A Presentation by David Irwin Language Development Opportunities

A Presentation by David Irwin Language Development Opportunities Sheltered Instruction #3 Aberdeen School District December 13, 2016

Targets I will be able to • connect language functions to content concepts • train students to use at least one conversational skill to explore academics topics • Add higher order questioning strategies to my practice • use songs and/or chants to reinforce content concepts • integrate writing skills with conversation skills by (Success criteria) • writing content and language objectives • planning a conversation activity that includes higher order questioning tasks and a writing component • writing a song or chant

What is SIOP? • A set of researched, effective methods designed to make content comprehensible to ELLs and other students with low literacy. • Eight components: • • Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review & Assessment

SIOP Connection • Interaction • Frequent opportunities for interaction and discussion • Grouping configurations to support language and content objectives of the lesson • Sufficient wait time • Ample opportunity to clarify concepts in L 1 • Practice/Application • Hands-on materials or manipulatives provided • Activities provided to apply content and language knowledge • Activities that integrate all language skills

COLO’s in SIOP • Jigsaw this: • • 28 -29 Content objectives 29 -32 Language objectives 32 -35 Writing COLO’s pt 1 36 -38 Writing COLO’s pt 2 Discuss with partners what you read. How will you improve your language objectives, and/or help co-teachers improve theirs? 5

Scaffolding Language Objectives The ELP Standards come readymade with scaffolds for all English learners. In these examples, how will you modify the lesson – and the expectations – for different levels of ELLs?

Kindergarten Science: Level 2 Standards (NGSS) K. MD. A. 2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. Content Language ELPS 3 speak and write about grade appropriate complex literary and informational texts and topics. Combined Objectives I can compare three characteristics about an animal by saying at least two things about two animals I learned about. (deliver simple oral presentation)

Third Grade Math: Level 1 Standards Content OA. 3. 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e. g. , by using drawings and equations with a symbol for the unknown number to represent the problem. Language ELPS 5 conduct research and evaluate and communicate findings to answer questions or solve problems Combined Objectives I can represent and solve multiplication problem situations and respond to questions using a few key words or phrases. (identify a few key words or phrases) 8

Third Grade Reading: Level 3 Standards Content CCSS RL. 3. 2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Language ELPS 1 construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing Combined Objectives I can tell the main ideas and three details in this story by Answering a questions with using key details (identify the main topic or message, answer questions, retell some key details) 9

Fifth Grade Social Studies: Level 2 Content Standards Combined Objectives RL. 5. 1 Quote accurately from a I can support an opinion text when explaining what the with examples from the passage text says explicitly and when drawing inferences from the text. SL. 5. 3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Language ELPS 4 construct gradeappropriate oral and written claims and support them with reasoning and evidence by Saying my claim and giving one reason to support it. (construct a simple claim about a familiar topic give a reason to support the claim) 10

Seventh Grade Science: Level 1 Standards Content SL. 7. 2 Analyze the main ideas and supporting details presented in diverse media and formats (e. g. , visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Language ELPS 2 participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions Combined Objectives Analyze the main ideas and supporting details about how ocean currents affect climate by Having a short conversation about ocean currents and answering a few questions. (participate in short conversational and written exchanges on familiar topics present simple information respond to simple questions and some wh- questions. ) 11

Eighth Grade Social Studies: Level 2 Standards Content (S&L 8. 3) Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Language ELPS 4 construct gradeappropriate oral and written claims and support them with reasoning and evidence Combined Objectives Examine a speaker’s argument and specific claims about single gender classrooms, evaluating the evidence and identifying irrelevant evidence and make a claim and supporting it with one reason. (construct a claim about a familiar topic; give a reason to support the claim. ) 12

Algebra: Level 2 Content Standards Combined Objectives A. REI. 12 Graph the solutions to SWBAT identify parallel a linear inequality in two lines. variables as a half plane Write equations to describe (excluding the boundary in the parallel lines case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. Language ELPS 8 determine the meaning of words and phrases in oral presentations and literary and informational text by Using correct terms while pointing to the slope of a parallel line. (determine the meaning of frequently occurring words, phrases, and expressions) 13

High School Social Studies: Level 1 Standards Combined Objectives Content RI. 1. 9 -10 Cite strong and Support analysis of what thorough textual evidence to the text says about the Zoot support analysis of what the text Suit Riots and make says explicitly as well as inferences drawn from the text by Language ELPS 4 construct gradesaying an opinion. (express appropriate oral and written an opinion about a claims and support them with familiar topic. ) reasoning and evidence 14

The tight/loose of AC • Tight --- the parts that make the car run • • • Partners Norms Time Signal Specific directions for input and chunked Specific directions for conversations incl frames • Loose --- the options you add to make the car your own • How you do each of the “tights” in your room, for your lesson • Frequency • Assessment

Partners • How to break students into precision partners: • List students in order from 120 (with 1 being the highest and the last student being the lowest in a skill/language ability) • Cut the list in half, match the middle student with the highest student. The middle students will be matched with the lower students. • Modify as needed Example Class: 1. Esme (highest) 11. Eduardo (middle) 2. Rogelio 12. Ben 3. Guillermo 13. Roberto 4. Maria 14. Tomas 5. Roberto 15. Jose 6. Katie 16. Gloria 7. Alex 17. Patrick 8. Ryan 18. Sarah 9. Tina 19. Nikita 10. Teo (middle) 20. Jose (lowest)

3 Partners 1 & 2 talk 2 & 3 talk 3 checks 1 1 checks 2 3 & 1 talk 2 checks 3

4 Partners First round: A & B talk Talk 1 A 1 B Check 2 A 2 B Talk Alternate: 1 & 2 talk

4 Partners scoring First round: 1’s talk; 2’s score Talk 1 A 1 B Check 2 A 2 B Talk Second Round: A’s talk; B’s score

Norms • We listen to each other • We share our own ideas and explain them • We respect another’s ideas, even if they are different • We let others finish explaining an idea without interrupting • We take turns and share air time

K-1 Norms at Camelot • Green level voice • Eyes on the speaker • Answer the question • Talk one at a time • Listen to your partner • Use silent signals (talk moves) • Stay on topic • Retell what you heard Create norms that fit your class

Time • Structured at first • Must talk to your partner for 15 seconds, then it’s their turn for 15 seconds (30, 40, etc) • Stop and check that each partner actually did talk, and used the language skill • Looser as your class gets the hang of it • • Listen to the tone rather than use a timer If there’s a good academic buzz, let it continue When it drifts, do the signal Check in as to what was discussed • Partners tell partners • Numbered heads report out

Signal Make sure students know how you will get them to stop the conversation Audible or silent?

Chunks • Measure the input • Reading • Draw lines, mentally or physically, at sentences or paragraphs • Visual • Stop the video at key points • Oral • Plan your oral presentations to students with specific stop and talk points with questions • GLAD 10/2 • no more than 10 minutes input, 2 minutes conversation

Frames • Language skills are taught through practice • Language learners need to practice the skills with specific language at first • Post them somehow • Tents available at www. langdevopps. com/resource • 27 versions • Download/modify for your own use • Frames match the lesson you’re teaching • You’ll have to make your own Be creative!

Assessment • Mill around with clipboard tallying skills heard • Conversation counter • Class-made rubric • Video your stars • Class analyzes the conversation • Record or video, make a transcript of linguistic structures • EL shadowing

Frequency • How much is reasonable for your class? • Sample: Students engaged in academic conversation 2 -3 days a week, 3 -4 times period • AC doesn’t fit every day for every activity. When does it work the best for you?

Let’s do one together (use content and language verbs): Content objective: Verb… by Language objective: Verb… Vocab: Input: … with questions at chunks Partnering: (how) Frames: (matched to each question) Norms: Time: Signal:

Questioning Activities

Q-Chart is/are did Q-Chart can would will might Who What Level 1 Level 3 Level 2 Level 4 Where When Why How should

Leaf-Root (aka skinny-fat) Leaf questions Root questions (lower-order thinking skills, short answers) (higher-order thinking skills, longer answers) What happened when I added the acid? Can you explain the shape of the graph? What is electricity? How could we use our work on electricity to design a winter lighting system for a greenhouse? What is the greenhouse effect? How might the greenhouse effect affect the lives of your children and grandchildren? What do you think the prefix in- means? Give me 10 different words starting How many other prefixes can you think of with in-. which mean the same? Have you read Chapter 8? What is your opinion of Chapter 8? What did David Livingstone discover? How do you think David Livingstone’s early life affected his career? Describe a day in the life of David Livingstone in Africa.

Using DOK for Questioning • Levels 1 -3 lend to questions • Level 4 is more about demonstration • Go to p 20 in the handout. How do those sample questions translate to your content area?

Costa’s Three Story House • Level 3: Apply information • Evaluate, judge, generalize, predict, hypothesize, imagine, speculate, forecast • Level 2: Process information • Compare, contrast, sort, infer, analyze, classify, explain • Level 1: Gather information • Complete, identify, recite, define, list, select, describe, observe Go to p 21. Compare Costa to DOK for your content.

How do you teach students to ask better questions? We want then to move beyond leaf/level one. Discuss at your table ways you have done that. Let’s leave here with more tools!

Paraphrase: Teaching • Listeners set aside their own thinking • Listeners tell as much of what they heard as possible • Listeners question the speaker for clarification

Paraphrase: Questions • I’m not sure that was clear. • What do we know so far? • What is your take on what I said? • Does that make sense?

Paraphrase: Answers • So, you are saying that… • Let me see if I understand you. • In other words, … • What I’m hearing is…

Paraphrase Frames Level Questions Answers 1 What? Que? What did you say? Que dijistes? I said… Yo dije…. Well, … Pues, …. 2 -3 Can you say that again? So, you are saying that… Let me see if I understand you. In other words, … What I’m hearing is… 4 -5 I’m not sure that was clear. Can you repeat that? What did you hear me say? What I heard you say… Essentially, you think … In a nutshell, what you’re saying is… Please repeat what you said. I can’t remember what you said.

Chants • Put content to a rhythm or music • Popular & easy: • • Cadence with call & response We Will Rock You Bugaloo Addams Family Are You Sleeping Row Your Boat Or any tune at all • Samples: www. psd 1. org/page/253 41

Write one! • Think of a topic • Tie to standards • Think of a tune • Write a few verses • Think about pairs of rhyming words • Create movements • Extra credit: harmony and dance moves!

What are you going to try? • What skills? • What content? • What objectives? Have some fun with it! If you build it, they will talk!