Unit 1: Launching Reading and Writing Workshop: … · A Writer’s Notebook by Ralph Fletcher ......

Unit at a Glance Grade 4: Unit 1: Launching Reading and Writing Workshop: The First 20 Days

Unit 1: Launching Reading and Writing Workshop: The First 20 Days

Introduction

This first unit of study focuses on establishing Reading and Writing Workshop procedures and developing habits of mind and skills and strategies of effective readers and writers. Since teachers have access to The First 30 Days unit by America‘s Choice, individual lesson plans were not developed. Twenty lessons were selected from the America‘s Choice curriculum to create a four-week unit. Teachers are encouraged to modify lessons based on their students‘ experience and needs.

Notes

Reading Workshop

Since the lessons in Reading Workshop do not rely on any specific texts, teachers may use any books that are appropriate

for their students. Included is a selection of books that promote the goals of cultural competence that may be used in this unit

and throughout all of the units of study. Books and strategies that directly address cultural competence goals are identified

with this icon: ⊕.

The unit includes the lesson, ―Selecting Books for Independent Reading‖ (Day 2), to support students in choosing books for independent reading, but does not address book bags. To support productive independent reading time, it is suggested that teachers work with students to create book bags, individual collections of books based on each student‘s interests and independent reading level.

This unit refers to students‘ response notebooks as reading notebooks.

While students are engaged in independent reading, confer with individual students, keeping ongoing records of their performance and goals in their reading assessment notebooks, or provide small group instruction (e.g., guided reading, literature circles, extra support for mini-lesson strategies).

Making Meaning and Guiding Readers and Writers: Grade 3–6 are other sources for lessons to launch Reading Workshop.

Writing Workshop

A collection of touchstone (mentor) texts suggested for individual lessons have been included with this unit, but many other texts are also appropriate. Teachers may choose to use their own touchstone texts.

This unit refers to students‘ student sourcebooks as writing notebooks.

As part of Writing Workshop throughout all the units of study, students will be expected to edit their writing daily for at least one item on their self-editing checklists. Begin to develop the class ―Self-Editing Checklist‖ in ―Lesson 19: What Editing Means‖ (Day 28) based on skills taught during the Skills Block.

The Living the Writer’s Life unit at http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/archives/writing/writers_life/index.shtml is another source for lessons to launch Writing Workshop.

Support for English Language Learners

These planning guides were written to intentionally integrate transitioning ELLs‘ needs. The icon indicates a strategy

and/or additional support essential for transitioning ELLs that is embedded throughout the lessons. These suggestions may also benefit other learners. The Notes column shows details and reminders related to ELL strategies, as well as additional information for teachers working with different student populations.

A companion guide, ―Supporting ELLs and Culturally, Linguistically Diverse Learners,‖ has been developed to support teachers in modifying lessons and establishing habits of mind for English language learners. Included in this companion overview is foundational information about reading, language, and English language learners and culturally responsive teaching practices. Also included later in this unit at a glance is a calendar describing suggestions to modify The First 20 Days lessons to support ELLs.

In addition to The First 20 Days lessons, six Model Lessons for ELL Routines are included in the ―Supporting ELLs and Culturally, Linguistically Diverse Learners,‖ that provide a clear introduction of ELL routines. ELL teachers need to decide how best to introduce these routines during Unit 1. Some lessons from The First 20 Days may need to be condensed or replaced with ELL routine lessons. After ELL routines are introduced, incorporate them frequently in lessons across all units of study.

Throughout all of the units are suggestions to support ELLs directly in the lessons. For Unit 1, lesson-specific suggestions have been included in the calendar.

Cultural Competency Connection

⊕ The lessons throughout this unit are deliberately designed to promote the goals of cultural competency. Strategies and

materials that address these goals are identified by this icon: ⊕.

http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/archives/writing/writers_life/index.shtml


Information Literacy and Technology Connection

Throughout this unit of study are suggestions for infusing informational literacy and technology into the lessons to provide students with opportunities for 21st century learning. For Unit 1, opportunities for technology connections are indicated on the calendar, and lesson-specific suggestions have been included in the ―Tech Notes‖ section.

Standards

Standard 1: Students read and understand a variety of materials.

Standard 2: Students write and speak for a variety of purposes and audiences.

Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling.

Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.

Standard 5: Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources.

Standard 6: Students read and recognize literature as a record of human experiences.

Reading Workshop: Big Ideas Writing Workshop: Big Ideas

View themselves as readers and know what good readers do

Read books of different genres

Read literature and compare themes from various cultural perspectives

Use strategies to solve reading problems and comprehend text (e.g., make meaningful predictions and draw conclusions; use context clues to figure out unfamiliar words in context)

Listen and discuss stories with partners and in small groups

Use classroom rituals and routines to work independently and with others

View the world as writers and keep writing notebooks

Use writing notebooks to generate and collect ideas, stories, responses, observations, and notes

Take an idea through writing process to a published piece of writing

Tell and write a piece that is focused

Use classroom rituals and routines to work independently and with others

Apply spelling, grammar, and punctuation strategies (taught during Skills Block) to daily writing

Reading Resources Writing Resources

Mainstream and ELA-E Classrooms

The Story of Jumping Mouse by John Steptoe ⊕

Faraway Home by Jane Kurtz ⊕

Uncle Jed’s Barbershop by Margaree King Mitchel ⊕

Kamishibai Man by Allen Say ⊕

Goin’ Someplace Special by Patricia McKissack ⊕

Northern Lights: The Soccer Trail by Michael Arvaarluk Kusugak ⊕

Red Is Beautiful by Roberta John ⊕

Coming on Home Soon by Jacqueline Woodson ⊕

Professional Reference

The First 30 Days—Reading, Grade 4 by America‘s Choice

Guiding Readers and Writers (Grades 3–6): Teaching Comprehension,

Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas

Mainstream and ELA-E Classrooms

Home by Thomas Locker ⊕

All the Places to Love by Patricia MacLachlan ⊕

Sitti’s Secrets by Naomi Shihab Nye ⊕

Miz Berlin Walks by Jane Yolen ⊕

ELA-S Classrooms

Hair/Pelitos by Sandra Cisneros ⊕

Firetalking by Patricia Polacco ⊕

Isabel Allende: Memories of a Story/Recuerdos para un cuento

by Raquel Benetar ⊕

Napi by Antonio Ramirez ⊕

Amelia’s Road/El camino de Amelia by Linda Jacobs Altman ⊕

My Name is Maria Isabel/Me llamo Maria Isabel by Alma Flor Ada ⊕

Chicken Sunday/El pollo de los domingos by Patricia Polacco ⊕

Para la mejor abuela del mundo by Helen Exley ⊕

Botas negras by Margarita Gonzalez-Jensen ⊕

Zora Hurston y el arbol sonador by Mary-Joan Gerson ⊕


Professional Reference

A Writer’s Notebook by Ralph Fletcher

The No-Nonsense Guide to Teaching Writing: Strategies,

Structures, and Solutions by Judy Davis and Sharon Hill

Teaching the Qualities of Writing by Joanne Portalupi and

Ralph Fletcher

The First 30 Days—Writing, Grade 4 by America‘s Choice

Less

ons

1–5

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What Is Readers

Workshop?

and

Selecting Books

for Independent

Reading (Days

1-2)

Lesson 2:

Reading

a Variety of

Genres (Day 3)

Lesson 3:

Introducing the

Reading Folder

(Day 4)

Lesson 4:

Taking Care of

Ourselves During

the Readers

Workshop

(Day 5)

Lesson 5:

Thinking

of Ourselves as

Readers (Day 6)

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Lesson 1:

What Is Writers

Workshop?

How Do Writers

Discover Stories?

(Day 1)

Lesson 2:

Generating

Topics III (Day 5)

Lesson 3:

Moments That

Lead to Writing

(Day 6)

Lesson 4:

Studying Authors

I (Day 8)

Lesson 5:

Looking Closely

at the World

(Day 10)

Less

ons

6–1

0 Readin

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Lesson 6:

Using Meaning

Cues (Day 8)

Lesson 7:

What Good

Readers Do

(Day 10)

Lesson 8:

Developing

a Rubric for

Independent

Reading (Day 12)

Lesson 9:

Using Context

Clues (Day 14)

Lesson 10:

How to Talk

Productively

and Respectfully

About Texts

(Day 15)

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Lesson 6:

Using

Sourcebooks

to Gather

Information

(Day 11)

Lesson 7:

Expanding

a Seed Idea

(Day 12)

Lesson 8:

Spelling

Assistance

(Day 15)

Lesson 9:

Writing for a

Purpose (Day 16)

Lesson 10:

Organizing

Structure

(Day 17)

Less

ons

11–

15

Readin

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shop Lesson 11:

Comprehension,

Making

Predictions

(Day 19)

Lesson 12:

Using Analogy

(Day 20)

Lesson 13:

Fluency (Day 21)

Lesson 14:

Fluency, Reading

the Punctuation

(Day 23)

Lesson 15:

Re-Reading

to Maintain

Meaning (Day 24)

http://www.amazon.com/exec/obidos/tg/detail/-/0325005214/qid=1150821986/sr=1-2/ref=sr_1_2/102-8078169-2477756?v=glance&s=books

http://www.amazon.com/exec/obidos/tg/detail/-/0325005214/qid=1150821986/sr=1-2/ref=sr_1_2/102-8078169-2477756?v=glance&s=books


Wri

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Great Leads

(Day 18)

Lesson 12:

Great Endings

(Day 19)

Lesson 13:

Using Sensory

Details (Day 20)

Lesson 14:

The Writing

Process:

Planning

(Day 21)

Lesson 15:

Drafting (Day 22)

Less

ons

16–2

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Lesson 16:

Comprehension,

Activating

Background

Knowledge

(Day 25)

Lesson 17:

Introducing

the Reader‘s

Notebook

and

Reading

Response

in the Reader‘s

Notebook

(Days 26-27)

Lesson 18:

Comprehension,

Making

Connections

to Self (Day 28)

Lesson 19:

Comprehension,

What Did I Read?

Stop and Review

(Day 29)

Lesson 20:

Comprehension,

What Do

I Want to Know?

(Day 30)

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Lesson 16:

Developing the

―Characteristics

of Good Writing‖

Rubric (Day 24)

Lesson 17:

What Revision

Means (Day 26)

Lesson 18:

Adding

Information

Within Writing

(Day 27)

Lesson 19:

What Editing

Means (Day 28)

Lesson 20:

Sharing Student-

Published Work

(Day 30)


Tech Notes

Reading and Writing Workshop lesson-specific ILT connections are suggested below.

Reading Workshop Writing Workshop

Lesson 1

Use Kidspiration/Inspiration to create a web map of ―Ways We Choose Books.‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 3

Use Timeliner to create a reading log. Students record names of books read with the date finished on the timeline, creating a yearlong record of progress. It can be used with a paper log or as an electronic version. Author and Title can be put on a Timeliner flag. Notes attached to the flag can contain other information as needed, such as genre and pages read.

Lesson 4

Use Kidspiration/Inspiration to create a web map of ―Taking Care of Ourselves during Reading Workshop.‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 5

Use Kidspiration/Inspiration to create a web map of ―Purposes for Reading.‖ Update this web map as needed and print for a wall chart or individual student records.

Use Kidspiration/Inspiration to create web map of ―I Get Better at Reading By…‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 6

Use Kidspiration/Inspiration to create a web map of ―Strategies Good Readers Use to Solve Word Problems.‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 8

Use RubiStar (http://rubistar.4teachers.org/index.php) to create rubrics, which can be saved and updated as needed.

Lesson 10

Use Kidspiration/Inspiration to create a web map of ―How to Have Great Conversations about Texts.‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 11

If a big book is not available, an Elmo or other document projector allows the book to be projected, so all students can see text and illustrations.

Lesson 12

Use Inspiration in chart mode to show the first syllable of the word with a variety of second syllables or vice versa. Print the charts to post on a wall or give to students. Students can make their own combinations, if a reusable template is placed on the computer.

Lesson 13


Lesson 14


Use Kidspiration/Inspiration to create a web map of ―Reading the

Lesson 1

Create a Kidspiration map for ―What Writers Write About‖ to use throughout the year. Print a map for each student or post it on a wall.

If AlphaSmarts/Neos are available, use one file (e.g., file 8 is usually the default file reserved for ongoing or long-range activities) as the students‘ scrapbook for their ―What Writers Write About‖ files for ongoing story ideas. Save another file for observations, curiosities, poems, memories, phrases, etc. Use other AlphaSmart/Neo files for other writings.

Lesson 2

Use an Elmo or other document projector to show a book as it is being read to the class, so students can follow along and see pictures and words.

Use Kidspiration for brainstorming students‘ writing ideas.

Lesson 3

Brainstorm the ―Moment‖ ideas using Kidspiration/Inspiration.

Lesson 5

Use an Elmo or other document projector to show I’m in Charge of Celebrations, so students can see words and illustrations.

Lesson 8

Post ―celebrated‖ student work on the school‘s Manila Web site. Contact your building‘s STR for help or submit a hotline request to your Educational Technology Specialist for help and instructions.

With all finished projects, have students include ―Copyright © by student’s name 2006‖ to promote pride in ownership of their writing or project.

Make students‘ work into a PowerPoint presentation.

Using a scan converter, save documents and presentations to a videotape to use in a portfolio or take home to show parents. Contact your building‘s STR for help or submit a hotline to your Educational Technology Specialist for help and instructions.

Use Kidspiration/Inspiration to create a web map of ―What to Do When You Do Not Know How to Spell a Word.‖

Lesson 9

Use Kidspiration/Inspiration to create a web map of ―Strategies of Good Writers.‖

Lesson 13

Use an Elmo or other document projector to show Night in the Country, so students can see words and illustrations.

Lesson 16

User RubiStar (http://rubistar.4teachers.org/index.php) to create rubrics, which can be saved and updated as needed.

Lesson 17

Use Kidspiration/Inspiration to create a web map for ―What to Do When Revising.‖ Print a map for each student or post it on a wall. It can also be updated throughout the year.

http://rubistar.4teachers.org/index.php

http://rubistar.4teachers.org/index.php


Clues.‖ Update this web map as needed and print for a wall chart or individual student records.

Lessons 15–16


Lessons 18–19


Lesson 20


Use Kidspiration/Inspiration to create a web map of ―Asking Questions.‖ Update this web map as needed and print for a wall chart or individual student records.

Lesson 19

Use Kidspiration/Inspiration to create web map for ―What to Do When Editing.‖ Print a map for each student or post it on a wall. It can also be updated throughout the year.


Launching Reading and Writing Workshop: The First 20 Days with ELL Suggestions

Some lessons may require extra days to transfer skills and strategies from L1 to L2. Model Lessons for ELL Routines are referred to throughout this calendar.

*See Resources section at the end of ―Supporting ELLs and Culturally, Linguistically Diverse Learners,‖ for materials referenced.

Less

ons

1–5

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Lesson 1: What Is Readers Workshop? and Selecting Books for Independent Reading (Days 1-2)

L1:L2: Add and reinforce vocabulary and phrasing used to talk about the workshop (metalanguage).

L2:ENGL: Use language frames for rigorous discussions (e.g., ―I agree with ___ because…and I‘d like to add…‖

L1:L2: Bilingual BookTalking Routine—Guide students in text selection. A ―grade-level‖ text can be easy or difficult, in English or Spanish, depending on content and language use.

Add to chart: ―We have background knowledge in the topic;‖ ―We understand the language;‖ and ―Pictures help us with context.‖

Lesson 2: Reading a Variety of Genres (Day 3)

L2:ENGL: Teach specific language features of genres and kinds of words and structures to anticipate as they read (e.g., ―Once upon a time…‖ versus ―In addition‖). Begin ongoing chart.

Add to chart: photocopies of text, cover, and example passage. Make chart into personal student checklists in notebooks.

Lesson 3: Introducing the Reading Folder (Day 4)

Continuing ELLs should have basic literacy vocabulary in English. Expand language used to describe reading. Teach multiple meanings of ―log.‖

Lesson 4: Taking Care of Ourselves During the Readers Workshop (Day 5)

Selecting and reading a variety of materials in L1 and L2 supports independence and increases stamina. Discourage reading challenging texts for long periods.

In ELA-E settings, provide beginning ELLs with options such as listening stations, partner reading, or small group reading.

Lesson 5: Thinking of Ourselves as Readers (Day 6)

L1:L2: Bilingual BookTalking Routine—L1:L2 strategy transfer: What you know in Spanish, you know in English. Also address vocabulary and expressions for discussing being readers.

Set up system for ELLs to note and share words they don‘t solve.

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Lesson 1:

What Is Writers

Workshop?

How Do Writers

Discover Stories?

(Day 1)

L1:L2: Add and reinforce specific

Lesson 2:

Generating

Topics III (Day 5)

Provide a graphic organizer to help ELLs think through their ideas in English.

Lesson 3: Moments

That Lead to

Writing (Day 6)

Model with think-aloud language.

Add visual support and gestures for comprehension in

Lesson 4: Studying

Authors I (Day 8)

L1:L2: Bilingual BookTalking Routine—Help students make connections to previous experi-ences with authors.

Lesson 5: Looking

Closely at the

World (Day 10)

Refer to Multi-cultural Literature Infusion: Recom-mended Asian and African American Titles for


vocabulary and phrasing used to talk about the workshop (metalanguage).

L1:L2: Two-Language Think Aloud Routine—Allow students to use L1 to access personal stories as a prewriting strategy.

Allow students to sketch the flow of ideas before or after to lighten language load.

L1:L2: Two-Language Think Aloud Routine—Allow beginning ELLs to use L1 if it is helpful.

―Moments‖ chart.

L1:L2: Two-Language Think Aloud Routine—Allow students to use L1 and familiar books to help them begin thinking about ―moments‖ for their writing.

Refer to Multi-cultural Literature Infusion: Recom-mended Asian and African American Titles for additional authors.

Encourage students to share favorite authors.

alternative mentor texts that allow students to closely observe the world.

Be sure students understand literary terms, such as strong sensory images, vivid verbs.

Expand beginning sensory vocabulary and practice using in different ways to build understanding.

Less

ons

6–1

0

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Lesson 6: Using

Meaning Cues

(Day 8)

Refer to previous lesson.

L1:L2: Bilingual BookTalking Routine—L1:L2 strategy transfer: What you know in Spanish, you know in English.

Include visual icons on strategies chart.

Lesson 7: What

Good Readers Do

(Day 10)

Refer to previous lesson.

L1:L2: Add that good ELL readers use what they know in Spanish and English when-ever they read.

Help students expand language used to discuss reading behaviors.

Lesson 8:

Developing

a Rubric for

Independent

Reading (Day 12)

Be explicit and concise with descriptions.

Add visual icons to rubric.

―Plant‖ language frames for students to use while sharing about reading.

Lesson 9: Using

Context Clues

(Day 14)

ELLs may need to look at longer stretches of text to orient them-selves to context.

Add visual icons to strategy chart.

Lesson 10:

How to Talk

Productively

and Respectfully

About Texts

(Day 15)

L2:ENGL: Teach language frames while charting how to talk about texts. Focus on two or three frames you really want students to use. Create chart for reference.

L2:ENGL: Teach students a discrete sign to use when they do not comprehend but do not want to share out loud.

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Lesson 6: Using

Sourcebooks

to Gather

Information

(Day 11)

To provide visual and auditory supports for ELLs: 1) Place Fletcher text on trans-parency or enlarge on chart. 2) When sharing personal writing notebook, use enlarged version (folded and bound chart paper). 3) Model having recorded phrases heard during day.

Lesson 7:

Expanding

a Seed Idea

(Day 12)

Provide a graphic organizer to help ELLs think through their ideas in English (5 Ws or Story Map). Allow students to sketch the flow of ideas to lighten language load.

Capitalize on the opportunity to clarify use of conditional tense (compare ―I could‖ versus ―I will‖).

Lesson 8: Spelling

Assistance

(Day 15)

Make connections to explicit teaching provided in Skills and ELD blocks in regards to English spelling strategies.

Maintain a resource for frequently misspelled words.

Model using two-language dictionaries and comparing how words work.

Lesson 9:

Writing for a

Purpose (Day 16)

Connect to students‘ aware-ness of when to use English or Spanish according to audience. Distinguish formal and informal register in communication.

Add a column to chart and write ―Test taking, writing to prompt.‖

See model lesson, L2:ENGL: Language Register Flexibility Routine.

Lesson 10:

Organizing

Structure

(Day 17)

Provide graphics organizers to clarify structures of narrative versus nonfiction texts.

Refer to Gibbons‘ framework, ―A Selection of Writing Genres and ‗School‘ Text Types.‖*

Les

son s

11–

15

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Lesson 11:

Comprehension,

Lesson 12: Using Lesson 13: Fluency Lesson 14: Fluency,

Reading the

Lesson 15:

Re-Reading


Making

Predictions

(Day 19)

L2:ENGL: Explicitly teach language frames for making predictions, such as ―I predict __ will decide…because… in the story, she/he…‖

L1:L2: Two-Language Think Aloud Routine—Discuss complex plots in L1 to add depth to predictions after reading in L2.

Analogy (Day 20)

L2:ENGL: ELLs benefit from learning English word patterns that don‘t transfer from L1. Be sure they understand example words.

Add quick sketches to word cards to ensure compre-hension if words are new.

(Day 21)

Fluency modeling and practice should be ongoing and frequent. Use repeated readings and include atten-tion to intonation, pronunciation, and specific phrasing, so ELLs develop and internalize their L2 ―ear.‖

Punctuation

(Day 23)

See Lesson 22 adaptations.

to Maintain

Meaning (Day 24)

Repeated readings are critical for ELLs.

Tape class reading shared reading text for listening station use.

Reader‘s Theater work strengthens fluency and comprehension.

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Lesson 11: Great

Leads (Day 18)

ELLS need multiple opportunities to locate and explore leads. Set time to collect leads in notebooks from different sources.

Make sure ELLs are familiar with terms associated with author strate-gies (e.g., charac-ter introductions, character traits, relationship between charac-ters, literacy language).

Lesson 12: Great

Endings (Day 19)

ELLS need repeated oppor-tunities to locate and explore endings. Set time to collect endings in notebooks from different sources.

Make sure ELLs are familiar with language associated with author strategies (e.g., reflection, circle back).

Lesson 13: Using

Sensory Details

(Day 20)

One challenge of this lesson is the rich, seldom-used English descrip-tions and expres-sions found in the text.

Use familiar text or read text prior to lesson to focus on concepts and English vocabulary.

Use pictures and realia.

Lesson 14: The

Writing Process:

Planning

(Day 21)

L1:L2: Continue to transfer workshop vocabulary (E/S).

Use teacher-made model (short story on chart) to refer to each step in the writing process.

Build additional precise language necessary for discussing writing process.

Use visuals, including icons, sketches, and gestures to support comprehension.

Lesson 15: Drafting

(Day 22)

Use teacher-made model (shared writing with very short story) to refer to each step in the writing process.

Build precise lang-uage necessary for discussing writing process.

Use visuals, including icons, sketches, and gestures to support comprehension.

If students make the same errors consistently—orally and/or in writing—address as mini-lesson.

Less

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16–2

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Lesson 16:

Comprehension,

Activating

Background

Knowledge

(Day 25)

L1:L2: Cognates Studies Routine may be possible to help students connect to their L1 backgrounds.

Also see Lesson 22 adaptations.

Lesson 17:

Introducing

the Reader‘s

Notebook

and

Reading

Response

in the Reader‘s

Notebook

(Days 26-27)

L2:ENGL: Thoroughly model the notebook-making process.

Beginning ELLs may still need additional support to form responses. Use teacher-led

Lesson 18:

Comprehension,

Making

Connections

to Self (Day 28)

L1:L2: Language Register Flexibility Routine—Practice sharing text-to-self connections with various audiences in mind (e.g., friend, principal).

L2:ENGL: Provide language frames and use oral rehearsal (i.e., practice speaking their ideas before writing).

Lesson 19:

Comprehension,

What Did I Read?

Stop and Review

(Day 29)

ELLs need to stop and review in shorter reading chunks. Be explicit about the choice to stop (e.g., ―I‘m stopping because I want to be sure we all understand the phrase…Turn to a partner and say what you think it means.‖). Focus on students‘ message not correctness.

Lesson 20:

Comprehension,

What Do

I Want to Know?

(Day 30)

L2:ENGL: Use language frames to form questions in English.

L1:L2: Two-Language Think Aloud Routine—Students formulate what they would like to know in L1.


small group shared writing or paired writing as appropriate to language levels.

After shared writing, review response structure on the chart. Then label the parts in English (―Date,‖ ―Title,‖ ―Author,‖ ‖Response Paragraph‖).

Focus on one task at a time. Teach language frames for each topic, such as ―I think the character was…because…‖ Thoroughly intro-duce and revisit as necessary.

Follow with explanation and clarifications.

Repeat this strategy in small group as often as necessary.

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Lesson 16: Developing the ―Characteristics of Good Writing‖ Rubric (Day 24)

Be explicit and concise with rubric descriptions.

Add visual icons to rubric.

―Plant‖ language frames for students to use while sharing and evaluating their writing.

Lesson 17: What Revision Means (Day 26)

L1:L2: Cognate Studies Routine: For the words to revise, revising, revised, and revision.

Develop questions to help students think about their work at a deeper-than–editing level.

Ensure students understand pur-pose of revising is to improve quality, not just spelling.

Lesson 18: Adding Information Within Writing (Day 27)

Discuss natural discourse patterns in different lang-uages (e.g., linear: English; nonlinear: Spanish; circular: Vietnamese).

Use advance organizer for linear writing if necessary.

Lesson 19: What Editing Means (Day 28)

Formulate class definitions of to edit, editing, and edited and use as a resource.

Create an ongoing chart to support regular errors.

ELLs need to focus on grammatical usage as well as spelling words.

Set up a genre-specific editing wall or notebook section to help ELLs find mistakes.

Lesson 20: Sharing Student-Published Work (Day 30)

Teach language frames and build precise language for validating student work through discussion.

If inviting parents, include all home languages when-ever possible (e.g., multilingual signage).


Lesson Plan Format and Symbol Key

The lesson plan format in the Units of Study Planning Guides (see below) is explained in this section. When looking at the lesson plan format, just below the title bar is a half-page section that directs the teacher‘s attention to four key aspects of the lesson: Materials, Intended Learning, Standards, and Big Ideas. The lower section of the plan format includes the lesson body and Notes column. In the lesson plan Notes and in this guide, educators will find information for literacy learning in a multicultural context. The Notes also provides some support for teachers who work with English language learners at various levels of language development. The lesson plan body is embedded with specially designed instructional support for teachers who are transitioning students from Spanish to English.

“Supporting ELLs and Culturally, Linguistically Diverse Learners”

includes: Units of Study Planning Guides include:

Background Information to support culturally responsive practices

Model Lessons for ELL Routines

Necessary adaptations for ELLs transitioning from Spanish to English embedded in the lesson plan body in the Notes column: Notes to promote culturally responsive practices Notes to support ELLs at various levels of language development

Lesson Plan Format

Materials

Required or recommended titles of texts (books or articles) and charts or other graphic organizers necessary for the lesson. All charts and graphic organizers are translated, and examples are provided in lesson plans.

(ELA-S) denotes Spanish titles recommended for Spanish-speaking students in the ELA-S classroom setting. Titles may include parallel Spanish titles, different books that can serve the same Intended Learning, or identical titles that have been translated from English to Spanish or vice versa.

(ELA-E) may suggest appropriate English texts for beginning or transitioning ELLs.

⊕ may suggest culturally responsive

or multicultural texts, which

contribute to conversations around

inclusivity, students‘ cultures and

also support the Intended Learning.

Big Ideas—More specific instructional objectives of the lesson.

Lesson Plan Body—Specific adaptations

and/or scaffolding suggestions

necessary to make the lesson

effective for ELLs who are

transitioning from Spanish to English

are marked by .

Notes—Additional information related to beginning ELLs or other hints regarding culturally responsive teaching, which will contribute to teacher under-standing and student success.

Standards—Specific Colorado State Standards for Reading and Writing addressed in the lesson.


Symbol Key

The following is the key to symbols used throughout the lessons. Symbols are located in three places: the header section

described above, the lesson body, and the Notes located to the right of the lesson body.

This symbol in the lesson body indicates that deliberate shifts in lesson steps or additional supports are needed to maximize transitioning students‘ literacy development. Theses shifts are congruent with best instructional practices for ELLs who are transitioning from Spanish to English. The suggestions are intended to make instruction for these learners more effective and will be especially supportive to new teachers or to support experienced teachers as they familiarize themselves with the lesson plans. ELL teachers are encouraged to use these suggestions or make appropriate shifts specifically designed to meet their own learners‘ needs based on student data. Additional information in the Notes is for teachers who work with ELLs in ELA-E settings.

⊕ The concept represented by this symbol is rooted in Native American/American Indian traditions and refers to the Four Directions (see ―Four Directions—Medicine Wheel‖ chart and description in the Resources section). Although the exact meaning varies across Indian Nations, the symbol embodies the idea of harmony and the all-inclusive whole. In these guides, it signals that consideration and/or instructional strategies to support the districts‘ cultural competency goals follow. Suggestions may include information to share with students or information to support teacher insight into student diversity. It also may include culturally responsive ways to understand and validate students‘ identities and funds of knowledge, describe instructional beneficial strategies for linguistically and culturally diverse learners, and/or texts that contribute to building an inclusive learning environment. The symbol indicates information or practices are intended to be incorporated into educators‘ practice.

L1:L2 This symbol indicates that it is appropriate and recommended to do a Language-to-Language Connection Routine for Spanish-speaking ELLs, which means looking at the relationship between words, phrases, and/or expressions, in Spanish (L1 = first language) and English (L2 = second language). Examples include identifying and exploring cognates or contrasting figurative language in Spanish and English. Further explanation of the L1:L2 routines is found in the Section Two introduction of this guide. While all ELLs have an L1 and would benefit from comparing and contrasting English with their languages, the L1:L2 routines target those ELLS who are transitioning from Spanish to English—either in ELA-E or ELA-S settings.

L2:ENGL This symbol indicates that it is appropriate and recommended to look more deeply into how English works. These notes are intended for use with ELLs, although the strategies could benefit native English-speaking learners who need to strengthen their understandings of the English language. Suggestions include revisiting a shared writing text to explore and revise language usage or ―translating‖ it into different language registers (degrees of formality) to get practice with formal uses of language and practice flexibility with the English language in various social and academic contexts.

(50/6) This symbol indicates a strategy recommended from the professional resource, Fifty Strategies for Teaching English Language Learners by Adrienne Herrell and Michael Jordan. The 50/ refers to the book title, and the number that follows the slash (/6) indicates the chapter referenced. The suggested strategy will be detailed sufficiently in the Notes, so a teacher can implement it. Find more in-depth information and further suggestions by reading the chapter referenced.

Unit at a Glance Unit 1: Launching Reading and Writing Workshop: The First 20 Days

Supporting ELLs and Culturally, Linguistically Diverse Learners

Introduction to Purposes

The lessons in Unit 1, ―Launching Reading and Writing Workshop: The First 20 Days,‖ are intended to guide teachers through the initiation of Reading and Writing Workshops. This companion guide, ―Supporting ELLs and Culturally, Linguistically Diverse Learners‖ serves multifold purposes. The first purpose is to intentionally establish a culturally responsive foundation for instruction by providing important guiding information for all teachers who work with linguistically and culturally diverse learners. Denver Public Schools‘ student population encompasses a broad spectrum of language, cultural, and socioeconomic backgrounds. This rich diversity offers educators both the opportunity and the responsibility to understand, to affirm, to serve, and to celebrate its diverse learners in the ways that best support them, as well as to create learning environments that are deliberately inclusive of multiple perspectives, experiences, and understandings. Therefore, this companion guides includes a calendar for Unit 1 with ELL suggestions and introduces information and multicultural resources that are congruent with these understandings and can be used as a resource to keep the commitment to being a culturally competent school district. Following this companion guide are the DPS Units of Study Planning Guides lesson plans, which are infused with ELL supports. These instructional supports are marked with symbols explained in the ―Lesson Plan Format and Symbol Key‖ section, along with an orientation to the lesson plan format.

A second purpose of this companion guide is to introduce ELL routines that support teachers working in ELA-S and ELA –E class-rooms. With The First 20 Days, teachers establish basic rituals and routines for the workshop, while helping students focus on skills and strategies good readers use. These lessons are important for all learners, including ELLs. However, to achieve high success levels, English language learners must have well-crafted instruction that meets their unique learning needs. This First 30 Days companion guide presents additional instructional routines, ―Model Lessons for ELL Routines,‖ to help teachers meet those unique learning needs and maximize learning opportunities for ELLs transitioning from Spanish to English. These ELL routines are explained in Sections Two and Three, and the sample model lessons are contained in Section Four.

ELLs and Background Knowledge

All learners bring important knowledge and life experiences to their literacy learning, and best practice literacy instruction validates and builds upon students‘ background knowledge. Luis Moll refers to students‘ background as ―funds of knowledge‖ and has helped educators understand that the wisdom, experiences, and ways intrinsic in students‘ home culture form precious contributions to the learning environment and should be valued. ELLs who are transitioning from Spanish to English bring with them unique background related to literacy—knowledge about literacy and language in Spanish, as well as knowledge about literacy and language in English. While literacy and language levels among students may vary, it is important to teach specific strategies that capitalize on their background knowledge and life experiences in two languages to increase the effectiveness of strategies and skills students use (Moll, et al).

ELL Routines—Sharpening Strategies

A classroom schedule that is effective for transitioning ELLs regularly incorporates language-focused instructional routines. The ELL routines described in this companion guide come together with well-crafted literacy instruction to teach specific strategies necessary to maximize the two-language background. The ELL routines provide students the necessary opportunities to focus explicitly on how language works in the many different contexts found throughout their meaningful reading, writing, and communication in Spanish and English. During the routines, teachers show students how to make language-to-language connections, symbolized by L1:L2, so students connect what they know in their first language with what is so in the second language. Teachers deliberately help students develop awareness about language and teach them to apply these understandings in purposeful, strategic ways. Through this approach, students develop the metalinguistic awareness and linguistic flexibility necessary to become powerful readers and writers across content areas. The following are some L1:L2 ELL routines in this guide: Two-Language Think Aloud, Bilingual BookTalking, Language Register Flexibility, and Cognate Studies.

Inclusive Practices

Educators at all levels must be cognizant of their own core beliefs, attitudes, and expectations, and they must create classroom environments that cultivate awareness and value differences and similarities. Educators must be advocates for cultural understanding of not only learners, but of themselves in relation to learners.

Inherent in the conversations and activities that take place during the ELL routines are opportunities for teachers to be inclusive regarding students‘ cultural identities, to validate students‘ ―funds of knowledge,‖ and to facilitate deeper-level understandings among students, which helps them navigate myriad social and academic contexts. Students who are transitioning from Spanish to English, in particular, learn to apply, with agility, their two-language, two-culture expertise and become empowered members of society. The following statements from experts in ELL education underline the urgent need to serve students in ways that elicit their full potential and participation. The practices in this guide must be implemented


intentionally and regularly for linguistically and culturally diverse learners to achieve academic and personal success.

…We are at a pedagogical crossroads with respect to how language and human identity are conceptualized in relation to curriculum and instruction…[W]e must examine our interactions with students who are learning English not only through the lens of the technical efficacy of our instructional strategies but also through the lens of identity negotiation—the extent to which the classroom interactions we orchestrate build on and affirm the cultural, linguistic, intellectual and personal identities that students bring to our classrooms (Cummins, ―Language,‖ 2006).

Denver Public Schools provides teachers with the Units of Study Planning Guides together with the New Standards Guides for Speaking and Listening and Reading and Writing. Both resources incorporate the cutting-edge notion that attention to students‘ languages and cultures is critical for high-quality, effective instruction. Although the New Standards guides are geared for kindergarten through third grade, the information found in the introductory sections, regarding how language awareness can improve literacy achievement, applies to all grades. The following section orients users to the language-related information provided in this companion guide and introduces users to special supports related to language and culture found in the Units of Study Planning Guides lesson plans.

***Language and the human spirit are inextricably intertwined. We interpret the world through language. We express ourselves through language. Language is powerful. Language can bring us together or set us apart. It can be used to include—to bridge barriers between cultures, religions, worldviews—at the same time as it can be used to exclude by inflaming xenophobia and racism. Language can establish community and solidarity at the same time as it can be used to erect boundaries and divide communities…Language is no longer innocent. We can no longer conceptualize language as some kind of neutral code that can be taught in classrooms in splendid isolation from its intersection with issues of power, identity, and spirituality (Cummins, ―Language,‖ 2006).


Organization of Supporting ELLs and Culturally, Linguistically Diverse Learners

Section One: Language and Culture in the Context of Literacy

Section One provides information about important aspects of the nature of language and culture related to literacy instruction with English language learners. This section is intended to support all teachers working with linguistically and culturally diverse learners, as well as those diverse learners who are ELLs. While ELLs clearly have home languages distinct from English, many native English speakers bring language patterns and cultures from home that are diverse, and teachers of these learners may find the following information applicable as well.

1a. Cross-Language Transfer—Cummins‘ Theory of Common Underlying Proficiency (CUP)

1b. Culturally Responsive Teaching Practices

1c. ―Deep Culture Iceberg‖—Moving beyond the Surface into Understanding

1d. Reading Instruction with ELLs—Key Practices Suggested by Lily Wong Filmore

1e. The Importance of Teaching Explicitly about Language by Lisa Delpit

1f. Registers of Language

Section Two: Language-to-Language Connection Routines (L1:L2) Instructional Routines to Maximize Literacy Learning for Transitioning ELLs

Section Two is intended to address the needs of transitioning ELLs, Spanish-speaking English language learners who may be in either ELA-S or ELA-E classroom settings, but are students whose language of instruction in literacy is shifting, or has shifted, from being predominantly in Spanish (with ELD) to receiving more literacy instruction in English (with ELD). These students whose language of instruction may be primarily English and who also have the opportunity, because of the instructional setting, can benefit from the comparison and contrast of the two languages—Spanish and English—in the context of literacy instruction. This section supports the accepted concept that the transfer between languages does occur naturally, but that well-designed and purposefully implemented instruction augments and makes more effective the transfer of learning.

2a. L1:L2 Routine: Two-Language Think Aloud—Use two languages to maximize comprehension

2b. L1:L2 Routine: Bilingual BookTalking—Develop metalinguistic awareness during literacy

2c. L1:L2 Routine: Cognate Studies—Maximize vocabulary development opportunities

2d. L1:L2 Routine: Language Register Flexibility—Power-pack communication

Section Three: Routines for Exploring the English Language (L2:ENGL) Instructional Routines to Maximize Literacy Learning for ELLs

Section Three features routines to address the nature of the English language and are intended to benefit all ELLs, regardless of their L1 backgrounds. Recommendations in this section could also support native English-speaking learners who need to strengthen understandings about and use of the English language. When supporting the latter learners, it is critical to remember that while they may benefit from language-focused lessons, they bring varying degrees of internalized knowledge and experience, which makes their needs distinct from those of ELLs.

3a. L2:ENGL Routine: How to Say It—Exploring English in a shared writing setting

3b. L2:ENGL Routine: Language Frames—Spring students into conversations

3c. L2:ENGL Routine: Cognate Studies—Maximize vocabulary development opportunities

3d. L2:ENGL Routine: Language Register Flexibility—Power-pack student communication

Section Four: Model Lessons for ELL Routines

Section Four features model lessons for ELL routines described in Sections Three and Four.

4a. L1:L2 Routine: Two-Language Think Aloud

4b. L1:L2 Routine: Bilingual BookTalking (Word Order)

4c. L1:L2 Routine: Bilingual BookTalking (Subject Pronoun)

4d. L1:L2 Routine: Cognate Studies (Text Independent)

4e. L1:L2 Routine: Cognate Studies (Text Dependent)

4f. L2:ENGL/L1:L2 Routine: Language Register Flexibility


Section One: Language and Culture in the Context of Literacy

When working with linguistically and culturally diverse students, educators benefit from having accurate information about language acquisition and how languages interrelate with literacy learning. Regardless of the primary language and home circumstances, all learners bring important knowledge and life experiences to their literacy learning, and it is recognized that best practice literacy instruction validates and builds upon students‘ background knowledge. Luis Moll refers to students‘ background as ―funds of knowledge‖ and has helped educators understand that the wisdom, experiences, and ways intrinsic in students‘ home culture form valuable contributions to the learning environment. While it is critical that students learn the ―language of school,‖ it is equally critical that students‘ home languages be valued explicitly and implicitly.

The following are key understandings regarding language to support DPS teachers in applying suggestions made throughout the Units of Study Planning Guides lesson plans.

Cross-Language Transfer—Cummins‟ Theory of Common Underlying Proficiency (CUP)

A high level of skills and strategies is transferred from first to second language in reading according to studies of bilingual literacy development. An even greater degree is transferred between Spanish and English due to the similarity in the writing systems of the two languages. The fundamental principle in the use of the primary language for initiating reading instruction in bilingual education is the linguistic interdependence of language acquisition and the transfer of literacy skills (Miramontes, 1997).

Dr. Jim Cummins (2000) describes the relationship among the concepts and understandings of an individual between languages as a kind of shared reservoir. The Common Underlying Proficiency (CUP) theory shows an interdependence, or shared reservoir, regarding the concepts, skills, and linguistic knowledge in two languages. Therefore, if a student understands the concept of photosynthesis in one language, these understandings transfer into science study in a second language—the student knows about photosynthesis in the second language. Similarly, if a learner knows how to make inferences, this ability also transfers between languages. Linguistic knowledge also transfers across languages, although differences between languages exist as well. While this knowledge does transfer, students need explicit support in making transfers and avoiding getting confused by surface differences, vocabulary, and syntax unique to each language.

For this reason, explicit comparison-contrast lessons can give students clarity in language learning. DPS teachers who work with ELLs transitioning from Spanish to English will use L1:L2 routines from the Language-to-Language Connection Routines in Section Two, in which they examine grammatical forms, syntax, and vocabulary including cognate studies (words that are similar because they have common Latin and Greek roots—such as biology/biología or elefante/elephant). ELLs who are transitioning from Spanish to English bring with them unique background related to literacy—knowledge about literacy and language in Spanish, as well as knowledge about literacy and language in English. Transitioning ELLs require explicit attention to the ways in which Spanish and English are similar and different. While not every point can or should be addressed, comparing and contrasting the two languages should be done regularly. To increase the effectiveness of students‘ strategies and skills, it is also important to teach specific strategies, so students capitalize on their background knowledge and life experiences in both languages. Regular instruction, discussion about, and practice gives students the experience necessary to internalize strategies. In this ELL companion guide, ELA-E and ELA-S teachers will find ELL routines to support the necessary practice and instruction.

In addition, resources such as NTC‘s Dictionary of Spanish Cognate Thematically Organized (Nash, 1990) can be helpful to instructional planning efforts.

Students need to recognize and apply strategies that support the fact that the concepts they have in one language, they have in their other language(s). They need support in developing the vocabulary, syntax, and grammatical forms necessary to express their ideas in the language of instruction.

Culturally Responsive Teaching Practices

As mentioned In the Introduction to this companion guide, the first purpose of this guide is to intentionally establish a culturally responsive instructional foundation by providing important guiding information for all teachers who work with linguistically and culturally diverse learners. The broad spectrum of language, cultural, and socioeconomic backgrounds inherent in DPS‘ student population offers educators both the opportunity and the responsibility to understand, to affirm, to serve, and to celebrate its diverse learners in the ways that best support them, as well as to create learning environments that are deliberately inclusive of multiple perspectives, experiences, and understandings as daily practice.

The concept of Culture encompasses the deeply rooted predominating values, attitudes, and behaviors that characterize the functioning of a group or community. The perception of culture can be perceived in surface-level aspects, such as foods, music, and crafts. However, nine-tenths of culture operates ―below the surface.‖ The deeper aspects of culture are often unspoken and/or unconscious and carry a high emotional load. Participating appropriately carries great importance. The deeper aspects of culture include notions of personal space, body language and nonverbal communication, preferences for cooperation or competition, and appropriate use of informal and formal language registers. To create inclusive, empowering


environments for learning, educators must understand the deeper aspects of their students‘ cultures and their own, in relation to their learners. Educators with these insights can profoundly and positively impact the learning environment by honoring their students‘ home culture and languages, teaching students to perceive and value differences and similarities and by explicitly teaching language and behaviors expected in educational environments.

“The Iceberg Concept of Culture”—Moving beyond the Surface into Understanding

The reference tool, ―The Iceberg Concept of Culture,‖ is an insightful look at the deeper aspects of culture. It can be found at the Indiana Department of Education site and should become a familiar resource to teachers.

Information related to diverse student backgrounds, as well as suggestions for multicultural texts, have been integrated

throughout the Units of Study Planning Guides. This information may provide insight for educators and/or may be information

to share with or teach students during instruction. These points, found in the Notes, are marked with the ⊕ symbol, which

embodies the idea of harmony and the all-inclusive whole.

The following instructional practices are gleaned from Creating Culturally Responsive, Inclusive Classrooms by Winifred Montgomery. These strategies positively impact the educational achievement of learners from diverse linguistic and cultural backgrounds and have been integrated throughout the lessons. DPS educators should be familiar with and incorporate these strategies throughout the instructional day.

Instructional Strategies for Culturally Responsive Instruction

Think aloud—Teacher reads passages and models thought processes for students on how to ask themselves questions as they comprehend text.

Reciprocal questioning—Teachers and students engage in shared reading, discussion, and questioning with the goal being to help students learn to ask questions of themselves about the meaning they are constructing as they read.

Interdisciplinary units—Recommended that teachers include and connect content learning with language arts and culturally diverse literature.

Topics drawn from children‟s lives and interests (sometimes from curriculum) demonstrate how to make connections across the curriculum through culturally relevant literature.

Scaffolding—Teacher explicitly demonstrates the difference between what students can accomplish independently and what they can accomplish with instructional support.

Journal writing gives students opportunities to share their personal understandings regarding a range of literature in various cultural contexts that inform, clarify, explain, or educate them about culturally diverse societies.

Character study journals permit students to make their own personal connections with a specific character as they read a story.

Open-ended projects allow students to contribute at their varying levels of ability and explore a topic of interest drawn from their readings of culturally rich literature. Artifacts, including writings, poems, and/or letters, from students‘ lives or culture can represent an ethnic or cultural group.

Cross-cultural literature discussions groups—Students discuss quality fiction and nonfiction literature that authentically depicts members of diverse cultural groups.

Character reading—Students form opinions about a specific issue or cultural concept put forward in the text or respond to a significant event that occurred during the character‘s life.

Written reports give students opportunities to write about their heritages and cultural traditions or a single cultural or ethnic experience.

Reading Instruction with ELLs—Key Practices Suggested by Lily Wong Filmore

The DPS Literacy Program is based on current research, which states that reading extensively in a wide variety of genres is helpful in increasing reading comprehension and also develops ample vocabulary knowledge. According to Lily Wong Filmore (1997), teachers must use specific ways to make text accessible for ELLs. The following suggestions maximize ELLs literacy and language learning. English language learners have the ―double task‖ of learning the English language and becoming adept in the five components of literacy (i.e., comprehension, fluency, vocabulary, phonics, phonemic awareness). ―Therefore, teachers must:

Provide the support learners need to make sense of the text; Call attention to the way language is used in the text; Discuss with learners the meaning and interpretation of sentences and phrases within the text; Point out that words in one text may have been encountered or used in other places; and

Help learners discover the grammatical cues that indicate relationships, such as cause and effect, antecedence and consequence, comparison and contrast, and so on.

In short, teachers help written texts become usable input not only by helping children make sense of the text, but by drawing their attention to how language is used in the materials they read. If it is done consistently, learners will soon notice the way language is used. When they do that, everything they read becomes input for learning (Filmore 4). The above information

regarding ELLs‘ reading instruction informs some shifts for ELLs incorporated throughout the lessons and marked with the

symbol. It is also seen in the Notes with the symbol L2:ENGL, when addressing specifics about how the English language works in a literacy context, and the symbol L1:L2, when specifics about how Spanish and English relate, relevant to the literacy context.


The Importance of Teaching Explicitly about Language by Lisa Delpit

Lisa Delpit (1988) has helped educators understand the need to teach about the way language works in explicit ways. Delpit writes Some children come to school with more accoutrements of the culture of power already in place—―cultural capital‖ as some critical theorists refer to it—some with less. Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully while they are in the classroom setting without having arbitrary, outside standards forced upon them. It is a very reasonable goal for people whose children are already participants in the culture of power and who have internalized its codes. But parents who don‘t function within that culture often want something else. It‘s not that they disagree with the former aim; it‘s just that they want something more. They want to ensure that the schools provide their children with discourse patterns, interactional styles, and spoken and written language codes that will allow them success in the larger society (Delpit 285).

Registers of Language

We use different ―styles‖ or registers of language that vary depending on: topic, purpose, setting, who we are speaking to, and whether we are speaking or writing. Although students may have some expertise with register, most of the time, students don‘t even realize they actually adjust to different social and academic situations (e.g., respectful tone of voice with grandparents and the polite use of usted, the Spanish formal pronoun you, while with cousins or other peers, using a more casual vocabulary and tone). Often rules for appropriate use of register are unspoken and ―invisible‖ and therefore remain inaccessible to people from outside the culture.

Proficient members of a society navigate myriad social and academic contests with success by using their ―innate‖ understandings about appropriateness regarding the above aspects of communication. These understandings can be considered ―cultural capital,‖ because they lend power to the speaker when used in ways congruent to social expectations. Being adept in these wide-ranging situations also requires an agility with language, as well as flexibility with the appropriate use of body language, eye contact, gestures, and tone of voice.

The ELL routines suggested in this guide explain how language registers and expectations about appropriate language use and language-related behaviors work. The routines address these issues specifically and give students practice to help them develop metalinguistic and cultural awareness necessary for success.

Two dimensions of information about register are useful to educators working with linguistically and culturally diverse learners. In the first, Halliday (1973) identifies three variables that determine register: field (the subject matter of the discourse), tenor (the participants and their relationships), and mode (the channel of communication; that is, spoken or written).

In the second prominent model, Joos describes the five styles of spoken English, or ―levels of register‖ (see below). Both references are helpful to teachers as they prepare ELL routine lessons. ELL register routines are called Language Register Flexibility routines in this guide. This information relates to both ELA-E and ELA-S classroom contexts. Register is addressed in Sections Two and Three of this guide.

L1:L2 Language-to-Language Connection Routines are most appropriate for transitioning ELLs, and L2:ENGL Routines for Exploring the English Language are appropriate for ELLs and native English-speakers who may need to strengthen their understandings of the English language for academic contexts.

Register Description and Examples

Frozen or Oratorical Consists of language used in communication, such as prayers, the Pledge of Allegiance, and classic literature.

Formal or Deliberative Includes language used in one-way, informative communication, such as lectures, sermons, and speeches.

Consultative Includes two-way conversation that helps, informs, or advises and includes student-to-student conversation and student-to-teacher conversation.

Casual Used by group members who are familiar with each other. Language in the casual register includes slang, swearing, and vulgarity.

Intimate Used by a pair of people and excludes others.


Section Two: Language-to-Language Connection Routines (L1:L2) Instructional Routines to Maximize Literacy Learning for Transitioning ELLs

These lessons should be done frequently throughout the year. According the ELL language levels, teachers select appropriate teaching points and scaffold routines to meet ELLs‘ learning needs.

An effective classroom schedule for transitioning ELLs regularly incorporates language-focused instructional routines, such as the ones below, into well-crafted literacy instruction to teach specific strategies necessary to maximize the student‘s two-language background. These routines give students opportunities to focus explicitly on how language works in the many different contexts found throughout their meaningful reading, writing, and communication in Spanish and English. During the routines, teachers model for students by thinking aloud about and demonstrating how to make language-to-language connections (symbolized by L1:L2). Teachers deliberately lead students to develop awareness about language. Even more importantly—they teach students to apply these understandings in purposeful, strategic ways. All ELL routines are intended to be used ―on the run‖ or in the context of real literacy experiences. Through the approach of modeling, discussing, and practice/application, students develop the metalinguistic awareness and linguistic flexibility necessary to become powerful readers and writers across content areas.

L1:L2 Routine: Two-Language Think Aloud

Key Purposes: To deepen comprehension and provide high-level contexts for learning English language

Students who are transitioning from Spanish to English may have enough language and literacy skills and strategies to read and comprehend a text and working completely in English can offer great opportunities. Students also benefit by using the two languages. This ELL routine lets students work out their analyses of an English text in L1, then refine the English words to express their thoughts and observations with ease. By using both languages, this routine can help balance the cognitive and linguistic loads. That is, by lightening the language challenge, their well-formulated thoughts and comprehension can lead to deeper discussions. ELLs can ―make time‖ in solidifying language for meaningful purposes. The sequence of steps includes: First reading the English text, then using Spanish to discuss and analyze the text and characters and discuss interpretations and inferences. Finally, engaging in English language learning (vocabulary, expressions) to learn to express the deep ideas in English.

L1:L2 Routine: Bilingual BookTalking

Key Purposes: To develop metalinguistic awareness and deepen comprehension in two languages

In contrastive analysis, one analyzes the differences between languages to learn about how each works. The clarity gained through this exercise helps learners comprehend more in their reading and be more aware and deliberate in writing and communication. By looking at bilingual books, students have the perfect chance to compare and contrast the way the author has chosen to express his or her ideas in different languages. Sometimes the tone and nuances in ideas even vary between the English and Spanish versions. With the added component of external translators, difficulty levels may even vary greatly between the languages. Even when ideas are identical, this routine offers ample, purposeful opportunities to explore uses of vocabulary, figurative language, and nature of syntax in each language. This routine is especially useful for developing the ―Does it sound right? muscle‖—the sometimes elusive, but important ability to form grammatically correct sentences in writing activities, as well as develop a sense for native-like phrasing that supports reading fluency and comprehension.

L1:L2 Routine: Cognate Studies

Key Purposes: To increase vocabulary, knowledge about how words work, fluency, and comprehension

One way teachers can help students transitioning from Spanish to English increase general academic vocabulary and content vocabulary is by regularly studying cognates. Because Spanish and English both have common origins in Latin and Greek, extensive academic vocabulary is available to ELLs transitioning from Spanish to English. This word knowledge transfers naturally and practicing with Cognate Studies lesson routines can increase the familiarity and ease with which students use this knowledge. Two types of cognates are addressed: accurate and false. As an ongoing resource, teachers could create a cognate word wall or students could create a cognate word study in their notebooks.

L1:L2 Routine: Language Register Flexibility

Key Purposes: To increase awareness about and practice language flexibility and make students powerful language users

In this routine, students learn to understand invisible rules that govern society in myriad situations. They become aware of their own unrecognized expertise, such as knowing to use a respectful tone of voice—or polite use of usted (Spanish formal pronoun you)—with grandparents and using more casual vocabulary and tone with cousins. They become aware of their own innate


knowing in L1 contexts and develop expertise in invisible rules of L2. Students become adept in wide-ranging situations and develop agility with language, as well as flexibility with the appropriate use of body language, eye contact, gestures, and tone of voice. This ELL routine explains how the following work: language registers, expectations about appropriate use of language, and language-related behaviors. The ELL routines address issues specifically and give students practice to help them develop metalinguistic and cultural awareness necessary for success.


Section Three: Routines for Exploring the English Language (L2:ENGL) Instructional Routines to Maximize Literacy Learning for ELLs

These lessons should be done frequently throughout the year, and teachers should scaffold instruction to meet ELLs‘ language levels.

The following routines address the nature of the English language and are intended to benefit all ELLs, regardless of their L1 background. Recommendations in this section could also support native English-speaking learners who need to strengthen understandings about and use of the English language. When supporting the latter learners, it is critical to remember that while they may benefit from language-focused lessons, they bring varying degrees of internalized knowledge and experience, which make their needs distinct from those of ELLs.

L2:ENGL Routine: How to Say It

Key Purposes: To strengthen English knowledge and use in writing and oral communication

ELLS need opportunities to express their ideas in English and also need to learn correct and expressive uses of English. The L2:ENGL routine, ―How to Say It‖ is similar to the strategy found in Fifty Strategies for Teaching English Language Learners by Adrienne Herrell and Michael Jordan and capitalizes on shared writing time. During a shared experience, teachers elicit and plant important vocabulary and phrases to describe the experience. After the shared experience, teachers draw on students to describe and lead a short shared writing on chart paper, using student ideas in correctly written English. The class, soon after, revisits the text to refine the writing based on the teacher‘s purposes—making changes in tense or grammatical structures or using more sophisticated phrasing or idiomatic English expressions. This strategy can be used as a routine at any time during writing to help students learn to express their thoughts and observations in more articulate ways.

L2:ENGL Routine: Language Frames

Key Purposes: To Increase ease with English in various contexts

Language frame routines involve teaching English sentence stems that springboard students into richer conversations. Language frames give students ways to phrase their thinking and extend their oral expression and lead to effective Accountable Talk in literacy contexts. Language frames range from beginning stems, such as ―I like ___, and I don‘t like ___,‖ to more sophisticated statements used in conversations around books, such as ―I agree with __. I see a change in this character…‖ Teaching language frames to newcomer ELLs leads them out of the ―silent period,‖ and as ELLs continue to develop, language frames provide links between students‘ thoughts and their speech—and help focus students‘ thinking to produce on-target responses. By teaching language frame routines, educators help students move beyond basic language and their utterances, making conversation richer and bringing talk between students to higher levels.

L2:ENGL Routine: Cognate Studies

Key Purposes: To increase vocabulary, knowledge about how words work, fluency, and comprehension

One way teachers can help students transitioning from Spanish to English increase general academic vocabulary and content vocabulary is by regularly studying cognates. Because Spanish and English both have common origins in Latin and Greek, extensive academic vocabulary is available to ELLs transitioning from Spanish to English. This word knowledge transfers naturally and practicing with Cognate-Studies lesson routines can increase the familiarity and ease with which students use this knowledge. Two types of cognates are addressed: accurate and false. As an ongoing resource, teachers could create a cognate word wall or students could create a cognate word study in their notebooks.

L2:ENGL Routine: Language Register Flexibility

Key Purposes: To increase awareness about and practice language flexibility and make students powerful language users

In this routine, students learn to understand invisible rules that govern society in myriad situations. They become aware of their own unrecognized expertise, such as knowing to use a respectful tone of voice—or polite use of usted (Spanish formal pronoun you)—with grandparents or the principal and using more casual vocabulary and tone with cousins or friends. They develop expertise in invisible rules of English. Students become adept in wide-ranging situations and develop agility with language, as well as flexibility with the appropriate use of body language, eye contact, gestures, and tone of voice. This ELL routine explains how the following work: language registers, expectations about appropriate use of language, and language-related behaviors. The ELL routines address issues specifically and give students practice to help them develop metalinguistic and cultural awareness necessary for success.


Section Four: Model Lessons for ELL Routines

In the following section, model lessons for ELL routines are featured. These lessons should be done frequently throughout the year, and teachers should scaffold instruction to meet ELLs‘ language levels. The key purposes of these model lessons are to deepen comprehension and provide high-level contexts for learning English language.


Reading Workshop L1:L2 Model Lesson for ELL Routines: Two-Language Think Aloud

L1:L2 Model Lesson for ELL Routines: Two-Language Think Aloud

Materials

Adelita, A Mexican Cinderella Story by Tomie de Paola (English text) or any book that has not been used for previous instruction that contains a few unfamiliar English words. The book may have been read in Spanish.

Chart paper and markers

Intended Learning

Students use think-aloud protocol in their native language (Spanish) to access new vocabulary encountered while reading a story in English.

Colorado Standard

Students read and understand a variety of materials.

Big Idea

Use strategies to comprehend text.

Mini-Lesson Notes

Notes

In this lesson, you will model how bilingual readers can make use of their more-developed first-language skills to self-monitor as they read. Beginning and intermediate ELLs can process language input in English, but they may not have enough command of language production skills to practice the important skills of questioning and reasoning while reading in English. They can begin this process in their native language (Spanish), even while reading in English. As you model thinking aloud in Spanish to check for comprehension of new vocabulary, you are teaching students the valuable skill of transferring knowledge from one language to the other. Although the text being read is in English, the lesson would be conducted in Spanish.

Teaching

Preview the text and select essential vocabulary or phrases that students will be able to define by using context that precedes or follows the word.

Tell students that you are going to demonstrate a strategy that helps you understand new words and expressions better when you read in English. “Hoy les voy a enseñar una estrategia que yo uso cuando encuentro palabras desconocidas en mi lectura.”

Introduce the book you are reading in Spanish. Make sure students understand what the story is about. You may want to read the text in Spanish before this lesson, if the Spanish text is available, which is recommended but not necessary. Model how you use illustrations to help understand the characters and setting of the story. In the case of Adelita, look at the man and woman: they look happy. They are dressed in clothing from a long time ago. They are at home. “Mira, un hombre y una mujer, parecen felices. Están vestidos de modo antiguo. Están en su casa.”

Pause at the end of the first page to model how you check for your own comprehension at the end of a section of reading. “Creo que he entendido todo lo que he leído hasta ahora. La pareja está esperando un bebé y han invitado a Esperanza a venir para ayudarles a cuidar a la mamá, Adela, y al bebé.”

Reading the text in Spanish before this lesson builds comprehension of the story and lessens the cognitive load, so students focus on the strategy being taught.


Reading Workshop L1:L2 Model Lesson for ELL Routines: Two-Language Think Aloud

Pause after reading the second page aloud (up to the word heartbroken) and again model checking for comprehension. This time, note that although you understand that the baby was born and the mother died, you are not quite sure what the author means when he says, ―Francisco was heartbroken.‖ “En esta página entiendo que nació el bebé y murió la mamá, pero cuando dice „Francisco was heartbroken,‟ quiero saber qué le pasó a su corazón. ¿Realmente se le rompió el corazón y también murió? ¿O quiere decir algo diferente?” Elicit students‘ ideas of what you can do when you don‘t understand a word in a story you read. Sometimes words and phrases are also figurative/idiomatic expressions and are different in each language.

Tell students you have decided you are going to read on to see if you can tell what heartbroken means from the context that follows it. “Creo que voy a seguir leyendo para ver si el contexto que sigue me ayuda a descubrir el significado de „heartbroken.‟”

Continue to read the rest of the page aloud. At the end of the page, again, model pausing to self-check for comprehension and show how the context helped you determine the meaning of heartbroken. “Ahora creo que entiendo lo que quiere decir „heartbroken.‟ Dice que Francisco estaba muy triste y extrañaba a Adela mucho. Francisco se sintió como si se le hubiera roto el corazón. Veo las palabras „heart‟ y „broken‟—Entonces „heartbroken‟ es una palabra compuesta en inglés que quiere decir que el corazón se siente como si fuera roto porque está en tanto dolor—significa que la persona está muy triste. Y es como la expresión en español „corazón partido‟ ¿Están de acuerdo?”

Ask students to describe how you talked to yourself while you read. Ask them to do the same thing as they engage in independent reading. “¿Qué estrategia usé para ayudarme mientras leía?” Wait for responses. “Sí, yo me estaba hablando a mí misma o puedo decir que estaba pensando en voz alta. ¿Ustedes creen que pueden hacer lo mismo mientras leen independientemente?

Active Engagement

Have students conduct paired reading with any book of their choice and model the think alouds with each other. Tell them to be prepared to share an example of their own thinking aloud when they come back to the meeting area at the end of independent work time.

Sharing/Closure

Review opening ideas about strategies to help understand new words better when reading in English. Ask students to tell the strategy in their own words (i.e., think alouds and unknown vocabulary). Ask volunteers to share their think alouds.


Reading Workshop L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Word Order)

L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Word Order)

Materials

Bilingual book, Carlos and the Skunk/Carlos y el zorillo by Jan Romero Stevens

Additional bilingual books


Intended Learning

Students notice word order differences in Spanish and English by using a bilingual book to compare and contrast the two different usages.

Colorado Standard


Big Idea


Mini-Lesson Notes

Notes

Bilingual books can be a valuable classroom tool. Since text is presented in two languages on each page, bilingual books provide a wealth of opportunities for contrastive language analysis. Depending on students‘ language proficiency levels and the goal of the lesson, students can use bilingual books to access difficult vocabulary or confirm text comprehension. Bilingual books could also be used at more advanced levels to demonstrate some figurative writing aspects, by highlighting how figures of speech differ from language to language and how authors may use different descriptive language or word order to make their point more eloquently.

In this lesson, the bilingual book is used to illustrate a more functional language feature. Spanish and English word order, while following the same basic S(ubject) V(erb) O(bject) pattern, differ in some situations. Typically, descriptive adjectives follow nouns in Spanish, whereas in English, they precede the noun. For example, the white house becomes the house white or la casa blanca in Spanish. Since it is one of the rare word order differences between Spanish and English, it commonly causes problems for learners of both languages. This lesson can be conducted with equal effectiveness in Spanish or English.

Teaching

Tell students that today you will show them how useful bilingual books can be for bilingual readers and writers.

Read aloud the first page of the book. This page begins with Carlos‘s memories of the beginning of his friendship with Gloria. Read both the English and Spanish text. Ask students to comment on what they notice when you read the whole page. They should notice that the second part is a repetition or translation of the first part.

Say ―Yes, the author has written the text in both Spanish and English. We can learn a lot by looking at the same story in two different languages.

It is preferable to choose a bilingual book with clear examples of the language structure difference you selected as your teaching point.

Carlos and the Skunk is rich with examples appropriate for the teaching point (noun/adjective order) in both languages. It also has many sentences that will lead children to discover more complex patterns of using descriptive adjectives.

In the back of every Avenues teachers edition is a list of language structures that do or do not transfer. This reference can serve as a guide to help analyze errors you notice in students‘ writing. Use these error patterns to inform your instruction decisions and selection of teaching points.

For additional information on Spanish adjectives, visit http://users.ipfw.edu/JEHLE/courses/adject.htm.

Extension idea: ―Yesterday we read a couple of pages from Carlos and the Skunk, and we noticed the adjective usually follows the noun

http://users.ipfw.edu/JEHLE/courses/adject.htm

http://users.ipfw.edu/JEHLE/courses/adject.htm


Reading Workshop L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Word Order)

Today I will show you how a bilingual text points out important differences in how English and Spanish are written and spoken.‖

Draw a simple two-column table on chart paper. In the top row of the left column, write the title, ―Carlos and the Skunk,‖ and ―Carlos y el zorrillo‖ in the top row of the other column.

Kids need to be actively involved. Therefore, have students copy the chart in their response journals as you write on the chart.

Carlos and the Skunk Carlos y el zorrillo

When they were little,… Cuando eran niños,…

matching gardens jardines idénticos

Student title change ideas: Ideas de los estudiantes para cambiar los títulos:

Carlos and the Stinky Skunk Carlos y el zorillo oleroso

Write the second sentence of the story in the English column. “When they were little, Gloria‘s mother would prop them up on old catalogs at the kitchen table while she strung red chiles together or rolled the dough for tortillas.‖ Underline old catalogs and red chiles.

Ask students to give their ideas of how the author wrote this sentence in Spanish. Their Spanish sentences will probably reflect the targeted noun/descriptive adjective word order pattern. Draw attention to students‘ word order for their rendition of red chiles in Spanish. Write the Spanish version on the chart in the Spanish column and read it to them: “Cuando eran niños, la mama de Gloria tenía que sentarlos a la mesa sobre catálogos viejos para que pudieran alcanzar a verla mientras ensartaba los chiles rojos o hacia bolitas de masa para hacer tortillas.”

Elicit, through student discussion, the language rule that can be generalized from these examples: in Spanish, adjectives usually follow the noun, and in English, adjectives usually precede the noun. Direct attention to the chart and the underlined English words. Underline catálogos viejos and chiles rojos.

Direct students to listen for another illustration of this rule, as you read the second page of the story in both languages. Ask students to name examples they heard (matching gardens/jardines idénticos). Record the example on the chart.

Say, ―By carefully reading this bilingual book, we have learned new patterns to help us as we write in Spanish and English. Now let‘s try what we‘ve learned by changing the titles. List students‘ ideas on the chart paper (e.g., Carlos and the Stinky Skunk/Carlos y el zorillo oleroso).

Active Engagement

Students work with partners, comparing and contrasting the use of languages in another bilingual book they selected, following the steps of the previous activity. Tell them to set up a two-column chart in their response notebooks on which to record their findings.

in Spanish and comes before the noun in English. Today we‘ll read the pages again. Listen to find out what to do if the writer uses more than one adjective.‖ (e.g, shiny, green chiles/brillosos chiles verdes, ripe, red tomatoes/rojos tomates maduros) Elicit their observations comparing placement of adjectives and use of punctuation.

Alternative presentation ideas:

Laminated Chart Paper: Write the first two rows of the chart (title and selected sentences from the book), then laminate.

Use dry erase markers to underline target words and scribe students‘ responses.

Devise a giant sticky note to cover prewritten sentences until time for use in the lesson.

Pocket Chart: Write titles and selected text on sentence strips. Place them on the pocket chart at the appropriate time during the progression of the lesson.

Select a few other sentences from the book and copy each one twice onto sentence strips. Keep one pair whole and cut up the other. Place whole strips on the chart and read with students, then remove them from the chart.

Give student pairs the cut up sentences and a few blank index cards and markers. Have students them put in order and check against the corresponding whole sentence strips.

After they have sequenced the original sentence, have them write other adjectives on the index cards and use them to change the original sentence.

Transparencies: Replicate chart on transparency.

Sharing/Closure

Quickly review observations about word order differences in Spanish and English. Ask two or three student pairs to share their bilingual book and examples they found and wrote in their notebooks.


Reading Workshop L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Subject Pronouns)

L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Subject Pronouns)

Materials

Family Pictures/Cuadros de familia by Carmen Lomas Garza

Additional bilingual books


Intended Learning

Students notice word order differences in Spanish and English by using a bilingual book to compare and contrast the two different usages.

Colorado Standard


Big Idea


Mini-Lesson Notes

Notes

Bilingual books can be a valuable classroom tool. Since text is presented in two languages on each page, bilingual books provide a wealth of opportunities for contrastive language analysis. Depending on students‘ language proficiency levels and the goal of the lesson, students can use bilingual books to access difficult vocabulary or confirm text comprehension. Bilingual books could also be used at more advanced levels to demonstrate some figurative writing aspects, by highlighting how figures of speech differ from language to language and how authors may use different descriptive language or word order to make their point more eloquently.

In this lesson, the bilingual book is used to illustrate a more functional language feature. In English, we use personal pronouns out of necessity, for nearly all sentences with subject pronouns would be considered incomplete without them. But in Spanish, such pronouns are used primarily for clarity or emphasis, since a verb alone can be a complete sentence. Because the verb form often indicates who the subject of a sentence is, one can properly leave out the subject pronoun or put it at various places in the sentence. Notice the subject pronoun difference in the following two sentences.

It is easy to understand the book.

Es fácil comprender el libro. (No pronoun is used to translate such an impersonal use of ―it.‖)

This lesson can be conducted with equal effectiveness in Spanish or English.

Teaching

Preview the text and select examples of sentences where the subject pronoun use in English varies from its use in Spanish.

It is preferable to choose a bilingual book with clear examples of the language structure difference you selected as your teaching point.

It is especially helpful to use your students‘ English writing to select your teaching point. Look for patterns that highlight non-transferable language structures.

Transfer occurs between languages in both directions, from Spanish to English and English to Spanish, which is important to remember, because time spent in either language contributes and will be accessible to a child in both languages.

In the back of every Avenues teacher edition is a list of language struc-tures that do or do not transfer. This reference can serve as a guide to help analyze errors you notice in students‘ writing. Use these error patterns to inform your instruction decisions and selection of teaching points.


Reading Workshop L1:L2 Model Lesson for ELL Routines: Bilingual BookTalking (Subject Pronouns)

Tell students that today you will show them how useful bilingual books can be for bilingual readers and writers.

Read aloud page 10 from the book Family Pictures/Cuadros de familia. This page captures the writer‘s memory of her sixth birthday party. Read both the English and Spanish text. Ask students to comment on what they notice when you read the whole page. They should notice the second part is a repetition or translation of the first part.

Say ―Yes, the author has written the text in both Spanish and English. We can learn a lot by looking at the same story in two different languages. Today I will show you how a bilingual text points out important differences in how English and Spanish are written and spoken.‖

By leading students to notice the subject pronoun differences, you can begin a discussion that will lead to students‘ generalizing the grammar rule about subject pronoun use in both languages.

Write the words on a chart paper: ―You can‘t see the piñata…‖ and ―No puedes ver la piñata…‖. Ask students, ―What do you notice about the beginning of these sentences?‖ Elicit responses. ―Yes, the words refer to the same person, but one uses the word ‗you‘ and the other has left it out. Why do you think that is?‖ After hearing students‘ thoughts, say, ―Now I will show you a different example of the same thing.‖

Lead students in a grade-level appropriate discussion of a language rule that can be generalized from reading these two phrases bilingually: namely, that in Spanish, subject pronouns can be omitted because they are understood. Sometimes the subject pronoun is also located in different places in a sentence. Follow up on subject pronoun placement based on your students‘ writing miscues.

Say, ―By carefully reading this bilingual book, we have learned a new rule to help us as we write in Spanish and English.‖

Active Engagement

Have students identify, then ―Turn and Talk‖ with their partners, cognates in either copies of the text or other bilingual books.

For additional information on Spanish subject pronouns, visit http://spanish.about.com/library/beginning/bl-beg-pronouns-subjects.htm.

Sharing/Closure

Have two or three students share out to the whole group.

http://spanish.about.com/library/beginning/bl-beg-pronouns-subjects.htm




Reading Workshop L1:L2 Model Lesson for ELL Routines: Cognates (Text Independent)

L1:L2 Model Lesson for ELL Routines: Cognate Studies (Text Independent)

Materials

Copies of cognate picture sheet from this lesson. Cut pictures apart to create picture cards, one picture card set for each group of students working together. Put every set of picture cards in its own small baggie. You may use your own picture cards.

―Cognates‖ chart

―Not Cognates‖ chart

―False Cognates‖ chart

Intended Learning

Students use their knowledge of written and/or spoken Spanish to help identify English words that are similar in sound and/or sight, thereby increasing their resources and strategies for vocabulary recognition and development.

Colorado Standard


Big Idea


Mini-Lesson Notes

Notes

This introductory lesson about cognates reminds students about the power of their primary language. It is one quick way to establish and increase a child‘s English vocabulary with words that are similar in sound, meaning, and appearance to words in the learner‘s first language. Words with the same Latin or Greek origin are called cognates. These cognates are common connections students can rely on to increase their vocabulary and background knowledge. It is also a reading strategy they can apply when they read to improve comprehension and fluency. ELLs‘ native language, Spanish, offers a wealthy resource to increase their English vocabulary and language proficiency.

This lesson can be taught using pictures from magazines or pictures cards to develop new English language vocabulary for beginning ELLs. For more proficient ELLs who read English text, review the text and select words that would be considered cognates. Prepare charts before the lesson, using the samples on the last page of this lesson as a reference. Add words to the charts as you work through the lesson.

Display the ―Cognates‖ and ―False Cognates‖ charts in the room to record cognates throughout the year.

Teaching

Introduce the term cognate. Define cognates as words in different lang-uages with the same linguistic root or origin; therefore, the same sound and meaning. Tell students that by using cognates, they can draw on what they already know in their native language (Spanish) to understand English words.

This strategy is appropriate for all language levels. It is important that you explicitly teach this strategy at the beginning of the year. Then throughout the year, explicitly highlight cognates in context of what students are reading until students acquire the strategy to apply on their own.

It is helpful to have one place to collect these cognates, such as a content word wall, or to have a section of the writing notebook devoted to a cognate collection.

In this L1:L2 Model Lesson for ELL Routines, students are introduced to cognates. Once they are aware of cognates, they will also notice them during mathematics, science, and social studies.

This language-to-language connection is a powerful strategy, because it gives students the opportunity to construct meaning



Show students the picture card with the circle. Tell students that the object on the picture cards is a circle. Ask students what the Spanish word for circle is. After students respond ―círculo,‖ explain that the two words are cognates because they look similar, use similar spelling and sound patterns, and mean the same thing. Write both words in their corresponding places in the ―Cognates‖ chart. Repeat the process with one more set of cognates.

Next, show students the cup picture card. Ask what the Spanish name for cup is. After students respond ―taza,‖ explain why these two words are not cognates: They do not look similar nor use similar spelling and sound patterns. Write both words in their corresponding place in the ―Not Cognates‖ chart.

Give each group of students a baggie with a set of picture cards. Ask them to look at each picture card. Explain that each picture card has a drawing of an object and the English word for each drawing. They are to say the Spanish word for each drawing and decide if the English word and the Spanish word are cognates. Next, have them make two piles of picture cards: one of the picture cards that are cognates and one that are not cognates. When they are finished making piles, have each group share out a few set of words that are cognates and a few that are not. Write them on the corresponding charts. As you write, explain why each set of words are or are not cognates.

Be prepared for students to give you false cognates (during this or other lessons). Discuss how these words do not help us understand the new language because the two words do not have the same meaning (e.g., simpatica/sympathetic). Place these words on a separate chart labeled ―False Cognates‖ to avoid confusion.

Active Engagement

Have students select a book from their book bags or provide copies of several pictures from a book such as a picture dictionary. Ask them to look through the books or pictures and find words they know in Spanish and English that are cognates. It is best if the students work in pairs— a more-proficient Spanish speaker with a more-proficient English speaker— so they can compare words in the two languages. Ask them to write or draw the cognates in their response notebooks.

by connecting what they already know in Spanish to what they are learning in English.

Transfer occurs between languages in both directions, from Spanish to English and English to Spanish, which is important to remember, because time spent in either language contributes and will be accessible to a child in both languages.

For additional support in Spanish/English cognates, visit http://www.geocities.com/Athens/Thebes/6177/ws-cognates.html#cognates or http://www.colorincolorado.org/cognates.pdf#search=‗spanish%2Fenglish%20cognates.

Cognates, as well as false cognates, will be highlighted throughout the year. For additional support in Spanish/English false cognates, visit http://spanish.about.com/cs/vocabulary/a/obviouswrong.htm.

Sharing/Closure

Have students turn and share the words or pictures they found with another partner. Have two or three students share out what they wrote or drew in their response notebooks with the whole group.

http://www.geocities.com/Athens/Thebes/6177/ws-cognates.html#cognates



http://www.colorincolorado.org/cognates.pdf#search='spanish%2Fenglish%20cognates





Circle

Cup

Insect

Plant

Spoon

Dinosaur

Shoe

Scissors

Family

Shirt

Giraffe

Helicopter

Bicycle

Triangle

Book

Castle



Cognates

English Spanish

circle círculo

insect insecto

plant planta

dinosaur dinosaurio

family familia

giraffe jirafa

helicopter helicóptero

bicycle bicicleta

triangle triangulo

castle castillo

Not Cognates

English Spanish

cup taza

spoon cuchara

shoe zapato

scissors tijeras

shirt camisa

book libro

False Cognates

English Spanish

sympathetic simpático


Reading Workshop L1:L2 Model Lesson for ELL Routines: Cognates (Text Dependent)

L1:L2 Model Lesson for ELL Routines: Cognate Studies (Text Dependent)

Materials

Isabel Allende: Memories for a Story/Recuerdos para un cuento by Raquel Benetar or equivalent bilingual book at the appropriate level for your students

Intended Learning

Students use their knowledge of written and/or spoken Spanish to help identify English words that are similar in sound and/or sight, thereby increasing their resources and strategies for vocabulary recognition and development.

Colorado Standard


Big Idea


Mini-Lesson Notes

Notes

This introductory lesson about cognates reminds students about the power of their primary language. It is one quick way to establish and increase a child‘s English vocabulary with words that are similar in sound, meaning, and appearance to words in the learner‘s first language. Words with the same Latin or Greek origin are called cognates. These cognates are common connections students can rely on to increase their vocabulary and background knowledge. Transitioning ELLs‘ native language, Spanish, offers a wealthy resource to increase their English vocabulary and language proficiency.

This lesson can be taught using pictures from magazines or pictures cards to develop new vocabulary for beginning ELLs. In advance, review the text and select the items (e.g., animals, occupations) whose names would be considered cognates. Prepare charts before the lesson and include the same headings that are on the samples on the last page of this lesson.

Teaching

Introduce the term cognate. Define cognates as words in different languages with the same linguistic root or origin; therefore, the same meaning and sound. Tell students that by using cognates, they can draw on what they already know in their native language (Spanish) to understand their developing second language.

Introduce the book, Isabel Allende: Memories for a Story/Recuerdos para un cuento. This book is about a famous female writer. She was born in 1942 in Chile. She has written many books that have been translated into 27 languages and are read all over the world. This book is about some of her childhood memories, which inspired her writing. Point out to students that it is written in Spanish and English and that you selected this book because it contains several cognates. Begin reading the story aloud in English. Make sure students can see the illustrations. Pause at the end of the first page to model how you used this strategy to figure out what different means. Ask students what the word sounds like in Spanish. Write the word

This strategy is appropriate for all language levels. It is important that you explicitly teach this strategy at the beginning of the year. Then throughout the year, explicitly point out cognates in context of what students are reading until students acquire the strategy to apply on their own, including content-area reading (e.g., mathematics, science, social studies lessons).

It is helpful to have one place to collect these cognates, such as a content word wall, or to have a section of the writing notebook devoted to a cognate collection.

L1:L2: This language-to-language connection is a powerful strategy, because it gives students the opportunity to construct meaning by connecting what they already know in Spanish to what they are learning in English.

Transfer occurs between languages in both directions, from Spanish to English and English to Spanish, which is important to remember, because time spent in either language contributes and will be accessible to


Reading Workshop L1:L2 Model Lesson for ELL Routines: Cognates (Text Dependent)

on the ―Cognates‖ chart and discuss how the words look similar and use similar spelling and sound patterns. This word is students‘ first cognate. Repeat the process with the word generous.

Ask students if they see other cognates. Be prepared for students to give you false cognates. Discuss with them how these words do not help us under-stand the new language. Place these words on the separate ―False Cognates‖ chart to avoid confusion (e.g., simpatica/sympathetic).

Active Engagement

Have students select a book from their book bags or make copies of several pages from Isabel Allende: Memories for a Story/Recuerdos para un cuento. Ask them to look through the books and find words they know in Spanish or English. Ask them to write them in their response notebooks. Give them about 5 minutes to find words.

a child in both languages.

For additional support in Spanish/English cognates, visit http://www.geocities.com/Athens/Thebes/6177/ws-cognates.html#cognates or http://www.colorincolorado.org/cognates.pdf#search=‗spanish%2Fenglish%20cognates.

Cognates, as well as false cognates, will be highlighted throughout the year. For additional support in Spanish/English false cognates, visit http://spanish.about.com/cs/vocabulary/a/obviouswrong.htm.

Sharing/Closure

Have students turn and share words they found with their partners. Have two or three students share out what they wrote in their response notebooks with the whole group.

Cognates

English Spanish

diferente different

generoso generous

False Cognates

English Spanish

sympathetic simpático








Reading Workshop L1:L2/L2:ENGL Model Lesson for ELL Routines: Language Register Flexibility

L1:L2/L2:ENGL Model Lesson for ELL Routines: Language Register Flexibility

Materials

Little Red Riding Hood story in formal register and Little Red Riding Hood story in casual register

Variety of fairytale books for students to use in their paired work

Intended Learning

Students identify and distinguish between different registers of language and use these registers for effective communication, according to context and audience, both orally and in written form.

Colorado Standard


Big Idea

Use stories to ―translate‖ students from formal to casual register.

Mini-Lesson Notes

Notes

Refer to the definitions of the five types of register types on the last page of this lesson. This lesson focuses on two: formal and casual. The interactive read aloud of Little Red Riding Hood, provided in this guide, will prepare students for their paired work using other selected fairytales.

Teaching

Use questions to encourage recognition of language registers, such as ―Do you speak the same way with your principal as you speak with your friends?‖ Tell students that today they will explore how we talk differently to different people. We sometimes change how we say something if we are talking to different people, many times without even realizing it.

Have students think about how they would tell their principal about an incident at school in which they got in trouble. In pairs, have students role play and take turns being the principal and student. Then have students think about how they would tell their best friend about the same incident. Have students role play being the best friend and the student in trouble.

Ask students to share out what they heard as ―principal‖ and how they spoke to the ―principal.‖ Then have students share out what they heard as the ―best friend‖ and how they spoke to their ―best friend.‖ Ask students to describe the tone, types of words, and gestures they used and observed.

Chart student‘s responses on a two-column chart (see sample on the last page of this lesson) with the headings ―Principal‖ and ―Friend.‖ Help students notice that there was a big difference. Ask students, ―How did you know how to speak more politely to the principal? Why did you speak that way?‖

Explain that we all speak differently in different situations. ―These different ways of speaking are called registers of language. There are five registers, but today we will talk about two registers: the one we hear daily [casual] and the one that helps us in class [formal].‖ Ask students, ―Which of these two registers

Interactive Read-Aloud (50/4) is a useful way to model translating a story written in formal register and transforming it using casual register. ELLs, especially beginning speakers, need additional language development support.

Story Reenactment (50/32) is a scaf-folding method to help ELLs retell their formal fairytale in casual register.

With Spanish speakers, you can refer to the use of tú and usted as related to the language registers. Tú is an informal pronoun used with friends or people who are familiar. Usted is a formal pronoun used to communicate respect toward another person. It is used by children speaking with parents, grandparents, or other adults. Usted is also used when introduced as well as with individuals in authority positions.

⊕ Respect and formality is communi-cated in different ways in different cultures—sometimes through language and specific vocabulary, gestures, or ceremonial or traditional practices or actions. For example, specific bows are used



would you use most often at home? Which is used most often in school? Which would be used most often in businesses or workplace situations?‖

Make students aware that in the classroom or our writing, we use formal register and that standardized tests are written in formal register. With our friends, we usually use a casual register.

Tell students that they will look at the same story in two different registers, formal and casual. Provide each student with a copy of the Little Red Riding Hood text, to have one more modality with which to access information. First read the formal register of Little Red Riding Hood aloud to students as they follow along using interactive read aloud as a model. As you read, have them notice text characteristics. Next, read the casual register version of the same story, so students can compare the characteristics of each register. Reading the text aloud provides critical modeling for beginning ELLs. Do not read it in ―round robin‖ style.

When comparing the two registers, have students notice that formal register starts at the beginning of the action, then develops in a sequential pattern to the end. Events are told in the order they happened. In casual register, the story sometimes begins by telling the ending first, which is the most emotional part of the story. Ask students if they did this when they were talking with their ―best friend.‖ Have them notice how the characters are described and events are related to personal experiences. Discuss which story is more fun, which has the most interesting characters, and which has the most logical order.

As a group, discuss the strategy highlighted and make a two-column chart (see sample on the last page of this lesson) with the headings ―Formal Register‖ and ―Casual Register‖ and list corresponding characteristics to synthesize students‘ thinking and to refer to during their partner work.

Active Engagement

As a gradual release opportunity, pair students to read another selected fairytale, which are usually written in formal register, to retell or act out, in casual register with their partners.

in certain cultures to communicate respect. Titles of respect, such as sir and madam are used to address respected elders. For example, yaya, which means respected aunt or close family friend, is used by the Brava-speaking people of Somalia.

Sharing/Closure

After pairs have talked about their stories, ask volunteers to retell a section of their fairytale in casual register and talk about what they did to ―translate‖ it from formal to casual register.



Register Description and Examples

Frozen or Oratorical Consists of language used in communication, such as prayers, the Pledge of Allegiance, and classic literature.

Formal or Deliberative Includes language used in one-way, informative communication, such

as lectures, sermons, and speeches.

Consultative Includes two-way conversation that helps, informs, or advises and includes student-to-student conversation and student-to-teacher

conversation.

Casual Used by group members who are familiar with each other. Language in the casual register includes slang, swearing, and vulgarity.

Intimate Used by a pair of people and excludes others.

Principal Best Friend

sat politely moved hands more

spoke respectfully, clearly, and calmly excited voice

told what happened step by step used casual words, such as ay, no vas a creerlo…

Formal Register Casual Register

Sequence or in order May start with the most exciting part


Supporting ELLs and Culturally, Linguistically Diverse Learners Resources

Contents

―Spanish Language Transferability‖ chart for use in Lesson 9: ―Studying Authors II‖

―Phonics Transfer‖ chart for use in Lesson 9: ―Studying Authors II‖

Four Directions Medicine Wheel

―A Selection of Writing Genres and ‗School‘ Text Types‖ chart

Works Cited

Bopp, Judie. The Sacred Tree. 3rd ed. Twin Lakes, WI: Lotus Light Publications, 1985.

Cummins, Jim. ―Biliteracy, Empowerment, and Transformative Pedagogy.‖ I Teach I Learn.com: Dr. Cummins‟ ESL and Second Language Learning Web. 2000. 15 May 2006. <http://www.iteachilearn.com/cummins/biliteratempowerment.html

Cummins, Jim. ―Language and the Human Spirit: TESOL Matters.‖ I Teach I Learn.com: Dr. Cummins‟ ESL and Second Language Learning Web. Apr. 2002. 15 May 2006. <http://www.iteachilearn.com/cummins/langhuman02.htm>

Damon, Janet R. Multicultural Literature Infusion: Recommended Asian and African American Titles. Denver: Denver Public Schools, 2006.

Delpit, Lisa. ―The Silenced Dialogue: Power and Pedagogy in Educating Other People‘s Children.‖ Harvard Educational Review 58.3 (1988) 280–298.

Fillmore, Lily Wong. Authentic Literature in ESL Instruction. Glenview, IL: Scott Foresman, 1997.

Gibbons, Pauline. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann, 2002.

González, Norma, et al. Teacher Research on Funds of Knowledge: Learning from Households. Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning, 1993.

Halliday, Michael. Explorations in the Functions of Language. London: Edward Arnold, 1973.

Herrel, Adrienen, and Michael Jordan. Fifty Strategies for Teaching English Language Learners. 2nd ed. Boston: Pearson Education, Inc., 2004.

―Iceberg Concept of Culture, The.‖ Indiana Department of Education: Language Minority and Migrant Programs. <http://www.doe.state.in.us/lmmp/pdf/iceburgofculture.pdf>

Miramontes, Ofelia B. Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs. New York: Columbia University Teachers College, 1997.

Montgomery, Winifred. ―Creating Culturally Responsive, Inclusive Classrooms.‖ Teaching Exceptional Children 33.4 (2001): 4–9.

Nash, Rose. NTC‟s Dictionary of Spanish Cognates: Thematically Organized. Lincolnwood, IL: NTC Publishing Group, 1997.

Neihardt, John G. Black Elk Speaks: Being the Life Story of a Holy Man of the Oglala Sioux. Lincoln: U of Nebraska P, 1961.

New Standards. Reading and Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade. Washington: National Center of Education and the Economy and the University of Pittsburg, 2004.

New Standards. Speaking and Listening for Preschool through Third Grade. Washington: National Center of Education and the Economy and the University of Pittsburg, 2001.

Robins, Kikanza Nuri, et al. Culturally Proficient Instruction: A Guide for People Who Teach. 2nd ed. Thousand Oaks, CA: Corwin Press, 2006.

http://www.iteachilearn.com/cummins/biliteratempowerment.html

http://www.iteachilearn.com/cummins/langhuman02.htm

http://www.doe.state.in.us/lmmp/pdf/iceburgofculture.pdf


Four Directions—Medicine Wheel

The Four Directions or Medicine Wheel is an ancient symbol used by almost all the native people of North and South America. This basic concept is expressed in many different ways: the four grandfathers, the four winds, the four cardinal directions, and many other relationships that can be expressed in sets of four. Just like the mirror can be used to see things not normally visible, the medicine wheel can be used to help us see or understand things we can‘t quite see or understand because they are ideas and not physical objects.

The four elements must be respected equally for their gift of life.

The four symbolic races are all part of the same human family.

We have four aspects to our nature: the physical, the mental, the emotional, and the spiritual. Each aspect must be equally developed in a healthy, well-balanced individual.

—Bopp, 1985

SOUTH

ASIAN

CARETAKERS OF AIR

EMOTIONAL

NORTH

WHITE

CARETAKERS OF FIRE

MENTAL

EAST

NATIVE

CARETAKERS OF EARTH

SPIRITUAL

WEST

BLACK

CARETAKERS OF WATER

PHYSICAL

English

a apple

a ape

e elephant

e eat

i igloo

i ice cream

o octopus

o oak

u umbrella

u uniform

h hat

g giraffe

th the

th thanksgiving

sh shoe

j jelly

—Adapted from DPS ELA Department, Dr. Maria Uribe, 2004

b, c, d,

f, k,

g (hard),

l, m, n,

p, q,

r (partially),

s, t, v,

w, x, z

Spanish

ñ niño

rr carro

ll lluvia

g gente

j jugo

h hielo

Phonics Transfer

For Unit 1, Lesson 9:

“Studying Authors II”


Spanish Language Transferability

For Unit 1, Lesson 9: “Studying Authors II”

Graph Phonics Structure Meaning

Transfer Consonant sounds: B, C, F, K, L, M, N, P, S, T, W,

V, Z

D (initial)

Blends: BL, CL, FL, GL, PL, BR, CR, DR, FR, GR, TR

Digraphs: CH

Rhyming words

Alphabetizing

G (hard)

Punctuation: Period Parenthesis Dash Semicolon Colon

Root words

Prefixes and suffices

Compound words

Quotation marks

Directionality

Comprehension skills: Summarize main idea Recall details Classification Sequence Predicting results Critical reading Evaluation Antonyms and synonyms Following directions Making connections Questioning

Partial Transfer D (middle/ending) Punctuation:

Question mark comma Exclamation mark

Capitalization of words

According to the child‘s schema: Drawing conclusions Making inferences Finding relationships Cause and effect Generalizations Figurative speech Syntheses Determine Importance Visualization

No Transfer Short vowels

Long vowels

J, H, Q, R, Y

G (soft)

Vowel combinations: AI, AY, AU, AW, AR, ER, EI, OO, OU, UR

Schwa: ABOUT, LEMON, OFTEN

Initial S: SC, SL, SN, SM, SP, SQ, ST, SCR, SPL, SPR, STR

Consonant blends and digraphs: SH, SCH, SK, SW, TW, WH, SHR

Voiced and unvoiced: CK, GN, IGH, KN, NG, MB, PH, TCH, UGH, WR, WH, CH (Christmas)

Diagraphs, except for CH

End clusters: nk, nt, st, nch

Negative structures

Contractions

Possessive pronouns

Subjunctive

Syntax: Noun/adjective relation Adjective (gender and number)

Language discourse (e.g., beginning, middle, end)

Vocabulary development

Multiple meaning

—Adapted from various sources by Maria L. Venturini and Maria Uribe, DPS, 2003


A Selection of Writing Genres and „School‟ Text Types

Narrative Expository

Genre/ Type of Text

Recount

―What I Did Over the Weekend‖

Narrative (Story)

―The Elephant and the Mouse‖

Descriptive

―My Little Puppy‖

Report of Information

―Insects‖

Procedure/Instruction

―How to Make a Healthy Meal‖

Persuasive Text —Discussion (1 side) —Argument (2 sides)

―Should Smoking Be Illegal?‖

Purpose To tell what happened

To entertain, to teach To tell about something, to describe

To give information To tell how to do something

To persuade others, to take a position and justify it

Organization Orientation (who, what, where, when)

Series of events

Personal comment

Conclusion

Orientation (who, what, where, when)

Series of events

Problem resolution

Orientation

Names a topic, tells about it, describes attributes of form, features, etc.

General statements

Characteristics (e.g., habitat)

Characteristics (appearance)

Characteristics (e.g., food)

May have subhead-ings, charts

Goal

Steps in sequence

Personal statement of position

Argument(s) and supporting evidence

Possibly counter-arguments(s) and supporting evidence

Conclusion

Cohesion: Connectives/

Cohesives

To do with time (e.g., first, then, next, afterwards, at the end of the day)

To do with time (e.g., one day, once upon a time, later, afterwards, in the end)

To add information about, clarify topic of focus (e.g., in addition, is not only__, but also __, the best thing about)

Not usually used

Headings, subheadings and words related to characteristics tend to guide cohesion

Sequential (e.g., first, second, third, then, right after, finally)

(e.g., first, second, in addition, therefore, however, on the other hand, although0

Other Language

Features

Past tense, tells abut what happened, describing words

Past tense, tells about what happened

Action verbs

Describing words

May have dialogue and verbs of ―saying‖

Specific noun, attribute and place vocabulary, similes, comparatives, superlatives, metaphors

Uses ―to be‖ and ―to have‖ (e.g., A fly is an insect. It has six legs.)

Uses verbs to give instructions (e.g., take, mix, add, chop, bake)

Imperative/ command form

May use persuasive language (e.g., it is obviously wrong; it is clearly stupid)

Adapted from Gibbons (2002), page 58, Denver Public Schools Writing Units, New Standards (2001)

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