Dr.

Elizabeth Montao University of Illinois at Chicago October 26, 2012

* Adapted from Walqui & vanLier (2010) Scaolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise

 English Language Learner myself UC Berkeleys Multicultural Urban Secondary

English program (MA thesis on biliteracy) 11 years of classroom experience in a K-8 setting (about 75% ELL) Attending and Facilitating Training for Teachers of ELLs Research with the UCLA Translation Project (linguistic repertoires in a Humanities classroom)

Teaching teachers has challenged me to model best practices as I teach Teaching undergraduates has challenged me to still teach high levels of analysis with rigorous texts Teacher candidates need to be prepared to teach all English Language Learners in all content areas and with high levels of rigor

PREPARING LEARNERS 3 step interview Anticipatory Guide INTERACTING WITH TEXTS Jigsaw Text Reading with Interactive Bookmarks Share main idea in home groups Return to Anticipatory Guide EXTENDING UNDERSTANDING Mind Mirror Collaborative Poster Planning your own lesson

 Activate prior knowledge Preview concepts to be developed

Introduce vocabulary in context

OBJECTIVES: To promote linguistic, conceptual and academic development Each student requests, provides, and reports information.
Partner A shares with Partner B Then Partner A reports what Partner B reported

and vice versa

 Talk about a time

when you assigned a reading and your students did not get the big ideas presented in the article. How did you feel? What did you do?

OBJECTIVE: Enables students to use language that may be beyond their individual ability Designed to start students thinking about some of the key ideas that will be explored in a text

AGREE DISAGREE 1. Because I am teaching teachers, I should assign texts that are reader and teacher friendly. 2. As the instructor, I am responsible for building scaolds into all of my lesson plans. 3. I worry that providing too many scaolds creates a class of students who lack independent critical thinking skills.

1. 2. 3. 4. 5.

If only we integrated all schools (mixed race and socio- economic status), education would be more equal for all. It would be ideal if the teachers racial/ethnic make-up matched that of her/his students. If we keep seeing race and class as issues in education, we are continuing to perpetuate decit thinking about groups in the minority. Teachers are solely responsible for creating environments where all students can learn, despite the conditions in schools and in society. If teachers simply studied the various culture of their students, they would create more responsive learning environments.

 Deconstruct text, focus on understanding of a

chunk

Reconnect chunk to whole text Establish connections between ideas within

text

OBJECTIVES: Students deconstruct a rigorous text, focus on one chunk, analyze it, and get to understand it well Students all share newly gained knowledge

 Meet with your expert groups and read your

chunked section with your group Be sure stop every 1-2 paragraphs to clarify (use the bookmark) As a group, write one sentence that summarizes your section: In this section, the author claims that _______ Return to your base groups and do a round robin sharing your summary sentence

 Intro (p.159-160) and Conc. (p.

177-178) Learning from a SC pers. (p.160-163) Scaolding (p.163-165) Features-Scaolded vs. IRF(p165-167) Beyond expert-novice(p.167-169) Scaolding for ELL (p.169-170)

OBJECTIVES: I still agree with Taking a stance based statement one on understanding of because____________. the reading I now disagree with Providing evidence for statement two because that stance ___. Another opportunity Im still unsure about to use language

statement three because ______.

 Framework for teaching reading to ELLs in

secondary settings Scaolding is synonymous with Sociocultural theory (Vygotsky) specically ZPD Bruner developed the idea of set-up and peekaboo 3 levels of scaolding: planned curriculum over time, procedures in one activity, collaboration and interaction Van Lier describes 6 central features

 Connect ideas learned to other ideas outside

the text

Apply newly gained knowledge to novel

situations or problem-solving understandings

Create or recreate based on new

OBJECTIVES: Synthesize and represent their understanding of the texts Keep each student accountable for their thinking

Each person takes a dierent color marker Create a poster (together) representing your thoughts on the reading. Capture the main ideas of the texts:
2 quotes 2 vocab terms 2 visuals 2 teaching strategies

Chunking Texts
Provide Students with Headings and Guiding Questions to break up a challenging text

Problem Solution Chart

While reading a text that oered a problem/solution structure, I asked ss to chart problem/ solutions.

End activity:

Students should collect their thoughts about the course, the reading, the debate, and their own beliefs in order to complete the activity. The face is used for thoughts of the topic, the body is for personal feelings of the topic and the arms and legs are for actions you plan to carry out as future teachers!

 Chunking Texts- add heading and key

question to guide student reading Vocabulary activities and games Visuals to prepare learners- gallery walks with quotes or pictures, milling to music, etc. Dialectical Journals, Literature circles, or Squeeze activity to interact with text Socratic Seminars or philosophical chairs to extend the activity Other suggestions?

 Use the rigorous text that you brought with

you to create a 3 moments lesson that would help all students:

engage with the text interact with the text, and extend their understanding

Be ready to share with the group!