FCS A B Int

■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Differentiation in Action Skill Building ● Provide a graphic organizer and model how to identify what happened frst, next, or last; and claim evidence to express an opinion. ● Provide word banks when students are completing writing or speaking tasks to support their responses.

● For extended writing or speaking activities, provide a student an annotated model highlighting the language and structure a student will need in order to be able to reproduce their own. ● Allow opportunities for students to use a mix of their home language and English. ● In discussion, model and have students use the sentence frames provided and word banks to support their responses. ● Provide visual vocabulary cards to build content knowledge. ● Engage the student in more student-teacher conversation or group the student with other advanced learners who are ready for more challenging dialog. ● Students lead discussions or ask questions about the topics covered in a lesson. ● Have students provide extended responses/more details.

Extension

Resources/Suggested Lesson(s) ● Shared Google Drive Folder ● Canyons FCS Exploration Resources Canvas page ● MyPlate Skills : ● Students will complete unit notes on different standards from teacher lectures. ● Students will use business principles learned in class to create a company that sells a food item. They will research products, complete a market survey, create the product and packaging, sell the product, then complete a business evaluation. ● Students will create advertising for their chosen product.

Scaffolded Learning : For new learners: ● Consider scaffolded notes or limit scope of assignments or projects.