Teaching Content to English

Language Learners

Division of Bilingual Education and World Languages

Hialeah Miami Lakes Senior HighSeptember 23, 2015

Ivette GreenCurriculum Support Specialist

Today’s GoalsOIcebreaker: Your ChallengeOWhat has worked for you?ODiscuss what ELLs “Can Do”

according to ESOL levelOIdentify and implement

instructional practices that help English language learners understand social studies content

Your Challenge

• You’ve recently moved with your family to a new country, and you are attending a new school.

• Follow the lesson closely.

• Write five things the teacher talked about, including at least one of the many safety tips.

Video 1: Ácidos e Bases

http://iris.peabody.vanderbilt.edu/module/ell/challenge/#content

Ácidos e Bases

• How many of the five items were you able to list?

• What strategies did you use to understand the lesson?

• What has worked in your classroom?

Know Your Students’ True English Language Proficiency

Levels

Milestones of the Early Labor Movement

Haymarket Riot (1886)

Homestead Strike (1892)

Pullman Strike (1894)

Best Practices:Planning with English Language Learners

in Mind1. Identify content curriculum documents and

standards2. Identify big idea and concept learning3. Know students’ true English language proficiency

levels4. Select both content and general academic

vocabulary strategically O Explicit vocabulary/concept instructionO Pair words/concepts with visualsO Provide multiple exposures and practice opportunities

with vocabulary/concepts

5. Vary presentation modesO Explicit directions and teacher modeling

6. Use graphic organizers and writing to build big ideas

7. Varied grouping—whole, partner, small8. Plan opportunities for student talk

Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades Colleen Klein Reutebuch, The University of Texas at Austin, December 2010

www.cal.org/create

Review Content Curriculum Documents And Standards

Florida StandardsContent Benchmarks

OReporting Category: Late Nineteenth and Early Twentieth Century

OStandard: 3 Industrial Revolution: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

Florida StandardsContent Benchmarks

OSS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.

OSS.912.A.3.9 Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.

Focus On Big Idea And Concept Learning

• Content objectives outline what students will learn and be able to do regarding the lesson.

• Language objectives identify the language students will need to learn and use to accomplish the lesson goals

Do you ever ask yourself…

what do I do with my ESOL 1 students?

ESOL 1-2 Students CANLISTENING SPEAKING

• Point to or show basic parts, features, or persons named orally

• Match everyday oral information to visuals

• Group visuals by common traits named orally

• Sort oral language statements according to time frames

• Sequence visuals according to oral directions

• Answer yes/no or choice questions within context of lessons or personal experiences

• Name everyday objects and pre-taught vocabulary

• Repeat words, short phrases, memorized chunks of language

• Describe persons, places, events, or objects

• Ask WH- questions to clarify meaning

• Give features of content based material (e.g., time periods)

• Characterize issues, situations, regions shown in illustrations

ESOL 1-2 Students CAN

READING WRITING• Match visuals to

words/phrases • Respond to WH- questions

related to illustrated text • Classify or organize

information presented in visuals or graphs

• Follow multi-step instructions supported by visuals or data

• Match sentence-level descriptions to visual representations

• Compare content-related features in visuals and graphics

• Locate main ideas in a series of related sentences

• Label content-related diagrams, pictures from word/phrase banks

• Produce short answer responses to oral questions with visual support

• Supply missing words in short sentences

• Make content-related lists of words, phrases, or expressions

• Take notes using graphic organizers or models

• Formulate yes/no, choice and WH- questions from models

When reading, students willContent

What will students learn and do regarding the early labor

movement? ESOL Levels 1-2

OMatch visuals to words/phrases

ORespond to WH- questions related to illustrated text

OMatch sentence-level descriptions to visual representations

OLocate main ideas in a series of related sentences

OLearn about the importance of the milestones of the early labor movement.

OIdentify the causes and consequences of the early labor movement.

Who? Or What?Idea

Person Thing

Action The rest of the story: Where? When?

Why? How?

Levels 1-2

Levels 1-2

Who? Or What?Idea

Person Thing

ActionThe rest of the

story: Where? When?

Why? How?

Strikers wanted an 8 hour work day

Strikers began to fight

with strikebreakers

The police fired into the group (crowd)

Anarchist leaders

The rally

The public

Speakers

Levels 1-2

Levels 1-2

Language objectives identify the language students will need to learn and use to accomplish the lesson goals

Word/Phrase Sort

I know what to do with my

ESOL levels 3+!

ESOL 3 Students CANLISTENING SPEAKING

• Evaluate information in social and academic conversations

• Distinguish main ideas from supporting points in oral, content-related discourse

• Use learning strategies described orally

• Categorize content-based examples described orally

• Suggest ways to resolve issues or pose solutions

• Compare/contrast features, traits, characteristics using general and some specific language

• Sequence processes, cycles, procedures, or events

• Conduct interviews or gather information through oral interaction

• Estimate, make predictions or pose hypotheses from models

ESOL 3 Students CANREADING WRITING

• Identify topic sentences or main ideas and details in paragraphs

• Answer questions about explicit information in texts

• Order paragraphs or sequence information within paragraphs

• Complete reports from templates

• Compose short narrative and expository pieces

• Outline ideas and details using graphic organizers

• Compare and reflect on performance against criteria (e.g., rubrics)

When reading, students willContent

What will students learn and do regarding the early labor

movement?

OIdentify topic sentences or main ideas and details in paragraphs

OAnswer questions about explicit information in texts

OOrder paragraphs or sequence information within paragraphs

OOutline ideas and details using graphic organizers

OLearn about the importance of the milestones of the early labor movement.

OIdentify the causes and consequences of the early labor movement.

ESOL Level 3

Levels 3+

Sentence Frame OR Fill-in-the-Blank?

O In a fill-in-the-blank or Cloze activity, each blank has a single correct answer—often only one word.

O Sentence frames are language resources, (like a thesaurus), that provide students some academic language they may choose to incorporate into their answer.

O The frame has no content of its own. It provides a structure students can use to show the relationships between concepts.

O The students often write extended phrases in the blanks and may continue their response with additional sentences of their own.

Teacher modeling is a must.

Sentence Frame Routine

O Display the sentence frame(s)O Explain the purpose of the frames (describe,

explain, summarize, learn new vocabulary,)O Identify and explain the language targets

(comparing, past tense verbs)O Use think alouds to model appropriate responsesO Students rehearse the frames (silent reading,

echo reading, choral reading)O Assign writing task (independent, pairs, triads) O Circulate to monitor and provide feedbackO Share-out

Sentence Frame OR Fill-in-the-Blank?

Explain & Describe Sentence Frames for

Social Studies O I think ________ is important because ______. O According to ______ O After listening to ______ I found that ______. O A ________ is a symbol of _______. O ______ is famous for ________. O While I was reading I was thinking about ______. O The diagram titled _______ helped me understand _______. O The main idea of the paragraph is _______.O Two supporting details are ______.O From the perspective of _______, I think/understand __________. O ______ is important to our history because ______. O I can connect to this time period because _______.O Source Analysis: _____reveals/suggests _______ because _______.O ______ allowed the ______ to live in the _______. O If I lived in the year ______ in _______, I could ________. O Explain the historical significance of _______ in the _______ culture. O Timeline and word bank

Levels 3+

Frame Their Thinking And Writing

Levels 3+

Frame Their Thinking And Writing

Levels 3+

Frame Their Thinking And Writing

Levels 3+

Section Shrink

Section ShrinkTopicDetailsSection Shrink

Cartoon Analysis Worksheet

Levels 3+

Levels 1-4

Pullman

Illinois

Chicago,

Illinois

Homestead,

Pennsylvania

Background

Select Both Content and General Academic Vocabulary Strategically

&Plan Opportunities for Student Talk

Explicit vocabulary instruction integrates paired students’ discussion of word meanings both in context and in more relevant ways to

students’ lives

• The people are on strike.

• The strikers are protesting.

Word Part of Speech

to strike verb

striking verb

on strike noun

striker noun

strikebreaker

noun

strike --to stop work because you are protesting working conditions.

Turn and Talk• People who go on strike feel ___.• Strikers fight with strikebreakers because ___.

Word Part of Speech

to strike verb

striking verb

on strike noun

striker noun

strikebreaker

noun

strike --to stop work because you are protesting work conditions.

Ácidos e Bases:Let’s revisit the

lesson

• Think back to the video.

• You were asked to identify five things that the teacher talked about.

• Identify 5 language supports added to the lesson.

Video 2: Ácidos e Bases

http://iris.peabody.vanderbilt.edu/module/ell/cwrap/#content

Division of Bilingual Education and World Languages

http://bilingual.dadeschools.net/

Contact InformationNORTH Deland Innocent, Supervisor dinnocent@dadeschools.net305-995-2977

CENTRAL Alina F. Plasencia, SupervisorAPlasencia@dadeschools.net 305-995-2433

SOUTH Mercy Abadie Lux, Supervisorlmenendez1@dadeschools.net 305-995-2098

Melba BritoAdministrative DirectorMBrito@dadeschools.net 305-995-1950

Beatriz ZarraluquiDistrict DirectorBZarraluqui@dadeschools.net305-995-7191

Rosy UgaldeExecutive DirectorRUgalde@dadeschools.net 305-995-4196