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Recent rumours are circulating pointing towards Porsche rejoining Formula One sometime in the near future. Although there has been no official confirmation, Porsche boss has mentioned words which heighten the likelihood. Apparently there鈥檚 been discussions going around at the current Paris Motor Show between Porsche CEO, Matthias Mueller, and Audi motorsport chief, Wolfgang Ulrich, surrounding the two company鈥檚 future in motorsport. The two companies are looking to venture into Le Mans and Formula One, but with Audi already in Le Mans it鈥檚 unlikely the two will battle it out against each other, leaving the door open for Porsche to join F1. 鈥淲e have to discuss whether it makes better sense for one of the brands to go into LMP1, and the other brand into Formula One. Now these are just rumours at this stage but with Porsche boss saying those words it鈥檚 hard to ignore the possibility of such movement. The last time Porsche was involved in Formula One was between 1984 and 1987 with the McLaren TAG-Porsche powered red and white Marlboro car. The car, in various iterations, took 25 wins during that period. Porsche then returned unsuccessfully in 1991 supplying engines to Footwork cars and has since not returned to the international championship.
In my last post, I analyzed a third grade English PARCC language arts research simulation task through an ELL lens. For that task, students are asked to read one passage (in this case, a text excerpt from the book Eliza鈥檚 Cherry Trees) and answer questions about it. Then, they read a second text (a text excerpt titled The Peanut Man) and use the two texts to complete a 鈥減rose constructed response鈥?item. Effective teachers know that assessment and instruction should go hand in hand. So, in this week鈥檚 post, I鈥檒l suggest some instructional strategies that teachers of ELLs can use to prepare their students for this type of task that their ELLs will encounter on the PARCC exam in English language arts/Literacy. While I don鈥檛 believe in strictly teaching to the test, I do believe it鈥檚 in teachers鈥?and students鈥?best interests to be aware of what the new CCSS-based assessments will be asking ELLs to do. In this blog post, I will briefly recap what students are asked to do on the third grade assessment task, describing two overall types of tasks.
For each type of task, I鈥檒l provide some suggestions for what teachers of ELLs can do to help students prepare for the Grade 3 ELA tasks I reviewed as well as other tasks that are similar. In the future, I also plan to do an ELL analysis of tasks at different grade levels and also in math and suggest some instructional strategies. In these multiple choice sample items, students are asked multiple choice questions related to information they read in the Eliza鈥檚 Cherry Trees text excerpt. Students are told three details about Eliza鈥檚 life (that are included in the text) and are asked 鈥淲hat do these details help show about Eliza? 鈥?After they answer that question, they are then asked to click on two other paragraphs from the entire text that include additional support for the answer they just chose. Please look at my previous blog post which includes all these sample items verbatim.
Next, students are asked to choose a statement that best describes how events in four paragraphs from the text are related to each other. Finally, students must choose a sentence from the text that best supports the answer they just gave. To me, the salient skills ELLs would need to develop to answer these assessment items would be how to identify central ideas and pull out details from the text that support those central ideas. A two-column note taking graphic organizer such as the one below could help ELLs discern the central ideas of a text and list the supporting details from the text. The organizer could be pre-populated with some information depending on the ELLs鈥?level of English language proficiency. ELLs could use this graphic organizer with a partner or in a small group. The table also contains a space for students to list vocabulary words they feel are important from the text.