improving content literacy leveling the playing field for your english learners session 2

Improving Content Literacy

Leveling the Playing Field for your English Learners

Session 2

© E.L. Achieve/2010

Who are we? How many of Who are we? How many of us…us…

teach middle school?teach high school?support teachers?teach Social Studies?teach English/Language Arts?teach Science?teach another discipline?serve English Language Learners?

An IntroductionAn Introduction

Our purpose, our students, our approach

Our purpose, our students, our approach


Target student populationTarget student population

Long-term English Long-term English learnerslearners

• In the U.S. a minimum of five years• May have attended American schools

since early elementary• Proficient in conversational English• May be struggling readers• Lack proficiency in academic English

to accomplish academic tasks

Our goals for the seriesOur goals for the series

Session One September 15

Session Two October 20

Session 3 January 25

Session 4 March 16

Instructional Strategy

Backward Design & Functional Language

GRR & PLCÕs

Oral Language Practice & Student

Interaction GRR & PLCÕs

Written Production & Formative

Assessment GRR & PLCÕs

Outcomes Learn

10-2/2 strategy

On

-site

Co

ach

ing

Str

an

d

Outcomes Draft learning goals for both

language and content

Understand and plan for ŅBrick &Functional MortarÓ

On

-site

Co

ach

ing

Str

an

d

Outcomes Understand Purposeful TalkÕs

influence on academic discourse

Apply the concept of ŅBrick & Mortar to collaborative interactions

On

-site

Co

ach

ing

Str

an

d

Outcomes Include writing templates and

structured note-taking as part of explicit language instruction


Institute NormsInstitute Norms

• Be respectful of one another Cell phones off or on vibrate Avoid side conversations (jot notes instead?) Ask “we” questions; save “me” questions

• Be a learner Actively participate in readings, discussions

and activities Keep the focus on teaching and learning; that

which is within our sphere of influence


Parking Lot Parking Lot

• Questions that are not addressed during session will be discussed briefly after lunch.

• For “me” questions, please e-mail [email protected] or [email protected]

Session 2 agenda

• Participate in a Learning Community• Learn the Features of Explicit

Language Instruction• Write a clear learning goal• Apply knowledge to 10-2/2 strategy• Participate in work session


Day One GoalsDay One Goals

• Become familiar with the relationship between language function and language tools (“brick” and “mortar”) needed to support production and comprehension

Our Learning Community

A chance to reflect on the use of

10-2/2 since we last met.

Define steps in protocol

• Share with your team what worked well in this lesson. Provide evidence that using this strategy supported student learning.

• Share with your team some of the challenges you faced while teaching this lesson. In what ways did this lesson differ from what you planned?

• Share with your team what learning you will take away from this lesson that you will apply to a future lesson?

• Each group will select one success and one challenge to share out with the entire group.

Setting the ContextSetting the Context


One teacher’s stated goal:One teacher’s stated goal:

To equip students with the language they need to express the sophistication of their thinking for academic and real life purposes.


The ChallengeThe Challenge

Experience tells us that a student’s ability to understand language (receptive) may exceed his or her ability to produce it (expressive).

A student’s level of receptive and expressive language competence may differ.


Why is this the Case?Why is this the Case?

• Many English learners at the intermediate level appear to be fluent. They may be automatic and skilled in conversational English.

• Teachers may not realize there is a gap between the language a student knows and what is required to succeed academically.

• Explicit instruction in how to use language to express thinking is rarely provided.


Academic Success …Academic Success …

… depends on learning to read well.

Learning to read well depends on rich language knowledge - which presents unique challenges for English learners and others who have not acquired academic English.

Staying FocusedStaying Focused On Language DemandsOn Language Demands

Adolescent English learners require specific guidance with regard to language learning, including kinds and uses of text.

- Mary Schleppegrell

Features ofFeatures of Explicit Language Explicit Language

InstructionInstruction

Language Functions, Language Language Functions, Language Tools, Instruction & ApplicationTools, Instruction & ApplicationLanguage Functions, Language Language Functions, Language Tools, Instruction & ApplicationTools, Instruction & Application


Access to the CoreAccess to the Core

After adolescent English Learners acquire basic skills, they need to become active readers and writers who use reading and writing processes (to) examine a text, make conclusions about it, articulate and incorporate those conclusions.

Double the Workpage 34


Access to the Core (cont.)Access to the Core (cont.)

The process creates awareness about the functions of language, and the reflection inherent in the process helps students practice the kind of highly abstract thinking that is essential to succeeding in high school and beyond into college or the world of work.

Double the Workpage 34

© E.L. Achieve/2008 21

Accuracy and FluencyAccuracy and Fluency

Goal:Accurate and fluent use of language

© E.L. Achieve/2008 22

A Focused ApproachA Focused Approach Features of Explicit Language Features of Explicit Language





What are language uses E.L.’s must be able to navigate? What language functions do cognitive tasks require? What text structures must students comprehend?

Language Functions

•Express action and time relationships

•Express need, likes and feelings

•Draw conclusions

•Clarify

•Classify and compare/contrast

•Describe, explain and elaborate

•Make generalizations

• Sequence

• Express cause/effect

• Proposition/support

• Summarize

•Participate in discussions

•Express social courtesies

•Give/follow directions

•Predict

Language Tools

Instruction & Application

Goal:Accurate and fluent use of language


Dominant Language Dominant Language Functions Functions

• Language functions common to secondary academic texts, include: Cause and effect Compare and contrast Elaboration/Description Proposition & Support (problem/solution) Sequencing

• Please read page 1.11

Language FunctionLanguage Function

Analyzing Student Text: Analyzing Student Text:

““Considering Cobras”Considering Cobras”

Analyzing Student Text: Analyzing Student Text:

““Considering Cobras”Considering Cobras”

page 1.12page 1.12


Analyzing the Analyzing the PassagePassage

• What is the dominant function? description/elaboration

• What is the supporting function? compare & contrast

• What is required to comprehend the dominant & supporting functions? transitions phrases that indicate

relationships among ideas verb phrases figures of speech

page 1.12page 1.12

Determining the Dominant Function

• With an elbow partner, read each of the passages and determine the dominant function of each

Think-Pair-share

Language Functions in your Text

• THINK Look at a passage from your text What is the dominant language function?

supporting language function?

• PAIR Share your findings with an elbow partner

• SHARE Whole group share out

Language ToolsLanguage Tools

Sentence complexity & vocabulary

Sentence complexity & vocabulary




page 1.10page 1.10


Language ToolsLanguage Tools

• Read 1.13 and 1.14 for an explanation of the metaphor for language tools: bricks and mortarmortar

• Then we will practice identifying them in a few sentences.


Topic Specific Topic Specific Vocabulary: Vocabulary: “Bricks”“Bricks”

• In order to generate language about what they are studying, students need topic specifictopic specific vocabulary

• To use a construction metaphor bricksbricks are specific to the topic we are thinking, talking, reading and writing about

It is whatwhat we are talking about.


Topic specific brick Topic specific brick vocabularyvocabulary

page 1.13page 1.13


Teaching the Teaching the “Mortar”“Mortar”

• Not the language we are drawn to teach

• Yet it is essential…• Because it connects topic-specific

vocabulary in a way that conveys the conceptual understanding; the purpose for communication

It is how how we are talking about it.

page 1.14page 1.14


Identifying Identifying brickbrick and and mortarmortar

• Snakes are believed to have evolved from reptiles with legs and to have been on earth for 95 million years.

• ______ are believed to have ______ _________________ and to have been _______ for ___________. page 1.15page 1.15


IdentifyingIdentifying FunctionFunction,, bricks,bricks, and and

mortarmortar• Both cobras and rattlesnakes are

extremely dangerous.

• Both ______ and ______ are extremely __________.

• Zoologists argue against poisonous snakes being kept as pets.

• _________ argue against _________.

page 1.15page 1.15


It takes both…It takes both…topic-specific bricktopic-specific brick and and

functional mortar functional mortar to generate language.to generate language.

What weWhat we are talking about. are talking about.How we are How we are talking about it.talking about it.


Building Language with Building Language with Brick & MortarBrick & Mortar

• Review the sample sentences for each of the dominant functions through the lens of your content area.

• Notice how the functions can be applied to different content topics.

page page 1.161.16


Think, Write, Pair ShareThink, Write, Pair Share

Building Language with Brick Building Language with Brick & Mortar& Mortar

• Think of an essential topic from your content area.

• Use the sample sentences on pages 1.16-1.17 as a guide to develop five sentences, one for each of the dominant functions.

• When ready, write your sentences on the chart paper labeled for each function.

Instruction & Instruction & ApplicationApplication

Developing fluency Developing fluency


Trying it OutTrying it Out Opportunities to Develop Opportunities to Develop

FluencyFluency

• Fluency is our goal: accuracy, ease, and flexibility using language

• Please read page 1.18• What are some ways to support

students in using the academic language they’re learning?


Thumbnail SketchThumbnail Sketch

How can we use the information in this thumbnail sketch to better:

1.Teach the functional language of our content areas?

2.Move students along a continuum of specific and precise language use?

page 1.19page 1.19

A Student ToolA Student Tool

Strategic Lesson Design:

Backward Planning

Strategic Lesson Design:

Backward PlanningLearning occurs through interactions

with others, and when these interactions are

intentional, specific learning occurs.

- Fisher and Frey

The Characteristics of an Explicit Language Lesson

Designs backwards from a learning goal

“Chunks” learning for the gradual release of responsibility

Makes transparent the cognitive function

Explicitly teaches “brick and mortar”

Provides frequent opportunities to practice language

page 2.30page 2.30© E.L. Achieve/2010

Explicit Language Lesson Explicit Language Lesson DesignDesign

Clarity of Purpose

• Establishing purpose goes beyond posting standards.

• Students need to understand the goal of instruction and what they are expected to produce.

• Transparency of purpose includes explicit modeling of the thinking and language required to achieve outcome. page 2.30page 2.30© E.L. Achieve/2010

Learning goalLearning goal ExamplesExamples

• Students will understand the process of meiosis and mitosis and be able to explain how they differ.

• Students will understand how the author uses imagery and will be able to discuss the impact it has on the reader.

• Students will understand and be able to summarize the events that led to the Vietnam War.

page 2.31page 2.31


Draft a learning goal for a lesson or unit you’ll be

teaching soon.

Your turnYour turn Starting at the endStarting at the end

page 2.31page 2.31page 2.31page 2.31


1. On the index card provided, write your student goal statement.

2. Add your name to the card.3. Read your goal statement to a partner;

ask her to identify the content goal and the language goal.

4. Repeat step 3, having your partner read to you.

5. Swap cards and find a new partner.6. Repeat the process of sharing and

swapping goals.

Learning GoalLearning Goal Trading CardsTrading Cards


The Connection

Tying Explicit Language Instruction & Learning Goals

to the 10-2/2 Strategy

The question prompt

• Ask yourself the following: “What language function do I want

students to focus on?” Make sure your question will lead students to utilize the language function stated in the learning goal.

10 - Grouping Elements 2 - What are the characteristics of

each of the groups? (Elaboration/Description)

2 - How are the groups similar? (Compare & Contrast)

OR

Question leads to Explicit Language Instruction

10 - Igneous rock characteristics

2 - What are the characteristics of igneous rocks? (Elaboration/Description)

Igneous rocks consist of hardened lava and magma. They often appear shiny and sharp.

Volcanoes are often associated with igneous rocks.

Work Session

Applying your learning

Your turn…

Planning for 10-2/2

• Consider an upcoming direct instruction lesson Determine your Learning Goal Utilize Text Analysis Tool for Production Chunk the learning into 10-2/2 segments

What do I want students to walk away with? How will I ask the question for 2/2 to get at the

essence of my instruction? What mortar (functional words and phrases)

and brick (vocabulary) do I need to teach? Provide as scaffolds?

Walk Around Review

Reflecting…

• Given our day together, please note a couple: Recollections Insights Applications

• Be prepared to share out


Academic LanguageAcademic Language

For Life-deep LearningFor Life-deep Learning

Academic language is not just academic. It is life giving when it extends through the length, width and depth of all we can learn. Such language allows us to question, deliberate, negotiate, ponder, and imagine. Fluency and ease in this kind of talk helps us to find our way in the world and to make the world a better place.

- Shirley Brice Heath

improving content literacy leveling the playing field for your english learners session 2

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