NYSESLAT - cdn.nearpod.com€¦ · -NEARPOD LESSON Any teaching or interaction that occurs without Nearpod Pg. 2/9. BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH LISTENING 2018 LISTENING

NYSESLAT Performance Level Descriptors Alignment

• +35 K-12 lessons

• Community-based Immersive VR

• Short 15 min and week long units

• +400 2-12 lessons

• Interactive Reading, Writing, Grammar

• 15-45 min

• 400 K-12 lessons

• 4 Subjects, VR, Scaffolded Questions/Frames

• 10-20 min

ENTERING TRANSITIONING EXPANDING COMMANDING EMERGING

ELP Level ->

• 40 K-12 lessons

• Cont/Lang Objectives, Conceptual Math, Real Life Connections

• 15-30 min

Pg. 1/9

• +600 2-12 lessons

• Subject Area Focus, Gradual Release Model

• 25-45 min

* All lessons are editable by the teacher

• 50 6-12 lessons

• Interactive Science Simulations

• 15-30 min

Pg. 6/6

FLEXIBLE GROUPING

GENERAL CLASSROOM

Fit Use Nearpod for

Content Area Knowledge Scaffolding Comprehensible Input

Low/High incidence Differentiate Assessment

Sheltered with Mixed Levels Vocabulary Building

PUSH IN/INTEGRATED/PULL OUT

Fit Use Nearpod for

Support Mainstream Formative Assessments

Low-incidence Strategic Pairing

ELs form groups/clusters Personalized support/Preteaching

STATIONS/CENTERS

Fit Use Nearpod for

Small, manageable groups Differentiate by modality/task

Easy to differentiate Adjust amount/type of scaffolding

Accomplish more tasks Diversify assessments

COTEACHING/TEAM TEACHING

Fit Use Nearpod for

Maintain Pacing Duplicate/modify a lesson

Autonomy for both teachers Diversify language task

Smaller, manageable groups Alternate between mini-lessons

Live and Student-Paced

Push in support

Students move through 3 centers

Live Lesson #1 Live Lesson #2

LIVE NEARPOD LESSON

Teacher controls the pace of the lesson and move students along

STUDENT PACED NEARPOD LESSON

Students move through the lesson at their own pace

NON-NEARPOD LESSON

Any teaching or interaction that occurs without Nearpod

Pg. 2/9

BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH

LISTENING

2018 LISTENING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 1

Ss can determine infor-

mation in grade-level spo-

ken discourse.

Anchor 1 Include pictures of important

locations and corresponding

words in matching pairs to as-

sess key vocabulary from spoken

text. Add words and correspond-

ing pictures to background im-

age on draw-it to create match-

ing activity that highlights im-

portant individuals from a spo-

ken text.

Use polls to assess important

events or ideas in a spoken text;

have Ss select all that apply. Use

fill-in-the-blanks to support

identification of key words,

phrases, or simple sentences

related to important events/

main idea of spoken text.

Use quizzes/polls with phrases,

simple sentences, or expanded

sentences as answer choices to

demonstrate main idea of spo-

ken text. Include sentence from

text that includes a literary de-

vice in quiz; have Ss select which

word show the literary device.

Use quizzes/polls with simple or

expanded sentences as answer

choices to demonstrate main

idea of spoken text. Include por-

tion of text as background image

on draw-it; have Ss underline

literary devices or evidence for

theme.

Use quizzes as assessment of

evidence for main idea; include

answer choices with expanded or

complex sentences from spoken

text which signal/do not signal

main idea. Include several para-

graphs of shared text as back-

ground image on draw-it and

have Ss annotate.

Ss can identify key narrative elements and central ideas in grade level spoken dis-course.

Anchor 2 Pre-teach connecting words with

visuals on slides. Include audio

of grade-level spoken discourse

as reference media in quiz; have

Ss listen for sequencing vocabu-

lary and choose connections

heard.

Use collaborate to guide conver-

sation about words/phrases

which signal connections among

two ideas. Embed copy of spoken

discourse as background image

in draw-it; have Ss circle words

or phrases that signal connec-

tions of ideas.

Use slide to display copy of grade

-level spoken discourse. Use

polls to collect baseline data of

Ss’ identification of phrases or

simple sentences that signal

relationships or conclusions

among two or more ideas.

Embed reference media in draw

it with copy of spoken discourse;

include graphic organizer as

background image; have Ss doc-

ument simple and/or some ex-

panded sentences that show

connections and relationships

between ideas.

Embed reference media in quiz

with copy of complex spoken

discourse; have Ss choose sim-

ple, expanded, or complex sen-

tences that convey key details or

signal important conclusions.

Ss can identify words,

phrases, and sentences used

to elaborate on and connect

ideas in grade-level spoken

discourse.

Anchor 3 Use slides with visuals to pre-

teach strategies for determining

meaning of Tier 1/2 words. Use

VR after reading passage as ac-

tivity to determine meaning of

Tier 1 word (ex. building or

house).

Embed audio of short connected

discourse on slide; include imag-

es and text depicting key Tier 1/2

words; use matching pairs to

check understanding. Include

audio of short text as reference

media in draw-it; have Ss draw

literal meaning of Tier 1 word

from passage.

Use draw-it for Ss’ depictions of

figurative meanings of Tier 1/2

words. Include open-ended

questions with sentence frames

to monitor Ss’ understanding;

have Ss fill in logical content that

demonstrates meaning of target

word; embed audio as reference

media with other examples of

how word is used in context.

Add sentence frames as back-

ground image in draw it; include

images and text of Tier 1/2

words in reference media; have

Ss complete sentences with con-

tent that demonstrates under-

standing. Use quizzes/polls to

assess figurative and connotative

meanings of Tier 1/2 words.

Use quizzes/polls to assess fig-

urative or connotative meanings

of Tier 1/2 words. Use collabo-

rate for class discussions around

connotative meanings of words

found in shared discourse. Use

open-ended questions for Ss to

write sample sentences using

Tier 1/2 words appropriately.

Ss can determine the mean-

ing of vocabulary in grade-

level spoken discourse.

ENTERING EMERGING TRANSITIONING EXPANDING COMMANDING

Pg. 3/9


LISTENING

2018 LISTENING Performance Level Descriptors <> Nearpod Correlation matrix

GENERAL CLAIM 2

Ss can determine the devel-

opment of ideas in grade-


Anchor 4 Not applicable for this level. Use slides with connected

words/phrases and visuals to

model development of story;

include audio as reference me-

dia matching the text. Use sever-

al slides to model descriptions of

a topic: embed each slide with a

different image and audio de-

scribing a topic; use poll with

words/phrases to match images

from slides; Ss choose all de-

scription words/phrases that

Use consecutive quizzes to track

order of events from a short

grade-level spoken discourse

example embedded as audio in

reference media; include simple

sentence and a few expanded

sentences as answer choices.

Use poll to check understanding

of claim/evidence; include audio

as reference media of a sample

grade-level spoken discourse; Ss

check all simple or expanded

sentences which are evidence to

support the claim.

Embed audio in poll; have Ss

listen for all points that support a

claim; choose all that apply. Em-

bed audio in draw-it; include

Venn Diagram as background

image; have Ss write simple,

expanded, or complex sentences

from the discourse that demon-

strate the relationship.

Ss can identify language structures that develop nar-rative elements, key details, and central ideas in grade-level spoken discourse.


Pg. 4/9


2018 SPEAKING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 1

Ss can determine infor-

mation in grade-level spo-

ken discourse.

Anchor 1 Include pictures of important

locations and corresponding

words in matching pairs to as-

sess key vocabulary from spoken

text. Add words and correspond-

ing pictures to background im-

age on draw-it to create match-

ing activity that highlights im-

portant individuals from a spo-

Use polls to assess important

events or ideas in a spoken text;

have Ss select all that apply. Use

fill-in-the-blanks to support

identification of key words,

phrases, or simple sentences

related to important events/

main idea of spoken text.

Use quizzes/polls with phrases,


sentences as answer choices to

demonstrate main idea of spo-

ken text. Include sentence from

text that includes a literary de-

vice in quiz; have Ss select which

word show the literary device.

Use quizzes/polls with simple or

expanded sentences as answer

choices to demonstrate main

idea of spoken text. Include por-

tion of text as background image

on draw-it; have Ss underline

literary devices or evidence for

theme.

Use quizzes as assessment of

evidence for main idea; include

answer choices with expanded or

complex sentences from spoken

text which signal/do not signal

main idea. Include several para-

graphs of shared text as back-

ground image on draw-it and

have Ss annotate.

Ss can identify key narrative elements and central ideas in grade level spoken dis-course.

Anchor 2 Pre-teach connecting words with

visuals on slides. Include audio

of grade-level spoken discourse

as reference media in quiz; have

Ss listen for sequencing vocabu-

lary and choose connections

heard.

Use collaborate to guide conver-

sation about words/phrases

which signal connections among

two ideas. Embed copy of spoken

discourse as background image

in draw-it; have Ss circle words

or phrases that signal connec-

tions of ideas.

Use slide to display copy of grade

-level spoken discourse. Use

polls to collect baseline data of

Ss’ identification of phrases or

simple sentences that signal

relationships or conclusions

among two or more ideas.

Embed reference media in draw

it with copy of spoken discourse;

include graphic organizer as

background image; have Ss doc-

ument simple and/or some ex-

panded sentences that show

connections and relationships

between ideas.

Embed reference media in quiz

with copy of complex spoken

discourse; have Ss choose sim-


tences that convey key details or

signal important conclusions.




ideas in grade-level spoken

discourse.

Anchor 3 Use slides with visuals to pre-

teach strategies for determining


VR after reading passage as ac-

tivity to determine meaning of

Tier 1 word (ex. building or

house).

Embed audio of short connected

discourse on slide; include imag-

es and text depicting key Tier 1/2

words; use matching pairs to

check understanding. Include

audio of short text as reference

media in draw-it; have Ss draw

literal meaning of Tier 1 word

from passage.

Use draw-it for Ss’ depictions of


words. Include open-ended

questions with sentence frames

to monitor Ss’ understanding;

have Ss fill in logical content that

demonstrates meaning of target

word; embed audio as reference

media with other examples of

how word is used in context.

Add sentence frames as back-

ground image in draw it; include

images and text of Tier 1/2

words in reference media; have

Ss complete sentences with con-

tent that demonstrates under-

standing. Use quizzes/polls to

assess figurative and connotative

meanings of Tier 1/2 words.

Use quizzes/polls to assess fig-

urative or connotative meanings

of Tier 1/2 words. Use collabo-

rate for class discussions around

connotative meanings of words

found in shared discourse. Use

open-ended questions for Ss to

write sample sentences using

Tier 1/2 words appropriately.


ing of vocabulary in grade-



Pg. 5/9

SPEAKING


2018 READING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 1

SS can determine infor-

mation in a grade-level text.

Anchor 1 Use fill-in-the-blanks for identifi-

cation of words/phrases related

to key narrative elements. Use

polls/quizzes with words/

phrases/predictable sentences as

answer choices for identification

of main ideas or events; include

audio of directions/answer

choices as reference media for

scaffold.

Use matching pairs for identifica-

tion of words, phrases, or simple

sentences that signal key narra-

tive elements of grade-level text,

ex. important individuals, points

of view, or message/theme. In-

clude short grade-level text as

reference media in poll.

Use quizzes/polls for identifica-

tion of simple/complex sentenc-

es that signal key narrative ele-

ments in a grade-level text, ex.

points of view, events, literary

devices. Use draw-it with back-

ground image of grade-level

text; have Ss highlight simple/

complex sentences that signal

main/supporting ideas.


tion of some expanded/complex

sentences that signal key narra-

tive elements in a grade-level

text, ex. points of view, events,

literary devices. Use collaborate

with short grade-level text as

reference media; have Ss rewrite

a sentence that signals theme;

discuss rationale with class.


tion of expanded/complex sen-

tences that signal key narrative

elements in a grade-level text,

ex. points of view, events, liter-

ary devices. Use open-ended

questions with grade-level text

as reference media; have Ss

locate several complex sentenc-

es that signal theme.

Ss can identify key narrative elements and central ideas in a grade-level text.

Anchor 2 Include slides to pre-teach

words, short phrases or predicta-

ble sentences used to elaborate

on and connect ideas in grade-

level text; include sample short

text as reference media. Use fill-

in-the-blanks for identifying

words/phrases that signal de-

tails, connections, or conclusions.

Use matching pairs to review

words/phrases/simple sentences

used to elaborate on and con-

nect ideas in grade-level text.

Include simple sentence(s) as

prompt in quizzes/polls; have Ss

identify words/phrases that sig-

nal sequence, connections, or

conclusions; include audio of as

additional scaffold.

Use draw-it to review phrases/

simple and complex sentences

used to elaborate on and con-

nect ideas in grade-level text;

include paragraph of grade-level

text as reference media and

graphic organizer as background

image; have Ss fill in graphic

organizer with relevant phrases

or simple/complex sentences.

Use quizzes/polls to review sim-

ple/expanded/complex sentenc-

es used to elaborate on and con-

nect ideas in grade-level text;

include a few paragraphs of

grade-level text as reference

media; include sentences that

signal sequence, conclusions, or

connections as answer choices.

Use open-ended questions to

review simple/expanded/

complex sentences used to

elaborate on and connect ideas

in grade-level text; include sev-

eral paragraphs of grade-level

text in reference media; have

Ss identify and justify rationale

of sentences that convey con-

nections and conclusions.




ideas in a grade-level text.

Anchor 3 Use images to pre-teach literal

meaning of Tier 1/2 words; use

slides to show example sentenc-

es with target words. Use match-

ing-pairs to review/assess literal


draw-it to have Ss create non-

linguistic representation of target

word.

Use slides to draw attention to

target Tier 1/2 words; have Ss

listen for target words in video;

use quizzes/poll to assess literal

meaning of target words and/or

impact in a grade-level text.

Use slides with sentences from

grade-level text to model steps

for determining literal and/or


words. Use VR to contextualize

figurative/connotative meanings

of words. Include paragraph

from grade-level text as refer-

ence media in poll.

Use quizzes/polls to assess literal

and some figurative/connotative

meanings of Tier 1/2 words; in-

clude grade-level texts as refer-

ence media. Use collaborate and

open-ended questions to share

strategies used in determining to

meaning of unknown vocabulary.

Use quizzes/polls to assess

literal and figurative/

connotative meanings of Tier

1/2 words; include grade-level

texts as reference media. Use

open-ended questions for ex-

planations of impact of Tier 1/2

words in grade-level text.


ing of vocabulary in a grade-

level text.


Pg. 6/9

READING


2018 READING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 2

Ss can determine the devel-

opment of ideas in grade-

level texts.

Anchor 4 Not applicable for this level. Use sway to show examples

words, phrases, or a few simple

sentences that develop a particu-

lar story or topic in a grade-level

text; include images of graphic

organizers to visually represent

text structure (ex. story arc,

web). Use videos to model text

structures and words/phrases/

sentences that develop a de-

scription or relationship.

Include grade-level text as refer-

ence media in quizzes/polls;

highlight phrases, simple sen-

tences, or a few expanded/

complex sentences that demon-

strate text structure in text; have

Ss choose the text structure that

is developed by highlighted

phrases/sentences. Include short

text in fill-in-the-blank to review

phrases/simple sentences that

develop a description or relation-

Use draw-it for identification of

simple sentences or some ex-

panded/complex sentences that

develop a story/topic; include

grade-level text as background

image; have Ss highlight relevant

words/phrases/sentences.

Include grade-level text as ref-

erence media in open-ended

question with highlighted sim-


tence; have Ss write explana-

tion of why the sentence devel-

ops story or a topic.

Ss can identify text struc-tures that develop narrative elements, key details, and central ideas in grade-level texts.

Anchor 5 Not applicable for this level. Use fill-in-the-blanks to highlight

words, phrases, or simple sen-

tences in a short, connected

grade-level text that demon-

strate a topics or themes. Use

matching pairs to show connec-

tions that are established by text

structure; choose words,

phrases, or sentences from grade

-level text typically found in a

particular text type.

Use sway to demonstrate con-

nections, relationships or themes

established by text structure;

separate grade-level text on

several slides within sway to

demonstrate how phrases, sim-

ple sentences, or a few expanded

work together to determine con-

nections; include audio of text

read aloud for additional

scaffold.

Use slides with grade-level text

to model elements or relation-

ships established by text struc-

tures; highlight simple and some

expanded sentences that deter-

mine connections or structural

elements; include audio of text

read aloud for scaffold. Use quiz-

zes to check for understanding;

include text as reference media.

Include grade-level text as

background image in draw-it

for Ss analysis of grade-level

text; have Ss identify elements,

connections, or relationships

established by the text struc-

ture by highlighting simple,

expanded, or complex sentenc-

es that work together to deter-

mine structural elements; in-

clude example in reference

Ss can determine elements,

connections, and topics that

are established by text struc-

tures in grade-level texts.


Pg. 7/9

READING


2018 WRITING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 1

SS can structure thoughts

and ideas in writing.

Anchor 1 Add image as background image

in draw-it; include space with

lines for Ss to provide an idea

about image by labeling with

words or short phrases. Include

image/video as text in reference

media.

Include graphic organizer as

background image in draw-it;

have Ss write words, phrases,

and simple sentences to share

connected ideas or provide ori-

entation/closure of a topic. Use

open-ended questions to assess

organization of ideas.

Use slides with color-coding to

provide examples of phrases,


sentences that provide an orien-

tation/closure or connect/

organize ideas; include audio of

text read aloud for scaffold. Use

open-ended questions to assess

organization of ideas; show ex-

emplar in reference media.

Use slides to model organiza-

tion/connection of ideas in

written text using simple, ex-

panded or complex sentences.

Use blank draw-it for expression

of ideas in writing; have Ss color-

code writing to justify organiza-

tion; include examples/graphic

organizers in reference media.

Include quizzes to check Ss

understanding of select simple,

expanded, or complex sentenc-

es in a written text that contrib-

ute to a logical organization of

connected ideas; include sam-

ple writing in reference media.

Use open-ended questions for

expression of ideas in writing.

Ss can create and structure a written text.

Use matching pairs to review

common Tier 1 and grade-level

Tier 2 vocabulary; match words

or short phrases of Tier 1/2 vo-

cabulary to pictures of ideas/

facts from the text. Include sen-

tence frames as background

image on draw-it; include image

as reference media to support

Model words and short phrases

using slides with common grade-

level Tier 2 words; use VR/video

to anchor words in real-life con-

texts. Use open-ended to assess

written expression of Tier 2

words; include sentence frames

in reference media as scaffold.

Prompt Ss in generating ideas by

showing 3D images/VR/video;

use draw-it for Ss’ written ex-

pression of ideas/facts through

words and phrases; create con-

nected text sentence frames for

support; include word banks of

Tier 2/3 as reference media.

Prompt Ss in generating ideas by

showing 3D images/VR/video;

use slides with images to review

grade-level Tier 2/3 words; use

collaborate for Ss’ written ex-

pression of words and phrases

that describe ideas and facts.

Use open-ended questions to

assess Ss usage of words and

phrases, including grade level

Tier 2/3 words used to precisely

describe detailed ideas/facts;

include image/video as refer-

ence media as a prompt or

show VR beforehand to anchor

writing in real-life context.

GENERAL CLAIM 2

Ss can write about literary

and informational texts and

topics.

Anchor 2

Ss can adapt vocabulary

appropriately when writing.

Anchor 3 Use sequence of draw-it to

scaffold narrative writing pro-

cess; include background images

with pictures of characters,

events, and story details; have Ss

label each image with words/

short phrases to develop narra-

tive; include word bank as refer-

ence media.

Scaffold narrative writing process

by including graphic organizer

(ex. web or story arc) as back-

ground image on draw-it; have

Ss generate phrases/simple sen-

tences related to characters,

details, events in their story.

Include sample writing on slides

to model writing features.

Use sequence of draw-its for pre

-writing; have Ss write phrases,

simple sentences, or a few ex-

panded sentences to develop

ideas about characters, details,

events, or closure in a narrative

text; include sentence starters as

reference media.

Use open-ended questions for

Ss’ written expression of short

narrative text; include list of

story elements (ex. characters,

details, sequenced events, and

closure) as checklist in reference

media; use draw-it by having Ss

generate storyboard ideas of

sequential events before writing.

Use slides to model sample

narrative that uses expanded/

complex sentences that refer to

precise details, sequenced

events, and closure. Use a se-

quence of open-ended ques-

tions to scaffold the writing

process through posing ques-

tions related to the narrative.

Ss can develop a narrative

written text.


Pg. 8/9

WRITING


2018 WRITING Performance Level Descriptors <> Nearpod Correlation Matrix

GENERAL CLAIM 2

Ss can write about literary

and informational texts and

topics.

Anchor 4 Include sentence frames and

word banks as background im-

age on draw-it; have Ss write

words or short phrases that pro-

vide a claim to develop an infor-

mational text; include image in

reference media to provide con-

text for sentence frames. Use

matching pairs to review claim/

evidence; have Ss match claim to

evidence that supports it.

Use sequence of draw-its to

scaffold development of informa-

tional text, each draw-it as a

different piece to the writing (ex.

claim, support, closure); include

sentence starters as background

image; include word banks as

reference media.

Use slides to show examples

informational text demonstrating

claims and evidence using simple

and a few expanded sentences.

Include graphic organizer as ref-

erence media in draw-it; have Ss

generate a claim and evidence

using phrases, simple sentences,

and a few expanded or complex

sentences; anchor informational

writing in real-life context with

VR/video.

Use slides to show example of

development of informational

text through the usage of simple,

expanded and/or complex sen-

tences; include images of

graphics to model organization

of informational text. Use se-

quence of open-ended questions

to scaffold process of writing

informational text (ex. What is

your claim?). Use quizzes for self-

reflection (ex. Did you include

closure in your writing?).

Use slides to provide checklist

of key features of informational

text (ex. claims, evidence, and

closure) and sample text with

simple, expanded, and complex

sentences which precisely state

and link claim/evidence. Show

videos/VR for to create

thoughtful claims rooted in real

-life contexts; use collaborate

for shared idea generation of

claims that can be developed in

writing.

Ss can develop an informa-

tional written text.


Pg. 9/9

WRITING

Documents

NYSESLAT - cdn.nearpod.com€¦ · -NEARPOD LESSON Any teaching or interaction that occurs without Nearpod Pg. 2/9. BEGINNING INTERMEDIATE ADVANCED ADVANCED HIGH LISTENING 2018 LISTENING