Advancing the Academic Literacy of Emerging and Transitioning ELLs in Grades 6-12Nancy Cloud, Ed.D., Professor EmeritaRhode Island College, Providence, [email protected]
Agenda Learning the language of language arts
Understanding the abilities of Entering, Emerging and Transitioning ELLs and how to support them
Ways In with Grade Level Literature: A Model Secondary Unit—A Doll’s House and Susan B. Anthony
Including Entering, Emerging and Transitioning ELLs in an Integrated ENL Class
Close Reading and Annotation with Emerging and Transitioning ELLs
Argumentative Writing with Emerging and Transitioning ELLs
Learning the Academic
Language of English Language Arts
Academic Language at Three Levels
Dimensions of Academic Language
Examples fromGrades K-2
Examples from 3-5 and 6-8
Discourse Level Folktales, newsarticles, storyboards
Editorials, opinions,scripts, research reports
Sentence Level Sequence words, prepositionalphrases, connectives
descriptions, metaphors, similes, analogies
Word, Phrase Level Characters, text, titles, rhyming words, main idea
Hyperlinks, stanzas, perspectives, root words, evidence
From Academic Language in Diverse ClassroomsGottlieb, Ernst-Slavit2014, Corwin
Different forms of Discourse Ballads
Essays
Fables
Novels
Myths
Book reports
Poems
Informational texts
Opinion pieces
Plays
Blogs
Text messages
Podcasts
Powerpoints
Photo journals
Role plays
Speeches
Debates
Storytelling
Presentations
From Academic Language in Diverse ClassroomsGottlieb, Ernst-Slavit, 2014, Corwin
How are you preparing her
for all of these?
ELA Terms
Bricks Imagery
Symbolism
Narrative
Nonfiction
Climax
Rising action
character
Foundation/Functions Describe
Represent
Defend
Compare
Explain
Identify
Distinguish
Argue
SIOP ELA Guide
How much language do each of these
communicative functions require of students?
Mortar = What grammar, syntax, forms of language
are needed?
Find examples in the list of words that are bricksAnd words that are foundation/functions
Mortar = grammar used(forms of English used)
Brick = author, character, conflict
Foundation = compare, interpret
Other Lists
Choose 6-8 ELA Terms You Should Teach Your ELLs:
Jot your terms down!
Decide on terms to teach and monitor
their acquisition and use by your ELLs
What are some words you
never hear your students use?
What will you do with this list?
Unpack standards for terms Identify and describe the elements of plot, setting, and
characters in a story, as well as the story’s beginning, middle and ending. (K-2)
Make and confirm predictions about the text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues (3-5)
Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples (6-8)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (9-10)
SIOP ELA Guide
Can You Find
10-20 Terms?
Pages from SIOP – AC Lang List K-12
When will you teach the language of language arts?
Understanding the Abilities of Entering, Emerging and
Transitioning ELLs and How to Support Them
The 5 ENL Proficiency
Levels and What Students of Each
Level of Proficiency Can
Do; Need to Grow
Receptive Expressive
Student Proficiency Levels Vary AcrossL, S, R, W: Understand Students’ Profiles
READ LISTEN VIEW
Let’s Unpack the Performance Level Descriptions for Listening, Speaking, Reading and Writing, the ToMsand The New Language Progression Documents
What Do They Tell Us About What Students at Each Proficiency Level Can/Should Be Asked to Do ?
Understanding the 5 Proficiency Levels
Proficiency Levels
New Language
Progressions
Targets of Measurement
NYSESLATPerformance
Level Descriptions
NYSESLAT
Communicative Functions
Scaffolds; Supports;Grouping
Arrangements
Language Output Expectations;
Control
https://www.engageny.org/resource/new-york-state-english-a-second-language-achievement-test-nyseslat-performance-level
ACCURACY/CONTROL
LANGUAGE COMPLEXITY
COMMUNICATIVE TASK
GROUPING SUPPORT
SCAFFOLDING—AMOUNT/TYPE
VOCABULARY FOCUS
L1
that
How do language expectations change for
Listening?
How do vocabulary targets change for
Reading?
How do the scaffolds and supports change for
Speaking?
How do language expectations, errors,
organization, vocabulary change for Writing?
Have Same Charts for Grades 5-6
Receptive
that…
Receptive
Expressive
Expressive
Planning for a Multi-Level Class
Fill in the Chart With Your Partner
for Speaking:Person A: Fill in Expectations
Person B: Fill in Scaffolding and
SupportThen Share!
Ways In with Grade Level Literature: A Model
Secondary Unit—A Doll’s House and
Susan B. Anthony
The process is the same irrespective of the unit
Notice the steps you should follow and the kinds of activities you need to include
DO GENERALIZE!We will follow a process with this
unit that can be implemented with any unit to adapt it for
Entering, Emerging and Transitioning ELLs
http://schools.nyc.gov/Academics/ELL/EducatorResources/Literacy+Units+and+Lesson+Plans.htm
Many other activities in original unit
HS ELL Unit’s Goals:Work Towards
Specific Standards
Enhance Background Knowledge
Acquire Vocabulary
Read for Key Ideas and Details
Annotate the Text for key Ideas and Details
Revisit Text for Craft and Structure
Develop Language
Build Listening and Speaking Skills
Prepare to Write
Write for a Purpose
Steps in Planning the Unit Modifications for Emerging and Transitioning StudentsStudy the Unit to Determine theText Type (Speech; Play, Novel, etc.) Main Objectives and Standards Guiding Questions Primary Skills (vocabulary development,
reading for key ideas & details; annotating the text; determining author’s purpose; identifying support used for arguments made; comparing two texts)
Use L1 materials and level-appropriate L2 materials to accomplish the same objectives; practice the same skills
English Language Arts
Learning Standards
ELA Standards Highlighted in This Unit
9th-10th Grade Reading Standards (Literary and Informational Text)
Key Ideas and Details 9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)
Craft and Structure 9-10R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)
9-10R5: In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)
ELA Unit Standards ContinuedText Types and Purposes
9-10W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
9-10W1a: Introduce precise claim(s), distinguish the claim(s) from counterclaims, reasons and evidence.
9-10W1b: Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level and concerns
9-10W1c: Use precise language and content specific vocabulary to express the appropriate complexity of the topic.
9-10W1d: Use appropriate and valid transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.
9-10W1e: Provide a concluding statement or section that explains the significance of the argument presented.
9-10W1f: Maintain a style an tone appropriate to the writing task.
Reading Standards for Literacy in History/Social Studies 9-10 Key Ideas and Details
RH 1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the time and place of publication, origin, authorship, etc.
RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop within a text.
Reading Standards for Literacy in History/Social Studies 9-10 Integration of Knowledge and Ideas
RH 8: Analyze the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
RH 9: Compare and contrast treatments of the same topic in several primary and secondary sources.
Gr. 7 & 11 NYS; US History and Government
Focus of Unit: Guiding Question—Is it a crime for citizens to vote? Vocabulary Development (Word Meaning)
Close Reading for Key Ideas and Details
Annotating for Key Ideas and Details
Determining Purpose (of Speech)
How She Supports Her Argument (Documents She Uses)
Unpacking Quotes; Lines from Her Speech
Author’s Craft: Word Choice for Effect
Comparing 2 Texts on Women’s Rights (Poster and Speech)
Speech on pages 125-127
Preliminary Texts for Building Background and Vocabulary
Stair Step Books
L1 Version of Speech; Followed by L2 VersionRewordify to Simplify the Text; Or Find Simplified
VersionsOriginal Text Excerpts with Close ReadingAudio-Video Versions (L1; L2)
Susan B. Anthony Unit with Entering and Emerging Students
How do I integrate ELLs
Into a Mixed Proficiency
Class?With Native Speakers of English
Adjacent Proficiency
Pairs are Best
•L1 Alike
•Adjacent Proficiency Levels
•Literacy Level Compatible
•Appropriate Role in Group
One Class; One UnitSAME
Essential Question(s)
Core Texts/Text Types
Standards
Targets: Knowledge, Skills
Cross-Curricular Connections
Flexible Grouping Depending on Task
Connect R to W
DIFFERENTIATEDWays In (More
Frontloading, Building Background)
Versions of the Texts
Literature Circles (within reach texts; some access to original text)
Supported Listening, Speaking, Reading, Writing
Use Stand Alone to Prepare for
Integrated
Group Students into Literature Circles
https://www.youtube.com/watch?v=28gArIvEUZw&t=25s
Building Background in L1
https://www.youtube.com/watch?v=lgm-FPSF0U8&t=2s
Building Background in L1
Global Perspectives
Excellent Book for Building Background knowledge about the era and the suffrage movement
27 pages
https://www.amazon.com/Susan-Anthony-movimiento-derechos-Spanish/dp/1432905961
Lexile 620GRL = OGr. Level 4.1
A System of Overlapping
Lexiles
Target Zone for Emerging/Transitioni
ng
Go higher if possible
Use Text SetsProvide students with opportunities to learn the
same high-frequency vocabulary across a number of books, words that they can use in their own early writing.
Permit students to develop schema associated with a particular theme and build networks of related concepts to talk and write about.
Help students build confidence and fluency in reading; they have encountered these words and phrases before!
Develop comprehension skills so they can tackle new books
•Read•Reread•Recycle Vocabulary and ConceptsAcross Books, Articles, Multimedia
•Expand Knowledgeand Practice Skills
Lexile 430 Lexile 700
Look at the textsHow does the content
change?
How does the language change? Sentence
Length? Complexity?
Bio
Lexile 850 Lexile 950
Bio
Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to deny.
The preamble of the Federal Constitution says:
"We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America."
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government - the ballot.
REWORDIFY
What Does “Rewordify” do to text?
For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land. By it the blessings of liberty are forever withheld from women and their female posterity.
To them this government has no just powers derived from the consent of the governed. To them this government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household - which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every home of the nation.
Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold office.
The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to make any law, or to enforce any old law, that shall abridge their privileges or immunities. Hence, every discrimination against women in the constitutions and laws of the several states is today null and void, precisely as is every one against Negroes.
Susan B. Anthony - 1873
REWORDIFY
What do you like? Not like about
Rewordify?
https://www.youtube.com/watch?v=M2YJzpY8olA
Home Language Version of Speech
Use L1 Version for Students to Capture Her Arguments
To Discuss The Major Points of Her Speech and the Logic She Uses to Convince the Listener that She Committed No Crime
To Brainstorm and Plan for Analyzing the Speech in a Formal Essay.
Spanish
640 (3rd)
890 (5th)
960 (6th)
1100 (8th)
MAX (12th)
SEE NEXT SLIDE
Create L1 VersionWith NumberedLines
To Mirror the Version in the Unit
Allows for close reading exercises
Interpreting Quotes; Studying Lines from the Speech
Determining Word/Phrase Meaning
Studying Word Choice
Appreciating How She Builds her Argument
https://www.youtube.com/watch?v=T57dwhJBtts
Read Along with Recorded Version of Speech
Audio of Speech:https://www.learnoutloud.com/Results/Author/Susan-B.-Anthony/2306
Lexile 560 Lexile 840
Differentiated Versions of
Speech
Lexile 960 Lexile 1120
Techniques for Promoting Academic
Listening
Focused Viewing Activity
https://www.youtube.com/watch?v=WjeiG18i8wM
Focused Viewing
Name 3 things women couldn’t do
In 1872 what did Susan and 100 other women do?
In what year did Women win the right to vote? Was Susan alive?
https://www.youtube.com/watch?v=23O02q0JgKwFocused Viewing
As you listen, create three questions for Entering, Emerging,
Transitioning ELLs that can be answered from
the video
Content Vocabulary
AccuseActivistArrestCrimeDemandEqual RightsEqualityFairnessFine (n and v)RightsSpeechSuffrage/SuffragistVoteWomen’s Rights
Color Code: Verbs, Nouns, Descriptors
How can you provide
practice?
Multiple Meaning Words (skill of unit)
Word Meaning 1 Meaning 2
right correctThat’s the right answer.
Entitlement; privilegeI have the right to
vote.class
subject
fine
state
fair
ruler
Vocabulary Notebook
What can you do to make sure a Vocabulary
Notebook leads to acquisition and
usage?
Speaking Activities for
Language Practice &
to Build Confidence
Leveled questioningEntering Emerging Transitioning Expanding
Description Frame questions for non-verbalresponses; Simple Yes/No or True/Not True
Framequestions to provide choices or simple one word/ phrases; short response
Focus on questions that require a complete response in simple sentences; extended phrases
Focus on open-ended,grade-appropriate questions; Require full responses; ask follow up questions
Examples Show me . . .Draw a . . .
Who is the main character?Where did ___ go: home or to school?
What do you think will happen next? How do you know?
How is ___related to ___?
Make leveled questions for Emerging and Transitioning Students Using this Text
ExcerptLexile 780Gr. Level 5.4
Retelling/Reporting BackWhat Susan B. Anthony Did
What Susan B. Anthony Said
What Susan B. Anthony Used as Her Arguments in Her Speech
A Favorite Line/Quote From Her Speech
Use Key
Vocab-ulary
Talk Moves
https://www.teachingchannel.org/videos/developing-communication-skills
5th grade Soc. St.-1:36 mins.
https://www.teachingchannel.org/videos/teaching-ells-to-participate-in-discussions-ousd
8th grade ELA-2:35 mins.
Revoicing
Apply Own
Reasoning
Restating
AgreeDisagree
OpinionnaireAGREE or DISAGREE:
_______ In a free society, all people living in the country should have the same right to vote, whether a legal resident or not.Your reason:
_______ Since women can vote, they should serve in the military.Your reason:
_______ Women have attained equality and there is no further need to fight for women’s rights.Your reason:
_______ Each country should be free to determine what rights should be granted to women (e.g. to vote, to drive, to work outside the home, to own property in their own name, etc.).Your reason:
Leads to Argumentative
Writing
Scripting
I think that……..is the most restrictive because……..
The most unfair limit on women was……. because….
While not being able to….. is unfair, the most unfair restriction on women was….. because……
What will you try in your next unit?
• Focused Viewing?
• Leveled Questioning?
• Reporting Back?• Talk Moves?• Opinionnaire?
• Scripting?• Alphaboxes?• Charting Multiple
Meaning Words?• Vocabulary
Notebook?
Close Reading with Guiding
QuestionsReading for Key Ideas and Details
Providing Evidence
Pre-teach Challenging Vocabulary:
Citizen
Accuse
Supposed (crime)
Crime
Legal right
Blessing(s)
Liberty
Insult
Right(s)
Power(s)
Rule; ruler
Definition
Enemy
Law
Choose 6-8 terms to Frontload and practice
Guiding Questions from
Unit
1. Susan B. Anthony gave a speech on August 7, 1865. What was her main argument or her audience?
2. Anthony users quotes from documents written by the founding fathers to support her argument. What documents do the quotes come from? How do they support her argument?
3. How does Anthony conclude her argument?
Lexile 560In range for 2nd-4th grade(mid 3rd)
START
Earlier Handout
Guided Response
Simple Procedure for ELLs—With or Without Reading Aloud
• Use the Text To Answer Questions.
• Gather Evidence From the Text.
Before Reading
DURING READING
With the Anthony Speech
Use After Second Reading
As You Respond
How Can You Use all The Protocols Shown in Concert
with One Another?
http://www.weareteachers.com/hot-topics/topics-in-education/understanding-close-reading-download-our-poster-now
More Resources
for You!
X√
More Resources
for You!
Other close reading targets:
Quotes; lines from the speech
Word/phrase meaning
Word choice
Friends and fellow citizens: I stand before you tonight under indictment for the supposedcrime of having voted at the last presidential election, without having a lawful right to vote.
It shall be my work this evening to prove to you that in thus voting, I not only committed nocrime, but, instead, simply exercised my citizen's rights, guaranteed to me and all UnitedStates citizens by the National Constitution, beyond the power of any state to deny.
Why does Anthony say “supposed
crime”?
Which line lays out her argument?
What argument does she make in this line?
Newsela Lexile 1120 version
CLOSE READING FOR LANGUAGE
DEVELOPMENT
Word and Sentence Building
UnderstandingWord Parts
--dis
Disagreement
disharmony
Sentence Complexity:Compound Sentences
It let’s all men act as kings and rule over all women.
A citizen has the right to vote and hold office
Newsela Lexile 560 version
Comparing Two Texts
INSTRUCTIONS FOR TEACHERS: Tell students they will be comparing Anthony’s speech and the cartoon. Read the cartoon and discuss. Review the vocabulary.
Provide students with the following sentence frames: Anthony says women should have the right to vote because ….. I know this because she says …. The poster says women should have the right to vote because…. I know this because it says …. The arguments are the same because…. The arguments are different because ….
Give students time to work in pairs. Make sure they are referring to the text. Have pairs share their responses to the questions.
Use workable parts of the original unit
Persuasion/Opinionvs. Argumentative Writing
Does she understand
the differences?
Simple Planning Tools are great for
ELLs!
Rubrics are great for ELLs!
Are you doing as much
argumentative writing as
persuasive?
Which requires more
research; knowledge of
the topic?
Simple Planning Tools are great for
ELLs!
Writing Frames
are great for ELLs!
Susan B. Anthony was Courageous
Susan B. Anthony used convincing evidence as
to why she had not committed a crime by
voting
Checklists are great for
ELLs!
Personal essayOn never giving up
Standing up for your rights
What will you try in your next unit?
• Pre-teaching & practicing needed academic vocabulary
• Use guiding questions and guided response protocols to support text analysis
• Use close reading protocols before
during and after reading
• Use sentence frames to support accountable talk
• Use planners, rubrics, essay writing frames and checklists to support argumentative or opinion writing
What about the Ibsen Play? How would we prepare for that for our ELLs?
Short Video Summaryhttps://www.youtube.com/watch?v=5SJpQ-8w1nA
https://study.com/academy/lesson/a-doll-house-by-ibsen-summary-analysis.html
• Versions in Student’s L1s
• L1 Summaries (Audio/Video)
• Audio Book
• Film/Film Excerpts
• Close Read of One Act, One Scene + Summaries of the Rest
OPTIONS
http://www.worldcat.org/title/dolls-house/oclc/24627988/editions?start_edition=1&sd=desc&referer=di&se=
yr&editionsView=true&fq=
Find Home Language Versions—English, Spanish, Japanese, Norwegian, French,
German, Danish, Swedish, Korean, Chinese, Arabic
More Susan B. Anthony Resources for You!
http://www.elcivics.com/susan_b_anthony.html
http://www.milpitaschat.com/2009/03/susan-b-anthony-esl-lessons-for-womens.html
http://larryferlazzo.edublogs.org/2015/02/16/the-best-sites-for-learning-about-susan-b-anthony/
https://jr.brainpop.com/socialstudies/americanhistory/susanbanthony/
https://app.schooltube.com/video/103957dd840142499e59/Susan_B._Anthony_Video_6 minutes, fast, but thoroughSchoolTubeVideo
Nancy [email protected]@gmail.com