Strategies to Scaffold Rigor in Content for Secondary ELLS

Strategies  to  Scaffold  Rigor  in  Content  Lessons  for  Secondary  ELLs  

                         The  GO  TO  Strategies  

Linda  New  Levine,  Ph.D                      Laura  Lukens                                                                    Be;y  Ansin  Smallwood,  Ph.  D.  EFL/ESL  Consultant                                      ELL  Program  Coordinator                        Founder  and  President  Vero  Beach,  FL                                                      North  Kansas  City  Schools                    Succeeding  with  ELLS  (SWELL)        

                                       Kansas  City,  MO              Bethesda,  MD                                                                                                                                                                                                                                    

TESOL  2015  Toronto,  Ontario,  Canada  March  27,  2015    

Agenda  Review  

1.  Ge&ng  Started:  Overview  and  Community  Building    

2.  Making  the  Connec?on:  ELP  Levels,  Assessments,  Descriptors,  and  Strategies    

3.  Associa?ng  Research-­‐based  Principles  with  Prac?ce  and  Strategies      

4.  Becoming  Familiar  with  the  GO  TO  Strategies:  Inventory  and  Strategy  Categories  

5.  Integra?ng  Strategies  into  Instruc?on    

6.  DraRing  an  Ac?on  Plan    

7.  Summary  and  Conclusion  

The  GO  TO  Strategies  

The  GO  TO  Strategies  Project  

• Outgrowth  of  Project  EXCELL-­‐NKCS/UMKC    

• Based  on  CAL’s  Five  Principles          of  Sheltered  Instruc?on    

•  Scaffolds  rigorous  instruc?on  for  ELLs  as  states  transi?on  to  the  CCSS  

h;p://www.cal.org/what-­‐we-­‐do/projects/project-­‐excell/the-­‐go-­‐to-­‐strategies  

Project EXCELL

What  are  the  GO  TO  Strategies?  

•  A  “suite”  of  resources  for  use  in  content  or  ELL  classrooms:    

•  Introduc*on  to  the  Strategies  Project    •  Strategic  Teaching  and  Learning  Guided  by  the  Five  Principles  of  Instruc*on  for  ELLs  

 •  Strategies  “Matrix”    •  Strategies  Inventory    •  Strategies  Glossary  

The GO TO Strategies

InstrucJonal  Strategies  The  term  instrucQonal  strategy  refers  to  a  generalized  learning  or  teaching  technique  that  is  applicable  across  content  areas.  Effec?ve  teachers  have  knowledge  of  a  wide  array  of  instruc?onal  strategies,  and  they  choose  the  most  effec?ve  ones  for  specific  teaching  and  learning  environments  (Marzano,  2003;  Marzano,  Pickering,  &  Pollock,  2001).  Most  strategies  are  content-­‐neutral  and  can  be  used  flexibly  in  a  variety  of  teaching  environments.    

IntroducJon  and  Community  Building  

Things  in  Common  

•  In  your  table  groups,  find  one  thing  you  all  have  in  common.    

• Don’t  go  for  the  obvious!  • Choose  someone  to  report  your  group’s  finding  

Things  in  Common  

Useful  for:  • Crea?ng  community  among  a  group  of  diverse  students  

•  Enabling  students  to  learn  about  each  other  •  Establishing  connec?ons  among  members  of  a  group  

•  Showing  students  that  all  are  valued  for  their  unique  differences  and  their  commonali?es  

Community  Building  Strategy,  Inventory,  P.  30  

Structured  Note  Taking  

Useful  for:  •  Enabling  students  to  organize  informa?on  • Providing  a  focus  for  listening  • Organizing  informa?on  and  concepts  for  future  study  

•  Teaching  a  learning  strategy    Student  Learning  Strategy,  Inventory,  P.  47  

     Language  Proficiency  Levels  TESOL  InternaJonal  

•  StarJng  –  concrete  and  basic  needs,  high  frequency  words,  memorized  chunks,    

•  Emerging  –  rou?ne  experiences,  high  frequency  &  some  general  academic  expressions  

•  Developing  –  familiar  content,  general  &  some  specialized  academic  language,  expanded  sentences  

•  Expanding  –  concrete  &  abstract,  specialized  &  technical  academic  language,  variety  of  sentence  length  &  complexity  

•  Bridging  –  wide  range  of  texts,  technical  &  academic  vocabulary,  extended  discourse  of  varying  complexity  

What  are  WIDA’s  six  proficiency  levels?  

WIDA’s  CAN  DO  Descriptors  

http://www.wida.us/standards/CAN_DOs/

Key  Sentence  Frames  For  Processing  ObservaJons  

Frames for Academic Language Functions: 1.  Make a claim (express opinion):

In my opinion, my student needs targeted instruction in the area of_________________ because_________________________.

standard or domain observational evidence 2. Language to summarize:

In summary, I believe my student’s language proficiency shows ____________________________.

3. Language to compare and contrast:

My student has strong skills in ________________, but needs targeted support in__________________.

Based on the work of Kate Kinsella, Ed. D.

Key  Sentence  Frames  

Useful  for:  •  Teaching  academic  grammar  structures  and  language  func?ons  

•  Encouraging  students  to  speak  in  academic  language  

•  Suppor?ng  students  with  limited  language  skills  • Providing  a  structure  for  academic  wri?ng    

Teaching  Strategy  and  Vocabulary  Teaching  Strategy,  Inventory,  Pp.  41  and  49.  

How  to  Use  Language    Proficiency  Levels  •  Locate  the  skill  that  your  students  will  develop  (listening,  speaking,  reading,  wri?ng)  

•  Locate  the  level  that  describes  your  student’s  language  proficiency  in  that  skill  

• Begin  instruc?on  aiming  at  the  next  level  up  • Match  the  GO  TO  Strategies  needed  to  reach  the  next  level  in  language  proficiency  using  the  GO  TO  Strategies  Matrix  on  page  19  

The  GO  TO  Strategies  Matrix  p.19    

• The WIDA CAN DO Descriptors describe what a student “can do”, with support, at a given level of English proficiency in each domain

• The GO TO Strategies Matrix provides a sampling of strategies that are appropriate for students at different levels of language proficiency in each domain.

Strategic  Teaching  and  Learning  Using  the                  Principles      •  Principle  1.  Focus  on  academic  language,  literacy,  and  vocabulary.    

•  Principle  2.    Link  background  knowledge  and  culture  to  learning.  

•  Principle  3.  Increase  comprehensible  input  and  language  output.    

•  Principle  4.  Promote  classroom  interacJon.    •  Principle  5.  SJmulate  higher  order  thinking  and  the  use  of  learning  strategies.  

Principles  of  InstrucJon  for  English  Language  Learners:  Think-­‐Write-­‐Pair-­‐Share  • Which  of  these  principles  is  most  important    for  you  to  focus  on  with  your  students?  Why  did  you  choose  this  principle?  

•  THINK  of  the  most  important  principle  for  your  students  and  why  you  chose  this  principle.    

• WRITE  your  responses  on  a  sheet  of  paper.  • PAIR  with  another  par?cipant  to  share  your  ideas.  • DISCUSS  your  ideas  with  the  group.  

Think-­‐Write-­‐Pair-­‐Share  

Useful  for:  •  Students  who  need  ?me  to  reflect  before  responding  

•  Students  who  need  ?me  to  structure  a  gramma?cal  unerance  

•  Students  who  never  raise  their  hands  in  class  •  Students  who  can  benefit  from  a      Key  Sentence  Frame    Interactive Strategies, Inventory, P. 38

Strategic  Teaching  and  Learning  Using  the  Five  Principles  •  This  document  aligns  examples  of  strategies  with  each  of  the  five  principles.  

• Please  locate  the  principle  that  you  chose  as  most  important  for  your  students.  

• Glance  through  some  of  the  strategies  aligned  with  this  principle.  

• Highlight  three  strategies  you  feel          would  be  useful  for  your  students.  

Inventory  of  GO  TO  Strategies  for  English  Language  Learners,  K-­‐12    

•  Look  at  the  Table  of  Contents  in  the  Inventory.  

• Put  a  check  √  next  to  any  strategy  that  you  know  or  think  that  you  know.                                                

 (Self-­‐Assessment  Scale)  •  Share  your  list  with  your  learning  partner.  

Self-­‐Assessment  Scales  

Useful  for    • Vocabulary  teaching  and  learning  • Oral  language  comprehension  assessment  • Oral  language  speaking  assessment  • Reading  comprehension  assessment  

Vocabulary Teaching Strategies, P. 50

AnJcipaJon  Guide:  Strategy  Categories  and  DefiniJons  

Agree Disagree _____ ______ 1. Interactive strategies promote academic oral

language development in the classroom.

______ ______ 2. Reading strategies help promote comprehension of a reading or content text.

______ _______ 3. Student Learning strategies are practiced by

students to promote comprehension of content text, comprehension of oral language input, and language learning study skills.

______ ______ 4. Writing strategies help develop connections

between and among students within the classroom and within small groups of students.

Strategy  Categories:    What  is  the  Purpose  of  Each  Category?  

• Community  Building  Strategies  •  InteracJve  Strategies  •  Teaching  Strategies  •  Student  Learning  Strategies  • Vocabulary  Teaching  Strategies  •   Reading  Strategies  • WriJng  Strategies  

Strategy  Categories  and  DefiniJons  

Community  Building  Strategies  

These  strategies  are  introduced  by  the  teacher  to  help  develop  connec?ons  between  and  among  students  within  the  classroom  and  within  small  groups  of  students.    

InteracQve  Strategies  

These  strategies  are  organized  by  the  teacher  to  promote  academic  oral  language  development  in  the  classroom  

Teaching  Strategies  

These  strategies  are  used  by  a  teacher  to  scaffold  the  learning  process  and  promote  comprehension  of  oral  or  wrinen  language  by  students.  

Strategy  Categories  and  DefiniJons  

Student  Learning  Strategies  These  strategies  are  prac?ced  by  students  to  promote  comprehension  of  content  text,  comprehension  of  oral  language  input,  and  language  learning  study  skills.  Vocabulary  Teaching  Strategies  These  strategies  are  introduced  by  the  teacher  into  a  learning  unit  to  help  ELLs  learn  the  academic  vocabulary  required  for  high  achievement  in  schools.  Reading  Strategies  These  strategies  are  taught  to  students  to  promote  comprehension  of  a  reading  or  content  text.  WriQng  Strategies  These  strategies  are  taught  by  the  teacher  to  enable  ELLs  to  develop  academic  wri?ng  competency  within  the  content  classroom  

ReacJon  Guide:  Strategy  Categories  and  DefiniJons  

Agree Disagree _____ ______ 1. Interactive strategies promote academic oral

language development in the classroom.

______ ______ 2. Reading strategies help promote comprehension of a reading or content text.

______ _______ 3. Student Learning strategies are practiced by

students to promote comprehension of content text, comprehension of oral language input, and language learning study skills.

______ ______ 4. Writing strategies help develop connections

between and among students within the classroom and within small groups of students.

AnJcipaJon/ReacJon  Guides  

Useful  for:  • Ac?va?ng  students’  background  or      prior  knowledge  

•  Introducing  necessary  vocabulary  and  grammar  forms  

• Providing  informa?on  about  future  instruc?on  • Aler?ng  students  to  what  they  know  and  what  they  don’t  know  

 Reading Strategy, Inventory, P. 52

Strategy  Categories:  What  is  the  purpose  of  each?  • Demonstra?on-­‐Mix  and  Match    

•  Selected  par?cipants  will  first  mix,  and  then,  aRer  signal,  find  a  match  for  their  cards  –a  defini?on  of  a  category  to  the  name  of  the  category.    

Mix  and  Match  

Useful  for:  • Matching  vocabulary  with  defini?ons  • Matching  math  equivalents  (9  x  3;  27)  • Matching  examples  of  categories  (e.g.,  rep?le/snake,  mammal/dolphin,  states/capitols,  biomes/flora  and  fauna)  

Vocabulary Teaching Strategies, Inventory, P. 49

A  Planning  Framework  for  Scaffolding  Content  Lessons  TheoreJcal  FoundaJons:    • ConstrucJvist  learning  guides  the              lesson  framework.  (Bruner,  1960)    •  Learning  is  an  acJve  process  in  which              learners  construct  new  ideas  and  concepts              based  upon  the  level  of  their  current  or  past              knowledge.  

A  Planning  Framework  for  Scaffolding  Content  Lessons  TheoreJcal  FoundaJons:    • Students  engage  in  concrete  experiences              in  which  they  discover  principles  by  themselves.    • The  teacher’s  role  is  to  engage  students  in                ac?ve  dialogs  and  translate  new  informa?on                into  a  format  appropriate  to  the  learner’s                current  state  of  understanding.  

A  Planning  Framework  for  Scaffolding  Content  Lessons  TheoreJcal  FoundaJons:    •  Learning  is  scaffolded  so  that  it  can  be  readily  grasped  by  the  learner  (Wood,  Bruner,  &  Ross,  1976).  

•  Sequence  of  learning  proceeds  from  concrete  to  abstract.  

•  The  gradual-­‐release-­‐of-­‐responsibility  model  is  par?cularly  useful  for  ELLs  (Brown  &  Abell,  2007;  Campione  &  Day,  1981;  Fitzgerald  &  Graves,  2004;  Levine  &  McCloskey,  2013)    

The  GO  TO  Strategies:  A  Planning  Framework  for  Scaffolding  Content  Lessons    By  IncorporaJng  Strategies  for  ELLs,  K-­‐12  

KEY  to  Strategies:    

•  IS  =  Interac?ve  Strategy  •  TS  =  Teaching  Strategy  • CBS  =  Community  Building  Strategy  •  SLS  =  Student  Learning  Strategy  • VTS  =  Vocabulary  Teaching  Strategy  • RS  =  Reading  Strategy  • WS  =  Wri?ng  Strategy  

Lesson  Sequence  StarJng  InstrucJon  –  ExploraJon  Phase    • AcJvate  prior  knowledge,  learning,  or  understanding  

•  S?r  the  Class  (IS)  •  Roving  Charts  (IS)  •  K-­‐W-­‐L  (TS)    

• Engage  in  concrete  exploraJon  or  observaJon  •  Graphic  Organizer    (TS)  •  Four  Corners    (IS)    

• Pre-­‐reading  acJviJes  •  An?cipa?on  Guides    (RS)  •  Language  Experience  Approach    (RS)  •  Teach  the  Text  Backwards  (RS)  

Teach  the  Text  Backwards  What  do  we  usually  do  with  a  text  reading?  

1.  Read  the  text  

2.  Answer  the  ques?ons  

3.  Discuss  the  material  

4.  Do  the  applica?ons  and  expansions  

Teach  the  Text  Backwards    

1.  Do  the  applica?ons  and  expansions    

2.  Discuss  the  material  

3.  Read  &  answer  the  ques?ons    

4.  Read  the  text  

ImmigraJon  

At the turn of the 20th century, a wave of immigration swept America and changed the face of its population, industry, and culture.  Most newcomers were from southern and eastern Europe, although a number of Chinese immigrants came to build the transcontinental railroad.  

Many immigrants were skilled tradesmen, which caused resentment and protest among native-born tradesmen. Others were unskilled workers who supported America's flourishing manufacturing industry, helped build its transportation system, and settled its Great Plains.  

Immigrants—some 25 million between 1860 and 1920—mostly arrived by boat through New York Harbor. After 1886, they were greeted by the Statue of Liberty and, after 1892, examined at the Ellis Island immigration center.  

Most who stayed settled in New York or other cities in ethnic groups. As these groups were integrated into the larger culture, modern American society was forever transformed.

Adapted from :http://teacher.scholastic.com/researchtools/researchstarters/immigration/

A  Land  of  Immigrants  

• Ac?vate  student  immigra?on  histories  through  family  research  

• Use  sentence  frames  to  support  academic  language  describing  personal  histories  

•  Line  Up  students  by  date  of  immigra?on  • Oral  repor?ng  

Talk  About  ImmigraJon:  AcJvate  Student  ImmigraJon  Histories  Tell  your  Buddy  your  immigra?on  history.    • My  family  immigrated  to  the  United  States  in  ____    

•  They  immigrated  from  ____    •  They  immigrated  to  _____        •  They  came  by  ____      •  They  seQled  in  ________  

A  Land  of  Immigrants  

• Ac?vate  student  immigra?on  histories  through  family  research  

• Use  sentence  frames  to  support  academic  language  describing  personal  histories  

•  Line  Up  students  by  date  of  immigra?on  • Oral  repor?ng  • Chart  insights  from  class  reports  

ImmigraJon  

At the turn of the 20th century, a wave of immigration swept America and changed the face of its population, industry, and culture.  Most newcomers were from southern and eastern Europe, although a number of Chinese immigrants came to build the transcontinental railroad.  

Many immigrants were skilled tradesmen, which caused resentment and protest among native-born tradesmen. Others were unskilled workers who supported America's flourishing manufacturing industry, helped build its transportation system, and settled its Great Plains.  

Immigrants—some 25 million between 1860 and 1920—mostly arrived by boat through New York Harbor. After 1886, they were greeted by the Statue of Liberty and, after 1892, examined at the Ellis Island immigration center.  

Most who stayed settled in New York or other cities in ethnic groups. As these groups were integrated into the larger culture, modern American society was forever transformed.

Adapted from :http://teacher.scholastic.com/researchtools/researchstarters/immigration/

Teach  the  Text  Backwards  

Useful  for:  

• Moving  students  from  their  prior  knowledge  to  new  

knowledge  

• Moving  instruc?on  from  the  concrete  to  the  abstract  

• Moving  from  oral  language  to  wrinen  language  

• Moving  from  more  contextual  support  to  less  

contextual  support  Reading  Strategy,  Inventory,  p.  59  

Lesson  Sequence  Building  InstrucJon  –  Concept  Development    

• Teach  academic  and  technical  vocabulary  •  Word/Picture  Banks  (VTS)  •  Open/Closed  Sort  Tasks    (VTS)  •  Word  Squares    (VTS)  •  Signal  Responses    (TS)    

• Students  interact  orally  with  others  to  develop  concepts  •  10  –  2    (IS)  •  Numbered  Heads  Together    (IS)  •  Round  the  Clock  Learning  Partners  (IS)    

• Engage  in  close  reading  •  Guided  Reading    (RS)  •  Directed  Reading  Thinking  Ac?vity  (DRTA)    (RS)  •  Reciprocal  Teaching    (RS)  

• Assemble  or  organize  data  •  Concept/Idea  Maps    (SLS)  •  Structured  Note-­‐taking    (SLS)  •  T  Charts    (SLS)  

Sort  Tasks:  Open  and  Closed  

•  grasshopper  •  ant  •  spider  •  ladybug  •  cockroach  •  ?ck  •  bunerfly  •  scorpion  •  caterpillar  

Closed  Sort  Tasks  

Insects   Arachnids  1.  bunerfly   1.  scorpion  2.      ladybug   2.        ?ck  

Open  Sort  Tasks:  Lab  Science  Apparatus  •  tape    measure  • magnifying  glass  • microscope  •  safety  glasses  •  graduated  cylinder  •  beaker  •  triple-­‐beam  balance  •  forceps  • meter  s?ck  •  slide  

Open  Sort  Tasks  

Measurement  Apparatus   Non-­‐Measurement  Apparatus  

tape    measure   magnifying  glass    

graduated  cylinder   forceps    

meter  s?ck    

slide    

beaker   safety  glasses  

triple-­‐beam  balance   microscope  

•  Sort the vocabulary into two groups •  Write a title for each group

Open  and  Closed  Sort  Tasks  Useful  for:  •  Increasing  comprehension  of  academic  vocabulary  •  Developing  higher  level  thinking  skills  (Open  Sorts)  •  Focusing  on  cri?cally  needed  vocabulary  •  Scaffolding  learning  through  partner  work  •  Engaging  four  skill  levels  (listening,  speaking,  reading,  wri?ng)  in  vocabulary  learning  

Vocabulary  Teaching  Strategy,  Inventory,  p.  48  (Closed)  and  p.  50  (Open)  

Word  Squares:  OpJons  

Require  Word  Square  categories  that  match  the  

• grade  level  •  language  proficiency  level  • skill  level  

of  your  students.  

Word  Squares  

DirecJons:    

•  Choose  a  word  for  the  center  of  the  square    

•  Place  your  word  in  the  center  of  the  Word  Square  

•  Fill  in  the  remaining  squares  using  informa?on  from  your  content  reading    

•  Be  ready  to  explain  your  choices  

Word  Squares:  OpJons  

Low  Proficiency  Levels  • pictures  • na?ve  language  defini?ons  

•  student  determined  defini?ons  

•  sentence  example  •  example/non-­‐example  

High  Proficiency  Levels  •  gramma?cal  category  • defini?on  •  synonym/antonym  •  example  from  text  •  related  word  classifica?ons  (ceremony,  ceremonial,  ceremonies,  etc.)  

Word  Squares  

Useful  for:  •  Learning  content  vocabulary  •  Scaffolding  the  comprehension  of  vocabulary  terms  •  Learning  many  aspects  of  a  vocabulary  word  • Development  of  learning  strategies  

Vocabulary  Teaching  Strategy,  Inventory,  p.  51  

10-­‐2,  Signal  Responses  DirecJons:  Number  the  people  in  your  group  from  1  to  4.  Draw  a  picture  of  your  vocabulary  item  on  a  s?cky  note.  Write  the  word  under  the  picture.    •  #1  beaker    •  #2  graduated  cylinder    •  #3  triple-­‐beam  balance    •  #4  microscope  

10-­‐2,  Signal  Responses  Useful  for:    •  Involving  all  students  in  the  learning  process  •  Using  physical  movement  to  aid  learning  •  Scaffold  comprehension  of  vocabulary  terms  •  Introduce  novelty  into  the  classroom  •  Allows  student  to  process  oral  input  •  Reduces  teacher  talk      Signal  Responses:  Teaching  Strategies,  Inventory,  p.  43  10-­‐2:  Interac*ve  Strategies,  Inventory,  p.  31  

Lesson  Sequence  Building  InstrucJon  –  Concept  Development    

• Teach  academic  and  technical  vocabulary  •  Closed  Sort  Tasks    (VTS)  •  Cognates    (VTS)  •  Key  Sentence  Frames    (VTS)    

• Students  interact  orally  with  others  to  develop  concepts  •  10  –  2    (IS)  •  Numbered  Heads  Together    (IS)  •  Round  the  Clock  Learning  Partners  (IS)    

• Engage  in  close  reading  •  Guided  Reading    (RS)  •  Directed  Reading  Thinking  Ac?vity  (DRTA)    (RS)  •  Reciprocal  Teaching    (RS)    

• Assemble  or  organize  data  •  Concept/Idea  Maps    (SLS)  •  Structured  Note-­‐taking    (SLS)  •  T  Charts    or  H  Charts  (SLS)  

Concept/Idea  Maps  

perimeter  

antonyms  

synonyms  

area  middle  inside  

edge  

outside  

border  

root   prefix  meter   peri-­‐  

Concept/Idea  Maps  

Useful  for:  •  Increasing  comprehension  of  a  central  idea  or  vocabulary  target  

• Provides  opportuni?es  for  ac?ve  learning  of  vocabulary  

• Provides  opportunity  for  learning  autonomy  and/or  partner  work  

 Student  Learning  Strategy,  Inventory,  p.  46  

H Chart

Alexander  Graham  Bell  

Thomas  Alva  Edison  

•  Born March 3, 1847

•  Edinburgh, Scotland

•  University of Edinburgh

•  Inventor, scientist, teacher of the deaf, professor

•  Invented the telephone

•  1882 became American citizen

•  Died August 2, 1922

•  Born February 11, 1847

•  Milan, Ohio •  Self-educated •  Telegrapher,

Inventor, businessman

•  Invented the light bulb, the phonograph, the motion picture camera,

•  Died August 18, 1931

•  Born in 1847 •  Were inventors •  Held multiple patents •  Died from complications

of diabetes

Reading strategy, Inventory, p. 55.

Lesson  Sequence  Building  InstrucJon  –  ApplicaJon    

• Students  conJnue  to  work  concretely  using  new  vocabulary  •  Dialogue  Journals    (WS)  •  Content  Learning  Logs    (WS)  •  Reader’s  Theatre    (TS)    

• Students  use  concepts  in  a  new  or  more              complex  way  

•  Text  to  Graphics  and  Back  Again    (WS)    

• Report  and  write  •  Collabora?ve  Dialogues    (TS)  •  Report  Frames    (WS)  

Text  to  Graphics  and    Back  Again  •  Teaches  text  organiza?on,  linguis?c  devices,  and  signal  words  in  academic  text.  

•  The  teacher  selects  a  graphic  organizer  that  reflects  the  organiza?on  of  the  text.  

•  The  teacher  models  the  process  of  reading  the  text  and  accessing  cri?cal  concepts  to  write  on  the  graphic  organizer.  

•  Students  orally  prac?ce  crea?ng  summary  sentences  of  the  text  using  key  sentence  frames  and  graphics.  

Shared  Reading:    Inside  the  Human  Body  

The  DigesJve  System    

   Your  body  needs  food.  You  put  food  into  your  mouth.  What  happens  to  it?  

 Muscles  move  your  jaw.  The  pieces  of  food  get  smaller  and  smaller.  You  swallow  the  small  pieces  of  food.  What  happens  next?    

 The  small  pieces  of  food  go  from  your  mouth  to  your  esophagus.  The  esophagus  is  a  tube.  It  takes  the  food  to  your  stomach.  The  food  breaks  down  in  your  stomach.  Then  the  food  moves  down  into  the  small  intes?ne.  

 The  food  changes  again  in  the  small  intes?ne.  

The  DigesJve  System:      What  do  you  know?

• A:  mouth  • B:  esophagus  • C:  stomach  • D:  intes?nes  

stomach

mouth

esophagus

intestines

Diges?ve  System  

The  DigesJve  System  

• Arrange  the  vocabulary  in  the  correct  order:    

esophagus

intestines

mouth

stomach

The  DigesJve  System  

             The  diges?ve  system  has  four  parts:  the  

_____,  the  _____,  the  _____,  and  the  _____.  First  

the  food  goes  into  the  ________.  Second,  the  food  

goes  into  the  _____.  Next,  the  food  goes  into  the  

_____.  Finally,  the  food  goes  into  the  _____.  

Text  to  Graphics  and  Back  Again:    The  Four  Freedoms  Speech  In  the  future  days  which  we  look  to  make  secure,  we  look  forward  to  a  world  founded  upon  four  essen?al  human  freedoms.  The  first  is  freedom  of  speech  and  expression  –  everywhere  in  the  world.  The  second  is  freedom  of  every  person  to  worship  God  in  his  own  way  –  everywhere  in  the  world.  The  third  is  freedom  from  want  –  which,  translated  into  world  terms,  means  economic  understandings  which  will  secure  to  every  na?on  a  healthy  peace?me  life  for  its  inhabitants  –  everywhere  in  the  world.  The  fourth  is  freedom  from  fear  –  which,  translated  into  world  terms,  means  a  world  wide  reduc?on  of  armaments  to  such  a  point  and  in  such  a  thorough  fashion  that  no  na?on  will  be  in  a  posi?on  to  commit  an  act  of  physical  aggression  against  any  neighbor  –  anywhere  in  the  world.  

The  Four  Freedoms  

•  freedom  of  speech  and  expression  The  first  freedom  

•  freedom  for  every  person  to  worship  God  in  his  own  way  

The  second  freedom  

•  freedom  from  want  •  to  secure  a  healthy  life  for    every  na?on’s  inhabitants  

The  third  freedom  

The  fourth  freedom  

•  freedom  from  fear  •  a  reduc?on  of  armaments  •  no  physical  aggression  against  any  neighbor  

Everywhere in the world.

Text  to  Graphics  and  Back  Again  

Useful  for:  •  Teaching  the  organiza?onal  structure  of  texts  •  Improving  academic  wri?ng  •  Teaching  aspects  of  excellent  wri?ng  •  Scaffolding  difficult  texts  to  enable  bener  comprehension  

Wri*ng  Strategy,  Inventory,  p.  64.  

Lesson  Sequence  

Concluding  InstrucJon  –  Assessment      

• Rubrics    (TS)  • Comprehension  Checking    (TS)  • Collabora?ve  Dialogues    (TS).    

Now  It’s  Your  Turn!!    Report  Frames  for  AcJon  Plans  

•  Locate  your  Report  Frame  for  wri?ng  an  AcJon  Plan  for  future  instruc?on.  

•  Choose  one  area  of  the  Lesson  Plan  Sequence  we  have  just  reviewed.  Choose  an  area  that  you  would  like  to  focus  on  in  your  instruc?on.  

• Write  the  intended  area  of  focus  on  your  Report  Frame  for  your  Ac?on  Plan.      

•  Choose  several  GO  TO  Strategies  that  would  work  well  in  that  area  of  your  lesson  sequence.  Include  these  in  your  Ac?on  Plan.  

•  Be  ready  to  share  your  ideas  with  another  par?cipant.    

Report  Frame  for  Your  AcJon  Plan          The  area  of  the  lesson  sequence  that  I  will  work  on  is______________.    

My  objec?ve  in  this  sec?on  of  the  lesson  is  to  _______________________.  

I  will  focus  on  these  following  major  concepts:  _______________________  _____________________________________________________________  

In  order  to  scaffold  this  learning  for  my  students,  I  will  use  the  following    

GO  TO  Strategies:  •  ____________________________________________________________  •  ____________________________________________________________  •  ____________________________________________________________  I  will  know  that  I  am  successful  when  I  see  (observable  outcomes)________  

______________________________________________________________  

Think-­‐Pair-­‐Share-­‐Squared  

• ARer  comple?ng  your  ac?on  plan,  share  the  plan  with  another  par?cipant.  

•  Tell  your  “ac?on  plan  buddy”  your  plan    for  using  the  GO  TO  strategies  with  your  student.  Describe  each  step  of  your  plan.  Indicate  a  date  by  which  you  will  accomplish  your  plan.  

• Next,  meet  with  another  pair  at  your  table  and  take  turns  describing  your  plans  to  the  new  pair.  

Report  Frames  /  Outlines  

Useful  for:  •  Teaching  text  organiza?on  for  wri?ng  •  Scaffolding  students  who  have  not  learned  text  organiza?onal  structures  for  academic  wri?ng  

•  Teaching  grammar  forms  and      academic  vocabulary  in  context    

Writing Strategies, Inventory, P. 63

Think-­‐Pair-­‐Share-­‐Squared  

Useful  for:  •  Students  who  need  ?me  to  reflect      before  responding  

•  Students  who  never  raise  their  hands  in  class  •  Students  who  need  opportuni?es  to  interact  with  others  using  academic  language  

Interactive Strategies, Inventory, P. 38

Summary:  SJr  the  Class  

•  Take  your  Inventory  of  Strategies  with  you  when  the  facilitator  asks  you  to  stand  and  walk  around  the  room.  

•  Stop  moving  when  you  hear  the  word  “Freeze!”  •  Listen  to  the  ques?on  and  group  yourselves  by  the  number  of  the  answer.  

•  Listen  for  a  summarizing  ques?on  and  respond  in  your  small  group.  

• Be  ready  to  walk  again.  

SJr  the  Class  

Useful  for:  •  Students  who  need  movement  •  Students  who  can  learn  summarizing  concepts  by  listening  to  others  

•  Students  who  need  opportuni?es  for  academic  language  interac?on  

•  Students  who  can  respond  orally  when  scaffolded  with  notes  

•  Students  who  never  raise  their  hand  in  class    Interac*ve  Strategies,  Inventory,  P.  37  

The  GO  TO  Strategies    

2015  TESOL  InternaJonal  ConvenJon  March  27,  2015  

Thank  you!  

Laura Lukens ELL Program Coordinator North Kansas City Schools, MO [email protected] (816)413-5115 Linda New Levine, Ph.D. EFL/ESL Consultant [email protected] (772)231-6661

Betty Ansin Smallwood, Ph.D. Founder and President Succeeding with ELLs (SWELL) [email protected] (240)498-0378