Scan Scholars

04. Scholar Scan Mission COOPERATIVE CHALLENGE

Cooperative Scan Challenge

With your shoulder partner, open your Companion Worksheets. Take turns scanning the vocabulary banks and solving the translation transformations.

Step 1

Scan & read aloud

Step 2

Determine grammatical form

Step 3

Convert the tense & record

Your teacher will circulate to support calibration and syntax questions. SLIDE 5 OF 5

Intermediate Grammar Worksheet Solutions

Section 1: Context Clues

• Sentence 1: is working. Clue: "right now" (Present Progressive).
• Sentence 2: completed. Clue: "Yesterday" (Past Simple).
• Sentence 3: translate. Clue: "usually" (Present Simple habit).

Section 3: Paragraph Proofreader Corrections

1. Error 01: "is studying" ➔ was studying (Clue: "Last night" past context).
2. Error 02: "is writing" ➔ wrote or was writing (Consistent with past narrative).
3. Error 03: "scans" ➔ scanned (Matches past tense sequence).

Synthesis Explanation: The final sentence stays in simple present ("learns") because "every day" indicates a permanent habitual routine, which mandates Present Simple under standard Azar rules.

SCAN SCHOLARS SOLUTIONS MANUAL PAGE 2 OF 2

Phase 2: Explaining Syntactic Shifts (15 mins)

[EXPLAIN]

Project Slide 4 ("Level 2: Verb Transformations"). Contrast Present Simple, Progressive, and Past Simple structures. Demonstrate scanning the final time clue adverb (such as "yesterday" or "now") before scanning the target verb. Model verbalizing the grammatical connection using cohesive transition scripts.

Phase 3: Expanding Peer-Editing Practice (20 mins)

[COLLABORATE]

Distribute the Intermediate Grammar Worksheet. Initiate Peer Proofreading: Partner A reads the paragraph aloud, and Partner B uses the translation pen to verify suspect verb tenses. Partners together discuss paragraph verb errors, orally justifying their corrections using causal conjunctions (e.g., "The author used present tense, but they should have used past simple because the sentence began with 'Last night'.").

Integrated Formative Assessment Framework

1. Physical Form Check

Observe scanning angles. Ensure students can successfully capture full sentences without halting mid-phrase, demonstrating continuous movement.

2. Peer Verbal Logs

Monitor partner discussions. Ensure Expanding (3.5-4.5) students are actively using transition scripts and contrastive conjunctions to justify tense changes.

3. Exit Ticket Analysis

Evaluate the synthesis correction log-box responses. Focus on the grammatical reasoning given in writing for verb choices.

WIDA COMPLIANT INSTRUCTION SERIES PAGE 2 OF 2

Project Slide 3 ("Core Sentence Frame"). Walk students through the formula: The + [Adjective] + scholar + studies. Model scanning "diligent", identifying the [ADJ] tag on screen, and physically placing it on the worksheet line.

Step 3: Partner Vocabulary Decoding (20 mins)

[GUIDED PRACTICE]

Have students complete Page 1 of the Beginning Grammar Worksheet in pairs. Partner A scans the word and states the part of speech. Partner B checks the checkbox and writes down the native translation. Roles switch every two words.

Step 4: Exit Ticket Syntax Check (5 mins)

[FORMATIVE CHECK]

Students independently complete the Exit Ticket Scan on Page 2. Collect sheets to check whether students correctly identified the adjective position before the noun.

4 High-Impact Scaffolds for WIDA 2.7 - 3.0

1. Multisensory Scaffolding: Hearing correct pronunciation and reading screen translations drops reading anxiety.

2. Visual Framing: Color-coded syntax blocks prevent students from producing broken run-on structures.

3. First Language Validation: Comparing English word order with native language order builds meta-linguistic awareness.

4. Structured Partner Roles: Pre-assigned scanning and recording tasks prevent one partner from doing all the work.

WIDA 2.7-3.0 CURRICULUM SERIES PAGE 2 OF 2

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| | He always (arrive) on time. |

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GRAPHIC SUPPORT SERIES • BASIC ENGLISH GRAMMAR PAGE 2 OF 2

CARD 08 • L1 SYNTAX

Word Order Switchboard

Partner A reads: "The green tree." Partner B translates it and explains whether the color or the tree came first in their language.

Comparison Frame:

"In my language, we say [translation]. The [noun/adjective] comes first!"

INTERACTIVE COOPERATIVE LEARNING SERIES PAGE 2 OF 2

BUSY BUS DRIVER READING SERIES PAGE 2 OF 2