A BALANCED
LITERACY APPROACH
FOR LANGUAGE
LEARNERS
March 12, 2015
ESOL and Dual Language Specialists
A Balanced Literacy Approach for Language Learners
 Welcome and Introductions
 Ice Breaker
 Demonstration of GLAD Strategies
 Lunch (1 hour)
 Strategy Swap
 Group Presentations
 Formative Assessments
 Alternative Assessments
Objective: Teachers will learn an instructional model that
promotes language acquisition in a balanced literacy
approach.
EQ: How do we provide instructional strategies that will
develop metacognitive use of academic language and
literacy?
Home Learning: Teachers will create a plan that develops
metacognitive use of academic language and literacy using
the GLAD model guided by the district curriculum
framework.
Integration: The interrelation of
content and literacy that
underscores research which shows
that language is acquired most
effectively when the emphasis of
instruction and learning is on
meaning rather than form.
GLAD Model
“The focus is the theme or content- the message.
Language and concepts are acquired more
effectively when they are presented in a meaningful
context. Integration across the content areas
provides meaningful context.”
Bringing It All Together, Marcia Brechtel
GLAD Model
Project GLAD (Guided Language Acquisition
Design) is a U.S. Department of Education
Project of Academic Excellence.
Today’s Demonstrations
Big Idea: Organization and development of living
things
SC.1.L.14.3 Differentiate between living and nonliving things
SC.1.L.14.1 Make observations of living things and
their environment using the five senses.
Focus/Motivation
• Zero Noise Signal- non-verbal, lowers affective filter, distinct stop signal
• Signal Word/ Term- reinforces new content vocabulary, sparks interest, offers multiple
opportunities for oral practice of new terms in a safe environment
• 3 Personal Standards- Make Good Decisions, Show Respect, Solve Problems
• Literacy Reinforcers- Reward positive behaviors with learning, provides access to chunked text,
fosters positive learning dispositions, leads to intrinsic vs extrinsic motivation
CCD- Cognitive Content Dictionary
Documents the academic words necessary for
the content understanding
 Involves students in metacognition
 Builds vocabulary
 Aids in comprehension
 Includes pictures and diagrams
CCD Cognitive Content Dictionaries
Exploration Report/ Observation Chart
Initial and formative assessments
 Gives indication of background knowledge
 Basis for scaffolding vocabulary and meaning of information for unit
 Collaborative; provides opportunities for language support from peers
 Revisited as the unit progresses and information is learned
Exploration Reports
10 : 2
 Reinforced by Long, Swain, and Cummins, who state that it
is important to allow at least 2 minutes of student
processing for every 10 minutes of teacher input
 Occurs between every GLAD activity or chunk of
information
 Provides students the opportunity to process concepts
 Provides students the opportunity to practice language in a
low risk environment
Big Books
Provide input for content standards
 Uses academic language in context
 Exposes students to the language structure of informational
text
 Comprehensible to students at all English Language
Proficiency (ELP) levels
Big Books
Sentence Patterning Charts
Cooperative activity that embeds sentence
structure instruction using content language
 Embedded scaffold technique that teaches language forms
through content instruction
 Prepares students for language production about the
content
Sentence Patterning Charts
Chants
• Presents key concepts and vocabulary in context
• Auditory and visual language patterning
• Students gain familiarity and comfort using academic
language in a low-risk environment
• Chants are revisited often for a variety of purposes- many
foundational skills can be taught with these chants; presents
foundational skills embedded in context with meaning
Chants
Process Grid
• Identifies key characteristics of a topic being studied
• Facilitates comparison and contrasting
• Aids in writing expository writing
• Categorizes information
• Teaches reading for information
Process Grid
Comparative Input Chart
• Large charts that identify similarities or differences among things or ideas
• Allows students to use academic language to label items or concepts around the illustration
Comparative Input Chart
Sentence Frames
•Provide temporary assistance so the learner will be able to complete a
similar task alone in the future
•Serve as a means to reduce student anxiety about whether they are
using correct English, which allows students to express thoughts and
ideas that are more complex than their current English proficiency level
•Especially useful with emergent writers to explicitly teach them the
language structures needed to communicate their abstract and higher
order thinking
Sentence Frames
Group Frame or Cooperative Strip Paragraph
• Allows the teacher to model the conventions of writing
• Planning can occur through sketching, mapping, or discussion
• Group frame: students give dictation and teacher scribes
• Cooperative Strip Paragraph: for groups where at least one person in the
group is able to write the thoughts of the group
• Teacher facilitates discussion using levels of questioning scaffolded to
student’s ELP levels.
• Revising and editing occurs as a collaborative process
• Emphasis is on metacognition, the ease of revising, and how the writing
often improves with suggestions from others
• Can be used as guided or small group writing practice
Strategies for Writing
• Limit the use of prompts. When children are surrounded by meaningful language,
prompts become unnecessary and limiting.
• The “I do” should be short (about 5 minutes) and focused. Use shared or interactive
writing to reinforce multiple writing skills.
• Provide ample opportunities for students to practice writing.
writing is imperative.
Oral practice before
• Encourage sketching (not drawing). “If sketching becomes a part of prewriting, both
sides of the brain combine to produce language.”- Marcia Brechtel
• Focus on the metacognitive aspect of writing during conferencing.
• Encourage students to reflect on their own writing product through peer editing.
• Allow for writing of all stages that are finished or unfinished to be shared and valued.
FORMATIVE ASSESSMENT
According to Students Language Proficiency Levels
Standard: SC.1.L.14 (Organization and Development of Living
Organisms)
A. All plants and animals, including humans, are alike in some ways and different in others.
B. All plants and animals, including humans, have internal parts and external structures that function to
keep them alive and help them grow and reproduce.
C. Humans can better understand the natural world through careful observation.
Language Function: Comparing and Contrasting
Stage: Pre-production
Stage
Sample Student Behavior
Sample Teacher
Behavior
Questioning techniques
Preand non verbal
 Points
to and non Points
verbaltoresponses.
Gestures, language should Point to_____.
production
responses.
focus on conveying
Find the___________.
 produce oral language.
Listens actively.
meaning and vocabulary,
Put the ______ next to the
 Understands moreMay
notcan
want
to produce oral
repetition, does not force _________.
than
produce.
 Gestures, languagelanguage.
student to speak.
you have the_______?
should focus on conveying meaning
and vocabulary,Do
repetition,
does not force
Is this a__________?
student to speak. Understands more than can
 Point to_____. produce.
Who wants the _____?
 Find the___________.
Who has the__________?
 Put the ______ next to the _________.
 Do you have the_______?
 Is this
Source: TSL 4324 ESOL strategies for content area teachers, UF.
HOTS: How are living things alike and different?
 SB: Student points or provides other non-verbal responses, actively listens, may be reluctant to
speak, understands more than can produce.
 When designing formative assessments for our pre-production ELLs (1st grade), you should keep in mind
their linguistic background and what can they already in their second language
 Question: how are living things alike and different?
 Then, think about how can our pre-production ELLs show they know given their language proficiency
level?
Here students at the preproduction level can mark
(X) as they compare and
contrast the characteristics
of two different living things
Living
things
They
breath
They
move
They
reproduce
by having
babies
Living 1:
rabbit
X
X
X
Living 2:
plants
X
X
They
They
reproduce have
by seeds roots
or spores
X
X
They have They can
body
see
parts
They have
organs
X
X
X
X
Stage: Early Production
Stage
Sample Student Behavior
Sample Teacher
Behavior
Questioning techniques
Early
One or two utterances
 Points
to and non
verbal responses.
Ask questions that can be Yes/no
production
Short responses
answer by yes or no, and
Either/or
either/or.
One word response
 produce oral language.
Models correct responses General questions which
 Understands more than can produce.
frames)
encourage
a list of
words
 Gestures, language should focus on conveying(sentence
meaning
and vocabulary,
repetition,
does
not force
Asks short answer WH
Two-word responses.
student to speak.
and HOTS questions
 Point to_____.




Find the___________.
Put the ______ next to the _________.
Do you have the_______?
Is this
Source: TSL 4324 ESOL strategies for content area teachers, UF.
HOTS: How are living things alike and different?
 SB: One or two utterances and short responses
 When designing formative assessments for our early-production ELLs (1st grade), you should keep in
mind their linguistic background and what can they already do in their second language?
 Question: how are living things alike and different?
 Then, think about how can our early-production ELLs show they know given their language proficiency
level?
Source: http://preschoolscientist.blogspot.com/
Language Function: Comparing and Contrasting
 Using the Venn Diagram answer to the following questions:
 Are both plants and Animals living things?
SR:
 Do plants and animals need oxygen, water, and minerals to survive?
SR:
 Plants and animals both reproduce. Plants reproduce by___________. Animals reproduce by_____________.
Stage: Speech Emergence
 Points to and non verbal responses.
Stage
Sample Student Behavior
Sample Teacher
Behavior
Questioning techniques
 produce oral language.
 Understands more than can produce.
 Gestures,
should
meaning
andonvocabulary,
repetition, does not force
Speech language
Small
groupsfocus on conveying
Focuses
content
key
Describe
student
to speak. Demonstrate comprehension in concepts.
Emergence
How….?
 Point to_____. a variety of ways.
Provides frequent
How is this like….?
 Find the___________.
Speaks in short phrases and
comprehension checks
Tell me about…
 Put the ______ next
to the _________.
sentences
Uses performance-based
How would you change this
 Do you have the_______?
Begins to use language more
assessment
part…?
 Is this
freely
Uses expanded vocabulary
Asks open ended
Source: and
TSLstimulates
4324 ESOL strategies for content area teachers, UF.
questions
language production
Stage: Intermediate Fluency
Stage
Sample Student Behavior
Sample Teacher Behavior Questioning techniques
 Points to and non verbal responses.
 produce oral language.
Intermediate Participates in reading writing
Fosters conceptual
Describe/compare
 Understands
more than can produce.
Fluency
activities to acquire new
development and expanded How are these similar how
 Gestures,
language should focus on conveying meaning and vocabulary, repetition, does not force
information
literacy through content.
are these different?
student to speak.
Continues to make lessons Why?
 Point to_____. Difficulties in abstract,
cognitively demanding subjects
comprehensible and
Create…
 Find the___________.
specially when a high degree of
interactive.
 Put the ______ next
to the _________.
literacy is required
Teaches thinking and study
 Do you have the_______?
skills
 Is this
Continues to be alert to
individual differences in
language and culture
Source: TSL 4324 ESOL strategies for content area teachers, UF.
Source: http://preschoolscientist.blogspot.com/
Living things
Living
things
• Venn Diagram allows students to mediate the language demands.
• Venn Diagram could be partially-filled and students could be asked to
complete the rest of the information in the Venn diagram.
Source: http://preschoolscientist.blogspot.com/
http://laura-armstrong-martinez.blogspot.com/2012/05/comparing-and-contrasting-plants-and.html
Adding sentence
frames to scaffold
students writing
language production
They both can____________________________.
They both need______________________________.
They both have __________________________.
They are different because ______________ can/have/need____________ , and
___________ can/have/need ________.
ALTERNATIVE SCIENCE
ASSESSMENTS
English Language Learners
Why Use Alternative Assessments for
ELLs?
 “English Language Learners (ELL) are capable of high
levels of conceptual understanding related to
science.”
 “Traditional means of assessment do not typically
reflect their understanding of science content.”
 “While ELL students have difficulty writing in English,
they can speak about science with a level of
sophistication not reflected on written assignments.”
Cox-Petersen & Olson (2007 ) http://www.nsta.org/publications/news/story.aspx?id=53299
Considerations when designing /selecting
assessment for ELLs
 Ensure all activities/experiments align with
benchmark objectives and cognitive complexity
 Scaffold accordingly
 Provide appropriate rigor across grade levels
• Provide different assessment opportunities
─ Promotes accountability for ELLs during
Science Academic English Language Sentence Frames -
Language function (examples: compare and
contrast, describing)
Adapted from: http://www.colorincolorado.org/webcasts/assessment/
Performance-Based Assessment
 Oral Responses
 Dramatic Presentations
 Teacher observation of student work
 Science experiment
 Oral presentation on a book
 Projects
Adapted from: http://www.ehow.com/list_6538126_types-alternative-assessment-schools.html
Informal Assessment Methods
 Observations
 Checklists: student performance and behavior
 Anecdotal records: notes on a student
 Portfolios: capture student’s progress
Sample of Informal Assessment:
Checklist
First Grade Science Standards Checklist
x
DATE
STANDARD
A. Living Things and Environments (Observations) SC.1.L.14.1)
1.
2.
B. Living Things and Environments (SC.1.L.14.1)
1.
2.
C. Living Things and Environments: Habitats (SC.1.L.14.1)
1.
2.
D. Living Things and Environments: Turtles (SC.1.L.14.1)(SC.1.L.14.3)
1.
2.
E. Parts of a Plant: Seeds (SC1.L.14.2)
1.
2.
F. Parts of a Plant (SC.1.L.14.2)
1.
2.
G. Living and Non Living(SC.1.L.14.3)
1.
2.
Portfolio Assessment
 “Put it all together”
 Artifacts: Students select their own work samples to put in binder or
book
 Graded using rubric or checklist
Adapted from: http://www.ehow.com/list_6538126_types-alternative-assessment-schools.html
Nonverbal Assessment Strategies
 "Physical Demonstration"
 Students can point or use other gestures
 Respond with thumbs up, thumbs down, or other nonverbal signs to true or false
statements
 "Pictorial Products"
 Students can make drawings, dioramas, models, graphs, or charts
Adapted from: http://www.kidsource.com/kidsource/content2/practical.assessment.4.html
Rubric Assessment Method
 Scoring scale for task-specific criteria
 Assess quality of student work
 Measure student performance against a
pre-determined set of criteria
 Contains the essential criteria for the task and appropriate levels of
performance for each criterion
Adapted from: http://www.nsta.org/publications/news/story.aspx?id=53299
Alternative Assessments for English Language Learners
 Drawings Over Time
 Compare and Contrast
 Scoring can be challenging
Figure 1. A comparison of student drawings from November and
June.
November
June
Adapted from: http://www.nsta.org/publications/news/story.aspx?id=53299
Sample Rubric: Ocean Drawing
0 = No drawing or a drawing of one organism and the water surface
1 = Two or more animals, water surface
2 = Plants or the ocean floor, two or more animals
3 = Swimming and stationary animals, plants, and ocean floor
4 = Ocean floor with features, swimming and stationary animals, plants,
most are accurately placed
5 = Extensive ocean floor features with appropriate organisms, many
animals and plants, accurate placement, shows some relationships
between organisms
Adapted from: http://www.nsta.org/publications/news/story.aspx?id=53299
Rubric Example:
Living and Non-Living Things
4 -Advance
Talks and makes real life connections to organisms and their
needs. Provides 5 examples of plant/animals and their basic
needs.
3-Proficient
Identifies the differences between living and non-living things.
Identifies 4/5 basic needs of plants and animals.
2-Basic
Identifies 3/5 basic needs of plants and animals.
1-Mininal
Shows difficulty distinguishing between living and non-living
things. Identifies 1/5 basic needs of plants and animals.
Guidelines for Writing
Anecdotal Records
 Useful for reporting progress and achievements
 Emphasizes "what a child can do and his or her achievements”
 Objective description of student behaviors
Adapted from: http://www.slideshare.net/mbuurstra/observing-children-and-writing-anecdotal-records
Group Activity
In your groups provide
four examples of :
Appropriate Assessment