Advancing the Academic Literacy of Emerging and Transitioning ELLs in Grades 6-12Nancy Cloud, Ed.D., Professor EmeritaRhode Island College, Providence, RIncloud@ric.edu

Agenda Learning the language of language arts

Understanding the abilities of Entering, Emerging and Transitioning ELLs and how to support them

Ways In with Grade Level Literature: A Model Secondary Unit—A Doll’s House and Susan B. Anthony

Including Entering, Emerging and Transitioning ELLs in an Integrated ENL Class

Close Reading and Annotation with Emerging and Transitioning ELLs

Argumentative Writing with Emerging and Transitioning ELLs

Learning the Academic

Language of English Language Arts

Academic Language at Three Levels

Dimensions of Academic Language

Examples fromGrades K-2

Examples from 3-5 and 6-8

Discourse Level Folktales, newsarticles, storyboards

Editorials, opinions,scripts, research reports

Sentence Level Sequence words, prepositionalphrases, connectives

descriptions, metaphors, similes, analogies

Word, Phrase Level Characters, text, titles, rhyming words, main idea

Hyperlinks, stanzas, perspectives, root words, evidence

From Academic Language in Diverse ClassroomsGottlieb, Ernst-Slavit2014, Corwin

Different forms of Discourse Ballads

Essays

Fables

Novels

Myths

Book reports

Poems

Informational texts

Opinion pieces

Plays

Blogs

Text messages

Podcasts

Powerpoints

Photo journals

Role plays

Speeches

Debates

Storytelling

Presentations

From Academic Language in Diverse ClassroomsGottlieb, Ernst-Slavit, 2014, Corwin

How are you preparing her

for all of these?

ELA Terms

Bricks Imagery

Symbolism

Narrative

Nonfiction

Climax

Rising action

character

Foundation/Functions Describe

Represent

Defend

Compare

Explain

Identify

Distinguish

Argue

SIOP ELA Guide

How much language do each of these

communicative functions require of students?

Mortar = What grammar, syntax, forms of language

are needed?

Find examples in the list of words that are bricksAnd words that are foundation/functions

Mortar = grammar used(forms of English used)

Brick = author, character, conflict

Foundation = compare, interpret

Other Lists

Choose 6-8 ELA Terms You Should Teach Your ELLs:

Jot your terms down!

Decide on terms to teach and monitor

their acquisition and use by your ELLs

What are some words you

never hear your students use?

What will you do with this list?

Unpack standards for terms Identify and describe the elements of plot, setting, and

characters in a story, as well as the story’s beginning, middle and ending. (K-2)

Make and confirm predictions about the text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues (3-5)

Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples (6-8)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (9-10)

SIOP ELA Guide

Can You Find

10-20 Terms?

Pages from SIOP – AC Lang List K-12

When will you teach the language of language arts?

Understanding the Abilities of Entering, Emerging and

Transitioning ELLs and How to Support Them

The 5 ENL Proficiency

Levels and What Students of Each

Level of Proficiency Can

Do; Need to Grow

Receptive Expressive

Student Proficiency Levels Vary AcrossL, S, R, W: Understand Students’ Profiles

READ LISTEN VIEW

Let’s Unpack the Performance Level Descriptions for Listening, Speaking, Reading and Writing, the ToMsand The New Language Progression Documents

What Do They Tell Us About What Students at Each Proficiency Level Can/Should Be Asked to Do ?

Understanding the 5 Proficiency Levels

Proficiency Levels

New Language

Progressions

Targets of Measurement

NYSESLATPerformance

Level Descriptions

NYSESLAT

Communicative Functions

Scaffolds; Supports;Grouping

Arrangements

Language Output Expectations;

Control

https://www.engageny.org/resource/new-york-state-english-a-second-language-achievement-test-nyseslat-performance-level

ACCURACY/CONTROL

LANGUAGE COMPLEXITY

COMMUNICATIVE TASK

GROUPING SUPPORT

SCAFFOLDING—AMOUNT/TYPE

VOCABULARY FOCUS

L1

that

How do language expectations change for

Listening?

How do vocabulary targets change for

Reading?

How do the scaffolds and supports change for

Speaking?

How do language expectations, errors,

organization, vocabulary change for Writing?

Have Same Charts for Grades 5-6

Receptive

that…

Receptive

Expressive

Expressive

Planning for a Multi-Level Class

Fill in the Chart With Your Partner

for Speaking:Person A: Fill in Expectations

Person B: Fill in Scaffolding and

SupportThen Share!

Ways In with Grade Level Literature: A Model

Secondary Unit—A Doll’s House and

Susan B. Anthony

The process is the same irrespective of the unit

Notice the steps you should follow and the kinds of activities you need to include

DO GENERALIZE!We will follow a process with this

unit that can be implemented with any unit to adapt it for

Entering, Emerging and Transitioning ELLs

http://schools.nyc.gov/Academics/ELL/EducatorResources/Literacy+Units+and+Lesson+Plans.htm

Many other activities in original unit

HS ELL Unit’s Goals:Work Towards

Specific Standards

Enhance Background Knowledge

Acquire Vocabulary

Read for Key Ideas and Details

Annotate the Text for key Ideas and Details

Revisit Text for Craft and Structure

Develop Language

Build Listening and Speaking Skills

Prepare to Write

Write for a Purpose

Steps in Planning the Unit Modifications for Emerging and Transitioning StudentsStudy the Unit to Determine theText Type (Speech; Play, Novel, etc.) Main Objectives and Standards Guiding Questions Primary Skills (vocabulary development,

reading for key ideas & details; annotating the text; determining author’s purpose; identifying support used for arguments made; comparing two texts)

Use L1 materials and level-appropriate L2 materials to accomplish the same objectives; practice the same skills

English Language Arts

Learning Standards

ELA Standards Highlighted in This Unit

9th-10th Grade Reading Standards (Literary and Informational Text)

Key Ideas and Details 9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL)

Craft and Structure 9-10R4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood. Examine technical or key terms and how language differs across genres. (RI&RL)

9-10R5: In literary texts, consider how varied aspects of structure create meaning and affect the reader. (RL)

ELA Unit Standards ContinuedText Types and Purposes

9-10W1: Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

9-10W1a: Introduce precise claim(s), distinguish the claim(s) from counterclaims, reasons and evidence.

9-10W1b: Develop claim(s) and counterclaims in a balanced manner, supplying evidence for each while pointing out the strengths and limitations of both, anticipating the audience’s knowledge level and concerns

9-10W1c: Use precise language and content specific vocabulary to express the appropriate complexity of the topic.

9-10W1d: Use appropriate and valid transitions to make critical connections and distinctions, create cohesion, and clarify the relationships among complex ideas and concepts.

9-10W1e: Provide a concluding statement or section that explains the significance of the argument presented.

9-10W1f: Maintain a style an tone appropriate to the writing task.

Reading Standards for Literacy in History/Social Studies 9-10 Key Ideas and Details

RH 1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the time and place of publication, origin, authorship, etc.

RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop within a text.

Reading Standards for Literacy in History/Social Studies 9-10 Integration of Knowledge and Ideas

RH 8: Analyze the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RH 9: Compare and contrast treatments of the same topic in several primary and secondary sources.

Gr. 7 & 11 NYS; US History and Government

Focus of Unit: Guiding Question—Is it a crime for citizens to vote? Vocabulary Development (Word Meaning)

Close Reading for Key Ideas and Details

Annotating for Key Ideas and Details

Determining Purpose (of Speech)

How She Supports Her Argument (Documents She Uses)

Unpacking Quotes; Lines from Her Speech

Author’s Craft: Word Choice for Effect

Comparing 2 Texts on Women’s Rights (Poster and Speech)

Speech on pages 125-127

Preliminary Texts for Building Background and Vocabulary

Stair Step Books

L1 Version of Speech; Followed by L2 VersionRewordify to Simplify the Text; Or Find Simplified

VersionsOriginal Text Excerpts with Close ReadingAudio-Video Versions (L1; L2)

Susan B. Anthony Unit with Entering and Emerging Students

How do I integrate ELLs

Into a Mixed Proficiency

Class?With Native Speakers of English

Adjacent Proficiency

Pairs are Best

•L1 Alike

•Adjacent Proficiency Levels

•Literacy Level Compatible

•Appropriate Role in Group

One Class; One UnitSAME

Essential Question(s)

Core Texts/Text Types

Standards

Targets: Knowledge, Skills

Cross-Curricular Connections

Flexible Grouping Depending on Task

Connect R to W

DIFFERENTIATEDWays In (More

Frontloading, Building Background)

Versions of the Texts

Literature Circles (within reach texts; some access to original text)

Supported Listening, Speaking, Reading, Writing

Use Stand Alone to Prepare for

Integrated

Group Students into Literature Circles

https://www.youtube.com/watch?v=28gArIvEUZw&t=25s

Building Background in L1

https://www.youtube.com/watch?v=lgm-FPSF0U8&t=2s

Building Background in L1

Global Perspectives

Excellent Book for Building Background knowledge about the era and the suffrage movement

27 pages

https://www.amazon.com/Susan-Anthony-movimiento-derechos-Spanish/dp/1432905961

Lexile 620GRL = OGr. Level 4.1

A System of Overlapping

Lexiles

Target Zone for Emerging/Transitioni

ng

Go higher if possible

Use Text SetsProvide students with opportunities to learn the

same high-frequency vocabulary across a number of books, words that they can use in their own early writing.

Permit students to develop schema associated with a particular theme and build networks of related concepts to talk and write about.

Help students build confidence and fluency in reading; they have encountered these words and phrases before!

Develop comprehension skills so they can tackle new books

•Read•Reread•Recycle Vocabulary and ConceptsAcross Books, Articles, Multimedia

•Expand Knowledgeand Practice Skills

Lexile 430 Lexile 700

Look at the textsHow does the content

change?

How does the language change? Sentence

Length? Complexity?

Bio

Lexile 850 Lexile 950

Bio

Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having voted at the last presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to deny.

The preamble of the Federal Constitution says:

"We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America."

It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them; not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men. And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they are denied the use of the only means of securing them provided by this democratic-republican government - the ballot.

REWORDIFY

What Does “Rewordify” do to text?

For any state to make sex a qualification that must ever result in the disfranchisement of one entire half of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the supreme law of the land. By it the blessings of liberty are forever withheld from women and their female posterity.

To them this government has no just powers derived from the consent of the governed. To them this government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex; the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters, of every household - which ordains all men sovereigns, all women subjects, carries dissension, discord, and rebellion into every home of the nation.

Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote and hold office.

The only question left to be settled now is: Are women persons? And I hardly believe any of our opponents will have the hardihood to say they are not. Being persons, then, women are citizens; and no state has a right to make any law, or to enforce any old law, that shall abridge their privileges or immunities. Hence, every discrimination against women in the constitutions and laws of the several states is today null and void, precisely as is every one against Negroes.

Susan B. Anthony - 1873

REWORDIFY

What do you like? Not like about

Rewordify?

https://www.youtube.com/watch?v=M2YJzpY8olA

Home Language Version of Speech

Use L1 Version for Students to Capture Her Arguments

To Discuss The Major Points of Her Speech and the Logic She Uses to Convince the Listener that She Committed No Crime

To Brainstorm and Plan for Analyzing the Speech in a Formal Essay.

Spanish

640 (3rd)

890 (5th)

960 (6th)

1100 (8th)

MAX (12th)

SEE NEXT SLIDE

Create L1 VersionWith NumberedLines

To Mirror the Version in the Unit

Allows for close reading exercises

Interpreting Quotes; Studying Lines from the Speech

Determining Word/Phrase Meaning

Studying Word Choice

Appreciating How She Builds her Argument

https://www.youtube.com/watch?v=T57dwhJBtts

Read Along with Recorded Version of Speech

Audio of Speech:https://www.learnoutloud.com/Results/Author/Susan-B.-Anthony/2306

Lexile 560 Lexile 840

Differentiated Versions of

Speech

Lexile 960 Lexile 1120

Techniques for Promoting Academic

Listening

Focused Viewing Activity

https://www.youtube.com/watch?v=WjeiG18i8wM

Focused Viewing

Name 3 things women couldn’t do

In 1872 what did Susan and 100 other women do?

In what year did Women win the right to vote? Was Susan alive?

https://www.youtube.com/watch?v=23O02q0JgKwFocused Viewing

As you listen, create three questions for Entering, Emerging,

Transitioning ELLs that can be answered from

the video

Content Vocabulary

AccuseActivistArrestCrimeDemandEqual RightsEqualityFairnessFine (n and v)RightsSpeechSuffrage/SuffragistVoteWomen’s Rights

Color Code: Verbs, Nouns, Descriptors

How can you provide

practice?

Multiple Meaning Words (skill of unit)

Word Meaning 1 Meaning 2

right correctThat’s the right answer.

Entitlement; privilegeI have the right to

vote.class

subject

fine

state

fair

ruler

Vocabulary Notebook

What can you do to make sure a Vocabulary

Notebook leads to acquisition and

usage?

Speaking Activities for

Language Practice &

to Build Confidence

Leveled questioningEntering Emerging Transitioning Expanding

Description Frame questions for non-verbalresponses; Simple Yes/No or True/Not True

Framequestions to provide choices or simple one word/ phrases; short response

Focus on questions that require a complete response in simple sentences; extended phrases

Focus on open-ended,grade-appropriate questions; Require full responses; ask follow up questions

Examples Show me . . .Draw a . . .

Who is the main character?Where did ___ go: home or to school?

What do you think will happen next? How do you know?

How is ___related to ___?

Make leveled questions for Emerging and Transitioning Students Using this Text

ExcerptLexile 780Gr. Level 5.4

Retelling/Reporting BackWhat Susan B. Anthony Did

What Susan B. Anthony Said

What Susan B. Anthony Used as Her Arguments in Her Speech

A Favorite Line/Quote From Her Speech

Use Key

Vocab-ulary

Talk Moves

https://www.teachingchannel.org/videos/developing-communication-skills

5th grade Soc. St.-1:36 mins.

https://www.teachingchannel.org/videos/teaching-ells-to-participate-in-discussions-ousd

8th grade ELA-2:35 mins.

Revoicing

Apply Own

Reasoning

Restating

AgreeDisagree

OpinionnaireAGREE or DISAGREE:

_______ In a free society, all people living in the country should have the same right to vote, whether a legal resident or not.Your reason:

_______ Since women can vote, they should serve in the military.Your reason:

_______ Women have attained equality and there is no further need to fight for women’s rights.Your reason:

_______ Each country should be free to determine what rights should be granted to women (e.g. to vote, to drive, to work outside the home, to own property in their own name, etc.).Your reason:

Leads to Argumentative

Writing

Scripting

I think that……..is the most restrictive because……..

The most unfair limit on women was……. because….

While not being able to….. is unfair, the most unfair restriction on women was….. because……

What will you try in your next unit?

• Focused Viewing?

• Leveled Questioning?

• Reporting Back?• Talk Moves?• Opinionnaire?

• Scripting?• Alphaboxes?• Charting Multiple

Meaning Words?• Vocabulary

Notebook?

Close Reading with Guiding

QuestionsReading for Key Ideas and Details

Providing Evidence

Pre-teach Challenging Vocabulary:

Citizen

Accuse

Supposed (crime)

Crime

Legal right

Blessing(s)

Liberty

Insult

Right(s)

Power(s)

Rule; ruler

Definition

Enemy

Law

Choose 6-8 terms to Frontload and practice

Guiding Questions from

Unit

1. Susan B. Anthony gave a speech on August 7, 1865. What was her main argument or her audience?

2. Anthony users quotes from documents written by the founding fathers to support her argument. What documents do the quotes come from? How do they support her argument?

3. How does Anthony conclude her argument?

Lexile 560In range for 2nd-4th grade(mid 3rd)

START

Earlier Handout

Guided Response

Simple Procedure for ELLs—With or Without Reading Aloud

• Use the Text To Answer Questions.

• Gather Evidence From the Text.

Before Reading

DURING READING

With the Anthony Speech

Use After Second Reading

As You Respond

How Can You Use all The Protocols Shown in Concert

with One Another?

http://www.weareteachers.com/hot-topics/topics-in-education/understanding-close-reading-download-our-poster-now

More Resources

for You!

X√

More Resources

for You!

Other close reading targets:

Quotes; lines from the speech

Word/phrase meaning

Word choice

Friends and fellow citizens: I stand before you tonight under indictment for the supposedcrime of having voted at the last presidential election, without having a lawful right to vote.

It shall be my work this evening to prove to you that in thus voting, I not only committed nocrime, but, instead, simply exercised my citizen's rights, guaranteed to me and all UnitedStates citizens by the National Constitution, beyond the power of any state to deny.

Why does Anthony say “supposed

crime”?

Which line lays out her argument?

What argument does she make in this line?

Newsela Lexile 1120 version

CLOSE READING FOR LANGUAGE

DEVELOPMENT

Word and Sentence Building

UnderstandingWord Parts

--dis

Disagreement

disharmony

Sentence Complexity:Compound Sentences

It let’s all men act as kings and rule over all women.

A citizen has the right to vote and hold office

Newsela Lexile 560 version

Comparing Two Texts

INSTRUCTIONS FOR TEACHERS: Tell students they will be comparing Anthony’s speech and the cartoon. Read the cartoon and discuss. Review the vocabulary.

Provide students with the following sentence frames: Anthony says women should have the right to vote because ….. I know this because she says …. The poster says women should have the right to vote because…. I know this because it says …. The arguments are the same because…. The arguments are different because ….

Give students time to work in pairs. Make sure they are referring to the text. Have pairs share their responses to the questions.

Use workable parts of the original unit

Persuasion/Opinionvs. Argumentative Writing

Does she understand

the differences?

Simple Planning Tools are great for

ELLs!

Rubrics are great for ELLs!

Are you doing as much

argumentative writing as

persuasive?

Which requires more

research; knowledge of

the topic?

Simple Planning Tools are great for

ELLs!

Writing Frames

are great for ELLs!

Susan B. Anthony was Courageous

Susan B. Anthony used convincing evidence as

to why she had not committed a crime by

voting

Checklists are great for

ELLs!

Personal essayOn never giving up

Standing up for your rights

What will you try in your next unit?

• Pre-teaching & practicing needed academic vocabulary

• Use guiding questions and guided response protocols to support text analysis

• Use close reading protocols before

during and after reading

• Use sentence frames to support accountable talk

• Use planners, rubrics, essay writing frames and checklists to support argumentative or opinion writing

What about the Ibsen Play? How would we prepare for that for our ELLs?

Short Video Summaryhttps://www.youtube.com/watch?v=5SJpQ-8w1nA

https://study.com/academy/lesson/a-doll-house-by-ibsen-summary-analysis.html

• Versions in Student’s L1s

• L1 Summaries (Audio/Video)

• Audio Book

• Film/Film Excerpts

• Close Read of One Act, One Scene + Summaries of the Rest

OPTIONS

http://www.worldcat.org/title/dolls-house/oclc/24627988/editions?start_edition=1&sd=desc&referer=di&se=

yr&editionsView=true&fq=

Find Home Language Versions—English, Spanish, Japanese, Norwegian, French,

German, Danish, Swedish, Korean, Chinese, Arabic

https://www.youtube.com/watch?v=WHQ8HFewUwk

11 minutes

More Susan B. Anthony Resources for You!

http://www.elcivics.com/susan_b_anthony.html

http://www.milpitaschat.com/2009/03/susan-b-anthony-esl-lessons-for-womens.html

http://larryferlazzo.edublogs.org/2015/02/16/the-best-sites-for-learning-about-susan-b-anthony/

https://jr.brainpop.com/socialstudies/americanhistory/susanbanthony/

https://app.schooltube.com/video/103957dd840142499e59/Susan_B._Anthony_Video_6 minutes, fast, but thoroughSchoolTubeVideo

Nancy Cloudncloud@ric.edunancycloud2@gmail.com