VVVVVVViiiiiiigggggggnnnnnnneeeeeeetttttttttttttteeeeeee CCCCCCCooooooolllllllllllllleeeeeeeccccccctttttttiiiiiiiooooooonnnnnnn ooooooofffffff ttttttthhhhhhheeeeeee EEEEEEEnnnnnnngggggggllllllliiiiiiissssssshhhhhhh LLLLLLLaaaaaaannnnnnnggggggguuuuuuuaaaaaaagggggggeeeeeee AAAAAAArrrrrrrtttttttsssssss/////// EEEEEEEnnnnnnngggggggllllllliiiiiiissssssshhhhhhh LLLLLLLaaaaaaannnnnnnggggggguuuuuuuaaaaaaagggggggeeeeeee DDDDDDDeeeeeeevvvvvvveeeeeeelllllllooooooopppppppmmmmmmmeeeeeeennnnnnnttttttt FFFFFFFrrrrrrraaaaaaammmmmmmeeeeeeewwwwwwwooooooorrrrrrrkkkkkkk fffffffooooooorrrrrrr CCCCCCCaaaaaaallllllliiiiiiifffffffooooooorrrrrrrnnnnnnniiiiiiiaaaaaaa PPPPPPPuuuuuuubbbbbbbllllllliiiiiiiccccccc SSSSSSSccccccchhhhhhhoooooooooooooolllllllsssssss KKKKKKKiiiiiiinnnnnnndddddddeeeeeeerrrrrrrgggggggaaaaaaarrrrrrrttttttteeeeeeennnnnnn TTTTTTThhhhhhhrrrrrrrooooooouuuuuuuggggggghhhhhhh GGGGGGGrrrrrrraaaaaaadddddddeeeeeee TTTTTTTwwwwwwweeeeeeelllllllvvvvvvveeeeeee ELA/ELD Framework Vignette Collection List of Vignettes ELA/ELD Framework Grade Vignette Title Chapter Page(s) TK 3.1. Retelling and Rewriting The Three Little Pigs, Integrated ELA/ 3 191–195 Literacy and ELD Instruction in Transitional Kindergarten TK 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and  3 196–199 Expanded Sentences, Designated ELD Instruction in Transitional  Kindergarten K 3.3. Interactive Storybook Read Aloud, Integrated ELA/Literacy and  3 228­232 ELD Instruction in Kindergarten K 3.4. General Academic Vocabulary Instruction from Storybooks,  3 233–237 Designated ELD in Kindergarten 1 3.5. Interactive Read Alouds with Informational Texts, Integrated  3 263–269 ELA, Literacy, and Science Instruction in Grade One 1 3.6. Unpacking Sentences, Designated ELD Instruction in Grade One 3 269–274 2 4.1. Close Reading of Lily's Purple Plastic Purse (Narrative Text), ELA  4 341–345 Instruction in Grade Two 2 4.2. Discussing "Doing" Verbs in Chrysanthemum, Designated ELD  4 345–349 Instruction in Grade Two 3 4.3. Collaborative Summarizing with Informational Texts, Integrated  4 377–381 ELA and Science Instruction in Grade Three 3 4.4. Analyzing Complex Sentences in Science Texts, Designated ELD  4 382–386 Instruction in Grade Three 4 5.1. Writing Biographies, Integrated ELA and Social Studies  5 452–457 Instruction in Grade Four 4 5.2. General Academic Vocabulary in Biographies, Designated ELD  5 458–462 Instruction in Grade Four 5 5.3. Science Informational Research Reports on Ecosystems,  5 488–493 Integrated ELA and Science Instruction in Grade Five 5 5.4. Learning About Cohesion in Science, Designated ELD Instruction  5 494–497 in Grade Five  6 6.1. "The Making of a Scientist", Close Reading of a Memoir in ELA  6 568–575 with Integrated ELD in Grade Six 6 6.2. Analyzing Language to Understand Complex Texts, Designated  6 575–580 ELD in Grade Six 7 6.3. You Are What You Eat, Close Reading of an Informational Text,  6 601–606 Integrated ELA/Literacy and ELD Instruction in Grade Seven 7 6.4. Analyzing Arguments: Text Organization and the Language of  6 606–614 Persuasion, Designated ELD in Grade Seven 8 6.5. Freedom of Speech: Collaboratively Analyzing Complex Texts,  6 638–647 Integrated ELA/Literacy, ELD, and History/Social Studies  Instruction  in Grade Eight ELA/ELD Framework Vignette Collection ELA/ELD Framework Grade Vignette Title (cont.) Chapter Page(s) 8 6.6. Becoming Skillful Debaters, Designated ELD Instruction in Grade  6 648–654 Eight 10 7.1. Examining Diverse Perspectives in World Literature, Integrated  7 744–756 ELA/Literacy, ELD, and World History in Grade Ten 10 7.2. Analyzing Texts from World History, Designated ELD in Grade  7 757–766 Ten 11 7.3. Reading, Analyzing, and Discussing Complex Texts in American  7 792–803 Literature, Integrated ELA/Literacy, ELD, and History in Grade  Eleven 11 7.4. Unpacking Sentences and Nominalization in Complex History  7 803–811 Texts, Designated ELD Instruction in Grade Eleven ELA/ELD Framework Vignette Collection Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten Background M s . Camp b ell teach es in a two- way immers ion s ch ool wh ere th e ch ild ren learn in b oth S p anis h and Englis h . H alf of h er clas s of 2 4 trans itional kind ergarteners is comp os ed of nativ e Englis h s p eakers , and h alf is comp os ed of EL ch ild ren d ominant in S p anis h at th e Emerging and Expanding levels of English language proficiency. The school’s goals include promoting b iliteracy and an ap p reciation f or cu ltu ral d iv ers ity . M s . Camp b ell engages h er s tu d ents in many rich langu age activ ities ev ery d ay , h alf of th e time in Englis h , and h alf of th e time in S p anis h . S h e read s alou d to h er s tu d ents d aily in b oth langu ages . S h e collab orativ ely p lans les s ons with her transitional kindergarten (TK) and kindergarten (K) colleagues, and the team routinely ex ch anges les s on p lans . Lesson Context O v er th e p as t two weeks , M s . Camp b ell h as read alou d s ev eral v ers ions of th e s tory , The Three Little Pigs, both in English and in Spanish. The big ideas of the unit are that people tell s tories to entertain and commu nicate lif e les s ons . At th e end of th e u nit, ch ild ren will b e ab le to retell s tories u s ing key d etails and v ocab u lary , ap p ly ing th eir u nd ers tand ings of h ow s tories are organized. They will also be able to discuss some of the lessons the stories convey. Ms. Campbell’s interactive read alouds have included much discussion about the characters and p lot, th e v ocab u lary u s ed , and s imilarities and d if f erences b etween th e d if f erent v ers ions of th e s tory . Las t week, th e clas s mad e a s tory map containing imp ortant d etails : th e s etting, ch aracters , p rob lem, and s eq u ence of ev ents . Y es terd ay , M s . Camp b ell gu id ed h er s tu d ents to retell th e s tory with a p artner u s ing th ree aid s : p ictu res f rom th e tex ts glu ed onto card s , s imp le props of the characters, and the story map. Today, Ms. Campbell will guide her students to retell the story again and then collaboratively rewrite it. The learning target and cluster of CA CCSS f or ELA/Literacy and CA ELD S tand ard s M s . Camp b ell is f ocu s ing on are th e f ollowing: Learning Target: The children will retell and rewrite the story using colorful words and key d etails to conv ey th e s eries of ev ents in th e s eq u ence in wh ich th ey occu rred . CA CCSS for ELA/Literacy: RL.K.2 – With prompting and support, retell familiar stories, including key details; SL.K.2 – Confirm understanding of a text read aloud . . . ; W.K.3 – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred . . . ; L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts. CA ELD Standards (Expanding): ELD.PI.K.12a – Retell texts and recount experiences using complete sentences and key words; ELD.PII.K.1 – Apply understanding of how different text types are organized to express ideas (e.g., how a story is organized sequentially with predictable stages . . . ; ELD.PII.K.2 – Apply understanding of how ideas, events, or reasons are linked throughout a text using a growing number of connecting words or phrases (e.g., nex t, af ter a long time) . . . Lesson Excerpts M s . Camp b ell calls h er s tu d ents to th e carp et and remind s th em th at th ey h av e b een read ing lots of d if f erent v ers ions of The Three Little Pigs. S h e recalls th at y es terd ay , th ey s p ent a lot of time retelling th e s tory to one anoth er and ex p lains th at tod ay , th ey are going to u s e all ELA/ELD Framework Vignette Collection Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten (cont.) of th at great oral retelling to rewrite th e s tory togeth er. U s ing h er comp u ter tab let and a projector, Ms. Campbell projects five pictures depicting important events from the story. She as ks h er s tu d ents to take tu rns with a p artner retelling th e s tory , u s ing th e p ictu res . S h e lis tens to th e ch ild ren as th ey s h are, noting th e langu age th ey u s e, th eir ab ility to s eq u ence ev ents , and any mis u nd ers tand ings . Ms. Campbell: Children, I really enjoyed listening to your retellings of the story. Today, wh en I write d own wh at y ou s ay , we need to make s u re we get all th os e great d etails , inclu d ing th e s etting, th e ch aracters , th e p rob lem, and th e important events into our reconstructed story. Let’s remind ourselves what we inclu d ed in ou r s tory map . M s . Camp b ell p oints to th e s tory map th e clas s generated togeth er ( s ee v ignette 3 . 2 f or th e story map) and guides them in reading it. She then sets the purpose for engaging in the next tas k. M s . Camp b ell: W h en we rewrite, or recons tru ct, th e s tory togeth er, we als o need to rememb er th at one of th e main p u rp os es f or telling s tories is to entertain oth er p eop le. S o we h av e to make s u re th at th e langu age we u s e is really colorful and interesting. For example, we can’t just say that the pig built a house and the wolf blew it down. That would be kind of boring, wouldn’t it? (The children enthusiastically agree.) Instead, we need to use descriptive, or colorf u l, word s and interes ting d ialogu e. W e cou ld s ay s ometh ing like, “The wolf (taking a deep breath and inviting students to join her by motioning with her hand) huffed and he puffed and he blew the house d own. ” Tania: He destroy the house! Ms. Campbell: That’s right! He destroyed th e h ou s e. H e ab s olu tely d emolis h ed it. Can y ou say more about that? Tania: He destroy the house and he say “I huff and I puff and I blow you house down!” And the house, it crash on the floor! Ms. Campbell: Wow! That is a great way to retell the story! When we retell and rewrite the story, let’s make sure we remember to use lots of that colorful language and d ialogu e. Ms. Campbell uses her computer tablet to project the “Story Rewriting Template” the class will use. The template uses the same terms as the story map and organizes the story grammar and s eq u ence into th ree s tages : orientation, complication, and resolution. R ath er th an u s ing th e terms beginning, middle, and end (which all text types have), Ms. Campbell finds that using th e terms orientation, complication, and resolution h elp s s tu d ents d is cu s s s tory organiz ation b ecau s e th e terms are related to wh at is h ap p ening at each s tage of th e narrativ e. S h e u s es th e temp late to gu id e s tu d ents as th ey j ointly recons tru ct th e s tory alou d . I n th e S tory R ewriting Template below, the template Ms. Campbell uses with students is on the left while her notes to h ers elf ab ou t th e f u nction of each s tage are on th e righ t. ELA/ELD Framework Vignette Collection Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten (cont.) Story Rewriting Template Template to use with students Ms. Campbell’s lesson plan notes for herself Story Title The Three Little Pigs Orientation Orients read ers to th e s tory – I ntrod u ces th e ch aracters and s etting, f ores h ad ows th e p rob lem Complication Complicates th e s tory – I ntrod u ces th e p rob lem and s h ows h ow th ings get complicated Lots of ev ents and d ialogu e h ere Resolution Resolves th e p rob lem in th e s tory and wrap s ev ery th ing u p (Optional) Story Theme(s) Articulates the life lesson(s) of the story M s . Camp b ell: W h en I look at ou r notes in th e s tory map , it s ay s th at at th e b eginning of the story, Mama pig says goodbye. The three little pigs go to build their houses. Should I just write that? Children: No! Ms. Campbell: What should I write then. Ysenia, what do you think? Y s enia: W e s h ou ld s tart like, “ O nce u p on a time. ” Ms. Campbell: Oh, that’s a great way to start a story. What does everyone think about beginning the story like that? Children: (Nodding.) Yeah! Once upon a time! Ms. Campbell: Okay then. (Writing.) Once upon a time . . . Then what? Turn to your partner and see if you can come up with our first sentence. M s . Camp b ell continu es to gu id e th e ch ild ren to j ointly recons tru ct, th e orientation s tage of th e s tory , u s ing th e d etails in th e s tory map and th e colorf u l langu age th at ch aracteriz es engaging s tory b ooks . At th e comp lication s tage, s h e p romp ts th e ch ild ren to u s e langu age to s ignal to read ers th at s ometh ing is s h if ting in th e s tory . M s . Camp b ell: O kay , s o now th at we h av e th e orientation s tage written, we need to get into th e complication stage. Remember, that’s where the problem comes in and where things get complicated. What was the problem in this story? Martín, what do you think? Martín: The wolf wants to eat the pigs, but they don’t want to get eaten. M s . Camp b ell: Y es , b u t th ings got a little comp licated b ecau s e th e h ou s es th e p igs built weren’t so sturdy, were they? Were the pigs surprised when the wolf comes? How can we use descriptive words to communicate what happened? J ord an: W e cou ld write th e p igs b u ilt th eir h ou s es . And th en a wolf came. ELA/ELD Framework Vignette Collection Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten (cont.) Ms. Campbell: Oh, you used “and then!” That’s a great idea, Jordan. When you said that, it mad e me th ink s ometh ing was ch anging in th e s tory , th at th ere was a p rob lem coming. I s th ere a word we cou ld u s e to let read ers know th at something is changing and that things are getting complicated? Several Children: Suddenly! M s . Camp b ell: Y es , we learned th at word “ s u d d enly ” wh en we were read ing The Three Little Pigs stories last week, didn’t we? That really tells us something is ch anging and th at it h ap p ens u nex p ected ly . S o, h ow ab ou t if we write, “ Suddenly, a wolf came along.” How does that sound? Children: (Nodding.) Ariel: And h e was v ery h u ngry . R as h id i: Very , v ery h u ngry . Juanita: ¡Era muy feroz! Ms. Campbell: Yes, he was ferocious! Let’s all say that word together—ferocious. Oh, that adds a lot of colorful detail. These words are giving us important details ab ou t th e wolf . H ow ab ou t if I write, “ S u d d enly , a f erociou s wolf came along, and he was very, very hungry.” How’s that? That really lets me know things are going to get complicated, doesn’t it? As th ey j ointly recons tru ct th e s tory , M s . Camp b ell and th e ch ild ren ch oos e colorf u l langu age from the stories they have been reading. They also use dialogue and general academic v ocab u lary . Ms. Campbell: And what does the wolf do when he knocks on the first little pig’s door? What does he say? Children: “Little pig, little pig, let me in!” (The other children agree.) Ms. Campbell: (Writing.) And how does the wolf say it? Does he whisper it, like this? (Whispering.) Children: No! Sara: He roars! Ms. Campbell: Does everyone like that? (The children nod and say “yes,” and Ms. Campbell adds it to the story.) And then what does the little pig say? Children: “Not by the hair of my chinny chin chin!” Ms. Campbell: And how does he say that, Miguel? M igu el: H e s care. Ms. Campbell: Yes, he’s scared, isn’t he. So does he shout it, like this (shouting)? Does he wh imp er, like th is (whimpering)? M igu el: I th ink h e wh imp er. Ms. Campbell: I think so, too! ELA/ELD Framework Vignette Collection Vignette 3.1. Retelling and Rewriting The Three Little Pigs Integrated ELA/Literacy and ELD Instruction in Transitional Kindergarten (cont.) When the children and Ms. Campbell are finished reconstructing the story, they read the s tory togeth er ch orally . As th ey d o, M s . Camp b ell mod els enth u s ias tic read ing and p ros od y , and she encourages the children to do the same. The next day, Ms. Campbell will guide the children to rewrite the story in Spanish. Then, she will use the text from the reconstructed story in Englis h and S p anis h to make a b ilingu al b ig b ook illu s trated with p h otograp h s s h e h as taken of the children acting out the story in the dramatic play center. The big book will remain in the clas s room lib rary corner f or th e s tu d ents to read and re- read to th ems elv es , to one anoth er, and to v is itors . Teacher Reflection and Next Steps M s . Camp b ell b rings h er ob s erv ation notes and th e recons tru cted s tories to th e nex t regularly scheduled collaborative planning meeting she has with her TK and K colleagues. She d es crib es gu id ing h er s tu d ents to u s e new langu age and recogniz e s tory s tru ctu re as well as langu age f eatu res , and s h e s h ares h ow s ome s tu d ents h av e b egu n u s ing s ome of th e new langu age in th eir oral retellings and in th e s tories th ey d ictate to oth er ad u lts wh o work in th e clas s room. O ne colleagu e as ks M s . Camp b ell if h e can make u s e of h er les s on p lan f or The Three Little Pigs and ob s erv e th e nex t time s h e engages h er s tu d ents in a s tory recons tru ction activ ity . Sources Les s on ad ap ted f rom Derewianka, B ev erly , and P au line J ones . 2 0 1 2 . Teaching Language in Context. S ou th M elb ou rne, Victoria: O x f ord U niv ers ity P res s . G ib b ons , P au line. 2 0 0 2 . Scaffolding Language, Scaffolding Learning. P orts mou th , N H : H eineman. Additional Information W eb s ites • R ead ing R ockets h as id eas f or read ing alou d ( h ttp : //www. read ingrockets . org/read ing- top ics /read ing- alou d ). • D.E.A.R. (drop everything and read) with families short video (h ttp s : //www. teach ingch annel. org/v id eos /d ear- reading?fd=1) on h ttp s : //www. teach ingch annel. org/. Recommended reading Collins, Molly F. 2012. “Sagacious, Sophisticated, and Sedulous: The Importance of Discussing 50-cent Words with P res ch oolers . ” Young Children. N AEY C. ( http://www.naeyc.org/yc/files/yc/file/201211/YCCollins.pdf) Shedd, Meagan K., and Nell K. Duke. 2008. “The Power of Planning: Developing Effective Read Alouds.” Beyond the Journal: Young Children on the Web. N AEY C. ( http://www.naeyc.org/files/yc/file/200811/BTJReadingAloud.pdf) ELA/ELD Framework Vignette Collection Vignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and Expanded Sentences Designated ELD Instruction in Transitional Kindergarten Background At the beginning of the year, six of Ms. Campbell’s EL students were at the early Emerging level of English language proficiency. By this point in the year, they are able to express th ems elv es u s ing s h ort s entences and learned p h ras es wh en th ey interact with p eers in Englis h . The other six EL children came into her classroom at the early Expanding level and are now ab le to interact u s ing Englis h ab ou t a v ariety of top ics and in more ex tend ed ex ch anges . M s . Campbell and her TK and K colleagues plan their designated ELD lessons at the same time that th ey p lan th eir ELA and oth er content area les s ons . As th ey p lan, th ey f ocu s on anticip ating students’ language development needs for these content areas, and they make adjustments, b as ed on recent ob s erv ations of th eir s tu d ents d u ring les s ons . Lesson Context M s . Camp b ell works with h er twelv e EL ch ild ren in two s mall grou p s of s ix in ord er to provide designated ELD instruction tailored to their specific language learning needs. While she works with th es e grou p s , th e oth er ch ild ren in th e clas s engage in collab orativ e tas ks at learning centers , s ome of th em s u p erv is ed b y p arent v olu nteers . I n ELA ins tru ction, M s . Camp b ell h as j u s t gu id ed h er s tu d ents to rewrite, or j ointly recons tru ct, th e s tory of The Three Little Pigs ( s ee vignette 3.1). As she observed students during their oral retellings of the story in English, she noticed that ELs at the Emerging level of English language proficiency were not consistently u s ing p as t tens e v erb s or ex p and ing th eir s entences with mu ch d etail. S h e wou ld like th e children to feel more confident orally retelling stories in general and using past tense verb forms and p articu lar langu age res ou rces to ex p and and enrich th eir s entences , s o s h e p lans to f ocu s on these two areas in her designated ELD lessons this week. Ms. Campbell’s learning targets and the cluster of CA ELD Standards she will highlight in today’s lesson are the following: Learning Target: The children will retell the story in order using past tense verbs and ex p and ed and enrich ed s entences . CA ELD Standards Addressed (Emerging): ELD.PI.K.12a – Retell texts and recount experiences using complete sentences and key words; ELD.PII.K.3b – Use simple verb tenses appropriate for the text type and discipline to convey time . . . ; ELD.PII.K.4 – Expand noun phrases in simple ways (e.g., adding a familiar adjective to describe a noun) . . . ; ELD.PII.K.5 – Expand sentences with frequently used prepositional phrases (e.g., in th e h ou s e, on th e b oat) to provide details (e.g., time, manner, place, cause) . . . Lesson Excerpts M s . Camp b ell inv ites th e s ix EL ch ild ren at th e Emerging lev el of Englis h langu age proficiency over to the teaching table. She tells them that today, they are going to retell the s tory of The Three Little Pigs again, b u t th at th is time, th ey are going to f ocu s on ad d ing a lot of d etails to th eir retellings and making s u re lis teners know th at th e ev ents in th e s tory took p lace in th e p as t. S h e p oints to th e s tory map th at th e clas s generated th e p rev iou s week. ELA/ELD Framework Vignette Collection Vignette 3.2. Retelling The Three Little Pigs Using Past Tense Verbs and Expanded Sentences Designated ELD Instruction in Transitional Kindergarten (cont.) The Three Little Pigs Characters Setting Problem Three little pigs The countryside The wolf wants to eat the B ig b ad wolf N ex t to th e f ores t pigs, and the pigs don’t want M ama p ig to b e eaten Events Once upon a time Th e end O rientation Comp lication R es olu tion M ama p ig s ay s The first little The second The third little The third little goodbye. The p ig b u ild s a little p ig b u ild s p ig b u ild s a p ig tricks th e th ree little p igs h ou s e of s traw. a h ou s e of h ou s e of b ricks . wolf , and th e go to b u ild th eir The wolf blows sticks. The wolf The wolf can’t th ree p igs liv e h ou s es . it d own. b lows it d own. b low it d own. togeth er in th e b rick h ou s e. Ms. Campbell places the same five pictures the students have already used for orally retelling the story in ELA (see vignette 3.1) on the table in front of them. She hands each of the six children a popsicle stick puppet (three pigs and three wolves). She explains that when there is d ialogu e, th ey will each h av e a ch ance to act ou t h ow th e ch aracter is s ay ing th e d ialogu e u s ing th e p u p p ets . Ms. Campbell: Children, let’s retell the story together. The first time, I’m going to say what’s happening, and then you’re going to repeat what I say. I want you to notice h ow wh en we tell s tories , we u s e word s , or v erb s , th at tell u s th at the story already happened in the past. So, we don’t say, there are th ree little p igs . W e s ay , th ere were th ree little p igs b ecau s e it h ap p ened in th e p as t. M aría: O nce u p on a time. Ms. Campbell: Yes, “once upon a time.” That means it happened a long time ago. And we don’t say, the wolf blows th e h ou s e d own b ecau s e th at wou ld mean it’s happening right now. It happened a long time ago, so we say, the wolf blew th e h ou s e d own. S ay th at with me – blew. ( S tu d ents rep eat th e word.) I want you to listen for the words, or verbs, that let us know the story happened a long time ago. I’ll retell what’s happening in each picture, and then you repeat after me. (Pointing to the first picture.) Once upon a time, th ere were th ree little p igs . The children repeat what Ms. Campbell says as they retell the story using the pictures. In her retelling, she intentionally models enthusiastic rhythm and intonation (prosody). She also models the use of expanded sentences (using descriptive adjectives and prepositional phrases) th at contain d etails ab ou t th e ch aracters and ev ents . Ms. Campbell: The frightened little p ig ran into his house. ELA/ELD Framework Vignette Collection