Multi-Tiered Systems of Support Guide for CAP SUR
© 2024 by Klett World Languages, Inc.
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 setting .
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.
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
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 questionnaire 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.
Cap ou pas cap ? (autoévaluation)
Preparatory pages for DELF Prim A1.1
Cahier d’activités/ Workbook
Cahier d’activités/ Workbook
Assessment Rubrics My French hub
Assessment Rubrics My French hub
FORMATIVE ASSESSMENTS WHEN TO DO THEM WHERE TO FIND THEM ASSOSSIATED RUBRICS WHERE TO FIND THEM
Check for comprehension in class Throughout the units
Suggestions in the Teacher’s Edition
Mission bricolo At the end of each unit
Student Edition
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 Cap Sur corresponding to the CAST Guidelines for Universal Design for Learning2 .
Multiple Means of Engagement Multiple Means of Representation Multiple means of Action and Expression
Recruiting Interest Perception
Optimize individual choice and autonomy / Optimize relevance, value, and authenticity
• Mission Bricolo and Mission Découverte activities provide learners autonomy by offering choices in the tools of gathering information and in the content used for practicing and assessing skills (pp. 25, 36, 48, 49, 57, 58, 73).
• ’Mission Découverte activities offer variation of activities and sources of information culturally and socially relevant (pp. 25, 49, 61, 73).
Minimize threats and distractions by fostering a safe space to learn
• A variety of activities involve participants in whole class interactions (pp. 29, 36, 31, 43, 62, 72, 74, 77).
• Variety of game activities provide a stimulating and engaging environment (pp. 17, 21, 29, 31, 41, 43, 53, 56, 65, 67, 69, 77, 81). Suggestions for learning strategies in the Teacher’s Edition (pp. 22, 26, 37, 42).
Offer ways of customizing the display of information
• Customization options for textbooks available on My French Hub.
Offer alternatives for auditory information
• Scripts for all audio recordings.
Multiplicity of options in the display of information
• Interactive versions of the Student edition and the Workbook.
• Access to a flexible format with sizeadaptable pages (My French Hub).
• Accessible layout, simple and illustrated instructions, clear and easy-to-read fonts for students with dyslexia.
Vary methods for response and navigation
• Activities include variation in response methods: voice, keyboard, by hand (pp. 40, 54, 79).
• Suggestions for learning strategies in the Teacher’s Edition (pp. 26, 28, 40).
Optimize access to tools and assistive technologies
• Resources to improve learning and teaching experiences (My French Hub).
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 / Vary demands and resources to optimize challenge
• Mission bricolo enables students to apply their new skills and knowledge to carry out different projects (pp. 13, 24, 36, 48, 60, 72, 84).
Foster collaboration and community
• Suggestions for learning strategies in the Teacher’s Edition (pp. 22, 26, 37, 42).
• Variety of game activities provide a stimulating and engaging environment (pp. 17, 21, 29, 31, 41, 43, 53, 56, 65, 67, 69, 77, 81).
• Whole-class activities (pp. 29, 36, 31, 43, 62, 72, 74, 77).
• Sing-along songs that foster a safe and engaging environment (pp. 10, 20, 33, 44, 57, 68, 80).
Increase mastery-oriented feedback
• DELF Prim A.1.1 mock test in the Workbook
• Cap ou pas cap ? self-assessment worksheets in the Workbook
Language and Symbols
Clarify vocabulary and symbols
• Clear and visual vocabulary presentations with illustrations in every unit (pp. 20, 21, 28, 30, 41, 52, 64, 81).
• Cartes mémo vocabulary review, with a color code for feminine, masculine, and plural words, available in every unit (pp. 23, 35, 47, 59, 71, 83).
• Songs to review the vocabulary and language structures (pp. 10, 20, 33, 44, 57, 68, 80).
Clarify structure and syntax
• Cap sur la langue visual, color-coded grammar review with diagrams, outlines, and activities in every unit (pp. 22-23, 34-35, 4647, 58-59, 70-71, 82-83).
• Grammar tutorials (My French Hub).
• Fiches resources with learning resources available online.
• Suggestions for learning strategies in the Teacher’s Edition (pp. 38,62, 78, 106, 134, 158).
• Songs to review the vocabulary and language structures (pp. 10, 20, 33, 44, 57, 68, 80).
Promote understanding across languages
Language comparisons activities in Teacher’s Edition (pp. 41, 67, 93, 117, 143, 167, 170), French-English and English-French glossaries (My French Hub).
Illustrate through multiple media
• Use of authentic resources (pp. 20, 31, 44, 55, 65, 81).
• Video activities in every unit (pp. 20, 31, 44, 55, 65, 81).
• Use of audio and visual resources (pp. 17, 28, 41, 56).
• Songs (pp. 10, 20, 33, 44, 57, 68, 80)
• Suggestions for learning strategies in the Teacher’s Edition (pp. 36, 59, 89, 111, 130, 165).
Expression and Communication
Use multiple media for communication (text, speech, video, illustration, drawing)
• Mission bricolo activities for creative expression (pp. 13, 24, 36, 48, 60, 72, 84).
• Combination of resources in Carnet de voyage and Mission découverte activities for intercultural learning and progress assessment (pp. 8-9, 25, 37, 49, 61, 73, 85).
Multiple tools for construction and composition
Embedded learning strategies support students in using tools to express their learning through written and spoken communication.
• Product creation strategies in Mission bricolo (pp. 13, 24, 36, 48, 60, 72, 84).
Build fluencies with graduated levels of support for practice and performance
• Pronunciation is practiced in a recreational way through sing-along songs specifically composed for teaching purposes available in the Student Edition (pp. 10, 20, 33, 44, 57, 68, 80) /(Écoute et répète activities in the Student Edition help practice pronunciation (pp. 10,16, 17, 23, 31, 34, 58, 68, 71, 83 ).
Promote expectations and beliefs that optimize motivation
• Mission découverte encourage self-reflection and identification of personal goals (pp. 8-9, 25, 37, 49, 61, 73, 85).
• The Carnet de voyage developed by the students along the learning process motivates them and enables them to reflect on the progress already made. (pp. 8-9).
Facilitate personal coping skills and strategies
• Suggestions for learning strategies in the Teacher’s Edition (pp. 25, 46, 72, 98, 122, 148, 175).
Develop self-assessment and reflection
• Cap ou pas cap ? self-Assessment Rubrics in Workbook (pp. 19, 29, 39, 49, 59, 69).
• Suggestions for learning strategies in the Teacher’s Edition (pp. 25, 46, 72, 98, 122, 148, 175).
• Mission découverte activities encourage self-reflection (pp. 8-9, 25, 37, 49, 61, 73, 85).
Activate or Supply Background Knowledge
• Suggestions for learning strategies in the Teacher’s Edition (pp. 24, 45 71, 97, 121, 147, 174).
• Cross-curricular section (Cap sur…) in Workbook to discover other disciplines in French (pp. 18, 28, 38, 48, 58, 68).
• Art connections in Mission bricolo activities (pp. 13, 24, 36, 48, 60, 72, 84).
• Cross-curricular connections in Mission découverte activities (pp. 8-9, 25, 37, 49, 61, 73, 85).
• Geography connection in world map (pp. 86-87).
Highlight patterns, critical features, big ideas, and relationships
• The Carnet de voyage produced by the students acts as a unifying thread in their learning process (pp. 8-9).
• Cap sur… cross-curricular Workbook section (pp. 18, 28, 38, 48, 58, 68).
• Cap sur la langue grammar review (pp. 22-23, 34-35, 46-47, 58-59, 70-71, 82-83).
Guide information processing and visualization / Maximize transfer and generalization
• Access to a flexible format with size-adaptable pages (My French Hub).
• Accessible layout with simplified instructions, clear and easy-to-read fonts for students with dyslexia.
Guide appropriate goal setting
• Scaffolded activities (pp. 20, 28, 33, 40, 54).
• Mission bricolo project-section encourages learners to set goals (pp. 13, 24, 36, 48, 60, 72, 84).
Support planning and strategy Development
• Mission bricolo project-section encourages learners to develop planning strategies (pp. 13, 24, 36, 48, 60, 72, 84).
• Textbook activities encourage learners to show and explain they work (pp. 25, 37, 49, 61, 65, 73, 81, 85).
Facilitate managing information and resources
• Fiches ressources available online (My French Hub).
Enhance capacity for monitoring progress
• DELF Prim A.1.1 mock test (Workbook).
• Cap ou pas cap ? self-assessment worksheets (Workbook).
• Assessment Rubrics (My French Hub).
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).
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
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).
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.
Example from Cap Sur 1 Unit 4 Lesson 1
The Carte mémo section (p. 59) in the Student Edition is a great source for identifying key lesson vocabulary.
Nous allons apprendre quatre mots qui seront très importants dans cette leçon. Ces mots sont : la maison, la chambre, la cuisine et le salon Commençons par le mot maison
[Write the title of the unit (Une nouvelle maison!) on the board and explain its meaning by describing houses in your area]
[Show picture on page 52. Discuss as a class and encourage students to ask questions and make comments.]
Qu’est-ce qu’une maison?
Je vais vous donner quelques exemples. Dites s'il s'agit d'une maison ou non.
[Show pictures of the following:
• An apartment building
• A house
• A school
• A hotel]
Habitez-vous dans une maison ?
Complete the Frayer model graphic organizer to demonstrate your understanding of the word maison. Définition
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.
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.
Example: Cap Sur 1 Unit 4 Lesson 3
Most students have been successful in making use of the affirmative and negative forms to ask and answer questions. But some are struggling with requesting or providing information. I plan to review this skill in order to introduce expressions for giving and asking for reasons and apply them to the content of the unit (the house).
Dans l’unité 3, nous apprenons à à poser des questions et à répondre par oui ou par non. Exerçons-nous:
Prend-tu le bus ? Oui/non, je La famille Cousteau déteste voyager ? ? Oui, j’aime le fromage !
Et Louise, elle aime le fromage ? Non, Louise
Dans cette leçon, nous examinerons les mots pour demander ou donner des raisons : pourquoi et parce que Nous lisons l’activité 2 à la page 56 [read the activity together]. Examinons les exemples suivants :
1. Pourquoi Nicolas a froid ? Parce qu'il est dehors, dans le jardin.
2. Pourquoi Hector est dans la chambre ?
Pourquoi est un adverbe interrogatif qui vient des mots pour et quoi. Parce que est une conjonction utilisée pour donner des raisons.
Pourquoi est un seul mot et parce que sont deux mots.
[write pourquoi and parce que on the board. Make sure students understand that pourquoi is written together and parce que separately]
Maintenant, vous posez et répondez des questions.
[Have students elaborate and answer questions one at a time. Check and provide immediate affirmative or corrective feedback]
À vous de jouer! A deux, parlez des objets que vous pouvez trouver dans vos maisons. Un élève pose une question avec pourquoi et l'autre élève répond avec parce que. Si vous voulez, vous pouvez donner des réponses drôles !
Comprehension Strategy Routine
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 Cap Sur 1 Unit 4 Lesson 1
I have a small group of students who are working in reading comprehension strategies in French. They struggle to self-monitor when they encounter unknown words. I plan to work with them on a strategy for using context to determine the meaning of unknown words.
I Do Model the use of the strategy in context. Je vais lire les phrases de la p. 54 et demander aux élèves de parcourir l’image.
Je leur rappellerai d'utiliser les indices contextuels pour les aider à reconnaitre les pièces et objets de la maison dans le texte. Je vais demander aux élèves d'utiliser le contexte pour les aider à prédire la signification des termes qu'ils ne connaissent ou ne se rappellent pas. Par exemple : ils peuvent déduire le sens de tapis puisqu'ils connaissent salon. Les élèves doivent également se servir de l'image pour tirer des conclusions.
We Do Guide students through application of the strategy in one or two examples.
You Do Students apply the strategy independently within a text.
Cherchons les termes qui vous ne connaissez pas dans le texte et, à l'aide du contexte, nous allons prédire leur sens [read the text together and analyze the picture and context]
Stop at the sentence : “Emma est sur le tapis, dans le salon..”
Ask: Y a-t-il un mot dans cette phrase qui vous connaissez? (salon). Vous savez qui est Emma ? [If students do not remember the members of the Cousteau family, they can refer to p. 16 of the Student Edition]. Pouvez-vous découvrir la signification de tapis ? Nous écrivons toutes les idées au tableau. Ensuite, relisez la phrase pour en vérifier le sens.
Say: Lisez les autres phrases et cherchez d’autres termes qui vous ne connaisez pas. Utilisez cette routine pour déterminer le sens des mots.
Planning for MTSS
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
Step 1:
I can statements from ACTFL standards are referenced here to keep track of specific performance indicators aligned to the unit.
Begin with the end in mind
Review lesson goals and final assessments
• Objectives (taken from p. 99 of the Teacher’s Edition) Place an object in a room using prepositions.
• Tell and ask where something or someone is.
• Request and give explanations.
ACTFL: I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed
• Conjugate the verb avoir.
• Learn to recognize the sound [wa].
• Tell and ask where something or someone is.
• Request and give explanations.
• Tell where someone lives.
ACTFL: I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions
• Describe a home
• Express feeling
• Describe an object using geometric shapes
ACTFL: I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.
Cap Sur 1: Unit 4 Lesson 1
What will students know and be able to do at the end of this unit?
Key vocabulary
• Types of homes
• Parts of the house
• Some household objects and furniture
• Feelings
• Vocabulary related to the country visited (Canada)
Key vocabulary and language structures were also taken directly from p. 99 of the Teacher’s edition.
Language structures
• Prepositions of place (sur, sous, devant, etc.)
• Concept of time (avant, maintenant)
• Requesting and giving explanations (pourquoi, parce que)
How will students demonstrate their learning?
Answer questions about their (real or imaginary) home and hometown schedule (p. 61). Answer questions about feelings (pp, 56-57). This information was taken from pp. 56-57 and61 (Student Edition). The Mini-projet 1 activity (p. 167) can also be used to gather this information.
Step 2:
These are resources you will prioritize based on your student needs. They should not the only differentiation resources you will utilize.
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.
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
Activate background knowledge (heritage learners)
Multiple media for expression and communication
What options and supports will you prioritize to support the learning needs of your students?
Engagement
• Recruiting Interest
• Sustaining Effort and Persistence
• Provide options for self-regulation
Grammaire: pp. 58-59
Lexique: pp. 59
Mission bricolo: p. 60
Mission découverte: p. 61
Representation
• Perception
• Language and Symbols
• Physical Action
• Expression and communication
Step 3
Based on data from the previous unit, the teacher has identified two groups in need of Tier 2 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.
Plan for Tier 2 intervention
Tier 2 student names
Group 1
Group 2
Goal for tier 2 instruction
Utilize the correct present tense conjugation of avoir in sentences related to the content of the unit. Use and proper spelling of the negative form in answering questions.
• Comprehension Action and Expression
Grammar learning strategies – Student Book: p. 53, act. 2-3; p. 53, act. 2-3; p. 58; Workbook: p. 44, act. 2.
Vocabulary learning strategies – Workbook: p. 40, act. 2; p. 41, act. 4; p. 42, act. 2; p. 46, act. 2.
Pronunciation learning strategies – Student Book: p. 58; Workbook: p. 46 (See Teacher’s Edition, pp. 115-116).
• Executive Functions
Mission bricolo
Encourage students to use colors to paint the boxes, and also to paint the furniture if they are not using magazine clippings.
Have students work in pairs. One student hides Gaston in a room of his or her cardboard house and the other student asks questions to guess where he is hiding.
Mission Découverte
Encourage students to decorate the pages of their Carnets de voyage. Have students share information about the houses where they would like to live (Teacher’s Edition, p. 119).
Identify students who will need additional intervention in order to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
Explicit instructional routine
Language/Text Focus
Grammar routine Conjugation of the verb and use of the negative form in different contexts related to the content of the unit.
Use context to determine the meaning of unknown words.
Comprehension Routine
Cap Sur 1: Unit 4 Lesson 1
Program and Unit Cap Sur 1: Unit 4 Lesson 1
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 Explicit instruction routine Language/Text Focus
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 parts of the house, household objects and feelings in order to access lesson content.
Vocabulary routine Comprehension routine
Lesson 1: Unit vocabulary overview (vocabulary: maison, chambre, salon, lit, tapis)
Lesson 2: Text comprehension using context clues
Lesson 3: Present the house where they live or where they would like to live
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 to meet the learning goals of the lesson. Select specific instructional routines you will utilize.
2 student names Goal for tier 2 instruction Explicit instructional routine Language/Text Focus
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
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
For additional details on our educational approach and the pedagogy that informs our textbooks, please visit www.klettwl.com/pedagogy
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