1. Teaching Content to English Language Learners Division of Bilingual Education and World Languages Hialeah Miami Lakes Senior High September 23, 2015 Ivette Green Curriculum Support Specialist

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

3. Your Challenge You’ve recently moved with your family to a new country, and you are attending a new school. Follow the lesson closely. Write five things the teacher talked about, including at least one of the many safety tips.

4. Video 1: Ácidos e Bases http://iris.peabody.vanderbilt.edu/module/ell/challenge/#content

5. Ácidos e Bases How many of the five items were you able to list? What strategies did you use to understand the lesson? What has worked in your classroom?

6. Know Your Students’ True English Language Proficiency Levels

8. Milestones of the Early Labor Movement Haymarket Riot (1886) Homestead Strike (1892) Pullman Strike (1894)

10. Best Practices: Planning with English Language Learners in Mind 1. Identify content curriculum documents and standards 2. Identify big idea and concept learning 3. Know students’ true English language proficiency levels 4. Select both content and general academic vocabulary strategically O Explicit vocabulary/concept instruction O Pair words/concepts with visuals O Provide multiple exposures and practice opportunities with vocabulary/concepts 5. Vary presentation modes O Explicit directions and teacher modeling 6. Use graphic organizers and writing to build big ideas 7. Varied grouping—whole, partner, small 8. 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 www.cal.org/create

11. Review Content Curriculum Documents And Standards

12. Florida Standards Content Benchmarks O Reporting Category: Late Nineteenth and Early Twentieth Century O Standard: 3 Industrial Revolution: Analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution.

13. Florida Standards Content Benchmarks O SS.912.A.3.2: Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century. O SS.912.A.3.9 Examine causes, course, and consequences of the labor movement in the late 19th and early 20th centuries.

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

15. Do you ever ask yourself… what do I do with my ESOL 1 students?

16. ESOL 1-2 Students CAN LISTENINGSPEAKING Point to or show basic parts, features, or persons named orally Match everyday oral information to visuals Group visuals by common traits named orally Sort oral language statements according to time frames Sequence visuals according to oral directions Answer yes/no or choice questions within context of lessons or personal experiences Name everyday objects and pre- taught vocabulary Repeat words, short phrases, memorized chunks of language Describe persons, places, events, or objects Ask WH- questions to clarify meaning Give features of content based material (e.g., time periods) Characterize issues, situations, regions shown in illustrations

17. ESOL 1-2 Students CAN READINGWRITING Match visuals to words/phrases Respond to WH- questions related to illustrated text Classify or organize information presented in visuals or graphs Follow multi-step instructions supported by visuals or data Match sentence-level descriptions to visual representations Compare content-related features in visuals and graphics Locate main ideas in a series of related sentences Label content-related diagrams, pictures from word/phrase banks Produce short answer responses to oral questions with visual support Supply missing words in short sentences Make content-related lists of words, phrases, or expressions Take notes using graphic organizers or models Formulate yes/no, choice and WH- questions from models

18. When reading, students will Content What will students learn and do regarding the early labor movement? ESOL Levels 1-2 O Match visuals to words/phrases O Respond to WH- questions related to illustrated text O Match sentence-level descriptions to visual representations O Locate main ideas in a series of related sentences O Learn about the importance of the milestones of the early labor movement. O Identify the causes and consequences of the early labor movement.

19. Who? Or What? Idea Person Thing Action The rest of the story: Where? When? Why? How? Levels 1-2

21. Who? Or What? Idea Person Thing Action The rest of the story: Where? When? Why? How? Strikerswantedan 8 hour work day Strikersbegan to fightwith strikebreakers The policefiredinto the group (crowd) Anarchist leaders The rally The public Speakers Levels 1-2

22. Language objectives identify the language students will need to learn and use to accomplish the lesson goals Word/Phrase Sort

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

24. ESOL 3 Students CAN LISTENINGSPEAKING Evaluate information in social and academic conversations Distinguish main ideas from supporting points in oral, content- related discourse Use learning strategies described orally Categorize content-based examples described orally Suggest ways to resolve issues or pose solutions Compare/contrast features, traits, characteristics using general and some specific language Sequence processes, cycles, procedures, or events Conduct interviews or gather information through oral interaction Estimate, make predictions or pose hypotheses from models

25. ESOL 3 Students CAN READINGWRITING Identify topic sentences or main ideas and details in paragraphs Answer questions about explicit information in texts Order paragraphs or sequence information within paragraphs Complete reports from templates Compose short narrative and expository pieces Outline ideas and details using graphic organizers Compare and reflect on performance against criteria (e.g., rubrics)

26. When reading, students will Content What will students learn and do regarding the early labor movement? O Identify topic sentences or main ideas and details in paragraphs O Answer questions about explicit information in texts O Order paragraphs or sequence information within paragraphs O Outline ideas and details using graphic organizers O Learn about the importance of the milestones of the early labor movement. O Identify the causes and consequences of the early labor movement. ESOL Level 3

27. Levels 3+

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

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

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

31. Explain & Describe Sentence Frames for Social Studies O I think ________ is important because ______. O According to ______ O After listening to ______ I found that ______. O A ________ is a symbol of _______. O ______ is famous for ________. O While I was reading I was thinking about ______. O The diagram titled _______ helped me understand _______. O The main idea of the paragraph is _______. O Two supporting details are ______. O From the perspective of _______, I think/understand __________. O ______ is important to our history because ______. O I can connect to this time period because _______. O Source Analysis: _____reveals/suggests _______ because _______. O ______ allowed the ______ to live in the _______. O If I lived in the year ______ in _______, I could ________. O Explain the historical significance of _______ in the _______ culture. O Timeline and word bank Levels 3+

32. Frame Their Thinking And Writing Levels 3+

33. Frame Their Thinking And Writing Levels 3+

34. Frame Their Thinking And Writing Levels 3+

35. Section Shrink

36. Topic Details Section Shrink

37. Cartoon Analysis Worksheet Levels 3+

38. Levels 1-4

39. Pullman Illinois Chicago, Illinois Homestead, Pennsylvania Background

40. Select Both Content and General Academic Vocabulary Strategically & Plan Opportunities for Student Talk Explicit vocabulary instruction integrates paired students’ discussion of word meanings both in context and in more relevant ways to students’ lives

41. The people are on strike. The strikers are protesting. WordPart of Speech to strikeverb strikingverb on strikenoun strikernoun strikebreakernoun strike --to stop work because you are protesting working conditions.

42. Turn and Talk People who go on strike feel ___. Strikers fight with strikebreakers because ___. WordPart of Speech to strikeverb strikingverb on strikenoun strikernoun strikebreakernoun strike --to stop work because you are protesting work conditions.

43. Ácidos e Bases: Let’s revisit the lesson Think back to the video. You were asked to identify five things that the teacher talked about. Identify 5 language supports added to the lesson.

44. Video 2: Ácidos e Bases http://iris.peabody.vanderbilt.edu/module/ell/cwrap/#content

45. Division of Bilingual Education and World Languages http://bilingual.dadeschools.net/

46. Contact Information NORTH Deland Innocent, Supervisor dinnocent@dadeschools.net dinnocent@dadeschools.net 305-995-2977 CENTRAL Alina F. Plasencia, Supervisor APlasencia@dadeschools.net 305-995-2433 SOUTH Mercy Abadie Lux, Supervisor lmenendez1@dadeschools.net 305-995-2098 Melba Brito Administrative Director MBrito@dadeschools.net 305-995-1950 Beatriz Zarraluqui District Director BZarraluqui@dadeschools.net 305-995-7191 Rosy Ugalde Executive Director RUgalde@dadeschools.net 305-995-4196