My curriculum unit incorporates a number of content standards in Goal 1 ("Use English to effectively communicate in social settings") and Goal 2 ("Use English to achieve in all academic settings including language arts, math, science, and social studies") of English Language Learner (ELL) Framework published by Connecticut State Department of Education, as well as a number of strands in the three (out of four) Objectives of the 4
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Generation of CMT Reading Objectives.
Thus, in the process of building contextual knowledge, by doing readings on migration and immigration in each discipline block, students address CMT Reading Objectives: they "determine the main idea or theme" of the reading (Strand A1); "identify important characters, settings, problems, events, relationships, and details" (Strand A2); "use stated or implied evidence from the text to draw and/or support a conclusion" (Strand B3); as well as "make connections between the text and outside experiences and knowledge" (Strand C1). At the same time ELL Standards are being applied because students at all levels of English proficiency "activate prior knowledge," "develop academic vocabulary," "expand knowledge of content," "connect prior knowledge to new information," "make inferences from visuals"; students at the intermediate and advanced levels "retell, explain and expand the text to check comprehension," "increase fluency," "interpret" and "summarize the text," "generate key questions about a text before, during, and after reading"; students at the advanced level "analyze, synthesize, and construct meaning from text" (Content Standards 2-2 and 2-3).
At "the initial encounter" stage, students examine photographs and generate words about them. They "seek support and feedback from others" when they ask whether a particular word or phrase is correct. They use context (visual images) "to construct meaning" and therefore "to increase understanding" (Content Standard 1-2). Students also "engage in effective prewriting activities," such as "brainstorming" and "discussing" (Content Standard 2-2).
In "the liminal phase," students construct questions about a photograph. In this writing activity, students at all levels of English proficiency "produce original sentences," "use visuals to prompt writing," "use observations and experiences (especially family and cultural)" (Content Standard 2-3).
Finally, when students write a creative interpretation of a photograph, further perfect it, and participate in a culminating activity, they "write on a topic," "develop clear ideas with supporting details and evidence," "attend to writing mechanics (punctuation and spelling)," "adjust language, as appropriate, to audience, purpose, and task," "seek advice of a teacher or a peer to revise," "expand and edit a draft (writing conferences)," "use technology to enhance writing," "publish and share final drafts"; students at the advanced level of English proficiency "use elaboration and specific details" (Content Standards 2-2 and 2-3).