4fttjpo 7*** 8sjujoh -bohvbhf 0ckfdujwft …mes.sccoe.org/resources/10th aas conference...

Session VIII.Writing Language Objectives--Practical Tools for Guiding Lesson Development with a

Language Focus

© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission

Two-Minute ActivityPartner Discussion Task "

1.  Make eye contact with an elbow partner."2.  Determine partner one and partner two."3.  Think about this question:

What challenges do teachers face writing language objectives for their lessons?"

4.  Jot down two reasons. "5.  At the signal, partner one will share first.

Continue sharing until I call time. "

3"

Response Frames"

One common challenge teachers face is __ (verb + ing: identifying, grasping)

My idea is similar to __’s idea. My idea builds upon __’s idea.

4"

Model Responses"

  One common challenge teachers face is _ not having adequate models of effectively written language objectives to emulate.

  One common challenge teachers face is _ understanding their students’ English proficiency levels and knowledge gaps.

5"

2


Challenges Teachers Experience Writing Objectives"

  A lesson may have one content standard focus yet include tasks that require an orchestration of language objectives."

  The language objectives within curricula are often vague, __________ or ____________."

  They lack the ______, _______ and ______ to write effective language objectives."

  They attempt to write a language objective by going directly from a ___________________. "

6"

The Goal for English Language Development:Accurate Oral Fluency"

  Oral Fluency Ease of target language production and listening comprehension"

 Accurate Oral Fluency Ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to comprehend while listening to more sophisticated language"

7"

What Does the Research Say? ELD Instruction should:"  Explicitly teach elements of English"

  Be form-focused with meaningful applications "  Include respectful and timely error-corrections"  Emphasize oral language development, to

support academic literacy and interactions"  Infuse meaningful, accountable, and structured

interactions with clear language targets"" " " " "(Saunders & Goldenberg, 2010)"

8"

3


A Checklist An Effective Language Objective…"  stems from the linguistic demands of a

standards-based lesson task"  focuses on relevant language that will serve

students in the lesson and other contexts"  emphasizes expressive language domains:

speaking and writing (but doesnʼt exclude listening and reading)"

  uses active verbs to explain functions/tasks"  names the specific language students will use"

9"

Sample Language Objectives 1"

  Standard-Based Task: Identify sequence of events in a narrative"

  Language Objective: Students will…"– articulate events in a sequence using past

tense verbs and sequencing words: "!first, next, then, finally (early intermediate)"

"initially, soon after, after that (intermediate)!

10"

Sample Language Objectives 2"  Standards-Based Task: Identify main idea

and essential details in nonfiction text"

  Language Objectives: Students will…"– discuss main idea in text using precise nouns:

section, topic, detail, main idea!–  identify main idea in text using precise 3rd

person singular verbs: addresses, focuses on!– prioritize details in text using precise

adjectives: important, significant, essential!11"

4


Sample Lesson: Active Listening Behaviors Learning Objectives (for 2 lessons)"Content Objectives: Students will…"  identify active listening behaviors to include in

an expository paragraph"  organize physical and verbal active listening

behaviors in a T-chart"  select examples for use as supporting details

in an expository paragraph"  support a topic sentence in an expository

paragraph with 3 details" 12"

Sample Lesson: Active Listening Behaviors Learning Objectives (for 1 lesson)"

Language Objectives: Students will…"  describe behavior using precise verb choices"

  describe a personʼs behavior using complete sentences with 3rd person singular, simple present tense verbs"

  refer to a person using correct subject pronoun "

  compare ideas using precise vocabulary: my idea is similar to; my idea builds upon!

13"

Two-Minute ActivityPartner Discussion Task "

1.  Discuss this question:How do language objectives differ from content objectives?!

2.  Prepare a written response together using this frame:"

!While content objectives _____________, language objectives ________________!

14"

5


Non-Examples: Language Objectives"

  read text fluently"

  listen to the teacher read fluently"  speak in complete sentences"  compare answers to text questions in groups"

  follow verbal directions"  complete a grammar exercise worksheet"

Students will…

15"

Language Objective Frame 1"

Verbs for Functions"

  articulate"  describe"  predict"

  summarize"  justify"

Language Targets"

  precise adjectives"  strong action verbs"  past tense verbs"

  sequencing words"  complex sentences"

Students will _______________ using ________________ (function) (language target)

16"

Language Objective Frame 2"

Verbs for Functions"

  articulate"  describe"  predict"

  summarize"  justify"

Language Targets"

  precise adjectives"  strong action verbs"

  past tense verbs"  sequencing words"  complex sentences"

Students will use _____________ to ________________ (language target) (function)

17"

6


A Format to Teach and Have Students Assess Knowledge of High-Utility Words"

Word Meaning Examples

appropriate ap•pro•pri•ate

(adjective)

inappropriate in•ap•pro•pri•ate (adjective)

correct or _____ for a _________, situation or time

The movie ________is appropriate for all ages.

The movie _________ is more appropriate for _______________ than for children.

___________ during a lesson is inappropriate.

1 2 3 4

18"

Vocabulary Knowledge RatingFrames for Individual Contributions"

  4 "I am familiar with the word __. It means __. "I can use it in a sentence: __."

  3 "I am somewhat familiar with the word __. I "think it means __. "

  2 "I recognize the word __, but I donʼt "remember what it means. "

  1 "I donʼt recognize the word __."I am not familiar with the word __. "I am unfamiliar with the word __."

19"

Vocabulary Knowledge Rating Frames for Group Questions"

To elicit contributions from each group member:"  Do you know what __ means?"  Are you familiar with the word __?"  Do you have any idea of what __ means?"

After everyone has contributed, lead student asks:"  What should be our definition?"  What shall we write for our definition?"

20"

7


Vocabulary Knowledge Rating Frames for Group Reporting"Everyday English"

  We think it means __. ""We donʼt know what it means."

Precise, Academic English"  We agreed that __ has something to do with __."  We decided that __ could mean __."

  We determined that __ means __."  We arenʼt certain what __ means."

21"

Instructional Routine: Vocabulary Knowledge Rating Language Objectives"

  Students will ask present tense questions using do or are."

  Students will qualify their word knowledge using precise vocabulary: recognize, familiar, somewhat familiar, unfamiliar."

  Students will report their groupʼs word knowledge using past tense citation verbs + that: agreed that, decided that, determined that. !

22"

Steps for Writing an Appropriate Language Objective"

  Determine the standard to be addressed"  Identify the lesson task(s) that will help

students attain the standard"  Anticipate studentsʼ default responses"

  Write an ideal response (for the age, proficiency level) and linguistic scaffolds"

  Write a language objective statement"23"

8



1 Determine the standard to be addressed."  Grade 7 ELA Writing Standards 2.5"

  Write a summary of nonfiction reading material; Include the main idea and significant details"

24"

Steps for Writing an Appropriate Language Objective"2 Identify the lesson task(s) that will help

students attain the standard."

  Identify and discuss main idea and essential details in the assigned text."

  Analyze a formal nonfiction text summary for structural and linguistic features."

  Collaborate on drafting a summary using a writing frame."

25"


3 Anticipate studentsʼ default responses " (w/o guidance on process and language)."

  SW write an informal summary interjecting opinions, failing to present an accurate and succinct overview, focusing upon memorable details rather than essential details, and lacking author recognition.!

26"

9


Steps for Writing an Appropriate Language Objective"4 Write an ideal response (for the age,

proficiency level) and linguistic scaffolds."

! "!Kate Kinsella, Ed.D. (2011)

Planning Tool for Writing Language Objectives - Sample

Teacher: Lesson Source: Page _____

1. What is the standards-based lesson focus? Grade 7 ELA Writing Standards 2.5 (CA Standards Writing Test – CSWT) Write a summary of reading material: include the main idea and significant details.

2. What is the actual student task? What are students expected to do?

Write a formal summary of an informational article

3. What verbal and written responses can I anticipate from my students, unless I

model the process, clarify the text structure, and guide language use? Without explicit instruction addressing the structure and linguistic features of a formal summary of an informational article, students will approach the process as if they were writing an informal summary of the most recent character and plot developments in a narrative text. They are apt to inject personal opinions and fail to clearly state the main idea and most essential details. They are likely to present the information in a random manner, omitting cohesive transitions. Under-prepared writers will also be unfamiliar with citation verbs and use of the habitual/historical present tense used when summarizing information text.

4. What would be the ideal and most linguistically adept response(s) for this age and proficiency group? First write a model response, then write a response frame. As needed, provide a word bank and/or grammatical scaffold.

In the article entitled ___, (author’s full name) ___ (verb: discusses, explores) the

topic of ___. First, (author’s last name) ___ points out that ___ (1st important detail).

The article also (verb: includes, describes) ___ (2nd important detail). In addition, the

author (verb: reports, states) that ___ (3rd important detail). Finally, (author’s last name)

___ concludes by emphasizing that ___ (author’s final point).

5. Write a statement describing the language objective(s). Students will …

• summarize an informational article using citation verbs: describe, discuss, state, report, point out, emphasize, conclude

• cite an author in a formal summary using 3rd person singular, habitual present tense

• introduce essential details in a formal summary using sequencing transitions: first, also, in addition, finally

27"

Steps for Writing an Appropriate Language Objective"5 Write a language objective statement."  SW summarize a nonfiction article using citation verbs:

discuss, describe, explore, emphasize, report, point out, include, conclude!

  SW cite an author in a formal written summary using 3rd person singular, simple present tense!

  SW reference an author using precise nouns: author, writer, reporter, journalist, researcher!

  SW sequence details in a summary using transitions: first, also, in addition, furthermore, finally!

28"

A Resource for Teaching Formal Nonfiction Text Summary Writing"

© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

Informational Text Summary ~ References

Academic Language for Summarizing Use the following academic phrases, verbs and terms to effectively write your summary of an article.

Citation Verbs Summary

discusses

examines

explores

investigates

focuses on

addresses

(the specific topic/issue)

points out

states

emphasizes

reports

describes

explains

that/how (important detail)

1st: author’s full name: first/last (Michelle Gomez) 2nd, etc.: author’s last name (Gomez) or the author the writer the reporter the researcher the journalist

concludes that (conclusion)

Formal Written Summary For An Exam/Assignment

In the article entitled “LAUSD Goes ‘Sweatfree’,” Lawrence Gable investigates Los Angeles Unified School District’s decision to not purchase products from vendors that were manufactured in sweatshops. First, Gable reports that LAUSD, the second-largest school district in the country, spends millions annually on furniture, uniforms, and equipment. The powerful district is placing pressure upon vendors to only obtain merchandise from factories that offer safe and legal working conditions. The article also describes the working conditions LAUSD requires. No children may be employed, and all laborers must earn a “non-poverty” wage and have the right to form a union. In addition, Gable explains LAUSD’s main reason for taking this action. The large urban district serves thousands of immigrant families, with many parents and relatives employed by sweatshops in Southern California. Finally, Gable concludes that the district plans to enforce its “sweatfree” policy by charging a $1,000 penalty for any violation, and by working with unions and community members who will inform the district about any manufacturers who ignore labor laws.

29"

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Source Pearson Reality Central, Grade 7 © 2010 Pearson Education, Inc.

An ELA/ELD Reading Comprehension Lesson Task: Predicting Text Content and Structure

30"

Prediction Using Text FeaturesStandards-Based Lesson Focus"  What is the standards-based lesson focus?"

  Grade 6, CA ELA Reading Standards 2.1"

  Identify the structural features of informational materials (e.g., magazine articles, text chapters) and utilize them to make predictions about text content and obtain information."

31"

Prediction Using Text FeaturesLanguage Objectives"  SW reference informational text features to make

predictions using precise nouns: title, heading, image, caption, chart, graph!

  SW make predictions about informational text content using precise verbs in the present tense: I predict that…; I imagine that…!

  SW make predictions about text content using precise verbs in the future tense: the article will focus on…; this section will address…!

  SW justify predictions about text content using the formal expression based on…!

32"

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Linguistic Scaffolds for Writing Language Objectives"

33"

Learn More about Dr. Kinsellaʼs Work"  Santa Clara County Office of Education

www.sccoe.org/depts/ell/kinsella.aspwww.sccoe.org/depts/ell/teacherresources.asp http://sccoe.org/depts/ell/acountability/12thannual/Starlight_Kinsella_120711.pdf"

  CA Dept. of Ed. 2012 English Learner Leadership Institute"

http://sccoe.org/depts/ell/acountability/ali_12thannual.asp"

  Dr. Kinsellaʼs 2.9.11 webinar on language objectives" "http://www.schoolsmovingup.net/webinars"

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Kate Kinsella, Ed.D. San Francisco State University

Center for Teacher Efficacy [email protected] (707) 473-9030

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Linguistic Scaffolds for Writing Effective Language Objectives

An effectively written language objective: • Stems from the linguistic demands of a standards-based lesson task • Focuses on high-leverage language that will serve students in other contexts • Uses active verbs to name functions/purposes for using language in a specific student task • Specifies target language necessary to complete the task • Emphasizes development of expressive language skills, speaking and writing, without neglecting

listening and reading

Sample language objectives:

Students will articulate main idea and details using target vocabulary: topic, main idea, detail. Students will describe a character’s emotions using precise adjectives. Students will revise a paragraph using correct present tense and conditional verbs. Students will report a group consensus using past tense citation verbs: determined, concluded. Students will use present tense persuasive verbs to defend a position: maintain, contend.

Language Objective Frames:

Students will (function: active verb phrase) using (language target) . Students will use (language target) to (function: active verb phrase) .

Active Verb Bank to Name Functions for Expressive Language Tasks

articulate ask compose compare contrast debate

defend define describe discuss elaborate explain

express identify justify label list name

narrate predict react to read recite respond

share state summarize rephrase revise write

Language objectives are most effectively communicated with verb phrases such as the following:

Students will point out similarities between… Students will express agreement… Students will articulate events in sequence… Students will state opinions about….

Sample Noun Phrases Specifying Language Targets academic vocabulary precise adjectives citation verbs noun phrases

complete sentences complex sentences clarifying questions prepositional phrases

subject verb agreement personal pronouns past-tense verbs gerunds (verb + ing)

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Language Objectives with Expressive Verbs and Specified Language Targets

Related to Reading Standards: Students will… • make predictions using future tense, and text feature vocabulary (e.g. headings, captions). • formulate pre-reading questions using appropriate question structure. • articulate main idea and details using key vocabulary: main idea, detail. • prioritize arguments in a text using target adjectives: important, essential, significant. • specify bias in a text by identifying adjectives and opinions. • articulate cause and effect relationships within a thinking map using subordinating conjunctions:

since, because, when. • describe a character’s emotions using precise adjectives. • retell a narrative story using past tense verbs and adverbs of time (e.g. the next day, later that week) • read text passages containing target vocabulary with prosody • ask and answer “how” questions about main events using the past-tense. Related to Writing Standards: Students will… • express an opinion in a topic sentence for a persuasive paragraph using strong verbs. • write a persuasive paragraph using correct present and conditional verb tenses. • articulate a position using strong present tense verbs: support, maintain, contend, believe. • qualify a position using adverbs: agree/disagree…somewhat, entirely, absolutely, completely • justify a position using relevant details and complete sentences. • develop a supporting detail using complete and varied sentences. • replace everyday vocabulary with precise word choices. • write a personal narrative using regular and irregular past-tense verbs. • provide anecdotes to support a point using regular and irregular past-tense verbs. • summarize a non-fiction text using general present tense and citation verbs. • revise sentence fragments into complex sentences. • write habitual present tense sentences about a classmate’s routines using correct pronouns and

subject verb agreement. • provide cohesion between sentences in exposition with appropriate transitional expressions. • compose complex and simple sentences to support points in expository and persuasive writing. • utilize precise word choices to convey actions, feelings, descriptors in narrative writing. • utilize vocabulary, syntax and grammar reflective of academic register within writing. • edit final drafts of sentences and paragraphs for appropriate tense, subject-verb agreement, pronoun

reference, fragments and run-on sentences. Related to Classroom Discussion (Listening and Speaking): Students will… • restate a partner’s response using paraphrasing expressions (e.g. so what you are saying is) • listen for and point out similarities in ideas using target language: My idea is similar to/builds upon. • report a group consensus using past-tense citation verbs: determined, concluded. • articulate a perspective using strong present tense verbs: believe, agree/disagree, support • analyze word parts to determine meaning using precise terms: prefix, suffix, root word • define the unit concept stereotype using complete sentences and target vocabulary. • listen for and record precise adjectives used by classmates to describe a character’s reactions.

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© Kate Kinsella, Ed.D. (2011)



1. What is the standards-based lesson focus? Grade 7 ELA Writing Standards 2.5 (CA Standards Writing Test – CSWT) Write a summary of reading material: include the main idea and significant details.


Write a formal summary of an informational article

3. What verbal and written responses can I anticipate from my students, unless I model the process, clarify the text structure, and guide language use? Without explicit instruction addressing the structure and linguistic features of a formal summary of an informational article, students will approach the process as if they were writing an informal summary of the most recent character and plot developments in a narrative text. They are apt to inject personal opinions and fail to clearly state the main idea and most essential details. They are likely to present the information in a random manner, omitting cohesive transitions. Under-prepared writers will also be unfamiliar with citation verbs and use of the habitual/historical present tense used when summarizing information text.


In the article entitled ___, (author’s full name) ___ (verb: discusses, explores) the

topic of ___. First, (author’s last name) ___ points out that ___ (1st important detail).

The article also (verb: includes, describes) ___ (2nd important detail). In addition, the

author (verb: reports, states) that ___ (3rd important detail). Finally, (author’s last name)

___ concludes by emphasizing that ___ (author’s final point).


• summarize an informational article using citation verbs: describe, discuss, state, report, point out, emphasize, conclude

• cite an author in a formal summary using 3rd person singular, habitual present tense

• introduce essential details in a formal summary using sequencing transitions: first, also, in addition, finally

15

© Kate Kinsella, Ed.D. (2011)



1. What is the standards-based lesson focus? Grade 6 ELA Reading Standards 2.1 ELD Early Advanced Identify the structural features of informational materials (e.g., magazine articles) and utilize them to make predictions about text content and obtain information.


Make verbal predictions about text content using structural features of a news article.

3. What verbal and written responses can I anticipate from my students, unless I model the process, clarify the text structure, and guide language use? Without explicit instruction addressing the sentence structure for making a formal prediction and the specific names of text features, students will do the following:

• respond restating simple words and phrases in the headings • use informal, simple sentences using imprecise terms

4. What would be the ideal and most linguistically adept response(s) for this age

and proficiency group? First write a model response, then write a response frame. As needed, provide a word bank and/or grammatical scaffold.

Based on the (title, heading, subheading, image, caption), I (predict/imagine) that the article will (focus on, discuss) __.


• make predictions about informational text content using precise verbs in the first person, present tense: I predict that…, I imagine that…

• make predictions about text content using precise formal verbs in the future tense: the article will focus on…the article will discuss…

• justify predictions about text content using the formal expression based on…

• reference text features to make predictions using precise nouns: title, heading, image, caption, chart, graph

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Source Pearson Reality Central, Grade 7 2010 Pearson Education, Inc.

1. What is the actual student task? What are students expected to do? Students will need to read each statement and express agreement or disagreement.

2. How will students’ default responses look and sound, unless I explicitly model and guide language use?

Students will write T or F next to each statement, and not say anything to anyone.


Students discuss each statement in accountable partner roles. Partner 1 reads the first statement and asks, Do you agree with this statement? Partner 2 reflects and responds with one of the following:

• I completely agree with this statement. I agree because so many young adults don’t have jobs.

• I partially agree with this statement. I partially agree because _________ • I also disagree because _________ • I disagree with this statement. I disagree because _______

Alternate response options using the language “true” and “false:” From my perspective, this statement is true/false. I believe this because _____

4. Write a statement describing the language objective.

Students will discuss degrees of agreement using adverbs, and justify their opinions using complete sentences.

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Planning Tasks – Writing Effective Language Objectives

Source Pearson Reality Central, Grade 7 2010 Pearson Education, Inc.

Fast finishers, plan a language objective for the “Connect to the Big Question.”

Source: Pearson Reality Central, Grade 7 2010 Pearson Education, Inc.

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Name Date


Academic Discussion Topic: Active Listening

THINK: Briefly record your personal responses to this question:

How does a lesson partner demonstrate active listening? 1.

2.

3.

WRITE: Rewrite one idea using the sentence frame. Include a precise academic verb. If time permits, write a second sentence on the back.

Frame: A lesson partner demonstrates active listening when she/he (third person singular, simple present tense: responds politely).

Verb Bank: Casual Academic helps lets writes records

repeats restates

Model Sentence: A lesson partner demonstrates active listening when she

asks clarifying questions.

My Sentence:

DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by recording your partner’s idea.

Classmates’ names

Ideas

1.

2.

3.

REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize sentence frames to point out similarities.

•My idea is similar to ’s. •My idea builds upon ’s.

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Academic Discussion: Idea Tracker

Lesson Topic: Active Listening Behaviors Question: How does a lesson partner demonstrate active listening?

Before Reading

Physical Behaviors

makes eye contact

sits up straight

Verbal Behaviors

asks clarifying questions

stays on topic

After Reading

20

Language Strategies for Academic Interaction


Expressing an Opinion Drawing Conclusions I think/believe that Based on my experience, it seems that In my opinion The data suggests that From my perspective Based on __, I assume that From my point of view After reading __, I conclude that

Agreeing Disagreeing I agree with (a person) that I don’t quite agree. I share your point of view. I disagree (somewhat, completely). My perspective/experience is similar to _’s. I see it differently. My idea builds upon _’s. I have a different point of view.

Asking for Clarification Paraphrasing What do you mean by __? So what you are saying is that Will you explain that again? In other words, you think I have a question about __. If I understand you correctly, I don’t quite understand __ (the directions). your opinion/suggestion is that

Reporting a Partner’s Idea Reporting a Group’s Idea __ indicated that We decided/agreed/determined that __ pointed out to me that We concluded that __ emphasized that Our group sees it differently. __ shared with me that We had a different approach.

Soliciting a Response Holding the Floor What do you think? As I was saying We haven’t heard from you yet. What I was trying to say was Do you agree? If I could finish my thought What are your thoughts? I’d like to complete my thought.

Offering a Suggestion Interjecting an Idea Maybe we could try __. Can I say something? You/We might think about __. Can I add an idea? You/We might consider trying __. I have another approach/idea.

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Academic Language to Discuss Nonfiction Text


Key Vocabulary for Main Idea and Details in a Nonfiction Text: Key Vocabulary for Referring to a Nonfiction Text:

Q & A for Main Idea and Supporting Details Q: What is the topic of this article/report/paragraph/section? A: The topic of this __________________ is ___________________.

Q: What is this paragraph/section/selection/article/report mainly about?

A: It is mainly about __________________.

A: This _________________ focuses on ___________________.

A: This ______________ is primarily about ________________.

A: This ______________ addresses the topic of/reasons for _________.

Q: What is the author’s main idea/point?

A: The author’s main idea/point is that __________________.

Q: What is/are the most important detail(s) in this paragraph/section?

A: One important detail in this paragraph/section is _______________.

A: An essential detail in this paragraph/section is .

A: Another significant detail in this paragraph/section is ____________.

A: The most critical/vital detail in this paragraph/section is __________.

A: An interesting but nonessential detail in this paragraph/section is ___.

paragraph section chapter article reading selection

selection text report informational text nonfiction text

main idea point/message topic sentence title

mainly primarily addresses focuses on

details support/supporting examples of reasons for

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Informational Text Summary ~ References

Academic Language for Summarizing Use the following academic phrases, verbs and terms to effectively write your summary of an article. Citation Verbs Summary

discusses examines explores investigates focuses on addresses

(the specific topic/issue)

points out states emphasizes reports describes explains

that/how (important detail)

1st: author’s full name: first/last (Michelle Gomez) 2nd, etc.: author’s last name (Gomez) or the author the writer the reporter the researcher the journalist

concludes that (conclusion)

Formal Written Summary For An Exam/Assignment In the article entitled “LAUSD Goes ‘Sweatfree’,” Lawrence Gable investigates Los Angeles Unified School District’s decision to not purchase products from vendors that were manufactured in sweatshops. First, Gable reports that LAUSD, the second-largest school district in the country, spends millions annually on furniture, uniforms, and equipment. The powerful district is placing pressure upon vendors to only obtain merchandise from factories that offer safe and legal working conditions. The article also describes the working conditions LAUSD requires. No children may be employed, and all laborers must earn a “non-poverty” wage and have the right to form a union. In addition, Gable explains LAUSD’s main reason for taking this action. The large urban district serves thousands of immigrant families, with many parents and relatives employed by sweatshops in Southern California. Finally, Gable concludes that the district plans to enforce its “sweatfree” policy by charging a $1,000 penalty for any violation, and by working with unions and community members who will inform the district about any manufacturers who ignore labor laws.

23

Name Date


Informational Text Summary ~ Writing Frame

In the (article/essay/chapter/report) entitled (title)

(the author/writer/reporter)

(verb: explores, investigates, discusses)

(topic)

First, (the author/writer)

(verb) (important detail)

The reading also (verb: includes, compares, describes)

(important detail)

In addition, (verb)

(important detail)

Moreover, (writer/author) (verb)

(important detail)

Finally, (the author/writer) concludes that

A

B

C

D

24

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