Supporting ELL Students with the MAISA Units of StudyKendra Seitz, Rochester Community Schools

What are the needs of ELL students in a workshop model?

Language Acquisition

Basic Interpersonal Communicative Skills (BIC) Social Language

Cognitive Academic Language Proficiency (CALP) Academic Language

• Context Matters!• How much is the learner focusing on the

language itself vs. concepts being taught

If the concept (cognitive demand) is difficult but the language and the

environment are supportive, the learner can then focus on the concept to be

learned.

Quadrants of Cognitive DemandFrom English Language Learners in Literacy Workshops by Marsha Riddle Buly, adapted from quadrants described by Cummins (1994, 2001)

A

• Lunch• Art, Music, PE, Shop• Face-to-face

conversations

C• Texting• Email• Copying instructions• Newspapers• Magazines

B• Modeling• Demonstrations• Think-aloud with

sketch• Science experiment• Book on a known topic

D• Science text• Writing a timed essay• Lectures with few or

no illustrations• Standardized tests

Instruction

Cognitively demanding Context-embedded High expectations Don’t change the standards for content learning Do change the context and support in which

instruction and expectations are presented Safe and motivating environment: Low affective filter

Instructional Considerations

Level of language knowledge in one language may mask knowledge expressible in another language

Students will develop literacy skills more easily and rapidly if we can identify their level of literacy in both their home language and English

Connect students to books, materials, and topics they are already familiar with or care about

Applying Theory and ResearchHow the SIOP model can fit into literacy workshops

The SIOP Model

Sheltered Instruction Observational Protocol Research-validated protocol Provides teachers a way to maintain cognitive

demands while choosing from concrete strategies to modify or plan instruction

Eight components: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Building Background:Activating Prior Knowledge

Sometimes, we will have to support units of study with additional mini-lessons to build background

“Immersion” lessons using mentor texts for writing Building context and vocabulary before read-aloud

novels WATCH:https://www.teachingchannel.org/videos/activating-prior-knowledge Turn & Talk: What did you see? How did this teacher

support the language learners in her classroom?

Writing Content & Language Objectives

Should evolve from the lesson topic and be part of the instructional plan

Must be posted Must be discussed at the start of a lesson An objective is not a by-product of an activity but the

foundation of one Content objectives are usually drawn from the state

subject area standards (the “what” of the lesson) Language objectives should be planned to meet

learning goals and prepare students for the type of academic language they need to understand the content and perform the activities in the lesson (the “how” of the lesson)

Writing Content & Language Objectives

Generally, the content objective will match up with the “Teaching Point” of the MAISA unit sessions

Example:

Content Objective: We will pay attention to what is happening in our books, and notice how we care about the charactersLanguage Objective: We will turn and talk with our partners to express how we felt about the characters after we read in our books.

Reading with Independence: Grade 3- Session 11Concept: Readers learn strategies for reading accurately and with deep comprehensionTeaching Point: Readers care about the characters and what is happening in their books

You Try It Use the Content & Language Objective Verb Sheet &

the lessons on your table to write a content and language objective for one lesson

Share with your table

Content Objective: Formulate content and language objectives for MAISA lessonsLanguage Objective: Write a content and language objective for one lesson.

SIOP & the Workshop ModelHow can we integrate SIOP components within the workshop framework?

Workshop Feature: Connect/Purpose

(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)

SIOP Features Clearly state and display

content and language objectives for students

Speak appropriately to accommodate proficiency levels (slower rate, enunciation, simple sentence structure)

Emphasize key vocabulary and concepts (introduced, written, repeated, and highlighted)

Explicitly link concepts to students’ backgrounds and experiences

Explicitly link past learning and new concepts

Explain academic tasks clearly

How it may look in your classroom: Try the “sandwich”

technique for vocabulary

Tell students why you have chosen this mini-lesson, what you have seen in their work or in the standards that suggests this is a good next step

Include why this is important (link to the real world)

Include the what, why, and when in your explanation

Workshop Feature: Model

(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)

SIOP Features

Use supplementary materials to a high degree to make lesson clear and meaningful

Use scaffolding techniques throughout the lesson

Use a variety of techniques to make concepts clear

Emphasize key vocabulary Consistently use scaffolding

techniques assisting and supporting student understanding (think-alouds, models, visuals, more and less support as needed)

How it may look in your classroom: Use of mentor texts, show

students how a more knowledgeable other uses the strategy

Make sketches during think-alouds

Less talking more showing Additional modeling Use visuals Sandwich vocabulary Check for understanding

(formatively assess) in a way that lowers affective filters

Workshop Feature: Guided Practice

(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)

SIOP Features Provide meaningful activities that

integrate concepts with language practice

Provide ample opportunities for students to use learning strategies

Provide frequent opportunities for interaction and discussion

Emphasize key vocabulary Provide sufficient wait time Use group configurations that

support the objectives Consistently use scaffolding

techniques assisting and supporting student understanding (think-alouds, models, visuals, more and less support as needed)

How it may look in your classroom: Include turn and talk and other

interaction strategies Purposeful group configuration for

ELLs Remember 10 and 2! Two minutes

to process for every 10 minutes that you’ve provided input

Allow students to clarify with a peer in their home language if possible

Check for understanding (formatively assess) in a way that lowers affective filters

For writing workshop, it is appropriate to model and write in whole-group, small-group, and partner settings before moving to independent practice

See it in Action

Watch how this teacher used modifications to support ELLs with essay structure

https://www.teachingchannel.org/videos/ell-essay-structure-lesson

Workshop Feature: Independent Practice

(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)

SIOP Features Adapt content to all levels of

student proficiency Provide hands-on materials

for students to practice using new content knowledge

Provide activities for students to apply knowledge in the classroom

Provide feedback to students regularly

Conduct assessments of comprehension and learning throughout the lesson

How it may look in your classroom: Actively teach, assess, and

support students during independent work

Conference Small group instruction Formatively assess and take notes Keep ELL students in the whole-

group meeting area a little longer for further modeling if needed – model what the teaching point looks like in independent work

Practice with a student you have selected for share time

For reading workshop, it’s okay to allow students to read in their own languages as well, especially to practice comprehension strategies

Workshop Feature: Share time & Closure

(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)

SIOP Features

Use a variety of thinking skills throughout the lesson

Review key vocabulary and concepts

How it may look in your classroom:

Choose students to share that will reinforce the teaching point

Allow partners to share and discuss in shared home languages if possible, as this helps deepen understanding

Use sentence frames

Using Sentence Frames

WATCH:https://www.teachingchannel.org/videos/jumpstart-student-writing Make your own!

Reflect What are you already implementing in your classroom?

What can you add?