teaching content to english language learners division of bilingual education and world languages...
TRANSCRIPT
Teaching Content to English
Language Learners
Division of Bilingual Education and World Languages
Hialeah Miami Lakes Senior HighSeptember 23, 2015
Ivette GreenCurriculum Support Specialist
Today’s GoalsOIcebreaker: Your ChallengeOWhat has worked for you?ODiscuss what ELLs “Can Do”
according to ESOL levelOIdentify and implement
instructional practices that help English language learners understand social studies content
Your Challenge
• You’ve recently moved with your family to a new country, and you are attending a new school.
• Follow the lesson closely.
• Write five things the teacher talked about, including at least one of the many safety tips.
Video 1: Ácidos e Bases
http://iris.peabody.vanderbilt.edu/module/ell/challenge/#content
Ácidos e Bases
• How many of the five items were you able to list?
• What strategies did you use to understand the lesson?
• What has worked in your classroom?
Know Your Students’ True English Language Proficiency
Levels
Milestones of the Early Labor Movement
Haymarket Riot (1886)
Homestead Strike (1892)
Pullman Strike (1894)
Best Practices:Planning with English Language Learners
in Mind1. Identify content curriculum documents and
standards2. Identify big idea and concept learning3. Know students’ true English language proficiency
levels4. Select both content and general academic
vocabulary strategically O Explicit vocabulary/concept instructionO Pair words/concepts with visualsO Provide multiple exposures and practice opportunities
with vocabulary/concepts
5. Vary presentation modesO Explicit directions and teacher modeling
6. Use graphic organizers and writing to build big ideas
7. Varied grouping—whole, partner, small8. Plan opportunities for student talk
Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades Colleen Klein Reutebuch, The University of Texas at Austin, December 2010
www.cal.org/create
Review Content Curriculum Documents And Standards
Florida StandardsContent Benchmarks
OReporting Category: Late Nineteenth and Early Twentieth Century
OStandard: 3 Industrial Revolution: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.
Florida StandardsContent Benchmarks
OSS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.
OSS.912.A.3.9 Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.
Focus On Big Idea And Concept Learning
• Content objectives outline what students will learn and be able to do regarding the lesson.
• Language objectives identify the language students will need to learn and use to accomplish the lesson goals
Do you ever ask yourself…
what do I do with my ESOL 1 students?
ESOL 1-2 Students CANLISTENING SPEAKING
• Point to or show basic parts, features, or persons named orally
• Match everyday oral information to visuals
• Group visuals by common traits named orally
• Sort oral language statements according to time frames
• Sequence visuals according to oral directions
• Answer yes/no or choice questions within context of lessons or personal experiences
• Name everyday objects and pre-taught vocabulary
• Repeat words, short phrases, memorized chunks of language
• Describe persons, places, events, or objects
• Ask WH- questions to clarify meaning
• Give features of content based material (e.g., time periods)
• Characterize issues, situations, regions shown in illustrations
ESOL 1-2 Students CAN
READING WRITING• Match visuals to
words/phrases • Respond to WH- questions
related to illustrated text • Classify or organize
information presented in visuals or graphs
• Follow multi-step instructions supported by visuals or data
• Match sentence-level descriptions to visual representations
• Compare content-related features in visuals and graphics
• Locate main ideas in a series of related sentences
• Label content-related diagrams, pictures from word/phrase banks
• Produce short answer responses to oral questions with visual support
• Supply missing words in short sentences
• Make content-related lists of words, phrases, or expressions
• Take notes using graphic organizers or models
• Formulate yes/no, choice and WH- questions from models
When reading, students willContent
What will students learn and do regarding the early labor
movement? ESOL Levels 1-2
OMatch visuals to words/phrases
ORespond to WH- questions related to illustrated text
OMatch sentence-level descriptions to visual representations
OLocate main ideas in a series of related sentences
OLearn about the importance of the milestones of the early labor movement.
OIdentify the causes and consequences of the early labor movement.
Who? Or What?Idea
Person Thing
Action The rest of the story: Where? When?
Why? How?
Levels 1-2
Levels 1-2
Who? Or What?Idea
Person Thing
ActionThe rest of the
story: Where? When?
Why? How?
Strikers wanted an 8 hour work day
Strikers began to fight
with strikebreakers
The police fired into the group (crowd)
Anarchist leaders
The rally
The public
Speakers
Levels 1-2
Levels 1-2
Language objectives identify the language students will need to learn and use to accomplish the lesson goals
Word/Phrase Sort
I know what to do with my
ESOL levels 3+!
ESOL 3 Students CANLISTENING SPEAKING
• Evaluate information in social and academic conversations
• Distinguish main ideas from supporting points in oral, content-related discourse
• Use learning strategies described orally
• Categorize content-based examples described orally
• Suggest ways to resolve issues or pose solutions
• Compare/contrast features, traits, characteristics using general and some specific language
• Sequence processes, cycles, procedures, or events
• Conduct interviews or gather information through oral interaction
• Estimate, make predictions or pose hypotheses from models
ESOL 3 Students CANREADING WRITING
• Identify topic sentences or main ideas and details in paragraphs
• Answer questions about explicit information in texts
• Order paragraphs or sequence information within paragraphs
• Complete reports from templates
• Compose short narrative and expository pieces
• Outline ideas and details using graphic organizers
• Compare and reflect on performance against criteria (e.g., rubrics)
When reading, students willContent
What will students learn and do regarding the early labor
movement?
OIdentify topic sentences or main ideas and details in paragraphs
OAnswer questions about explicit information in texts
OOrder paragraphs or sequence information within paragraphs
OOutline ideas and details using graphic organizers
OLearn about the importance of the milestones of the early labor movement.
OIdentify the causes and consequences of the early labor movement.
ESOL Level 3
Levels 3+
Sentence Frame OR Fill-in-the-Blank?
O In a fill-in-the-blank or Cloze activity, each blank has a single correct answer—often only one word.
O Sentence frames are language resources, (like a thesaurus), that provide students some academic language they may choose to incorporate into their answer.
O The frame has no content of its own. It provides a structure students can use to show the relationships between concepts.
O The students often write extended phrases in the blanks and may continue their response with additional sentences of their own.
Teacher modeling is a must.
Sentence Frame Routine
O Display the sentence frame(s)O Explain the purpose of the frames (describe,
explain, summarize, learn new vocabulary,)O Identify and explain the language targets
(comparing, past tense verbs)O Use think alouds to model appropriate responsesO Students rehearse the frames (silent reading,
echo reading, choral reading)O Assign writing task (independent, pairs, triads) O Circulate to monitor and provide feedbackO Share-out
Sentence Frame OR Fill-in-the-Blank?
Explain & Describe Sentence Frames for
Social Studies O I think ________ is important because ______. O According to ______ O After listening to ______ I found that ______. O A ________ is a symbol of _______. O ______ is famous for ________. O While I was reading I was thinking about ______. O The diagram titled _______ helped me understand _______. O The main idea of the paragraph is _______.O Two supporting details are ______.O From the perspective of _______, I think/understand __________. O ______ is important to our history because ______. O I can connect to this time period because _______.O Source Analysis: _____reveals/suggests _______ because _______.O ______ allowed the ______ to live in the _______. O If I lived in the year ______ in _______, I could ________. O Explain the historical significance of _______ in the _______ culture. O Timeline and word bank
Levels 3+
Frame Their Thinking And Writing
Levels 3+
Frame Their Thinking And Writing
Levels 3+
Frame Their Thinking And Writing
Levels 3+
Section Shrink
Section ShrinkTopicDetailsSection Shrink
Cartoon Analysis Worksheet
Levels 3+
Levels 1-4
Pullman
Illinois
Chicago,
Illinois
Homestead,
Pennsylvania
Background
Select Both Content and General Academic Vocabulary Strategically
&Plan Opportunities for Student Talk
Explicit vocabulary instruction integrates paired students’ discussion of word meanings both in context and in more relevant ways to
students’ lives
• The people are on strike.
• The strikers are protesting.
Word Part of Speech
to strike verb
striking verb
on strike noun
striker noun
strikebreaker
noun
strike --to stop work because you are protesting working conditions.
Turn and Talk• People who go on strike feel ___.• Strikers fight with strikebreakers because ___.
Word Part of Speech
to strike verb
striking verb
on strike noun
striker noun
strikebreaker
noun
strike --to stop work because you are protesting work conditions.
Ácidos e Bases:Let’s revisit the
lesson
• Think back to the video.
• You were asked to identify five things that the teacher talked about.
• Identify 5 language supports added to the lesson.
Video 2: Ácidos e Bases
http://iris.peabody.vanderbilt.edu/module/ell/cwrap/#content
Division of Bilingual Education and World Languages
http://bilingual.dadeschools.net/
Contact InformationNORTH Deland Innocent, Supervisor [email protected]
CENTRAL Alina F. Plasencia, [email protected] 305-995-2433
SOUTH Mercy Abadie Lux, [email protected] 305-995-2098
Melba BritoAdministrative [email protected] 305-995-1950
Beatriz ZarraluquiDistrict [email protected]
Rosy UgaldeExecutive [email protected] 305-995-4196