Designing ELD Lessons

Workshop Question

HowcanwedesignEnglishLanguageDevelopment(ELD)lessonsthatserveasalearningbridge betweencontentandlanguage?

• AnalyzedesignatedandintegratedELDlessonsanddeterminehowthesemightapplyin yourschools/context

• DevelopideasforELDlessonsaroundgrammar,vocabulary,writing,etc.

• DesignadesignatedorintegratedELDlessonforanupcomingunit

Glossary

Language forms and structures – grammarandlanguagestructures

Language functions – thepurposesoflanguages

Morphology - theformsandformationofwords,e.g.prefixes,affixes,suffixes,rootwords,and inflections

Phonology – thesoundsystemofEnglish

Pragmatics – situationalappropriatenessoflanguageuse

Semantics – themeaningoflanguage,includingvocabularyandacademiclanguage

Syntax – thestructureoflanguage,includingrulesthatgovernphrasesandsentences

Personal Learning Goals and Questions

Elements of a Successful ELD Lesson

What I Notice

My Questions

Designated vs. Integrated Designated Instructional Differences Integrated

Specificprotectedtimeduring theschoolday Time

Contentoflessonwith languagesupport

Withinregularclassesinall contentareas

Focus

Contentstandardsintandem with ELDstandards

Languageskillsusingcontent fromregularcurriculum ELDStandards

Purposeful Planning

Aswegoaroundthewheelaskyourself:

 Whatcanmystudentsdo?

 HowwillIbuildsocioculturalcontextsinordertodevelopacademiclanguageandprovide authenticconversations?

 AmIcreatingacontextdesignedforengaginglearningexperiences?

 Whatarethestandardsbeingtaught?

 Whatlanguageisneededtosupportthestandards?

 WhatlanguagesupportswillIneed?(wordbanks,frames,etc.)

 AmIincludingReading,Writing,SpeakingandListening?

Processing Activities

Inside-Outside Circle:

Language Line Up:

Thespeakerinthe poemhastrouble usingadrinking fountain.

Whatinformation fromthepoem supportsthis statement?

K.I.M Graphic Organizer Example:

Asystemofgovernmentby thewholepopulationorall eligiblemembersofastate, typicallythroughelected representatives

Picture Activities

Picture Word Inductive Model (PWIM): Showstudentsanimage.Studentsbrainstormtwenty wordsrelatedtothatimageandthenputthosewordsintocategories,e.g.places,partsofspeech, colors,etc.Studentsaddnewwordstothosecategories.Next,theycompletea"cloze,"orfill-in-theblank,activitywithsentencesabouttheimage;the“cloze”sentencesarecreatedbytheteacherfor thestudentstocomplete.Itisagoodideatovarythetypesof“cloze”sentencesasstudentsalsoput thesentencesintocategories,e.g.sentencesthatdescribe,prepositions,etc.Studentconvertthe sentencecategoriesintoparagraphs.Finally,studentsarrangetheparagraphsintoessaysand chooseatitlefortheimage.

Thought Bubbles: Studentscreate"thoughtbubbles"forcharactersinphotos.

Bloom's Taxonomy: FollowinganintroductiontothedifferentlevelsofBloom’s,studentscan applytheirnewknowledgetowardsdevelopingleveledquestionsaboutaphoto.Theteachercould haveoneormoreotherphotostodistribute,alongwithasheetof"questionstarters"categorized bytheBloom'sleveltohelpscaffoldtheactivity.Studentscouldworkinpartnerstodeveloptheir ownsequenceofquestionstoshare.

Picture Dictation: Inpicturedictation,theteacherselectsanimageand,withoutshowingittothe class,describesitwhilestudentsdraw.Thiscanalsobeapartneractivitywherehalfoftheclassis givenonepictureandtheotherhalfadifferentone.Studentswithdifferentpicturesaremade partnersandstandupabookorfolderbetweenthem.Onestudentdescribesherpicturewhilethe otherdraws.Whentheyarefinishedandthestudentisgivenfeedback,therolesarereversed. Studentscanalsobeaskedtowritesentencesdescribingthepicture.

Compare and Contrast: Studentscanidentifythesimilaritiesanddifferencesbetweentwo differentimages.Thiscanleadtopracticewiththeacademicvocabularyneededwhenmaking comparisons.Forexample,studentscouldviewtwodifferentimages,whichfeaturespicturesof expectantparentsstandingintheirbabies'nurseriesand"emptynesters"standingintheir children'soldrooms.TheycoulduseaVennDiagramtorecordsimilaritiesanddifferences.After sharingwithapartnerandasaclass,studentscouldgeneratesentencesandevenparagraphsabout theimages.Forbeginningstudents,theteachercouldsupplysentenceframessuchas:

"Bothpictureshave_________."

"Onedifferenceis_____________."

"Inthefirstpicturethereis____________,butinthesecondpicturethereis___________."

Image Detective: ImageDetectiveisanonlinemedialiteracyactivitywhichcouldbeadaptedto usewithanyphoto.First,theteacherorstudentposesaquestionaboutthephoto.Next,thestudent identifiescluesinthephotothathelpthemanswerthequestion.Then,thestudentinvestigates backgroundinformationonthepictureand/ortopicitrepresents.Finally,thestudentmakes his/herconclusion.Thefinalprojectlookslikethis:

MyQuestionIs:

CluesI'veIdentified:

Iamfairlyconfidentthat:

Mybestreasonsforthinkingthisare: Aquestionthisraisedformeis:

Using Images to Generate Writing: Usingimagestopromptwritingisakeystrategytousewith ourEnglishLearners.Picturesareimmediatelyengagingandoftenlessdauntingforstudentsthan texts.Selectimagestopushlanguagedevelopmentandthinkingskillswithinathematicunit,e.g.an imagefromapartheidinSouthAfricaduringaunitonNelsonMandela.First,studentsdescribein writingwhattheyobserve,tryingtorecordasmanydetailsaspossible.Ithelpsifstudentshavea copyoftheimageonwhichtheycanwrite.Thentheteacherasksstudentstowriteasmany questionstheycanthinkofabouttheimageandthedetailstheyhavelisted.Oncestudentshave sharedtheirquestionswithaclassmate,theteacherasksthemtousetheinductiveprocess (describedaboveinthePictureWordInductiveModel)toorganizethesequestionsintocategories, e.g.questionsaboutfeelings/emotionsorhistoricalquestions,andthentoaddmorequestionsto eachcategory.Thesequestionscouldserveaswritingentrypointsforstudentstodeveloplonger writingpiecesbasedontheimage.

Using Images For Speaking Practice: Studentschooseaphotoandrecordtheirdescriptionofit. Studentslistentotheirrecordingatthebeginningoftheyear,andthenrecorditagainlatertosee theprogressthattheyhavemade.Therecordingcanalsobepostedonaclassorstudentblog,and otherscanleavecomments.

Your Turn: Using Pictures for ELD

OutlineanintegratedordesignatedELDlessonusingoneofthepictureactivityexamplesandthe sampleimages.

Words and Sentences Viewing Chart

Activity I see I wonder I would implement I like

Prefix

Pockets

Foldables

Root Words

Flipbooks

Endings

Syntax

Surgery

Syntax

Rules

Sentence

Structure

Additional Activities

Sentence Activities

Mixed Up Sentence Game:Youcanturnthescrambledsentencesintoagroupactivity,withgroups ofnomorethanfivestudents(threeorfourinagroupusuallyworksbest).Youwillneedlaminated wordcardsthataresmallerthanwhatyouwoulduseforclasslessons.Placethecardsetsin reusablebags.Thisactivityshouldtakeabout15minutes.Splittheclassintogroupsofthreeorfour students.Handoutabagofcutupsentencestoeachgroup.Havethestudentsrearrangeallthe wordsintocorrectsentences.Groupsraisetheirhandswhentheyhavecompletedtheactivity. Checkstudents’progressduringtheactivity,providinghintsforgroupsthatarestruggling.This activityworksbestwithagreatervarietyofsentencesratherthanwithsubstitutionexercises;it canworkwhenreviewingmultipleunitsatonetime.Ensureonestudentineachgroupwilltakethe leadandkeeptherestofthegroupontask.Aswiththepreviousmethods,invitestudentstowrite thecorrectedsentencesontheboardandrevieweachwiththeentireclass.Youcanalsogoaround theroomandaskstudentstoreadthesentencesaloud.

Sentence Relay: Splitclassintoatleasttwoteams.Thegameshouldtake15to20minutesin classesofabout20students.Chooseastudentfromeachteam;choosestudentsthatareatasimilar leveltomakethegamefair.Showthestudentstheincorrectsentencetorewrite.Thefirststudent tocorrectlywritethesentenceearnsapointforhisorherteam.Gothroughthisprocessuntileach studenthashadanopportunitytoparticipate.Ifnoneofthestudentsrewritingthesentencegetsit correct,askonemorestudentfromeachteamtohelpout,buttelltheoriginalparticipantstowrite thecorrectsentence.Forstudentsatalowerlevelintheclass,chooseeasiersentencestoimprove theirconfidence.Formoreadvancedstudents,choosemoredifficultsentencestoofferachallenge.

Ifyourgoalistobettergaugetheclass’soverallcomprehensionofthematerial,it’sbettertogive everyoneinclassthesameopportunitytocorrectthesamesentences.Thisactivityshouldtake about10minutestocomplete.Writeafewsentencesincorrectly(wordsoutoforder)ontheboard. Havethestudentsrewritethesentencescorrectlyintheirnotebooks.Whilethestudentsare rewritingthesentences,youcanwalkaroundtheroomandseehoweachstudentdoeswiththe activity,whileprovidingsomeone-on-oneinstructionbeforemovingontothenextstudent.After allthestudentscompletetheexercise,invitevolunteers(orappointstudents)torewritethe sentencesontheboard.Revieweachsentencewiththeclasstoensurethateveryoneunderstands thecorrections.

(Adaptedfrom https://www.fluentu.com/blog/educator-english/esl-syntax/)

Phonemic Awareness Activities

Thumbs Up Thumbs Down: Thumbsupwhentheyheararhymeanddownwhentheydon’theara rhyme.Canbeusedwithothersoundisolationactivities.

What Word is This? Givestudentsoralpracticeinblendingsoundsbysayingknownwordsslowly breakingthewordsdownintotheirphonemesandaskingthestudentsfortheword.

Beginners:startwithchunkingwordsinsyllablespausingbrieflyaftereachsyllable:El-e-phant

Later:breakwordsintotheonsetandrime:E-lephant,ch-ildren

Advanced:isolateallthesounds,beginningwithsimplewordsc-a-t,movingtocomplexe-l-e-ph-an-t

What Sounds Can you Hear? Reverseoftheaboveactivity.Givethewordandhavethembreak apart.

Developing Phonic Knowledge

Alphabet Book:Studentscreatetheirownalphabetbook

Progressive Words:Giveeachgroupasheetofpaperwithoneparticularsound/spellingpattern thatrepresentsthesamesound,withanexampleofawordthatcontainsthatpattern. Example: onegroupcouldhave“ee”asinBeetor“ea”asinSeat. After5minutes,rotategroupstoaddonto thenextchart,makingsureeachgroupworkswiththesamecolormarkersoyoucanassess.

Memory Reading Game:Createtwosetsofcards,onesetwithapictureononesideandtheother setwithwordsononeside. Turnthecardsover.Eachstudenthasaturnatturningovertwocards withtheaimoffindingamatchingpictureandword. Whentheyhaveamatch,theykeeptheset. Thiscanalsobeadjustedforvariousskills.

Jazz Chants

Hello. Hi. How are you?

I’mfine,thanks. And me too.

Goodmorning. Good morning. Howareyou?

I’m OK. And what about you?

Me? I’mfine.I’mfine.I’mfine.

Onthefarmbytheriver,there’sasheep. Onthefarmbytheriver,there’sasheepandaduck.

Onthefarmbytheriver,there’sasheepandaduckandacow.

Onthefarmbytheriver,there’sasheepandaduckandacowandahen.

Onthefarmbytheriver,there’sasheepandaduckandacowandahenandahorse. Onthefarmbytheriver,there’sasheepandaduckandacowandahenandahorse Andacat

Andthatisthat!

Davina likes lettuce but she doesn’t like peas. DoesDavinalikelettuce? Yes, she does. DoesDavinalikepeas? No, she doesn’t.

Davina likes lettuce but she doesn’t like peas.

Freddie likes potatoes but he doesn’t like rice. DoesFreddielikepotatoes? Yes, he does. DoesFreddielikerice? No, he doesn’t. Freddie likes potatoes but he doesn’t like rice.

Vocabulary chants:

Baseball,basketball,golf.

Baseball,basketball,golf.

Baseball,basketball,baseball,basketball

Baseball,basketball,golf.

Grammar chants:

What

Whatdoyoudo?

Whatdoyoudointheafternoon?

When

Whendoyougo...

Whendoyougotovisityourmom?

Heplaysbaseball. Sheplaysbasketball. Theyplaygolf. Theyplaygolf.

She Shemakes Shemakesthebed. We Wedo

Wedoourhomework.

Your Turn: Jazz Chant

Content objective:

Language objective:

Your jazz chant:

ELD Activities for Comprehension

Summarizing Through Text Message: Givestudentsacellphoneimage.Directstudentstowritea textmessagesummaryoftheirlearninginthescreenarea,asiftheyweretextingtoafriend. Encouragethemtousesomeoftheshortcutsandalternativespellingthattheymightnormallyuse whentexting. Shareout. Surveytheclasstoseeifanyonethinkstheywereabletocapturethe mainideaofthelearningwiththefewestcharacters.

Graffiti Boards: Theseboardsaregoodforchartingstudentthinkingduringareadaloud,topic lecture,video,closereadingorpresentations.Givesmallgroupsofstudents’chartpaperand explainthattodaytheywillhaveachancetograffitithepaper.Eachstudentinthegroupshouldbe assignedacoloredmarkersothatyoucanusethechartsasformativeassessment.Studentscan write,jotorsketchtheirthinkingduringthelesson.

Finding Text Evidence: UsecolorfulstripsofacetatetoguideourELstoidentifytextevidence,key details,vocabularycontextcluesoravarietyoftextfeatures.Eachcolorisassignedatext dependentquestion.Studentsusethecoloredstriptomarkthetextthatanswersthatquestion.

Example:InatextabouttheWrightbrothers,studentsusetheirbluestriptofindtextevidencethat answers“Whopilotedthefirstsuccessfulflight?”Thestripscanbecutinvarioussizesandshapes.

Challenge Authority Cards:ThisactivitycanbeusedtogiveELschallengeactivitiestodigdeeper intoatext. GivesthemscaffoldstoaccesstextthroughReading,Writing,SpeakingandListening.

ExampleCards:

Writeaquestionaboutthetextandgivepeers twoanswers. Onethatiscorrectandonethat mightappearcorrect. Trytoconvincethem thatbotharecorrectusingevidencefromthe text. Havethemproveyouwrongbyfinding thecorrectanswerusingthesameevidence.

Questionthetext:

Didthetextauthorsmakeanyerrors? Useanypoorexamples?

Haveabiasedperspective?

Leaveoutsomethingessential?

Listenforapointthattheteachermakesthat youthinkyoucoulddebate.Debatethe teacher,usingsupportiveexamplesor evidencetoproveyourpoint.

Howcouldyou“fix”this experiment/game/situation(i.e.cheat)sothat theoutcomewouldbedifferent?

Talking Chips: Usepokerchipscoveredwithgraphiccuesrelatedtoavarietyofdiscussion strategies.Examplesofgraphiccues:relationships,compare/contrast,agree,disagree,universal theme,extension,equalityorinequality,mainidea,pattern,trends,differentperspective,evidence. Studentsareencouragedtotossarelevantpokerchipintoacontainerwhentheyhavesomethingto say.

(Beninghof,2012)

Video: Compare and Contrast

Are there clearly stated lesson objectives? How is the Venn diagram used to assist students' comparison?

Is there a review of specific details such as character, plot, and dialogue from the story?

Is there enough scaffolded instruction through the use of visuals?

Video: Figurative Language

Are there clearly stated lesson objectives? Is the targeted mini-lesson on idioms focused and direct?

What is the interaction between teacher and student like?

What evidence of higher level thinking did you see in the class discussion?

References

Beninghof,A.(2012).Co-TeachingThatWorks.SanFrancisco,CA:JosseyBass

Chute,M.(1957)“DrinkingFountain.”Read-AloudRhymesfortheVeryYoung.SelectedbyJack Prelutsky.IllustratedbyMarcBrown.NewYork:Knopf,1986.

Finley,T.(2014,Jan3).8StrategiesforTeachingAcademicLanguage[blogpost].Retrievedfrom https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley

Gibbons,Pauline(2015). Scaffolding Language Scaffolding Learning (2ed).Portsmouth,NH: Heinemann.

KIMStrategy.RetrievedonFeb23,2018from http://rachelrs.weebly.com/kim-strategy.html

Read,C.(2010,April26).JisforJazzChants[blogpost].Retrievedfrom https://carolread.wordpress.com/2010/04/26/j-is-for-jazz-chants

Wolf,M.K.,Crosson,A.C.,&Resnick,L.B.,UniversityofPittsburgh;ReadingPsychology,26,2005, 27-33;ClassroomTalkforRigorousInstruction.

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