis statement or argument for the speech C. Refining Your Topic 1. As speakers seek answers to their research question they must be willing
Concept mapping, also known as webbing, is a method for generating ideas related to your topic that you want to explore in your research and writing process. Webbing. Mark as completed. Watch this video and then map out concepts for the research topic you identified in subunit 1.3.1.
Answer Key of Unit III 1 A 11 C 2 A 12 A 3 A 13 A 4 C 14 D 5 B 15 D 6 B 7 B 8 A 9 B 10 A Unit IV Q 1. SPSS is an acronym of the following? A. Statistical Predictions for Social Sciences. B. Sexual Preferences for the Sixties and Seventies. C. Statistical Package for the Social Sciences.
UNIT 1 BASIC PROCESS/CONCEPT IN Research RESEARCH. Structure. 1 Introduction. 1 Objectives. ... Drawing Conclusion 1.7 Step-VII: Preparation of Report and Publication ... Operational definition of a concept is not necessary in scientific research. (True/False) Answers: (1) T, (2) T, (3) F, (4) F, (5) T, (6) F;
Unit-I: Research Preparation and Planning 10 hours ... Unit-II: Research Resources 10 hours Sources of information. Literature search. World Wide Web, Online data bases - search tools. ... 1. Ganesan R, Research Methodology for Engineers , MJP Publishers, Chennai. 2011 2. Walpole R.A., Myers R.H., Myers S.L. and Ye, King: Probability ...
Sophia Learning English Comp II Unit 1 unit tutorials: introduction to research inside unit the basics of research writing introduction to research and the. ... 1. Objective Answers First, a good research question is a question that can be answered in an objective way, at least partially and at ... similar methods of preparation and analysis.
UNIT 1 RESEARCH: MEANING, CONCEPT, NEED Structure 1.0 Objectives 1.1 Introduction 1.2 Definition of Research 1.3 Need for and Purpose of Research 1.4 Conceptual Framework of Research and T erminology 1.4.1 Basic and Applied Research 1.4.2 Conceptual Framework 1.5 General Characteristics of Modern Research 1.6 Criteria for a Topic to be Relevant ...
RESEARCH METHODOLOGY AND IPR UNIT I RESEARCH DESIGN. Overview of research process and design, Use of Secondary and exploratory data to answer the research question, Qualitative research, Observation studies, Experiments and Surveys. 1 Overview of research process and design. Definition of Research Research refers to a search for knowledge. It ...
1.9 Research Design 1.9.1 Meaning of Research Design 1.9.2 Characteristics of Research Design 1.9.3 Steps in Research Design 1.10 Concept of Hypotheses 1.11 Summary 1.12 Glossary 1.13 References/Bibliography 1.14 Suggested Readings 1.15 Terminal Questions 1.1 INTRODUCTION Research is an activity that leads us to finding new facts, information ...
exploring, and seeking to understand a specific topic, issue, or phenomenon. It involves the application of rigorous methods, techniques, and approaches to. gather, analyze, and interpret data in order to generate new knowledge, validate. existing theories, or address specific research questions.
ACTIVITY 1 - PAGE 4 1. Students' own answers. Suggested answers: There are about ten bees in the picture. The spaces / holes in the honeycomb have six sides. The bees have two wings. The bees have four / five yellow / black stripes. 2. Students' own answers. Suggested answers: The bees are black and yellow. The honeycomb is yellow. The ...