1. Teaching Content to English Language Learners
Department of Bilingual Education and World Languages
Miami Lakes Educational Center
October 21, 2016
Mayra Mateos
Curriculum Support Specialist

2. Today’s Goals What has worked for you?
Discuss what ELLs “Can Do” according to ESOL level
Identify and implement instructional practices that help English language learners understand civics content

3. Do you ever ask yourself…
what do I do with my ESOL 1 students?
Students will examine the impact of media, individuals, and interest groups on monitoring and influencing government.

4. Know Your Students’ True English Language Proficiency Levels

5. Interest Groups and the Media
Individual
Interest Groups
The Activities of Interest Groups
Our challenge: what do I do with my ESOL 1 students??
Distill the important content/information/concepts/ideas/standards to the essential through patterns, routines. How? Return to what all students, regardless of language development stage have in common: basic story/plot structure, or, Who did what to whom? (chisme/gossip)
Who are the people/ideas?
What did they do?
Why is this important (to me)?
Remember: there is only one of you, so it’s important to train them to read for understanding , Who did what to whom? What’s the chisme/gossip?

6. Individual
Interest Groups
The Activities of Interest Groups

7. Best Practices: Planning with English Language Learners in Mind
Identify content curriculum documents and standards
Know students’ true English language proficiency levels
Identify big idea and concept learning
Select both content and general academic vocabulary strategically
Explicit vocabulary/concept instruction
Pair words/concepts with visuals
Provide multiple exposures and practice opportunities with vocabulary/concepts
Vary presentation modes
Explicit directions and teacher modeling
Use graphic organizers and writing to build big ideas
Varied grouping—whole, partner, small
Plan opportunities for student talk
Effective Social Studies Instruction to Promote Knowledge Acquisition and Vocabulary Learning of English Language Learners in the Middle Grades Colleen Klein Reutebuch, The University of Texas at Austin, December 2010

8. Review Content Curriculum Documents And Standards

9. Florida Standards Content Benchmarks

10. Poll
Television
Government
Internet

11. Interest Groups

12. Florida Standards
Strand: Civics and Government Reporting Category: Government Policies and Political Processes
STANDARD
Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.

13. Content Benchmark
SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government.

14. Focus On Big Idea And Concept Learning
Content objectives outline what students will learn and be able to do regarding the lesson.
Language objectives identify the language students will need to learn and use to accomplish the lesson goals
Content: Standards based
Language: Language proficiency level based
Our challenge: what do I do with my ESOL 1 students??
Distill the important content/information/concepts/ideas/standards to the essential through patterns, routines. How? Return to what all students, regardless of language development stage have in common: basic story/plot structure, or, Who did what to whom? (chisme/gossip)
Who are the people/ideas?
What did they do?
Why is this important (to me)?
Remember: there is only one of you, so it’s important to train them to read for understanding , Who did what to whom? What’s the chisme/gossip?
Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).
These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:
the language functions related to the topic of the lesson (e.g., justify, hypothesize)
vocabulary essential to a student being able to fully participate in the lesson (e.g., axis, locate, graph)
language learning strategies to aid in comprehension (e.g, questioning, making predictions).

15. ESOL 1-2 Students CAN LISTENING SPEAKING
Follow one-step oral commands/instructions
Match social language to visuals
Identify objects, people, or places from oral statements/questions using gestures (pointing)
Match instructional language with visual representation
Follow multi-step oral commands/instructions
Classify/sort content-related visuals per oral descriptions
Sequence visuals per oral directions
Identify information on charts or tables based on oral statements
Answer yes/no, choice questions
Begin to use general and high frequency vocabulary
Repeat words, short phrases, memorized chunks
Answer select WH-questions within context of lessons or personal experiences
Convey content through high frequency words/phrases
State big/main ideas of classroom conversation
Describe situations from modeled sentences
Describe routines & everyday events
Express everyday needs & wants
Communicate in social situations
Make requests
We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 1 students. Refer back to WIDA document.
Content Focus: Students will examine the impact of media, individuals, and interest groups on monitoring and influencing government.

16. ESOL 1 Students CAN READING WRITING
Associate letters with sounds & objects
Match content–related objects/pictures to words
Identify common symbols, signs, & words
Recognize concepts of print
Find single word responses to WH- questions related to illustrated text
Use picture dictionaries/illustrated glossaries
Draw content-related pictures
Produce high frequency words
Label pictures and graphs
Create vocabulary/concept cards
Generate lists from pre-taught words/phrases and word banks (create menu from list of food groups)
We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 1 students. Refer back to WIDA document.

17. ESOL 2 Students CAN READING WRITING
Sequence illustrated text of fictional and non-fictional events
Locate main ideas in a series of simple sentences
Find information from text structure (titles, graphs, glossary)
Follow text read aloud (tapes, teacher, paired-readings)
Sort/group pre-taught words/ phrases
Use pre-taught vocabulary (word banks) to complete simple sentences
Use L1 to support L2 (cognates)
Use bilingual dictionaries and glossaries
Complete pattern sentences
Extend “sentence starters” with original ideas
Connect simple sentences
Complete graphic organizers/forms with personal information
Respond to yes/no, choice, and some WH- questions
We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 1 students. Refer back to WIDA document.

18. When reading, students will
Content
What will students learn and do regarding the interest groups and the media?
ESOL Levels 1-2
Learn how interest groups, the press and public opinion monitor and influence government.
______________________
Focus on our goals/big ideas when reading
Language
What type of language will students need to learn and use to accomplish the lesson goals?
Go to large text handout from page 1 of text. highlight in different colors: who or what that repeats, verb phrases, joining or contrasting phrases.
Have participants Have participants brainstorm ideas based on Can Do’s.
Standard: Evaluate the roles, rights, and responsibilities of U.S. citizens, and determine methods of active participation in society, government, and the political system.
SS.7.C.2.10 Examine the impact of media, individuals, and interest groups on monitoring and influencing government.
From Intro:
Political parties are not the only groups to influence government policies that are not mentioned in the U.S. Constitution. Newspaper and television reporters
and special interest groups are not mentioned either. Yet they can have a tremendous impact on government decision-making. In fact, interest groups, the press and public opinion are so influential they have been called the "Fourth Branch" of government.
In this chapter, you will learn how individuals, interest groups, and the media monitor and influence government. You will also see how they sometimes use bias, symbolism and propaganda to shape public opinion.

19. Interest Groups
We all have interests-some of us like sports while others enjoy music or being outdoors. An interest group is a group of individuals with common interests who seek to influence public policy. There are now thousands of such interest groups in the United States.
Many of these interest groups are based on common interests. For example, American manufacturers have formed an interest group known as the "National Association of Manufacturers.” Other groups, such as the American Medical Association, the National Association of Home Builders, and the American Bankers Association, are focused on a single industry. The AFL-CIO (American Federation of Labor and Congress of Industrial Organizations) represents the interests of more than ten million workers. The National Education Association and the Service Employees International Union represent specific groups of workers.
Environmental interest groups, such as the Sierra Club, protect wildlife and attempt to reduce pollution. Other interest groups, like the NAACP (National Association for the Advancement of Colored people) and NOW (National Organization for Women) promote the interests of groups that were once disadvantaged in the past.
Some interest groups form over specific issues, such as the National Right to Life Committee and the American Israel Public Affairs Committee. The National Rifle Association is now largely concerned with protecting the right to own gun.
Highlight in different colors: the repeating who or what, verb phrases, joining or contrasting phrases.

20. Individuals
In the United States, any individual can actually monitor and influence government policy. Often, individuals attempt to influence the government by running for elective office.
In fact, the U.S. Supreme Court has ruled that the First Amendment (free speech) protects an individual's right to spend unlimited amounts of his or her own money in an election campaign in which he or she is the candidate.
In recent years, Ross Perot and Ralph Nader both ran as independent candidates for the Presidency.
Although there was little chance they would win the election, their campaigns brought greater attention to causes in which they believed. You don't have to run for president to influence government. You have already learned some of the ways that individuals can participate in civic life in Chapter 12. Here is a list of some of the ways that individuals can try to influence government:
Some Ways Individuals Can
Directly Affect Government
Running for office
Petitioning government officials
Collecting signatures on issues
Speaking at meetings
Sending letters
Making campaign contributions
Discuss what was used/not used from this text and why. What’s going to give me more bang for my buck with my end goal in mind?

21. Interest Groups
We all have interests-some of us like sports while others enjoy music or being outdoors. An interest group is a group of individuals with common interests who seek to influence public policy. There are now thousands of such interest groups in the United States.
Many of these interest groups are based on common interests. For example, American manufacturers have formed an interest group known as the "National Association of Manufacturers”. Other groups, such as the American Medical Association, the National Association of Home Builders, and the American Bankers Association, are focused on a single industry. The AFL-CIO (American Federation of Labor and Congress of industrial Organizations) represents the interests of more than ten million workers. The National Education Association and the Service Employees International Union represent specific groups of workers.
Environmental interest groups, such as the Sierra Club, protect wildlife and attempt to reduce pollution. Other interest groups, like the NAACP (National Association for the Advancement of Colored people) and NOW (National Organization for Women) promote the interests of groups that were once disadvantaged in the past.
Some interest groups form over specific issues, such as the National Right to Life Committee and the American Israel Public Affairs Committee. The National Rifle Association is now largely concerned with protecting the right to own gun.

22. A public interest group attempts to promote the common the interests of Americans as whole rather than of any one specific group. A non-profit public interest group does not pay federal income tax.
An interest group differs from a political party. A political party is mainly focused on electing candidates to office. A political party usually has a platform addressing a large number of issues. An interest group attempts to influence public policies directly, rather than by electing its members as government officials. It generally focuses on a specific issue or area, rather than all the problems facing our government leaders.
The Activities of Interest Groups
Interest groups have many ways to further their goals.
Monitoring
Interest groups often "monitor" developments. This means they keep track of everything legislatures and government agencies are doing that might affect their area of focus. Interest group officers or agents attend legislative sessions and committee hearings. They develop friendly relations with legislators and their staff to get copies of bills. Then the interest group sends newsletters to its members informing them of key developments. This keeps members informed and allows them to take steps to influence new laws or to react to new requirements. Some interest groups even rate legislators, based on how well they support the group's goals.

23. Levels 1-2 Who? Or What? Idea Person Thing Action
The rest of the story:
Where? When?
Why? How?
Interest groups
influence
public policy
Lobbyists
work
in Washington D.C.
Have participants highlight/underline the “who” “did what”.
Who did what? the rest…
Strikers wanted 8 hr work day (May 1, 1886)
Striking workers came together (gathered) in front of the McCormick…
Strikers began to fight with strike breakers…because…
Police fired into the group (crowd)
Police killed strikers (demonstrators)
Anarchist leaders asked for (call for) a rally in Haymarket Square
The rally began peacefully on May 4th
Speakers spoke (addressed
Police ordered the group (crowd) to leave (disperse)
A dynamite bomb was thrown at the police
One policeman was killed (died)
The public associated unions with violence
The police opened fire

24. I know what to do with my
ESOL levels 3+!

25. ESOL 3 Students CAN LISTENING SPEAKING
Categorize content-based examples from oral directions
Match main ideas of familiar text read aloud to visuals
Use learning strategies described orally
Identify everyday examples of content-based concepts described orally
Associate oral language with different time frames (past, present, future)
Begin to express time through multiple tenses
Retell/rephrase ideas from speech
Give brief oral content-based presentations
State opinions
Connect ideas in discourse using transitions (“but,” “then”)
Use different registers inside and outside of class
State big/main ideas with some supporting details
Ask for clarification (self-monitor)
We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 3 students. Refer back to WIDA document.

26. ESOL 3 Students CAN READING WRITING
Identify topic sentences, main ideas, and details in paragraphs
Identify multiple meanings of words in context (“cell,” “table”)
Use context clues
Make predictions based on illustrated text
Identify frequently used affixes and root words to make/extract meaning (“un-,” “re-,” “-ed”)
Differentiate between fact and opinion
Answer questions about explicit information in texts
Use English dictionaries and glossaries
Produce short paragraphs with main ideas and some details (column notes)
Create compound sentences (with conjunctions)
Explain steps in problem-solving
Compare/contrast information, events, characters
Give opinions, preferences, and reactions along with reasons
We will focus on the Can Do’s within the four domains (L,S, R, W) for our ESOL 3 students. Refer back to WIDA document.

27. When reading, students will
Content
What will students learn and do regarding the interest groups and the media?
ESOL Level 3
Learn how interest groups, the press and public opinion monitor and influence government.
______________________
Focus on our goals/big ideas when reading

28. Levels 3+

29. Sentence Frame OR Fill-in-the-Blank?
Teacher modeling is a must.
Sentence Frame OR Fill-in-the-Blank?
In a fill-in-the-blank or Cloze activity, each blank has a single correct answer—often only one word.
Sentence frames are language resources, (like a thesaurus), that provide students some academic language they may choose to incorporate into their answer.
The frame has no content of its own. It provides a structure students can use to show the relationships between concepts.
The students often write extended phrases in the blanks and may continue their response with additional sentences of their own.

30. Sentence Frame Routine
Display the frame(s)
Explain the purpose of the frames (describe, explain, summarize, learn new vocabulary)
Identify and explain language targets (comparing, past tense verbs)
Use think alouds to model appropriate responses
Students rehearse the frames (silent reading, echo reading, choral reading)
Assign writing task (independent, pairs, triads)
Circulate to monitor and provide feedback
Share-out

31. Sentence Frame OR Fill-in-the-Blank?

32. Levels 3+

33. Levels 3+
They are differentiated to meet the needs of all our students.
Sentence frames are taught in an “I do, we do, you do” framework so that students will use them independently.

34. Frame Their Thinking And Writing
Levels 3+
Frame Their Thinking And Writing

35. Frame Their Thinking And Writing
Levels 3+
Frame Their Thinking And Writing

36. Frame Their Thinking And Writing
Levels 3+
Frame Their Thinking And Writing

37. Levels 3+
Section Shrink

38. Levels 3+
Section Shrink
Topic
Details

39. Division of Bilingual Education and World Languages

40. Contact Information
Melba Brito
Administrative Director
Ana Gutierrez
District Director
(305)
Rosy Ugalde
Executive Director
NORTH Deland Innocent, Supervisor CENTRAL Alina F. Plasencia, Supervisor SOUTH Mercy Abadie Lux, Supervisor