TB
Theo Bright
Strength 1Theo retells a fairy tale with clear sequencing (“first… next… finally”) and adds invented dialogue between characters, meeting WIDA Speaking 5.5 (Bridging) descriptors.
Strength 2Theo applies CVCe (magic-e) patterns during independent reading, self-correcting words like “plan” vs. “plane” without prompting.
Next step 1During this unit, Theo will start layering one rehearsed gesture per line into puppet-show script drafting (W.2.3), ahead of the Week 3 gallery walk.
Next step 2During this unit, Theo will start comparing two versions of the same fairy tale using “These stories both show ___, but they show it differently by ___” during the Week 3 gallery walk.
Next step 3During this unit, Theo will start using a self-monitoring checklist (“Did I read to the end of the sentence?”) to track print across a full page.
Vocabulary & sentence patterns (12 unit words + frames)
| Word | Sentence frame | Mandarin | Korean |
|---|---|---|---|
| creative | I am being creative when I ___. | 有创造力的 (yǒu chuàngzào lì de) | 창의적인 (chang-ui-jeog-in) |
| retell | I can retell the story by ___. | 复述 (fùshù) | 다시 말하기 (dasi malhagi) |
| perspective | This character’s perspective is ___ because ___. | 观点 (guāndiǎn) | 관점 (gwanjeom) |
| audience | My audience needs to know ___. | 观众 (guānzhòng) | 관객 (gwan-gaek) |
| persuasive | My persuasive message is ___. | 有说服力的 (yǒu shuōfú lì de) | 설득력 있는 (seoldeuklyeog issneun) |
| revise | I will revise this part by ___. | 修改 (xiūgǎi) | 수정하다 (sujeonghada) |
| sequence | The sequence of events is ___, then ___, finally ___. | 顺序 (shùnxù) | 순서 (sunseo) |
| dialogue | The dialogue between the characters shows ___. | 对话 (duìhuà) | 대화 (daehwa) |
| moral | The moral of this fairy tale is ___. | 寓意 (yùyì) | 교훈 (gyohun) |
| compare | I can compare these two versions by ___. | 比较 (bǐjiào) | 비교하다 (bigyohada) |
| gesture | I will use a gesture to show ___. | 手势 (shǒushì) | 몸짓 (momjis) |
| rehearse | I need to rehearse my line: “___.” | 排练 (páiliàn) | 리허설하다 (rihoseolhada) |
NC
Naledi Cross
Strength 1Naledi presents to small groups at WIDA Speaking 6.0 (Reaching), using academic connectors (“for example,” “in contrast”) to compare two fairy-tale retellings during partner talk.
Strength 2Naledi drafts a persuasive central message independently, using “My puppet story teaches us ___ because ___” to plan the Week 5 Film Festival script.
Next step 1During this unit, Naledi will start synthesizing multiple retellings into one meta-narrative, using “These stories all show that ___. They show this in different ways, such as ___” during the Week 3 gallery walk.
Next step 2During this unit, Naledi will start coaching a partner through rehearsing puppet-show gestures, using teacher-modeled feedback (“Try showing that with your hands instead of saying it”) during Week 4 rehearsal.
Vocabulary & sentence patterns (12 unit words + frames)
| Word | Sentence frame | Mandarin | Korean |
|---|---|---|---|
| creative | I am being creative when I ___. | 有创造力的 (yǒu chuàngzào lì de) | 창의적인 (chang-ui-jeog-in) |
| retell | I can retell the story by ___. | 复述 (fùshù) | 다시 말하기 (dasi malhagi) |
| perspective | This character’s perspective is ___ because ___. | 观点 (guāndiǎn) | 관점 (gwanjeom) |
| audience | My audience needs to know ___. | 观众 (guānzhòng) | 관객 (gwan-gaek) |
| persuasive | My persuasive message is ___. | 有说服力的 (yǒu shuōfú lì de) | 설득력 있는 (seoldeuklyeog issneun) |
| revise | I will revise this part by ___. | 修改 (xiūgǎi) | 수정하다 (sujeonghada) |
| sequence | The sequence of events is ___, then ___, finally ___. | 顺序 (shùnxù) | 순서 (sunseo) |
| dialogue | The dialogue between the characters shows ___. | 对话 (duìhuà) | 대화 (daehwa) |
| moral | The moral of this fairy tale is ___. | 寓意 (yùyì) | 교훈 (gyohun) |
| compare | I can compare these two versions by ___. | 比较 (bǐjiào) | 비교하다 (bigyohada) |
| gesture | I will use a gesture to show ___. | 手势 (shǒushì) | 몸짓 (momjis) |
| rehearse | I need to rehearse my line: “___.” | 排练 (páiliàn) | 리허설하다 (rihoseolhada) |
Report: 2026-09-10 (sample data — no linked file)