Multi-Tiered Systems of Support Guide for KLASSE
© 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
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 self-assessment.
❱❱ 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 Klasse! Test booklet with audios is a critical resource for gathering student baseline data on your students. This assessment assists instructors in the review and analysis of progress for each chapter, 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. Progress-monitoring data is also gathered through the test training provided after every three chapters, which familiarize learners with all task formats, give tips on the exam procedure and introduce learners to exam strategies in small steps. This 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, including chapter and unit tests, 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 Klasse corresponding to the CAST Guidelines for Universal Design for Learning2 . Multiple Means of Engagement
Recruiting Interest
Optimize individual choice and autonomy
• Freie Wahl activities at the end of each chapter encourage internal differentiation and autonomy (pp. 13, 21, 29, 43, 51, 59, 73, 81, 89, 103, 111, 119).
• Oder-activities in Textbook (pp. 11, 26, 71) encourage individual choice by making students decide for themselves which activity to undertake.
• Online exercises, Kahoot! Quizzes and Vocabulary apps support independent learning and practicing.
Optimize relevance, value, and authenticity
• Students are engaged by information and activities that are relevant and valuable to their interests and goals (pp. 15, 56, 67, 68, 80, 106).
• Activities age and ability appropriate: variety of film material, comics and humorous film clips (pp. 38, 46, 58, 78, 107).
• Dynamic approach which promotes active participation (pp. 59, 68, 69, 75, 85, 105).
Minimize threats and distractions by fostering a safe space to learn
• Collaborative activities involving group discussions (pp. 83, 84, 98).
• Didactic suggestions for varying the timing or sequence of activities in Binnendiffrenzierung section of the Teacher's Book (pp. 52, 57, 70, 79).
Offer ways of customizing the display of information
• Klett-Augmented-App offers the possibility to scan and directly play all media files.
• The Interactive whiteboard (interaktives Tafelbild) images provide an opportunity to make lessons varied and engaging and to work with new media.
Offer alternatives for auditory information
• Audio and video transcriptions available on the Internet.
• Interactive board (interaktives Tafelbild) images run on interactive whiteboards from all manufacturers and can also be projected onto the wall via a projector.
Offer alternatives for visual information
• Videos with audio descriptions Visual teaching aids (coded grammar and vocabulary boxes).
Vary methods for response and navigation
• Activities include variation in response methods: voice, keyboard, by hand (pp. 10, 11, 16, 26, 29, 42, 50, 71).
Optimize access to tools and assistive technologies
• Interactive whiteboard (interaktives Tafelbild) layout available for special tasks in the digital teaching package.
• Templates available for free download on the Internet.
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
• Testtraining section available after every three chapters in the Workbook allows students and instructors to assess student progress.
• Was kann ich nach Kapitel ...? section at the end of every chapter consists of a review page with exercises on the content of the respective chapter that allows students to check their knowledge and skills independently (examples: pp. 11, 22, 30, 44, 52, 60, 74, 82, 90, 104, 112, 120).
Vary demands and resources to optimize challenge
• Freie Wahl at the end of each chapter (pp. 13, 21, 29, 43, 51, 59, 73, 81, 89, 103, 111, 119) provides students with different tasks to choose from according to their own preferences and learning level.
• Project-oriented activities (pp. 25, 51, 59, 83) require students to think creatively and use a different set of skills from those required in traditional exercises to engage with language learning.
Foster collaboration and community
• Cultural and language comparison activities (examples: pp. 15, 20, 54, 69, 75, 97).
Increase mastery-oriented feedback
• Was kann ich nach Kapitel...? section at the end of every chapter allows students to review their progress independently (examples: pp. 11, 22, 30, 44, 52, 60, 74, 82, 90, 104, 112, 120).
• Kahoot!-Quizzes allow students to review their grammar and vocabulary online in a fun, interactive way.
• Didactic tips for providing help and feedback to students in the Teacher’s Book (pp. 18, 21, 33, 48, 58, 59, 78).
Language and Symbols Expression and Communication
Clarify vocabulary and symbols
• Vocabulary activities provided throughout the Textbook (pp. 24, 25, 27, 37, 45, 57).
• Multilinguistic glossaries available for free download on the internet: Arabic, English, Italian, Russian, Spanish, Turkish.
• Handy-Tipps with strategies and information on vocabulary (pp. 19, 38, 45, 47, 50, 76).
• Speech clip with expressions to see, hear and imitate (pp. 16, 29, 43, 49, 78, 87).
Clarify structure and syntax
• Color coded grammar boxes in all chapters (pp. 17, 25, 26, 28, 29, 39, 41, 47, 48, 50, 51, 55).
• Entertaining grammar clips to support the understanding of new structures (pp. 26, 42, 48, 58, 70, 78).
• Grammar overview at the end of every chapter (pp. 11, 22, 30, 44, 52, 60, 74, 82, 90, 104, 112, 120).
• Handy-Tipps with strategies and information on grammar (pp. 26, 39, 89, 100).
• Grammar summary appendix available at the end of the book.
Support decoding of text, mathematical notation, and symbols
• Activities in the textbook (pp. 12, 18, 41, 47, 113) aid students to decode numbers, mathematical notation and symbols with visuals.
• CLIL templates for interdisciplinary learning provide a transition to other disciplines and may be used in collaboration with other teachers (Teacher’s Book: pp. 123, 129-130).
Promote understanding across languages
• Multilingualism and language comparison activities (pp. 54, 69, 75).
• Multilinguistic glossaries available for free download on the Internet: Arabic, English, Italian, Russian, Spanish, and Turkish.
Illustrate through multiple media
• Overview of previous topics in the Filmclips in den Plateaus section in the Teacher’s Book (pp. 29, 47, 64, 80).
• Redemittelclips and Grammatikclips for introducing or clarifying important phrases and grammatical structures (pp. 70, 109, 111, 115, 119).
• Textbook activities illustrate through photographs, graphs, drawings, comic strips or maps, among other media (pp. 106, 111, 114, 118, 119).
Use multiple media for communication (text, speech, video, illustration, drawing)
• Communication activities in the Textbook require students to use their oral and writing skills as well as to communicate visually through drawings or collages (pp. 29, 43, 55, 59, 70, 77, 117).
Multiple tools for construction and composition
Embedded learning strategies support students in using tools to express their learning through written and spoken communication.
• Handy-Tipps for strategy and skill learning (pp. 89, 98).
• Project-oriented activities require students to use tools creatively and engage with visuals to improve their communication skills(pp. 25, 51, 59, 81, 83, 89).
Build fluencies with graduated levels of support for practice and performance
• Pronunciation activities for intonation and articulation integrated into chapter sequence and context (pp. 20, 21, 26, 39, 49, 57, 71, 73, 81).
• Handy-Tipps for strategy and skill training (pp. 25, 72, 89, 105).
Provide Options for Self-Regulation
Promote expectations and beliefs that optimize motivation
• Freie Wahl activities at the end of each chapter optimize motivation by making students engage with personal interests and showing them how language learning can contribute to the development of their interests and skills (pp. 13, 21, 29, 43, 51, 59, 73, 81, 89, 103, 111, 119).
Facilitate personal coping skills and strategies
• Use of real life situations or simulation activities (pp. 67, 68, 77, 117, 118).
• Oder-activities in the Textbook (pp. 11, 26, 71) allow students to evaluate for themselves which activities to undertake based on preference or personal learning goals.
Develop self-assessment and reflection
• Textbook activities (pp. 67, 69).
• Was kann ich nach Kapitel ...? section at the end of every chapter to review the knowledge and skills acquired in the chapter (examples: pp. 11, 22, 30, 44, 52, 60, 74, 82, 90, 104, 112, 120).
• Quizzes available in learning platform Kahoot! for self-assessment.
• Testtraining section available after every three chapters in the Workbook.
Comprehension
Activate or Supply Background Knowledge
• CLIL templates: Cross-curricular activities (pp. 20, 56, 80, 119).
• Textbook activities provide connections with disciplines such as sports, geography or biology (pp. 16, 19, 37, 45, 67).
Highlight patterns, critical features, big ideas, and relationships
• Graphs and tables in Textbook activities help students to highlight patterns and relationships. Examples: pp. 45, 75, 81, 87.
Guide information processing and visualization / Maximize transfer and generalization
• Scaffolded interpretive reading and listening activities (pp. 50, 68, 81, 87, 103, 108).
• Lernfalter section in the Teacher’s Book to practice and consolidate newly acquired vocabulary and structures (pp. 84, 88, 91, 96).
Executive Functions
Guide appropriate goal setting
• Scaffolded activities (pp. 106, 108, 117).
• Handy-Tipps for strategy and skill training (pp. 19, 25, 108).
Support planning and strategy Development
• Project-oriented activities (p. 81, 83, 89, 98, 103, 111).
• Didactic information and tips in the Teacher’s Book (pp. 38, 41, 58, 59, 82).
Facilitate managing information and resources
• Students learn how to build tables and mind maps, Examples in the Textbook (pp. 81, 87, 116, 119).
Enhance capacity for monitoring progress
• Didactic information and tips in the Teacher’s Book (pp..17, 20, 25, 40, 53).
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 Klasse 1 Kapitel 7
The vocabulary boxes and the Was kann ich nach Kapitel...? section at the end of every chapter are a good source to look for important unit vocabulary.
Wir werden drei Wörter lernen, die für diese Lektion sehr wichtig sind. Die Wörter sind die Arbeitsgemeinschaft (AG), die Zeit und die Einladung Beginnen wir mit dem Wort die Arbeitsgemeinschaft
[Show students the images on page 67]
An den meisten Schulen in Deutschland gibt es AGs, z. B. für Sport, Musik, Schach. Schüler und Schülerinnen können nach der Schule ihren Interessen und Talenten nachgehen.
Das Wort [write the word on the board with article] setzt sich aus zwei Wörtern zusammen [highlight both with different colors]. Das erste Wort ist die Arbeit [write the word on the board with article]. Arbeit bedeutet work auf Englisch. Gemeinschaft bedeutet community. Wenn wir die beiden zusammensetzen, haben wir die Arbeitsgemeinschaft, abgekürzt AG. Das hintere Wort bestimmt dabei immer den Artikel des neuen Worts. Die Pluralform ist die Arbeitsgemeinschaften [write on the board] oder AG's.
Die Schule bietet eine Fußball-AG für Kinder an.
In der Musik-AG spielen die Schüler Gitarre.
Ich werde einige Beispiele geben. Sagen Sie, ob es eine AG sein können oder nicht.
• Theater
• Apotheke
• Volleyball
• Chor
• Metzgerei
• Supermarkt
Habt ihr AG's in der Schule? Was macht ihr dort? Was ist euer Lieblings-AG?
An welcher AG würdet ihr gerne teilnehmen?
Ergänzen Sie das Frayer-Modell, um zu zeigen, dass Sie das Wort die Arbeitsgemeinschaft / AG verstanden haben.
Die Arbeitsgemeinschaft Beispiele Bild / Wichtige Eigenschaften Nicht-Beispiele
Die Arbeitsgemeinschaft (AG)
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: Klasse 1 Kapitel 7
Most of my students have been successful with conjugating verbs in the present tense. I noticed, however, that several of my students are struggling with the understanding and use of some specific verbs. In Unit 6 these students made several errors in the grammar activities practicing present tense conjugation of essen, haben, hören, kaufen, lesen, machen
I plan to review this skill with these students and introduce the new related skill of conjugating the Modal verbs können und wollen
In Kapitel 5 haben wir gelernt, wie man einige Verben im Präsens konjugiert. Wir üben:
1. Wer den Zucker? (kaufen)
2. Er die Hausaufgaben. (machen)
3. Am Nachmittag wir Musik. (hören)
4. Ich gern Schokolade. (essen)
5. Judith am Montag Sport?
In dieser Lektion werden wir die Modalverben können und wollen lernen. Schauen wir das Bild der Aktivität 3a auf Seite 69 an. Wir lesen nun gemeinsam die kurzen Texten links und unterstreichen alle Formen der Verben können und wollen. Was bedeuten diese Verben?
[Beispiel 1] Wir wollen mitspielen! Bitte!
[Beispiel 2] Nein! Ihr könnt nicht mitspielen. Ihr seid zu klein.
Werfen wir jetzt einen Blick auf das Grammarbox auf Seite 69. Was fällt euch auf? Nur das Modalverb ist konjugiert. Der Infinitiv kommt ans
Ende des Satzes.
Beispiele: Ich kann Tennis spielen. Lara kann gut boxen.
Jetzt werde ich weitere Sätze mit können und wollen bilden:
• Das Mädchen kann Fußball spielen.
• Er kann Sport machen.
• Wir wollen ins Kino gehen.
• Lukas will mit Kim spielen.
Jetzt seid ihr dran! Benutze die Grammarboxen auf Seite 69 und 70, um Sätze mit können und wollen zu bilden.
Am Wochenende ich lesen.
Wir ins Kino gehen.
Wir nicht mitmachen.
Er Fußball spielen.
Have students practice examples one at a time. Check responses and provide immediate affirmative or corrective feedback.
Jetzt werden sie eigene Fragen mit Modalverben formulieren. Jeder schreibt dann drei Fragen auf eine Karte. Gehen Sie in der Klasse herum und fragen die anderen. Versuchen Sie, die Verben und Redemittel auf Seite 69 und 70 zu verwenden.
Beispiel: Kannst du Gitarre spielen?
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 Klasse 1 Kapitel 7
I have a small group of students who are working in reading comprehension strategies in English and German. They struggle to grasp the main idea of a text.
I plan to work with them on a note-taking strategy for writing down the main points of texts and organizing information.
I do Model the use of the strategy in context. Wir lesen gemeinsam die kurzen Texte aus Aktivität 2a auf Seite 68. Bevor ich die Vokabeln erkläre, möchte ich, dass die Schülerinnen und Schüler sich die Bilder genau ansehen und Menschengruppen, Altersgruppen und Aktivitäten erkennen: z.B. Jugendliche, Sport, Spiele, Kochen, Fotografie, Spaß, usw. Die Idee ist, dass sie diese Aktivitäten mit Gemeinde-, Vereins- oder Nachschulaktivitäten in Verbindung bringen.
Dann lesen wir die verschiedenen Texten laut vor (Aktivität 2a) und unterstreichen die Wörter, die die Schüler für wichtig halten. Wir verwenden für jeden Text eine andere Farbe.
Zum Schluss erstellen die Schüler eine Mind Map. Sie können das Schwerpunktthema vorschlagen oder eine der folgenden Möglichkeiten nutzen: Hobbys, Lieblings-AG, Freizeit Aktivitäten
We do Guide students through application of the strategy in one or two examples.
Schauen wir uns die Bilder an: was sehen wir? Was machen die Menschen? Wie alt können diese Menschen sein? [write on the board ideas and words]. Nun lesen wir die Texte und suchen nach Wörtern, die uns wichtig erscheinen und sich auf die Fotos beziehen. Wir markieren sie mit Farbe. Mit Hilfe der Bilder und der Wörter versuchen die Schüler, eine Mind map im Heft zu fertigen.
You do Students apply the strategy independently within a text. Say: Zeichnen sie eine Mind Map.
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. 70 in Teacher’s Book):
• Talk about after school activities
• Read and understand texts about activities and hobbys
• Say what one can or wants to do
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.
• Read texts about hobbys and after school activities and summarize main ideas
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.
• Describe their hobbies and after school activities in conversation
• Communicate what they can and want to do
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.
Klasse 1 Kapitel 7
What will students know and be able to do at the end of this unit?
Key vocabulary
• After school activities, hobbys und AGs
• Invitation, acceptance, rejection
Key vocabulary and language structures were also taken directly from p. 74 in the Student Book
Language structures How will students demonstrate their learning?
• How to use modal verbs können and wollen
• Personal pronouns in Akkusativ
• How to use Verbs + Akkusativ
• Ask questions about after school activities.
• Write a reply to an invitation
• Present what activities are in their towns
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.
Program and Unit Klasse 1 Kapitel 7
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.
Step 3 Plan for Tier 2 intervention
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.
Tier 2 student names
Group 1
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
Grammar activities (pp. 69, 70, 72, 73)
Vocabulary activities (p. 67, 70, 71)
Self-assessment worksheet – Was kann ich nach Kapitel 7? (p. 74)
These are resources you will prioritize based on your student needs. They should not the only differentiation resources you will utilize.
Resources for Representation
• Perception
• Language and Symbols
• Comprehension
Didactic explanations and tips for teaching in Teacher’s Book (pp. 50-54)
Resources for Action and Expression
• Physical Action
• Expression and communication
• Executive Functions
Freie Wahl activity (p. 73) encourage students to reflect on their strengths when selecting the format for the project (a statistic, a presentation of a hobby or a report on town activities).
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 some modal verbs (können and wollen) in sentences related to the content of the unit.
Explicit instructional routine
Grammar routine
Group 2
Use note-taking strategies to determine the main idea of texts
Language/Text Focus
Conjugating modal verbs in the presentfocusing on applying vocabulary for hobbies, AGs, after school activities.
Comprehension Routine Interpretive reading activity and visual comprehension
Program and Unit Klasse 1 Kapitel 7
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 hobbies and after school activities in order to access lesson content.
Vocabulary routine
Comprehension routine
Lesson 1: Unit vocabulary overview (vocabulary: Arbeitsgemeinschaft (AG), Zeit, Einladung)
Lesson 2: Freizeitaktivitäten (Modalverben)
Lesson 3: After school activities and Hobbys
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 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 Goal for tier 3 instruction Explicit instruction 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
For additional details on our educational approach and the pedagogy that informs our textbooks, please visit www.klettwl.com/pedagogy
For more information about research on our products, please visit klettwl.com/research-and-validation