Classroom Grades 612 ELA II Day 4 Winter 2017 Agenda Keynote Debrief Setting up the Day norms and reflection Text and Task Complexity Setting up the Non Negotiables Understanding Language ID: 559131
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Slide1
English Language Learners, Linguistically Marginalized Students and Complex Text in the
Classroom
Grades 6-12
ELA
II
Day
4
Winter 2017Slide2
AgendaKeynote Debrief✓
Setting up the Day (norms and reflection)
Text and Task Complexity: Setting up the Non-
Negotiables
“Understanding Language”
Studying a Text for Complexity and Standard
A
lignment
Task Complexity: Scaffolding and Amplified Language
Scaffolds with awareness of modalities
Scaffolds with guidance from Progressions
Scaffold practice
Bringing it Together
Closing and SurveySlide3
Objectives
Understand and examine the role language plays in text
complexity
Understand
the levels of language
acquisitionRecognize the role of language modalities in the classroomUnderstand purpose and uses for language-acquisition frameworks such as the NY Bilingual Progressions and WIDARecognize the nuances of scaffolding to amplify language in learning experiences for ELLs and LMs Practice embedding scaffolds that amplify language in lesson planning and adapting
In order to plan for and execute aligned instruction that supports ELLs and LMs, we will:Slide4
Setting up the Day:Norms that Support Our Learning
Take responsibility for yourself as a learner
Honor timeframes (start, end, activity)
Be an active and hands-on learner
Use technology to enhance learning
Strive for equity of voiceContribute to a learning environment in which it is “safe to not know”Slide5
Debriefing the Keynote: Setting up the Non-Negotiables
To learn a language, students
need well-structured opportunities to practice
it.
Content knowledge
and language develop concurrentlyLanguage development is non-linear (there is no order)Amplification of language is critical in scaffolding instructionScaffolds should be aimed at developing independenceWe are the gatekeepers of language in the classroomSlide6
Holding on to Questions
Jot down questions on a Post-It
During breaks, transfer those questions up on the chart paper.
We will strive to answer through the day.
We will compile and share in a Google doc.Slide7
Setting up the Day: Reflection
What supports do I provide my students to ensure that they can access
grade-level
complex
text?
How do I address language demands in the texts I teach?How do I preview texts that I am teaching with before I teach them? Slide8
“Understanding Language” and Informational Density
Identify:
3 “Aha” moments
2 Text-complexity factors that warrant closer consideration
1 way this
article speaks to the non-negotiablesSlide9
Studying a Text for Complexity and Sufficiency
How we plan instruction around a text sets the foundation for success or failure. With informationally dense texts especially, we must focus on language.Slide10
Text features
Genre
Organization
Background
Prior curriculum and instruction
Layers of meaningPurposeConcept complexityVocabularySentence length
Sentence structure
Figurative language
Regional
/archaic dialects
When in the Course of human Events…
Whereas recognition of the inherent dignity…
Text Complexity (Qualitative)Slide11
Sample of Informational Density and ComplexityEveryone 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.Slide12
Grammatical and Rhetorical Features of Complex Text
I
nformation
density
D
ependent clauses Phrases within sentencesThe use of subjective pronounsThe use of adverbial clauses and phrases to situate events
Adverbial clause: Group of words that plays the role of an adverb.
A
s in all clauses, an adverbial clause contains a subject and a verb. For Example:
Keep hitting the gong
hourly
. (normal adverb)
Keep hitting the gong
until I tell you to stop
. (adverbial clause)
S
ubjective pronoun examples: She, he, they, itSlide13
Grammatical and Rhetorical Features of Complex Text (continued)
Ellipses
The use of abstract nouns
The use of devices for
backgrounding
and foregrounding informationPassive voiceA combination of complex and simple sentencesAn abstract noun is a word that names something you cannot see, hear, touch, smell, or taste. For example:considerationparenthoodbeliefSlide14
Analyzing Complexity: LanguageReread the UDHR Article 2 independentlyA
nnotate at the sentence level for
the
language
features of complex
textPrepare to shareVocabularySentence lengthSentence structureFigurative languageRegional/archaic dialectsText features
Genre
OrganizationSlide15
Language
Vocabulary
Sentence
length
Sentence structure
Figurative languageRegional/archaic dialectsEveryone 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.
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
.
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.
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.
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.Slide16
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.
Structure
Text features
Genre
Organization
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.
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.
Focusing in on prepositions, prepositional phrases, and objects of the prepositions to deconstruct this text is going to be critical. Note the list at the end of each sentence.Slide17
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.
Knowledge
Background
Prior curriculum and instruction
What is a declaration? (prior knowledge of Declaration of Independence)
What is a “human
r
ight?”
Are people persecuted for these things? Social origin? Birth? Status? Country?Slide18
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.
Meaning
Layers
of meaning
Purpose
Concept complexityThis is straightforward in that it is stating what people are entitled to, or deserve, no matter what. How it is expressed is complicated. These rights apply to everyone, no matter who they are, where they come from, where they are going, or whom they are with.
Who is the intended audience?Slide19
Analyzing Complexity: The PreambleCollaborate to determine complexity factors beginning with language and structure demands
Question for reflection:
What is the benefit, if any, of beginning with the analysis of language?Slide20
So Now We PlanHow do we craft lessons to make this text accessible to students whose first language is not English? For students who struggle with reading?
For students who have knowledge gaps in this area?
And how then do we ensure that our planning is standards-aligned?Slide21
Where Are We Going with the Text?Beyond comprehension, what are we asking students to study about the text? What do we want them to get out of it?
Identify a standard that lends itself to the section of the text that you are working with.
Besides R1. That’s a given.Slide22
Defining the Terms: Task Complexity, Scaffolding, and Amplified Language for ELLs
Task complexity
: the demands of the task, with regard to language, vocabulary, structure, and student direction.
Scaffold
:
a temporary instructional practice used to amplify content based on need, as we move students toward independence. To amplify in this context is to provide students with repeated opportunities to encounter and practice (through reading, writing, listening, and speaking) the language and content from multiple perspectives and activities in order to meet the conceptual/analytical grade-level demands.Slide23
Scaffolding: Free Climbers and First TimersSlide24
Scaffolds with Awareness of Modalities
Receptive
Productive
Listening
Reading
ViewingWriting
Speaking
InteractiveSlide25
Modalities, Texts, and Tasks
Content Knowledge
Specific content knowledge and/or skills
Analytical Skills
Analytical practices or skills that apply across academic disciplines
LanguageLanguage students must know and use to complete the taskWhat skills and/or knowledge are students expected to demonstrate when they produce their understanding of the content?What thinking skills are most important to the task? What specific analytic skills (logic, methodical, organizational) are students expected to demonstrate?
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?)Slide26
Reviewing Video with Modalities in MindWhat modalities were at play, 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?Slide27
Scaffolding with GuidanceEnglish Language Proficiency Assessment for the 21st
Century
http://www.k12.wa.us/ELPA21/
Modules.aspx
NYS
Bilingual Progressions https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiativeWIDA English Language Development Standards https://www.wida.us/standards/eld.aspxThe California English Development Standards http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdfSlide28
Scaffolds with Guidance from the ProgressionsWith a partner:
identify what information this document provides
i
dentify how the information provided in these tables can direct, guide, and support planning and instruction for ELLsSlide29
Common Core Anchor and Grade-Level Standard
Analytical skills and language demands
Five levels of progressions
Modalities: Progressive and Receptive
Possible activities within the modalities based on level of acquisition
New Language Arts Progressions (as opposed to
Home
Progressions)Slide30
Specific Linguistic Demands (Writing and Reading)
Specific linguistic demands and examplesSlide31
Using the Progressions to Design Instruction and Multiple Points of EntryDifferentiating linguistic scaffolds that students will require to arrive at the same end-result
Determining specific scaffolds that target the content-area demands (and how to break the content down)
Developing ongoing formative assessment based on levels of progression
Developing specific language objectives or — better yet — integrating them
Differentiating instruction based on language programs and settings
Teachers can use the Progressions to plan and assess language by:Slide32
Application of Progressions and Standards to Instructional DesignSlide33
Scaffolding PracticeUsing the UDHR Preamble:
Identify the standard you will be addressing (in addition to R1). Find the appropriate bilingual progression chart.
Identify two levels of language acquisition using
the bilingual progression chart.
Chart an instructional sequence aligned to the standard(s) around the first paragraph (or smaller excerpt) that would involve use of all modalities.
Incorporate scaffolds for the two levels of language acquisition identified in Step 2.Remember: Language takes center stage!Application of Progressions to Text and Instructional DesignSlide34
Analyzing the Products: Presentation, Discussion, and FeedbackReviewing for:
Alignment
Design
Scaffolding all modalities for selected ELL levels
Opportunities for repetition and rereading
What stands outEven Better If…Slide35
And now
I . . .
Reflection: I often
…
And now I
… On one Post-it, write one strong scaffolding practice you have done when developing or implementing instruction for ELLs or LMs. On two Post-its, share a practice you will now do based on today’s learning. On the fourth Post-it, write down a question that you still have or has cropped up as a result of today’s training.Place them on the appropriate chart paper and in Google doc. 35
I
often.
. .
I’m wondering…Slide36
36Knowledge Survey Post Test
Please check your email for your link to the Knowledge Survey Post-Test
. Note: Some school systems blocks emails from survey platforms. If you do not see an email with the survey link in your school email inbox, please check the personal email account you shared with us as part of registration.
The survey should take 10 minutes.
There will be an answer key at the end. Slide37
ReferencesEnglish Language Proficiency Assessment for the 21st Century http://www.k12.wa.us/ELPA21/Modules.aspx
NYS Bilingual Progressions
https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
WIDA English Language Development Standards
https://www.wida.us/standards/eld.aspx
The California English Development Standards http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf