LANGUAGE OF MATH CURRICULUM MAP
Provided by the Office of Multilingual Curriculum and Programs (OMCP). For questions or additional guidance, please contact Donna Sharer at (215) 400-6369 or via email at [email protected].
August 2019 The School District of Philadelphia, Office of Multilingual Curriculum and Programs (OMCP) Language of Mathematics
Index Course Description ...... 3 Goals for the course ...... 3 Google File / Sharing resources ...... 3 When working with English Learners: ...... 3 Core Materials ...... 4 Language Central for Math:...... 4 Student texts: ...... 4 Teacher’s Edition: ...... 4 Optional Materials for September / October ...... 4 Option 1 ...... 4 Option 2 ...... 6 Additional Resources ...... 6 Mathematic related homophones ...... 7 Mathematics and the English Language: Addressing the Challenges ...... 8 Mathematics Operations Terminology ...... 10 Mathematics Syntax (Word Order) ...... 11 Math Language Features and ELs ...... 12 Increasing student-to-student interaction with academic language in mathematics ...... 14 Sample Unit Curriculum Map for Language Central for Math...... 15 Lesson Planning Resources ...... 16 Placement Test ...... 17 Answer Key ...... 17 Math Placement ...... 18 Office of Multilingual Curriculum and Programs Promising Practices ...... 19 Go To Strategies: Scaffolding Options for teachers of English Leaners ...... 19 Instructional Values & Promising Practices for English Learners ...... 20 Quality Teaching for English Learners (QTEL) ...... 24 QTEL Principles ...... 24 QTEL Unit / Lesson Planning: Three Moments in a Lesson and Sample Tasks ...... 26 Pennsylvania Department of Education for English Learners ...... 27 The School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program ...... 27 District, School and Teacher Responsibilities ...... 27 WIDA ...... 28 WIDA English Language Development Standards ...... 28 WIDA Can Do Descriptors and Key Uses Edition...... 28 Scaffolds Supports (WIDA)...... 28 Tools ...... 29 Illustrate Math Tools ...... 30 Scaffolding Planning Template ...... 31 Scaffolding Lesson Plan Checklist ...... 32 Checklist for Increasing Academic-Language Awareness ...... 33 Academic Language Demand Analysis Tool ...... 35 Determining the language focus and opportunities in an assessment ...... 36 Math Clarifying Bookmark: Understanding the Problem ...... 37 Reflecting on Your Cultural Beliefs to consider when working with SLIFEs ...... 38 SLIFE Scheduling Planning Document...... 39 Overcoming Barriers to SLIFE Family Engagement...... 41 Welcoming Environment Checklist ...... 42 Recommendations for Engaging SLIFE Families ...... 44 SLIFE Materials Checklists ...... 46 Student Survey - Getting to Know our Students ...... 47 Progress Monitoring ...... 48 HS English Language Development Progress Report Level 1 (Entering) ...... 49 English Language Development Progress Report Level 2 (Emerging) ...... 51 English Language Development Progress Report Level 3 (Developing) ...... 53
2 Course Description
Language of Mathematics is a mathematics credit bearing course. The class MUST be taught by a teacher with 7-12 mathematics certification. In addition, the teacher should have either ESL certification or have participate in Quality Teaching for English Learner (QTEL) professional development. The course is designed for newcomer high school students who either have limited and/or interrupted formal schooling or will benefit from a mathematics course to prepare them for Algebra I. In addition to learning and/or reviewing mathematical concepts and skills, students will expand their knowledge of the English academic language of mathematics. An assessment is at the end of this document to determine if students should be rostered in the course.
Goals for the course
Goals of the course include (1) building on students’ “funds of knowledge” / prior knowledge and experiences in mathematics, (2) engaging students in meaningful mathematical language practices (reading, writing, speaking, listening) with appropriate scaffolds, (3) learning in context the disciplinary vocabulary of mathematics, (4) supporting students’ understanding, application and appreciation of mathematical concepts and skills, and (5) preparing students for advanced high school mathematics courses.
Google File / Sharing resources If you would like to receive or share resources related to the course, please contact Donna Sharer, [email protected]. I will add your name to the Google file share.
When working with English Learners:
1. Focus on students’ mathematical reasoning, not accuracy in using language. 2. Focus on ALL students participating in mathematical discussions on important mathematical concepts and reasoning rather than pronunciation, vocabulary or low-level linguistic skills. 3. Recognize and support students to engage with the complexity of language in math classrooms. Student learn content / concepts and language simultaneously. Students learn to describe patterns, make generalization and use representation to support their claims. 4. Treat everyday language and experiences as resources, not as obstacles. 5. Uncover the mathematics in what students say and do. 6. Draw on multiple resources available in classrooms such as objects, drawings, graphs and gestures as well as home languages and experiences outside of school.
(Judith Moschkovich in Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core)
3 Core Materials
Language Central for Math:
Student texts: o 6th: Number and Operations, Algebra, Geometry and Measurement, Data Analysis and Probability (24 lessons)
o 7th: Number and Operations, Algebra, Geometry and Measurement, Data Analysis and Probability (24 lessons)
o 8th: Number and Operations, Algebra, Geometry and Measurement, Data Analysis and Probability (24 lessons)
Teacher’s Edition: (Grades 6 – 8)
o Language Proficiency Chart (pgs. T12 – T13) o Building Lesson Plans (pgs. T14 – T23) o Strategies for Teaching English Learners (pgs. T24 – T35) o Scope and Sequence (pgs. T38 – T39)
Students may need additional preparation BEFORE using Language Central for Math.
Optional Materials for September / October
Option 1
Bridges to Academic Success
Mathematics Unit 1 http://bridges-sifeproject.com/classes/math-unit-1/
Essential Question: How do we use math to describe the world around us? 6 sets or units with 5 lessons each (30 lessons) • Structure of the number system • Place value • Symbolic notation • Four central operations (addition, subtraction, multiplication, division)
4 • Solving simple world problems with whole numbers • Concrete measurement (area, perimeter) • Final performance task: Designing the Farm (apply knowledge of area, perimeter and operations with whole numbers)
Materials: • Unit Map • Performance Task • Unit Guide • Lesson Plans • Glossaries • Flash Cards • Bilingual Translations (Bengal, Haitian Creole, Karen, Spanish, Somali)
Mathematics Unit 2 http://bridges-sifeproject.com/classes/math-unit-2/
Essential Questions: How do we represent parts of a whole using words, numbers and symbols? What strategies and we use to solve problems with parts of a whole? 7 sets or units with three to nine lessons in each (35 lessons) • Concepts behind rational numbers • Fractions • Decimals • Percent • Construct number line, area models, ratio tables • Ratio and proportion
Materials: • Unit Map • Performance Task • Unit Guide • Lesson Plans • Glossaries • Flash Cards • Bilingual Translations and Bilingual Unit Previews (Bengal, Haitian Creole, Karen, Spanish, Somali)
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Option 2
Longman Mathematics (Out of print)
Text is out of print. Each school will receive 1 – 2 copies. Materials will have to be photocopied.
Content in Longman Mathematics that may be used before using Language of Mathematics includes: Unit 1: Reading and Saying Cardinal Numbers (pgs. 3 – 12) Reading and Saying Ordinal Numbers (pgs. 13 – 24) Rounding Off Numbers (pgs. 25 – 36) Unit 2: Addition (pgs. 39 – 50) Subtraction (pgs. 51 – 66) Multiplication (pgs. 67 – 86) Division (pgs. 87 – 110)
Additional Resources
A Framework for Re-envisioning Mathematics Instruction with English Language Learners (Council of Great City Schools, Dec. 2016) https://tinyurl.com/y77qevsu
Bilingual Mathematics Word-to-Word Dictionaries http://steinhardt.nyu.edu/metrocenter/resources/glossaries
• By course (e.g. middle school math, Algebra, Geometry, etc.) • By language (Albanian, Arabic, Bengali, Burmese, Chinese (traditional), Dutch, French, Greek, Haitian, Hindi, Japanese, Karen, Korean, Nepali, Portuguese, Punjabi, Romanian, Russian, Spanish, Tagalog, Tibetan, Ukrainian, Urdu, Uzbek, Vietnamese)
Mathematical Notation Comparisons Between U.S. and Latin American Countries https://tinyurl.com/y7qytav7
Mathematics, the Common Core, and Language: Recommendations for Mathematics Instruction for ELs Aligned with the Common Core Judith Moschkovich https://tinyurl.com/hf2cebm https://www.youtube.com/watch?v=gUfpnIbq4TA
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Principles for Mathematics Instruction for ELs Understanding Language, Literacy and Learning in the Content Areas Judith Moschkovich https://tinyurl.com/hbxnw2g
Supporting Language and Content Learning in Math (newcomers) https://www.teachingchannel.org/videos/math-for-newcomers-ousd
Tasks (strategies) to Support Reading Math Problems https://tinyurl.com/llkzk8w Additional Task Teaching Resources: http://ell.stanford.edu/teaching_resources/math
Teaching Mathematics to English Language Learners National Council of Teachers of Mathematics Position Statement https://tinyurl.com/ybfu6zvx
Tutorial: Language Central for Math https://mypearsontraining.com/products/language-central-math-2011 Language Central for Math Program Overview – Tutorial (If the tutorial does not work with Google Chrome, try Safari or Firefox.)
Mathematic related homophones (and near homophones) that English Learners may confuse when listening to a discussion, lecture, etc. angle / ankle flower / flour pair / pear area / era give / keep (for Arabic quotient / quota before / four / for speakers) remainder / remain a / remain column / calm in / an the divisor / advisor know / no son / sun eight / ate many / money sum / some exchange / change meet / meat tens / tense factor / factory one / won two / to vary / very weight / way
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Mathematics and the English Language: Addressing the Challenges
Category of Difficulty Examples Mathematics and everyday English Right angles versus right answer share some words but they have Right angle versus right hand different meanings in the two Reflection as flipping over a line versus reflection as contexts. thinking about something Foot as 12 inches verses the foot on a leg
Number: prime, power, factor Algebra: origin, function, domain, radical, imaginary Geometry: volume, leg, right Statistics/probability: mode, event, combination Discrete mathematics: tree
Mathematics and everyday English Difference as the answer to a subtraction problem verses share some words and have difference as a general comparison comparable meanings but the mathematical meaning is more Number: divide, equivalent, even, difference precise. Algebra: continuous, limit, amplitude, slope Geometry: similar, reflection Statistics: probability: average Discrete mathematics: array, edge, and, or
Some mathematical terms are found Number: quotient, decimal, denominator, algorithm only in mathematics. Algebra: asymptote, integer, hyperbola Geometry: quadrilateral, parallelogram, isosceles, hypotenuse Statistics/ probability: outlier, permutation Discrete mathematics: contrapositive
Some words have more than one Round as a circle versus to round a number to the tenths mathematical meaning. place Square as a shape versus square as a number times itself
Number: inverse, round Algebra: square, range, base, inverse, degree Geometry: square, round, dimensions, median, base, degree, vertex Statistics/probability: median, range Discrete mathematics: dimensions, inverse, vertex
8 Some words shared with science have Variable in mathematics is a letter that represents different technical meanings. possible numerical values, but variable clouds in science are a weather condition.
Number: divide, density Algebra: solution, radical, variable Geometry: prism, degree, image, radian Statistics/probability: simulation, experiment Discrete mathematics: matrix, element, cell, tree
Mathematics and everyday English Number: sum or some share some terms as homonyms. Algebra: sine or sign, cosine or cosign Geometry: pi or pie, dual or duel, plane or plain, arc or ark Statistics / probability: leaf, as in stem-and-leaf, or leave Discrete mathematics: complement or compliment, graph or graft Some mathematical words are related, Number: factor and multiple, hundreds and hundredths, but students may confuse their numerator and denominator distinct meanings. Algebra: equation and expression, solve and simplify Geometry: theorem and theory Statistics/ probability: dependent events and independent events Discrete mathematics: converse, inverse, and contrapositive
Some mathematical phrases must be Number: at most, at least learned and understood in their Algebra: one-to-one entirety. Geometry: if-then, if-and-only-if Statistics/probability: stems-and-leaf Discrete mathematics: if-then, if-and-only-if
Modifiers may change mathematical Number: value or absolute value, prime or relatively meaning in important ways. prime Algebra: root or square root, inverse or inverse function Geometry: polygon or regular polygon, bisector or perpendicular bisector Statistics/probability: number or random number, probability or conditional probability Discrete mathematics: sequence or arithmetic sequence, reasoning or circular reasoning
9 A single English word may translate In Spanish, the table at which we eat is mesa, but a into Spanish or another language in mathematical table is a tabla. two different ways. In Spanish, round (redondear), as in “round off,” or round (redondo), as in “circular.” English spelling and usage have Four has a u, but forty does not. many irregularities. Faction denominators, such as sixth, fifth, fourth, and third are like the ordinal numbers, but rather than second, the next fraction is half.
Some mathematical concepts are Skip count by threes versus tell the multiples of 3 verbalized in more than one way. One-quarter versus one-fourth
Students may adopt an informal term Diamond for rhombus as if it is a mathematical term. Corner for vertex
Adapted from Rubenstein, R.N. & Thompson, D.R. (2002) and Thompson, D. & Rubenstein, RH. (2000)
Mathematics Operations Terminology
Addition + Subtraction − Notes Combine(d) Minus Student must learn what words mean in a Increased (by) Less than particular mathematical expression. Examples: (1) More than Less 3 multiplied by 10 is vastly different than 3 Total of Fewer than increased by 10, (2) divided by and divided into Sum Difference will give entirely different results. Add Decreased And Take away • When students learn mathematical symbols such Added to Subtract from as +, ´, ÷, >, <, they must learn to relate them to Together (1) mathematical processes or operations, and (2) Plus translate them into everyday concepts.
Multiplication × Division ÷ Notes Multiplied Divided by • If students have had math education in their Product of Into home countries, they may find differences in Times Per symbolic use confusing. Of Quotient of 300.000 versus 300,000 Percent (divided by 100) 1,73 versus 1.73 Out of Ratio of
10 Mathematics Syntax (Word Order)
Structures that are frequently used in math and may be difficult for English Learners. greater than/less than as in All numbers greater than 4 n times as much (as) as in Mr. C. earns six times as much as I do. Mr. C. earns $40,000. How much do I earn? as…as as in The tennis ball is as big as the plastic ball.
-er than as in Fernando is three years older than Leslie. Leslie is 25. How old is Fernando?
Numbers used as nouns Twenty is five times a certain number. What is the (rather than adjectives) as in number?
Prepositions Eight divided by four and eight divided into four as in Passive voice When 15 is added to a number, the result is 21. as in Find the number.
Ellipsis (words left out) as in All numbers (that are) greater than four Maria earns six times as much as Peter (earns)
Pronoun reference as in Rachel had 17 toy cars. She gave 11 of them away. How many toy cars does she have now?
Spread your thumb and first finer as far apart as you can. Do this in the air. Don’t use your other hand to help. Trace them on the board.
Article determiners (the, a, as in When 15 is added to a number, the result is 21. an, this, that, these those) Find the number. usually indicate that it is a Twenty is five times a certain number. What is number that has been that number? mentioned before. Adapted from Heinze, K. (2005)
11 Math Language Features and ELs
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Planning for Instruction: Increasing Multilingual Learners’ Access to Algebraic World Problems and Visual Graphics (M.A. Avalos, E. Medina, W. G. Secada, Univ. of Miami) http://www.tesol.org/docs/default-source/books/14019_ch2.pdf?sfvrsn=2
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Increasing student-to-student interaction with academic language in mathematics
Interaction / Strategy Rationale Students translate For example, 3x + 4 = 16 would be written out, “three times X symbols into words and plus four equals sixteen.” This helps students process the write the sentence operations involved in the question and gives them an opportunity to think through how to solve it. It also gives students a chance to familiarize themselves with important vocabulary terms.
Teacher creates a Write the formulaic expression you want student to use in the formulaic expression discussion and hold them accountable for using it. For example, “The answer is ______degrees because it is a ______. (e.g. triangle)
Student share problem- Ask simple questions such as “Did anyone else get the answer solving strategies in a different way?” This allows for wait time to through their problem-solving process similar / different from the one offered.
Allow students to This redirects the lesson from teacher-to-students to student- discuss how they are to-students. For example, a student might as a question, “How thinking about math do you know what kind of triangle it is?” Instead of the teacher answer and going to the board and pointing out the names and different triangles, the teacher asks “Does someone have an answer” or “Would someone like to offer help to Mario?” Allow students to share how they think about the math concept and any tips they have for remembering the information. Incorporate writing This allows students to process what they’ve learned and what activities like math questions they still have. The journal could start with simple journals prompts such as “One thing I learned today…” “One thing I still don’t understand…” “One way I can get the help I need…” The answer to this problem is “ Students create their Students create a problem similar to the ones you have used in own math problems class and exchange problems with a partner. By creating the problem and checking the answer, they are reinforcing their learning. From Math Instruction for English Learners: Practical Teaching Tips for General, Bilingual and ESL Teachers; Kristina Robertson (2009) https://1.cdn.edl.io/DRpASUn7E0a3Pr9fvmYzHpEhbwbSA53GaBJhTQcWvWZSSN1I.pdf
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Sample Unit Curriculum Map for Language Central for Math
Grade 6 / Unit 1: Materials WIDA Can Do Descriptors (Key Uses) and Number and Core Standards Operations Essential Questions: Language Central for WIDA ELD Standard 3: The Language of Lesson 1: What Math, Grade 6 Math terms do you use to talk about greatest Unit 1 – Number and Speaking: Students interact with common factor Operations mathematical grade-level vocabulary, (GCF), least common expressions and concepts multiple (LCM) and Student’s Edition Ask and answer questions / describe factorization? Lesson 1: Pages 1 – 4 relationships related to topic using teach Lesson 2: Pages 5 – 8 modeling, word banks and visual supports Lesson 2: What terms Lesson 3: Pages 9 – 12 do you need to know Lesson 4: Pages 13 – 16 Writing: Students interact with and use to learn about Lesson 5: Pages 17 – 20 mathematical grade-level vocabulary, the order of Lesson 6: Pages 21 – 24 expressions and concepts operations? Lesson 7: Pages 25 – 28 List, describe, compare or explain choices Lesson 8: Pages 29 – 32 related to topic using modeling, and word Lesson 3: How do banks with a partner you use pictures, Teacher’s Edition numbers, and words Lesson 1: Pages 1 – 4 Reading: Students interact with to explain how to Lesson 2: Pages 5 – 8 mathematical grade-level vocabulary, solve multiplication Lesson 3: Pages 9 – 12 expressions and concepts problems? Lesson 4: Pages 13 – 16 Identify key language that provides Lesson 5: Pages 17 – 20 information to solve real-life mathematical Lesson 4: How do Lesson 6: Pages 21 – 24 problems using visual and graphic supports you use pictures, Lesson 7: Pages 25 – 28 with a partner numbers, and words Lesson 8: Pages 29 – 32 to explain how you Listening: Students interact with solve division mathematical grade-level vocabulary, problems? expressions and concepts Respond to prompts based on oral Lesson 5: What descriptions using visual supports with a terms do you need to partner use and understand to talk about simplifying fractions? PA Core Standards
Lesson 6: What Lesson 1 and 4: terms do you need to CC.2.1.6.E.2: Identify and choose learn in order to talk appropriate processes to compute fluently
15 about adding, with multi-digit numbers (add, subtract, subtracting, multiply and divide whole numbers, multiplying and decimals, fractions and mixed numbers) dividing fractions and Lesson 2 – 4, 6: mixed numbers? CC. 2.2.6.B.1: Apply and extend previous understandings of arithmetic to algebraic Lesson 7: What expressions. (Identify parts of an expression terms do you need to using mathematical terms such as sum, term, understand to work product, factor, quotient, coefficient) with fractions, Lessons 2 - 4: decimals, and CC.1.6.E.1: Apply and extend previous percentages? understandings of multiplication and division to divide fractions by fractions. Lesson 8: How do Lessons 3 – 4: you talk about and CC.2.2.6.B.2: Understand the process of understand fractions solving a one-variable equation or inequality and decimals on the and apply to real-world and mathematical number line? problems. Lessons 5 – 7: Lesson Structure: CC.2.1.6.D.1: Understand ratio concepts and 1 - Prepare the use ratio reasoning to solve problems. Learner / Build CC. Analyze proportional relationship and Background use them to model and solve real-world and 2 - Interaction with mathematical problems. the content/ Lesson 8: Model, guided CC.2.1.6.E.4: Apply and extend previous discussion, write and understandings of numbers to the system of share, table talk rational numbers. 3 – Extending Lessons 2, 3, 4, 6 and 8: understanding C.C.2.1.7.E.1: Apply and extend previous understandings of operations with factions to operations with rational numbers.
Lesson Planning Resources
Common Core Standards aligned with Language Central of Math: http://assets.pearsonschool.com/correlations/LC4M_CCSS_Grades_3-8.pdf Standards are listed with corresponding lessons. Use PA Crosswalk to align with PA Core Standards.
Pennsylvania Department of Education English Language Learner Crosswalk (Standards) for Mathematics: http://static.pdesas.org/content/documents/PA_CC_Mat_Crosswalk_9-17- 12.pdf
16 Placement Test Use the placement test to determine if students should be rostered in Language of Math and/or what skills and concepts need to be taught / reviewed.
Answer Key (1) 8 + 7 = (2) 21 + 36 = (3) 9 – 2 =
15 57 7
(4) 83 – 16 = (5) 6 x 3 = (6) 3.2 x .3 =
67 18 .96
(7) 18 ÷ 6 = (8) 112 ÷ 7 = (9) ½ + ⅔ =
3 16 3/6 + 4/6 = 7/6 or 1 1/6
(10) ⅘ - ⅓ = (11) ½ × ⅖ = (12) ¼ ÷ ½ =
12 / 15 – 5/ 15 = 2 / 10 = 1/5 ¼ x 2/1 = 2/4 = 7 / 15 1/2
(13) x + 4 = 11 (14) x – 7 = 13 (15) 3 + 4 = (3^3 + 4^2=)
7 x = 13 + 7 27 + 16 = 43 x = 20
(16) 3x + 2x + x = 0 (17) 2(x-2) = 20 (18) x + 9 = 18 + -2X
6x = 0 (x – 2) = 20/2 x = 9 + -2X x = 0 (x – 2) = 10 3x = 9 x = 12 x = 3
17 Math Placement Name ______Date______(1) 8 + 7 = (2) 21 + 36 = (3) 9 – 2 =
(4) 83 – 16 = (5) 6 x 3 = (6) 3.2 x .3 =
(7) 18 ÷ 6 = (8) 112 ÷ 7 = (9) ½ + ⅔ =
(10) ⅘ - ⅓ = (11) ½ × ⅖ = (12) ¼ ÷ ½ =
(13) x + 4 = 11 (14) x – 7 = 13 (15) 3 + 4 = (3^3 + 4^2=)
(16) 3x + 2x + x = 0 (17) 2(x-2) = 20 (18) x + 9 = 18 + -2X
18 Appendix
Office of Multilingual Curriculum and Programs Promising Practices
OMCP has identified five practices that will have high impact on outcomes for English Learners (ELs). These five practices are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESOL) that support ELs. Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. The practices are adapted from the Go To Strategies (see below).
Go To Strategies: Scaffolding Options for teachers of English Leaners by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood for Project EXCELL Copy of the document: https://tinyurl.com/gnnpe9v
5 core principles: (1) focus on academic language, literacy and vocabulary; (2) link background knowledge and culture to learning, (3) increase comprehensible input and language output, (4) promote classroom interaction, and (5) stimulate higher order thinking and the use of learning strategies. http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies
Go To Strategies Matrix: https://tinyurl.com/yaxka6qn
The GO TO Strategies Matrix: Scaffolding Options for Teachers of English Language Learners, K-12 Level 1 Level 2 Level 3 Level 4 Level 5 Entering Emerging Developing Expanding Bridging • Use physical gestures to • Give two step • Provide graphics or objects • Compare/contrast • Outline lectures on the accompany oral directives. Contextualized directions. to sequence steps in a process. relationships from auditory SmartBoard. • Modify *Teacher Talk. • Restate/rephrase and use • Check Comprehension of information using a Venn • Use *Video Observation • Label visuals and objects *Patterned Oral Language all students frequently. Diagram. Guides.
with target vocabulary. routines. • Use *Wait Time. • Require students to restate • Confirm students’ prior • Introduce Cognates to aid • Model Academic • Provide Anticipation and rephrase from auditory knowledge of content topics. comprehension. Language and vocabulary. Guides for previewing content input as in *Paraphrase • Extend content vocabulary • Ask for Signal Responses • Ask for Total Physical reading. Passport. with multiple examples and
Listening to check comprehension. Responses from students. non-examples. • Provide wall charts with • Use 10-2 structures. • Provide Graphic • Require full sentence • * Structure debates illustrated academic • Assign roles in group Organizers or notes to responses by asking open requiring various points of vocabulary. work. scaffold oral retelling. ended questions. view with graphic organizers • Ask simple WH (who, • Use Clock Buddies. • Prompt for academic • Use Varied Presentation and/or outlines. what, when, where), yes-no or • Use Numbered Heads language output. Formats such as role plays. • Require the use of either-or questions. Together. • Use Think-Pair-Share. • * Scaffold oral reports with academic language. • Elicit *Choral Responses. • Use *Think-Pair-Share- • Repeat and Expand note cards and provide time • Require oral reporting for • Encourage participation in Squared. student responses in a for prior practice. summarizing group work. group chants, poems, and • Develop Key Sentence *Collaborative Dialogue. • Use Reader’s Theatre to • Include oral presentations
Speaking songs. Frames for pair interactions. scaffold oral language growth. in the content classroom. • Preview the text content • Use Card Sorts. • Provide a content • Model the creation of a • Require computer and with pictures, demos, charts, • Use K-W-L charts before vocabulary Word Bank with Story Map from a narrative. library research. or experiences. reading. non-linguistic representations. • Provide Question Answer • Ask students to analyze • Pair students to read one • Use the Language • Teach skimming for Relationship questions for text structure and select an text together. Experience Approach. specific information. student pairs to research. appropriate Graphic
• Preview text with a • Provide a list of important • Use Teach the Text • Use Directed Reading Organizer for summarizing. Picture Walk. concepts on a graphic Backwards. Thinking Activity. • Use *Reciprocal • Use Choral Reading. organizer. • Use 4 to 1 for main ideas • Use Cornell Notes. Teaching to scaffold • Use *Teacher Read • Use *Shared Reading from text. • Use *Jigsaw Reading to independent reading.
Reading Alouds. and/or simplify the text. • Use *Guided Reading. scaffold independent reading. • Require students to label • Teach note taking on a • Require Learning Logs • Provide Rubrics and • Require academic writing visuals and/or create language Graphic Organizer. for summaries of learning. exemplars to scaffold writing and the use of target academic balloons. • Use a Roving Chart in • Use Text to Graphics and assignments. vocabulary. • Require vocabulary small group work. Back Again. • Teach and utilize the • *Teach the process of notebooks with L1 translations • Use Interactive Journals. • Teach Signal Words writing process. writing a research paper.
or non-linguistic • Use *Think-Write-Pair- (comparison, chronology, • Provide an outline for the • Address students’ cultures representations. Share. cause -effect, and listing) for standard five-paragraph essay. in differing genres of writing. • Provide *Key Sentence • Provide Cloze sentences academic writing. • Provide *Report Frames • Hold frequent writing Frames with word and picture with a Word Bank. • Provide *Cloze paragraphs for independent, structured, conferences with teacher and
Writing banks. with a *Word Bank. content writing. peers. *Starred strategies are described in the summary document on the following page, “The Go To Strategies Matrix: Scaffolding Across Language Proficiency Levels.”
Levine, L. N., Lukens, L. & Smallwood, B. A., (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.
19 Instructional Values & Promising Practices for English Learners
Guiding Principles: - High Expectations: All ELs can achieve at high levels and graduate ready for college and career - Asset Based: Students’ home languages and cultures are tremendous assets - Shared Ownership: All educators share responsibility and take ownership for student success
Instructional Values: We will… 1. Sustain academic rigor 2. Hold high expectations: high challenge, high supports 3. Engage all students in quality interactions 4. Sustain a language focus 5. Develop and deliver quality lessons
The five values detailed on the next several pages are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESL) that support ELs. Together they provide high impact on outcomes for English Language Learners (ELs). Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. For supports or suggestions in any of these areas, contact OMCP at [email protected].
Instructional Value 1: Sustain Academic Rigor Are students demonstrating complex understanding of concepts and themes central to the discipline? Danielson 1a Demonstrating Knowledge of Content and Pedagogy Alignment 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3e Demonstrating Flexibility and Responsiveness Promising ● Integrate and connect central ideas and themes of the discipline over time in order to promote Practices for deep disciplinary knowledge (deep focus on central ideas versus shallow coverage of several Teachers of ideas) ELs ● Invite students to build increasingly complex explanations of disciplinary concepts and processes ● Engage students in higher order thinking through complex text, tasks, and talk Student 1. Students are engaged in higher-order thinking through complex texts, tasks, and talk Look-Fors 2. Students combine facts and ideas to synthesize, evaluate, and generalize 3. Students solve problems and construct new meanings and understandings 4. Students demonstrate complex understandings central to the discipline (through questioning, discussions, arguments, etc) Research Learning concepts and analytical practices is conceived of as the integration of discrete understandings and learned independently of language (Heritage, Walqui, LInquanti, 2016). Learning needs to take place in Rationale the student's zone of proximal development, more recently referred to as the construction zone. This metaphor refers to the area that lies beyond a student's ability to act on his or her own, where socially mediated learning prompts development. (Vygotsky, Newman Griffin, Cole, 1989). (Heritage, Walqui, Linquanti, 2016).
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Instructional Value 2: Hold High Expectations Are all students supported in meeting grade-level standards? Danielson 1a Demonstrating Knowledge of Content and Pedagogy Alignment 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1e Designing Coherent Instruction 1f Designing Student Assessments 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 4c Communicating with Families Promising ● Engage students at every proficiency level in grade-level tasks that provide high challenge Practices for ● Provide appropriate scaffolds by using the following techniques: Teachers of ○ Develop appropriate scaffolds for academic tasks and activities using the WIDA Can ELs Do Descriptors and Model Performance Indicators (MPIs) as a guide ○ Implement specific techniques to increase students’ comprehension of complex input and support students’ production of complex output and remove scaffolds as students progress ○ Incorporate strategic use of L1 (first language) through translanguaging practices ● Use rubrics and other tools to ensure criteria for quality work is clear for students ● Conduct metacognitive activities so that students gain knowledge of how to learn, how to monitor their progress, and how to self-correct Student 1. Students at all proficiency levels are engaged in grade-level content Look-Fors 2. Students are able to explain the expectations of quality work 3. Students have opportunities to monitor their progress, self-correct, and provide feedback to classmates Research Learning truly happens only if it is ahead of development. In response to teacher's worries, we would and say that development occurs precisely because teachers plan lessons beyond the students' ability to Rationale carry them out independently. The catch, of course, is that lessons be deliberately designed to present high support along with high challenge. (Heritage, Walqui, Linquanti, 2016). ELs learn both through the language they encounter (input) and the language they produce (output). Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985).
Instructional Value 3: Engage Students in Quality Interactions Do students participate in extended interactions/discussions on academically relevant and challenging texts/topics/content? Danielson 1c Setting Instructional Outcomes Alignment 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques
21 Promising ● Structure tasks for extended interaction and discussion, in order for students to use language to Practices for co-construct knowledge and meaning Teachers of ● Provide students with multiple opportunities to interact with peers in deliberate and sustained ELs conversations on academically relevant and challenging texts/topics/content ● Ensure all students participate in discussion activities with multiple opportunities to provide corrective feedback aligned with instructional goals ● Ask open-ended questions that engage students in higher-order thinking Student 1. Students participate in sustained verbal interactions about disciplinary ideas with other students and Look-Fors with the teacher 2. Students interact in dialogue which involves the exchange of ideas and is not scripted or dominated by one or two students 3. Student responses to teacher or peer questions are elaborated to make complex points (beyond a single word response) Research Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & and Lenhart, 2009). ELs’ vocabulary, grammar, and pronunciation develop faster when there are Rationale opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007). Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014). Well over a century ago, linguist Wilhelm von Humboldt described expressions as having “meaning potential”, a potential that is realized in interaction. To explore this meaning potential is what we want students in general, and English language learners in particular, to do: construct new knowledge by engaging in interactions that pursue understanding, enhance it, problematize central ideas, propose counter arguments, debate, and reach some sort of conclusion. (Heritage, Walqui, Linquanti, 2016)
Instructional Value 4: Sustain a Language Focus Do students use the language of the discipline in meaningful ways? Danielson 1c Setting Instructional Outcomes Alignment 1e Designing Coherent Instruction 2c Managing Classroom Procedures 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 4a Reflection on Teaching Promising ● Provide opportunities for students to use the language of the discipline (e.g. the language of Practices for math, science, social studies, and language arts) both orally and in writing Teachers of ● Explicitly teach the language of the discipline including word, sentence, and discourse level ELs ● Model and explain the nuances of language specific to the discipline (formulaic expressions, text structures, active versus passive voice, etc.) Student 1. Students practice and produce language of the discipline orally and in writing at the word, Look-Fors sentence and discourse level. Research ELs who appear to be fully fluent in English may nonetheless struggle to express themselves and effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short & Echevarria, 2005). Rationale Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010). As ELs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard, 2014). ELs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010). Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message
22 understandable (Echevarria, Vogt & Short, 2012). Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).
Instructional Value 5: Develop and Deliver Quality Unit & Lesson Plans Are lessons designed to simultaneously develop language proficiency and content knowledge? Danielson 1c Setting Instructional Outcomes Alignment 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3c Engaging Students in Learning 4a Reflecting on Teaching 4c Communicating with Families Promising ● Design units for continuity and coherence Practices for ● Design lessons that: Teachers of ○ Provide opportunities for students to actively engage with the language and content of ELs the discipline ○ Make connections between subject matter and students’ lives and experiences ○ Connect the tasks/activities to the instructional objectives so students know where they are headed and what is expected of them ○ Incorporate frequent opportunities to check comprehension/understanding, using a variety of formal and informal assessment techniques, to assess and promote student learning of language and content ○ Allow for adjustment of instruction in response to student learning with the goal of students monitoring their own learning Student 1. Students can explain the key concepts and central ideas of the unit and lesson Look-Fors 2. Students are actively engaged with academic content and language of the discipline 3. Students are involved in assessing their own learning 4. Students can connect the key concepts to their lives and experiences Research ELs need multiple opportunities to see and hear modeling of the target language, to try and modify their and language output, with teachers offering specific feedback that describes progress and focuses on areas Rationale for revision. (Zwiers, 2008). Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefiting all students. Students who are involved in assessing their own learning significantly outperform students who are not involved (Black and Wiliam, 1998). Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).
Resources:
1. Walqui Aida and Leo van Lier. Scaffolding. The Academic Success of Adolescent English Learners. WestEd. 2010.
2. Levine, L.N. Lukens, L & Smallwood, B.A. (2013). The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. For Project EXCEL, a partnership between the University of Missouri-Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.
23 Quality Teaching for English Learners (QTEL) – https://qtel.wested.org/ QTEL provides a framework / foundation for planning and instruction for 6th – 12th grade just as Comprehensive Literacy provides a framework / foundation for planning and instruction for K-5.
QTEL Principles From Walqui, A & van Lier, L. (2010) Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco, CA: WestEd; pp. 84, 85, 152, 155,169, 174. Principles Goals Objectives Sustain 1. Promote deep • Develop central ideas in the discipline first, postponing Academic disciplinary interesting but secondary details Rigor knowledge • Establish interconnections among central ideas of the
disciplines
2. Engage students • Deepen understanding of themes over time in generative • Have students anchor new knowledge to central concepts to disciplinary build understanding concepts and • Have students apply familiar central ideas or strategies to their skills emerging understanding of new concepts • Invite students to build increasingly complex explanations of disciplinary concepts and processes • Have students combine facts and ideas to synthesize,
3. Engage students evaluate, and generalize in generative • Have students build arguments, solve problems, and construct cognitive skills new meanings and understandings (higher order thinking) Hold High 1. Engage students • Provide students with activities that are robust, but flexible Expectations in tasks that enough to allow multiple entry points: all students, regardless provide high of where they start, will benefit from participation challenge and • Scaffold students’ ability to participate in the activities high support • Ensure that students are asked to engage in increasingly more complex tasks
• Treat students as if they already possess the abilities you are seeking to develop • Conduct metacognitive activities so that students gain knowledge of how to learn, how to monitor their progress, and 2. Engage students how to self-correct (and teacher) in • Provide practice in the use of academic tools and activities so the development that students appropriate them over time of their own • Encourage students to support each other in their expertise development
24 • Encourage students to support each other in building academic stamina
3. Make criteria for • Use rubrics to spell out expected quality of work quality work clear • Encourage students to take risks and to work hard to master for all challenging academic work
Engage 1. Engage students • Invite students to go beyond brief, single responses and to Students in in sustained elaborate, illustrate, and connect to their interlocutors’ ideas Quality interactions with Interactions teacher and • State explicitly that constructing new understandings is hard peers work, that is requires listening intently to interlocutors, making sense of what they are saying, and deciding how to respond, 2. Focus either by agreeing and providing further evidence or by interactions on disagreeing and stating why this is the case the construction • Ask students to focus on the coherence of what they are of knowledge saying (Are they staying with the main ideas? Are they making sense?) and to deepen their understanding by making connections to related ideas
Sustain a 1. Promote • Provide explicit examples, for example, formulaic expressions, Language language learning of how to mark agreement, disagreement, and other moves in Focus in meaningful response to an interlocutor or text. contexts
2. Promote • Focus on social purpose of genre, audience, structure, and disciplinary specific language of disciplinary texts; have students practice language use deconstructing and creating similar texts.
• Give rich and varied examples, looking at difficult concepts 3. Amplify rather from several angles. than simplify communications • Focus corrective feedback on fluency, complexity, or accuracy, but not at the same time
4. Address specific language issues judiciously
25 Develop 1. Structure • Set long-term goals and benchmarks Quality opportunities to • Use a problem-based approach with increasing interrelated Curriculum scaffold learning, lessons
incorporating the • Use a spiraling progression goals above • Make connections between subject matter and students’ reality • Build on students’ lives and experiences
QTEL Unit / Lesson Planning: Three Moments in a Lesson and Sample Tasks Preparing Learners Sample Tasks • Focus attention on concepts to be Think-Write-Pair-Share developed Quick-Write / Round-Robin • Activate / build on background Anticipatory Guide or Extended Anticipatory Guide Knowledge Rating Scale knowledge Novel Ideas Only • Introduce essential new vocabulary in Jig-Saw Project context Frayer Model • Connect lessons to students’ List – Group – Label (vocabulary) experiences
Interacting with Text / Concepts / Content Sample Tasks • Deconstruct text; focus on understanding Teacher Model a chunk and reconnect a chunk to the Double-entry Journal / Triple-Entry Journal emerging whole text Reading with a Focus / Viewing with a Focus Clarifying Bookmark or Partner Clarifying Bookmark • Establish connections between ideas Reading Aloud in Four Voices within text Partner Reading and Discussion • Work collaboratively to discuss, evaluate, Novel Ideas Only predict, check for understanding, Four Corners summarize, etc. Carousel
Extending Understanding Sample Tasks • Re-create text in a new genre or create Collaborative Mind Mirror / Monologue new text to represent new understanding Collaborative Poster • Apply newly gained knowledge to novel Famous Phrases Create, Exchange, Assess situations or use to problem-solve Collaborative (Dialogue) Writing • Connect ideas learned to other ideas and Literary Elements experiences outside the text - compare, Famous Phrases synthesize, evaluate, create, critique, Gallery Walk problem solve, etc.
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Pennsylvania Department of Education for English Learners
English Learner Overlay (Standards): http://www.pdesas.org/Page/Viewer/ViewPage/15
English Learners Basic Education Circulars (BECS), July 2017 https://tinyurl.com/y86q9svj (22 Pa. Code 4.26)
The School District of Philadelphia Policy #138 / English Language Development and Bilingual Education Program https://www.philasd.org/src/wp-content/uploads/sites/80/2018/01/Policy-138.pdf
District, School and Teacher Responsibilities https://tinyurl.com/yda7g34u
27 WIDA WIDA is an educational consortium of 39 state education agencies and 200 international schools. ACCESS testing is developed by WIDA. The mission of WIDA is to advance academic language development and academic achievement for children and youth who are culturally and linguistically diverse. WIDA’s Can Do Philosophy is grounded on students’ assets and contributions to the classroom and community. Lastly, WIDA challenges linguistic discrimination, cultural biases and racism in education.
WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx WIDA Can Do Descriptors and Key Uses Edition: https://www.wida.us/standards/CAN_DOs/
Scaffolds Supports (WIDA) Sensory Graphic o Real life objects (Realia) / o Charts / Tables concrete objects / Physical models o Graphs o Manipulative (measurement tools, o Timelines models, scientific instruments, o Number lines etc.) o Graphic organizers o Pictures / photos o Graphing paper o Visual representations o Number lines (illustrations, diagrams, drawings, o Timelines etc.) / Cartoons o Maps o Videos / broadcasts / audio books o Rubrics o Newspapers / magazines o Study guides / Guided Notes o Gestures / Physical movement o Music / songs / chants o Posters / display Interactive Verbal and Textual* o Whole group o Labeling o Small group o Teacher Modeling / Monitoring o Partner (turn-&-talk) o Repetition o Cooperative groups o Paraphrasing / Summarizing (think/write/pair/share) o Guiding, clarifying, probing questions o Triads o Leveled questions (5Ws) o Interactive websites / software o Questioning prompts / cues o Mentor / coach o Word banks / phrase banks / word walls o L1 (home or first language) o Sentence starters / sentence frames / discussion frames / formulaic o Word to Word Dictionary / Picture expressions Dictionary o Cloze paragraphs / sentences o Jigsaw activities o Talk moves (structured academic conversations: re- voicing/clarifying, restating, reasoning, adding on, wait time) o Wait time
*Visual and textual from Halla Jmourko
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Tools
29 Illustrate Math Tools
“IM Math is a problem-based core curriculum designed to address content and practice standards to foster learning for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language.”
The following are online calculators / graphing tools / spreadsheets:
Four Function Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/9
Scientific Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/10
Graphing Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/11
Geometry: https://curriculum.illustrativemathematics.org/HS/math_tools/12
Spreadsheet: https://curriculum.illustrativemathematics.org/HS/math_tools/13
Probability Calculator: https://curriculum.illustrativemathematics.org/HS/math_tools/14
Constructions: https://curriculum.illustrativemathematics.org/HS/math_tools/15
30 Scaffolding Planning Template (adapted from WIDA Scaffolds (2012) and Staehr Fenner and Snyder, Unlocking English Learner’s Potential, (2017)
Lesson:
Background of ELs (e.g. home language, ACCESS level(s), etc.):
Categories Possible Scaffold of Scaffolds Materials and o Graphic organizers Resources o Charts / tables o Photos, pictures, maps, graphs / graphing paper o Timelines / number lines o English / bilingual glossaries or dictionaries o Word - to - word dictionaries o Home language materials o Reduced linguistic load (labeling, word banks, sentence frames, sentence starters, formulaic expressions, discussion frames, talk moves / structured academic conversations) o Sensory supports (realia, manipulatives, illustrations / diagrams, audio books, diagrams, posters, videos, music /chants, gestures, magazines / newspapers, displays) Instruction o Pre-identified and pre-teach ESSENTIAL vocabulary (academic / disciplinary terms, morphology) o Build on prior knowledge / instruction of background knowledge o Repetition, paraphrasing, summarizing, wait time o Modeling o Guiding, clarifying, probing questions, leveled questions (5 Ws/H) o Read/think-aloud, chunk text (reconnect to whole), scan the text/text structure, echo reading, choral read, read with a partner, read in L1, reading in 4 voices, make connections between ideas within a text, embed vocabulary instruction (morphology, cognates, etc.), etc. o Create formative assessments to monitor progress / plan instruction
Student grouping o Structure pair / triad work o Structured small-group work (collaborative groups) o Teacher-led small-group work
31 Scaffolding Lesson Plan Checklist (adapted from Quality Teaching for English Learners (QTEL) (2010), Walqui and van Lier and Staehr Fenner and Snyder, Unlocking ELs’ Potential, (2017)
Checklist Yes No 1. Determine the strengths and needs of ELs in relation to the language demands of the lesson. Sets goals for both content and language learning to support Els progress in their acquisition of English.
2. Determine the possible challenges in the text / concepts based on both the content and language demands (word, sentence, discourse).
3. Determine how to extend understanding (summative) - re-create the text in a new genre, apply newly gained knowledge to novel situations / problem-solve, connect ideas learn to ideas outside of the text, etc.
4. Preparing the leaners: tasks (strategies) to activate or build prior knowledge
5. Preparing the leaners: analyze the language demands of the lesson and identify areas that may be challenging for ELs.
6. Preparing the learners: Develop a list of ESSENTIAL vocabulary to introduce in context. Determine how to provide opportunities to practice the vocabulary in the lesson.
7. Determine specific aspects of language use to focus on during lesson (e.g. grammar / syntax / sentence level and discourse complexity / paragraph level).
8. Interacting with texts / concepts / content: Determine how to effectively group students in order to support their learning of content and acquisition of English.
9. Interacting with texts / concepts / content: Determine how to provide opportunities to practice key concepts in varied ways using multiple modalities (tasks/strategies, materials, instruction, grouping).
10. Prepare scaffolded materials to support ELs of varying proficiency levels (e.g. graphic organizers, formulaic expressions, visuals, materials in L1, etc.)
11. Determine how to assess student learning (formative) and, if appropriate, how to scaffold the assessments.
32 Checklist for Increasing Academic-Language Awareness (adapted from Staehr Fenner and Snyder, Unlocking ELs’ Potential, 2017)
1. Select a text. 2. What is the purpose for teaching the text? (content, structure, language, etc.) 3. Use the checklist of analyze the elements of the text’s language.
Awareness-Building Questions
Vocabulary (Word Level) Text Example(s) found in the text Teach this information feature? Are there everyday words that may Yes/No Yes/No be unfamiliar to students? (e.g. run, cat, etc.)
Are there general academic words Yes/No Yes/No that may be unfamiliar? (e.g. analyze, critique, compare, etc.)
Based on the vocabulary, is a mini- Yes/No Yes/No lesson on word-learning strategies necessary or generative? (e.g. words with multiple meanings, cognates, determine meaning in context, morphology, etc.)
Are there disciplinary specific or Yes/No Yes/No technical terms that may be unfamiliar?
Grammar or Syntax (Sentence Text Example(s) found in the text Teach this Level) information feature? Are there aspects of grammar that Yes/No Yes/No may be challenging for ELs? (e.g. clauses, verb tense, interrogatives, count / non-count nouns, passive voice, idioms, etc.)
Is there any syntax (arrangements Yes/No Yes/No of words and phrases) that might be confusing?
Are there any conventions that may be new or confusing? (e.g. punctuation, spelling, etc.)
33 Organization (Discourse Level) Text Example(s) found in the text Teach this information feature? Type of text (e.g. text, lab report, Yes/No word problem, narrative essay, etc.)
Purpose of the text (e.g. persuade, Yes/No inform, entertain, etc.)
How is the text organized or Yes/No structured? (e.g. description, cause / effect, comparative /contrast, problem / solution, chronological, sequence, etc.)
Are there markers of sequence or Yes/No Yes/No relationships between ideas? (e.g. in addition, therefore, first, etc.)
Sociocultural Level Text Example(s) found in the text Teach this information feature? Does the text assume any Yes/No Yes/No experience, background knowledge, and/or awareness for students to understand it?
Does the text assume a perspective Yes/No Yes/No or point of view that may conflict with the student’s culture, belief system(s), heritage or national origin? (e.g. interpretation of historical event, religious values, etc.)
Could the students’ first Yes/No Yes/No language and/or home culture impact their understanding of the text?
34 Academic Language Demand Analysis Tool Support Ed (www.GetsupportEd.net)
Use when considering the academic tasks in a text or activity. Analyze the possible challenges at the word, sentence, discourse, and sociocultural levels. Determine what your priorities will be for scaffolding and instruction.
Lesson: Text (if used):
Academic tasks students will complete (e.g., summarize a text excerpt, discuss the main idea):
Potential challenges for ELLs Scaffolding and instructional priorities Word level • Key content vocabulary • General academic vocabulary
Sentence level • Grammar (e.g., phrases, verb tenses) • Sentence complexity • Conventions (e.g., spelling, punctuation)
Discourse level • Type and purpose of text • Organization of text • Connecting or sequencing words or phrases (e.g., In addition, next, finally)
Sociocultural level • Background knowledge needed • Cultural expectations
35 Determining the language focus and opportunities in an assessment (adapted from A Focus on Language: Understanding and Producing Language, Walqui & Hernandez, 200; developed by Anita Hernandez)
For students to participate in the class and complete the formative and summative assessment, what language do students need to produce (speaking, writing) and understand the text and their peers (reading, listening)? Focus feedback on the meaning and content first and gradually the vocabulary, grammar, etc.
What language do students need to.. Understand the Explain / apply their Participate in a content / concepts / understanding(s) to the discussion about the themes? content / concepts / content / concepts / themes? themes? Purpose (genre)
Ideas
Organization of the text
Language of the genre and communication*
Sentences / clauses
Vocabulary (disciplinary and technical terms)
Spelling
*Language of the genre and communication examples: Biography may be written in the past tense and in chronological order Cause / effect essays: nouns (cause / reason, effect, consequence, results), transitions (as a result, therefore, first, initial) verbs (cause, contributes to, is responsible for, is due to)
36
Math Clarifying Bookmark: Understanding the Problem
Process: • Students work in dyads reading the text. • Student A reads the problem in a soft voice to his/her/their partner. • Student A then announces which strategy s/he/they is/are going to choose: I am going to identify what the problem is asking, and choose one of the formulaic chunks offered to them in the right hand side of the chart: “The units of the unknown are…” • Student B adds ideas on the same problem, and the students alternate, adding to the shared conversation.
37 Reflecting on Your Cultural Beliefs to consider when working with SLIFEs Topic Cultural Considerations1
Role of teacher The role of the teacher may vary between collectivist and individualist cultures. Collectivist in class cultures are those in which group goals and needs are generally placed above individual needs. In contrast, individualist cultures tend to value individual goals, individual rights, and independence. Students from collectivist cultures (e.g., Mexican, Korean, Somali) may have been taught that they should show respect for teachers at all times by carefully listening to their teacher and not asking questions or disagreeing (Rothstein-Fisch & Trumbull, 2008). Group harmony is considered most important. In contrast, students from individualist cultures (e.g., Australian, German, U.S.) recognize that they will be valued for speaking out for their unique ideas and opinions. They also tend to expect a more student-centered approach to teaching and learning.
Student Whether SLIFE are from high context cultures or low context cultures may impact how they participation in participate in discussions. In high context cultures (e.g., Afghanistan, El Salvadoran, Thai) it discussions is expected that individuals will gain meaning from the context or situation, and some ideas may be assumed rather than stated. In contrast, members of low context cultures (e.g., Swiss, Israeli, U.S.), are less likely to rely on the situation and other contextual elements (e.g., body language or tone of voice) and tend to communicate information more directly. As a result, students from high context cultures may participate in discussions differently than students from low context cultures.
In addition, students from a collectivist culture may believe that the survival and success of the group ensures the well-being of the individual, so that by considering the needs and feelings of others, one protects oneself. Harmony and interdependence of group members are stressed and valued. This sense of values may make it difficult for a student from a collectivist culture to disagree with another student (Rothstein-Fisch & Trumbull, 2008).
Student non- Nonverbal communication patterns can vary greatly from culture to culture, and the rules verbal regarding these behaviors are often unspoken (Steinberg, 2007). SLIFE may need explicit communication guidance in cultural expectations in this area. For example, the personal distance that two speakers are expected to maintain when speaking may vary between cultures. In the United States, it is considered strange to stand extremely close to someone you are conversing with. Eye contact is another example. Some SLIFE may come from cultures where it is considered impolite to look an adult in the eye or direct eye contact is a perceived challenge (e.g., Asian, African, and Latino cultures). Eye contact between opposite sexes is often seen as inappropriate in Middle Eastern cultures.
Independent Students from collectivist cultures (e.g., Japanese, Brazilian, and Indian) may value working versus together interdependently rather than working alone independently. Contributing to a collaborative group’s well-being is valued more than one's individual achievement (Rothstein-Fisch & learning Trumbull, 2008). In contrast, students from individualist cultures (e.g., Greek, New Zealand, U.S.) may see greater value in working independently towards individual goals and achievement.
1 Staehr Fenner, D. & Snyder, S. (2017). Unlocking English learners’ potential: Strategies for making content accessible. CA: Corwin, pp. 36-37.
38 SLIFE Scheduling Planning Document2 Areas for Consideration Consideration Reponses Notes and/or Recommendations SLIFE Demographics 1. How many SLIFE are you currently serving?
2. Where are they from and what home languages do they speak? 3. What types of strengths do they bring with them?
4. What are some specific challenges that they have (e.g., home literacy skills)? Program Model 5. What type of program model are you currently using with SLIFE? 6. Are you providing focused academic support (e.g., stand- alone classes, tutoring, after-school class)? If so, how? 7. Are you providing the socio-emotional supports that SLIFE may need? If so, how? 8. What opportunities do your ESOL teachers and content teachers have to collaborate and/or co-teach? What opportunities do they have for co-planning?
2 Adapted from Decapua, A. Smathers, W. & Tang, F. (2009). Meeting the needs of students with interrupted schooling: A guide for educators. Ann Arbor, MI: University of Michigan Press.
39 Areas for Consideration Consideration Reponses Notes and/or Recommendations 9. Is your program schedule flexible so as to meet the varied needs of SLIFE students (including students who may have other responsibilities)? 10. Does your schedule allow for opportunities for community collaboration?
11. How are you evaluating whether or not the program model is working for the SLIFE that you serve? Staff 11. How many ESOL and/or bilingual teachers are working with your SLIFE population? 12. What opportunities do your ESOL and/or bilingual teachers have to share strategies for working with SLIFE with content teachers?
40
Overcoming Barriers to SLIFE Family Engagement
Barriers to Possible Solutions SLIFE Family Engagement Language Parent liaisons Bilingual counselors / BCAs Phone trees Translated materials Language Line Transportation Ride to school event Ride sharing resources Information about SEPTA Meet families in the community versus only at school
Time Flexibility (AM and PM) Parent survey to determine best times
Childcare Offer at events Coordinate with FACE office
Understanding of Work with FACE on school system school system SILFE family events meetings School tours Community volunteers
Fear Demonstrate support Adult Education programs Family support groups
Other Flexible times for meetings – AM and PM Send text / email in L1 - Talking Points (http://talkingpts.org/) Language Line - 1 - 866 - 874 - 3927 (each school has its own access code)
41 Welcoming Environment Checklist3
Criteria Yes Somewhat No Improvement Ideas 1. School has photos, maps, flags, or other representative
images from students’ home cultures. 2. School has bilingual staff or volunteers.
3. School provides a family room where families can access resources and use a computer. 4. School and classroom libraries include bilingual books and resources. 5. School sponsors multicultural and/or SLIFE-friendly events. 6. School staff learn a few phrases in students’ home
languages and/or learn about students’ home cultures. 7. There is a system in place to connect new SLIFE arrivals with other SLIFE families.
3 Adapted from Breiseth, L., Robertson, K., & Lafond, S. (2011). A guide for engaging ELL families: Twenty strategies for school leaders. Retrieved from http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf
42 Criteria Yes Somewhat No Improvement Ideas 8. School tours are offered in families’ home languages.
9. Registration and other essential information is
provided year-round in families’ home languages. A. Goals for improvement 1.
2.
B. Steps I will take 1.
2.
3.
C. Who I will collaborate with
D. Support and/or resources I need
43 Recommendations for Engaging SLIFE Families4
Recommendations Examples
1. Learn about your SLIFE Home countries and/or countries of birth, home languages, population interests, educational backgrounds
2. Integrate the cultural traditions of Learn about the cultural holidays of your students and avoid SLIFE families throughout the school scheduling tests or significant events on these days
3. Create a welcoming environment Make sure families know how to get into the building (e.g., if for SLIFE building is locked during the day); include bilingual books in the library and classroom
4. Make a personal connection with Have a back-to-school event for SLIFE families to get to know families administrators, teachers, and staff
5. Show that you value families’ Share information in multiple languages; hire bilingual staff home languages
6. Find ways to communicate with Ask families how they like to receive information and in what SLIFE parents language; create a parent phone tree for families that share the same home language
7. Make the enrollment process Provide translated copies of all forms; use interpreters to share manageable for SLIFE parents essential school information
8. Make the enrollment process Families enrolling in the middle of the year should have access accessible all year long to the same forms and procedures as those enrolling at the beginning of the year.
9. Provide opportunities for parents Offer workshops in the home languages of families on such to learn more about important topics topics as gifted and talented programs, parent teacher and skills conferences, and standardized testing.
10. Look for ways that SLIFE parents Encourage families to ask their children what they learned can help with children’s schoolwork during the day and read to their children in their home language
11. Look for ways that SLIFE parents Invite parents to speak in their child’s class about a hobby, can participate and volunteer their job, or their home country
4 This document is adapted from Breiseth, L., Robertson, K., & Lafond, S. (2011). A guide for engaging ELL families: Twenty strategies for school leaders. For the complete document, go to http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf
44 Recommendations Examples
12. Think outside the box about Have small focus groups to learn more about families’ parent engagement priorities for their children and what type of events they would like to participate in
13. Consider alternative schedules, Offer choices in when to meet; meet in families’ locations, and kinds of events neighborhoods
14. Look for the successes Identify the big and small ways that families support their children
15. Encourage SLIFE parents to take Provide interpreters so that SLIFE parents can take part in on leadership roles discussions; develop a SLIFE branch of the PTA
16. Look for ways to make parent Designate parent leaders in each language group leadership more sustainable
17. Build partnerships with the local Invite members of the community to inform families about the community services they provided (e.g., librarian)
18. Get to know your neighbors Inform school neighbors about opportunities to tutor, volunteer, or donate to the school
19. Solicit ideas Ask staff, families, and students’ ideas for better engaging SLIFE families
20. Look for the funding Look for grants to support SLIFE family outreach
At my school, I would like to... In order to do this, I will take the following steps: 1.
2.
A. Who will I collaborate with?
B. Support and resources I need
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SLIFE Materials Checklists Adapted from WIDA, 2015; Custodio & O’Loughlin, 2017; DeCapua & Marshall, 2015; Texas Education Agency, n.d.
Instructions 1. Use the Checklist 1 to analyze the material you are considering using with SLIFE. Check the boxes in which the criteria are met considering your specific students and their skills and needs. No material will or is required to meet all the criteria. 2. If you decide the material you have selected needs to be adapted for your SLIFE, refer to Checklist 2 for considerations for adaptation. Check the boxes to plan how you will adapt the material.
Checklist 1. Considerations for Materials Selection for SLIFE
Criterion How lesson meets criterion 1. Connection with content learning objectives 2. Age appropriate, engaging, selection 3. Validates prior experience and knowledge 4. Accessible reading level and language 5. Visual supports 6. Home language support (with peers, adults, etc.) 7. Skill-building 8. Availability for access beyond school
Checklist 2. Considerations for Materials Adaptation for SLIFE
Criterion Plan to 9. Chunk a passage to begin (then increase length) 10. Make it immediately relevant 11. Build on the experience and knowledge of your SLIFE 12. Amplify text (highlight key information, add images and headings, mnemonics, etc.) 13. Mini-lesson on grammatical structures to being; increase complexity 14. Simplify, repeat grammatical structures to begin; increase complexity 15. Gloss a few KEY concepts; spiral use of vocabulary throughout lesson /unit 16. Reduce quantity of workload
46 Student Survey - Getting to Know our Students Name: Country / Place of origin:
Student home language(s): Family home language(s):
Home language(s) literacy level (read and English proficiency scores write): Composite ______Advanced (fluent) Speaking
______Intermediate Reading
Listening ______Novice Writing
Education experiences (e.g. amount of time in US schools, educational experience in home country / place of origin, any interrupted formal schooling, IEP, etc.)
Family background: (e.g. the student lives with…, siblings / family members in school, family separation, family reunification, etc.)
Student interests:
Student plans and/or goals:
From Unlocking English Learners’ Potential: Strategies for Making Content Accessible by Diane Staehr Fenner and Sydney Snyder. Thousand Oaks, CA: Corwin. (2017)
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Progress Monitoring
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HS English Language Development Progress Report Level 1 (Entering) Year: ______
Student’s Name: ______Grade: ______Teacher: ______Course: ______
✓ = On Track ✓+ = Met X = Not Met E = Exceeded
Listening: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...
● Process recounts by • Matching everyday oral content related words and phrases to pictures, diagrams, or photographs • Selecting resources, places, products, or figures from oral statements and visual supports ● Process explanations by • Ordering events or stages of phenomena from oral statements • Identifying words and phrases related to sequence ● Process arguments by • Matching oral information to pictures, diagrams, or photographs that show points of view • Distinguishing words and phrases related to opinions or facts from oral statements ● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations Speaking: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…
● Recount by • Naming and briefly describing content topics using visual support (e.g., posters, diagrams, pictures) • Answering select yes/no or Wh questions ● Explain by • Ordering events or stages of phenomena with sequential language (e.g., first, next, step 1) • Using words and phrases to identify visually supported phenomena ● Argue by • Relating points of view with visual support (e.g., posters, photographs) • Stating pros and cons listed visually on a topic ● Discuss by • Representing one’s ideas using various media • Responding to yes and no questions posed by the group • Using nonverbal signals to demonstrate engagement in conversations
49 Reading: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…
● Process recounts by • Matching key content-related terms and ideas to images, graphs, icons, or diagrams • Sequencing illustrated text of narrative or informational events ● Process explanations by • Identifying key words and phrases that describe the topics or phenomena • Recognizing sequence statements and illustrations that describe phenomena ● Process arguments by • Matching media (e.g., posters, photos, banners) with point of view words and phrases • Connecting characters/historical figures with positions or stances on various issues Writing: Level 1 (Entering) 1 2 3 4 Newcomers will move to a Level 1 (Entering) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...
● Recount by • Listing content words or phrases that relate to the topic • Including images, diagrams, and charts to add details to the topic ● Explain by • Producing short responses to questions using word/phrase banks • Labeling charts, graphs, timelines, or cycles to describe phenomena ● Argue by • Selecting words and phrases to represent points of view • Listing pros and cons of issues
Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4
50 English Language Development Progress Report Level 2 (Emerging) Year: ______
Student’s Name: ______Grade: ______Teacher: ______Course: ______
✓ = On Track ✓+ = Met X = Not Met E = Exceeded
Listening: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in listening, by demonstrating mastery of the following Can Do Descriptors:
By the end of each of the given levels of English language proficiency; English language learners can...
● Process recounts by • Matching oral descriptions of characters or main events in content related topics • Following modeled oral commands ● Process explanations by • Sequencing steps in processes or procedures described orally • Comparing information, symbols, or icons on charts or tables described orally ● Process arguments by • Recognizing the pros or cons of issues from short oral statements • Identifying claims in oral statements ● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication
Speaking: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in speaking, by demonstrating mastery of the following Can Do Descriptors:
By the end of each of the given levels of English language proficiency; English language learners can...
● Recount by • Restating information using content-specific terms • Providing examples of content-related information previously studied ● Explain by • Naming properties, characteristics or features of illustrated content related topics • Posing and responding to Wh questions that relate to phenomena ● Argue by • Responding to oral or written claims • Offering facts or opinion statements as appropriate to discussion ● Discuss by • Asking and answering questions • Communicating need for clarity of messages • Recognizing intonation used to achieve various purposes of communication
51 Reading: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...
● Process recounts by • Identifying patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Locating main ideas in a series of related sentences ● Process explanations by • Identifying different types of connectors that show relationships between topics and phenomena • Differentiating between technical and everyday vocabulary that describe phenomena ● Process arguments by • Making connections between statements that make claims and those providing evidence • Distinguishing language that identifies facts and opinions Writing: Level 2 (Emerging) 1 2 3 4 Students in a Level 1 (Entering) will move to a Level 2 (Beginning) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…
● Recount by • Following patterns specific to narrative or informational text (e.g., orientation, presentation of events, conclusion) • Sequencing narratives or informational text using linking words and phrases ● Explain by • Using transitions and connectors to show causal relationships or procedures • Choosing every day or technical language to describe phenomena ● Argue by • Expressing claims with evidence (e.g., “Socialism is a good government system because...”) • Listing content related ideas that represent different points of view on issues
Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4
52 English Language Development Progress Report Level 3 (Developing) Year: ______
Student’s Name: ______Grade: ______Teacher: ______Course: ______
✓ = On Track ✓+ = Met X = Not Met E = Exceeded
Listening: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in listening, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...
● Process recounts by • Identifying main ideas from short content-related oral presentations • Classifying examples of genres read aloud (e.g., types of narration) ● Process explanations by • Recognizing relationships in a series of oral statements • Identifying causes for particular events or phenomena in short oral presentations ● Process arguments by • Organizing information related to different perspectives presented orally • Identifying language choices that represent specific points of view from a series of oral statements ● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner Speaking: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in speaking, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can...
● Recount by • Posing and responding to questions in small group discussions • Describing the sequence of processes, cycles, procedures, or events with details ● Explain by • Connecting causes to effects in a series of statements • Sequencing processes, cycles, or procedures in short extended discourse ● Argue by • Stating claims matched to evidence using a series of related sentences • Suggesting details or reasons to reinforce points of view ● Discuss by • Suggesting creative ways to resolve communication issues • Clarifying one’s own ideas using a variety of strategies (e.g., analogies or metaphors, paraphrasing) • Asking clarifying questions in a respectful manner
53 Reading: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in reading, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…
● Process recounts by • Recognizing lexical chains that show how characters and ideas are labeled across the text • Identifying detailed descriptions, procedures, and information in paragraphs ● Process explanations by • Identifying how language provides clarity and precision in describing topics or phenomena • Summarizing information with diagrams, models, flow charts, or illustrations ● Process arguments by • Identifying their purposes and audiences • Evaluating the strength of evidence statements
Writing: Level 3 (Developing) 1 2 3 4 Student will move from a Level 2 (Beginning) to a Level 3 (Developing) in writing, by demonstrating mastery of the following Can Do Descriptors: By the end of each of the given levels of English language proficiency; English language learners can…
● Recount by • Summarizing content-related material • Including important information and related details ● Explain by • Choosing words and phrases to provide precise details, descriptions, comparisons, and ordered procedures • Integrating headings, introductory statements, and other features to organize text ● Argue by • Justifying reasons or opinions with evidence • Summarizing opposing positions with evidence
Teacher Comments: Marking Period 1 Marking Period 2 Marking Period 3 Marking Period 4
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