1. Leveling the Playing Field for ELLs Using Sentence Frames in the Classroom March 14, 2015 By Alison Garland, Katie Kersey Session 3: 10:20-11:20 Session 4: 11:20-12:20 Survey 12:20-12:30

2. Objectives Know: how to use sentence frames to differentiate and modify classwork and homework in all content areas across grade levels Understand: the necessity for using sentence frames to appropriately scaffold language for ELLs -how to modify classwork and homework from examples Be able to Do: modify student instruction and work in an inclusion, whole group, or small group setting by using sentence frames

3. Norms Be present and engaged Be respectful of differences in perspective while challenging each other productively and respectively Monitor “air time” Make the most of the time we have Stay focused on students

4. What are sentence frames? A template that students fill in with own ideas or from words from a word bank *Can be written or spoken!!

5. Why do we use sentence frames? Give students a framework to explain their thinking Expose students to content vocabulary Models grammar skills Provide language support and model Increase oral proficiency, increases confidence Establish expectations for students Explicitly teaches different types of thinking

6. How can we use sentence frames? Sentence frames can be used across all content levels and grades. They are easily differentiated to meet the needs of different levels of students. Sentence frames are taught in an “I do, We do, They do, You do” framework so that students gain independence. Video-http://www.primary-education-oasis.com/how-to-use-sentence-frames.html

7. Active Listening with Sentence Frames 1.Students are asked a question (social or academic), and are expected to share their answer with a partner. The teacher writes, reads, and models using the sentence frame. 2.The teacher then asks students to actively listen by remembering what their partners answered. 3.The teacher then calls on students to recall what their partner said. The teacher then scribes student responses in a chart. 4.As a class, students read the responses together. BENEFITS: Models oral and written sentence structure, encourages listening and speaking skills, and reinforces grammar.

8. Active Listening Example

9. Let’s Try Active Listening! Question: Imagine you could be in any TV commercial like Fudge. What would it be and why? Answer: If I could be in any TV commercial, it would be a ________ commercial because... McDonaldsDoublemint GumXboxiTunes Harley Turn and talk! Pay attention to what your partner said and remember it!

10. Active Listening Continued... Answer: If __________ could be in any TV commercial, it would be a ______ commercial because/so...

11. CLIP: Decoding and Fluency Reading is developmental—a continuum Decoding is different than fluency – Decoding is translating a printed word into a sound. – Fluency is defined as the ability to read with speed, accuracy, and proper expression. (prosody and automaticity)

12. CLIP: Academic Language Includes transitional phrases and “signal words” – as a result, therefore, however – sequencing signals Includes academic vocabulary – Not the technical vocabulary of an academic discipline – Necessary to learn about the content of the discipline (e.g., evaluation, theory, hypothesis, assumption, capacity, validate, justify, expand, maximum)

13. Academic Language in Frames ]

14. Sentence Frames in ELA

15. anxiousscaredfrustratednervous happyjoyfulexcitedsurprised I infer that Peter feels _________ when Fudge gets lost in the movie theater because according to the text....

16. Sentence Frames in ELA

19. Sentence Frames in Writing

20. Sentence Frames with Grammar Subject Verb Agreement/Tense What activities do you like to do in the summer? swimplay outsideride my bike I like to _______ in the summer. Katie likes to _________ in the summer. Alison liked to _________ last summer. Katie and Alison will like to ___________next summer.

21. Sentence Frames in Math

23. Sentence Frames in Science gravel salt shook mesh sieve We poured ____________ into ___________ and _____________. We used a ________ _______ to separate the __________ and _________.

24. Sentence Frames in Social Studies

25. Graphic Organizers Sentence frames are easily added to graphic organizers in order to encourage students to use complete thoughts when organizing information. Let’s look back at this example:

26. Quick Little Reminder! Short phrases out of the context of a complete sentence are difficult for our students! ApplesOranges Both -round -seeds -red -stem -crunchy -orange -peel -sour

27. Apples Oranges -red -stem -crunchy Both -round -seeds Apples and oranges are both round. Apples and oranges are alike because they both have seeds. -orange -peel -sour Apples and oranges are different because apples are red and oranges are orange. One major difference between apples and oranges is that apples have a stem and oranges have a peel.

28. Modifying Homework with Sentence Frames 1.Reading log 2.Homework board 3.Workbook pages 4.Story element graphic organizer

30. Special Considerations When working with the ELL who also have identified learning disabilities, it is necessary to consult with the Special Education teacher. Special considerations and/or accommodations may help to fully engage the ELL in language development. 30

31. Application 1.With a partner, modify the worksheet given to you by adding sentence frames that would provide support for an English language learner. 2.Think of a skill you will teach soon. Create an anchor chart, a graphic organizer, or an activity using sentence frames.

32. Additions? What strategies do you use at your schools that help level the playing field for your students?

33. Contact Alison Garland garlanda@scsk12.orggarlanda@scsk12.org Katie Kersey kerseyk@scsk12.orgkerseyk@scsk12.org