Day 4 ELA Sessions Part 2: Supporting English Language Learners and Linguistically Marginalized Students in the Classroom: Accessing Complex Text Grades 6–12 Winter Institute 2017 1 Table of Contents Reviewing the Video with Modalities in Mind ........................................................................................................................................................... 3 Scaffolds with Guidance from the Progressions ......................................................................................................................................................... 4 Application of Progressions and Standards to Instructional Design ............................................................................................................................ 7 Scaffolded Lesson Sequence ..................................................................................................................................................................................... 13 2 Reviewing the Video with Modalities in Mind Content Knowledge: What skills and/or knowledge are students expected to demonstrate when they produce their understanding of the content? Analytical Skills (across all disciplines): What thinking skills are most important to the task? What specific analytical skills (logic, methodical, organizational) are students expected to demonstrate? Language Demands: What language demands are critical to completion of the task? (Think modalities—what language do they have to understand, and what do they have to do with the language?) Content Knowledge
Analytical Skills
Language
What
modalities
were at play in
this section,
and in what
ways?
How did he use
his
surroundings to
scaffold his
own
understanding?
How could the
teacher have
prepared
instruction
with basic
scaffolds to
support his
learning and
work here?
3 Scaffolds with Guidance from the Progressions What information does this document provide? How can this direct, guide, and support planning and instruction for ELLs? 4 What information does this document provide? How can this direct, guide, and support planning and instruction for ELLs? 5 What information does this document provide? How can this direct, guide, and support planning and instruction for ELLs? 6 Application of Progressions and Standards to Instructional Design EXAMPLE SCAFFOLDED LESSON SEQUENCE FOR Article 2 UDHR
Note that in the Progressions, the authors focus on the cause and effect structure for scaffolding, but the standard is not limited to cause-­‐effect. In this case, one would replace the cause-­‐effect with the specific relationship identified in the standard, which in this case is elaboration Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of
any kind, such as race, colour, sex, language, religion, political or other opinion, national or social
origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the
political, jurisdictional or international status of the country or territory to which a person belongs,
whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. OBJECTIVE: Students will work in teams to use their knowledge of the complex language in Article 2 to analyze how the authors develop and elaborate upon a key idea. Addressed Standard 1. RI.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Supporting Standards: ELL Focus: New Language Progressions for RI.6.3 Modality Emerging Transitioning Listening Reading Speaking Writing Organize pre-identified words and phrases on a graphic organizer that demonstrates
building of ideas within the text as the text is read aloud in partnership or small groups in
the new/home language Organize pre-identified words and phrases on a matrix on a partially completed
metric to identify and connect examples of how the ideas develop in this portion of the
text in the new and/or home language Use pre-identified words and phrases and the previously completed graphic
organizers to complete sentence starters that describe the interaction (development
of ideas) among the details of the text when speaking in partnership and/or small
groups in the new/home language Use pre-identified words and phrases to complete an essay outline that analyzes how
the authors develop an idea using details from the text in the new/home language Same—applies to whole class as well (in new and occasionally home
language) Organize phrases and sentences on a partially completed metric to
identify and connect examples of how the ideas develop in this portion of
the text In new and occasionally home language. Use a word bank…in partnership, small group, and/or whole class
settings in the new and, occasionally, in the home language Use a word bank and previously completed graphic organizers to
develop a short essay that explains how the authors develop an idea
using details from the text in the new and, occasionally, in the home
language. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics and texts, building
on others’ ideas and expressing their own clearly.
7 ELL Focus: New Language Progressions for SL.6.1 Modality Emerging Listening Organize pre-identified words and phrases on a semantic web, to identify a
speaker’s claims, as text is read aloud in class or in partnership and/or small
groups Reading Speaking Writing Transitioning Organize information on a partially completed semantic web, . . . in
partnership, small group and/or whole class setting. Organize pre-identified words and phrases on an evaluating-an-argument graphic
organizer, to assess the validity of an argument, when reading information
presented by a speaker Use pre-identified words and phrases and the previously completed graphic
organizers to complete sentence starters that explain the reasons for the
evidence employed to support an argument, when speaking in partnership and/or
teacher-led small group Use pre-identified words and phrases to write two or more paragraphs that
delineate a speaker’s argument, Organize information on a partially completed evaluating-anargument graphic organizer . . . Use a word bank . . . partnership, small group and/or whole class
setting. Use a word bank and the previously completed graphic organizers
to develop a short essay that delineates a speaker’s argument. Lesson Sequence: TEXT: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other
opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country
or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. 1 2 Whole Class ● Review the terms “right,” “freedom,” and “declaration” with the class (as this is
Article 2, previous work would have been done on these terms). Consider
looking at root forms of words (what does it mean to be free; what does it mean
to declare”).
● Chorally read, as a class, entire paragraph to model fluency.
● Chorally reread the first clause of the sentence: “Everyone is entitled to all the
rights and freedoms set forth in this Declaration.”
Instruct partners or small groups to paraphrase the clause (“Everyone is entitled to
all the rights and freedoms set forth in this Declaration”), and then call on groups to
share out. Emerging Scaffolds Transitioning Scaffolds If this is the first time students run into “right,” “freedom,” and “declaration” —
move through them by first defining “right” and using it in several sentences. Consider using two or three contexts for the word “right”—it’s right to be kind;
you have a right to speak; you need to turn right—and as a side-note identify
which one is appropriate here (or let them). Consider taking words “freedom” and “declaration” apart using morphology. If students struggling do a shared
writing of it in a small group. 8 After students have shared, if you notice that this was a struggle, model the process
in retrospect using think-aloud. - Identify subject-verb (everyone-is)
- Everyone is what?
- Entitled. What does entitled mean? (deserving of/deserves—which would
fit here?)
- Entitled (deserving of) what? (rights and freedoms)
- What rights and freedoms? (set forth in this Declaration [which are?])
- What does set forth mean here? (presented)
- Presented where? (in this piece of text)
Reread together. Write a sentence explaining what the authors
are trying to say in the first sentence. I think the authors are trying to tell us that
________________________________________
________________. Write gist summary on board after
share out. Word/Phrase Bank: All people It doesn’t matter Should/Shouldn’t Even if you are 3 ●
●
●
●
●
●
4 ●
●
●
●
Turn attention to next clause “without distinction of any kind.”
Ask students to independently write a synonym for distinction above the word.
(use the scaffolds to right).
Emerging with a partner and transitioning with multiple partners (stronger at
every turn)
Review meaning.
Ask if this statement changes the meaning of the first clause. It doesn’t). So if it
doesn’t change it, what does it do? Turn and talk.
It clarifies it. Write “clarify” on the board. Note “clarify” comes from word “clear,”
and if something is clear, it is in focus. By clarifying this statement, what is the
author making sure we understand? (That this applies to everyone). And what
do we mean by this? (Point to word “declaration” and ask students to say it.)
Ask students to return to smaller heterogeneous groups and reread in groups
the entire statement first sentence. Listen carefully for how they pause, or don’t
pause, between the commas in the last part of the sentence. If a group isn’t
pausing as they read the list, chorally reread with them.
Provide a visual of the broken down sentence to the right, OR ask students to
write the sentence independently, starting a new line with every comma OR
have students read independently, placing a “/” every time they pause in their
reading.
Ask what they notice, beginning with “such as”—it’s a list.
Review
Write gist summary on board after
share out. On student text, provide paraphrasing
line that states “without any
____________,” and allow them to
choose from “difference,” “sameness,”
or “anger.” On student text, provide
paraphrasing line that says “without
any ________.” Some of these students may still
need a word bank (make that
decision based on their response to
the task and your knowledge of your
individual students). *If having students write this out or use the slash marks for pauses, group
emerging students with stronger students. Consider, after having groups read, posting the sentence on the board for
everyone to see like this. Even though it’s specifically for ELLs, it will benefit all
students: Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, 9 5 Question for students: What is the impact of adding the clauses and the list to the
statement, or declaration, in the first part of the sentence? - Have students write an independent answer.
- Share with partners—heterogeneous or homogeneous OR have students
circulate (emerging with their card to refer to if necessary) and share with
multiple partners, then return to seats and add based on conversation, and
then share as class.
- Share as class.
Adding to the first clause also places emphasis on its importance. If you emphasize
something, you . . . Let’s tackle the next sentence: Furthermore, no distinction shall be made on the
basis of the political, jurisdictional or international status of the country or
territory to which a person belongs, whether it be independent, trust, nonself-governing or under any other limitation of sovereignty. ● Read the sentence chorally as a class or in small groups. Ask students to
underline words they are unfamiliar with.
● Write the word “furthermore” on the board. Explain that furthermore is a word
that alerts you that there is a fresh or new thing to consider coming up.
● Ask students to jot down a synonym for furthermore that might also work here.
- Students share with partner.
- Find someone who has a different synonym.
- Popcorn share out (in addition, besides, more over, further, also, etc.)
Post the following definitions: ● Political—relating to government
● Jurisdiction—related to law, usually referring to who is in charge
of the law in a particular place
● International—between two or more nations
● Status—position or place or state)
● Have students in their groups read these definitions out loud with or to each
other.
6 7 8 sex, language, religion, political or other opinion, national or social origin, property, birth or other status (some students will begin a new line with “or,” which is
good). Make sure students know what impact and clauses means. By adding to this
declaration, the authors _________ who _________ these freedoms (clarifies) (describes) (explains)/ (demands) (should have) (has rights to). Also define “impact.” If grouping, make it heterogeneous. Provide sentence “Furthermore means
_________” (in addition, besides, more
over). If they need sentence starter,
“Further more means ______.” These definitions can be written along
the text for scaffolding. These definitions can be written
along the text for scaffolding. Students bring their paraphrases and
should refrain from reading off of their
papers. Do so only when necessary. 10 ●
●
●
●
●
9 ●
●
●
●
In groups, paraphrase this sentence for gist.
Assign each student a number in each group from 1–4.
Direct all the 1s to get together and share, all the 2s, and 3s, and 4s (bring their
papers). Allow students to add to their paraphrases.
Come back as class. What were the differences?
Return to the last sentence and focus attention on the final clause: whether it
be independent, trust, non-self-governing or under any other limitation of
sovereignty.
Ask students to circle the word “it.” Note that “it” is a pronoun, and it’s referring
to a word earlier in the sentence. In pairs, determine the word that “it” is
referring to and underline the word. (answer: country or territory)
Circulate as students reread.
Come together as class and ask for answers.
Ask students who got the right answer how they figured it out.
o Teachable moment—you substitute words that may work into the
sentence to see what makes the most sense.
Note verbally that “it” can’t be “a person” because a person is not an “it:—“it
refers to something not alive” 9.5 Optional: ask students to independently annotate beside this sentence why the
authors would think it necessary to add it in addition to the previous sentence. Provide this question for emerging and transitioning —allow them to work
together: Why do you think the authors put this sentence next? What were they
trying to do? “Furthermore, no distinction shall be made on the basis of the political,
jurisdictional or international status of the country or territory to which a person
belongs, whether it be independent, trust, non-self-governing or under any
other limitation of sovereignty.” I think the authors put this sentence next because they were trying
________________________________________. Word/Phrase Bank: status / to explain/ to let you know / to share
/should/shouldn’t / specific / territory / country 10 Assessment: How do the authors build on and elaborate upon the idea that they
present in Article 2? Use specific evidence to support your answer. Have other keywords in a bilingual
glossary for reference (e.g., status,
territory, furthermore and an example of
its use & declaration). Do with a stronger partner. Optional: Use sentence starters to
Note: if teacher has not modeled how to engage in this conversation with a partner,
it needs to be explained or modeled in small group for ELLs. Provide definition for elaborate:
(develop or present) and distinction
(difference). Translate distinction. 11 defend suggested order of steps (e.g.,
I think ___would come first because…). 11 It is worth noting, for all students, the “strategies” they used to decompose this text
in class, because they can use some of these at home as well. EMERGING ASSESSMENT How do the authors elaborate (develop) the idea in Article 2? (can/should be done with partner) Put the steps they follow in order: Explain that your status in a country or territory should not limit your freedom. Use “furthermore” to let you know they have more to tell you. Present/share their declaration. Explain who they mean by “Everybody.” 1. TRANSITIONING ASSESSMENT How do the authors elaborate (develop) the idea in Article 2? The authors’ idea is that everyone __________________________. They develop this by first_________________________, then ___________________________, then __________________________________. 12 Scaffolded Lesson Sequence TEXT (title/paste here) OBJECTIVE: Addressed Standard ELL FOCUS: New/Home Language Progression for Standard _____________ MODALITY (Circle one) entering, emerging, transitioning, expanding, commanding entering, emerging, transitioning, expanding, commanding Notes for Listening, Reading, Speaking, and Writing 13 Supporting Standard ELL FOCUS: New/Home Language Progression for Standard _____________ MODALITY (Circle one) entering, emerging, transitioning, expanding, commanding entering, emerging, transitioning, expanding, commanding Notes for Listening, Reading, Speaking, and Writing Lesson Sequence: Whole Class ________________ Scaffolds ______________ Scaffolds 14 15 Whole Class ________________ Scaffolds ______________ Scaffolds 16 17