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A project of the Graduate Center, CUNY

Integrated ENL/ELA for SIFE with Developing

Literacy (SDL)

Handbook

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A project of the Graduate Center, CUNY Integrated ENL/ELA Handbook

New York State Curriculum for SIFE with Developing Literacy

July 2017 This handbook is designed as a practical guide to support the implementation of Integrated ENL/ELA for SIFE with Developing Literacy (SDL), formerly named ELA Part 1. The second course developed for this population is Stand-alone ENL for SIFE with Developing Literacy, formerly known as ELA Part 2. Although these are two distinct courses, there are key connections between them. Because students will be programmed for both courses, we recommend that teachers read both of the main instructional documents for the two courses: The Handbook for Integrated ENL/ELA and the Implementation Guide for Stand-alone ENL.

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Acknowledgements

Bridges to Academic Success

Funder

The NYS Education Department

Affiliations, CUNY Graduate Center

The Center for the Advanced Study of Education (CASE) The Research Institute for the Study of Languages in Urban Society (RISLUS)

Bridges Staff: PD, Curriculum, Research, Operations

Dr. Elaine Klein, Co-PI & former Co-Founder and PI Dr. Lisa Auslander, Principal Investigator and Project Director Annie Smith, Professional Development Director & Co-Founder Suzanna McNamara, Curriculum Director & Co-Founder Virginia Skrelja, Senior Manager: ELA Curriculum & Instruction Rachel Smucker, Project Manager Dr. Elizabeth Pratt, Fiscal Project Manager Stephanie Kakadelis, Webmaster Sarah Digby, Content Developer

Former Senior Staff and Advisors

Dr. Rebecca Curinga Ingrid Heidrick Dr.Gita Martohardjono Aika Swai Dr. Joanna Yip

Consultants and Reviewers

Expert Reviewers: Dr .Martha Bigelow, Gary Carlin, Dr. Nancy Cloud, Dr. Andrea DeCapua, Dr. Anne Ediger, Dr.Deborah Short, Gabriela Uro, Dr. Martha Young-Scholten

Teacher Reviewers: Rachel Blair, Carolyn Giroux, Kristi Herman Hill, Melissa Persson, Nate Simonini, Lisa Spaulding

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Table of Contents

SECTION 1: Curriculum Design .................................................................................... 6 Two Course Design for SIFE with ............................................................................................. 7 Developing Literacy .................................................................................................................. 7 Connections Between the Two Courses ................................................................................. 10 Curriculum Design at a Glance ............................................................................................... 12 Curriculum Design within a Unit .............................................................................................. 13 Implementation Calendar for Integrated ENL/ELA ................................................................. 14 Differentiation in Integrated ENL/ELA ..................................................................................... 15

SECTION 2: Yearlong Targets & Progressions ......................................................... 16 Overview of Bridges Progressions .......................................................................................... 17 Reading Comprehension ........................................................................................................ 19 Reading Comprehension Progression .................................................................................... 20 Analyzing Relationships: Compare & Contrast ....................................................................... 21 Analyzing Relationships: Cause & Effect ................................................................................ 23 Writing Development Rubric ................................................................................................... 26 Academic Habits ..................................................................................................................... 28

SECTION 3: Thinking Maps ......................................................................................... 30 Overview of Bridges Thinking Maps ....................................................................................... 31 Thinking Maps: At a Glance .................................................................................................... 33 Generate Ideas with a Semantic Map ..................................................................................... 35 Classify using the General-Specific Map ................................................................................ 37 Compare & Contrast ............................................................................................................... 39 Identifying Cause & Effect ...................................................................................................... 41 Retell Using a Story Map ........................................................................................................ 43 Thinking Maps: General Protocol ........................................................................................... 45

SECTION 4: Content & Language Integration ............................................................ 49 Vocabulary at a Glance .......................................................................................................... 50 Vocabulary Instruction & Practice ........................................................................................... 51 Vocabulary Practice ................................................................................................................ 52 Generating Vocabulary from Visuals ...................................................................................... 55 Word Forms: Building Awareness .......................................................................................... 56

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Inside-Outside Word Strategies .............................................................................................. 57

Outside Word Strategies ...................................................................................................... 58

Inside Word Strategy ............................................................................................................. 59

Word Strategies Checklist ...............................................,.................................................... 61

Vocabulary DOs and DON'Ts ................................................................................................. 62

Speak & Write with Accuracy .................................................................................................. 63 Language for Class Discussion .............................................................................................. 67 Language Forms to Support Language Development ............................................................ 68 Explicit Language Instruction: At a Glance ............................................................................. 69 Additional Language Forms for Exposure .............................................................................. 70 Language: Full Lesson ........................................................................................................... 71

Language Revision Checklist ................................................................................................. 74

Practicing & Assessing Receptive Skills ................................................................................. 75

SECTION 5: Instructional Menus & Protocols ........................................................... 76 Warm-Up & Homework Menu ................................................................................................. 77 Formative Assessment Menu ................................................................................................. 81 Overview of Protocols ............................................................................................................. 83 Protocols: All Sets ................................................................................................................... 85

Guiding Questions ............................................................................................................... 86 Model & Release ................................................................................................................. 87 Viewing ................................................................................................................................ 89 See-Think-Wonder .............................................................................................................. 90 Think-Pair-Share ................................................................................................................. 93 Language Experience Approach (LEA) ............................................................................... 95 Geographic Map .................................................................................................................. 99 Interview ............................................................................................................................ 101 Think, Talk, Open Exchange (TTO) .................................................................................. 103 Daily Writing ...................................................................................................................... 105

Hugs & Pushes ................................................................................................................. 107 Protocols: Set 1 .................................................................................................................... 108

Translate the Essential Question (EQ) .............................................................................. 109 Pre-/Post-Assessment ...................................................................................................... 110

Protocols: Sets 2-3 ............................................................................................................... 112 Read-Retell-Respond ........................................................................................................ 113

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Close Read ....................................................................................................................... 117

Hot Seat ............................................................................................................................ 121 Collaborative Poster .......................................................................................................... 123

Learning Log ..................................................................................................................... 126

Mid-/Final Assessment ...................................................................................................... 128 Protocols: Set 4 .................................................................................................................... 130

Writing Process Overview ................................................................................................. 131 Pre-Write ...................................................................................................................................... 132 Draft .............................................................................................................................................. 134 Revise ........................................................................................................................................... 135 Edit & Final Draft .......................................................................................................................... 137 Share ............................................................................................................................................ 138 Unit 1 Writing Process Samples ................................................................................................... 139 Writing Process: Checklists .......................................................................................................... 141

Unit Reflection ................................................................................................................... 145

REFERENCES ............................................................................................................. 147

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SECTION 1 Curriculum Design

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Two Course Design for SIFE with Developing Literacy 1

We have designed two courses in response to the needs of the Bridges learner, SIFE with Developing Literacy (SDL). These are secondary ELLs whose home language literacy is at or below 3rd grade. The three major areas of SDL need are: conceptual knowledge, academic thinking, language & literacy, and foundational literacy.2 The two courses below are designed in tandem to target all three needs.

Integrated ENL/ELA for SIFE with Developing Literacy (Part 1): This is a Language Arts focused curriculum designed around engaging essential questions and themes, with four thematic units that culminate in performance tasks. Students read authentic texts with rich content and language. Foundational Language and Literacy (FLL) supports are woven throughout the Integrated ENL/ELA curriculum to support SDL who are new to print.

Stand-alone ENL for SIFE with Developing Literacy (Part 2): This is a language and literacy centers based class designed to target the language and literacy levels of each student, using a developmental framework and leveled texts. Foundational Language and Literacy (FLL) instruction and practice are integrated across all centers of Stand-alone ENL to accelerate basic language and beginning print skills for SDL who are new to print.

1 We replaced the previous term Low Literacy SIFE (LL SIFE) with SIFE with Developing Literacy (SDL). The new term shifts the focus from a static view of literacy to a more dynamic one. 2 The Bridges Orientation training provides detailed guidance on identifying SDL.

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The two course design’s focus on these three areas of instruction supports students to develop both the foundational skills they need to learn to read and write and also the concepts and academic thinking they need to analyze information as they read to learn. We recognize that developing literacy is more dynamic and complex than simply learning to read. Withholding complex texts and the discussion of big concepts until SDL have learned to read would be tantamount to educational foreclosure. Therefore SDL need both Integrated ENL/ELA (Part 1) and Stand-alone ENL (Part 2) daily in the Bridges year.

Note: All schools in New York State are required to provide Integrated ENL/ELA and Stand-alone ENL classes for ELLs at the early levels of English proficiency. However, because SDL often cannot access these print heavy classes, we have designed the curriculum and instruction to target SDL needs. Since these documents make clear that these courses are only for SDL, the remaining curriculum documents only refer to Integrated ENL/ELA and Stand-alone ELA.

Additional details about the differences between the two courses are provided below:

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Key points about programming SDL: Both courses are designed for a very specific subpopulation of SIFE with distinct learning needs. With this, we want emphasize these key points:

➢ These two courses as designed are only intended for SDL, students with home language (HL)literacy at or below 3rd grade. These courses are not appropriate for SIFE with higher levels ofHL literacy.3

➢ Each class is designed for a daily 45-minute period, although instruction can easily beextended for longer periods.

➢ SDL must be programmed for both classes daily, as one course alone is not sufficient toaccelerate learning across the three needs.

➢ Many resources are provided online for both classes through the Bridges website. However,schools will need to purchase additional texts not provided in the curriculum.

➢ To access the curriculum, teachers must participate in an orientation and follow up task toensure that schools know the procedures for identifying and programming SDL for both classes.

3 The Stand-alone ENL centers design for SDL can be easily adapted for other SIFE and even non-SIFE ELLs.

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Connections Between the Two Courses

Yearlong Essential Questions: Themes

Integrated ENL/ELA for SDL Stand-alone ENL for SDL

How are all people connected? What is power, and how do people use it? People are different in many ways, but all people share the qualities that make us human. In addition, all people face challenges in life and want access to opportunity. Power is the ability to set goals and make choices. It comes from resources. All people have and can develop more resources, even in the face of great challenges. The ways people use their power impacts others. Power can be used to help or to harm. People who use their power for good inspire others.

How do reading and writing give you power? Print is all around us. We need to read and write to function in the world, to understand written ideas and to communicate our own voice in print to others. Reading and writing are enjoyable and give us freedom to make choices about what we read and write. As literate people, we have the power to learn endless knowledge, to get lost in books, to participate fully in society, to share our ideas with people around the world, to live more independently, and to advocate for ourselves and others. Reading and writing give us access to higher education and job opportunities, providing more opportunities and resources to impact our own lives and the lives of others.

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Both Classes build these understandings with students across the year. Becoming strong readers and writers is challenging, especially in a new language. Readers face many obstacles when trying to read ideas in text. Writers face obstacles when trying to communicate ideas through text. Readers and writers must learn to use strategies and build habits like working hard, collaborating, and using resources. Through learning and practicing skills, strategies, and habits, we develop the power to solve problems and become stronger readers and writers.

How do readers understand texts? How do writers communicate ideas?

Reading is active, and readers are problems solvers. Writing is active, and writers are problem solvers.

The goal of reading is to understand ideas through visuals, words, sentences, and whole texts.

The goal of writing is to communicate ideas using visuals, words, sentences, and whole text.

Readers read texts in different ways for different purposes. ● Stories: Readers look at character, setting, problem,

feelings, plan, actions, and outcome to determine theme.

● Information: Readers pay attention to text features. They look for the main idea and the details that support it.

Writers produce different texts for different purposes. ● Opinion: Writers express likes/ preferences and

support with reasons and examples.

● Information: Writers use text features and clearly state topic and main idea and support with details.

Readers reread to clarify meaning. Writers revise text over a process to improve writing.

Readers preview, predict and ask questions before reading. Writers brainstorm and plan before writing.

Readers think about the author’s purpose for writing the text. Writers have a purpose for writing a text.

Readers interpret visuals and print to make meaning. Writers use visuals and print to communicate ideas.

Readers make inferences and support with evidence. Writers make claims and support with evidence.

Readers figure out meanings of new words. Writers use a variety of words to communicate ideas.

Readers use transitions to understand how ideas are related.

Writers use transitions to organize and connect ideas.

Readers use clues to understand how text is organized. Writers use clues to support reader understanding.

Readers determine most important ideas and supporting details.

Writers communicate central ideas and support with details.

Readers understand the grammar needed to interpret sentences.

Writers use correct grammar to support understanding of ideas.

Readers rely on correct spelling/ punctuation to support understanding.

Writers use correct spelling/ punctuation to support understanding.

Readers rely on a well-formatted page to understand ideas. Writers present information using neat handwriting and a well-formatted page.

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Curriculum Design at a Glance

The following graphic provides a high level view of the curriculum resources. These include both yearlong and unit specific documents to support teachers and students.1

1 For returning Bridges teachers, please see the Curriculum Overview tab of the Bridges website for a summary of revisions to Integrated ENL/ELA for SDL (Part 1) for the 2017-2018.

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Curriculum Design within a Unit

Each thematic unit follows the same internal design. There are four main parts of each unit that are chunked into “sets.” Each set serves a purpose within the unit, and all four sets build on each other. Sets 2 and 3 are longer than Sets 1 and 4, as they are designed around the two central case studies in the unit. The details and number of lessons in each unit differ. But the predictable structure and routines across all units allow teachers and students to focus on the new content, language, and literacy demands of the unit.2

2 The Protocols section of this handbook highlights the instructional routines in the sets.

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Implementation Calendar for Integrated ENL/ELA

Rationale The goal is for students to complete all four thematic units by the end of the year, despite the many variables in implementation. Schools calendars and length of class times vary. Students progress at different rates. However, it is essential that teachers keep students accelerating through the curriculum from Unit 1 to Unit 4 in a school year. This will support SDL to participate meaningfully in secondary classrooms beyond Bridges. The table below provides a suggested timeline for instruction.

Unit Oct Nov Dec Jan Feb Mar Apr May Jun

1 - Identity & Difference X X

2 - Power & Freedom X X X

3 - Impact & Risk X X X

4 - Water & Community Action

X X X

Note: Bridges classes start slightly later in year, as schools must complete intake and assessment to identify SDL. Schools often need the few weeks of September to identify students. If you are starting your Bridges classes in September with only small group of students, consider doing a “mini-unit” or series of several lessons to welcome students and introduce them to the tasks and systems of the class. This gives you some time to fill your class and also supports students who are transitioning to school culture. Then begin Unit 1 in October. 1 Notes

• If you find that you are way behind schedule, it is important to adapt your instruction and the curriculum.

o Focus on the Academic Thinking, Language & Literacy targets, rather than the scripted

sequence of tasks in the daily lesson summaries.

o Teachers often spend many more lessons than needed on Read-Retell-Respond of text. It is not important to use this protocol with every page. Make strategic choices about how to use this protocol.

o If students are struggling to comprehend a text, consider other input with which they can

learn and apply the same skills. Perhaps a shorter text, or strategically teach only key excerpts of text. Sometimes a visual or an experience can substitute for text.

1 We strongly advise starting Unit 1 by the first week in October, at the latest. Students can quickly tire of “welcome” type lessons that drag out. It is essential that they participate as soon as possible in the rigor that the Bridges units offer.

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Differentiation in Integrated ENL/ELA1

The Bridges Student Profiles and Programming Manual describes the range of SIFE with Developing Literacy. Students in Bridges classes will vary in terms of the three profiles described in the manual. Some classes will have more students who are new to print. Others will have more students with a 3rd grade literacy level in the home language. Other classes might have mostly students in between. Given the range, Bridges teachers must be skilled at differentiating in response to student levels in to accelerate their learning across the year. These three profiles are only a starting place for differentiation, as students will progress at different rates. Although two students might arrive as “new to print” in September, they might accelerate at very different rates and therefore require different instructional responses from the teacher. The goal is to keep all students moving across the year! The table below highlights how Integrated ENL/ELA design supports teachers to differentiate: Support Location Summary Instructional Protocols

Handbook

Most protocols include suggestions on how to amplify for students who need more support and extend for students who need more challenge.

Thinking Maps

Handbook

Thinking maps, integrated across the year, supports students at all levels in terms of content, academic thinking, language, and literacy.

Yearlong Targets & Progressions

Handbook

These progressions and sample tasks show a trajectory of development (from lower to higher levels) within a given key target. Teachers can shift a task up or down to meet student needs.

Performance Tasks

Each Unit

All tasks allow for different levels of performance within the Writing Process at the end of each unit.

Checklists & Rubrics

Each Unit

The various checklists and rubrics especially support students with more literacy to monitor their progress and to push themselves into higher levels of performance.

Supplemental Activities

Units 1-3

Units 1-3 include a set of supplemental activities at the ends of Sets 2-3. These are additional tasks that are differentiated both up and down. Teachers can replicate these for Unit 4.

Additional Resources

Website Page (U1-4)

Resources will include bilingual supports, audio recorded texts, and lists of additional texts.2

1 The Implementation Guide for Stand-alone ENL highlights differentiation in that course. 2 These resources will be added to unit pages on the website by early September.

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SECTION 2 Yearlong Targets &

Progressions

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Overview of Bridges Progressions

In order to access secondary content classes, instruction in Integrated ENL/ELA must target and accelerate learning for SIFE with Developing Literacy (SDL) in the following areas:

These alone are too general to target instruction. Teachers need more specific learning targets with a clear trajectory for instruction to guide instruction in these key areas across the year. In order to support teachers in targeting instruction to accelerate Academic Thinking, Language, and Literacy skills (ATLL) for SDL, we have developed a set of yearlong progressions in the following areas. We have also added progressions for Academic Habits that are critical for SDL.

• Reading Comprehension1 • Writing Development • Compare & Contrast (analyzing relationships)

• Cause & Effect (analyzing relationships) • Academic Habits

These progressions have been informed by various sources, although we have integrated information from all of these in this design for SDL.2 We believe these targets to be the lifelines for LL SIFE access to all classes beyond the Bridges year. Without acceleration in these areas across the Bridges year, we believe that students are unlikely to be able to access and succeed in post-Bridges classes. Note: We included a set of Academic Habits progressions to support teachers in building these with students over the year, as they are critical dispositions for learning. See the list of references on this progressions document later in this section.

1 This progression does not capture developmental reading levels, as these are tracked in Stand-alone ENL. 2 https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative, http://www.nysed.gov/aimhighny, Hyerle, D., Alper, L., & Wolfe, P. (2011). Student successes with Thinking Maps: school-based research, results, and models for achievement using visual tools. Thousand Oaks, CA: Corwin Press.

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https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative

http://www.nysed.gov/aimhighny



These progressions are designed to: • Highlight the most critical academic skills. • Guide teachers in instruction and practice with a given skill. • Support differentiation for students across the levels. • Support teachers in progress monitoring.

Note: The progressions are not designed as rubrics to assess student work, but the unit-based rubrics are aligned to the progressions and designed for unit-specific tasks. The only progression that serves a rubric itself is Writing Development, as we want teachers to track writing growth across the year. Design Each of the progressions follows the same design. Levels (columns) There are five levels of performance in each progression, ranging from 1 to 5. Students will enter Bridges classes at different levels and move at different rates. Level 4 is the end-of-year goal, although some students might not get there and others might exceed it. Level 5 represents what some students can do beyond the end of year goal. 3 Bands (rows) There are five bands that highlight key features to consider. We included these bands because students might perform at different levels across bands. This supports teachers to look at student performance through more specific lenses. The table below summarizes the purpose of each band: INPUT The images, videos, or texts that students read and interpret.

COGNITIVE DEMAND The complexity of thinking required by the task.

TASK The task that students are doing to show the level of skill.

ENGLISH OUTPUT The English language that students are required to use in the task.

EXAMPLES Student samples of talking/writing from the unit. We kept the unit the same

in the examples so teachers can see how individual students show a range of performance on this skill within a unit.

3 The Academic Habits progression only includes three levels.

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READING COMPREHENSION

1- ACCELERATE 2- ACCELERATE 3- ACCELERATE 4- END-YEAR TARGET 5- EXTEND

INPUT Concrete > Abstract

Close-to-home images/ videos

LEA of familiar text/shared experience

Excerpts from central text Across central text Supplemental text read independently

COGNITIVE DEMAND

With support, identifies topic and answers questions receptively.

Asks and answers questions about details to show basic understanding of text.

Makes inferences and supports with textual evidence.

Analyzes how a central idea develops across texts.

Analyze how two different texts approach a similar theme or topic.

TASK Concrete > Abstract

Answers yes/no questions about details in text.

Points to where text states/shows details.

With prompting, retells key details.

Points to picture/words when explaining what the text says explicitly.

Matches inferences that are provided with textual evidence.

Answers inferential questions and cites evidence.

Uses text structure to analyze development of ideas.

Represents relationship/ development of key details in appropriate thinking map.

Determines categories for comparison. Identifies similarities and differences.

Makes claim about how texts approach a similar theme/topic. Supports with evidence from both texts.

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READING COMPREHENSION PROGRESSION


ENGLISH OUTPUT

Basic > Complex Speaking & Writing

Teacher: Is …? Student: Yes/No.

First, … Then, … Next, … Finally, …

_____ is/are …

From the image/text, I learned that (key detail).

I think that (inference). I think this because the text says that/the image shows (evidence).

.

The main idea/theme is that _____.

Evidence: _____ and ____ both _____. _____, but _____. _____, so _____. For example, …

In both (Text 1) and (Text 2) ____.

For example, … In addition, … Also, …

Both texts show that ____.

EXAMPLES OF ENGLISH OUTPUT


Is Nasreen speaking? No.

First, the soldiers take Nasreen’s parents. Then, Nasreen is very sad. Next, her grandmother takes her to the secret school. Finally, Nasreen gets an education.

I think that when Nasreen’s mother disappears, the soldiers take her. I think this because the text says that the soldiers forbid women to go out at night.

The theme is that education is an important resource. For example, Nasreen is very sad because the soldiers take her parents. So, her grandmother takes her to the secret school. Then, Nasreen learns how to read and write. Also, she learns about the world. As a result, Nasreen is hopeful again.

In both Nasreen’s Secret School and Rabbit-Proof Fence, people use their power to control others. For example, Mr. Neville uses government resources to force Aboriginal girls to leave their families and culture. Also, the Taliban soldiers use violence to forbid girls from going to school. Both texts show that it is unfair for people to use their power to oppress others.

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ANALYZING RELATIONSHIPS: COMPARE & CONTRAST



Objects Close-to-home images/video Excerpts from central text Across whole central text Supplemental text read independently

COGNITIVE DEMAND

Identifies details without articulating any relationship.

Identifies similarities and differences in close-to-home examples.

Identifies similarities and differences between characters/topics using categories provided.

Determines categories, and identifies similarities and differences between characters/stories/topics.

Identifies similarities and differences between themes in stories/central ideas in info texts.


Describes objects with HL partner, and labels pictures using word bank.

Practices sorting objects into categories to prepare for next level of compare & contrast.

Labels pictures using word bank.

Organizes word/phrase cards into compare & contrast thinking map with category provided.

Says/writes compare & contrast sentences using frames.

Organizes ideas into a general specific map, then uses to make a compare & contrast map.

Writes words/phrases into a compare & contrast map, making own categories.

Generates own compare & contrast thinking map with categories to show similarities and differences characters/stories/topics.

Writes compare and contrast paragraph/essay about similarities and differences in themes. Writes conclusion that shows impact of argument.

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ANALYZING RELATIONSHIPS: COMPARE & CONTRAST


ENGLISH OUTPUT


Uses simple sentence frames to give info without showing compare & contrast relationship.

This is a _____. I see the _____. The _____ is ____.

Uses compound sentences to show compare & contrast. relationships.

Both _____ and _____ _____. _____ _____, but _____ _____.

Varies transition words and organizes compound sentences into ones that show similarities and others that show difference.

Continue to vary transitions and organize ideas into similarities and differences.

Organize ideas into separate paragraphs using compound and complex sentences.


This is an apple. The apple is green. I see the banana. The banana is good.

Both Massa and Sam are students.

Massa is a girl, but Sam is a boy.

Both are Muslim and they like to spend time alone. They both think it is important to respect others.

Massa is from Guinea, but Sam is from Yemen. Massa speaks Konianke, However, Sam speaks Arabic.

Massa and Sam are different in some ways. They speak different languages and they are from different countries.

They are also very similar. Both Sam and Massa struggled to leave their country. Also, they both say to respect others. They are more similar than different.

People around the world have many differences, but it is also important to see that we are very similar. Massa and Sam have different languages and home countries. In addition, they have different cultures and genders. Furthermore, they have different interests and strengths. However, Massa and Sam have many more things in common. They miss their home countries. Also, they both have friends from different groups. Finally, they believe it is important to respect people. People in the world are more similar than different. If we can see how we are all similar, then people will be more respectful of each other and responsible for others.

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A project of the Graduate Center, CUNY Integrated ENL/ELA Yearlong Progressions


ANALYZING RELATIONSHIPS: CAUSE & EFFECT



Demonstration /videos Close-to- home images/ video

Excerpt from central text Across whole central text Supplemental text read independently

COGNITIVE DEMAND

Identifies sequence in details without articulating relationship.

Identifies causes & effects in close-to-home examples.

Identifies cause & effect relationships within part of text.

Identifies key causes & effects across the text.

Identifies multiple cause & effect patterns in texts, and uses them to generate a bigger idea.


Discusses events with HL partner.

Sequences cause & effect pictures, and retells events.

Matches a cause & effect sentence to pictures that show cause & effect.

Organizes words into cause & effect thinking map.

Labels images from central text, using glossary and word banks.

Sorts and inverts clauses into sentences with because and so.

Generates own cause & effect thinking map to show multiple causes or effects of one event.

Says/writes original cause & effect sentences, using transitions.

Generates own cause & effect thinking map with categories to show themes and central ideas across stories. Writes synthesized paragraphs about cause & effect relationships.

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ANALYZING RELATIONSHIPS: CAUSE & EFFECT


ENGLISH OUTPUT


Uses sequence words to show cause & effect relationships.

_____, then _____.First, _____, and after, _____.

Uses key words in thinking map to generate compound sentences with so. Identifies which is cause and which is effect. _____, so _____.

Expresses cause & effect relationships using so and because (compound/ complex). _____, so _____. _____ because _____.

Varies transitions and organizes ideas into paragraphs that explain multiple causes or effects.

Write a paragraph/essay, using as a result to express impact of central idea.


The rain comes, then the people are wet.

First, the boy wakes up, and after, he eats breakfast.

The soldiers take Nasreen’s father.

Nasreen feels sad.

The girl comes home late, so the parents are angry.

The students do not study, so they fail the test.

People feel uncomfortable about differences, so they laugh.

People speak different languages, so they cannot communicate.

The soldiers take Nasreen’s father, so she feels sad.

Nasreen feels sad because the soldiers take her father.

Nasreen decides to talk, and this has many effects. For example, when Nasreen talks to Mina, she begins to trust other people.

Also, she starts to participate in class, so this helps her learn. When Nasreen starts to talk again, she grows stronger.

In stories, characters use resources to get power. If they have power, then they can take back their freedom. In Rabbit-Proof Fence, Molly uses her internal resources and external resources to get back her freedom. She is determined and people support her. As a result, Molly is able to escape the school and return home. In Emmanuel’s Dream, Emmanuel also uses his internal and external resources to accomplish his goal. He is very hardworking. Also, Mama Comfort loves and accepts him. Because of these resources, Emmanuel shows the world that disabled people are strong and powerful. These stories are important because they show us that even very determined people need help from others.

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New York State Curriculum for SIFE with Developing Literacy 2525



1 Adapted from 6+1 Trait Writing, http://educationnorthwest.org/sites/default/files/gradesK-2-6pt-rubric.pdf. 2 See Bridges Language Forms document for more details.

WRITING DEVELOPMENT RUBRIC1


IDEAS Clarity

Development

Thinking maps show limited ideas.

Comprehensible only when about a familiar topic.

Limited language, so only hints at topic.

Thinking maps show some ideas.

General idea of text is communicated.

No topic development.

Thinking maps show mostly clear ideas.

Some ideas are comprehensible, but other still unclear.

Central idea stated with occasional support.

Thinking maps show clear ideas.

Ideas are generally clear, but expressed in a simplistic way.

Central idea supported with textual evidence.

Thinking maps also show complex ideas.

Most ideas are clear. Some complex ideas may be less clear.

Makes claim and supports with textual evidence.

ORGANIZATION Structure

Transitions

Series of related ideas with no opening or closing. No transitions.

Some sense of beginning and abrupt end. A few basic transitions within sentences (e.g., and, but).

Sense of beginning, middle, and end. Additional transitions (e.g., first, then …, so, as a result).

Clear beginning, logical sequence, and clear conclusion. More varied transitions (e.g., for example, also).

Clear and logical organization across piece. Text structure is established. Uses introductory clauses.

WORD CHOICE Variety

Precision

Mostly home language. Some very high-frequency words in English.

Limited content words and some functional words. Likely to repeat words.

Uses more content and academic words, but not always accurately. Varies words with synonyms.

Uses academic words with more accuracy and consistency.

Expands range of academic word to convey precise meanings.

SENTENCES Complexity

Variety Grammar2

Uses pictures and single words and phrases. Might attempt simple sentences.

Unlikely to be aware of language forms.

Mostly simple sentences and compound sentences. Uses frames.

Many errors in applying language forms that have been taught.

Writes simple, compound and complex sentences using frames.

Some errors in applying language forms that have been taught.

Writes complex sentences, relying less on frames. Varies sentences.

Few errors in applying language forms that have been taught.

Uses a variety of sentences to communicate ideas.

Very few errors in applying language forms that have been taught.

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WRITING DEVELOPMENT RUBRIC


CONVENTIONS Spelling

Punctuation

Unlikely to be aware of conventions.

Many errors with: ☐ spelling ☐ capitalization ☐ end punctuation ☐ commas ☐apostrophes

Some errors with: ☐ spelling ☐ capitalization ☐ end punctuation ☐ commas ☐apostrophes

Fewer errors with: ☐ spelling ☐ capitalization ☐ end punctuation ☐ commas ☐apostrophes

Very few errors with: ☐ spelling ☐ capitalization ☐ end punctuation ☐ commas ☐apostrophes

PRESENTATION Handwriting

Layout Organizers

Handwriting is very difficult to read. Unlikely to be aware of format: ☐ header ☐ margins ☐ indentations

Handwriting is sometimes difficult to read. Consistent format when prompted: ☐ header ☐ title ☐ margins ☐indentations

Handwriting is generally legible. Inconsistent format: ☐ header ☐ title ☐ margins ☐ indentations

Handwriting is clear throughout. Consistent format: ☐ header ☐ title ☐ margins ☐ indentations

Handwriting is easy to read. Clear and consistent format: ☐ header ☐ title ☐ margins ☐indentations

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NYS Curriculum for SIFE with Developing Literacy

ACADEMIC HABITS

TARGETS 2- ACCELERATE 4- END-YEAR TARGET 5- EXTEND Work Hard & Do Your Best

Completes part of task. Chooses task below level. Tries inconsistently. Often off task, needing regular teacher reminders.

Completes task. Chooses task on level. Tries consistently. Generally on task. Might need occasional prompting to stay on task.

Completes and extends task. Chooses challenging task. Does not give up. Self-manages effort.

Collaborate

Shows little awareness of impulses (calls out, grabs, etc.). Needs regular teacher reminders. Pays inconsistent attention to peers’ ideas. Shows low tolerance for new ideas from peers.

Self-manages some impulses and takes breaks when needed. Might need occasional prompting. Shares with and listens to peers. Accepts new ideas from peers.

Self-manages tone and body language, and models for others. Facilitates conversation by summarizing what others say and asking questions. Encourages new ideas from peers.

Solve Problems

Refers to model inconsistently. Asks teacher frequent questions. Uses resources inconsistently. Attempts thinking map when prompted. Uses checklists only with prompting.

Uses model. Asks peers questions. Uses resources with occasional prompting. Creates thinking map, but might need prompting. Uses checklists with occasional prompting.

Adapts model for original ideas. Asks questions only after using other resources. Creates additional resources. Uses and creates thinking maps independently. Uses checklists consistently.

Participate & Take Risks in English

Makes little effort to use English to communicate ideas. Relies on mostly on home language, even when English to express those ideas has been taught.

Consistently tries to use English, but might need occasional prompting. Uses home language only to express more complex ideas.

Self-manages communicating in English and supports others when they take risks in English. Uses home language to clarify or extend ideas already expressed in English.

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References

Costa, A. L., & Kallick, B. (2000). Habits of Mind: A Developmental Series. Alexandria, VA: ASCD. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents To Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review. Chicago: University of Chicago Consortium on Chicago School Research. Melnick, H., Cook-Harvey, C., & Darling-Hammond, L. (2017). Encouraging social and emotional learning in the context of new accountability. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-new-accountability-brief

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SECTION 3 Thinking Maps

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Overview of Bridges Thinking Maps1

Rationale Most SDL have normal cognitive development for their age and are capable of thinking critically in familiar contexts. However, because of limited experiences with formal schooling, many SDL have not developed the academic ways of thinking about academic content using academic language in text required in secondary classrooms. Developing academic ways of thinking is a priority for students in the Bridges year.2 Some of these include inferring, summarizing, identifying cause and effect relationships, as well as recognizing and using text features in both informational and narrative texts. We refer to these in Bridges as Academic Thinking, Language, and Literacy (ATLL) skills. The main tools for developing these skills are the set of Thinking Maps described below. Design Thinking Maps are visual representations of fundamental thinking processes that are essential for processes content in secondary school classes. Thinking Maps show students what thinking looks like. When students can see the thinking on an external map, they can eventually internalize thinking patterns, produce them on their own, and recognize opportunities to use them to as tools to comprehend text. The maps support students in academic thinking, language, and literacy across content areas and grade levels. The ATLLs and maps we have chosen for the Bridges year are below.3

ATLL Thinking Map

• Generate Ideas. • Semantic Map

• Classify. • Support Ideas with Details. • General-Specific Map

• Compare and contrast. • Compare & Contrast Map

• Connect cause and effect relationships. • Cause & Effect Map

• Analyze narrative. • Story Map

1 https://www.thinkingmaps.com/ 2 See more details in the Progressions section of this handbook. 3 Students occasionally work with the Sequence Map, but this is used as a stepping to higher-level thinking required in the Cause & Effect and Story Maps.

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Implications for Instruction While maps are designed as scaffolds for learning, students with limited home language literacy struggle with the abstract the two-dimensional world of thinking maps. Students will need plenty of time to understand and practice them.4 Familiar or “close-to-home” examples are used to teach the thinking skill, which balances the cognitive load. Familiar context is used to learn a new skill. Then students apply this to new academic content. Students can engage in rigorous thinking, even if they are new to the language, because the maps visually represent relationships, allowing students to construct maps using only target vocabulary or home language. They are tools to make sense of text as students populate the maps with key words and phrases. Then, students use the map and key words and learn the language to connect the ideas so they can talk and write about these relationships.5 Students learn how to use the maps together. For example, many ideas are generated in the Semantic Map, and then move into one of the other maps that represent the relationships between the ideas. The maps also support students to internalize texts structures, a highly transferable and critical skill for comprehending and producing texts throughout secondary school and beyond. To summarize, Thinking Maps:

● Allow students to build the skill using close to home examples; ● Provide a common tool for key thinking processes required in U.S. secondary classrooms; ● Transfer to all disciplines and grade levels; ● Work together to support critical thinking; ● Support identify and analyze text structure; ● Support comprehension of academic language in text; ● Support student to generate ideas and organize writing; and ● Offer formative and self-assessment opportunities.

4 DeCapua, A. (2016). Building Bridges to Academic Success Through Culturally ResponsiveTeaching. MinneTESOL, spring.

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http://minnetesoljournal.org/spring-2016/building-bridges-to-academic-success-through-culturally-responsive-teaching

http://minnetesoljournal.org/spring-2016/building-bridges-to-academic-success-through-culturally-responsive-teaching



Thinking Maps: At a Glance

Academic Thinking Skill Map Questions Language: Speaking & Writing

Generate Ideas Use the semantic map to generate ideas about a topic/prompt using key words and phrases.

Semantic Map

- What do we know about _____?

- How can you describe _____?

- What are the most important things

about _____?

_____ is/are _____.

_____ has/have _____.

_____ likes/like _____.

I think _____ _____.

Compare & Contrast Use the chart to show similarities and differences between two objects, people, topics, and themes.

Compare & Contrast Map

- How are _____ and _____ similar?

- What do _____ and _____ have in

common?

- How are _____ and _____ different?

Similar

_____ and _____ are alike because ...

Both _____ and _____ are/have _____.

… Similarly …

Different

_____ _____, but _____ _____.

_____ _____. However, _____ _____.

_____ _____. On the other hand, _____.

Connect Cause & Effect Use the cause & effect map to show multiple causes and effects of important events.

Cause & Effect Map

- Why did _____ _____?

- What caused _____?

- What led to _____?

- What were the effects of _____?

- What was the impact of _____?

- What was the result of _____?

_____ because _____.

_____, so _____.

_____. Therefore, ______

_____. Consequently, _____.

_____. As a result, _____.

_____ led to _____.

When …, _____.

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Academic Thinking Skill Map Questions Language: Speaking & Writing

Classify Use the general-specific map to sort examples into categories and to determine main ideas and supporting details.

General-Specific Map

- How can we group these?

- Which ones go together?

- What are examples of (category)?

- What do these examples/details

have in common?

- What details support the main idea?

- What is the main idea for these

details?

These are all _____.

Examples of _____ are _____.

_____ is not in this group because

_____.

These are different types of _____.

Main Idea: Reading

One main idea is … One detail is …

Another detail is …

Main Idea: Writing

(Topic sentence/introduction)

For example, (supporting detail).

In addition, (supporting detail).

Also, (supporting detail).

Retell a Story Use the story map to retell and analyze elements of a narrative.

- Who is this story about?

- Where does the story take place?

- What is the problem?

- How does _____ feel?

- What does he/she want?

- What does he/she decide?

- What happens?

- How does the story end?

This story is about _____.

The story takes place in …

The problem is that …

_____ feels _____ because …

He/she wants …

So he/she decides to …

First he/she …

Then, …

After that, …

In the end, …

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Generate Ideas with a Semantic Map

The Thinking The Ideas trait is first on the 6+1 Traits of Writing1 as well as many other writing rubrics, emphasizing that ideas are the engine of writing. Although errors in SDL writing mechanics (grammar, capitals, periods, spelling) and handwriting are frequent and glaring in SDL writing, it is critical to understand and send the message to students that writing is, first and foremost, about communicating ideas in print. The moment students enter Bridges classes, make clear that writing is first about communicating ideas, and that spelling, capitals, and periods are important in of service ideas.2 Because many SDL have not yet developed literate identities, they often struggle to get ideas on paper. In generating ideas, students contribute to a semantic map about a topic or a prompt. The Maps The simplest tool to support generating ideas is the semantic map, sometimes called a concept map. The topic or text goes in the center and ideas are generated around it. Labeling a picture is also generating ideas, but instead of using a semantic map, the picture is in the center of the map. From the beginning of the year, students create their own semantic maps, as they are the simplest map to generate. As students get comfortable with the simple semantic map, move students into the cluster map using Model & Release. The cluster map has a higher cognitive demand, because instead of a random set of ideas around a circle, students are required to group ideas that go together. As the year goes on, it is also important to show students other tools for generating ideas. The Language - What do we know about _____?

- How can you describe _____?

- What are the most important things about _____?

_____ is/are _____.

_____ has/have _____.

_____ likes/like _____.

I think _____ _____.

1 http://educationnorthwest.org/traits 2 This parallels the same message in reading, comprehension is the goal, and decoding, recognizing sight words, and attending to punctuation are in service of understanding what we read.

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Example: Generate Ideas Semantic Map & Cluster Map

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Classify using the General-Specific Map

The Thinking Understanding the relationship between examples and categories, or details and main ideas, is central to academic thinking, speaking, and writing. Understanding details is a necessary but not sufficient part of learning. Students need to be able to see similarities and patterns across the details in order to group or classify them into larger categories. By the end of the Bridges year, the goal is for students to move fluidly between specific details and the more general categories to which they belong. The Maps Like the other maps, there are several maps that students might use to show relationship between specific and general. We selected this selected this map and named it the General-Specific Map, because it shows students that we use the same thinking processes when we sort examples into categories and when we support main ideas with details. When students generate ideas in the semantic map, they can easily transition into the general specific mapping. This map is also used in Stand-alone ENL. The cluster map (shown as an extension of the semantic map) also supports classifying. The Language - How can we group these?

- Which ones go together?

- What are examples of (category)?

- What do these examples/details have in common?

- What details support the main idea?

- What is the main idea for these details?

These are all _____.

Examples of _____ are _____.

_____ is not in this group because _____.

These are different types of _____.

Main Idea: Reading

One main idea is … One detail is … Another detail is …

Main Idea: Writing

(Topic sentence/introduction).

For example, (supporting detail).

In addition, (supporting detail).

Also, (supporting detail).

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Example: Classify

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Compare & Contrast1

The Thinking Identifying similarities and differences is one the most powerful academic skills students can learn.2 Comparing and contrasting is one way to do this, which students do with texts in each unit.3 When students analyze more than one text side by side, they have opportunities to notice patterns and better understand academic concepts. For example, students deepen understanding of story elements when they compare and contrast characters and themes across two texts. Students deepen their understanding of power and freedom when they analyze how the concepts manifest in two stories. When students close read two texts, they can compare and contrast language and author craft. The Maps There are several maps that students might use to express show similarities and differences. Although the Venn diagram and double bubble map are common, we chose a chart that is easier for students to generate and populate on their own. It is important, however, to expose students to other maps they might see in classes beyond Bridges. The Language

- How are _____ and _____ similar?

- What do _____ and _____ have in common?

- How are _____ and _____ different?

Similar

_____ and _____ are alike because ...

Both _____ and _____ are/have _____.

… Similarly ….

Different

_____ _____, but _____ _____.

_____ _____. However, _____ _____.

_____ _____. On the other hand, _____.

1 See the Progressions section of this handbook for more details on compare and contrast. 2 Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based strategies for increasing student achievement. Boston, MA: Pearson Education. 3 Sorting is another way of identifying similarities. See the Classify section for more details.

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Example: Compare & Contrast

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Identifying Cause & Effect1

The Thinking Cause and effect relationships are a cornerstone of all content areas. It is not enough for students to understand events in isolation or even sequence, such as what happens first, next, and last. Identifying and analyzing cause and effect relationships is fundamental to understanding history, science, and literature, as well as world events, more generally. The Maps There are several maps that students might use to express cause and effect relationships, depending on the content. The common element in all of the cause & effect maps is the box and arrow. Students internalize, through modeling and repeated practice that the cause comes first in a box, then an arrow connecting to the effect. It is best to build the concept with the “one cause, one effect” version, then move into more complex versions over the year. The Language Causes

- Why did _____ _____?

- What caused _____?

- What led to _____?

Effects

- What were the effects of _____?

- What was the impact of _____?

- What was the result of _____?

_____ because _____.

_____, so _____.

_____. Therefore, _____.

_____. Consequently, _____.

_____. As a result, _____.

_____ led to _____.

When …, _____.

1 See the Progressions section of this handbook for more details on cause and effect.

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Example: Cause & Effect

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Retell using a Story Map

The Thinking In Units 2 and 3, students read four fictional narratives, learning to identity elements of a story. They analyze the stories through the lenses of the Essential Questions and central concepts. Students also analyze the stories through the elements when they compare and contrast stories and determine themes. When students internalize the elements in stories, they have schema when approaching new stories, which supports prediction and comprehension. The Maps There are many different story maps. In Bridges, we use the story map below. As with the other maps, it is important to expose students to other students to other kinds of story maps across the year that prepare there for versions they are more likely to see in class beyond Bridges. We also suggest that you expose students to the terms they are likely to encounter in those maps, such as exposition, plot, and climax. We chose this map for the following reasons1:

• It highlights specific elements of stories (not just beginning, middle, end); • It allows us to use functional/everyday terms for elements; • Each element is represented by a meaningful symbol to support the concept; • It targets both internal (think, feel, want, decide) and external actions of characters; • It supports determining theme because students can see character change; • It scaffolds student oral (and written) retell; and • It supports compare & contrast because students can analyze maps side by side.

The Language Who is this story about?

Where does the story take place?

What is the problem?

How does _____ feel?

What does he/she want?

What does he/she decide?

What happens?

How does the story end?

This story is about _____.

The story takes place in …

The problem is that …

_____ feels _____ because …

He/she wants …

So, he/she decides to …

First, he/she…

Then …

After that, …

In the end, …

1 Inspired by the Story Grammar Marker https://mindwingconcepts.com/

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Example: Retell

Unit 2: Rabbit Proof Fence

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Thinking Maps: General Protocol1

Purpose By secondary school, it is often assumed that students have experience with the maps. But this is not the case with SDL. SDL likely have skills sequencing events, connecting cause and effect relationships, and comparing things in real-world contexts. However, with direct instruction and practice using Model & Release, the Thinking Maps can be used to bridge these thinking skills from “close-to-home” examples to new academic content. The general protocol below outlines how to Model the thinking itself, how to use the map to represent the thinking, and how to talk and write about the content using key words (bricks) in the map and language forms (mortar) to generate sentences. Although each map is different, teach each following the same general protocol.2 The protocol is explained using the Compare & Contrast Map, but simply adapt the protocol for the other maps that require explicit teaching: Cause & Effect, and General-Specific. The Semantic Map and Sequence Map do not require the full protocol, and the Story Map has its own protocol. Materials are provided behind this protocol to support your understanding of the steps. Prepare: Day 1 Pack an apple and banana to bring to class.

1 The work around using thinking maps with SDL has been strongly influenced by the MALP research and design by Andrea DeCapua and Helaine Marshall. http://malpeducation.com/ 2 See specific notes on each of the supporting documents for each Thinking Map in this section of the handbook. Also, consult the Progressions section of this handbook for more support.

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http://malpeducation.com/



Steps: Day 1 Close to Home Content: Objects

1. Introduce the thinking: Let students know that today they are going to learn thinking, talking, and writing about ways two things are similar and different.

2. Brainstorm with a close to home example: Show the apple and banana and elicit from students the name of each. Then, project the slide with both fruits. Direct students to Think-Pair-Share about each fruit, ideally in home language partners. Elicit responses from students, providing English words and phrases where needed. Draw Semantic Maps around each fruit on the slide, and label each. Prompt students as needed to gather the similarities and differences that are on the Sort Cards provided. Read all words chorally when listed.

3. Engage the academic thinking: Elicit from students words/phrases that show what is similar between

the two fruits. Draw lines to connect these across the images. Do the same for differences.

4. Model how to populate the Thinking Map: Project the Compare & Contrast Map and show/explain that in school we often need to show how two things, books, events, etc. are similar and different. Label each box on the map. Hold up and read one sort card. Show the three parts of the map. Ask if the card shows something that is similar or different between the apple and banana. Show students where you will put this card, in the “Both” section, or just the “Apple” or the “Banana” section.

5. Shared Instruction: Invite students to do another example with you, this time with a difference to show

that the card goes into only one box because it is true of only this one thing.

6. Collaborative practice: Distribute a Compare & Contrast Map and a set of Sort Cards to each pair of students. Direct them to say each word/phrase and place it on the map according to similarities and differences. Circulate and observe/prompt partner work.

7. Shared map: Project your blank map. Elicit responses from partners and write words/phrases in the

appropriate place. Be sure to line up differences in the same row (e.g., red for apple and yellow for banana in the same row, because you will name this “Color”).

8. Develop sentences using key words and transitions: Explain that we have organized word/phrases

on the map that show similarities and differences. But we need to use sentences to make these connections even clearer. Elicit simple sentences from students to talk about the differences, such as: The apple is red. The banana is yellow. Write these sentences on the board next to each other, with a blank space in between them, and without capitals or periods. Read the sentences aloud chorally. Ask students if they know a small word in English that means there is a difference between two ideas. Gesture with your hands up and down to show contrast. Provide the word but for students. Insert but between the two simple sentences. Read the sentences with but in the middle. Show them that but allows us to combine two sentences into one longer one that shows a difference. Elicit from students what is needed at the beginning and end of the sentence, and add a capital and period. Read chorally with students. Continue eliciting differences with students. When all differences have been shown in sentences, continue with similarities. Use and to combine the sentences, or Both … and …, which is a bit more complex. Add these to the chart and read.

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Prepare: Day 2

• Types the compare and contrast sentences from Day 1. • Gather two sets of markers, each a different color. • Find and copy pictures of two different people for students to compare and contrast.

Steps: Day 2 Close to Home Content: Pictures

1. Language review: Hand out the typed version of yesterday’s sentences. Direct partners to read the text silently and to underline all the “both, and” words in one color, and the “but” words in another. Partners then read aloud to each other. Elicit from students what both, and, and but signal. Tell them good readers look for these clues. For example, say: “If I see but in a sentence, I am looking for two ideas that show a difference.”

2. Collaborative practice: Distribute the people pictures to each pair of students. Picture of people are slightly more abstract than objects, but not yet academic content. Direct students to take out a blank piece of paper and draw their own Compare & Contrast Map. If needed, students can trace as a scaffold. The goal is to get students making their own map as soon as possible. Hand out a set of pictures to each student and direct partners to do what they did yesterday. Label, identifying as similar of different, then copy the words into their maps in the appropriate place. Partners the practice writing compare and contrast sentences and share out. Catch & Release as needed, depending on how much support students need. Elicit sentences from students using LEA.

Academic Content

3. Shared instruction: Now analyze the content of the set and the guiding question (if appropriate). Go through all the steps, constructing the map, labeling (if possible), and populating the map with key words. Invite students to share key words/phrases for the map.

4. Collaborative practice: Release to triads to construct Compare & Contrast Map on chart paper using the content of the set. Triads orally present their maps, using the keywords and academic language (transitions) to explain the content through the lens of the “thinking” skill.

5. Independent practice: Students write sentences that explain the Thinking Map in their writer’s

notebooks.

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Notes

• Continue to give students ongoing practice with ATLLs using the Thinking Maps. Include opportunities for practice, even when they are not in the lesson summaries. The Daily Writing prompt is an excellent opportunity for students to create a map, populate with key words, and write sentences using academic language. You can gather these sentences, type them, and then use them in a revision mini-lesson.

• Teach and give practice in using a few maps together. For example, start with a Semantic Map and then use it to compare & contrast, or to connect cause & effect relationships.

• Build the language of the Thinking Maps in both reading and writing. Support students to notice

transitions words as clues to text structure/academic thinking (e.g., but signals a contrast, because signals cause & effect) when reading, and to express ideas using the language when speaking and writing.

• Support students to internalize the thinking, the maps, and the language by using their Resource Binder

pages. These pages show students the academic thinking phrase, the Thinking Map, the questions that cue the thinking, and language used to express the thinking.

• Thinking Maps are tools for thinking. Though they offer teachers and students valuable opportunities for formative and self-assessment, they were not designed to be a final product that is formally assessed. Consider how your students might benefit from using a Thinking Map to show content understanding and adapt the guidelines appropriately.

References DeCapua, A., & Marshall, H. W. (2011). Breaking new ground: teaching students with limited or interrupted formal education in U.S. secondary schools. Ann Arbor: University of Michigan Press.

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SECTION 4 Content & Language

Integration1

1 Additional resources on language development will be provided in professional development sessions on language.

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Vocabulary at a Glance

Students will encounter many words through listening and reading in the Bridges year. Teachers cannot teach all word meanings, so it is critical to strategize around instruction. The words that students will encounter fall into three main types, which have implications for instruction1. Some words are not very important for understanding key ideas in text, so teachers will teach them quickly “on the fly.” These are incidental words. Other words are very important for understanding key ideas in text. These are key words, some of which students can learn using resources and some of which will require teacher instruction. Other words represent abstract concepts that frame the year’s theme and essential questions. These are central concepts, which are spiraled across the whole year with teacher instruction and support. Instruction and practice activities must support students in connecting and using the words to understand and communicate ideas about the content.

1 We have chosen to group words according to instructional implications, rather than the three tiers that are often used to categorize words. The categories above include words from all tiers.

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Vocabulary Instruction & Practice Purpose Students can learn most of the concrete words in the Glossary on their own or in partners using the Word Banks (found in the Student Resource Binder). However, other more abstract words will require some teacher instruction. Below is a simple protocol for approaching vocabulary in lessons. Preparation The Glossaries for each lesson are bundled into one document for each set (1-4) of each unit. They work together across the lessons in that set. Before you begin each set, review the glossary. Using the following criteria, take notes on which words students can learn from the Word Banks and from each other, as well as which words will need more instruction. Criteria: Words for Instruction

There is no picture in the Word Bank, which means the word is more abstract. The word is the title of the glossary box and title of a word bank, some of which are abstract. The word is a cognate and students might recognize this, but they might not grasp the concept. Note: Star these words for more instruction on your copy before you make copies for students. This way, students will not spend too much time on these words when they work in partners (Step 3 below).

Steps

1. Hand out the Glossary in the first lesson of the set and direct students to the lesson page(s).

2. Direct students to use the Word Banks to look up words. Model & Release this the first time and then as needed after. Using references to find words will likely be new to most students.

3. Allow students time to work in partners to use Word Banks and other resources to understand the

words and show meanings through a drawing and/ or translation.1

4. Come together as a whole class for a quick review that includes: a. Listening & Speaking: Pronounce words aloud with students chorally repeating. b. Sentence: Provide a context-rich sentence for words where students are unsure of meaning. c. Semantic Group: Draw attention to the group these words belong to, what they have in common.

5. Direct Instruction: Show and say the word. Elicit from students anything they know about this word and

add responses to a Semantic Map. Engage students in a short experience that shows the meaning of this word (e.g., video clip, pictures, gesture, drawing, etc.). Home-language partners use Think-Pair-Share to process the experience and think about meaning. Next, elicit more from students about the word, then explain, give examples, and use the word in a sentence. Ask students to share in their home language. Direct students to add notes to their glossary to show meaning.

1 See the section on Non-Linguistic Representations in Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based strategies for increasing student achievement. Boston, MA: Pearson Education.

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Vocabulary Practice Once students have been introduced to words, they need multiple encounters interacting with the words in meaningful ways. They need to recognize the words through listening and reading and use them to express ideas in speaking and writing. They need to be able to connect words to the unit themes and essential questions. Students need to relate words to each other, rather than simply memorize individual meanings. See the Warm Up & Homework Menu for a list of activities that provide meaningful interactions with words. Although these activities often work in the warm-up part of the lesson, many can be integrated into the main part of the lesson. In addition to this menu, here are some games (that students love) for when you need a change of pace! Playing with language is an effective way of keeping words alive, as well as getting students out of their seats and working together. With these games, include a range of words, but focus on the more abstract words to build meaning. These games are more about isolated words and not so much about connections, but they are still a fun way to review word meanings. Teachers have different comfort levels with games, so the examples represent a range of environments from whole class, to teams, to tables, as well as from calm and quiet games (such as “ Bingo”) to high-action games such as “race to the bell.” These games also represent different levels of prep, from lower prep games like “charades” to higher prep games like “Go Fish.” T=Teacher, Ss= Student

1. Bingo (appx 15 mins) – Whole Class • Each S (or partner pair) gets bingo card with 25 words. • Give out beans, chips, paper clips as placeholders. • T has word cards. • T pulls a word and explains meaning, but does not show word. • Ss put chips on correct word on board. • The first person with 5 words down, across, or diagonal yells “BINGO”. • In order to keep bingo, S must read each word and show meaning. • If S cannot do this, that player is out and the game continues.

2. Charades (appx 5-15 mins) – Whole Class

• Hand out a word card to a pair of ss. • Give partners 3 minutes to plan their charade (talking or no talking). • Each pair acts out word for others to guess.

3. Tableaux (appx 5-15 mins) – Whole Class

• Groups plan a non-moving and non-speaking tableaux (photograph) or series of tableaux to show word meaning.

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4. Line-Ups (appx 5-15 mins) – Whole Class

• Divide the class in half. • Each line stands facing the other (must have even # of ss. Ff there is an extra person, (s)he

holds up word cards in place of T). • Hold up word card and say the word. • Partners must say word and explain word to partner facing them. Both must explain word to

each other. • For the next word, one line stays in same place while everyone on the other line moves down

one so they change partners. • When words are completed, call each word one by one and call on any student to explain

meaning

5. Go Fish (appx 20 mins) - Tables • Create a deck of cards that contains each word twice in the deck. Use the set flashcards • Each S gets 5 cards. • Ss pull out any matches they already have. • In order to keep the match, S must explain word meaning with definition, drawing, or example. • To start, player 1 asks the group, “Does anyone have ‘escape’?” • If another player has this card, (s)he must give the card to player 1. • Player 1 must explain the word to keep the pair. • If no one has the requested card, the whole group says, “Go fish.” • Player 1 then pulls a new card from the pile. • At the end, the player with most matches wins.

6. Race to the Bell (appx 15-40 mins) - Teams

Setting Up

• Divide the class in half. • Pair Ss across teams who are of equal ability. • Make a list of each team in 2 columns, matching opponents (best to mix struggling students in

the middle of list, not at end). • If you have an extra player, he/ she is score keeper. • Post teams so kids know when it their turn. • Put a table in front of the room. • Put a bell in the middle of the table. • On each end of the table, put a marker and a blank paper (divided into 10 boxes) and a word list

(they will choose from these words). Playing the Game

• Team A sits on one side of room and team B on other. They can name their teams if they want. • Choose a team captain from each side to help facilitate clapping, reminding team about fair

play, and calling up next players. • Give copies of the word list to each team. Teams have 5 minutes to review words by talking,

showing, acting out etc. • Review rules: pairs come up and sit down, T explains a word from list and says, “Go!” Each

person has to choose the correct word and write it in the box on his/ her own paper. Words must be spelled correctly because they are copying!

• Students must drop marker when finished writing word, and then hit bell. Students cannot hit the bell using their other hand!

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Suggestions for team games:

• Make the teams ahead of time. • Match the teams as evenly as possible (range of abilities). • Be VERY clear about the rules in the beginning and that you will stop the games if rules are broken. • Explain each rule, and give tables time to translate.

We are playing to learn, to have fun as a community, and to support each other.

Screaming at your teammates takes away the fun and is not helpful.

EVERYONE participates, even if you don’t know the answer.

Teams clap for and encourage every player.

No “booing”, moaning, or putting others down for incorrect answers.

The teacher is final judge. Arguing with the judge results in the game ending.

Any “cheating” results in team losing points (first offense) or the game ending and the other team

automatically winning (second offense).

NOTE: Stopping a game when it gets out of control sets a strong precedent for behavior. If you need to stop the game, take a few minutes to process this with the class.

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Generating Vocabulary from Visuals Purpose The purpose of the generating vocabulary protocol is to use visual input to engage students in active meaning making, discussing in home language, then learning new English words and phrases to express their ideas. Students are at the center, connecting their knowledge and experiences to the visual input and “fishing for words” in English. This way, language they learn is simply the English label for concepts that students already know in home language. These words and phrases are recorded on the board or chart paper and become part of the vocabulary for the lesson and set, generated collectively rather than handed out and taught in advance by the teacher. Preparation Some images and video suggestions are provided in curriculum resources. But it is powerful to find additional visual input that help connect your students’ backgrounds to the new concepts.

1. Review the images/ video and the content target, language target, and daily content to identify the vocabulary students will need.

2. Draft a list of words and terms to generate with students that will support their talking/ writing about the input through the lens of guiding questions. You will distribute this list to students at the end of class.

Steps

1. Students observe and label the image in HL/ English (if they know words) or watch the video clip and

think about the meaning.

2. Use See-Think-Wonder to process the visual input:

● I see ….There is …. The ___ is _____ing.

● So I think that….

● I wonder…(question)

3. Partners tell each other what they see in the image or retell what they saw in the clip. Past tense is not

necessary at beginning of year. Focus is on meaning. Ask a content question that gets students talking

about the image and its connection to the class content.

4. Students share out in home language and English. Invite classmates to help “fish for the English

words.” You can allow students to use Google Translate, but only after they have used other resources

(each other, word banks, etc).

5. As students share out, record vocabulary in a Semantic Map on the board. When students do not know

the word but they are “fishing” say the word/ phrase add it to the map.

6. Model using the English vocabulary and a sentence form/ frame to talk about the image/ video.

Students do the same in partners.

7. Distribute list of vocabulary words that you prepared in advance.

8. Invite students to add any new words from the class circle map to the list.

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A project of the Graduate Center, CUNY Handbook Language


Word Forms: Building Awareness

In addition to the ways teachers are directly teaching word meanings, here is a list of ways to build student word awareness so they can determine word meanings on their own. You will need to teach these in order for students to apply them as part of Inside-Outside Word Strategies. The forms below are sometimes referred to in lesson summaries, but teachers will need to make decisions about when to teach these across the year. Use your discretion about using grammar terms with students, making sure they understand the concept first.

Word Forms Strategy for Students Examples

Pronouns & Referents

Pronouns are short ways to talk about a person/ thing that you just named/ mentioned. When someone is talking or when you are reading, ask yourself, “Who is the person/thing for the pronoun?” When reading, look back in the text and annotate the person’s name if it helps you.

I see the word “her” in the sentence. Who is this? Ok, when I look at the sentence, I see that “her” connects to Nasreen.

Verb endings that change tense

When you see –ed at the end of an action word, it is past tense, meaning the action already finished. When you see –ing at the end of an action word, it means the action is happening now.

I see the word “cried”. I know that –ed means “past”, so this must be the past form of cry.

Base Words, Prefixes & Suffixes

Many times you will see a word you know (or part of a word you know) and there will be a different beginning or ending on the word. Identify the base word, then use what you know about the beginning and ending to know what it means.

I see the word “humanity”. I know “human”, so I know this is about people. I see the word “rewrite”. I know re- means “again”, so I think this means “write again”.

Cognates

Languages are related to other languages. Languages that are related to English often have words that look almost the same as they do in some of your languages (Spanish, French, etc.). Listen to the word, read the word, and say it yourself. Does it look or sound like a word you know in your language?

I see the word “escape”. When I read this and say it, it sounds like “escaper” in my language. So I think escape means “to get away”.

Homophones

Many words in English sound exactly the same when you hear them, but we spell them differently and they have different meanings. These words can be confusing. Keep a list for yourself to remind you of meanings, but also use context.

I see the word “pair” and I also know the word “pear”. But this sentence is about shoes so I think it it’s the “pair” that means “two”.

Compound Words

Sometimes words in English are two smaller words put together. When you see a long word you do not know, look to see if the word is made of two smaller words that you know.

I see the word “birdbath”. I know what “bird” means and what “bath” means. So this must be a bath for a bird.

Synonyms/ Antonyms

We learn words best in relationships. Synonyms are words that have the same meaning and antonyms are words that have opposite meanings. When you come to a word you don’t know, think about if you learned that word as part of a synonym or antonym pair.

I see the word “dark”. I don’t remember what it means but I remember learning it in the pair “light-dark”. So I think dark means “no light”.

Degrees of Meaning

We learn words best in relationships. Sometimes there is a group of different words that show a range (from less to more) of something. Learning these words together can help you when you to come to one of those words in text.

I see the word “tiny”. I remember learning this with the word “huge”, which means very big. “Tiny” means “very small”.

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Inside-Outside Word Strategies

Purpose SIFE with Developing Literacy need to learn far more words than teachers can teach in the Bridges year. While teachers directly teach many words across the year, students must also learn strategies to determine word meanings independently as they read. These strategies teach students to actively search for clues in and around the new word to help determine its meaning. The Inside-Outside Word Strategies is a set of short protocols for teachers to Model & Release to students throughout the year. These strategies build student independence in learning word meanings while building their awareness of words more generally. The overarching strategy is that students use what they know (inside and outside words) to apply to what they don’t know. They are using clues to solve a problem. Note: Google Translate is always an option, but save this as a last resort to confirm their inferences about word meanings from these strategies. Students can always use translators to confirm, but it is critical to build word awareness and inference skills. Once learned and practiced, students can apply these strategies for the rest of their lives as readers. We focus on three main word-learning strategies in the Bridges year, which can be divided into “inside the word” and “outside the word” strategies.

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Outside Word Strategies Students learn to look outside or around the word for clues about its meaning. Students look around the page and draw on knowledge from pictures and the rest of the sentence, as well as outside resources. The protocol for these is nearly identical, but there are two extra steps at the beginning of picture clues because you will teach these first. The goal of these steps is to build the concept of clue. Steps: Using Picture Clues

1. Project a picture of a detective using clues to solve a crime. Students Think-Pair-Share about what is

happening in the picture. After students share, tell them this is a detective and he is using clues to solve

a crime. Let students know that today they will learn to use clues when trying to figure out new words.

2. Explain to students that teachers teach many words for students who are learning English, but students

can also use strategies to solve the problem of not understanding text because of new and unfamiliar

words. Tell students they will learn and practice how to look outside the word for clues to what the word

means.

3. Find and project a short text except with a picture that shows a word in the text that is likely unfamiliar

to students.

4. Model & Release how to use picture clues to infer the word meaning. Read the sentence aloud and

show confusion when you come to the new word.

5. Look at the picture and think aloud about what you see that might help you figure out the word. For

example, say: “Hmm. I see _____ in the picture, so maybe this word means _____.”

6. Read the sentence again and see if it makes sense with the meaning you inferred.

7. Confirm the word’s meaning with another student, dictionary, or translating tool.

Steps: Using Sentence Clues

1. Find a short text with a word that is likely to be unfamiliar to students and the word is embedded in a

context rich sentence that will likely give students enough context to infer meaning. This can be the

same text you used in the picture clues model, but it must be a word not connected to the picture,

which requires students to use an alternative strategy.

2. Model & Release how to use sentence clues to infer context. Read the sentence aloud and show

confusion when you come to the new word.

3. Look at the rest of the sentence and think aloud about what you see that might help you figure out the

word. For example, say: “Hmm. I see _____ in the sentence, so maybe this word means _____.”

Underline any words/phrases that you think are clues to the unknown word.



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Inside Word Strategy Students also learn to look inside the word itself as an additional strategy for making meaning. While there are a few kinds of clues students should look for inside words, only one protocol is included below that teaches students to look inside the word for something they might recognize like cognates and word parts. Steps: Using Cognates & Word Parts

1. Find and project a short text excerpt with a word in the text that is likely unfamiliar to students. It needs

to be a cognate or have word parts (prefix, root, suffix) that students likely know.

2. Prompt students to use strategies they already know to determine the word meaning. Ask students

what clues they can look for outside the word. Elicit student thinking and strategy attempts.

3. Model & Release how to use cognates or word parts to infer the word meaning. Read the sentence

aloud and show confusion when you come to the new word. Try using other strategies first and think

aloud. You should still show uncertainty about the word’s meaning.

4. Zoom in on the word itself. And explain that you tried looking outside the word for clues, but now you

will try looking inside the word for clues.

a. For example, if the word is a cognate (e.g., escape/escapar), say: “I don’t know this word

escape [mispronounce, because that is likely with students]. Let me say it a few times. Does it

sound like a word I know in my language?” Read it a few times and realize that it sounds like

escapar. Annotate that word in Spanish.

b. Do the same if it is a word with a word part that students might recognize. For example, if you

see the word rewrite, think aloud about how you know that “re-” means again and you know

write, so rewrite must mean write again.



Amplify Students who are still learning how to decode will not recognize most words on the page. They

should practice with the Word Bank Pattern Books, listening to the text and using the picture to infer meaning of the last word on each page that changes. For cognate languages, provide matching activities where students can match the English and Spanish/French cognates. For word parts, provide a similar match, where students can match the word with the word part (e.g., pre-write) with a basic definition (before writing), then sort into category based on shared word part.

Extend Challenge students to apply all word strategies while reading central text, and explain their process. Students can also work in a group and apply strategies to a supplemental text with more unfamiliar words. Provide cognate lists for students to keep in their resource binders. They can translate and incorporate some of the words in Daily Writing.

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Notes: All Strategies

• Teach the concept of clue throughout all strategies. An image of a detective to use clues is effective because it is a concrete example of using what you find and what you know to solve a problem. In the Stand-alone ENL lessons in the beginning of the year, students engage in an activity called Word Detective. Coordinate with the Stand-alone ENL teacher to see how you might use in Integrated ENL/ELA.

• Many sentences in texts are context poor (e.g., I feel confused today), meaning there are not enough clues in the surrounded words for students to determine the meanings. Be sure to Model and practice using sentences that are context rich (e.g., I feel confused today, because my teacher was talking too fast and I did not understand her).

• The question “Does this make sense?” is useful for native speakers of English learning to read because

they can match what they just read with their proficient oral language. This question is much more challenging for ELLs when they are new to the language. If you have little oral English, it is difficult determine of something makes sense. You can still ask this question, because this builds self-monitoring, but support it with follow-up questions like:

o “You guessed this is a positive feeling word here. Does it seem like this word should be positive or negative?”

o “You guessed this is an action word. Does it seem like the sentence needs an action word here?”

• If students cannot pinpoint the meaning from picture or sentence clues, support them to get some

sense of the word using these prompts: Do you think it’s a positive or negative word? Do you this word is a person, action? Etc. Then, ask students to support with evidence from the clues

• Cognates are only useful for speakers of languages that share roots with English. Cognates seem easily recognizable for speakers of Spanish and French, for example, but we have found that SDL with these home languages often struggle to recognize words as cognates when they read or listen. Be sure to say these words aloud so students get the chance to listen and recognize rather than relying on print.

• In order for students to recognize word parts (prefixes, roots, suffixes), they need to be taught. Slip in

attention to word parts when you see opportunities to teach these. For example: o community: “co-” means with. o reread: “re-” means again. o looking: “-ing” is often an action (happening now). o farm er: “farm” means a place where you grow or action of growing food; “-er” after an action is

a person; farmer is a person who grows food.

• Provide many opportunities for students to practice these strategies, using close-to-home or content examples. Note: When students complete a cloze activity, they are essentially practicing outside word strategies. Although this is not an unfamiliar word, there is a blank (so a missing word). Students then need to infer the word that would go there, using sentence context.

• The goal is for students to build a repertoire of strategies that they can use flexibly. Students should

use as many outside and inside word strategies as they can, and cross-reference with each other.

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Name: _____________________ Class: ________ Date: ______________

Word Strategies Checklist Directions: Check the strategies you used to figure out new words today.

Word Strategy I looked for clues in the picture.

I looked for clues in the sentence.

I looked for word relationships.

I looked for a similar word in my language.

I looked for word parts.

Name: _____________________ Class: ________ Date: ______________

Word Strategies Checklist Directions: Check the strategies you used to figure out new words today.

Word Strategy I looked for clues in the picture.

I looked for clues in the sentence.

I looked for word relationships.

I looked for a similar word in my language.

I looked for word parts.

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Vocabulary DOs and DON’Ts

DO ❏ Focus instruction on high-utility words that students are likely to

encounter in other contexts.

❏ Model how to infer word meanings and tolerate ambiguity, understanding the text without knowing all the words.

❏ Use words in meaningful sentences, not in isolation.

❏ Focus instruction on words that are new concepts to students.

❏ Model excitement about learning new words by sharing!

❏ Invite students to share new words learned.

❏ Ask students to teach you words in their languages.

❏ Sharpen word awareness skills and strategies.

❏ Play word games to make word-learning fun.

❏ Show strong student models of word work (using strategies when reading, revising for word choice in daily writing, etc.).

DON’T ❏ Over teach words, especially from the front of the room! End

instruction when most students seem to understand meaning.

❏ Spend time on concrete words (easily learned from pictures or translations) or on low-utility words that are low frequency.

❏ Insist that students translate every word.

❏ Assume understanding of concept just because students can recognize the cognate in their language.

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Speak & Write with Accuracy

Purpose Learning vocabulary is critical in the Bridges year, but knowing words in isolation is not enough to accelerate English language development.1 Communicating in a language involves understanding and expressing ideas. We developed the Speak & Write with Accuracy protocol to support communicating ideas in English.2 Each lesson summary provides the mortar (function words) in the ATTL targets and the bricks (vocabulary) in the Vocabulary section. These will support you to prepare Language Tents and integrate the sentences frames along the continuum in ways that are appropriate for your students. Bricks & Mortar Overview

The “bricks and mortar” metaphor captures content and language integration. Bricks are the content / topic vocabulary. Mortar is the function words and phrases around the content. In each Bridges lesson, key vocabulary is provided (bricks) as well as sentence frames (mortar). Students combine these to express complete ideas about the lesson content. See the example below from Unit 1, Lesson 1 below. These sentence frames are one example of the scaffolding, described on the next page.

1 Professional development will include a more comprehensive exploration of language through content. 2 Home language is only encouraged in these tasks as a tool to analyze the English forms and compare to forms in home language.

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The Continuum of Mortar A language-through-content design requires students to understand and use English while learning content. Because most Bridges students arrive in U.S. secondary classrooms at Entering and Emerging levels of English proficiency, scaffolds are needed to support language production. Two types of scaffolds are highlighted below to support speaking and writing. The goal is to accelerate all students along a trajectory from lower proficiency and high scaffolding to higher proficiency with no scaffolding.

Type Sentence Frames Sentence Starters Original Language*

Explanation

Most of the sentence is provided with grammatical accuracy but blanks for missing key words. Students choose from a word bank where all words have the same part of speech required of the missing word. This ensures that students produce grammatical sentences.

The first part of the sentence is provided to support thinking. Students complete the rest of the sentence, using as much English as they can in forms that have been taught.3 Word banks may be provided, with words of varied parts of speech, which is less scaffolded.

Only a prompt or question is provided, without any scaffolding provided for the response. *See the next section of the handbook on Language Forms.

Appropriate for …

…students who are brand new to English, working mostly on receptive understanding with limited ability to express ideas in English speaking and writing.

…students with stronger listening and reading comprehension, who can express ideas easily using frames and need to be stretched into using more original phrases.

…students with higher proficiency who can internalize and apply taught language forms and patterns without scaffolds.

Examples

• Massa likes to ______ But Sam likes to _____.

• Molly is ____ because

she decides to _____.

• Massa and Sam are different because…

• Molly is __________ because….

• How are Massa and Sam different?

• How can you describe

Molly? What is your evidence?

3 In meaning-making activities, students can use home language to complete sentence starters. But when accuracy is the focus, students should stretch their English.

Highly Scaffolded

Somewhat Scaffolded

Not Scaffolded

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Goal

Preparation Often language scaffolds on the board or wall are too far away for students to see and use. Prepare Language Tents for the lesson that includes the scaffolds appropriate for your students. In the beginning of the year, consider making tents that have both frames and starters. Note: The steps below might happen in one lesson or over a few lessons. The goal is to show teachers how to move from ideas to language accuracy in speaking and then in writing. Steps

1. Use language to make meaning and generate ideas: Engage in lesson tasks where students interact

with new content and make meaning of the input (video, images, text, etc.) in home language and/ or

English. This includes understanding meanings of key words (using the Vocabulary protocols). This

task will likely involve a Thinking Map.

2. Express ideas using accurate English: Let students know that they have shared ideas in any language

they can to communicate ideas, and now they are going to practice talking and writing about the

content using accurate English. This means using English correctly, like proficient speakers. Remind

them that most of the time we do not care about errors when talking and writing in English, but for this

task they will try not to make errors. This is important because it will help them internalize correct ways

of using English.

3. Model & Release using the scaffolds and vocabulary to practice speaking with partners. Hear from a

few students after partner practice.

4. Direct students to write these sentences in their Daily Writing notebook (or elsewhere) and read them

to a partner.

Notes

• For most lessons, the glossaries or the populated Thinking Maps will serve as a word bank because most words are grouped by same part of speech.

• Follow up with the Think, Talk, Open Exchange protocol.

• Language frames can inhibit the process of generating ideas because they are very controlled. Language frames should only be used after students have processed content input and expressed content ideas using home language and unscaffolded English.

Accelerate Language exposure + explicit teaching & practice + releasing scaffolds

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• Do not force students to speak who are not ready. Encourage and support, but keep in mind that when learning a new language, receptive skills develop sooner. Much learning is happening that teachers cannot see as students begin to make sense of English input through listening and reading.4

• Students with higher proficiency who can express content ideas in less scaffolded ways should be

encouraged to do so. Language Frames: Supports & Limitations While language frames can help to stretch student productive language about the content, they should be used strategically depending on the lesson goal. Frames can be both supportive and limiting in the classroom.

Language frames support students in various ways:

• They provide structure that allows students to speak/write in full sentences. • They can be differentiated for students at different levels of English proficiency. Students with higher

proficiency can use more sentence starters and fewer frames. Students at lower levels can use mostly sentence frames with word banks.

• They provide a model for using transition words and for various text structures.

Language frames also have limitations:

• They can limit the range of what students write and say. • They can limit creativity and original composition of ideas. • They can result in generic writing, with little variety among students. • They can become boring and monotonous. • They are not an accurate representation of the language forms students can use on their own, outside of

the structure of frames. References Dutro, S., & Moran, C. (n.d.). Rethinking English Language Instruction: An Architectural Approach. English Learners: Reaching the Highest Level of English Literacy,227-258. doi:10.1598/0872074552.10

4 See the Receptive Skills part of this language section.

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Language for Class Discussion

In addition to learning language to discuss content, students also need to learn appropriate ways to discuss ideas in an academic setting.1 Use the following list to scaffold class discussion across the year. Consider making a wall chart with the following to support your modeling and student practice:2

Function Academic/ Professional Language

Request

Can you please repeat that?

Can I please borrow a/ some __________?

Can you please give back my __________?

How do you say…?

How do you spell?

Can you please help me…?

Ask for Clarification

Can you please explain that?

My question about that is…?

Express Opinion

In my opinion…

I believe that…

I think ________ should…

Acknowledge Ideas

I agree with __________ because ….

My idea is similar to ________’s idea. We both say…

Disagree I disagree with __________ because….

Infer & Support with Evidence

I think … because …

I think …. For example, …

Look for evidence

What makes you say that?

How do you know?

Make a suggestion

I think we should …

I have an idea. Let’s ...

Reflect

One thing I did well was …

Now I know how to…

I still need help with…

This is important because… 1 These sentence starters focus on formulaic chunks of language (not grammar forms) that scaffold discussing ideas in an academic setting. English accuracy is not the focus when students complete these sentences. They can also use home language when needed. 2 Adapted from Feldman & Kinsella https://el.fcoe.org/sites/el.fcoe.org/files/kinsella%203.pdf

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Language Forms to Support Language Development

English language is integrated with content in every lesson within units. Students work to understand English input through listening and reading. They also produce English output through speaking and writing. The input and output come from both the academic content of lessons as well as the social context of the classroom. Figuring out what language to teach and how to teach it can be overwhelming! The documents in this section are designed to support teachers with both the what and the how of language teaching.1 While sentence frames and starters are a scaffold for language, students need explicit instruction in language forms to support them in understanding and producing language in more generative ways. A few key points:

Students will understand more English than they can produce. The English language that students listen to and read (input) must be more complex than what you ask them to say and write (output).

There is no lock step sequence of language development. But there are forms that

generally develop earlier and others that develop later.

With this, some forms will be taught sooner than others. And some forms will get more direct instruction than others. These are the three main ways the teacher will facilitate language learning across the units. Protocols and sample lessons for the Language Mini-Lesson and the Language Full Lesson will guide teachers with these two kinds of explicit language instruction.

1 PD Session 3 for Integrated ENL/ELA will be a full-day, in-person session on language through content. Additional resources on language will be provided in advance of that session.

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Explicit Language Instruction: At a Glance Lesson Type Form Examples from Content

UN

IT 1

1 Mini-Lesson Simple present tense sentences (pronoun + to be) + contractions

She is a woman. (She’s a woman.) He is a boy. (He’s a boy.)

2 Mini-Lesson Plural nouns (–s and irregular forms)

People wear hats. We celebrate holidays. Children play soccer.

15 Mini-Lesson Imperatives (affirmative & negative)

Respect all people. Don’t insult people.

24 Full Protocol Subject pronouns He, She, We, They, I, You, It 25 Full Protocol Compare & contrast transitions

(and, but) Massa is a student and Sam is a student. Massa is from Guinea but Sam is from Yemen.

UN

IT 2

5-6 Mini-Lesson Sequence transitions First, Molly and the girls escape. Then, they hide in the forest.

8-9 Mini-Lesson Adjectives Molly is brave. She feels angry.

10 Mini-Lesson Infinitives Molly wants to go home. She decides to escape.

15 Full Protocol Simple sentence structure (action verbs)

The police kidnap Molly. The women cry everyday.

22 Mini-Lesson Past tense verbs (regular)

Nasreen waited for her father. She learned many things.

23 Mini-Lesson Past tense verbs (irregular)

Nasreen spoke to Mina. The soldiers took her father.

24-25 Mini-Lesson Exclamations Nasreen answered back! 27 Full Protocol Cause & effect transitions

(so, because) Nasreen was sad so she stayed silent. The school was secret because girls could not go to school.

UN

IT 3

2 Mini-Lesson Modals (can/ cannot/ can’t)

Leroy can see. Dartanyan can walk. Leroy can’t walk. Dartanyan can’t see.

3 Mini-Lesson Modals (could)

People could laugh. Leroy could fall and get hurt.

10 Mini-Lesson Prepositional phrases (location)

Emmanuel pedaled over hills. He pedaled through the forest.

11 Full Protocol Question formation (do/does)

Do you miss your mother? How do you ride with only one leg?

18 Mini-Lesson Present progressive (affirmative & negative)

The children are weaving. They are not playing.

UN

IT 4

4 Mini-Lesson Possessive adjectives (my, your, his, her, its, our, your, their)

Lucas washes his face. They must collect their water from a spring. We take our donkey to the spring.

5 Mini-Lesson Compare & contrast transitions (however, in contrast)

In Lucas’s community people get water from indoor faucets. However/ In contrast, in Barfimoh’s community, people get water from a spring. Just like Lucas, Barfimoh uses water to wash and bathe.

8 Full Protocol Negative sentences (main verbs + do)

Lucas does not have hot water. (doesn’t) Some girls in rural Kenya do not go to school. (don’t)

9 Mini-Lesson Cause & effect transitions (if...then, as a result)

If people can’t get clean water, then they get sick. Many people do not have access to clean water. As a result they get sick.

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Additional Language Forms for Exposure

In addition to the language forms in the lesson summaries that require explicit teaching, students are likely to encounter these additional language forms in the curriculum. Students should be exposed to these forms through teacher speech and unit texts in order to build receptive understanding of the language. Although these forms are not written into the daily lesson summaries, teachers should use this list to include additional attention to these forms as it seems appropriate for students (see Language Mini-Lesson protocol).

Form Example Wh- questions with to be What is her name? Where is she from?

Yes/no questions with be Is Massa a girl? Is Aldrin from Mexico?

Object pronouns me, you, him, her, us, them, it

Reflexive pronouns myself, yourself, himself, herself, themselves, ourselves

Possessive pronouns mine, yours, his, hers, ours, theirs

Count & non-count nouns Nasreen has one friend. Nasreen has knowledge.

Other Modals would, might, must

Adverbs He runs quickly. She escapes secretly.

Comparatives & superlatives

Fatou is taller than Maria. Maria is more serious than

Fatou. Fatou is the tallest student in the class. Maria is the

most serious student in the class.

Future with will and going to I think Emmanuel will continue to ride his bike.

I think Iqbal is going to die in the end.

Negative sentences with past tense. Nasreen did not (didn’t) speak out.

Negative sentences with future tense. Nasreen will not (won’t) speak out.

Compound subject Compound predicate

Then the soldiers came and changed everything.

The art and music and learning are gone.

Passive voice The girls were kidnapped by the police.

Literal & figurative meanings (metaphor, simile) Education gave Nasreen many opportunities. Soldiers can never close the windows that have opened for my granddaughter. The knowledge will always be with her, like a good friend.

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Language: Full Lesson Purpose The Language Forms document highlights the critical English language forms to be targeted for instruction. These are identified in the daily lesson summaries as Language: Full Lesson or Language: Mini- Lesson. The following protocol is designed to show you how to zoom in on and explicitly teach a language form that comes from previously taught content. You are teaching students how English works, so you might want to use this question in these lessons: How does English work?

This protocol is the Language: Full Lesson, designed for a 45-minute period. A sample lesson follows for Unit 1. The list of forms and this protocol are provided as resources, but use your knowledge of student English proficiency levels to make strategic choices about teaching language. Because students are in different places along the English language proficiency trajectory, students will begin and end in different places with language development.

This protocol follows the Bridges instructional principle of moving from whole to part to whole, or teaching discrete skills (parts) in the context of the content/ text (whole).

Preparation 1. Start with the text (whole) and identify the language form (part): Find the language form in an excerpt of text that students have already read for comprehension using Read-Retell-Respond.

2. Write a student friendly explanation: Review the grammar rule and write a shorter version in student friendly language. Steps

1. Read text aloud (5 mins): Students listen as you read aloud, then follow along as you read aloud again.

2. Elicit or provide the form (5 mins): Students notice what repeats and you confirm/ clarify.

3. Briefly explain the form (2 mins): Give the student friendly explanation.

4. Elicit or provide additional examples (5 mins):1 Generate a list with more examples and highlight form.

5. Practice listening and reading the form (5 mins): Students listen/read, highlight the form and respond.

6. Practice speaking and writing the form (15 mins): Students talk and write about pictures using the form.

7. Connect back to text (3 mins): Read additional excerpt with the form and ask comprehension questions.

1 Although SDL tend to have less linguistic awareness of the home language, provide the opportunity for students to think about this form in English connect to a similar form that might exist in the home language.

whole(text)

part(language)

whole (text)

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Notes • For Language: Mini-Lessons, simply abbreviate the steps so the language is only highlighted for part

of the lesson rather than the full lesson. Shorted step 6 and eliminate Step 7.

• Just because something could be taught in U1 (because it is embedded in the content), does not mean that it needs to be taught in U1. Students are often exposed to a form in a unit but not explicitly taught that form until a later unit, or not at all.

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Language: Full Lesson1 Unit 1, Lesson 24

Time Subject Pronouns 5 mins

1.Read text aloud: All about Me, by Aldrin, p.10

• Tell students that for today’s language lesson, you want them to listen for words and phrases that are about people. As you read aloud, they will listen (not read yet) and raise a hand when they hear a reference to a person/ people. Students repeat words they heard.

• Hand out the text for students to underline all references to people. • Read aloud with students following the text then elicit words they underlined and underline on

the projected text. The students at my school were from different countries. Sometimes students did not understand each other, and there were fights. But most of the time we worked together. Once when I had a big project, the boys in my group did not speak English, but we worked hard. We did a great job! Now, I include people who are different. I know they have good ideas.

5 mins

2. Elicit or provide the form:

• Ask students, “What do you notice?” See if they can identify that some are small words and others longer more specific words. If they do not notice this pattern, make a T chart with common nouns in the first column and pronouns in the last column. Explain and gesture that the words in the right column are the very short words. Label these “short words for people.” You can say this because you are not yet dealing with the pronoun it.

• Note: Leave room for a third column on the left, for “name.” There are no examples from the text but you will add in Step 4.

2 mins

3. Briefly explain the form:

• Tell students that we can use different words and phrases to talk about people. For example we can say: (student name) is from Mexico. That boy is from Mexico. He is from Mexico. Ask students why we would use the “short words for people” and not the name or phrase like the boy. Clarify that we used these because they are shorter and we do not need to repeat names or phrases when we know the person we are talking about.

5 mins

4. Elicit or provide additional examples:

• Gesture to different students/ groups in the class and elicit all the ways we can talk about these people. We can say their names, we can say something more general (that girl, this group, etc) or we can use short word. Tell them we call these short words pronouns.

• Ask students if they have pronouns in home language, giving home language partners time to discuss and briefly share.

5 mins

5. Practice listening and reading the form:

• Say a series of sentences aloud using a pronoun. Students listen and point to a student you might be talking about.

• Distribute sets of words for people to each table. Students sort the words/ phrases into columns of name, common noun, then pronoun, making sure that the items match.

15 mins

6. Practice speaking and writing the form:

• Direct students to the Words for People Practice page in their Resource Binder. Support them to complete the three-column chart with names, common nouns, and pronouns. This includes opportunities for speaking and writing practice.

3 mins

7. Connect back to text:

• Return to the Aldrin text. Project another page of text with pronouns. Ask students to identify the pronouns and say who they refer to.

1 Lesson warm-up and close and not included.

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Name: _____________________ Class: ________ Date: ______________

Language Revision Checklist1

Words & Sentences Me

Teacher Teacher Notes2

I used synonyms so words do not repeat. All units- goal is variety & precision

I used describing words. U2-Word Choice

I used names and pronouns. U1- Sentence Fluency

I used is and are. U1- Sentence Fluency

I used and to combine or compare ideas. U1- Sentence Fluency

I used but to show contrast. U1- Sentence Fluency

I used because or so to show cause & effect. U2- Sentence Fluency

I used full sentences (who? did what?) U2- Sentence Fluency

I used past tense for completed actions.

U2- Sentence Fluency

I added details about location or time. U3- Sentence Fluency

I used negative sentences. U4- Sentence Fluency

I used for example, in addition, also to support ideas with details/evidence.

1 Student or teacher can write N/A if this is not in their writing because writing does not require this form. 2 This represents the major forms taught for the year. Teachers can adapt this as needed to follow language instruction.

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Practicing & Assessing Receptive Skills

Purpose ELLs can often understand more than they can produce in English. However, teachers often over rely on productive skills in English (speaking and writing) to determine content understanding. This cannot capture all that students understand but might not yet be able to express in English. Lessons need to include daily opportunities for students to practice comprehending ideas through listening and reading in English. The following tasks focus on these receptive skills, which require students to “do” something (through gesture, drawing, or using HL) to show understanding that does not require English speaking or writing.

After listening to input (text, audio recording, video). (T=Teacher, Ss= Students)

• T asks questions (is/are/does).> Ss answer yes/no (or stand up for yes, sit down for no). • T asks questions that refer to something from text read aloud.> Ss point to picture or draw

response. • T asks question/gives prompt. > Ss have to get up and do something TPR (gesture, go find

something). • T gives a set of pictures. > Ss arrange pictures in a Thinking Map to show understanding. • T makes a statement. > Ss agree/disagree. • T says a vocabulary word and asks students to define or give an antonym.> Ss point to picture,

draw response, or act out the term.

After reading a text (+ any of above activities)

• T asks questions. > Ss respond in home language. • T gives set of pictures and words. > Ss match each word to the picture. • T gives set of pictures and words. > Ss organize in a Thinking Map. • T gives a set of pictures and sentences. > Ss match each sentence to the picture. • T gives a set of sentences (ex. main idea/details). > Ss arrange into a paragraph. • T gives a set of pre-taught words from text. > Ss arrange pictures in a Thinking Map. • T assigns character roles. > Ss act out from text.

Other receptive tasks are included in the supplemental comprehension materials in Sets 2-3 of units:

- Multiple-choice questions - Sentence cloze - True-False sort - Sort cards - Sequence strips

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SECTION 5 Menus

& Protocols

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Warm-Up & Homework Menu1

Purpose The following list of tasks might be used for the daily lesson warm-up and/or homework. Both the warm-up and homework share the goal of students practicing and reviewing previously taught skills and content. We combined these into one document and indicated if more appropriate for warm-up and/or homework.2 We also grouped these activities into four types, ranging from more generative to more controlled activities, to support your differentiating for students. The goal is to move students from less controlled to more generative tasks, although both have value when balanced. Warm-Up The warm-up should be engaging and brief (10 minutes). The purpose of the warm-up is for students to review/practice learned content/skills from the previous lesson(s), and by doing so, build independence. It also reinforces the connections between classes and can prepare students for that day’s lesson. The warm-up is also an opportunity for teachers to observe what students can and cannot do. Homework The purpose of homework is to provide students with additional practice with previously taught, content, skills, and strategies. Students are often more engaged in homework when there is an audience for sharing the next day. The homework is also an opportunity for teachers to observe what students can and cannot do, keeping in mind that students often copy homework or have excessive help from someone outside of school. Note: Any activities marked with an asterisk (*) are included in lesson materials, mostly in the supplemental materials section of Sets 2 and 3 of each unit (1-3). Unit 4 does not include supplemental materials. By Unit 4, the materials should be familiar, so teachers can replicate them using previous unit examples as models. The templates can be copied as word documents, and teachers and simply type over to adapt to Unit 4 content and language. By Unit 4, we also hope that teachers will focus on activities that worked best with students so far, as well as innovate with new ones.

1 Also see the Language Experience Approach (LEA) extension activities in the Protocols section of the handbook. 2 WU= warm-up, HW=homework

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More Generative Activities

The following activities require students to respond with original ideas and language. These tasks are more open-ended, with no right answer. Over time, push students toward these more generative tasks.

Task Summary WU HW

Share Homework

Students can begin the class by sharing homework with a partner. Turn this into an interview task by adding partner questions, such as: What did you do for homework? How did this help you?

X

Share Daily Writing

Students exchange notebooks and read each other’s daily writing from the end of the previous class. Consider students writing a simple response on a post, such as something strong about the writing or a question,

X

Add New Words to Personal Dictionary

Each week students choose at least three new words to enter into their personal dictionary that they learned inside or outside of school. Students log each word, find the meaning, and show meaning (draw, translate, etc.). Students can share words at tables for a warm-up.

X

*Word Connection with Flashcards

The teacher gives tables an envelope of vocabulary words from the unit. Students spread them on the table. Each student chooses two words and shares with the group how they are connected using: I connect _____ to _____ because …

X

Picture Label & Write

Students get a picture related to learned content, label the picture using vocabulary resources, and write in home language and/or English. X X

Thinking Map Practice

Students draw a previously learned Thinking Map and populate the map with key words/phrases about a topic of choice, picture, or supplemental text. They can then write about the map’s contents.

X X

Extend Daily Writing

Students extend the day’s daily writing task at home. For example, if they created a Thinking Map, then they might write new sentences. If they wrote sentences, they might revise a sentence.

X

Prepare for Reading

Students read, label, and annotate next day’s text. These annotation strategies must have been already taught and practiced in class. X

*Compre-hension Questions

Students answer open-ended questions about content. These are supported with frames in Unit 1, but only blanks lines after Unit 1. X

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More Controlled Activities

These activities are more controlled, with the goal of providing very structured practice for students who struggle with the more generative tasks independently. All of these activities require reading comprehension of English print, but most require very little writing.

Task Summary WU HW

*Split Dictation

Partners have two handouts, each with different words missing from the same sentences. Students must listen to their partner read the sentences aloud to fill in the missing words on their own page.

X

*Sentence Cloze

Students use context clues to select the best word (from a word bank) to complete the sentence. X

*Multiple Choice

Students select the best answer(s) in response to a content question. X

*Sentence Scramble

Students practice syntax previously learned by arranging words/phrases into meaningful sentences related to the content. X

*Combining Sentences

Students take two simple sentences and combine them into one compound or complex sentence, using taught grammar. X X

Sorts & Matches

Students sort words or pictures into categories. In a closed sort, the teacher provides the categories. In an open sort, categories are not provided. Students need to create the categories and justify choice.

Task Summary WU HW

*Concept Sort

Open or closed: Students sort words into categories based on a conceptual relationship/related meanings. X

*True-False Sort

Closed: Students sort content sentences into true or false categories. Extend this by having students correct the false sentences. X

*Synonym or Antonym Match

Within a set of words, students match words that are either synonyms or antonyms. With antonyms, you might also have students the sort into negative/positive categories.

X

*Past-Present Match

Within a set of verbs, students match the present to the past tense form of the word. Then can then sort into present and past after they match. X

*Everyday-Academic Match

Students match content sentences that communicate the same idea, but one sentence uses everyday language and the other academic. X

Sentence Sort for Paragraphs

Open or closed: Students sort sentence strips into groups that support paragraph organizing. For example, sort two sets of detail sentences to support two different main idea sentences.

X

Picture Sequence

Students arrange a set of pictures from a story in sequence. They can also then match a sentence to each picture. X

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Foundational Language & Literacy (FLL) Activities

These foundational language and literacy activities are most often only appropriate for students who are new to print. Because these target beginning print skills, they are not appropriate for SDL with higher levels of home language literacy. These are very discrete letter- and word-level tasks. It is critical that you do not limit new-to-print students to only these activities. These should be used alongside the comprehension-based tasks that stretch the academic thinking skills.

Task: FLL Summary WU HW

*Handwriting Practice: FLL

Students who need work on handwriting can practice on custom-made worksheets from any of the various websites that generate these. X

*Power Word Cards: FLL3

Students practice instantly recognizing high-frequency words that repeat in the text. Students must be able to pronounce the word, read it by sight, and show they understand the meaning.

X X

*Beginning Consonant Sort: FLL

Students sort key content words into beginning consonant sounds. This supplements the beginning consonant instruction they are receiving in the Integrated ENL/ELA class.

X

*Unscramble Words: FLL

Students focus on the shape of words (from a word bank) as they unscramble the letters to write the correct word. X X

*Find the Words: FLL

Students practice word boundary skills by reading a sentence where there are spaces between the words. They draw slashes between the words where appropriate, then rewrite the sentences, leaving spaces and using correct capitalization and punctuation.

X X

*Fluency Practice: FLL

Students read a one-page adapted version of the text, that contains only simple sentences with high-frequency power words and key content words that have been taught. Students practice reading with a partner to see themselves as readers in the Integrated EN/ELA class.

X X

3 See the Stand-alone ENL Implementation Guide for more details on power words. Power words are targeted skills in the centers-based class, but can also be supported in the Integrated ENL/ELA class.

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Formative Assessment Menu

Teachers must become expert observers of students, noting what they can do and what they struggle with in terms of content, language, and literacy as well as habits. The following activities provide information about student learning to use as formative assessment. In the first list, teachers evaluate student performance. In the second list, students reflect on their own learning. Teachers then use information from both sources to inform instruction.

Teacher Directed Assessment

Circulate and Monitor

Circulate while students are working in groups, partners, or independently. Watch and listen, monitoring learning in terms of content, language, and important habits that have been taught and practiced such as collaboration, problem solving and using resources. It is a good idea to keep a class profile on a clipboard for taking notes on observations and evidence of student learning/ struggle. Share out a few key observations at end of class using Hugs & Pushes.

Dry Erase Board Huddle

Groups respond to a question/ prompt at the beginning of class (connected to previous learning) or end of class (from that day’s learning). Group members huddle to negotiate their response and then record it on a dry erase board. Each group holds up their board when you say “Go!”

Equity Sticks

Following a collaborative assessment like the Dry Erase Board Huddle (or Think-Pair-Share) assess individual students using equity sticks, which are simply student names on a popsicle stick in a jar. Instead of deciding who to call on, the equity sticks ensure that all students feel equally responsible for understanding the content and developing the skills. Here are several ways to use these for individual or group assessment: 1) Group: Choose a stick with a students name. The group that includes the student is responsible to huddle and work together so that the student called on can answer the question. This fosters teamwork and builds community. 2) Individual: Pull a stick and poses the same question to one student as the dry erase board assessment, this time for individual assessment.

Exit Ticket

This is a simple individual assessment given at the end of class, where students respond on an exit ticket that you collect and review after class. Prompts can general or more specific, depending on what you taught that you now want to assess. Students can answer in words or by drawing a picture to show understanding. A follow-up warm up activity for the next lesson is to type all student responses (without names) on a single page for students to read then choose the response that shows the most understanding. Exit tickets can also be easily sorted to inform your groups for the next day, based on who needs more teaching and students that can work on an extension task.

Ten - Two After 10 minutes of instruction that involves a large amount of information, students take two minutes to reflect on and summarize in Think-Pair-Share what they have learned thus far.

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Student Self-Assessments

Fist to Five

This is a quick and easy end of class check where students self assess their learning using one hand. Prompt students to think about today’s targets and their own learning. When you say and gesture “Fist to Five!” students simultaneously hold up any number of fingers to show their own assessment of learning in that class. An open hand with five fingers shows strong understanding, meaning they can teach another student. A fist (with no fingers out) shows total confusion. Students can also hold up any number of fingers in between to show partial understanding. Take note of student responses to inform instruction moving forward. Students who held up five fingers can partner with students who showed a fist as part of the warm-up the next day. To support students to become more reflective, point out students who were honest about their confusion and who took a risk to show the class.

Traffic Lights

This is a self-monitoring strategy to use while working. Each student / group has three objects (such as cards, stickers or index cards) colored green, yellow, and red to correspond with traffic lights. Students place a color on their desk while working. Green means the student/group feels confident and can keep working without the teacher. Yellow indicates a need for some help. Red indicates that the student/ group cannot continue working without teacher help. You might also use “Ask three before me.” to build skills of seeking out peer support before putting out a red card for the teacher.

Checklists The curriculum provides several checklists that offer various opportunities for self-assessment including: using word strategies, revising writing, editing writing, and managing oneself with the academic habits. Students need modeling and repeated practice in using these tools to self-assess and set goals to improve.

Unit Reflection

At the end of each unit, students reflect on their learning and habits using a semantic map and writing. This is an opportunity for students to stop and synthesize and think about learning within one unit before moving forward into the next unit. This is also an opportunity to connect back to the overarching theme of human connection in the yearlong essential question.

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Overview of Protocols

Purpose From many years teaching with SIFE with Developing Literacy and supporting teachers in classrooms, we have developed a set of instructional methods that have shown to be effective with this population. This section contains more than 20 protocols that we have developed ourselves or have adapted from other sources. Just as students benefit from routines in classroom, we believe teachers also benefit from methods with steps they learn well and apply across context. The more teachers and students engage in familiar protocols with predictable steps, the more cognitive resources can be allocated to learning new content and skills. These protocols enact many of the Bridges Instructional Principles (on the following page) essential for SDL and drive the instruction across the lessons in each unit. We made suggestions in the Daily Guide for incorporating the protocols into lessons. But as teachers become more expert in the methods and curriculum, we hope that they will use and combine these more flexibly to create cohesive lesson to accelerate students learning of Conceptual Knowledge, Academic Thinking Language & Literacy, and Foundational Literacy. Notes

• The first protocol is Model & Release. This is much more than a protocol, and drives instruction in Bridges. All protocols must be taught using Model & Release, meaning students will need a lot of support with the steps in the beginning, and then you will slowly release so students are more independent. There are many protocols that you will be using in Unit 1, so everything will feel new to both teachers and students.

• Some protocols are used in both classes: Integrated ENL/ELA and Stand-alone ENL. Teachers across the two classes should coordinate to ensure consistency for students.

• We grouped the protocols by set. While several protocols are used in certain sets, there are others that are used across the unit and we grouped them as Whole Unit protocols.

• This list is not exhaustive. We imagine there are other methods that teachers are using that effectively accelerate learning for SDL.

• We have included suggestions for differentiating the protocols, where appropriate. Amplify refers to

guidance for more struggling learners and Extend refers to students who can benefit from more challenge.

• These methods are designed for content classes, so these apply across content areas. We have seen several teachers of SDL use these in their non-Bridges classes as well.

• While we have drafted the steps in each protocol, you will need to adapt these for your own context.

We suggested starting with the protocol as written over several session, and tweak as needed based on student engagement with the protocol. You might decide you need to collapse a few steps or add an additional step. Do not make too many changes, however, as the strength of the protocol is the predictability of the steps.

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Organization of Protocols We organized protocols this way to support use:

• The first set contains protocols that are used across all sets, some of which are daily. • The next set contains protocols mostly used in Sets 1. • The next set contains protocols mostly used in Sets 2-3, with the central texts. • The last section contains the Writing Process and reflection protocols used in Set 4.

Note: These do not include the language protocols in the previous section.

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Protocols

All Sets

Guiding Questions Model & Release

Viewing See-Think-Wonder Think-Pair-Share

Language Experience Approach (LEA) Geographic Map

Interview Think, Talk, Open Exchange

Daily Writing Huge & Pushes

Note: The protocols that focus on English language (vocabulary and sentence structure) are in the previous section on language. Keep in mind that these protocols will also be used across all sets.

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A project of the Graduate Center, CUNY Integrated ENL/ELA Protocols


Guiding Questions

Purpose The Guiding Questions in each set accelerate student content and language learning in the following ways:

• Scaffold student progress towards more abstract unit Essential Questions; • Build schema for the yearlong concepts and Essential Questions; • Promote student engagement by giving students a lens for the content; • Give multiple opportunities for responding to the questions, deepening understanding; and • Require students to return to texts to find textual evidence to support their responses.

Steps 1. Post the Guiding Questions at the beginning of each set and read aloud.

2. Give partners a few minutes to translate in their home language and share. Students can only engage

with questions that they understand.

3. Briefly connect Guiding Questions to the Essential Questions.

4. Think-Pair-Share: What do you predict you will learn about in this set?

5. Use the Guiding Questions throughout the set and regularly chart student responses. You can do this

by recording the Guiding Questions in the center of a Semantic Map and adding to the map

throughout the set.

a. Before reading, use the Guiding Questions to predict and set a purpose for reading.

b. During the reading, connect back to the Guiding Questions to deepen student understanding.

c. After reading, return to the Guiding Questions to assess understanding.

Amplify Students audio record (on their phones or other device) the meaning of the questions in home

language until they internalize the translations. Extend Students apply the Guiding Questions to a supplemental text. They use the questions as a lens

for prediction, to Read-Retell-Respond in groups, and to answer text dependent questions. Notes • In every unit, the Guiding Questions support students to complete assessments as follows:

o In Set 1, they give students context and language for the Pre-Assessment. o In Set 2 and Set 3, they prepare students for the Learning Logs. o In Set 4, they frame the End-of-Unit Performance Task.

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Model & Release

Purpose The gradual release of responsibility (GRR) model defines all Bridges instruction. The model assumes that students learn something new through a series of stages that gradually move from heavy teacher responsibility to heavy student responsibility. By the time students are required to practice the new learning on their own, they have already observed the teacher, collaborated with the teacher, and practiced with peers. While GRR is more than just a protocol, we have included it here as a reference for teachers. This protocol moves from the Model (I Do) to Shared Instruction (We Do) to Collaborative Practice (You Do Together) to Independent practice (You Do Alone). It is referred to as Model & Release in the Bridges curriculum. Model (I Do): ELLs, and especially SDL, need more than oral directions from the teacher when learning a new task. They also need more than just seeing the finished product. Students need to see how to complete the task. When teachers Model, they show students how to complete the task by first doing it themselves. They also think aloud as they Model, externalizing their internal thinking process for students. Release (We Do > You Do Together > You Do Alone) When gradually releasing responsibility, you are providing temporary scaffolds only until students are able to complete the task independently. It empowers them to be capable and independent thinkers, after they have been shown what to do. During the Release, students practice, get feedback from teachers and classmates, and try again on their own. Steps (over two or more class periods) Keep the model brief.

1. Introduce the task.

2. Signal to students that you are going to Model. 3. Do the task and think aloud when appropriate with students watching and listening (I Do).

The following steps are where the bulk of learning happens.

4. Invite students to do an example with you in Shared Instruction (We Do).

5. Have students do the task in partners (You Do Together).

6. When students are ready, give them the opportunity to do the task independently (You Do Alone).

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Notes • It is unlikely you and SDL will move through Model & Release in one lesson. Students are learning to

do tasks that are more challenging than what they can do independently at first. They will need practice and the slow removal of scaffolds. This usually takes more than a class period, but teachers will need to adjust the amount of time at each stage depending on student performance. This cannot be scripted in the Daily Guide.

• When completing a multi-step task, Model & Release each step individually to balance the cognitive

load and support SDL to internalize the process. We often refer to this back and forth (between Modeling and Releasing) as “catch & release.”

• When you are explicit about the stages of gradual Release with your students, you reinforce the

message that the goal of learning is independence. Students also experience how classmates are resources for learning—another important message in Bridges class. Post an anchor chart on your wall to point to the steps as you do them. The more you make steps clear to students, the more likely they are to be independent in the last step.

• Build the expectation that the model is critical for students to do the task. Often during the Release

stage, teachers circulate to each student, Modeling the task again! This is exhausting for teachers and sends the message that the model is not worth watching. It also keeps students reliant on you rather than empowering them to work on their own or with classmates. However, if few students can do a task you modeled, it often means the task is either too difficult or was not well-modeled. Reflect on your modeling as a regular part of your practice.

• Use flexible grouping. If you have several students who cannot do the task on their own (but most

others can), gather those students in a group to work with you, with more support. • In the beginning of the year, limit modeling time to less than five minutes. While the time for modeling

can increase a bit over the year, modeling should always be brief. Do not exceed 10 minutes of a 45-minute class.

References Fisher, D., & Frey, N. (2014). Better Learning Through Structured Teaching: A Framework for the Gradual

Release of Responsibility. Alexandria, VA: ASCD.

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Viewing

Purpose Videos provide rich visual input that support SDL to build background knowledge about key content in the unit. To understand and analyze videos, students need to use similar skills and strategies with viewing as they use with reading text. This protocol for videos includes steps that mirror Read-Retell-Respond. Preparation

• Decide on the clip you will show as input. • When showing a longer video (15 minutes or longer), consider starting with a See-Think-Wonder to

support understanding, using a few images (from screenshots or an image search) from the video or related to it.

• For longer videos, chunk the video and Viewing into “chunks” as in Read-Retell-Respond. Use Viewing only for key chapters that you want students to analyze more closely.

Steps: 1. Introduce title of video, and set a purpose for viewing. Connect to the Guiding Question.

2. Show the short video or chunks of the video.

3. Think-Pair-Share: What happened? The goal is general understanding of the video. Encourage

students to use home language. When they share out, extend their English by providing the

words/phrases that they need to express the ideas in English.

4. Record ideas in a Semantic Map and clarify misconceptions.

5. Follow with a LEA summary, if needed.

6. Think-Ink-Pair-Share: Ask 1-2 inferential questions to connect video to unit themes.

Notes

• If showing a short video clip (five minutes or less), consider showing the video first without sound so students focus on making meaning through the images.

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See-Think-Wonder

Purpose See-Think-Wonder focuses student attention on observation (“see”) first. It emphasizes looking closely at what is on the page. The second step (“‘think”) involves interpretation or inference. Students are asked to interpret their observations and support with evidence. The third step (“wonder”) fosters inquiry by prompting students to ask questions connected to their observations and interpretations. Students consider what they know, what they still wonder, or what might still be unclear or confusing. This is essential to inquiry-based learning. The three-step process of interpreting input supports students to internalize these lenses on making sense of new input: observation, inference, and inquiry. It also fosters evidence-based thinking, as students justify their inferences in the “Think” column by supporting with evidence from the “See” column. The routine is simple and applicable to all content area and levels of students.

Preparation • Prepare a See-Think-Wonder Chart for recording student responses.

Steps 1. See: Show the students the image, video, or dramatization. Ask, “What do you see?” prompting

students to observe and describe. Record observations in the first column on the chart.

2. Think: Chorally read the list of observations. Then, ask students to connect some of their observations

to something that makes them think. Ask, “What do you think?” Consider Modeling with the frame, I

see _____ so I think _____. Teach students that these are inferences. The responses here should be

connected to specific observations from the first column.

3. Wonder: Model and then invite students ask questions, things they wonder about having made

observations and inferences. You should use these questions to guide further inquiry in the classroom.

Amplify Students label a picture with words provided in a word bank. They write a pattern text with their

observations, using beginner frames such as: I see __________. This is a __________. The (person) is (action + ing).

Extend Students create their own written organizer for See-Think-Wonder. Focus on generating and writing inferential questions, where you might provide more instruction in question formation with why and how. In addition, students write sentences (and later paragraphs) about their inferences, supporting with evidence from the observation column.

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Notes • Do not teach all three steps at once. Start with observation skills right away then add inferences. Model

one or two questions of your own that are authentic wonderings, and invite student questions when they are ready. Many SDL struggle to approach learning through an inquiry lens.

• Although in life we are often observing and inferring at the same time, make these steps explicit in See-Think-Wonder to emphasize the distinction between observing and inferring. Students also transfer these skills to reading, as they use observations from text to support predictions and other inferences.

• In the “wonder” stage, allow students to ask any questions in the beginning. But over time, engage students in a conversation about what makes a good question, which are the higher-level inferential questions that invite different responses that must be supported by evidence in the text.

• Although students will likely not be able to produce grammatical questions in English in the beginning of

the year, focus on the thinking and wondering behind the questions. The goal is to support students to be curious about what they experience. Teach the question words (who, what, when, where, why, how, how much/ how many) in the beginning of the year as vocabulary. Students can start questions with these words even if they need to complete the questions in home language and/ or the English they know. Do not let a rich See-Think-Wonder lesson turn into a grammar lesson on question formation.

• The sentence starters I see… I think… I wonder… engage students in these three academic ways of

thinking (observe, infer, ask questions). But at times these scaffolds can interfere with language production. For example (I see a boy.) is a grammatical sentence. But (I see the woman is sleeping.) is not a grammatical sentence. I wonder… is most often followed by clauses with about, whether, and sometimes if rather than a question. Use I wonder… to prompt students to think (ex. What do you wonder? What do you want to know?). Then invite students to generate questions directly (ex. What will happen to Nasreen?) using all language resources to communicate the idea. When you write student wonderings, record them simply as questions, that do not begin with I wonder….

References Project Zero Classroom 2017. Harvard Graduate School of Education. Retrieved from

http://www.pz.harvard.edu/

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Think-Pair-Share

Purpose Think-Pair-Share is a way for students to articulate and own their ideas. It provides time and structure for thinking, speaking, and listening. It maximizes participation and accountability, because rather than one student answering a teacher’s question, all students are thinking, speaking, and listening in response to a question or prompt at the same time. Think-Pair-Share is also an opportunity for students to rehearse ideas and language with a partner before sharing with the whole class. Preparation Have the Think-Pair-Share prompt and accompanying frames or starters posted or projected for students to refer to. You can also provide these at each table. Steps

1. Point to and read aloud the Think-Pair-Share prompt.

2. Students individually “think” for 1-2 minutes.

3. Students “pair” with a classmate, taking turns answering the protocol for 3-5 minutes. Encourage

students to use home language with home language partners, but also to practice in English to stretch

their language skills.

4. A few students “share” out with class.

a. Encourage students to use home language to communicate when necessary. This supports

classroom community and acceptance of linguistic diversity.

b. As students “share” out with class, say and record their key words and ideas in English in a

Semantic Map or other Thinking Map.

Notes

• As with all protocols, you will Model & Release participating in a Think-Pair-Share. In the beginning, you might want to structure this more by prompting students to switch roles halfway through the allotted “pair” time. As students learn this routine, they should be able to switch without teacher prompting.

• Think-Ink-Pair-Share (TIPS) is a modification, where students take two minutes to write ideas before speaking. Generally, SDL move more easily from oral to print, but students with more literacy often prefer to jot notes as they think, so allow for this for students who prefer it.

• Students can also write after a Think-Pair-Share as the daily writing task.

• When the Think-Pair-Share prompt focuses on content meaning, rather than language accuracy,

encourage students to use home language with a home language partner—even if you do not understand the home language. Home language balances the cognitive load so students do not have to

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grapple with content and a new language at the same time. Eventually, as their English language proficiency increases, students can say more in English without the home language support.

• Some teachers find that recording student participation for each Think-Pair-Share prompt on a class chart or teacher clipboard promotes engagement. Other teachers feel comfortable using Equity Sticks1 with Think-Pair-Share because students have had time to practice before speaking. Also, they can ask their partners for support. When possible, explicitly connect Think-Pair-Share prompts to targets so students feel motivated by the purpose of the prompt.

1 See the Formative Assessment Menu in this handbook for more details on equity sticks.

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Language Experience Approach (LEA)

Purpose Reading involves matching oral language with print—this is a central part of the reading process. If students do not have the words—the oral language—reading becomes simply word calling (deciphering words without comprehension). The goal is to teach SDL that reading is an active process of sense making, not just about word calling. Creating texts through the Language Experience Approach supports this goal.

The Language Experience Approach (LEA) is a literacy technique designed for emergent readers and also students learning a new language. LEA harnesses students’ personal experiences and shared experiences as the subject of the new text and the basis for literacy instruction.

Instead of imposing an unfamiliar text on students with no prior knowledge of its content, the teacher, through LEA, takes students’ familiar language and transcribes it as print. The goal with LEA is to move students, (through teacher facilitation) from:

In the original LEA model, experience is input that gets processed that through the senses (class trip, experiment, art project, etc.) that students can and want to explain through talk, which is then be transcribed as text. Students’ own words are used to create a text about a topic. This new collaborative text, using now-familiar words and concepts, becomes what the students read.

Within Bridges classes, however, we expand “experience” to mean any shared activity where students are exposed to content. This includes simulations/role-plays, read-alouds, viewing a video, doing a gallery walk, listening to music, and creating art. With this, our version of LEA is modified, with a more general definition of “experience.” To keep our language simple, however, we continue to refer to the method as LEA, rather than modified LEA. Reading and writing are reciprocal processes. Through LEA, the four modalities work in concert, as students talk and listen, and contribute to a collaborate text that is said by students, repeated, scribed by the teacher, then read back. Foundational reading and composing skills develop as the teacher scribes, modeling skills such as spelling, letter formation, using capitals and periods, and leaving spaces between words. As the teacher reads the text back, he/she Models one-to-one tracking of text, reading in meaningful phrases, pronunciation, and attention to punctuation.

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Steps

1. Share an experience: The whole class shares a learning experience.

2. Discuss the experience: The group discusses the experience informally. Jot words on a Semantic Map, providing words in English where needed, and organizing related ideas into clusters on the map.

3. Talk more and ask questions: Invite students to talk in sentences about the experience. You may need to ask specific questions to build more structure.

4. Dictate and writing: Write sentences as students dictate (chart paper, smart board, etc.). Keep as much student language as possible so that the ideas are clear.

5. Ask more questions: Prompt students if they are missing key ideas. Limit the text to a full chart paper, as much longer results in losing student attention.

6. Read aloud the text: Read the full text aloud, pointing to words while reading. Use a natural voice, but slow enough so students can hear and see the words you are reading at the same time.

7. Student read text aloud: Students read the whole text chorally. Correct pronunciation as needed.

8. Chunk the text in phrases: Next, “chunk” words into meaningful phrases to be read for fluency, how we would naturally read. If the sentence says, Nasreen’s grandmother brings her to a secret school for girls, draw “scoop” marks underneath like this: Nasreen’s grandmother brings her to a secret school for girls. Read aloud again each sentence to students, and students read after. Scoop under each chunk as you read them and as they read back.

9. Choose title: Ask the group for a good title and add this to the top of the text.

10. Partners read text: Partners read the text to each other, taking turns, helping each other, and asking clarifying questions if any parts are not clear.

After the Lesson

1. Type the text: Use this for partners to read (for fluency practice) during the warm of the next lesson and to use for any LEA Extension Activities.

Amplify See LEA Extension Activities on the following page.

Extend Students copy the LEA text and generate questions for other students to answer in the next day’s warm-up as they read the text in partners.

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Notes • LEA is also effective to use one-on-one with students who are new to print. The LEA Extension

Activities are also especially useful for this group of SDL.

• Because students compose the account in LEA, comprehension is inherent in their interaction with the text, leading them to expect written language to make sense. As a result, they expect other-author texts to contain meaningful ideas and comprehensible language.

• Dictating ideas to teacher stretches oral English skills and also develops and strengthens students’ skill at composing their thoughts in writing.

• In the beginning of the year, limit modeling time to less than five minutes. While the time for modeling can increase a bit over the year, Modeling should not exceed 10 minutes in a 45-minute class. This does not include follow-up time where students now join you in guided practice.

Additional Resources The following are online demos of the LEA method in action. As the videos show, this technique is easily adaptable. It can be used with students of all ages, with home speakers or language learners, in order to engage content of various genres and different complexity. It can also be executed in different modalities: orally, in writing, or in a combination of both. http://www.youtube.com/watch?v=Xg3fJQrG2cA http://www.youtube.com/watch?v=zAMdcyL1RRU http://www.youtube.com/watch?v=fXkkAItY298 http://www.youtube.com/watch?v=GSGqw2te_8A

References Dixon, C.N. and Nessel, D.D. (2008) Language Experience Approach With English Language Learners: Strategies for Engaging Students and Developing Literacy. Corwin Press: London.

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http://www.youtube.com/watch?v=Xg3fJQrG2cA

http://www.youtube.com/watch?v=Xg3fJQrG2cA

http://www.youtube.com/watch?v=zAMdcyL1RRU

http://www.youtube.com/watch?v=zAMdcyL1RRU

http://www.youtube.com/watch?v=fXkkAItY298

http://www.youtube.com/watch?v=fXkkAItY298

http://www.youtube.com/watch?v=GSGqw2te_8A



LEA Extension Activities to Build Foundational Skills

Activity Summary Targets

❖ Fluency Read Partners alternate sentences. Both track print with their finger. Each partner then reads whole text, chunking phrases and stopping to breathe at each period.

• Print concepts • Fluency

❖ Count the Sentences Partners track print and stop at each period to count the number of sentences.

• Print concepts

❖ What words start with _____?

Teacher asks students to find and read words that start with a sound that repeats. Ask students for other words they know that start with that sound. List and read chorally.

• Phonological awareness

❖ What words end with _____?

Repeat the process above for ending consonants.


❖ Sound Out the Word Focus on one word to decode, pointing and stretching out the sound of each letter while reading.


• Phonics

❖ Box the Most Common Words

Call out high-frequency words and ask students to box.

• Sight words • Fluency

❖ Cards – Most Common Words

Students practice recognizing and reading the high-frequency words in pairs.

• Sight words • Fluency

❖ Word Scramble Create a worksheet with scrambled words that students must unscramble.

• Sight words • Phonological

awareness

❖ Word Families Identify a word or two from text that can be used as a “base” word to generate rhyming words.


• Phonics

❖ Syllable Clapping & Sorting

Students read and sort word cards into groups based on number of syllables or “claps.”


❖ Same Spelling, Different Sound

Find two words that have a similar spelling pattern but different pronunciation.


• Phonics

❖ Same Sound, Different Spelling

Find two words that have a different spelling pattern, but similar pronunciation.


• Phonics

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Geographic Map

Purpose The purpose of the map protocol is to build schema around geographical context before viewing a video or reading a text. No unit formally assesses student ability to interpret maps, so this should only take a few minutes of a lesson. However, repeated exposure to maps supports students to:

• Understand that videos and texts come from a place in the world; • Make predictions; • Practice foundational map literacy skills.

Note: Students have a blank world map in their Resource Binder that they will use each time you use this protocol. Note that country maps and images are not provided in unit materials. So teachers will need to find these for the few lessons per unit that involve maps. Preparation

• Find a picture that shows people in the geographic area in the text (ideally the city/ region). It is important to show people, because maps are abstract. An image that life in this place is a more accessible entry point for SDL. The concrete picture will serve as a bridge to the more abstract map.

• Find a map of the country (with the city/ region) and label with the country name on top. Steps

1. Direct students to their world map in their Resource Binder. Explain that they will watch/ read a video/

text from a place that they will find on the map.

2. Project the image and use a quick Think-Pair-Share for partners to share what the see and where they

think this is from, supporting with evidence. Students might be limited in inferring here, elicit before

telling them. It pushes them to be active.

3. Tell students where this picture is from (country and city/ region). Ask students to look at their world

map and point to the continent they think (or know) this country is on. Encourage discussion.

4. Project the country map, with the name on top. Ask students to find and label this country on their world

maps. Draw student attention to the shape of the country, to help them find it on the world map.

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Amplify Provide students with the same world map with the country shaded in. Students can hold this next

to their own word map and shade the country. Extend Students use the picture and the map to write about that place, including the geographic features

(rivers, mountains, etc), what they can infer about climate, and the countries that border. You can create a paragraph frame that includes: This story/ video is from the country _______ in the city/ areas of __________. This is on the continent of __________. This country borders _________to the north, __________ to the south, __________ to the south, and __________ to the west. From the photo I can see that… From the map I can see that… I infer that … because the picture/ map shows…

Notes

• This protocol assumes students have learned the continents in their Social Studies class.

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Interview

Purpose Interviews can be an authentic and engaging way for students to get information on a topic or person. Interviews require students to use their speaking and active listening skills to communicate in a new language, which is challenging but allows students to take risks with English in a low stakes and fun activity. Interviews are known as information gap activities, where students must communicate to gather information that one has and the other needs. Prepare Before this lesson, Model & Release basic interview skills, such as using appropriate voice volume and speed, clarifying what you hear, and recording information in a way that is developmentally appropriate. Prepare an Interview Handout to support students to ask questions and record their answers in developmentally appropriate ways. Limit interview questions to three, and decide if you want students to ask questions to only one student (interview) or to several students (survey). Steps

1. Introduce the topic for the interview and connect to the Guiding Question.

2. Teach any new vocabulary included in the interview handout.

3. Read the interview questions aloud as you point to the words, and have students chorally repeat.

4. Invite students to join you in drafting a few more questions relevant to the topic.

5. Model with another student how to ask the questions naturally, with expression. Have fun with this!

6. Model & Release how to record key words and phrases on the Interview handout.

7. Students interview other students for 10-15 minutes.

8. The interviewer records key words and phrases after the interviewee answers each question.

9. Ask students to share information about the topic. Record in a Semantic Map or other Thinking Map.

10. After this oral practice, students should practice writing about the interview topic. Amplify Students with lower literacy can participate in the oral interview (sometimes with higher oral

English proficiency than other students), but they will likely struggle to record data. Provide a version of the interview handout where students can circle or check off a response rather than write. Also allow students to rehearse the question orally so they can ask without reading.

Extend Ask students to write a summary page of the class data. Consider showing a few students how to create a bar graph from data that they can create and present to the class, with sentences to match each piece of data in the graph.

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Notes • You can also lead students in an informal interview. Divide the class in two and ask students to line up

their chairs in two rows so they are facing a classmate. Ask a question, and give Row 1 a few minutes to answer. Then, Row 2 answers the same question. Next, everyone in Row 1 stands up and moves one space over to the next chair so that students are now facing new classmates. Ask the next questions, and follow the same protocol.

• The Interview Handout should leverage images as prompts to support students to ask and answer questions when necessary.

• You might also decide to generate a class data table or bar graph with interview responses.

References Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

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Think, Talk, Open Exchange (TTO)1

Purpose Daily lesson tasks are designed for students to understand and communicate content ideas in English. While home language is always a resource for students, students need to develop English language through the content. The daily lesson summaries identify language frames that support students to talk and write about the content in English. As English language proficiency increases, students internalize the language, rely less on those frames, and move toward expressing ideas in less controlled and more original English language. If you find your students need additional practice using the language frames or communicating content without the language frames, try Think, Talk, Open Exchange. The structured talk in a small triads supports students who may be reluctant to orally participate. This is a protocol where students should speak only in English. Preparation Post language frames or provide copies for triads to refer to. Steps

1. Students sit in triads, ideally mixed language. Designate on a group leader (If needed).

2. Students take out their glossaries and resource binders for support.

3. Provide a prompt or image to elicit talk.

4. Students decide who will speak first, second, and third in their triads.

5. Think: What do you want to say?

6. Talk: Say it.

a. Speaker practices using English language (frames or not) to support talking about the content.

b. Listeners do not interrupt.

7. Think: What do you think about what you heard? Students jot down a few key words to refer to later.

8. Repeat Steps 5, 6, and 7 for each student.

9. Open Exchange: Students who were using frames to practice, put the frames away. Students discuss

the content, repeating ideas, reacting to what was said, asking questions, etc.

10. Invite students to reflect on something new they learned through Think, Talk, Open Exchange.

Amplify This is a low-stakes activity that is designed for students who need more support with oral English.

For additional support, provide language frames on the tables. Allow more struggling students to speak last, so they can first practice listening to others.

Extend Encourage students with stronger oral language to take the role of leader. This includes facilitating the turn taking and the steps, and supporting and encouraging more reluctant speakers. Finally, require the group leader to take notes on the open exchange part of the protocol and read back to the group.

1 See the Speak & Write with Accuracy protocol in the Language section for more a controlled language scaffold.

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References Think Talk Open Exchange (Microlab) General Guidelines. National School Reform Faculty. Retrieved from

https://betterlesson.com/lesson/resource/3140325/think-talk-open-exchange-microlab-general-guidelines

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Daily Writing

Purpose Students write daily in class, integrating content, language, and literacy. The Daily Writing routine offers students opportunities:

• Review and consolidate understanding of concepts; • Practice academic thinking about content; • Internalize the steps of the writing process; • Practice pre-writing to generate ideas; • Practice sentence drafting to develop ideas; • Revise in response to targeted feedback; • Share writing with others; • Self monitor and assess own writing; • Develop independence and stamina; • Build identities as writers.

Preparation

• The thinking and talking tasks during the lesson are rehearsal for the Daily Writing at the end of class. Steps

1. At the end of class, students turn their attention to the Daily Writing Prompt. Note: Suggestions are provided in the Daily Guide. Over the course of a set, the prompts vary from

Picture Writing to pre-writing to drafting to revising.

2. Students write in their Writers Notebooks for about 5 minutes. They refer to their Resource Binder, the

work they’ve done in class, as well as additional language resources in the room to support writing.

3. Invite partners to share their writing, and a few students to share with the class. Socializing writing is

important for developing writers’ identities.

4. Respond to student writing:

a. Whenever possible, write back in response to ideas. This reminds students that their written

voice matters and is effective at communicating ideas.

b. At least once a set, assess a writing piece, using the Daily Writing: Sentence Checklist. c. Occasionally, select learning examples from student work: either strong pieces or pieces that

show common mistakes. Type them to use during the next lesson.

Notes

• Daily Writing follows the Bridges instructional approach: gradual release of responsibility. Always model a skill or strategy and give shared practice opportunities before asking students to apply it independently.

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A project of the Graduate Center, CUNY Integrated ENL/ELA Unit 1


Name: _____________________ Class: ________ Date: ______________

Daily Writing: Checklist Directions: First, choose your best 2-3 sentences in your writer’s notebook. Next, revise and edit your sentences, using the checklist. Then, copy the sentences below. Last, check your sentences again.

Did I _____? � Partner or

Teacher

Write a complete and clear sentence about a topic.

Use transitions to connect my ideas.

Use everyday and academic words.

Spell words correctly.

Write neatly.

Use capital letters.

End sentences correctly.

Teacher Comment:

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Hugs & Pushes

Purpose Hugs are positive feedback to students about ways they are working and progressing in class. Pushes are areas for student improvement. Regular sharing of both kind of feedback helps to build a strong class community. Hugs & Pushes are part of the daily routine in Stand-alone ENL, and we encourage teachers in Integrated ENL/ELA to adopt this practice as well. This practice is valuable for the following reasons:

• It builds teacher observation skills of students. • It provides targeted feedback to students, which supports them to internalize class expectations. • It motivates students and makes their agency clear. • It models for students how they can also provide feedback to each other.

Note: Both hugs and pushes are very specific (see examples on the following page). General comments such as “Great job!” and “You need to work harder” do not support students to improve and grow. Steps

1. Observe students throughout the lesson, especially when they are working collaborative.

2. Jot notes for hugs and pushes.

3. At the end of class, take one minute to share these with the class. Use student names when sharing

hugs. Do not use student names when sharing pushes publicly. Share more generally as things to

improve.

Amplify Home language partners translate hugs and pushes after the teacher shares, so all students have

access to the messages the teacher communicates. Extend Students with stronger academic habits identify and share hugs for other students. These students

can also write their hugs and pushes after they complete the Daily Writing task. Notes

• Share hugs and pushes that relate to both academic knowledge and skills as well as academic habits. Make sure the feedback is specific and sincere.

• Sharing pushes in front of the whole class can publicly embarrass students. You should certainly share pushes one-on-one interactions with students, but always with hugs first.

• Vary the students you share hugs about publicly. Focus on growth and pay attention to fine-grained

progress that students are making.

• Build student support of each other by encouraging applause at the end of hugs sharing. References https://www.americanreading.com

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Protocols

Set 1

Translate the Essential Question (EQ) Pre-/Post-Assessment

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Translate the Essential Question (EQ)

Purpose Students can only respond to questions that they understand. The purpose of Translate the EQ(s) is for students to be able access the big questions that guide student learning throughout the unit. The goal of the protocol is for students to be active meaning makers of the question, collaborating with home language partners. Preparation

• If there are speakers of student languages (staff or older students) in your building, ask them to translate the EQ(s) on paper. If this is in another alphabet, ask the person to write it phonetically and say it to you. It is important to be able to say the question in student languages.

• Prepare large strips of paper (e.g., chart paper cut in half) and have markers handy. • Organize home language partners or trios.

Steps

1. Project the EQ(s) and read it aloud. Read again, chorally with students.

2. Hand out the EQ Strip and different color marker to each set of home language partners/trios.

3. Students copy and read the EQ(s). They annotate the EQ Strip, translating words they know in their

home language.

4. Students agree on how to say the question in their home language. They write this on the strip under

the English translation.

5. Partners/trios share with the class.

6. Students note any words that are similar across languages.

7. Teacher posts translated questions on the wall for the duration of the unit.

Notes

• Student must Translate the EQ before the Pre-Assessment. The Daily Guide asks students to Translate the EQ in the first 15 minutes of class on the day of the Pre-Assessment. This is because by the end of Set 1, students build enough background knowledge and content language to be active meaning makers in saying the EQ(s) in their home languages. However, if your students are ready to Translate the EQ earlier in Set 1, they should do so.

• Teachers will not be able to determine accuracy of translated questions in all languages, which is why it is useful (when possible) to have these translations in advance.

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Pre-/Post-Assessment

Purpose Students take Pre-Assessments in Set 1 and Post-Assessments in Set 4 to assess their responses to the essential questions. The Pre-Assessment asks students to communicate what they know about the themes of the unit, to provide information about background knowledge and English language. At this point, students will likely rely on home language to communicate their ideas (if they write in the home language) or a mix of home language and the English they know. Students who do not write in home language can draw pictures and dictate ideas. For the Post-Assessment, students return to the Essential Questions. After a unit of study, students can apply the English language and academic thinking skills they’ve acquired to discuss the themes of the unit. The two assessments together are evidence of student growth in content, language, and writing from the beginning of the unit to the end. Pre-Assessment Steps

1. Think-Pair-Share: Have students discuss the Essential Questions and translate into home language.

2. Explain that the assessments will give information about what students already know and that they will

not be formally graded. Explain that they will answer the same questions at the end of the unit to see

how they have improved.

3. Distribute the assessment.

4. Emphasize that students can use English and/or home language, Thinking Maps, and drawings to

communicate their ideas.

5. Collect and evaluate the assessments, using the Writing Rubric.

6. Save the assessments and rubrics.

Post-Assessment Steps

1. Think-Pair-Share: Have students discuss and orally respond to the Essential Questions.

2. Hand back the Pre-Assessments so students can look at their beginning of unit responses.

3. Think-Pair-Share: How would you rate your response? Why? How do you think you think you will do

now? Why?

4. Explain that students will use language and academic thinking skills they have learned to communicate

their ideas. They should use examples from texts. Remind them that this assessment will be graded.

5. Collect and evaluate the Post-Assessments, using the Writing Rubric. Compare them with the Pre-Assessments. Use the information to reflect on the unit and to adapt future units in terms of content

and academic thinking, language, and literacy.

6. After grading the Post-Assessment, distribute both assessments to student. Ask students to write a

goal on the Post-Assessment Rubric for the next unit and use this to guide instruction moving

forward.

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Amplify Allow students with limited literacy in home language to audio record responses to the question in

both the Pre-Assessment and Post-Assessment. With translation support, this will give you insight into student content learning. Consider using LEA if students have enough English to communicate responses to the question. If students have some writing ability (even in home language), it is important that they write as much as they can in the Pre-Assessment so you can compare this with the Post-Assessment.

Extend This is an open-ended writing task, so it is automatically differentiated for high-literacy students. As mentioned in other protocols, as often as possible, teach more literate students (in small groups) additional language and writing skills to continue to accelerate their skills. Remind them to apply these skills to the Post-Assessment.

Notes

• These are on-demand assessments and must be completed in one sitting. Students must work independently without significant teacher support, though whenever possible teachers should offer translation support with the writing prompts during the Pre-Assessment.

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Protocols Sets 2-3

Read-Retell-Respond

Close Read Hot Seat

Collaborative Poster Learning Log

Mid-/Final Assessment

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Read-Retell-Respond

Purpose Reading is more than just word calling, it is a complex process of problem solving with the goal of understanding the text. Yet most SDL come to the page without an understanding that reading is active, involving interaction and sense making. While SDL bring many resources from their home cultures, they do not bring a repertoire of strategies for making meaning of text. Because they have not yet developed these in the home language, SDL cannot yet apply these to understanding text in English on their own. Through the Read-Retell-Respond protocol, students are apprenticed into active reading strategies. The teacher is the expert reader who Models & Releases the strategies that proficient readers use to make meaning of text, to recognize when confusion arises, and to clarify confusion. When students learn to Read-Retell-Respond with partners and in small groups, they learn that reading is about negotiating meaning and problem solving, not just saying the words on a page. Read-Retell-Respond is highly transferable across different kinds of texts across subjects. Note:

• The full Read-Retell-Respond protocol is on the following page, and it is followed by an example of how students might Read Actively and Annotate (Step 2).

• Refer to Stage 3 of the Unit Plans (the last two pages) to view how Read-Retell-Respond is situated in Sets 2 and 3 of each unit.

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READ-RETELL-RESPOND

STEP DESCRIPTION GOAL

1. SET PURPOSE

Briefly connect to Essential and Guiding Questions.

Support content understanding. Remind

students that we read for understanding of ideas.

2. READ ACTIVELY & ANNOTATE

Annotate using glossary to focus on key words. Students begin with labeling pictures and progress to making margin notes.

• Label pictures. • Translate keywords. • Add checkmark to known words/phrases. • Circle clue words (including transitions). • Underline key details. • Make margin notes (comments,

questions).

Practice active meaning making independent from

teacher.

3. LISTEN ACTIVELY TO READ-ALOUD

Listen to/watch teacher read aloud with gestures. Listen for familiar words/phrases to support

understanding of text.

4. PARTNER RETELL

1. Partner A retells in home language, and partner B retells in home language.

2. Partner A retells in English, and Partner B retells in English.

Partners use home language as resource to

make meaning, then practice retelling in English.

5. WHOLE-CLASS SHARE

1. Record details in a Semantic Map as students retell.

2. Ask 2-3 text-dependent questions to support students to make inferences that improve understanding.

3. Think-Ink-Pair-Share: Students answer the questions, citing textual evidence.

Teacher guides students to clarify and extend

understanding. Students write for engagement and

accountability.

6. RESPOND TO TEXT Think-Pair-Share: Students share personal responses to the text by connecting to their experiences, feelings, knowledge of the topic, and to other texts they have read.

Practice the authentic practice of responding to

text as a reader.

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Amplify This protocol is already highly supportive of struggling readers as well as students who are new to

English. A Language Experience Approach summary of the text generated as a class or small group can also support students. Struggling readers can practice some of the earlier annotation strategies with this text. Additional supports include audio recordings of central texts that allow students to listen and follow the text as many times as they want. The foundational literacy materials in the supplemental section of Sets 2-3 of every text also support interaction with key ideas in the text.

Extend In addition to completing the supplemental comprehension activities for the central text (provided in units), students can read a supplemental text in groups using Read-Retell-Respond. Students can engage in the protocol minus the teacher read-aloud. The new text input can be enhanced with an audio recording. In the absence of the teacher, the group can listen to the text, pause, and listen again, if needed as they work together to make meaning.

Notes

• It is important to take the time to thoroughly Model & Release the protocol, because students rely on Read-Retell-Respond to understand key passages. When students have internalized the steps, use the protocol flexibly and adapt it as needed. However, the following are non-negotiable student moves during Read-Retell-Respond:

Read actively independently and in pairs before listening to the read-aloud.

Listen to the passage for oral input.

Retell in home language. This might not be needed as the year goes on, but

allow students to choose.

Answer inferential questions to clarify and extend.

Respond to text with own thoughts and questions.

• During Listen Actively to Read-Aloud (Step 3) students can also listen to audio recording of the text for basic understanding. This option can increase engagement.

• Think-Ink-Pair-Share asks students to write in preparation for sharing with a partner. Starting the

Whole-Class Share (Step 5) with Think-Ink-Pair-Share before opening up to the whole-class share keeps students accountable to participating.

References Brown, H., & Cambourne, B. (1990). Read and Retell: A Strategy for the Whole Language/Natural Learning

Classroom. Portsmouth, NH: Heinemann Publishing.

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Sample Student Annotation This text shows several ways students might annotate. The goal is to teach students to read actively by marking up text to make meaning. Differentiate as needed, based on student home language literacy levels.

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Close Read

Purpose In Sets 2 and 3, students Close Read excerpts from central texts to analyze how the author uses language and/ or text structures to communicate ideas and central concepts. Students have already read the text for general understanding, through Read-Retell-Respond, so the Close Read involves re-reading the text for deeper meaning. They analyze a text excerpt, guided by text dependent questions (TDQs) that require students to return to the text and refer to evidence. We write TDQs to build understanding of language and/or text structure and how they connect to central themes. The protocol below summarizes how to write TDQs and support SDL to Close Read. Preparation

• Identify a rich excerpt (from the central text of that set) that students can examine. The language and/or text structure must communicate themes connected to the Guiding Question.

• Evaluate if students will need additional schema or language to analyze the excerpt. If so, decide how to briefly pre-teach schema or language that is essential to analyzing the excerpt.

• Design a “ladder” of TDQs that move from more concrete to more abstract: o Start with a concrete question(s) that will encourage student response and build confidence. o Continue with questions that build toward the target language and/or text structure. o End with a question that guides students to connect the language and/or text structure to the

Guiding Question. Steps

1. Connect the Close Read to the Guiding Question.

2. Introduce the language and/or schema that is required to understand the excerpt.

3. Distribute the Close Read Handouts.

4. Students listen to excerpt without looking at text. The purpose is focus on listening to the language.

5. Students re-read the excerpt independently or in partners.

6. Circulate and monitor as triads orally answer the TDQs.

7. Catch and release, strategically Modeling how to answer specific TDQs, as necessary.

8. Students write answers to TDQ after partner talk.

9. Connect excerpt to Essential Question and/or represent concepts using a Thinking Map.

Amplify Students identify answers to TDQs from choices, showing receptive understanding.

Extend Students work in a small group applying Close Read to a supplemental text.

References Fisher, D., & Frey, N. “Close Reading in Elementary Schools,” The Reading Teacher, 66, 2012, Issue 3, pp. 179-188. The IRLA Handbook. American Reading Company. Retrieved from

https://www.americanreading.com/products/irla-starter-kit/

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Name: _____________________ Class: ________ Date: ______________

Sample Close Read: Nasreen’s Secret School: Teacher Model What happens when Nasreen speaks again?

Pages 21-25.

1 The day Nasreen returned to school,

2 Mina whispered in her ear.

3 And Nasreen answered back!

4 With those words,

5 her first since her mama went searching,

6 Nasreen opened her heart to Mina.

7 And she smiled for the first time

8 since her papa was taken away.

9 At last, little by little, day by day, Nasreen learned

10 to read, to write, to add and subtract.

1. What happens when Mina whispers in Nasreen’s ear?

Mina whispers to Nasreen

Nasreen answered back

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Write what happens when Mina whispers, using “so.”

Mina whispers to Nasreen, so Nasreen decides to speak again.

2. Circle the exclamation point. Why does the author use an exclamation point at the end of this sentence?

The author uses the exclamation point to show …

that this is important. Nasreen did not speak for months, and she

starts to talk again.

3. After Nasreen decided to speak, she “opened her heart to Mina.” How do you say “open your heart” in your language? What does it mean to open your heart to someone?

If I open my heart to someone it means …

I love her. I feel safe. This is important because Nasreen was

silent and closed since she lost her parents.

4. The author tells us that after Nasreen becomes friends with Mina, she “smiled for the first time since her father was taken away.” How does Nasreen feel after speaking? How do you know?

After speaking to Mina, Nasreen feels … relieved, comfortable, calm.

I think this because … she has a friend to talk to. She can talk

about her problems. The picture shows her telling Mina what

happened to her parents.

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5. The author uses “at last” to show why Nasreen can finally learn in school. What happened so Nasreen can learn to read and write at last?

6. It is important that Nasreen speaks again because it causes many things to happen. What is the impact of Nasreen’s decision to speak again?

Nasreen decides to take a risk and

speak again

Nasreen learns how to read and

write

Nasreen decides to speak again

learns to read and write, add and subtract

learns to be resilient and hopeful

starts to heal from loss of parents

puts her grandmother at ease

opens heart,

makes friends

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Hot Seat

Purpose Hot Seat is a role-playing protocol. This is a fun activity, where students take on the roles of characters and sit in the “hot seat” to answer questions from their classmates. It encourages students to consider and probe a situation or circumstance from a character’s point of view. By the time students engage in Hot Seat, they have studied these texts well enough to be able to pose meaningful questions and answer them a character’s point of view. Hot Seat has the following benefits for SDL:

• It is engaging and rigorous. • It integrates content knowledge and builds academic oral language. • It engages language production for an authentic purpose. • It encourages students to review content and explore deeper connections to Essential Questions. • It is dramatic and engages students who otherwise may not participate in class discussions. • It supports inference, elaboration, and analytical thinking across the disciplines. • It helps students to understand different perspectives on topics or themes. • It fosters collaborative discussion skills.

Steps

1. Connect Hot Seat to Guiding Questions. Emphasize that the strongest questions will ask the

character to talk about themes of the unit.

2. Think-Pair-Share: What do you know about (character)? As students share out, record key words and

ideas in a semantic map about the character. These will support students to generate questions for the

character.

3. Model & Release generating questions for the character. Record on board.

a. Questions should include literal ones as well as inferential ones.

b. The focus is on meaning before accuracy. Students will stumble with the grammar of asking

questions in English. Repeat their questions to them correctly, and write the question correctly

when recording on the board. This is not however a grammar lesson in question formation, as

the goal is to generate meaningful questions.

4. Students rehearse asking and answering questions in small groups. They work together to prepare to

be in the Hot Seat. 5. Invite one volunteer at a time to be in the Hot Seat. 6. Classmates ask the student questions and the student answers, using evidence, as the character. If the

student in the Hot Seat needs help, group members can support.

7. The next student takes a turn in the Hot Seat and the protocol repeats. Guide students to ask new

questions.

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Amplify Students across a range of literacy levels can participate in this mostly oral activity. Students who

struggle with oral English can answer questions first in home language (if in the hot seat) or can ask questions first in home language (if in the audience). In both roles, students “stretch” their language development by much English as they can to express what that just said in home language.

Extend Students write in the role of the Hot Seat character in response to the Guiding Question for the set. If this is Set 3, students might also create a compare-and-contrast map for themselves and another character (Set 2 or supplemental text) and write about similarities and differences between “him/her” and the other character.

Notes

• Scaffold student development of questions in the beginning of the year as a whole class. When students are ready, they should work in groups to generate questions independent of you.

• Consider organizing questions into who, what, when, where, why, how questions early in the year as they learn the question words.

• Consider having one student in the class keep track of the questions asked by checking them off on the

board. Encourage new questions, especially inferential ones that connect to key concepts and Essential Questions.

References Willhelm, J. (2002). Action Strategies for Deepening Comprehension. New York: Scholastic Inc.

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Collaborative Poster

Purpose A Collaborative Poster is a creative and analytical task, often near the end of Sets 2 and 3. Creating Collaborative Posters helps students to synthesize their understanding of a text and the Guiding Question. They use visuals to represent ideas and return to the text to find key details. The protocol also promotes individual accountability and collaboration. First, students generate ideas individually. Then, they discuss them with their group and come to consensus on a group plan for the poster. In addition, after they share their poster and view other group’s posters, students have the opportunity to self-assess and to reflect. Prepare

• Adapt the Collaborative Poster Checklist to communicate specific expectations to your students. • Have on hand different colored markers for each student in a group.

Steps

1. Introduce the task and connect it to the Guiding Question.

2. Students take three minutes to individually jot down their ideas in a Semantic Map or other Thinking Map.

3. Distribute the Collaborative Poster Checklist, chart paper, and different colored markers to each

group. The first time you model this task, use the checklist to help students understand the criteria.

4. Tell students how long they will have (about 25 minutes) to complete their posters.

5. Choose or have groups decide on a leader.

6. In their groups, students do a whip-around, where they take turns quickly sharing ideas, to hear the

similarities and differences.

7. Students make a quick plan and get started on the poster. All students in a group contribute to the

poster, using a different colored marker.

8. After students finish the posters, they can take turns presenting them to the class. You can post them

and lead a gallery walk. 9. Close by asking students what they notice about the similarities and differences between posters.

Amplify Another student in the group supports struggling students to write on the poster.

Extend Students generate a compare-and-contrast map and write about the similarities and differences between their poster and another group’ poster.

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Notes • To support students in step 6—the actual drafting of the poster—try the following:

o Guide groups to delegate tasks using the Collaborative Poster checklist. o Remind students to draw and write only in their colored markers and to sign their names in their

markers. This way, their individual contributions are clear. o Reinforce that the poster is a draft and is not intended to show their best artwork or

presentation. However, it must be neat enough so that others can easily read it. o Honor the time limit. Though students will want more time at first, they will benefit from learning

to manage time and tasks.

• As always, Model & Release each step of the protocol before expecting students to work proficiently. For the Collaborative Poster, be sure to also Model & Release how to use visuals, key phrases, and textual details to represent ideas and cite evidence. This practice will be somewhat familiar to students because of their work with Thinking Maps.

References QTEL Task Inventory. (2002). West Ed, p. 7. Retrieved from

https://allthingslote.files.wordpress.com/2015/02/qtel_task_inventory.pdf

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A project of the Graduate Center, CUNY Integrated ENL/ELA Unit 2: Lesson 33


Name: _____________________ Class: ________ Date: ______________

Collaborative Poster Checklist

1. Develop & Support Ideas Our poster shows …

We did it!

We tried, but didn’t

reach goal.

We need help.

- key details from the text

- a thinking map with ideas and connections

- images that connect to ideas

Everyone in our group can talk about the ideas in our poster.

2. Poster Format Our poster shows …

We did it!

We tried, but didn’t

reach goal.

We need help.

- a different color marker and names signed

- neat handwriting and spacing

- clear formatting on page

3. Collaborate & Participate I Did it! I tried,

but didn’t reach goal.

I need help.

I shared my ideas during the whip-around.

I listened to others.

I pushed myself to use English.

I used home language when I needed it.

Everyone in our group can talk about the ideas in our poster.

The most important thing I learned is that _____________________________

_____________________________________________________________

_____________________________________________________________.

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Learning Log

Purpose In Bridges, the Learning Log is a formative assessment opportunity for students to synthesize content learning, practice academic skills, apply new language, and get feedback. In Set 2 and Set 3 of every unit, students read a new text through the lens of the Guiding Questions. The Learning Log assesses students’ ability to answer the Guiding Questions (using the texts as example) at the end of the set. In this way, the Learning Log is practice for the end-of-unit Post-Assessment. Steps

1. Think-Pair-Share: Guiding Questions. As students share out, record their ideas and language in an

appropriate thinking map and address misconceptions.

2. Distribute the Learning Log. Students work independently to answer the questions.

a. Remind students to use a Thinking Map to plan their writing.

b. Tell students to write in English, and use home language only when they need it.

3. Collect, assess using the Writing Rubric. Note areas for additional for instruction or extension.

4. Return the assessment to students and give them time to review their rubrics.

5. Students file the logs in their assessment folders, so they can reflect on their learning over time.

Amplify Allow students to label a picture related to the content and write sentences using sentence frames.

Allow students to respond to the Learning Log prompt through audio recording (on their phone or their device).

Extend Before the Learning Log lesson, teach a skill in the Writing Rubric that would allow students to ramp up their writing for this assessment. This might include teaching ways to add more details, to better organize ideas, to include synonyms to vary word choice, to combine or expand sentences in a new way, or to include a different kind of punctuation.

Notes

• Students will know what to expect in the Learning Log, because the assessment asks them to apply skills and language that they have rehearsed for the whole set to a familiar text.

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A project of the Graduate Center, CUNY Integrated ENL/ELA Unit 3: Lesson 15


Learning Log

Questions

1. How does Emmanuel use his power to impact lives?

2. What risks does he take? Why?

Remember to show evidence from text.

☺

who/what actions describing disability beg across

community cheer around

Ghana communicate brave

hero complete capable

highway earn money dangerous

mother fail determined

people with disabilities finish impossible

reporters follow positive

risk hire someone possible

bike inspire proud

participate resilient

pity responsible

prove risky

ride sad

show smart

also as a result, he could

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Mid-/Final Assessment

Purpose Integrated ENL/ELA uses texts that are above SDL independent reading levels in English. Therefore, Mid-/Final Assessments are designed to assess specific reading comprehension targets with a new text, not SDL ability to read that text independently. With this, Mid-/Final Assessments begin with an adapted Read-Retell-Respond of the text, which has strong visuals and is thematically connected to the unit. This is to ensure that all students have a literal understanding of the text, before they take the assessment. To keep the Mid-/Final Assessments feasible for two class periods, students read strategically chosen excerpts of the texts rather than the full text (which would require more than two class periods). Preparation Make copies from the text of the pages that are required for the assessment. Note: See the unit Daily Guide and the Mid-/Final Assessment Teacher Directions (in unit materials) for unit-specific directions.

Steps: Day 1

1. Distribute the copies of the excerpts.

2. After explaining the purpose for reading, lead a brief See-Think-Wonder using the images.

3. Read the text aloud, using gestures to support understanding. Wherever possible, as you read aloud,

add a more familiar synonym to support students to understand an unfamiliar word in the text. Decide

whether to read the text all at once or in 2-3 chunks.

4. Retell: What happened? Encourage students to use home language, then English. The goal is general

understanding of the text.

5. Record ideas in a Semantic Map or Sequence Map, and address misconceptions. 6. Distribute page 1 of the assessment (word bank) to students. Some of these are new words, specific to

this text. For homework, they should use their glossaries to translate new words into their home

language.

Steps: Day 2 1. Students take out their copies of the excerpt for visual support.

2. Partners take turns retelling the text, using the Story Map categories (Units 2 & 3) or other Thinking

Map support (Units 1 & 4).

3. Now that students have a general understanding of the text, distribute the Mid-/Final Assessment. 4. Remind students to use home language when they cannot communicate an answer in English.

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Amplify Provide a true/false or multiple-choice activity as an alternative to the learning log. Gather these students at one table, and read the statements/questions one at a time. This way, students can listen and respond to questions to show receptive understanding of the text.

Extend In advance of the assessment, Model for these students how to write a summary paragraph using a Story Summary Frame using text from the set. Students then apply this to the assessment text. Alternatively, students generate a compare and contrast map for the set text and the assessment text, and writing using compare-contrast language.

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Protocols

Set 4

Writing Process Unit Reflection

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Writing Process Overview

Purpose Students use the writing process to learn how to communicate ideas and information clearly and effectively. This supports the development of their writer identities. Just as readers need to read and reread text to clarify meaning, writers need to write then revise their own writing to communicate meaningful ideas to an audience. As you Model & Release the protocols, students learn that writing is a creative and messy process, that writers draft, go back, share with others, and rework the piece into a final draft. Through all units, students practice some stage of the writing process each day (see Daily Writing). However, in Set 4 of each unit, students apply the full writing process to produce quality writing about content. As with all writing in Bridges, the 6+1 Writing framework provides the language and approach for developing writing.1 Because the writing has process has many phases, there is a protocol for each:

1. Writing Process: Pre-Write 2. Writing Process: Draft 3. Writing Process: Revise 4. Writing Process: Edit & Final Draft 5. Writing Process: Share

Though the stages above are sequential, writing is a recursive process and students develop as writers at different paces. Two practical documents can support students and teachers in Set 4 to work on different steps. The Performance Task Checklist (see Set 4 of each unit) is a self-assessment tool to that students use to monitor their progress. It also gives the teacher information to plan the next lesson. The School Habits Checklist reinforces the habits and strategies that can help students work independently from the teacher, using resources to solve problems. Although students are working on their own writing, encourage them along the way to use each other as resources. 1 See http://educationnorthwest.org/traits for an overview of 6+1 Traits as well as the Writing Development Rubric in the Yearlong Targets & Progressions section of this handbook.

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http://educationnorthwest.org/traits



Writing Process: Pre-Write

Purpose In the Writing Process: Pre-Write stage, students generate ideas and plan for writing. Encourage talk in home language and English to brainstorm ideas. Students label key words and phrases on pictures and thinking maps. Preparation Create and post the Writing-Process Anchor Chart in your room2. You will point out each step as you go through them. Prepare an interesting model of the performance task that shows students exactly what they need to do in their writing. Base your model on a topic students will not write about. Steps

1. Distribute the Performance Task Checklist and School Habits Checklist. 2. Show the Model Performance Task and review purpose for writing. Let students know that today they

will do the first stage Pre-Write.

3. Model & Release generating ideas, using any of the following.

a. Label a picture.

b. Draw.

c. Draft a semantic map for a given topic.

d. Sort key words and /or details.

e. Talk with a partner and exchange ideas, asking questions to clarify and expand.

f. Record ideas and details in other thinking maps.

g. If students are “stuck,” encourage them to tell you what they want to say about the topic,

using English and home language. As students share with you, jot down notes in a

semantic map to help them capture the ideas they are developing orally.

4. Students self assess. Model the following assessments the first time students use them.

a. Students self-assess their production, using the Performance Task Checklist. b. Students self-assess their academic habits, using the School Habits Checklist.

5. Collect both checklists and student writing.

2 You can create your own or use the version in the Stand-alone ENL Implementation Guide. Students are working through this process in the lessons in the Start-Up Guide in the beginning of the year.

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Notes • The Model Performance Task provides examples of student work in Set 4. These examples are

intended to guide your instruction and help you envision the end product for students. This model is not intended to be the model you co-construct with students. Again, the model you co-construct with students will be based on a topic that students do not write about. The Model Performance Task can also be shown to students at the beginning of Set 4. Seeing an example of the end product can guide and motivate students.

• Select examples of student pre-writing to target skills and strategies your students need to practice show students how to evaluate if they’ve chosen a good example. If the semantic map has very little writing on it, suggest that the writer try another example or talk to a friend and use resources to expand.

• Use student work and the Performance Task Checklist, to decide which groups can move on with the writing process, and which students need more support with pre writing.

• Give feedback on School Habits Checklist.

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Writing Process: Draft

Purpose In the Writing Process: Draft stage, students use the keywords and phrases from the Writing Process Pre-Write and develop the ideas into sentences and paragraphs on paper with the support of a strong model and catch and release. Encourage students to use home language to write first drafts if this helps them expand on the ideas. At this stage, the goal is developing ideas not correcting errors with conventions. Preparation Post your Pre-Write model again as you will start modeling the Draft stage, by recapping the moves and purpose of the Pre-Write. Steps

1. Let students know that today they will do the next step of the Writing Process, which is the draft. Explain that they will take key words/ phrases and develop them into sentences for the first time.

2. Model & Release drafting each “part” of text including thinking maps to organize ideas. Reinforce that

writers focus on generating ideas in their first drafts (not on accuracy) and it is messy. Having

everything perfect is not important because they will go back and make it better.

a. Show students how to skip lines so they have space for annotating key words in English and

revising sentences later.

b. Encourage students to share sentences with each other and ask for suggestions about how to

make them complete and clear.

3. Students self-assess their production, using the Performance Task Checklist. 4. Students self-assess their academic habits, using the School Habits Checklist. 5. Collect both checklists and student writing.

Notes

• Select writing examples to target the skills and strategies your students need support with. For example, in the Draft stage, show how to move from home language writing to English. Students can annotate key words in English, but they should not translate their whole home language draft to English. This is common for students who use Google Translate. Make clear to students that Google Translate is a resource but it also has limitations. Show students how to paraphrase their home language ideas using the English they know, reminding them that perfect English is not the goal.

• Differentiation Keep in mind the Bridges student profiles and the stages of writing development. Some first drafts may be a picture and a caption. Some students may orally explain their draft to someone who writes it. Some drafts will be a combination of single words, phrases, and sentences -- both in home language and English. SDL who are new to print might be writing pattern text with a simple frame and key words. All of these variations support students to develop and organize ideas.

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Writing Process: Revise

Purpose In the Writing Process: Revise stage, students learn how to improve specific aspects of their writing and to incorporate changes in final drafts. Revision is also an opportunity for students to talk about and collaborate on their writing with classmates. Students are still focusing on ideas, and not yet conventions. Reinforce that making ideas complete and clear (through sentence structure, word choice and organization) come first! Preparation

• Add to your model that you began to draft in the previous step. Include sentences that need some revision that students are likely to notice (ex. repeating the same word over and over, a missing verb, a pronoun with no referent, etc). 3

• Alternatively, review student drafts from yesterday and identify a common student error (that results in unclear, incomplete ideas) to target for instruction.

• Prepare a practice handout that offers students the opportunity for students to notice the issue and to practice revising the target skill.

Steps

1. Reinforce that the Revise stage is to make ideas in sentences (and later paragraphs) stronger and

clearer. Remind students that the goal of writing to communicate ideas to readers!

2. Post/ project the student example you pre-selected. Elicit areas for revision by asking students what

they notice. Highlight these if they cannot identify them, and ask again what they notice. Do not present

more than two areas for revision in the lesson.

3. Model & Release how to revise the writing to make it more complete and/ or clear.

4. Partners practice the target skill with the practice handout.

5. Students apply the revision their drafts, if it applies. Remind students that theirs papers will be messy at

this stage and that is a good thing. Good writing is messy in this stage as writers revise ideas to

improve their writing. Messy writing shows thinking and problem solving.

6. Students self-assess their production, using the Performance Task Checklist. 7. Students self-assess their academic habits, using the School Habits Checklist. 8. Collect both checklists and student writing.

3 See the Language Revision Checklist in the Language section of this handbook.

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Notes • Peer Feedback is another way to support revising.

1. Model & release giving specific feedback about ideas (not conventions) a. Underline words, phrases or details that you like or want to know more about. b. Highlight confusing parts. c. Retell and/ or asks questions.

2. Partners take turns reading aloud their writing. 3. Partners exchange feedback. Partners do not correct conventions!

• Conferencing also supports students to make their writing clearer.4 1. Have students read aloud a favorite part/ sentence. 2. Give “hugs.” State specific strengths of the piece. Use 6+1 language when appropriate. 3. Give “pushes.” Focus on 1 or 2 points that you have identified in advance. 4. Ask a student to explain a confusing part in their home language. 5. If the draft is in home language, focus on a part and ask them to try saying it in English.

• Differentiation: Revision needs to be developmentally appropriate. Respond to your students: if they

are losing energy for a piece because the drafting task was demanding enough, focus the revision on what they can manage as a next step to accelerate their writing. If you find yourself doing the revision work for your students, you know that your revision targets are not developmentally appropriate.

4 See the Hugs & Pushes protocol.

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Writing Process: Edit & Final Draft

Purpose In the Writing Process: Edit & Final Draft stage, students correct their writing for conventions (spelling, capitalization, punctuation, handwriting & formatting) and produce a final draft that follows presentation format. Preparation

• Add a few sentences to your model, which include errors in conventions. • Alternatively, pull sentences from student drafts that have common errors with conventions. • Prepare a practice handout that offers students practice correcting the target conventions.

Steps

1. Recap the first few stages and introduce the fourth stage and its purpose. Let students know that today

they will edit errors on their drafts then rewrite them on a clean page.

2. Model & Release correcting conventions specific to the language targets of the unit.

3. Student partners practice correcting conventions using the Practice handout. 4. Model & Release using the Conventions Checklists and the Resource Binder to correct other

conventions, such as spelling, capitalization, and end punctuation.

5. When necessary, support students to identify errors that need correction.

6. Model & Release formatting the final draft on a new sheet of loose leaf. Show/ review adding a

heading, title, and leaving margins. Show students (as needed) neat handwriting and spacing, and

remind all students of its importance. Readers need to make sense of the writing on the page.

7. Students carefully write (or type) their final drafts, following presentation format. This is the “+1” trait.

8. Students complete a visual or multimedia element. (See Performance Task Models in each unit for

more details.)

Notes

• Always provide a model that shows exactly what the presentation format should be. Highlight the features that students will need to include in their final drafts. Post a standard formatting model/ chart on your wall, showing heading, title, margins, neat handwriting, spacing, etc.

• Many Bridges students can benefit from handwriting practice at the start of the year. So have students focus on handwriting final drafts at the start of the year and typing final drafts later in the year.

• Remember that you are only holding students accountable for conventions that have been taught, not

every convention possible. For example, if students do not include commas but you did not teach this, then do not account for this on the rubric. Error free writing is not the goal in the Bridges year.

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Writing Process: Share

Purpose The Writing Process: Share stage gives students an audience for their writing, further developing their identities as writers. It reinforces the purpose of writing as communication with curious and responsive readers. In addition, sharing writing with others is motivating, celebratory, and community building. Sharing writing with others shows students the power of their written voice! Preparation

• Students have finished their final drafts and visual elements. • Students have had time to practice. • Students prepare a Thinking Map with keywords to refer to while explaining ideas. They also refer to

visuals. Note: When presenting ideas, students generally do not read. The exception is if you print a class book for all students to read along, while the reader reads his/ her own piece (explained below).

Steps

1. Model & release a listening task to help the audience to say engaged.

2. In small groups, students take turns sharing their writing and listening.

Notes

• Additional Ways to Share Writing • Don’t underestimate the positive impact that sharing has on students and community.

a. Collect writing in a class book. Hand out a book to each student. In groups, students share their own pieces. Develop a simple protocol where listeners say something they liked about each piece of writing. The more they are familiar with the traits and the criteria for good writing, the better their feedback will be.

b. Create an author’s chair where students can share their writing from the class, using the same response protocol. Consider using this only for the writing pieces that are likely to have some variety.

c. Invite students to sit in a circle. Engage students in a go around (or random popcorn) where each student shares a favorite sentence or two (after they have practiced a few times).

d. Post writing on bulletin boards in the classroom and in the hallways. e. Share writing between grades and classes.

References Culham, R. (2005). 6+1 Traits of Writing: The Complete Guide For The Primary Grades. New York: Scholastic.

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Writing Process: Pre-Write

Unit 1 Samples

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Writing Process: Draft

En mi país yo vivía en un pueblo pequeño. Hay montañas por todos

lados y se puede oír a los gallos en la madrugada. Yo vivía en una casa

pequeña que tenía dos cuartos. Yo vivía con mi mamá, mi papá, y mis dos

hermanas. Yo dormía en la misma cama con ellas. Todos en mi comunidad

son cristianos y van a la iglesia católica. Me siento segura cuando estoy

con ellos. Todos trabajan duro juntos y siempre tenemos muchas

celebraciones. Pero hay mucha violencia y a veces puedo sentir mucho

miedo. La policía no ayuda y muchos creen que son criminales. Yo solo

confío en mi familia y mis vecinos.

Example of First Draft in Home Language

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Writing Process: Revise

En mi país yo vivía en un pueblo pequeño. Hay montañas por todos

In my country, I live in a small village.

lados y se puede oír a los gallos en la madrugada. Yo vivía en una casa

I live in a small

pequeña que tenía dos cuartos. Yo vivía con mi mamá, mi papá, y mis dos

house I live with my mother, my father,

hermanas. Yo dormía en la misma cama con ellas. Todos en mi comunidad

and my two sisters. Everyone in my community

son cristianos y van a la iglesia católica. Me siento segura cuando estoy

is Christian I feel safe when I am

con ellos. Todos trabajan duro juntos y siempre tenemos muchas

with them.

celebraciones. Pero hay mucha violencia y a veces puedo sentir mucho

miedo. La policía no ayuda y muchos creen que son criminales. Yo solo

confío en mi familia y mis vecinos.

Note: To annotate home-language drafts, students can reread their home-language writing and highlight the sentences

they want to say in English. If same-language partners are available, partners do this together. After saying the

sentences in English to a partner, students write the sentences in the blank line below the home language sentence.

These sentences are not exact translations nor necessarily grammatically correct, but rather what the students can say

on their own.

mountains

Example of Home Language Draft with English Annotations

violence

fear police help criminals

family neighbors

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Writing Process: Edit & Final Draft

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Writing Process: Checklists

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NYS Curriculum for SIFE with Developing Literacy 144



Unit Reflection

Purpose Reflection is "the final step in a comprehensive approach to actively processing information.” Learning how to reflect on one’s skills and habits requires modeling and repeated practice. Teaching students to regularly reflect on both their learning and academic habits can support students to work more productively and independently in classes. The Unit Reflection at the end of each unit gives students an opportunity to reflect on what they learned in the unit as well as how they learned, which can make students feel invested and empowered.

Steps 1. Distribute the Unit Reflection.

2. Model & Release recording key ideas about the unit in the Semantic Map. Consider showing students

how to organize ideas in clusters in the Semantic Map according to the questions.

3. Think-Pair-Share: What is something important you learned? What did you like? What was difficult?

What are your goals for the next unit?

4. Elicit from students how this unit connects to the yearlong essential questions about connections and

power. At the end of each unit, add ideas to an ongoing Semantic Map for the yearlong EQs.

5. Students write their reflections and file them in their Assessment Folders.

Amplify Use LEA with students to populate their Semantic Map.

Extend After organizing ideas in the Semantic Map, students write a few sentences or short paragraphs about each of the categories.

Notes • Consider having students summarize their learning once or twice a week during the Lesson Close. For

example, try Think-Ink-Pair-Share: What are 2-3 things you learned this week? Consider using thisquestion occasionally as the daily writing prompt.

References Marzano, R. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction Teacher. Alexandria, VA: Association for Supervision & Curriculum Development.

145

Sample Unit Reflection

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References

Brown, H., & Cambourne, B. (1990). Read and Retell: A Strategy for the Whole Language/Natural Learning Classroom. Portsmouth, NH: Heinemann Publishing.

Costa, A. L., & Kallick, B. (2000). Habits of Mind: A Developmental Series. Alexandria, VA: ASCD.

Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: research-based strategies for increasing student achievement. Boston, MA: Pearson Education.

DeCapua, A., & Marshall, H. W. (2011). Breaking new ground: teaching students with limited or interrupted formal education in U.S. secondary schools. Ann Arbor: University of Michigan Press.

Dixon, C.N. and Nessel, D.D. (2008) Language Experience Approach With English Language Learners: Strategies for Engaging Students and Developing Literacy. Corwin Press: London.

Dutro, S., & Moran, C. (n.d.). Rethinking English Language Instruction: An Architectural Approach. English Learners: Reaching the Highest Level of English Literacy,227-258. doi:10.1598/0872074552.10

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents To Become Learners. The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review. Chicago: University of Chicago Consortium on Chicago School Research.

Fisher, D., & Frey, N. (2014). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: ASCD.

Fisher, D., & Frey, N. “Close Reading in Elementary Schools,” The Reading Teacher, 66, 2012, Issue 3, pp. 179-188.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Hyerle, D., Alper, L., & Wolfe, P. (2011). Student successes with Thinking Maps: school-based research, results, and models for achievement using visual tools. Thousand Oaks, CA: Corwin Press.

Melnick, H., Cook-Harvey, C., & Darling-Hammond, L. (2017). Encouraging social and emotional learning in the context of new accountability. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-new-accountability-brief

Think Talk Open Exchange (Microlab) General Guidelines. National School Reform Faculty. Retrieved from https://betterlesson.com/lesson/resource/3140325/think-talk-open-exchange-microlab-general-guidelines

The IRLA Handbook. American Reading Company. Retrieved from: https://www.americanreading.com/products/irla-starter-kit

Willhelm, J. (2002). Action Strategies for Deepening Comprehension. New York: Scholastic Inc.

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https://learningpolicyinstitute.org/product/encouraging-social-emotional-learning-new-accountability-brief



Websites

Academic Classroom Discussion https://el.fcoe.org/sites/el.fcoe.org/files/kinsella%203.pdf

6+1 Trait Writing http://educationnorthwest.org/sites/default/files/gradesK-2-6pt-rubric.pdf

MALP http://malpeducation.com/

NYS Bilingual Common Core Initiative https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative

NYSED, Next Generation Learning Standards http://www.nysed.gov/aimhighny

Project Zero Classroom 2017. Harvard Graduate School of Education. Retrieved from http://www.pz.harvard.edu/

Story Grammar Marker https://mindwingconcepts.com/

Thinking Maps https://www.thinkingmaps.com/

148

https://el.fcoe.org/sites/el.fcoe.org/files/kinsella%203.pdf

http://educationnorthwest.org/sites/default/files/gradesK-2-6pt-rubric.pdf

http://malpeducation.com/

https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative

http://www.nysed.gov/aimhighny


https://mindwingconcepts.com/

https://www.thinkingmaps.com/

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