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Supporting ELL Students with the MAISA Units of StudyKendra Seitz, Rochester Community Schools
What are the needs of ELL students in a workshop model?
Language Acquisition
Basic Interpersonal Communicative Skills (BIC) Social Language
Cognitive Academic Language Proficiency (CALP) Academic Language
• Context Matters!• How much is the learner focusing on the
language itself vs. concepts being taught
If the concept (cognitive demand) is difficult but the language and the
environment are supportive, the learner can then focus on the concept to be
learned.
Quadrants of Cognitive DemandFrom English Language Learners in Literacy Workshops by Marsha Riddle Buly, adapted from quadrants described by Cummins (1994, 2001)
A
• Lunch• Art, Music, PE, Shop• Face-to-face
conversations
C• Texting• Email• Copying instructions• Newspapers• Magazines
B• Modeling• Demonstrations• Think-aloud with
sketch• Science experiment• Book on a known topic
D• Science text• Writing a timed essay• Lectures with few or
no illustrations• Standardized tests
Instruction
Cognitively demanding Context-embedded High expectations Don’t change the standards for content learning Do change the context and support in which
instruction and expectations are presented Safe and motivating environment: Low affective filter
Instructional Considerations
Level of language knowledge in one language may mask knowledge expressible in another language
Students will develop literacy skills more easily and rapidly if we can identify their level of literacy in both their home language and English
Connect students to books, materials, and topics they are already familiar with or care about
Applying Theory and ResearchHow the SIOP model can fit into literacy workshops
The SIOP Model
Sheltered Instruction Observational Protocol Research-validated protocol Provides teachers a way to maintain cognitive
demands while choosing from concrete strategies to modify or plan instruction
Eight components: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment
Building Background:Activating Prior Knowledge
Sometimes, we will have to support units of study with additional mini-lessons to build background
“Immersion” lessons using mentor texts for writing Building context and vocabulary before read-aloud
novels WATCH:https://www.teachingchannel.org/videos/activating-prior-knowledge Turn & Talk: What did you see? How did this teacher
support the language learners in her classroom?
Writing Content & Language Objectives
Should evolve from the lesson topic and be part of the instructional plan
Must be posted Must be discussed at the start of a lesson An objective is not a by-product of an activity but the
foundation of one Content objectives are usually drawn from the state
subject area standards (the “what” of the lesson) Language objectives should be planned to meet
learning goals and prepare students for the type of academic language they need to understand the content and perform the activities in the lesson (the “how” of the lesson)
Writing Content & Language Objectives
Generally, the content objective will match up with the “Teaching Point” of the MAISA unit sessions
Example:
Content Objective: We will pay attention to what is happening in our books, and notice how we care about the charactersLanguage Objective: We will turn and talk with our partners to express how we felt about the characters after we read in our books.
Reading with Independence: Grade 3- Session 11Concept: Readers learn strategies for reading accurately and with deep comprehensionTeaching Point: Readers care about the characters and what is happening in their books
You Try It Use the Content & Language Objective Verb Sheet &
the lessons on your table to write a content and language objective for one lesson
Share with your table
Content Objective: Formulate content and language objectives for MAISA lessonsLanguage Objective: Write a content and language objective for one lesson.
SIOP & the Workshop ModelHow can we integrate SIOP components within the workshop framework?
Workshop Feature: Connect/Purpose
(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)
SIOP Features Clearly state and display
content and language objectives for students
Speak appropriately to accommodate proficiency levels (slower rate, enunciation, simple sentence structure)
Emphasize key vocabulary and concepts (introduced, written, repeated, and highlighted)
Explicitly link concepts to students’ backgrounds and experiences
Explicitly link past learning and new concepts
Explain academic tasks clearly
How it may look in your classroom: Try the “sandwich”
technique for vocabulary
Tell students why you have chosen this mini-lesson, what you have seen in their work or in the standards that suggests this is a good next step
Include why this is important (link to the real world)
Include the what, why, and when in your explanation
Workshop Feature: Model
(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)
SIOP Features
Use supplementary materials to a high degree to make lesson clear and meaningful
Use scaffolding techniques throughout the lesson
Use a variety of techniques to make concepts clear
Emphasize key vocabulary Consistently use scaffolding
techniques assisting and supporting student understanding (think-alouds, models, visuals, more and less support as needed)
How it may look in your classroom: Use of mentor texts, show
students how a more knowledgeable other uses the strategy
Make sketches during think-alouds
Less talking more showing Additional modeling Use visuals Sandwich vocabulary Check for understanding
(formatively assess) in a way that lowers affective filters
Workshop Feature: Guided Practice
(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)
SIOP Features Provide meaningful activities that
integrate concepts with language practice
Provide ample opportunities for students to use learning strategies
Provide frequent opportunities for interaction and discussion
Emphasize key vocabulary Provide sufficient wait time Use group configurations that
support the objectives Consistently use scaffolding
techniques assisting and supporting student understanding (think-alouds, models, visuals, more and less support as needed)
How it may look in your classroom: Include turn and talk and other
interaction strategies Purposeful group configuration for
ELLs Remember 10 and 2! Two minutes
to process for every 10 minutes that you’ve provided input
Allow students to clarify with a peer in their home language if possible
Check for understanding (formatively assess) in a way that lowers affective filters
For writing workshop, it is appropriate to model and write in whole-group, small-group, and partner settings before moving to independent practice
See it in Action
Watch how this teacher used modifications to support ELLs with essay structure
https://www.teachingchannel.org/videos/ell-essay-structure-lesson
Workshop Feature: Independent Practice
(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)
SIOP Features Adapt content to all levels of
student proficiency Provide hands-on materials
for students to practice using new content knowledge
Provide activities for students to apply knowledge in the classroom
Provide feedback to students regularly
Conduct assessments of comprehension and learning throughout the lesson
How it may look in your classroom: Actively teach, assess, and
support students during independent work
Conference Small group instruction Formatively assess and take notes Keep ELL students in the whole-
group meeting area a little longer for further modeling if needed – model what the teaching point looks like in independent work
Practice with a student you have selected for share time
For reading workshop, it’s okay to allow students to read in their own languages as well, especially to practice comprehension strategies
Workshop Feature: Share time & Closure
(adapted from English Language Learners in the Literacy Workshop, Marsha Riddle Buly)
SIOP Features
Use a variety of thinking skills throughout the lesson
Review key vocabulary and concepts
How it may look in your classroom:
Choose students to share that will reinforce the teaching point
Allow partners to share and discuss in shared home languages if possible, as this helps deepen understanding
Use sentence frames
Using Sentence Frames
WATCH:https://www.teachingchannel.org/videos/jumpstart-student-writing Make your own!
Reflect What are you already implementing in your classroom?
What can you add?