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EDU 5140 01 – Teaching English Language as New Language
Create a set of multi-level*, differentiated texts that support your content area instruction in English, science, or social studies.
A minimum of three texts should be adapted, and
Each should be accompanied by 3 strategies that support students’ reading and writing about the texts.
****You are submitting a total of nine (9) adapted texts****
*Five Levels of Language Progression in the Teaching of English as a New Language/New Language Arts Progression: entering/emerging/transitioning/expanding/commanding
They are designed to support first or second-grade English language learner students.
Page 1. Introduction and adaptation of the holiday story “Halloween” by Andrew Frinkle. Include tier 1 and tier 2 vocabulary and strategies that support students’ reading and writing about the text.
Page 2. Adaptation of Halloween story for “entering” or “emerging” students supported with visuals and strategies that support students’ reading and writing about the text.
Page 3. Adaptation of Halloween story for “transitioning” or “expanding” students supported with visuals and strategies that support students’ reading and writing about the text.
Page 4. Introduction and adaptation of the holiday story “Thanksgiving” by Andrew Frinkle. Include tier 1 and tier 2 vocabulary and strategies that support students’ reading and writing about the text.
Page 5. Adaptation of Thanksgiving story for “entering” or “emerging” students supported with visuals and strategies that support students’ reading and writing about the text.
Page 6. Adaptation of Thanksgiving story for “transitioning” or “expanding” students supported with visuals and strategies that support students’ reading and writing about the text.
Page 7. Introduction and adaptation of the life science story “Living & Nonliving” by Andrew Frinkle. Include tier 1 and tier 2 vocabulary and strategies that support students’ reading and writing about the text.
Page 8. Adaptation of Living & Non-living stories for “entering” or “emerging” students supported with visuals and strategies that support students’ reading and writing about the text.
Page 9. Adaptation of Living & Non-living stories for “transitioning” or “expanding” students supported with visuals and strategies that support students’ reading and writing about the text.
Samples:
1. Sample 1 (pdf): How a Harvest Celebration in 1621 Became a Staple U.S. Holiday

2. Sample 2 (pdf): Forms of Matter
NOTE: The samples are only part of the adaptation. Please make sure to include three different texts with three adaptations for each.

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