Mod 14 Curriculum Selection Activity 2

Criteria

Comments

Rating in favor of adoption

1 (low) 5 (high)

1. Support for standards

The story follows different standards within the book. It would focus mainly on fiction benchmarks.

5

2. Cultural relevance: assumptions, perceptions, cultural friendliness, multi-cultural

The book is set in old time prairie location with words that we don’t even say any more. There are instances of changes, loneliness, and heartbreak that could easily reflect how an ELL has felt or is still feeling.

3

3. Content support

The content in this text is age appropriate and simple enough for a native speaking learner. Support and scaffolding will be helpful to an ELL

4

4. Readability and grade level applicability

Readability is average for this text on grade-level scale. There will be some words and sayings that ELL students will not understand. Scaffolding and support would help with that aspect.

3

5. Content Objectives

Understanding why the dad called Sarah over to join their family will more than likely take time to understand. Discussions and scaffolding, as well as possibly comparing it to some background information should bridge the gap.

4

6. Graphic support: graphs, charts, other learning aids

N/A

7. Visual Support: pictures, graphics, other visual support

Pictures and videos of life on a prairie from this time period could help the student understand the content more.

5

8. Vocabulary:

• Tier 1, 2, and 3 vocabulary
• How much adjustment/modification will be needed?

Vocabulary is mixed average and difficult. Some words and saying aren’t even said in the English language anymore, just because of the time period. Simple but effective modifications should suffice.

4

9. Bias

Sarah, Plain and Tall is historical fiction about a family’s life on the prairie and is a fun but touching book for children to read.

4

10. Differentiation and scaffolding support for cultural relevance.

Read aloud, Book Talks, group discussion, whole group discussion, written response, background knowledge and comparisons on that background knowledge.

5