Multi-Tiered Systems of Support Guide for MAPAS
© 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
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. Early academic intervention aims 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 “backward 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 address 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 address the “what” of learning by providing options for how students will access content and involve 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 refer to “how” students will demonstrate their learning and include 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 choices 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 guides how to utilize the KLETT curricular resources to implement UDL for strong differentiated Tier I instruction. For students who need additional intervention 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. For teachers to effectively apply UDL to the planning process, they must deeply understand the students' learning profiles in their classrooms. 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 reviewing and analyzing data before instruction and gives information on student readiness levels. Based on data from this assessment and other sources, such as IEPs and 504 plans, teachers can effectively plan differentiated student support and enrichment. The data from this diagnostic can be utilized to plan Tier I differentiated instruction and identify students who may need additional intervention. Progressmonitoring data is gathered through the formative assessments embedded throughout each unit. Progress-monitoring data is utilized to modify Tier I differentiation plans and inform modifications to Tier II and Tier III groupings. Summative assessments summarize 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
Students are constantly monitored and evaluated through activities that test their skills. In the “Proyectos” section, for example, the teacher will have the opportunity to evaluate not only the contents developed in the Unit but also prior knowledge and communication skills since this section comprises two parts: one individual and one group. Then, the teacher will carry out a group evaluation of the contents and a personalized evaluation. Additionally, throughout each unit, students are encouraged to think critically and account for their understanding of the material. A clear example is the “Después de leer” section. To carry out a self-assessment, the student will find the “Conocer los textos” section where they can analyze their learning journey taking into account the contents, errors and difficulties, achievements, and the materials used. It should be noted that The Spanish Hub is an essential platform for learning since not only will the teacher be able to check the progress of each student but it also has spaces for interactive activities that sometimes include self-correction exercises. This is the case with the SAM (Student Activities Manual), which allows students to practice and expand the content and skills presented in the textbook. Most exercises are self-correcting. Within the platform, you will also find interactive questionnaires per chapter so that the evaluation is progressive and continuous, as well as a digital version for teachers with suggestions and materials already prepared to apply evaluations of various skills to your course.
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 MAPAS corresponding to the CAST Guidelines for Universal Design for Learning2
Optimize individual choice and autonomy
• Proyectos have an authentic studentcentered design. Students make decisions and create projects which are not only personally relevant but also academically, and they take a leading active role in their own learning (Example: MAPAS 2, SE pp. 60-61).
• Activities provide choice of communication mode (Example: MAPAS 1, p. 197, act. 62), presentation format.
• MAPAS culturales activities offer variation of activities and culturally and socially relevant sources of information (Example: MAPAS 1, SE, pp. 164-167).
Optimize relevance, value, and authenticity
• Foro de discusión prompts students to answer questions or think about cultural or social themes (Example: MAPAS 1, SE, p. 12).
• Proyectos has been designed to prepare presentations about interdisciplinary subjects and engaging topics that are culturally relevant and often related to the students’ community (Example: MAPAS 1, SE, pp. 206-207).
Offer ways of customizing the display of information
• Videos and audios with their scripts in the Spanish Hub (hearing impairments).
• Accessible layout in the Enriched eText (students with dyslexia, daltonic students and all students with reading difficulties) > see MAPAS 1, TE, p. XV for a more detailed description.
• Interactive textbook in the Spanish Hub offers in-class and out-of-class content and activities. It is browser friendly with size-adaptable pages that function on any desktop or tablet.
• Visual and Thematic maps in the Spanish Hub
Offer alternatives for auditory information
• Auditory alternatives are embedded for all texts in the digital version.
Vary the methods for response and navigation
• Activities include options for mode of communication (Proyectos) (Examples: MAPAS 2, SE, p. 28).
• Activities contains mapped text option, spoken text, audio and transcription (Example: MAPAS 1, p. 113)
Optimize access to tools and assistive technologies
• Screen Reader Accessibility // compliant with accessibility guidelines (visual impairments).
• Audios and videos with scripts (visual impairments).
Audio recordings of all readings and vocabulary (visual impairments, students with dyslexia, auditory learners, remote learning…).
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
Recruiting Interest
• Heritage Learners box provides teachers in mixed classrooms with suggestions targeted to Heritage learners’ needs. It offers opportunities for heritage speakers to connect to their cultural and linguistic experiences. (Example: MAPAS 3, TE, p. 47, p. 56).
• Students are engaged by information and activities that are relevant and valuable to their interests and goals.
Minimize threats and distractions
• Preguntas esenciales on the introductory pages of each unit are broad and open-ended questions that promote engagement with the topic. They allow students to reflect on their own understanding of the topic and connect this core knowledge to 21st-century skills.
• Activities involving group discussions (Examples: MAPAS 3, SE, p. 5 act. 2, p. 6 act. 15, 16, Foro de discusión, p. 26 act. A-D).
Sustaining Effort and Persistence
Heighten salience of goals and objectives
• Unit Learning Outcome on Introductory pages in every unit of SE, and Unit Goals. (Example: MAPAS 1, p. 183). (Teacher instructions in Teacher’s Edition at beginning of each unit).
Vary demands and resources to optimize challenge
• Critical thinking activities (Example: MAPAS 2, SE, pp. 57, 70, 77).
• Differentiation Instruction (Example: MAPAS 1, Documentos para descubrir, pp. 150-151) In this section, students will find text-based activities that scaffold skill-building. The diversity and quality of texts included in Documentos para descubrir allows students to approach each one from different angles vocabulary, reading and listening comprehension, communication all of it in dialogue with sociocultural practices and products. (Available on Teacher’s edition).
• Heritage Learners box in the TE. Activities in this section engage students’ critical abilities to think about and understand cultural representations of Spanish-speaking groups in contrast or in comparison to their own. (Example: MAPAS 1, pp. 88-89).
Perception
Offer alternatives for visual information
• Screen Reader Accessibility // compliant with accessibility guidelines (visual impairments).
• Audios and videos with scripts (visual impairments).
• Textos mapeados y locutados: Audio recordings of all readings and vocabulary (visual impairments, students with dyslexia, auditory learners, remote learning…).
• MAPAS temáticos in the Spanish Hub: In every chapter, there are references to interactive topic maps about the Spanishspeaking world.
Physical Action
Language and Symbols
Clarify vocabulary and symbols
• Atención box points out language issues (Example: MAPAS 1, SE, p. 209).
• Active vocabulary is highlighted in yellow, which draws students’ attention to how these words are used in context.
• Gramática & Vocabulario section contains clear and visual vocabulary with illustrations and translations with meaningful examples pertaining to key chapter themes. (Example: MAPAS 1, SE, pp. 62-63).
• Glosario boxes with English translations of new vocabulary help students to better read and understand the texts (Example: MAPAS 1, SE, p. 53, p.188).
• “Frequent word combinations” section amplifies the lexical repertoire to which students are exposed (Example: MAPAS 1, SE, p. 181). Mapa de combinaciones is also available on The Spanish Hub.
Clarify syntax and structure
• Cómo funciona la lengua section offers scaffolding activities that focus on form. It includes models and examples that target the form and structures, and gives students the chance to work inductively when analyzing grammar structures (Example: pp. 196-197).
Expression and Communication
Use multiple media for communication
• Proyectos include Digital Alternatives for presentation.
Use multiple tools for construction and composition
• Embedded learning strategies support students in using tools to express their learning through written and spoken communication. (Example: MAPAS 1, p. 148. On this page we can find proposals for written production activities – for example activity 12 – and also proposals for debates to stimulate oral communication as in the Foro de Discusión. These activities addres the same topic but from different skills)
• Proyectos, MAPAS Culturales, online research activities.
• Proyectos en grupo and Proyecto Individual (both communication and product creation strategies).
Sustaining Effort and Persistence
Foster collaboration and community
• Projects at the end of each unit (Projecto en grupo and Proyecto individual) provide opportunities for collaboration and to interact with the community outside of the classroom. (Examples: MAPAS 1, pp. 92-93).
Increase mastery-oriented feedback
• Assessment Materials, Proyecto en grupo and Proyecto Individual (Every project has been designed to develop specific skills and cover a wide range of formats. To complete them, students must research, create, and prepare presentations about interdisciplinary subjects and engaging topics that are culturally relevant and often related to their community), MAPAS Culturales (In these activities, students reflect critically on what they have read, their own culture, and other cultures).
Language and Symbols
• Gramática & Vocabulario section contains linguistic information and explanations with meaningful examples pertaining to key chapter themes. This section is enhanced by images, graphics and pictures to supplement descriptions, and definitions (Example: MAPAS 1, SE, pp. 58-59).
• Glosario gramatical box includes definitions of some grammatical terms that are used in the grammar explanations, and reminds students of structures they have already been introduced to (Example: MAPAS 1, SE, p. 208).
Support decoding of text, mathematical notation, and symbols
• The final part of section Cómo funciona la lengua is Sonidos, which focuses on specific phonemes (Example: MAPAS 1, SE, p. 84).
• Pronunciation activities in each unit (Example: MAPAS 3, SE, p. 123).
• Pronunciation and spelling tutorials (Sonidos y letras on the Spanish Hub). Students will find activities focused on specific phonemes as well as exercises emphasizing intonation.
• Conocer los textos section focuses on different types of written and oral texts, useful techniques for writing texts, and different genres. This section functions as scaffolding for the final projects (Example: MAPAS 3, SE, p. 154).
Promote understanding across languages
• Atención boxes in student edition call out comparisons between English and Spanish (Example: MAPAS 2, SE, p. 21).
• Activities in the section Gramática y vocabulario asks students to analyze an aspect of the language, often involving a comparison with English. (Example: MAPAS 2, SE, p. 30).
• Cápsulas de pronunciación are animated explanations about different aspects of pronunciation and intonation in Spanish. (Are present in The Spanish Hub).
Illustrate through multiple media
Grammar Tutorials is a series of short films that features animated grammar with online practice to make grammatical structures easier and more fun to learn and understand. (Are present in The Spanish Hub).
Expression and Communication
Build fluencies with graduated levels of support for practice and performance
• Sample sentences are embedded within activities (Example: MAPAS 2, SE, p. 71 act. 7).
• Text types models included (Example: MAPAS 2, SE, p. 87).
• Pronunciation and spelling tutorials (Sonidos y letras on the Spanish Hub).
• SAM (Student's Activities Manual): Students practice and expand upon the content and skills introduced in the textbook. Gramática y vocabulario explanations, tutorials and exercises.
• Frequent word combinations maps and interactive exercises.
Provide Options for Self Regulation
Promote expectations and beliefs that optimize motivation
MAPAS offers a contemporary view of Hispanic cultures to the Spanish classroom through engaging texts, themes, and topics. Students are motivated to act and create in Spanish.
Facilitate personal coping skills and strategies
• Estrategias boxes offer learning strategies for comprehension, speaking, writing, memorizing, vocabulary expansion in every unit (Examples: MAPAS 3, SE, p. 19).
• SAM (Student's Activities Manual) Students practice and expand upon the skills with autocorrected exercises.
Develop self-assessment and reflection
• Self-check quizzes - Interactive grammar and vocabulary quizzes.
• My progress - Self-assessment worksheets in the form of Can-Do statements with ideas of activities to improve performance.
• Self and Peer Assessment Rubrics (on Spanish Hub)
• Proficiency benchmarks in every lesson (TE) refer to communication learning targets related to Can-Do Statements, help students to identify and set learning goals and chart their progress towards language and intercultural proficiency.
Comprehension
Activate or supply background knowledge
• Gramática & Vocabulario (This section contains linguistic information and explanations with meaningful examples pertaining to key chapter themes).
• Interactive Activities in The Spanish Hub (Students will be able to practice and expand upon the content and skills introduced in the textbook).
• Proyectos (The presentations give students the opportunity to think critically about the chapter themes)
Highlight patterns, critical features, big ideas, and relationships
• Activities marked with bell icon called Atención indicates that students are going to analyze an aspect of the language, including attention to patterns in the use of language. (Example: MAPAS 2, SE, p. 21).
• Grammar tutorials: A series of short films features animated grammar and accompanying online practice to focus on grammatical structures.
• Para empezar: Sometimes it has proposals that invite critical thinking or to observe patterns (Example: MAPAS 1, p. 146).
Guide information processing and visualization
• Sequences of activities that guide learning gradually, focusing on various points of the visual, textual or auditory resources proposed by the material. They also have sections such as "Atención" that reinforce or expand content. (Example: MAPAS 1, pp. 152-53).
Maximize transfer and generalization
• MAPAS culturales graphic organizers on The Spanish Hub.
Executive Functions
Guide appropriate goal-setting
• Unit Learning Goals and expected Outcomes at the beginning of each unit.
Support planning and strategy development
• Strategy training for learning Spanish (Examples: MAPAS 2, SE, pp. 40, 116, 121)
• Proyectos (Every project has been designed to develop specific skills and cover a wide range of formats. To complete them, students must research, create, and prepare presentations about interdisciplinary subjects and engaging topics that are culturally relevant and often related to their community).
Facilitate managing information and resources
• Grammar Glossary and Grammar Tables on Spanish Hub, SE, and TE.
• MAPAS temáticos (In every chapter, there are references to MAPAS temáticos, interactive maps about different topics from the Spanishspeaking world: literature, art, STEM, fauna and flora, music, relevant women, etc. Located in the platform The Spanish Hub, they expand on the cultural content included in the printed book. Together with the maps, you will find interactive activities to work on.)
Enhance capacity for monitoring progress
• Self-Assessment Rubrics online.
• Assessment Materials on The Spanish Hub.
• Assessment Rubrics online.
• Diario de aprendizaje y exploración box in Teacher’s Edition provides prompts to invite students to reflect on their learning (Example: MAPAS 1, TE, p. 181).
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, and 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 before the 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 MAPAS 1. Unit 1
The “Glosario” boxes in the student edition are a great source for identifying key lesson vocabulary. In addition, all active vocabulary is compiled at the end of each lesson in the “Gramática and vocabulario” pages.
Vamos a aprender tres palabras que van a ser muy importantes para esta lección.
Las palabras son escuela, apellido, libro. As a starting point, show them a picture of yourself with a personalized infographic similar to the one used in activity 1.
Vamos a empezar con escuela Yo trabajo en esta escuela
[Show studen s the photograph on page 4 and say] Ella es Nancy, ¿en qué escuela estudia?
La palabra escuela significa “school” en inglés.
¿Es una escuela o no es una escuela?
Voy a decir algunos ejemplos. Digan si es una escuela o no.
• The University of Florida
• Lincoln Elementary School
• Washington High School
• Columbia College
¿Cómo se llama tu escuela?
Complete the Frayer model graphic organizer to demonstrate your understanding of the word escuela
Definición
Palabra / Concepto
Imagen / Características importantes
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
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 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.
Example from MAPAS 1. Unit 5
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 5, , these students made several errors in the grammar activities practicing present tense conjugation of empezar. I plan to review this skill with these students and introduce the new related skill of conjugating stem-changing verbs hacer.
En la unidad 5 aprendimos a conjugar los verbos irregulares en el presente, como empezar. Vamos a practicar.
Yo () las clases a las 9.
Tú siempre la tarea antes que yo.
Ella a estudiar un día antes del examen.
En esta lección vamos a aprender otro verbo irregular en el presente: pensar
[Go to the grammar table on SE, pp. 94-96]
La escuela de Camilo empieza a las siete de la mañana. Camilo piensa que Química es aburrida.
• Cuando conjugamos el verbo empezar, cambiamos la letra e a ie. [Show grammar tables for empezar and pensar. Draw students’ attention to the conjugation similarities between these two verbs]
Ahora voy a formar oraciones con el verbo empezar
• Los lunes, empiezo las clases a las nueve.
• Siempre empezamos la clase con un repaso.
• El día escolar empieza a las ocho de la mañana.
Ahora voy a formar oraciones con el verbo pensar
• Yo pienso ir a la biblioteca para buscar un libro.
• Ellos no piensan en ir a la fiesta.
• No pensamos llevar pantalones cortos al la fiesta.
Ahora, Uds. lo van a hacer. Usen las tablas para escribir la forma correcta del verbo comenzar y pensar
Yo no (pensar) ir a la escuela. Estoy enfermo. Nosotros (empezar) una nueva unidad cada Ellos (pensar) cambiar de colegio.
Tú (empezar) a asistir al nuevo colegio en una semana.
Have students practice examples one at a time. Check responses and provide immediate affirmative or corrective feedback.
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 MAPAS 1, Unit 4. MAPAS Culturales
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 este artículo, “La riqueza arquitectónica de Guatemala”. Veo en el título una palabra que no conozco, “arquitecto”. Voy a trazar un círculo alrededor de esta palabra (Circle the word). Se parece a una palabra que conozco en inglés, “architect”. Voy a escribir la palabra “architect” aquí con un signo de interrogación. (Write the word in the margin or on a post-it). Sin embargo, observamos que la palabra no refiere a una persona sino que se relaciona con “riqueza”. Por lo tanto podría ser “architectural”. Voy a leer la oración otra vez para ver si tiene sentido. La riqueza architectural de Guatemala. Veo en las fotos distintos edificios históricos y modernos. Esto confirma que “architectural” es un cognado.
We do Guide students through application of the strategy in one or two examples.
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? (hispano, históricos, sociales, políticos). ¿A qué palabra se parecen? (hispanic, historical, social, political).
Escribimos la palabra en el margen y leemos la oración de nuevo para confirmar que tiene sentido.
You do Students apply the strategy independently within a text.
Planning for MTSS
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 concerning 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 MAPAS 1 Unit 4 Documentos para descubrir p. 105
Step 1:
“I can” statements from ACTFL standards are references here to keep track of specific performance indicators aligned to the unit.
Begin with the end in mind
Review lesson goals and final assessments
(From objectives on p. 105, TE)
Indicate location and Identify places. Identify pieces of information related to UNESCO World Heritage Sites.
ACTFL: I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in informational texts.
Understand a conversation about the speakers’ favorite places in Colombia.
ACTFL: I can identify some basic facts from memorized or familiar words and phrases when they are supported by gestures or visuals in conversations.
What will students know and be able to do at the end of this unit?
Key vocabulary Language structures How will students demonstrate their learning?
Vocabulary for indicating location, question words, comparatives and numbers, weather, seasons and months. housing, rooms and furniture
Key vocabulary and language structures were also taken directly from pp. 114-123 in the TE.
Hay/noy hay, prepositions for talking about location, relative pronouns.
Search online and Present information about eight World Heritage Sites.
Answer questions about eight World Heritage Sites and a conversation. Work in groups to describe locations. Create an itinerary to visit a World Heritage site for two weeks. Make a video report about two places that are World Heritage Sites. Prepare a travel guide. This information was taken from the Proyectos section at the end of the unit.
Step 2:
Tier 1 Differentiation Anticipate variability
Review lesson materials to identify specific resources you will prioritize based on what you know about your students
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.
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
Self-check quizzes and rubrics.
Cómo funciona la lengua – pp. 114-123
The Spanish Hub tutorial with self-check exercises
Gramática y vocabulario – pp. 132-143
Differentiated Instruction boxes on TE. Rubrics –The Spanish Hub These are resources you will prioritize based on your student needs. They should not be the only differentiation resources you will utilize.
Representation
• Perception
• Language and Symbols
• Comprehension
Grammar tutorial -
The Spanish Hub
Vocabulary learning strategies in Estrategias boxes in SE
Heritage learners differentiation tips – TE, p. 116,
Action and Expression
• Physical Action
• Expression and Communication
• Executive Functions
Proyecto en grupo –Encourage students to reflect on their strengths when selecting the topic for the project (World Heritage Sites). Group students based on the sites they select. Here, the teacher has added a note about how they will utilize the resources to support options 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
Plan for Tier 2 intervention
Tier 2 student names
Group 1
MAPAS 1 Unit 4 Documentos para descubrir p. 105
Identify students who will need additional intervention 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 ser and estar 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 Word Heritage Sites
Group 2
Step 4
Plan for Tier 3 intervention
Tier 3 student names
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.
Use cognates and word parts to determine the meaning of unknown words.
Comprehension Routine “La riqueza arquitectónica de Guatemala”
Identify students who need intensive intervention to access the content of the lesson. Select specific instructional routines you will utilize.
Goal for tier 3 instruction
Acquire specific vocabulary related to location, question words, comparatives and numbers, weather, seasons, and months. housing, rooms and furniture
Explicit instruction routine Language/Text Focus
Vocabulary routine Comprehension routine
Unit 4 vocabulary overview (vocabulary: location, comparatives and numbers, weather, seasons and months, housing, rooms and furniture)
World heritage sites in the Spanish-speaking world
Geography and history in the Spanish-speaking world
Places of interest in Nicaragua
Architectural styles in Guatemala
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.
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 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
Multi-Tiered Systems of Support Guide for MAPAS
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