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Types of Scaffolding - Bradley (1) (1).pdf

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ELL Supports for Writing and Discussion.pdf

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A teacher describes how he modifies a thinking routine developed by Harvard's Project Zero to keep it from becoming too routine.

In my classroom, a giant piece of poster board showcases a conceptual question: "How does reading texts and works from diverse creators assist in finding common themes?"

Students' responses surround the inquiry. I identify some that use two quotations from Shakespeare's "The Phoenix and the Turtle" to support or refute an argument. I notice that a student who prefers not to voice their ideas in class has written six perceptive sentences showing immense engagement with the question.

These observations remind me of the numerous benefits that chalk talks can have in the classroom, especially when teachers build upon the strategy in novel ways.

DEFINING CHALK TALKS

Chalk talks-created by Project Zero, an educational research center at Harvard University-ask students to respond, in writing, to open-ended questions penned on large paper. The central inquiries should be conceptual or debatable-such as those often at the core of Institutional Baccalaureate (IB) and project-based learning (PBL).

To facilitate the activity, place large paper at different desks for student rotation and writing. Organize students in groups of three or four, then ask them to respond to the questions without talking. This technique encourages a silent conversation.

Remember: Chalk talk is a routine, not an activity. Routines can be used repeatedly in the classroom. Ron Ritchart, one of the creators of the chalk talk, describes it and other thinking routines as "tools for thinking [that] must be introduced as such, not as an activity. We want to make thinking a routine endeavor in our classrooms so that students become good at it."

Although chalk talks were originally designed for predictability, I've found that students can disengage with too much routine. By varying chalk talks, we can balance routine with learner investment.

REFLECT ON PREVIOUS PRACTICE

Ideally, mid-unit reflection provides students (and educators) sufficient time to make adjustments. An efficient, low-preparation reflection method may give educators even more encouragement to reflect in the midst of a unit-for example, using previous chalk talks as a launchpad for class reflection and discussion.

To do so, invite students to read previous chalk talk responses and reflect upon (and/or discuss) how their thinking altered in response to the activity. Ask students to justify their reflection by citing their original response(s) on a sticky note. When students cite themselves, they provide evidence of their changing thought processes, demonstrating a form of metacognition.

These reflective chalk talks can produce valuable bulletin board material, making thinking visible throughout the learning environment.

CHATGPT CHALK TALK

You can use a ChatGPT chalk talk variant to make the experience more dynamic. Before chalk talk commences, generate two different AI opinions in response to an open-ended question utilizing this AI "opinion request" framework. Print out the AI responses and paste them to the chalk talk paper alongside the central questions.

Next, ask students to read the question(s), look at ChatGPT's responses, and then respond to ChatGPT's opinions. After this variant of chalk talk is complete, students can defend ChatGPT's or their own responses in class using a pop-up debate.

MAKE INTERDISCIPLINARY CONNECTIONS

Using an interdisciplinary approach, students can make connections between different subjects through chalk talks, deepening their understanding of interrelationships between academic content areas.

Collaboration among teaching staff is the first step to an interdisciplinary chalk talk; in a PBL context, educators can share their units' driving questions. In an IB curriculum framework, teachers can share conceptual and debatable questions to find commonalities between units. I've found that these conversations can often occur during the duration of a lunch break, meaning no extra meetings are required.
In science, you are currently learning... How does this concept/topic/driving question connect to... (something from your course)/subject? In our class, you are learning the following skills (list the skills here). Explain how these skills are supporting you in your _____ class, particularly with the _____ topic/conceptual question/debatable question/driving question. Our unit's driving question/inquiry question(s) is/are... Explain how this connects, or does not connect, to another subject for which you are learning.
Once you've kindled a professional collaboration and gathered information from other subject teachers, try using the following frames to make a chalk talk question interdisciplinary:

PUBLIC CHALK TALKS

Facilitating a chalk talk in a high-traffic school hallway invites students from multiple grade levels to respond. Prepare enough materials to support this increase in writers, and consider what questions might be general enough as to not require specific content knowledge, allowing students from all grade levels to participate and see connections to their lives.

Evaluate the use of artificial intelligence for learning. Do you believe it hinders or enhances learning? Cite your personal experience to explain why/why not.

What is the line between noise and music?

How do we know a theorem is valid?

To what extent does literature impact how we perceive love?

Does a scientist need to be a good writer?

Should someone have the same access to health care when they make poor health choices?

One example from my practice is "To what extent should teachers use games to educate you?" Students had a lot to write on the topic, and their opinions were, to my surprise, quite varied. Here are some other examples you might consider:

Whether at the classroom or schoolwide level, routines give students a sense of predictability and structure. However, too much routine can cause students to check out. By keeping some elements of the original chalk talk intact while introducing creativity through the above approaches, educators can tap into students' background knowledge while keeping learning and engagement fresh.

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Adapting Chalk Talks to Promote Student Engagement

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A teacher describes how he modifies a thinking routine developed by Harvard's Project Zero to keep it from becoming too routine.

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Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full of students who have widely varying needs.

In their committed efforts to meet and exceed these expectations, instructional focus can get lost. It is time to move away from a spotlight that is solely placed on curriculum and instead shift back to successfully teaching students. In particular, we need to teach students how to think for themselves.

Students often spend much of their school day listening to teachers and then completing assignments related to the teachers' mini-lessons or lectures. They have limited opportunities to orally process what they are learning, to make meaning in the company of their peers, and to read or write for authentic purposes. Why is this? Time. It takes time for students to talk, read, and write about academic topics. It is precious time that teachers are not sure they can afford to give.

As Schmoker (2011) clearly explains, however, "It should go without saying that most students won't optimally learn facts (much less care about them) without abundant opportunities to read, write, and talk."

Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing (Wilkinson and Silliman, 2000; Tovani, 2004; Daniels and Zemelman, 2004; Gallagher, 2004; Zwiers, 2008). Students develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, and thinking (McConachie et al., 2006; Schleppegrell, 2004).

In other words, in order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts.

To meet this challenge, teachers may reconcile their constrained time with the need to provide students opportunities for critical literacy practice by adopting the talk, read, talk, write (TRTW) routine.

TRTW is a simple way to deliver content that is centered around students' practice of literacy skills rather than centered on a teacher's direct teaching of a concept.
The TRTW routine can be used to teach an entire lesson but is also easily adapted as a routine for teaching individual terms or concepts.

At its core, students are reading a text to learn, rather than listening to their teacher to learn. In addition to reading the text, students engage in structured opportunities to discuss and write about the content.

The TRTW framework is instructionally significant for several reasons. Paramount on the list is that no student, not even the struggling reader, is invisible. All students participate in two conversations with peers, and those conversations directly support their ability to successfully complete both the reading and the writing tasks embedded in the lesson.

Additionally, there are many ways to differentiate within this approach. The selection of the text itself is a differentiation point. For example, a teacher can provide a grade-level article to the majority of the students in his or her class as well as a simplified version of the same article to any readers who are not proficient enough for the original text. The teacher could also provide a more advanced option, offering students a bank of additional resources that also meet the students' same purpose for reading. Other ways to differentiate the text include providing copies with key points highlighted, teacher notes in the margin of the text, online versions of the text, or native-language text for beginner English language learners.

Differentiating the task is another effective option. For example, the teacher can have more than one purpose for reading a text. Some students may read for a literal and basic purpose, while others might read for a more inferential or evaluative purpose. The teacher can provide more than one version of any graphic organizer or note-taking support in order to specifically target what individual students should focus on during the reading. Furthermore, the writing task does not need to be the same for all students.

Some students might also need differentiation within the talking tasks. Teachers can give sentence stems and word banks to those needing additional support. Another option is to provide different questions to different groups of students. Some discussion groups only have the capacity to address one question at a time, while others could benefit from a list of questions that increase in complexity.

Lastly, the structure of this approach gives valuable time back to the teacher. While students are talking, reading, and writing, the teacher can provide individualized support for those who are struggling. Teachers are no longer the "sage on the stage" but rather true facilitators, equipped with the tools to consistently provide differentiated support as needed throughout the lesson.

Aside from differentiation, another significant benefit of the TRTW routine is that every step of the process builds academic language. Students are listening, speaking, reading, and writing in the language of the content area. They are active users of academic language, rather than passive observers of the teacher's use of academic language. The responsibility for learning is shared with and then passed on to the students. The TRTW routine requires the students, not the teacher, to accept responsibility for learning. When they do, they become independent thinkers and problem solvers prepared for tasks both within and beyond our classrooms.

Bibliography
Daniels, H. and Zemelman, S. (2004). Subjects Matter: Every Teacher's Guide to Content-Area Reading. Portsmouth, NH: Heinemann.
McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bitz, J. and Taylor, J. A. (October 2006). "Task, Text, and Talk." Educational Leadership 64, no. 2, p. 8-14.
Motley, N. (2016). Talk, Read, Talk, Write: A Practical Routine for Learning in All Content Areas (K-12), 2nd ed. San Clemente, CA: Canter Press.
Schleppegrell, M. J. (2004). The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates.
Schmoker, M. (2011). Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD.
Tovani, C. (2004). Do I Really Have to Teach Reading? Portland, ME: Stenhouse.
Wilkinson, L. C., and Sillman, E. R. (2000). "Classroom Language and Literacy Learning." In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (eds.) Handbook of Reading Research, Vol. 3, p. 337-360. Mahwah, NJ: Lawrence Erlbaum Associates.
Zwiers, J. (2014). Building Academic Language: Essential Practices for Content Classrooms. 2nd ed. San Francisco, CA: Joley-Bass.

This article originally appeared in Language Magazine in April, 2017. At the time, Nancy Motley was an educational consultant for Seidlitz Education and had written Talk, Read, Talk, Write: A Practical Approach to Learning in the Secondary Classroom. She was also the co-author of The Diverse Learner Flip Book and has developed a variety of training sessions in thinking strategies, vocabulary development, nonfiction reading and writing, and ELPS implementation.

Nancy's previous educational roles have included classroom teacher, reading specialist, intervention program coordinator, professional development instructor, and curriculum developer.

She was awarded the Alief ISD's Teacher of the Year Award in 2003. While teaching for Alief in Houston, Texas, she specialized in increasing student achievement for a variety of special populations, including English language learners and students with dyslexia.

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Talk, Read, Talk, Write - Language Magazine

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Teachers often feel immense pressure to cover too much material in too little time. They work tirelessly to ensure that their students are adequately prepared for the high-stakes testing that permeates the world of education. In addition to these accountability measures, today's teachers are asked to communicate a dense and rigorous curriculum to classrooms full [...]

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Exemplars: WHAT, WHY, HOW and BUT WHAT ABOUT? 

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Exemplars: WHAT, WHY, HOW and BUT WHAT ABOUT? 

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WHAT?

Exemplars are "key examples chosen so as to be typical of designated levels of quality of competence" (Sadler, 2005). They can be authentic student work from previous cohorts or teacher-constructed examples based on the instructor's experience with issues and problems students commonly make. These exemplars can help students increase their understanding of particular skills, content, or knowledge and internalize established criteria or standards. The concrete nature of exemplars conveys messages in a way nothing else can. (Sadler, 2010). They can help the student "see" what is expected with regard to the assignment (Scoles, Husman, & McArthur, 2013).

WHY?

When students are presented with unfamiliar assessment formats or high-stakes class projects, it can be challenging for them to determine what is expected or, even harder, what constitutes a quality submission. Using a rubric to help make assessment standards transparent is a good step in combatting these challenges. An exemplar, however, can showstudents rather than just tell them what is expected. In terms of supporting assignment preparation and enhancing learning, students usually find exemplars to be more useful than standalone lists of criteria and rubrics. (Haw, Lightfoot & Dixon, 2017).

Typically, students receive feedback on an assignment only after it is submitted for grading. If used skillfully, exemplars can save a lot of heartburn for both the student and the professor by giving "feedforward" as opposed to "feedback," helping students understand the assignment criteria and clarifying what constitutes high quality. (Hendry, White, & Herbert, 2016).

HOW?

Obtain written permission to use student work as examples. Redact any names or personally identifiable information.

Develop student's understanding of assessment standards by actively engaging them in evaluating and explaining their judgements of exemplars. Have the students mark the exemplars first and then discuss their findings with peers and the instructor (Hendry & Tomitch, 2013).

Use a well written rubric in conjunction with exemplars to clarify meanings of criteria. Or, invite students to co-construct rubrics and criteria with peers after exemplar analysis. (Ayalon and Wilkie, 2020).

Conduct these evaluation exercises early in the process so students will be better equipped to self-regulate as they proceed with the assignment.

Emphasize that the students should not merely mimic what the exemplars demonstrate.

BUT WHAT ABOUT?

There is a concern about inhibiting students' creativity or receiving formulaic responses if exemplars are used. Another worry could be that students will feel that a high quality submission is out of their reach. Strategies to help combat this could be:

Choose exemplars that are good but not perfect. This demonstrates the need for improvement without being overly intimidating.

Use exemplars that mirror the assignment but do not exactly fulfill it. For instance, if the assignment is to analyze the writing of Dickens, use exemplars that analyze the writings of Poe.

Use multiple exemplars so students can see there are many different ways to approach the same topic.

Develop flexible assignments that allow students to pursue topics that interest them. Include an "I wonder" proposal after examining exemplars in which students explain their choice and why it engages their curiosity.

Encourage higher order thinking and discovery rather than lower order Bloom's taxonomy tasks.

For written assignments, activate plagiarism detection options in Canvas.

Emphasize during the exemplar evaluation process the need to be creative and original.

IN OTHER WORDS...

Exemplars provide students with information, skills, and tools. They encourage self-reflection and guide students' understanding in a very clear, contextual, and non-threatening manner. However, exemplars should not be seen as a single solution. Instead, they should be employed in conjunction with peer discussion, group evaluation, and teacher explanation. When used well, exemplars can help students succeed and improve performance.

REFERENCES

Ayalon, M., and Wilkie, K.J. (2020) Developing Assessment Literacy through Approximations of Practice: Exploring Secondary Mathematics Pre-Service Teachers Developing Criteria for a Rich Quadratics Task. Teaching and Teacher Education, 89: 103011

Hendry, G. D. and Tomitch, M. (2013) Implementing an exemplar-based approach in an interaction design subject: enhancing students' awareness of the need to be creative. International Journal of Technology and Design Education, 24(3), 337-348.

Hendry, G. D., White, P., & Herbert, C. (2016) Providing Exemplar-Based "Feedforward" before an Assessment: The Role of Teacher Explanation. Active Learning in Higher Education, 17(2), 99-109.

Hawe, E., Lightfoot, U., & Dixon, H. (2017). First-year students working with exemplars: Promoting self-efficacy, self-monitoring and self-regulation. Journal of Further and Higher Education, 1-15.

Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550

Sadler, D. R. (2005). "Interpretations of Criteria-Based Assessment and Grading in Higher Education." Assessment and Evaluation in Higher Education, 30(2), 175-194.

Scoles, J., Huxham, M., & Mcarthur, J. (2013). No longer exempt from good practice: Using exemplars to close the feedback gap for exams. Assessment & Evaluation in Higher Education, 38(6) 631-645

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Using Exemplars in the Classroom | Office of Teaching and Learning | Utah Valley University

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by Tana Esplin, Instructional Designer II

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Teaching Academic Content Literacy to ELs in Elementary and Middle.pdf

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NOVEMBER 19, 2019

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English Language Learners (ELLs) are one of the fastest growing groups in the U.S., making up nearly 10% of the total K-12 student population in 2018. According to the National Center for Education Statistics, nearly 5 million students are classified as ELLs. Are teachers prepared to meet their needs?

At Thinking Maps, we're big believers in research and evidence. Our training and strategies are grounded in cognitive science to leverage the ways the brain prefers to learn and organize information. Now, a third-party study shows that these strategies are correlated with measurable and meaningful improvements in student achievement results.

Learning in a New Language: Understanding Challenges for ELLs

Imagine that you are required to take a class in an unfamiliar subject taught in a language you do not currently speak. How well do you think you would do? How long would it take for your language skills to catch up enough for you to start engaging with the actual content of the course? How much material would you miss in the meantime? What scaffolds might you use to help you along the way?

These are the challenges faced by ELLs in the classroom every day. Language barriers and content-area knowledge gaps make it difficult for ELLs to engage with grade-level material.

Students with limited English proficiency may not have the vocabulary and language skills they need to understand grade-level content, whether it is presented orally or as text. Without interventions designed to help them access content, they will continue to fall behind their peers academically.

Children from other cultures may not have the same background information that students raised in the U.S. are expected to have. Things that "everybody knows"-such as cultural references, context, or figures of speech-may be difficult for students to understand.

Students may not have the language skills to communicate what they already know. As a result, teachers may underestimate the amount of content knowledge that students already have and spend excess time reteaching basic concepts. This creates frustration for students and missed opportunities for helping students access more advanced material.

Students arriving from areas without access to high-quality and consistent educational opportunities-such as students coming to the U.S. as refugees-may have limited literacy skills in their native language. These students will have extra work to do to develop the foundational literacy and thinking skills they are missing.

As a result of these challenges, ELLs have to work twice as hard as their peers. They are learning the English language at the same time that they are learning new academic content. On average, ELLs must make 1.5 years of progress in a single academic year to catch up and keep up with grade-level expectations.

Maintain Rigor for English Learners by Focusing on the Thinking

It's important to remember that language ability does not reflect thinking ability. ELLs are capable of the same kinds of thinking as English-speaking students. An inability to express their ideas in English should not be assumed to mean that they are not capable of thinking about grade level content in complex, age-appropriate ways.

Sometimes, teachers working with ELLs think they need to simplify the curriculum for struggling ELL students. But this approach simply allows ELLs to fall further behind, as they are not exposed to the same grade-level content as their peers. ELLs, like all students, need access to a challenging, rigorous curriculum so they are not falling behind in content knowledge while their English skills are growing.

Tan Huynh, in " Keys to Keeping Rigor High for ELs ", says that teachers should keep the same high objectives for English learners while modifying assignments to help them be successful. He recommends that teachers "focus on the thinking and differentiate everything else."

To do this, teachers need to identify the kind of thinking that is required by the objective. Are students being asked to compare and contrast? Explain cause and effect? Demonstrate understanding of a process? ELLs should be asked to do the same kinds of thinking as their English-speaking peers.

The way they demonstrate that thinking, however, may look very different. To differentiate assignments, teachers should identify what each student is able to do and create opportunities for success. Depending on the student's language ability, that may mean using translation tools, drawing pictures and using simple words instead of writing sentences, or relying on word banks and sentence stems to scaffold written language ability. As their language ability grows, they will be able to express their thinking in more sophisticated ways.

A Path to Proficiency for English Language Learners

Thinking Maps can help to bridge the language divide for ELLs. The visual format of the Maps helps all students, including ELLs, activate key cognitive processes and unlock meaning from academic content. Each Map focuses on a specific thinking process, such as describing, sequencing, comparing/contrasting, or seeing analogies. This format, grounded in cognitive science, is ideal for helping ELLs create meaning from grade-level content and demonstrate their understanding of the content.

Thinking Maps' Path to Proficiency training shows teachers how to differentiate instruction for ELLs using the Maps. Students learn how to use the Maps to demonstrate their thinking and translate their ideas into oral or written language. For example, the Bubble Map is used to describe. Students add key vocabulary to the Map along with linking words and, where needed, further definitions. They then take the information back off of the Map to create a written description:

Using the Maps helps students build English vocabulary and language skills in the context of the grade-level content they are responsible for learning. In this way, they are developing language skills and content-area knowledge simultaneously. By explicitly teaching language through content, the Maps help students achieve "cognitive academic language proficiency" (CALP): the ultimate goal for all English learners.

Looking for More Resources for ELLs?

Thinking Maps Learning Community (TMLC) subscribers will find more strategies and resources for ELL students in this month's Navigator: " Understanding the Needs of Your English Language Learners." Subscribe to discover the importance of understanding the "affective filter" for learners, the five principles of scaffolding instruction for ELLs, how to teach language through content, and why we are all "English Language Learners." You'll also find links to student-ready Map exercises for Elementary Science, Middle School Social Studies and High School Math, with examples for scaffolding for different language proficiency levels.

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Bridging the Language Divide for English Language Learners

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Nearly 5 million students in the U.S. are classified as English Learners. Are teachers prepared to meet their needs? Thinking Maps can help teachers meet the needs of their ELL students.

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6 Steps to Making Texts Accessible for ELs

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Check out these 6 steps from SupportEd to make texts accessible for English learners and multilingual learners!

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This comprehension strategy activates students' prior knowledge, builds curiosity about a new topic before learning about it, and then checks for understanding after the topic is presented. Before beginning the lesson, students listen to or read several statements about key concepts within the new content and choose whether they agree or disagree.

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Communication is key in a classroom community. Whether turning and talking about character traits or writing entries in a dialogue journal, students and teachers are engaging in constant communication. However, not all students feel comfortable raising their hand during a discussion or writing a response to a prompt. That's where scaffolding tools, like sentence frames, come into play. Sentence frames support all learners, especially ELL students, in confidently writing and speaking in the classroom.

Students who are learning English do not fit neatly into a single label and come from a range of cultural, linguistic, and educational backgrounds. We use the common phrases multilingual learner, English language learner, along with the acronym ELL, but we recognize that any label is imperfect.

What Is a Sentence Frame?

Sentence frames are structures for writing and speaking in which words have been removed from a sentence. Students then complete the sentence by filling in the removed words to practice and build on language skills, such as academic vocabulary. This fill-in-the-blank format can provide students the structure to confidently ask and answer questions. Sentence frames can also be used to engage students in writing or participating in verbal discussions across subject areas, including English language arts, math, science, and social studies.

Why Are Sentence Frames Important?

Sentence frames serve as a scaffolding tool, providing students with a framework for oral and written language. With sentence frames, students have the support to take part in academic discourse and organize ideas when writing. Sentence frames provide structure, so students can focus on expressing their thoughts. This tool also helps students incorporate newly-learned vocabulary into their responses and develop more sophisticated sentences. As students use sentence frames, they will go on to develop the skills needed to be able to write and communicate without them.

How Do Sentence Frames Help ELL Students?

Multilingual learners benefit from the structure sentence frames provide as they work toward mastering English sentence structures, which are often different from their first language. Sentence frames model English grammar and syntax and expose students to content area vocabulary; this allows them to focus on what they want to communicate rather than on how to phrase their response. Sentence frames can also support students with communicating reading comprehension strategies, such as making connections and predicting. For example, in an "If ______, then ______" sentence frame, students learn to express a fundamental idea that's independent of language, which is actions have consequences.

Teachers should differentiate sentence frames according to students' language levels. Some students may need a word bank to help express themselves. For students requiring a higher level of sentence frame scaffolding, each blank could be labeled with the part of speech they should use to fill it in.

Response frames take sentence frames one step further and offer multilingual learners additional language support. Using response frames is a strategy used by English language development expert, researcher, and practitioner Dr. Kate Kinsella that offers students a scaffolding tool to support structuring a written or verbal response. Unlike a traditional sentence frame, response frames embed academic vocabulary within the frame, specify a grammatical target, and provide a focused word bank with precise word choices. Response frames are available throughout , authored by Dr. Kinsella. To learn more about response frames and access a set of printable response frames, download " A Guide to Response Frames."

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Learn how to use sentence frames for ELL students to support written and oral language development.