Multi-Tiered Systems of Support Guide for ALBA Y
© 2024 by Klett World Languages, Inc.
Table of Contents
MTSS in the World Language Classroom
Assessment: Screening, Diagnostic and Progress
Monitoring
Embedded Differentiation Supports
Instructional Routines for Explicit Instruction
Vocabulary Routine
Grammar Routine
Comprehension Strategy Routine
Planning for MTSS
MTSS Overview
Branching Minds, What is MTSS? Multi-Tiered System of Supports Ultimate Guide: Everything you need to know about the Multi-Tiered System of Supports and how to implement it successfully, https://www.branchingminds.com/mtss-guide
Tier I - Grade-level classroom instruction.
The green trapezoid at the bottom of the triangle represents Tier I. Students receiving Tier I instruction have been identified by universal screening and diagnostic assessments as being at low risk for failure at their specific grade level. These students will likely master grade-level content with strong, differentiated, Tier I core instruction provided by the general education teacher. In strongly implemented MTSS programs, approximately 75%-85% of students will achieve mastery of standards with high-quality, differentiated Tier I instruction. This level forms the bottom of the triangle, where the majority of students are represented.
Tier III - Intensive intervention.
The small red portion at the top of the triangle refers to Tier III intensive intervention. Students receiving Tier III interventions have been identified by screening and/or diagnostic assessments as being at high risk for failure at their specific grade level. These students need the most intensive intervention to access grade-level content. In strongly implemented MTSS programs, approximately 5 to 10% of students qualify for Tier III interventions. Tier III interventions are most often delivered by a reading/math specialist.
MTSS - or Multi-Tiered Systems of Support - is an instructional framework designed to ensure that all students have the necessary support and appropriate level of challenge to ensure that they have access to rigorous grade-level content. We know that in every classroom, students have a wide range of prerequisite skills and knowledge. Through intentional use of data, strategic use of personnel, time, high-quality instructional materials, and research-based differentiation strategies, teachers and schools have a powerful opportunity to increase the likelihood that all students will achieve mastery of rigorous standards.
The MTSS framework is built on the premise that different students need varying levels of support and challenge. All students are provided with differentiated core instruction in Tier I. If students are identified as “at risk”, interventions are implemented. Student needs, and the corresponding instructional response, can be categorized into three tiers, as represented by the triangle graphic below.
Tier II - Targeted intervention.
Moving upward, the larger yellow trapezoid refers to Tier II. Students receiving Tier II interventions have been identified by screening and/or diagnostic assessments as being at some risk for failure or future academic difficulties. These students need additional intervention to successfully access grade-level content. In strongly implemented MTSS programs, approximately 10 to 15% of students qualify for Tier II interventions. Tier II interventions are delivered either by the general education teacher or a reading/math specialist.
MTSS in the World Language Classroom
The MTSS framework is most widely implemented in elementary schools with a strong emphasis on early intervention. The aim of early academic intervention is to prevent future avoidable difficulties in reading and mathematics. More recently, the MTSS framework has been utilized to support student success in middle and high schools in all content areas. Educators utilize Universal Design for Learning (UDL) within the MTSS framework to “backwards plan” instruction that is designed to appropriately support all learners.
In the World Language Classroom, teachers plan units by fusing the ACTFL Can-Do Statements to identify what they want students to know and to be able to do with specific functions and forms of language. Lessons are then developed to provide students with multiple means of engagement, representation, action and expression.
❱❱ Multiple means of engagement addresses the “how” of learning by providing multiple pathways for recruiting interest, sustaining effort, and supporting self-regulation. Strategies include maximizing choice in assignments, varying the demands of tasks to ensure all students are appropriately challenged, and engaging students in goal setting and selfassessment.
❱❱ Multiple means of representation addresses the “what” of learning by providing options for how students will access content, and involves perception, language, symbols, and comprehension. Strategies include providing alternatives for processing visual and auditory information, clarification of vocabulary and syntax, and maximizing transfer and generalization of language and content.
❱❱ Multiple means of action and expression refers to “how” students will demonstrate their learning and includes physical action, expression, communication, and executive functioning. Strategies include providing options for responses, use of assistive technologies, and support with planning and goal setting1 .
The Klett World Languages (KWL) programs are designed to support teachers in implementing UDL in their classrooms. All units are developed in alignment with ACTFL standards, and offer multiple opportunities for engagement, representation, and expression across all modes of communication. Activities offer students choice in how they engage with content and represent their learning. The Teacher’s Edition and ancillary materials (workbooks, heritage worksheets, etc.) provide support and extension activities designed to provide access to rigorous content for a wide range of learners.
This MTSS guide provides guidance on how to utilize the KLETT curricular resources to implement UDL for strong differentiated Tier I instruction. For students who need additional intervention in order to meet standards, Tier II and Tier III guidance is also provided to support small group instruction and tutoring.
Assessment: Screening,
Diagnostic, and Progress Monitoring
Thoughtful and intentional use of data is at the core of a successful MTSS program. In order for teachers to effectively apply UDL to the planning process, they must have a deep understanding of the learning profiles of the students in their classroom. The chart below outlines the assessments embedded in the program. The pre-course diagnostic is a critical resource for gathering student baseline data. The pre-course diagnostic assists instructors in the review and analysis of data prior to instruction, and gives information on student readiness levels. Based on data from this assessment, as well as other sources such as IEPs and 504 plans, teachers can effectively plan differentiated supports and enrichment for students. The data from this diagnostic can be utilized to plan Tier I differentiated instruction, as well as identify students who may need additional intervention. Progress-monitoring data is gathered through the formative assessments embedded throughout each of the units. Progress-monitoring data is utilized to modify Tier I differentiation plans as well as to inform modifications to Tier II and Tier III groupings. Summative assessments provide a summary of student learning from a lesson, unit, semester, or course. Summative assessments provide a valuable opportunity for teachers to reflect on the impact of their instruction on student learning.
1. Source: Universal Design for Learning Guidelines, Version 2.2 (CAST 2018) as cited in https://www.cde.ca.gov/ci/fl/cf/documents/wlframework.pdf
Embedded Differentiation Supports
Each of the KWL programs includes tools for differentiation embedded within the Teacher’s Edition and Student Materials. The graphic below outlines the types of resources available in Alba y Gael corresponding to the CAST Guidelines for Universal Design for Learning2 .
Multiple Means of Engagement Multiple Means of Representation
Recruiting Interest Perception
Optimize individual choice and autonomy
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; p. 63, SE Alba y Gael 1; p. 41, SE Alba y Gael 2; pp. 106-107, SE, Alba y Gael 3.
• AHORA TU activities; act. 5, p. 57, SE Alba y Gael 1; act. 5 p. 14, SE Alba y Gael 2; act 2 p. 103, SE Alba y Gael 3.
Optimize relevance, value, and authenticity
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO; p. 74, SE Alba y Gael 1; p. 52, SE Alba y Gael 2; p. 35, SE Alba y Gael 3.
• AHORA TU activities; act. 4, p. 81, SE Alba y Gael 1, act. 7; p. 61, SE Alba y Gael 2; act. 5, p. 58, SE Alba y Gael 3.
Minimize threats and distractions
• MIS PALABRAS section in every unit presents the essential vocabulary from each unit; act. 1, p. 84, SE Alba y Gael 1; act. 1, p. 74, SE Alba y Gael 2; act. 1, p. 74, SE Alba y Gael 3.
• MINIDICCIONARIO, the visual dictionary organized by topic; pp. 88-105, SE Alba y Gael 1; pp. 90-105, SE Alba y Gael 2; pp. 108-125, SE Alba Y Gael 3.
Offer ways of customizing the display of information
• Activities with songs; act. 3, p. 22, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 5, p. 33, SE Alba y Gael 3.
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; act. 3, p. 63, SE Alba y Gael 1; act. 2, p. 41, SE Alba y Gael 2; act. 4, p. 21, SE Alba y Gael 3.
• Activities with cut-out material; pp. 106-117, SE Alba y Gael 1; pp. 106-133, SE Alba y Gael 2; pp. 126-139, SE Alba y Gael 3.
Offer alternatives for auditory information
• Smaller images from the opening illustration; act. 1-2, p. 66, SE Alba y Gael 1; act. 1-2, p. 44, SE Alba y Gael 2; act. 1-2, p. 39, SE Alba y Gael 3.
• Activities with songs; act. 5, p. 59, SE Alba y Gael 1; act. 7, p. 58, SE Alba y Gael 2; act. 5, p. 47, SE Alba y Gael 3.
• Activities with the heading ESCUCHA; act. 6, p. 23, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 3, p. 32, SE Alba y Gael 3.
Offer alternatives for visual information
• The LA PÁGINA DE ENTRADA illustration and audio track; pp. 28-29, SE Alba y Gael 1, pp. 66-67, SE Alba y Gael 2, pp. 93-94, SE Alba y Gael 3.
• MIS PALABRAS section in every unit presents the essential vocabulary from each unit; act. 1, p. 84, SE Alba y Gael 1; act. 1, p. 74, SE Alba y Gael 2; act. 1, p. 74, SE Alba y Gael 3.
• GRAMATICA VISUAL section in every unit provides clarification of grammar through visual resources; act. 1, p. 25, SE Alba y Gael 1; act. 1-2, p. 39, SE Alba y Gael 2; act. 1-2, p. 34, SE Alba y Gael 3.
• Boxes in all GRAMATICA VISUAL section are colored-coded and mapped versions of texts, which provide clarification of grammatical and lexical structures. act. 1, p. 25, SE Alba y Gael 1; act. 1-2, p. 39, SE Alba y Gael 2; act. 1, p. 48, SE Alba y Gael 3.
means of Action and Expression
Vary the methods for response and navigation
• AHORA TU activities; act. 5, p. 67, SE Alba y Gael 1; act. 8, p. 22, SE Alba y Gael 2; act. 7, p. 42, SE Alba y Gael 3.
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; act. 2, p. 51, SE Alba y Gael 1; act. 4, p. 17, SE Alba y Gael 2; pp. 78-79, SE Alba y Gael 3.
Optimize access to tools and assistive technologies
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; act. 5, p. 67, SE Alba y Gael 1; act. 2, p. 41, SE Alba y Gael 2; act. 2, p. 50, SE Alba y Gael 3.
• CON LUPA act. 8, p. 22, SE Alba y Gael 2; act. 4B, p. 69, SE Alba y Gael 3.
2. Source: Universal Design for Learning Guidelines, Version 2.2 (CAST 2018) as cited in https://www.cde.ca.gov/ci/fl/cf/documents/wlframework.pdf
Sustaining Effort and Persistence
Heighten salience of goals and objectives
• All CON LUPA activities to practice the linguistic contents of the chapter; act. 3, p. 30, SE Alba y Gael 1; act. 4, p. 34, SE Alba y Gael 2; act. 3, p. 26, SE Alba y Gael 3.
Vary demands and resources to optimize challenge
• AHORA TU activities; act. 3, p. 113, SE Alba y Gael 1, act. 2, p. 76, SE Alba y Gael 2, act. 8, p. 137, SE Alba y Gael 3.
• MIS PALABRAS section in every unit presents the essential vocabulary from each unit; act. 1, p. 34, SE Alba y Gael 1, act. 1, p. 74, SE Alba y Gael 2, act. 1, p. 100, SE Alba y Gael 3.
Foster collaboration and community
• PRACTICO EL ESPAÑOL, the final task requires a presentation in front of the class; act. 5, p. 87, SE Alba y Gael 1, act. 4, p. 89, SE Alba y Gael 2, act. 5, p. 63, SE Alba y Gael 3.
• Activities to play a game; act. 5, p. 21, SE Alba y Gael 1, act. 2, p. 50, SE Alba y Gael 2, act. 18, p. 20, SE Alba y Gael 3.
Increase mastery-oriented feedback
• AHORA TU activities; act. 4, p. 111, SE Alba y Gael 1; act. 3, p. 83, SE Alba y Gael 2; act. 5, p. 100, SE Alba y Gael 3.
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; pp. 56-57, TE Alba y Gael 1; pp. 68-69, TE Alba y Gael 2; pp. 122-123, TE Alba y Gael 3.
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO; act. 3, p. 74, SE Alba y Gael 1; act. 3, p. 83, SE Alba y Gael 2; act. 2, p. 64, SE Alba y Gael 3.
• My Spanish Hub provides a clean, logical design that makes it easy to assign tasks, correct students’ work, and give feedback.
Language and Symbols
Clarify vocabulary and symbols
• MIS PALABRAS section in all units presents the essential vocabulary from each unit; act. 1, p. 84, SE Alba y Gael 1; act. 1, p. 74, SE Alba y Gael 2; act. 1, p. 74, SE Alba y Gael.
• MINIDICCIONARIO, the visual dictionary organized by topic; pp. 88-105, SE Alba y Gael 1; pp. 90-105, SE Alba y Gael 2; pp. 108125, SE Alba Y Gael 3.
Clarify syntax and structure
• GRAMATICA VISUAL section in every unit provides clarification of grammar through visual resources; act. 1, p. 25, SE Alba y Gael 1; act. 1-2, p. 39, SE Alba y Gael 2; act. 1, p. 48, SE Alba y Gael 3.
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression.
• Boxes in all GRAMATICA VISUAL section are colored-coded and mapped versions of texts, which provide clarification of grammatical and lexical structures. act. 1, p. 25, SE Alba y Gael 1; act. 1-2, p. 39, SE Alba y Gael 2; act. 1, p. 48, SE Alba y Gael 3.
• Icon to draw attention to a particular aspect, use or exception.
Support decoding of text, mathematical notation, and symbols
• The LA PÁGINA DE ENTRADA illustration and audio track; pp. 28-29, SE Alba y Gael 1, pp. 66-67, SE Alba y Gael 2, pp. 93-94, SE Alba y Gael 3.
• Activities with songs; act. 3, p. 22, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 5, p. 33, SE Alba y Gael 3.;
• Activities with the heading ESCUCHA; act. 6, p. 23, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 3, p. 32, SE Alba y Gael 3.
Promote understanding across languages
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO.
• Listening and spelling activities.
Expression and Communication
Use multiple media for communication
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; act. 5, p. 87, SE Alba y Gael 1; act. 8, act. 3, p. 89, SE Alba y Gael 2; act. 4, p. 22, SE Alba y Gael 3.
• Activities with cut-out material; pp. 106-117, SE Alba y Gael 1; pp. 106-133, SE Alba y Gael 2; pp. 126-139, SE Alba y Gael 3.
Use multiple tools for construction and composition
• RECORTABLES’ materials motivate students in using tools to express their imaginations; pp. 106-117, SE Alba y Gael 1; pp. 106-133, SE Alba y Gael 2; pp. 126-139, SE Alba y Gael 3.
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; act. 5, p. 87, SE Alba y Gael 1; act. 8, act. 3, p. 89, SE Alba y Gael 2; act. 4, p. 22, SE Alba y Gael 3.
Build fluencies with graduated levels of support for practice and performance
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression;p. 75, SE Alba y Gael 1; p. 65, SE Alba y Gael 2; p. 36, SE Alba y Gael 3.
• All listening and spelling activities; act. 2, p. 18, SE Alba y Gael 1; act. 2, p. 49, SE Alba y Gael 2; act. 1, p. 46, SE Alba y Gael 3.
• Activities with songs; act. 3, p. 22, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 5, p. 33, SE Alba y Gael 3.;
• Activities with the heading ESCUCHA; act. 6, p. 23, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 3, p. 32, SE Alba y Gael 3.
Self-Regulation
Promote expectations and beliefs that optimize motivation
• The LA PÁGINA DE ENTRADA illustration and audio track promote prior knowledge, language skills and learning strategies. pp. 28-29, SE Alba y Gael 1, pp. 66-67, SE Alba y Gael 2, pp. 93-94, SE Alba y Gael 3.
• AHORA TU activities; act. 4b, p. 31, SE Alba y Gael 1, act. 2, p. 64, SE Alba y Gael 2, act. 8, p. 98, SE Alba y Gael 3.
Facilitate personal coping skills and strategies
• The LA PÁGINA DE ENTRADA illustration and audio track promote prior knowledge, language skills and learning strategies. Thinking routines exercises in Teacher’s edition; p. 15, Alba y Gael 1; p. 92 Alba y Gael 2; p. 16, Alba y Gael 3.
Develop self-assessment and reflection
• The LA PÁGINA DE ENTRADA illustration and audio track promote prior knowledge, language skills and learning strategies. About Alba y Gael section in Teacher’s edition; p. 15, Alba y Gael 1; p. 93 Alba y Gael 2; p. 17, Alba y Gael 3
• AHORA TU activities; act. 4, p. 19, SE Alba y Gael 1, act. 8, p. 22, SE Alba y Gael 2, act. 6, p. 87, SE Alba y Gael 3
Comprehension
Activate or supply background knowledge
• The LA PÁGINA DE ENTRADA illustration and audio track; pp. 28-29, SE Alba y Gael 1, pp. 66-67, SE Alba y Gael 2, pp. 93-94, SE Alba y Gael 3.
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO;
Highlight patterns, critical features, big ideas, and relationships
• AHORA TU activities.
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO.
• All activities when students are presenting in front of the class.
• Activities to play a game.
• Activities with songs; act. 3, p. 22, SE Alba y Gael 1; act. 4, p. 13, SE Alba y Gael 2; act. 5, p. 33, SE Alba y Gael 3.
Guide information processing and visualization
• All CON LUPA activities.
• AHORA TU activities.
Maximize transfer and generalization
• The LA PÁGINA DE ENTRADA illustration and audio track; pp. 28-29, SE Alba y Gael 1, pp. 66-67, SE Alba y Gael 2, pp. 93-94, SE Alba y Gael 3.
• Cultural and interdisciplinary section of DESCUBRIR EL MUNDO.
Executive Functioning
Guide appropriate goal-setting
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression;
• AHORA TU activities; act. 4b, p. 31, SE Alba y Gael 1; act. 7, p. 24, SE Alba y Gael 2; act. 7, p. 56, SE Alba y Gael 3.
Support planning and strategy development
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; p. 63, SE Alba y Gael 1; p. 41, SE Alba y Gael 2; pp. 106-107, SE, Alba y Gael 3.
• AHORA TU activities; act. 4b, p. 31, SE Alba y Gael 1; act. 7, p. 24, SE Alba y Gael 2; act. 7, p. 56, SE Alba y Gael 3.
Facilitate managing information and resources
• MIS PALABRAS section in every unit presents the essential vocabulary from each unit; act. 1, p. 84, SE Alba y Gael 1; act. 1, p. 74, SE Alba y Gael 2; act. 1, p. 74, SE Alba y Gael 3.
• MINIDICCIONARIO, the visual dictionary pp. 88-105, SE Alba y Gael 1; pp. 90-105, SE Alba y Gael 2; pp. 108-125, SE Alba Y Gael 3.
• GRAMATICA VISUAL section in every unit provides clarification of grammar through visual resources; act. 1, p. 25, SE Alba y Gael 1; act. 1-2, p. 39, SE Alba y Gael 2; act. 1-2, p. 34, SE Alba y Gael 3.
• All Mapped versions of texts in boxes of the Gramática visual section.
Enhance capacity for monitoring progress
• PRACTICO EL ESPAÑOL section - a final task to activate oral, written and artistic expression; p. 63, SE Alba y Gael 1; p. 41, SE Alba y Gael 2; pp. 106-107, SE, Alba y Gael 3.
• AHORA TU activities; act. 4b, p. 31, SE Alba y Gael 1; act. 7, p. 24, SE Alba y Gael 2; act. 7, p. 56, SE Alba y Gael 3.
Instructional Routines for Explicit Instruction
Research also supports the use of explicit instruction when teaching a brand new skill or strategy, as well as when working with struggling learners. Explicit instruction involves the gradual release of responsibility using an “I do, we do, you do” structure. All phases of this instructional cycle are designed to be highly interactive, with multiple opportunities for student practice and immediate teacher feedback.
In a language learning classroom, routines for explicit instruction should focus on language forms and functions embedded within the content of the unit, not in isolation3
The following instructional routines for explicit instruction can be utilized to enhance Tier I instruction and to provide additional targeted instruction for Tier II and Tier III. These instructional routines focus on supporting students in mastering the forms and functions of language across the three modes of communication outlined in ACTFL (Interpersonal, Interpretive, Presentational).
Vocabulary Routine
The Vocabulary Routine can be used in the whole-group setting before introducing a unit or reading a selection. It can also be used with a small group of students as a targeted intervention. Explicit vocabulary instruction is most effective when provided prior to introduction of new content.
Directions
Cognitive Planning Select up to three words from the unit, lesson, or text that are critical to understanding the content and/or reading.
I do Name the learning goal. Say the word and have students repeat - provide feedback on pronunciation. Explicitly teach the meaning of the word. Draw student attention to word features or cognates. Provide examples of the word in a sentence.
We do Have students practice applying the word in context (identifying examples and nonexamples).
Example Alba y Gael 1 Unit 2
The “Mis palabras” section in the student edition is a great source for identifying key lesson vocabulary. In addition, the volume 1 of ALBA Y GAEL is completed with a mini visual dictionary, MINIDICCIONARIO.
Vamos a aprender palabras relacionadas a una fiesta de cumpleaños. Miren la ilustración de las páginas 28 y 29. Point to the objects as you name them.
• Un regalo
• Una piñata
• Un pastel
• Un globo
You can tailor this list by asking students to describe what they see and make a list on the board. ¿Qué ves? Yo veo…
Provide feedback on pronunciation. If you have native speakers in your class, you can motivate them to practice these words by asking them to describe precise aspects of the items in Spanish.
If this is the first time they will be encountering this vocabulary, use gestures, mimicry, cognates, or English.
¿Hay alguna palabra parecida en inglés? Possible answer: Globe.
¿Qué es un globo? Possible answer: ¡Es como una pelota que vuela en el aire!
¿Y qué es "globe" en inglés? Possible answer: ¡Es como una pelota con un mapa del mundo!
¡Muy bien! Aunque suenan parecido, ¡tienen significados diferentes! Uno vuela en el aire y el otro es un mapa del mundo. Interesante, ¿verdad?
Completen estas oraciones con las palabras que aprendimos hoy.
1. En mi cumpleaños, rompo la . (piñata)
2. Para decorar la fiesta, tenemos muchos de colores. (globos)
3. Después de cantar, todos comemos un delicioso . (pastel)
4. Mis amigos me dan un para celebrar mi cumpleaños. (regalo)
3. Source: ACTFL. (n.d.). Teach grammar as a concept in context http://www.actfl.org/educator-resources/guiding-principles-for-language-learning/teachgrammar-as-a-concept-in-context
Directions
You do Students practice applying their understanding of vocabulary words by generating new sentences (orally or in writing), generating their own examples or non-examples, completing a graphic organizer (Frayer model), etc.
Complete the Frayer model graphic organizer to demonstrate your understanding of the word Globo.
Definición Ejemplos
Sample Answers
Palabra / Concepto
Imagen / Características importantes No-ejemplos
Definición: Un globo es un objeto Redondo, lleno de aire o gas, como helio. Son de diferentes colores y se usan para decorar fiestas, hacer juegos divertidos o volar en el cielo.
Descripción de la imagen: un globo de color rojo flotando en el aire con una cinta atada a su extremo.
Ejemplos: En una fiesta de cumpleaños, hay muchos globos de colores brillantes decorando la casa./ En un parque, puedes ver a los niños corriendo y jugando con globos en forma de animales.
No ejemplos: Un globo no es un mapa.
Grammar Routine
The Grammar Routine is designed for use in small group instruction as a supplement to the grammar activities embedded in the program. This routine should be utilized to support students who have difficulty with interpretive, interpersonal, or presentational communication that is related to challenges with mastering the structure of the language. The examples embedded in the grammar routine should connect to the content and vocabulary of the unit in order to reinforce the relevance and immediate applicability of the learning.
Directions
Cognitive Planning Review student work and diagnostic assessments to identify where students are struggling. Plan targeted explicit reteach for Tier 2 and Tier 3 intervention. This routine can also be used for Tier 1 instruction if you notice that the majority of students are struggling with a particular type of grammatical structure (i.e. subject verb agreement).
Review Review prior learning that is related to the learning goal.
Example Alba y Gael 1 Unit 5 of Gramática visual
Most of my students have been successful with conjugating regular verbs. I noticed, however, that several of my students are struggling with irregular verbs. In Unit 2, these students made several errors in the grammar activities practicing present tense conjugation of tener I plan to review this skill with these students and introduce the new related skill of conjugating stem-changing verb venir
En la unidad 2 aprendimos a usar el verbo irregular tener para hablar de nuestra edad y de posesión. Veamos de nuevo los ejemplos de la actividad 3 en la página 37. Vamos a practicar.
1. Yo una fiesta de cumpleaños mañana. (tengo)
2. ¿Tú un pastel de cumpleaños? (tienes)
3. Nosotros muchos regalos.
Example Alba y Gael 1 Unit 2
Directions
I Do Name the learning goal. Demonstrate correct application of the grammar rule in several settings/ contexts.
We Do Students practice applying the grammar rule orally with feedback from the teacher by filling in blanks, using white boards, etc.
You Do Students generate sentences demonstrating the ability to correctly apply the grammar rule.
Comprehension Strategy Routine
Example Alba y Gael 1 Unit 5 of Gramática visual
En la Unidad 5 vamos a aprender un nuevo verbo irregular en el presente: querer
Veamos la actividad 1 en la pág. 73. Cuando conjugamos el verbo querer, cambiamos la letra e a ie. Miren la tabla. Yo voy a formar oraciones con el verbo querer
Ejemplo Unit 5, Gramática visual section: yo quiero tú quieres el, ella, usted quiere nosotros, nosotras queremos
• Yo quiero un helado de chocolate.
• ¿Tú quieres jugar en el parque?
• Él quiere un perro como mascota.
• Nosotros queremos ver una película esta noche.
• Ellos quieren comer pizza para cenar.
Ahora, Uds. lo van a hacer. Usen la tabla para escribir la forma correcta del verbo.
• Mi hermana un libro de cuentos. (quiere)
• Ellos ir a la playa en vacaciones. (quieren)
• Tú aprender a tocar la guitarra. (quieres)
• Nosotros hacer una fiesta de cumpleaños. (queremos)
• Ella dibujar a su familia. (quiere)
Have students practice examples one at a time. Check responses and provide immediate affirmative or corrective feedback.
Ahora van a crear sus propias oraciones respetando la regla gramatical. Traten de usar la información de la página 73 para formar oraciones.
The Comprehension Strategy Routine can be used in the whole-group setting before introducing a unit or reading a selection. It can also be used with a small group of students as a targeted intervention.
Directions
Cognitive Planning Identify a specific strategy (using context clues to identify the meaning of unknown words, annotating, note-taking, etc.) based on the demands of the upcoming lesson and the needs of the students.
Example Alba y Gael 3 Unit 4
I have a small group of students who are working in reading comprehension strategies in English and Spanish. They struggle to self-monitor when they encounter unknown words. Before reading the selection, I plan to work with them on a strategy for using word parts and cognates to determine the meaning of unknown words.
I Do Model the use of the strategy in context. Vamos a practicar la estrategia de utilizar cognados para descubrir el significado de palabras desconocidas. Un cognado es una palabra que es muy parecida a una palabra en otro idioma. Vamos a leer sobre el cacao y sus semillas en la pág. 77. Veo en el título una palabra que no conozco, “cacao”. Voy a trazar un círculo alrededor de esta palabra (Circle the word). Se parece a una palabra que conozco en inglés, “cocoa”. Voy a escribir la palabra “cocoa” aquí con un signo de interrogación. (Write the word in the margin or on a post-it). Voy a leer el título otra vez y observar las fotografías para ver si tiene sentido. Cocoa y sus semillas. Veo en la foto la planta y postres con chocolate. Esto confirma que “cacao” es un cognado.
Directions
We Do Guide students through application of the strategy in one or two examples.
You Do Students apply the strategy independently within a text.
Planning for MTSS
Example Alba y Gael 3 Unit 4
Vamos a buscar otras palabras que son cognados. [Read the first sentence of the article together]
Ask: ¿Hay alguna palabra en esta oración que se parezca a una palabra que conocen en inglés? (fruta). ¿A qué palabra se parece? (fruit).
Escribimos la palabra en el margen y leemos la oración de nuevo para confirmar que tiene sentido.
Say: Lean el resto del artículo y busquen otras palabras que sean parecidas a palabras en inglés. Usen esta rutina para encontrar el significado de las palabras que no conocen.
Effective MTSS implementation requires teachers to understand the learning strengths and needs of their students in relation to the learning demands of the content. These unit planning guides support teachers in utilizing the KLETT world languages curriculum to effectively use Universal Design for Learning as the foundation for the MTSS framework.
MTSS Planning Guide: Annotated Example
Program and Unit
Alba y Gael 3 Unit 4
Step 1: Begin with the end in mind What will students know and be able to do at the end of this unit?
“I can” statements from ACTFL standards are references here to keep track of specific performance indicators aligned to the unit.
Review lesson goals and final assessments Key vocabulary Language structures How will students demonstrate their learning?
(From objectives on p. 104, TE)
Talk about vegetable gardens and local produce.
Give advice and recommendations.
Talk about school rules.
ACTFL: I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.
Learn the parts of a plant.
ACTFL: I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.
Present a plant and explain the process they have followed to grow it.
ACTFL: I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.
Vocabulary for the Green garden and related activities, Fruits, vegetables, Parts of a plant, and Classroom rules.
Key vocabulary and language structures were also taken directly from pp. 106, 108, 112, 116, 119, 121, 122 in the TE.
Affirmative and negative imperative (second person singular: persona tú)
Direct object pronouns (lo, la, los, las)
• Es bueno/importante + infinitive
Present a plant and explain the process they have followed to grow it.
Give instructions and recommendations about how to take care of a plant.
This information was taken from the Practico el español section at the end of the unit on pp. 122-123.
Step 2:
Think about the specific needs of your students.
In this case, the teacher is choosing to focus on goal-setting and selfassessment to support engagement; vocabulary and syntax to support language and symbols; activating background knowledge to support comprehension; and multiple media for expression and communication.
Step 3
Based on data from the previous unit, the teacher has identified two groups in need of Tier II intervention. They have planned one small group lesson for each group. Small group lessons using the instructional routines should take 10-15 minutes at most.
Program and Unit
Tier 1 Differentiation Anticipate variability
Review lesson materials to identify specific resources you will prioritize based on what you know about your students.
Goal setting, self-assessment and reflection.
Clarifying vocabulary and syntax.
What options and supports will you prioritize to support the learning needs of your students?
Resources for Engagement
• Recruiting Interest
• Sustaining Effort and Persistence
• Provide options for self-regulation
• Self-check quizzes on My Spanish Hub.
• Gramática visual –p. 90 SE
• Mis palabas– p. 88 SE
• Worksheets: 22, 25-28 TE
These are resources you will prioritize based on your student needs. They should not be the only differentiation resources you will utilize.
Plan for Tier 2 intervention
Tier 2 student names
Group 1
Resources for Representation
• Perception
• Language and Symbols
• Comprehension
• Unit Questionsp. 105 TE
• Vocabulary learning strategies: Thinking routines - p. 106 TE
• The sounds of the Illustration, audio track 28
• Worksheets: 22, 25-28 TE
Resources for Action and Expression
• Physical Action
• Expression and communication
• Executive Functions
PRACTICO EL ESPAÑOL
Encourage students to reflect on their strengths when selecting the vegetable for the project (Un huerto orgánico con botellas recicladas). Group students based on the vegetable they select.
Here, the teacher has added a note about how they will utilize the resources to support options for expression and communication.
Identify students who will need additional intervention in order to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Goal for Tier 2 instruction
Utilize the correct present tense conjugation of tener in sentences related to the content of the unit.
Explicit instructional routine Language/Text Focus
Grammar routine Conjugating stem changing verbs in the present - focusing on applying vocabulary for birthday parties.
Group 2
Use cognates and word parts to determine the meaning of unknown words. Comprehension Routine El cacao y sus semillas
Alba y Gael 3 Unit 4
Program and Unit Alba y Gael 3 Unit 4
Step 4 Plan for Tier 3 intervention
Identify students who need intensive intervention in order to access the content of the lesson. Select specific instructional routines you will utilize.
Tier 3 student names Goal for tier 3 instruction
The teacher has chosen to focus on lesson vocabulary to ensure that students can access the content of the unit. They have planned three lessons throughout the unit given the needs of the students in this group.
Acquire specific vocabulary related to the Green garden and related activities, Fruits, vegetables, Parts of a plant, and Classroom rules.
Explicit instruction routine Language/Text Focus
Vocabulary routine Comprehension routine
Con lupa 1: Talk about vegetable gardens and local produce. Give advice and recommendations.
Con lupa 2: Learn the parts of a plant. Talk about school rules.
Mis palabras: Recognize and name fruits and vegetables. Recognize and refer to the parts of a plant in Spanish. Recognize and refer to garden-related activities in Spanish.
Gramática visual: Recognize and use direct object pronouns: lo, la, los, las. Put the affirmative and negative imperative into practice. Recognize and use Es bueno / importante que + infinitive to give advice and recommendations.
Descubrir el Mundo: El cacao y sus semillas.
MTSS Planning Template
Program and Unit
Step 1: Begin with the end in mind What will students know and be able to do at the end of this unit?
Review lesson goals and final assessments Key vocabulary Language structures How will students demonstrate their learning?
Step 2: Tier 1 Differentiation Anticipate variability
What options and supports will you prioritize to support the learning needs of your students?
Step 3: Plan for Tier 2 intervention
Identify students who will need additional intervention in order to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Tier 2 student names Goal for tier 2 instruction
Step 4: Plan for Tier 3 intervention
Explicit instructional routine Language/Text Focus
Identify students who need intensive intervention in order to access the content of the lesson. Select specific instructional routines you will utilize.
Tier 3 Student Names Goal for Tier 3 instruction
Explicit instructional routine Language/Text Focus
References and Resources
• ACTFL. (n.d.). Teach grammar as a concept in context https://www.actfl.org/educator-resources/guiding-principlesfor-language-learning/teach-grammar-as-a-concept-in-context
• Branching Minds (n.d.), MTSS Guide www.branchingminds.com/mtssguide
• California Department of Education. (2022). World Languages Framework. https://www.cde.ca.gov/ci/fl/cf/documents/ wlframework.pdf
• CAST. (2018). Universal Design for Learning Guidelines version 2.2 https://www.cast.org/impact/universal-design-forlearning-udl
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