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Using graphic organizers as a reading scaffold helps ELLs organize the information they pull from the text. Directive labels may help them to know key information to look for as well.

From "The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12"

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Sentence starters/frames are a great way to scaffold ELLs for writing because they provide structure for students who may not know how to best articulate their thoughts onto paper. Frames help students convey a message in a clear way, until they feel comfortable enough to structure writing on their own.

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Using visual aids, such as Key Word Charts, images on slides, picture-books, or time-lines, ELLs will be able to draw connections between what they see and what they hear. The use of visual aids is a great scaffolding technique for listening because it supplements any missing vocabulary or listening gaps a student might have.

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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"Turn and Talk" is a speaking scaffold in which students will discuss a topic (usually a question posed by the teacher at the start or end of a class) with a partner. This is a great scaffold for speaking because it allows casual, peer learning to occur; in a less formal setting, ELLs can build their confidence speaking in the classroom.

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Teacher Toolkit: Turn and Talk (Secondary)

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This school closely monitors their regular assessments to guide the formative assessments they conduct throughout the lessons their teachers give.

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Total Physical Response is a scaffold for ELLs that encourages students to engage multiple modes of learning. This video explains the process in depth and shows real life classroom examples at the end!

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ESL Teaching Strategies: #1 TPR or Total Physical Response (VIPKID)

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Five methods to help scaffold reading for EL students.
https://seidlitzblog.org/2019/12/18/teaching-techniques-to-scaffold-reading-for-english-learners/

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Supporting Struggling Listeners: Erika Daniel

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Supporting Struggling Listeners: Erika Daniel

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Three ways to scaffold listening exercises in an ESL classroom.

https://everydayesl.com/blog/listening-exercises-for-struggling-listeners

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Eleven-page packet on scaffolding writing with activity ideas and breakdowns.
https://education.wm.edu/centers/ttac/documents/packets/writingprocess.pdf

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Improving ESL Students’ Speaking Ability: Erika Daniel

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Improving ESL Students’ Speaking Ability: Erika Daniel

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Eight-page resource on using instructional scaffolding to help ESL student's speaking abilities.
http://ijllnet.com/journals/Vol_6_No_3_September_2019/2.pdf

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Supporting English Language Learners with Formative Assessments: Erika Daniel

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Supporting English Language Learners with Formative Assessments: Erika Daniel

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Article that demonstrates and explains specific formative practices for our assessment system that celebrate student growth and provide next steps for instruction at the classroom level.
https://www.gettingsmart.com/2016/04/supporting-ells-with-formative-assessments/

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This essay writing scaffold includes a Venn diagram for students to brainstorm the differences and similarities in their 2 topics. The next 2 pages are sentence/essay frames that help students give their essay a good flow and order. Not included in this pdf are additional scaffolds for editing and revision of their essay. This scaffold comes from Teaching Made Practical and was purchased by me from Teachers Pay Teachers.

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Considerations for Reading Complex Texts: Alaska Lee

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Considerations for Reading Complex Texts: Alaska Lee

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Helpful scaffolds when reading subject-specific content with heavy academic language.

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Scaffolding Literacy Instruction for English Language Learners

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1. Sentence Frames
2. Sentence Stems
3. Mentor Texts
4. Interactive Word Walls
5. Model Writing
6. Quick Writes
7. Language Experience Approach
8. Mentor Sentences

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Components of Scaffolding Speaking Skills: Alaska Lee

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Components of Scaffolding Speaking Skills: Alaska Lee

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1. Voice
2. Competence
3. Content/Structure

Important for ALL students, not just ELLs!

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Scaffolding Listening Skills: Alaska Lee

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Scaffolding Listening Skills: Alaska Lee

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Website: https://lexised.com/23-strategies-to-scaffold-esl-students-listening-and-viewing/#:~:text=During%2Dlistening%2Fviewing&text=Use%20objects%2C%20demonstrations%20and%20other,key%20information%2C%20summarise%20key%20points.

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Useful Scaffolding PowerPoint: Alaska Lee

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Useful Scaffolding PowerPoint: Alaska Lee

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This was a PowerPoint I found that aligns really well with our Gibbons textbook and everything we learned in class so far!

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Published on

1. 1. SCAFFOLDING What is it? and How to do it ...

2. 2. TABLE OF CONTENTSWHAT IS SCAFFOLDED LITERACY?WHY IS IT NECESSARY?AREAS OF SCAFFOLDING (E.G. SCAFFOLDING READING,FORMS OF SCAFFOLDING (E.G. MINDMAPS, TABLES, CLOZE)EXAMPLESWHAT DEMANDS DOES SCAFFOLDING PLACE ON THETEACHER?CONCLUSION: WHAT TO KEEP IN MIND WHEN SCAFFOLDING

3. 3. LIST OF RELEVANT RESOURCESTHE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTINGPOINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOMTEACHERS (AND TEACHERS IN TRAINING) CAN INCORPORATESCAFFOLDED LITERACY INTO CLASSROOM ACTIVITIES AND STUDENTSUPPORT.GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDINGLEARNING : TEACHING SECOND LANGUAGE LEARNERS IN THEMAINSTREAM CLASSROOM, PORTSMOUTH: HEINMANN.EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE ATHTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/ALL LOWER CASE, EXCEPT THAT THE "L" IN LITERACY AND THE "S" INSTRATEGIES MUST BE CAPITALISED.

4. 4. WHAT IS SCAFFOLDING?

5. 5. WHAT IS SCAFFOLDING?WHAT IT IS?

6. 6. WHAT IS SCAFFOLDING?WHAT IT IS?SCAFFOLDED LITERACYINVOLVES PROVIDINGRESOURCES THAT HELPSTUDENTS ACCESS ANDENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASS

7. 7. WHAT IS SCAFFOLDING?WHAT IT IS?SCAFFOLDED LITERACYINVOLVES PROVIDINGRESOURCES THAT HELPSTUDENTS ACCESS ANDENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASSGUIDES SO THAT ESLSTUDENTS MAKEPROGRESS TOWARDINDEPENDENT LANGUAGEUSE IN THE MAINSTREAMCLASSROOM.

8. 8. WHAT IS SCAFFOLDING?WHAT IT IS? WHAT IT ISN'T?SCAFFOLDED LITERACYINVOLVES PROVIDINGRESOURCES THAT HELPSTUDENTS ACCESS ANDENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASSGUIDES SO THAT ESLSTUDENTS MAKEPROGRESS TOWARDINDEPENDENT LANGUAGEUSE IN THE MAINSTREAMCLASSROOM.

9. 9. WHAT IS SCAFFOLDING?WHAT IT IS? WHAT IT ISN'T?SCAFFOLDED LITERACY IT IS NOT LANGUAGEINVOLVES PROVIDING GAMES, OR EXPLICITRESOURCES THAT HELP LEARNING OF PHONEMES,STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETCENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASSGUIDES SO THAT ESLSTUDENTS MAKEPROGRESS TOWARDINDEPENDENT LANGUAGEUSE IN THE MAINSTREAMCLASSROOM.

10. 10. WHAT IS SCAFFOLDING?WHAT IT IS? WHAT IT ISN'T?SCAFFOLDED LITERACY IT IS NOT LANGUAGEINVOLVES PROVIDING GAMES, OR EXPLICITRESOURCES THAT HELP LEARNING OF PHONEMES,STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETCENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGHGUIDES SO THAT ESL CONVERSATIONALSTUDENTS MAKE IMMERSIONPROGRESS TOWARDINDEPENDENT LANGUAGEUSE IN THE MAINSTREAMCLASSROOM.

11. 11. WHAT IS SCAFFOLDING?WHAT IT IS? WHAT IT ISN'T?SCAFFOLDED LITERACY IT IS NOT LANGUAGEINVOLVES PROVIDING GAMES, OR EXPLICITRESOURCES THAT HELP LEARNING OF PHONEMES,STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETCENGAGE IN THE LANGUAGEAND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGHGUIDES SO THAT ESL CONVERSATIONALSTUDENTS MAKE IMMERSIONPROGRESS TOWARDINDEPENDENT LANGUAGE IT IS NOT INSTRUCTIONUSE IN THE MAINSTREAM FOCUSING ONLY ONCLASSROOM. LANGUAGE

12. 12. WHAT IS SCAFFOLDING? WHAT IT IS? WHAT IT ISN'T? SCAFFOLDED LITERACY IT IS NOT LANGUAGE INVOLVES PROVIDING GAMES, OR EXPLICIT RESOURCES THAT HELP LEARNING OF PHONEMES, STUDENTS ACCESS AND PREFIXES, GRAMMAR, ETC ENGAGE IN THE LANGUAGE AND TEXT TYPES OF CLASS IT IS NOT LEARNING THROUGH GUIDES SO THAT ESL CONVERSATIONAL STUDENTS MAKE IMMERSION PROGRESS TOWARD INDEPENDENT LANGUAGE IT IS NOT INSTRUCTION USE IN THE MAINSTREAM FOCUSING ONLY ON CLASSROOM. LANGUAGEMULTIPLE APPROACHES ARE REQUIRED FOR LITERACY DEVELOPMENT

13. 13. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVESMODELING THEPRACTICES ANDPROCESSES TO THE"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

14. 14. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES JOINTMODELING THE CONSTRUCTIONPRACTICES ANDPROCESSES TO THE"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

15. 15. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVESMODELING THEPRACTICES ANDPROCESSES TO THE"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

16. 16. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES MODELINGMODELING THEPRACTICES ANDPROCESSES TO THE"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

17. 17. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES MODELINGMODELING THEPRACTICES AND GUIDEDPROCESSES TO THE"UNINITIATED" CONSTRUCTIONTEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

18. 18. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES MODELINGMODELING THEPRACTICES ANDPROCESSES TO THE"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

19. 19. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES MODELINGMODELING THEPRACTICES ANDPROCESSES TO THE SCAFFOLDING"UNINITIATED"TEACHING INVOLVESPROVIDING SCAFFOLDEDACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

20. 20. WHY IS IT NECESSARY?TEACHING INVOLVESINITIATING ANINDIVIDUAL INTO ASERIES OF PRACTICESTEACHING INVOLVES MODELINGMODELING THEPRACTICES ANDPROCESSES TO THE SCAFFOLDING"UNINITIATED"TEACHING INVOLVES INDEPENDENTPROVIDING SCAFFOLDED CONSTRUCTIONACTIVITIES SO STUDENTSCAN BEGIN TO NOTICETHE PATTERNS INCONTENT AND IN THELEARNING PROCESS.

21. 21. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO EXPLORE TO ORGANISE KNOWLEDGE WORDS AND TO SUPPORT READING CONCEPTS TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

22. 22. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO EXPLORE TO ORGANISE KNOWLEDGE WORDS AND TO SUPPORT READING CONCEPTS TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

23. 23. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

24. 24. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

25. 25. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

26. 26. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO ORGANISE KNOWLEDGE AND SEQUENCE TO SUPPORT READING KNOWLEDGE TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

27. 27. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

28. 28. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

29. 29. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

30. 30. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO GUIDE KNOWLEDGE TO SUPPORT READING READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

31. 31. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

32. 32. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

33. 33. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO PLAN, TO ORGANISE PREPARE and KNOWLEDGE TO SUPPORT READING STRUCTURE TO GUIDE WRITING WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

34. 34. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

35. 35. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

36. 36. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

37. 37. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE TO GUIDE KNOWLEDGE TO SUPPORT READING LISTENING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

38. 38. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

39. 39. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

40. 40. AREAS OF SCAFFOLDING TO EXPLORE WORDS/ CONCEPTS TO ORGANISE KNOWLEDGE TO SUPPORT READING TO GUIDE WRITING TO SCAFFOLD LISTENING* SEE SCAFFOLDING LANGUAGE, SCAFFOLDING LEARNING BY PAULINE GIBBONS

41. 41. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS CLOZE MINDMAPS GUIDING EXERCISES QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

42. 42. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS CLOZE MINDMAPS GUIDING EXERCISES QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

43. 43. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

44. 44. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS TABLES and MINDMAPSINFORMATION GUIDING GRIDS QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

45. 45. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

46. 46. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

47. 47. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

48. 48. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

49. 49. FORMS OF Characteristic 2 SCAFFOLDING Characteristic 1 CLOZE EXERCISES Characteristic 3 TABLES AND Example Group 1 Example GRIDS MINDMAPS Example Example GUIDING Characteristic 1 Characteristic 1 Classification QUESTIONSCharacteristic 1 Group 2 Group 3 COLUMNED Characteristic 1 Characteristic 1 Characteristic 1 NOTES Example Example * SEE EMBRACING LITERACY

50. 50. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

51. 51. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS GUIDING MINDMAPSQUESTIONS and GUIDINGSTUDY GUIDES QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

52. 52. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

53. 53. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

54. 54. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS COLUMNED MINDMAPS GUIDING GUIDES QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

55. 55. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

56. 56. ESSAY FORMS OFEssay Topic:Essay Question Justice How has media unfairly portrayed particular groups? SCAFFOLDING INTRODUCTIONDefine the general concept Define the central topic(s) raised in the question CLOZE EXERCISESThesis Statement: Brief statement of your main argument in the essayOrientation / Outline: Points you will make in the essay that will satisfy your argument TABLES AND FIRST BODYFirst Topic : Portrayal of women GRIDSFirst Topic Statement: Woman are portrayed unfairly. They are portrayed according to social expectations, whether this is family or beauty expectation.General and background - images of the housewife ! image of the skinny model MINDMAPSfeatures/ details / ideas:Specific evidence: A statistic or a particular TV show, or ad or newspaper articleSignificance of the point: and how it contributes to your argument GUIDING SECOND BODYSecond Topic : Portrayal of religious minorities QUESTIONSSecond Topic Statement: Religious minorities are unjustly portrayed as not share the same values and beliefs as Australian. This broad generalization gives a wrong impression of a diverse group in the community COLUMNEDGeneral and background In Australia - in Americafeatures/ details / ideas:Specific evidence: Haneef - how has this been exaggerated: viewed as guilty, and NOTES the media presented him as a terrorist. Significance of the point: and how it contributes to your argument THIRD BODYThird Topic : Portrayal of disabled minorities* SEE EMBRACINGLITERACY

57. 57. FORMS OF SCAFFOLDING CLOZE EXERCISES TABLES AND GRIDS MINDMAPS GUIDING QUESTIONS COLUMNED NOTES* SEE EMBRACINGLITERACY

58. 58. COMPREHENDING AND Gorillas in Crisis RESPONDING TO A TEXT By Kathleen Donovan-SnavelyWhat will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you toknow that these "gentle creatures of the jungle" regularly appear as the featured entrée at A TEXTmany a meal served near the African rainforest. That isn't the only problem that hauntsgorillas lately. The combined threats posed by hunters, loggers, and disease are eliminatinglarge numbers of gorillas in central and West Africa. The future of gorillas in the wild is atrisk. MAP TO RECORD1. DETAILSGorilla meat is a dietary staple for nearly 12 million people who live near the rainforests ofcentral and West Africa. Some Africans prefer bush meat, such as gorilla, because itprovides an economical source of daily protein. Poor families without the means topurchase food at the market travel a short distance to the rainforest to get bush meat. Their MAP TOonly expense is the cost of ammunition and the fee to rent a gun. Some of these samefamilies raise chickens and goats, but do not eat them. Instead, they sell the animals for thecash they need for buying supplies. Africa's population is increasing rapidly, along with its SUMMARISEdemand for bush meat. If nothing changes, primatologists fear that gorillas may becomeextinct in the next thirty years. CAUSE AND EFFECT2.Moving away from one's childhood home sometimes leaves us longing for familiar placesand traditions. Naturally, the African families who move away from their originalrainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TOvillages and cities, they eat bush meat to feel closer to the past and to their old way of life.For them, gorilla feeds the body and the soul as well. This custom brings little comfort toendangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTSis easy to see why gorillas are being killed faster than they can reproduce.3.While Africans plunder the gorilla population, they are not the only ones. Over the years, AND DRAWtheir European neighbors have developed a taste for exotic bush meat as a status symbol.Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunterspersist in the decades-long practice of trapping young gorillas to sell to zoos and private CONCLUSIONScitizens across the world. When mature members of the gorilla troop try to defend aninfant, hunters shoot to preserve their prize. Entire troops of gorillas have perished thisway. The international gorilla trade continues even though it is illegal, since the laws arenearly impossible to enforce. Gorilla populations continue to decline. LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

59. 59. COMPREHENDING AND Gorillas in Crisis RESPONDING TO A TEXT By Kathleen Donovan-SnavelyWhat will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you toknow that these "gentle creatures of the jungle" regularly appear as the featured entrée at A TEXTmany a meal served near the African rainforest. That isn't the only problem that hauntsgorillas lately. The combined threats posed by hunters, loggers, and disease are eliminatinglarge numbers of gorillas in central and West Africa. The future of gorillas in the wild is atrisk. MAP TO RECORD1. DETAILSGorilla meat is a dietary staple for nearly 12 million people who live near the rainforests ofcentral and West Africa. Some Africans prefer bush meat, such as gorilla, because itprovides an economical source of daily protein. Poor families without the means topurchase food at the market travel a short distance to the rainforest to get bush meat. Their MAP TOonly expense is the cost of ammunition and the fee to rent a gun. Some of these samefamilies raise chickens and goats, but do not eat them. Instead, they sell the animals for thecash they need for buying supplies. Africa's population is increasing rapidly, along with its SUMMARISEdemand for bush meat. If nothing changes, primatologists fear that gorillas may becomeextinct in the next thirty years. CAUSE AND EFFECT2.Moving away from one's childhood home sometimes leaves us longing for familiar placesand traditions. Naturally, the African families who move away from their originalrainforest homes struggle with these feelings of sadness and displacement. Now living in QUESTIONS TOvillages and cities, they eat bush meat to feel closer to the past and to their old way of life.For them, gorilla feeds the body and the soul as well. This custom brings little comfort toendangered gorillas, whose females produce only one offspring every five to seven years. It SKIM FOR FACTSis easy to see why gorillas are being killed faster than they can reproduce.3.While Africans plunder the gorilla population, they are not the only ones. Over the years, AND DRAWtheir European neighbors have developed a taste for exotic bush meat as a status symbol.Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunterspersist in the decades-long practice of trapping young gorillas to sell to zoos and private CONCLUSIONScitizens across the world. When mature members of the gorilla troop try to defend aninfant, hunters shoot to preserve their prize. Entire troops of gorillas have perished thisway. The international gorilla trade continues even though it is illegal, since the laws arenearly impossible to enforce. Gorilla populations continue to decline. LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

60. 60. COMPREHENDING AND RESPONDING TO A TEXT Sample Fishbone Map A TEXT MAP TO RECORD d foo as ing high in protein DETAILS rill kill for bush meat for s ch go lla as hunters infect gorillas oa ri rt rill go sp economical po go kill for trophies government can't ex ls se kil protect gorillas ill rea ns sick gorillas sk accidental killings while at war MAP TO ola ea inc more people while stealing infants infect other gorillas an Eb rop r need more food ric for zoos Wa Eu Af x z | ~ Root Directly and indirectly, SUMMARISEffect Cause humans kill gorillas. CAUSE AND EFFECTorillas may y { destroy habitat } Mi Af a t Af a tr Lo and food miners bring an increase inecome extinct. comfort food i ric s p ad ni nin gg i a bush meat hunting QUESTIONS TO g an ar iti e s gor ers gor g gi ns rt tio se o n nc logging roads indilllas i ea f homesick r rea t b the help poachers a ire s ie bu t i se se SKIM FOR FACTS us ir c ctll sh sp y me kil oa i ea ac ll ch t ing AND DRAW CONCLUSIONS Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink LETTER RESPONSE materials may be reproduced for educational purposes. WRITTEN AS A CLOZE EXERCISE

61. 61. COMPREHENDING ANDRESPONDING TO A TEXT A TEXT MAP TO RECORD DETAILS MAP TO SUMMARISE CAUSE AND EFFECT QUESTIONS TO SKIM FOR FACTS AND DRAW CONCLUSIONS LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

62. 62. COMPREHENDING ANDRESPONDING TO A TEXT A TEXT MAP TO RECORD DETAILS MAP TO SUMMARISE CAUSE AND EFFECT QUESTIONS TO SKIM FOR FACTS AND DRAW CONCLUSIONS LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

63. 63. COMPREHENDING ANDRESPONDING TO A TEXT A TEXT MAP TO RECORD DETAILS MAP TO SUMMARISE CAUSE AND EFFECT QUESTIONS TO SKIM FOR FACTS AND DRAW CONCLUSIONS LETTER RESPONSE WRITTEN AS A CLOZE EXERCISE

64. 64. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

65. 65. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

66. 66. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

67. 67. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

68. 68. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

69. 69. PREPARING TOAN ANNOTATED WRITE ATEXT REVIEWA WORD BANK TOGATHER SUITABLEWORDS ANDPHRASESMINDMAP FORGUIDEDEXPLORATIONCOLUMNED GUIDETO WRITING AREVIEW COULD INCLUDE A CLOZE EXERCISE (IF

70. 70. WHAT IT REQUIRES FROM THE TEACHER?SCAFFOLDING REQUIRES THAT TEACHERS REFLECT UPON BOTHTHE FEATURES OF DIFFERENT TEXTS AND THE WAYS HOW WEREAD OR HOW WE WRITE THEM).SCAFFOLDING REQUIRES THAT TEACHERS INDICATE CONCEPTUALCATEGORIES AND SEQUENCES THAT ARE INVOLVED IN PARTICULARSUBJECTS, IN WAYS OF THINKING OR IN THE USE OF WORDS.SCAFFOLDING REQUIRES THAT TEACHERS EITHER SELECT ORCREATE APPROPRIATE SCAFFOLDS TO GUIDE STUDENTS TO WORKINDEPENDENTLY WITHIN THEIR SKILL AREA.SCAFFOLDING REQUIRES TEACHERS TO USE DIFFERENTSCAFFOLDS BASED UPON THE SKILLS OF THE STUDENT AND HIS/HER STAGE OF LANGUAGE DEVELOPMENT.

71. 71. WHAT TO KEEP IN MINDSCAFFOLDING IS A WAY IN WHICH A TEACHER CAN GUIDE A STUDENTWHILST STILL ALLOWING THE STUDENT TO WORK INDEPENDENTLY.IN A SCAFFOLD, A TEACHER MAKES EXPLICIT CERTAIN UNDERLYINGSTRUCTURES, SEQUENCES AND (PLANNING) PROCESSES THAT ASTUDENT MAY NOT BE AWARE OF.SCAFFOLDS ALLOW A TEACHER TO FOCUS ON ONE SKILL AT A TIME.FOR EXAMPLE, A CLOZE EXERCISE MAY EMPHASISE THE USE OFADJECTIVES OR THE APPROPRIATE LANGUAGE FOR LETTER WRITING.ULTIMATELY, A SCAFFOLD ALLOWS A STUDENT TO WORK WITHIN ASET OF PARAMETERS WITH WHICH HE/SHE IS COMFORTABLE.AS TIME GOES ON, THE SCAFFOLDS BECOME LESS STRUCTURED ANDSTUDENTS PRODUCES SELF-GENERATED TEXT OR NOTES.

72. 72. LIST OF RELEVANT RESOURCESTHE FOLLOWING TWO RESOURCES PROVIDE A GOOD STARTINGPOINT TO INVESTIGATE WAYS IN WHICH MAINSTREAM CLASSROOMTEACHERS CAN INCORPORATE SCAFFOLDED LITERACY INTOCLASSROOM ACTIVITIES AND STUDENT SUPPORT.GIBBONS, P. (2002) SCAFFOLDING LANGUAGE, SCAFFOLDING :TEACHING SECOND LANGUAGE LEARNERS IN THE MAINSTREAMCLASSROOM, PORTSMOUTH: HEINMANN.EMBRACING LITERACY, DOWNLOADABLE COPY AVAILABLE ATHTTP://HOMEPAGE.MAC.COM/EBRACE/LITERACY/STRATEGIES.HTM/ALL LOWER CASE, EXCEPT THAT THE "L" IN LITERACY AND THE "S"IN STRATEGIES MUST BE CAPITALISED.

73. 73. THANK YOU

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Published on 1. SCAFFOLDING What is it? and How to do it ... 2. TABLE OF CONTENTSWHAT IS SCAFFOLDED LITERACY?WHY IS IT NECESSARY?AREAS OF SCAFFOLDING (E.G. SCAFFOLDING READING,FORMS OF SCAFFOLDING (E.G. MINDMAPS, TABLES, CLOZE)EXAMPLESWHAT DEMANDS DOES SCAFFOLDING PLACE ON THETEACHER?CONCLUSION: WHAT TO KEEP IN MIND WHEN SCAFFOLDING 3.

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Assessment Scaffolds Across Linguistic and Task Difficulty: Alaska Lee

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Assessment Scaffolds Across Linguistic and Task Difficulty: Alaska Lee

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Website: https://2livnlearn.blog/2018/06/24/scaffolding-assessment-to-access-student-learning/

I love the visual this resource gives based on what the student is having difficulty with!

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A scaffold that teachers can implement in their classroom for their students is concept mapping. Concept maps allow the students to organize the information they have read in a visual format. Concept maps also do not have one solid format so the student can organize the information in a way that best makes sense for them. I attached an image of a concept map as well.

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This is a PowerPoint that provides a basic foundation to what scaffolding is, general strategies, and activities that involve the strategy.

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Scaffolding Strategies - Anna Mercer Willingham

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Scaffolding Strategies - Anna Mercer Willingham

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This is an article that goes into details on how to scaffold English Language Learners in other subjects like math, science, and social studies.

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Being bilingual has many in the long run (cultural awareness, linguistic abilities, job prospects), but English language learners (ELLs) are sometimes stuck between two worlds. In order to best serve these students, schools should seriously consider addressing their needs from a whole-school perspective . To make this approach simpler for teachers like you, here are some resources geared toward specific content areas.

Math and English language learners

Strategies to engage ELLs in mathematics greatly resemble what teachers often already use. The difference? When working with ELLs, you may need to make more intentional choices around when and how to implement specific strategies .

Provide more frequent exposure to domain-specific vocabulary

Post visual word banks to give students words to use in answers.

Give students sentence frames for written and verbal tasks so that ELLs have the framework needed to answer math questions.

Additionally, how you interact with students while waiting for responses can impact ELL performance.

Offer more wait time.

Accept non-verbal responses (such as thumbs up or down).

Create opportunities for partner talk before asking for an oral response in front of the class.

When engaged in activities or projects, ELLs can benefit from manipulatives and the chance to utilize both math and language skills with a partner or in a group. Manipulatives may not always appear in secondary classrooms, but offering students the opportunity to engage with math concepts away from the text can help these students' math and language skills develop.

ELL resources for social studies

In a notes-heavy content area like social studies, graphic organizers can give students the opportunity to process information in a way that makes sense to them. Offering students a choice in how they organize their information - or at least exposing them to a toolbox of options - can allow the bilingual mind to come to a deeper understanding of the content.

Other strategies include offering different types of resources , such as video and audio, which allows ELLs (and all students, really) to access information beyond the text. Incidentally, statewide redesignation testing (English language proficiency exams) include assessments on processing oral information. Offering alternative formats allows students to better access the content and it prepares them for the opportunity to move beyond an official English Language Learner designation.

ELL strategies to use in science

The National Science Teachers Association (NSTA) sets forth a number of strategies for the science classroom. Most echo the recommendations found for other content areas, including teaching vocabulary explicitly and encouraging intentional group and partner work. Where the recommendations differ are in how to build the curriculum. The NSTA specifically suggests including non-Western scientists and viewpoints. Connecting with world science can decrease the affective filter and engage ELLs, as well as other students who come from diverse backgrounds.

While the NSTA recommends providing teachers with diverse field experience, that is beyond the classroom teacher's control. However, teachers can find ways to invite parents and families to participate in science instruction: "Parent-to-student and parent-to-teacher workshops serve as an opportunity to facilitate information (in various languages) on science-related issues, such as health, environment, and planning for careers in science."

Here are some creative ways to involve parents in science classes:

Offer science workshops at different times of the day and week.

Encourage students to get their parents' perspectives on science topics.

Invite parents into the classroom to serve as presentation judges or as panelists.

ELA as the foundation for ELL instruction

California's ELA/ELD Framework provides instructional guidance for different grade levels of English Language Arts. From encouraging discussions in kindergarten to being selective about vocabulary instruction in fourth grade, the framework and numerous articles that expound on it, offer specific ideas for how to approach ELL instruction. As with math instruction, the larger focus is on intentionality.

As teachers, we need to ask ourselves what our students truly need to know in order to grasp the given content. For example, the framework's suggestion around vocabulary instruction in fourth grade asks that teachers choose words that deepen students' understanding of a particular concept rather than simply pulling words from a selected list.

Teaching with intentionality points to extensive research on the concept of Teachers and students have clarity if they can answer these questions: "teacher clarity."

1. What am I learning?

2. Why am I learning it?

3. How will I know when I have learned it?

Teacher clarity and improved teacher instruction have the potential to greatly impact student growth. The ELD framework points directly to that idea. In the ELA classroom (and across content areas), before worrying too much about specific, day-to-day strategies, first look at you are teaching and you are teaching it. No amount of graphic organizers will support an English learner (or any learner) if the learning intention and your instructions do not clearly express what your students must in a given task.

Once teacher clarity exists, you can dig into ways to deepen ELL instruction. Ideas such as a set of " non-negotiable " vocabulary words for ELL students can build foundational knowledge that will allow them to catch up to and even their English-speaking peers.

If you're passionate about ELL instruction and want to explore it further, you might consider some of the resources below.

Additional resources
Sarah Knutson is a 7th and 8th grade English Language Arts teacher at River School in Napa, CA. She holds a BA in English from UC Berkeley, an MLIS from San Jose State University, and a teaching credential from UC Davis.

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Tags: English Language Development, ESOL, Language Arts, Math and Science, Mathematics, Mid-Career Teacher, New Teacher, Social Studies

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Scaffolding Strategies to Use in an English Learning Classroom | Resilient Educator

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Being bilingual has many benefits in the long run (cultural awareness, linguistic abilities, job prospects), but English language learners (ELLs) are sometimes stuck between two worlds. In order to best serve these students, schools should seriously consider addressing their needs from a whole-school perspective.

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This is something to build into other speaking practices that teachers use in the classroom. It can be frustrating for a student trying to listen to a teacher's instructions or question to have other students should out an answer before they can think. "Wait Time" is implemented so that each student knows that they should wait for the teacher to finish speaking before moving to either answer the question or follow the instructions given.

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(This is Part Four in a five-part series. You can see Part One here; Part Two here; and Part Three here.)
The new question-of-the-week is:

How do you promote speaking with English-language learners?

Part One's contributors were Valentina Gonzalez, Sarah Said, Mary Ann Zehr, Dr. Jeff Zwiers, and Maneka Deanna Brooks. You can listen to a 10-minute conversation I had with Valentina, Sarah, and Mary Ann on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

In Part Two, Joyce Nutta, Carine Strebel, Jenny Vo, Dr. Catherine Beck, Dr. Heidi Pace, and Pamela Broussard shared their responses.

Today's commentaries are written by Luis Javier Pentón Herrera, Jennifer Orr, Dr. Lindsey Moses, Nancy Callan, Kelly Wickham Hurst, Areli Schermerhorn, and Mary Amanda (Mandy) Stewart.
Response From Luis Javier Pentón Herrera
Luis Javier Pentón Herrera, Ph.D., is currently a high school English for Speakers of Other Languages (ESOL) teacher, and he is also an adjunct professor in TESOL, Spanish, writing, and education at different colleges and universities. He is serving on the Maryland Teachers of English for Speakers of Other Languages (MDTESOL) board of directors as its 1st vice president. His research focuses on bilingual education, Spanish, ESL/ESOL, literacy studies, and Hispanic pedagogues:
Getting English-language learners to speak in English inside and outside of the classroom continues to be one of the most challenging topics for English for Speakers of Other Languages (ESOL) professionals. Only a couple of years ago, Wayne E. Wright wrote a very compelling article in the "Educational Leadership" journal titled "Let them talk!". In that article, Wright asserted that K-12 schools spend little time on helping ESOL students develop speaking proficiency skills; which hinders their literacy development and academic achievement. Today, two years after that article was published, I continue to see that reading and writing continue to be the academic focus within the ESOL classrooms, mainly because of the precedence given to standardized tests and how important it is for ESOL students to do well in them. As a high school newcomer ESOL teacher, I have become increasingly aware of the importance oral literacy has for my students in our school (to be able to participate), in our school (to be able to communicate with their non-ESOL peers and non-ESOL teachers), and in their community (to be able to participate in conversations through their daily activities and at work). However, I have also become increasingly aware that developing oral-literacy skills goes beyond "the teacher asks a question and the student answers"; in the real world, this just does not work. I want my students to develop oral-literacy skills in spontaneous conversations and addressing topics that go beyond what we learn in class. Below I share three examples of some of the real-life activities I have incorporated into my teaching practice with the vision of engaging my students in real-life conversations with English-speaking individuals in the safety of our classroom. Depending on your institution, these activities may need approval from the administration and/or county; make sure to check with your supervisors in advance.

1. Borrow students from other classrooms.
It has become my practice to send a schoolwide email at least once every quarter asking my colleagues for wonderful English-speaking students. I ask other teachers at my school to let me borrow five to 10 students from their classes to work with my ESOL students. If possible, I ask that they send monolingual English-speaking students; that way I know they will only be communicating in English with my ESOL students. Once they are in my classroom, I divide the class into four to five groups (depending on the class size), and each group has a topic they have to talk about. I have also included projects where my ESOL students have to conduct interviews to create "Facebook profiles" or "Blog pages" about the students interviewed (I make sure no identifiable personal information is posted online). With this activity, the sky is the limit.

2. Invite professionals (or even other teachers) to your classroom.
If at all possible, invite accomplished professionals who were once also ESOL students/immigrants who arrived to the United States with developing-English skills. I have learned that ESOL students appreciate inspiration and role models that helps them stay motivated through the initial cultural shock and silence period. Inviting professionals to talk to the class about their experiences as prior ESOL students when they arrived to the United States and the wonderful things they are doing now as English-speaking professionals captures the students' attention. Also talk to your students about your own experiences as an ESOL teacher and ask them to share their future professional plans with the class.

3. Go outside the classroom. If possible, take your ESOL students on field trips to where they can communicate in English with people in the community. Many times, schools have yearly trips to amusement parks for honor-roll students; this is also a wonderful opportunity for you and your ESOL students. Also, schools often have games and events (both at night and during the weekends) that your ESOL students can be part of. Share these events with your students and let them know that you will be there with them. Be with them during these after-school activities, during which you can share your school spirit and give them an opportunity to be part of school events where they can interact with other students and teachers who speak English.

The most difficult part of breaking through the silence of ESOL students is overcoming their fear of speaking in public. Once students have many opportunities to interact with English speakers, both inside and outside of the classroom, they will become more comfortable to orally participate in class. As an ESOL educator, remember that in addition to the activities shared above, you have the flexibility of making every classwork or assessment an opportunity to promote speaking. Something as simple and small as having speaking warm-up activities every day in your class can make a huge difference throughout the course of the school year.
Response From Jennifer Orr
Jennifer Orr has been an elementary school classroom teacher for 20 years in Title I schools in northern Virginia:
Like all students, and all people, English-language learners are unique individuals. There is no one-size-fits-all approach for encouraging ELLs to speak in the classroom. However, there are some important things to remember and strategies to put into place. First of all, students arriving in a new country with a new language will often go through a silent period. "The silent period is a time that most language learners go through as they proceed to learn a language. Language learners in the silent period are unwilling or unable to communicate orally, even though they make sense of what is going on around them in a new language (Krashen, 1985)." This can be a brief period for students, or it can last for months. Respecting their comfort with speaking in the classroom is very important. ELL students need opportunities to speak but should not be forced to do so (something that is probably best practice for all students, honestly). One way to support ELLs to participate in class discussions is to offer them ways to prepare. Rather than jump immediately into a conversation, give students a chance to write or draw their thoughts about the topic or question at hand. This will give them time to think through the content as well as the language they need to convey their thinking. Responding quickly to a question is more challenging if students face a cognitive load around both the content and the language. Writing or drawing will help them feel more prepared and confident about speaking up. Talking with a partner can also help. One-on-one conversations are less intimidating than group or whole-class conversations. ELLs can be partnered with a student who has experience with the language in order to support their content vocabulary and language development while working on the content, or they can be offered the opportunity to begin the conversation with a partner in their native language (if such a partner is available) to focus on the content. ELLs are facing two challenges in the classroom: the content and the English language. The expectation is that they will learn both, of course. If the content can be offered to them with visuals or other less language-heavy options, this will help balance some of the challenges they face. As the teacher, it is important to think about content and language and how to support students' growth in both. Classroom discussions and other speaking opportunities are wonderful ways for ELLs to build content and language skills. Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd. Response From Dr. Lindsey Moses
Lindsey Moses is an associate professor of literacy education at Arizona State University. Lindsey researches, publishes, and provides professional development related to literacy instruction in diverse settings. She is the author/co-author of three Heinemann books: Comprehension and English Language Learners, Supporting English Learners in the Reading Workshop, and What Are the REST of my Kids Doing? Fostering Independence in the K-2 Reading Workshop:
Opportunities for meaningful speaking are an essential component of classrooms that are supportive for ELLs. They become better speakers by having many and varied opportunities to speak. In order to promote speaking with ELLs, we have to be thoughtful about students' language proficiency and how we can scaffold opportunities for speaking participation. Planning, scaffolds, and time are my three essential components for supporting speaking with ELLs. Student talk should be a planned part of every lesson. Our planning involves the following considerations:

1. What do I want my students to be learning and discussing?

2. Where throughout the lesson can I build in time for talk?

3. What language supports might students need to speak about their thinking?

4. How will the talk be structured (group talk, partner talk, turn taking, natural conversation flow, etc.)?

5. How much wait time needs to be planned?

Based on the broad planning, we build in scaffolds. For beginning speakers, we include language frames and visuals as part of an anchor chart to help reinforce options they might use for sharing their thinking. The picture below is an example from Meridith Ogden's classroom. She provided language scaffolds for comprehending/understanding how to make inferences, but also language frames to help support discussion about inferences. We don't require the use of language frames, but they provide additional language support when entering into a conversation. Eventually, we want students moving away from the language frames as they become more confident in sharing. Photo by Meridith Ogden An additional scaffold is adjusting the structure of the supported talk. Table group talk can be a great way to have open-ended discussions, but it can also be challenging for quiet or more reluctant speakers. We build in language scaffolds like the ones seen in the discussion-group anchor chart. These are helpful, but they don't always solve the problem of balanced participation. We talk with all of our students about building norms of inclusion. For example, "If you notice Alejandro has not said anything, you could say, 'What do you think Alejandro?' Alejandro can add his thinking, or say something as simple as, 'I agree with. ...'" Participation and engagement with the group are essential parts of this process. Photo by Meridith Ogden Time, time, time...we never have enough. For ELLs, wait time is essential and worth the extra minutes. Imagine how frustrating it would be listening to a teacher ask a question or give a "Think, Pair, Share" prompt, only to have other students shout out the answer or "share" before you had a chance to translate and process the question. An easy support is simply building in wait time to all of the traditional speaking practices like "Think, Pair, Share." We emphasize the "Think" part and build in extra wait time when no one is allowed to speak until the teacher says "Pair, Share." Another structure modification is giving all students a chance to rehearse and/or prepare what they are going to say before asking them to share. In the primary grades, we ask students to "Think" (the students silently think and prepare a response until we say "Whisper"), "Whisper" (students whisper their response into their hands), and "Let it go!" (students release their hands into the air as they shout out their response). This speaking opportunity gives everyone a chance to speak without the fear or anxiety of peers listening and looking only at you. ELLs become better speakers by speaking; it is our job to support that process with planning, scaffolds, and time.

Response From Nancy Callan
Nancy Callan is the author of 13 books for absolute beginner to mid-intermediate English-language learners. Most of her books feature the four-skills cooperative-learning method called Jigsaw:
It will be no surprise that I think the Jigsaw is the most effective way to transform your class from teacher-centered to student-centered. It promotes lots of meaningful conversation in English at any level. Besides the jigsaw, though, there are many other ways to promote student speaking. We all know Think, Pair, Share is a wonderful strategy for encouraging students to reflect on and discuss class material, often providing those much needed further opportunities to use and hear new vocabulary in order to make it stick. I have a similar pair activity I love to use during unscheduled time at the end of a class. I call mine "One-Minute Talking and Active Listening." Students are put into pairs. One student talks for one minute without stopping, and the other student listens and talks only to indicate active listening. The activity could be used to review simple present tense with a question like, "What did you do last weekend?" or to review vocabulary with a question like, "What do you have in your bedroom?" This activity also adds to students' soft skills. In a language culture where it is socially acceptable for other speakers to jump in and take the floor during long pauses, sometimes speakers need strategies to hold the floor when they need a moment to think. Furthermore, students often need to expand their ability to indicate attention and comprehension beyond simply making eye contact and smiling. Imagine the importance of this skill when being given instructions on the first day of a new job! The teacher first needs to preteach strategies English native speakers often use to fill pauses in speaking. Start by writing "um" on the board and ask your students if they have noticed others. They might come up with "uh," "like," or "so." When speaking, students are also allowed to repeat information already shared with expressions like "as I said" or "like I said." They are just not allowed to stop talking until the teacher or time-keeping device tells them one minute is up. The teacher also needs to preteach ways to indicate listening through body gestures and words, such as nodding and saying, "Oh." "Uh huh." "Oh, really?" "Wow." "I see." If the speaker says he has a king-size bed, the listener cannot say, "I have a king-size bed, too." He could say, "Oh, really, a king size!" The listener can also check comprehension,with a question such as, "Did you say king-size?" or "So you have a king-size bed?" He is not there, however, to add his or her own experiences or even to praise. After time is up, I have pairs switch roles and do another one-minute talk and listen. Other times, I ask the listening student to report to the class on what they learned, practicing reported speech. I find students love practicing this soft-skills part of the activity the most. In addition to developing those soft skills, though, it's a great way to make use of the last few minutes of class and to promote speaking with English-language learners, often using target vocabulary or grammatical structures. Response From Kelly Wickham Hurst
Kelly Wickham Hurst is a 23-year educator, classroom teacher, and administrator who founded Being Black at School in 2016. BBAS is an advocacy organization that uses frameworks and data to assist schools in being more equitable. She's a mom of six and grandmother of two and lives with her husband in Springfield, Ill.:
First, there's academic language and social language. ELL students soar at the social first because that's how they practice most. I had a teacher get so angry at a student because she watched him on the playground at recess talking up a storm, but he was silent in the classroom. That's his comfort level! She should have met him there and not gotten upset that her difficult scientific vocabulary was being a barrier. It's all about allowing them to practice language, ask questions, and feel comfortable enough to ask questions about English (which is superhard to learn! We have weird rules!) without feeling inadequate. Teachers have to make space for that. Response From Areli Schermerhorn
Areli Schermerhorn is an ENL (English as a New Language)/bilingual independent evaluator for the Syracuse, N.Y., school district. She's also honored to represent New York State United Teachers as an ELT (English Language Teaching) instructor, and the AFT (American Federation Of Teachers) as a national trainer on English-learners:
The English proverb, "Children should be seen and not heard," certainly has no place in today's classroom. The research continues to support the importance of developing the speaking skills of all children, and this is particularly important to remember when working with English-learners. For example, the report, "Armed with this information, I began to reflect on my practice and the ways that I promote speaking and social interactions in my classroom so my students have the opportunity to communicate in their new language. My first thought was that it is not enough to have strategies that engage students in speaking activities. Teachers have to create an environment where students feel safe and respected. The strategies that allow us to both build a sense of community and strengthen communication skills are true gems! Often as teachers we are concerned, even overwhelmed, by the content that our students need to learn. The reality is that we don't teach the content, we teach children. So take the time to infuse questions that have students not only making text-to-self connections but also fostering peer-to-peer connections! These are a few of my favorite things: English Language Learners in U.S. Schools: An Overview of Research Findings (2005)"Collaborative Quizzing I have these strategies on Power Point slides supported with visuals so they can be easily integrated into a lesson. Additionally, I have students refer to a generic checklist to self-assess their speaking: "Did I connect my response to the topic? Did I use new (academic) words? Did I use more than one word in my response? Did I speak clearly so others could hear me and understand me?" Developing speakers, in particular, benefit from exemplars and repeated modeling of the strategies. Response From Mary Amanda (Mandy) Stewart by Fred Genesee, Kathryn Lindholm-Leary, William Saunders, and Donna Christian Start From the Heart: Connecting to Students' Homelands I walk into the high school ESL class with a singular purpose-to get 16-year-old Marco to speak in English. I know that he is in more than normal adolescent emotional turmoil, having to leave Cuba, his friends, the cultural surroundings he felt familiar in, and the taken-for-granted comfort of using his language in school. Just as he was gaining greater independence in young adulthood, he was thrust into a new culture, country, school system, and language that made him feel like a helpless and confused child. Marco had lost his swagger. Teachers of young men new to the United States know exactly what I mean. Marco did not want to say a word in English because trying to form those strange words made him vulnerable. As I worked with his ESL teacher for a year, we saw growth in his English proficiency through reading, writing, and listening. We were patient with him as far as speaking, knowing how close he was to giving up on school. Sometimes, I spoke to him in Spanish to try to develop a trusting relationship, but as the months passed, he still refused to speak in English. By April, I was utterly frustrated with my lack of progress with Marco. All of the "best practices" did not seem to make a dent in his emotionally-laden decision to not speak English. Then, I introduced a new project to his class of newcomers. They would research their own countries using various texts in both English and their first language. As I helped a student at another table, I heard "Miss! Miss!" from the other side of the room. It was Marco. In the past, he only called me over to ask "¿Puedo ir al baño?" [Can I go to the bathroom?] That's what I was expecting as I reluctantly went his way. However, Marco was pointing excitedly at a photograph in a book. It was an image of the Plaza de Armas in Havana, Cuba. As he pointed he said, "Miss, I play soccer here. I play soccer here in Cuba with my friends." I was shocked! Marco was willingly speaking to me in English. He even answered questions I had about the picture. Then, he wanted to tell the student next to him from China about playing soccer at the plaza pictured in the book. Finally, Marco had an authentic reason to say something. He finished his project on Cuba and used English to tell us about the country he missed and most important, his experiences there. Since then, I've partnered with another ESL teacher to complete this project. Here's some ideas:

1. Locate texts about your students' countries with accessible English and L1 support. I use Worlds of Words, newsela, and these series, depending on students' age: I See the Sun, Country Explorers, Global Hotspots, and Country ABCs.

2. Make a graphic organizer to provide structure for students' research.

3. Model how to research and complete at least one graphic organizer together before independent work.

4. Communicate your expectations for research clearly, in writing and orally. Students can also make posters or digital presentations after the graphic organizer.

5. Once their research is complete, provide sentence stems for sharing about their country in small groups.

6. Provide sentence stems for group members to ask questions as well so everyone is speaking.

If you teach reluctant speakers like Marco, be understanding. Yet, don't give up on providing them authentic and meaningful reasons to speak. Think about what's in their heart and start there. identified the development of oral English-language skills as a key focus area for the literacy development of ELs.
Collaborative Quizzing is an idea from "Five Types of Quizzes That Deepen Engagement with Course Content" by Maryellen Weimer, Ph.D.
Just a reminder;you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. Look for Part Five in a few days.
Mary Amanda (Mandy) Stewart is an associate professor at Texas Woman's University. She shares more ideas on developing students' oral language in Keep It R.E.A.L! Relevant, Engaging, and Affirming Literacy for Adolescent English Learners. Find her @drmandystewart or at maryamandastewart.com:

Thanks to Luis, Jennifer, LIndsey, Nancy, Kelly, Areli, and Mandy for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.

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Response: 'Planning, Scaffolds & Time' Are Needed to Support Speaking With ELLs (Opinion)

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In Part Four of this series, Luis Javier Pentón Herrera, Jennifer Orr, Dr. Lindsey Moses, Nancy Callan, Kelly Wickham Hurst, and Areli Schermerhorn, and Mary Amanda (Mandy) Stewart share instructional strategies to support ELLs speaking in class.

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This article explains how teachers can help their EL students with their vocabulary.

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Knowing vocabulary words is key to reading comprehension. The more words a child knows, the better he or she will understand the text. Using a variety of effective teaching methods will increase the student’s ability to learn new words.

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Assessment of English Learners: Jaylyn Matthews

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Assessment of English Learners: Jaylyn Matthews

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This article provides a lot of information about assessing English learners. It talks about different activities you can use to assess students, the benefits, goals, and techniques that can be used during their instruction to better help with assessments later on.

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Strategies to help ELLs for learning and language development. It goes over the six major strategies for scaffolding and examples/activities to use for each go them. https://www.fordham.edu/download/downloads/id/4912/scaffolding_strategies_for_ells.pdf

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Scaffolding in the Classroom- Molly Kyle

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Scaffolding in the Classroom- Molly Kyle

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This website provides more broad ways to scaffold that can allow teachers to personalize it to their classroom. It also gives some specific activities to get the ball rolling for students.

https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

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This planning sheet helps students organize their thoughts and intended statements when writing. It also groups their thoughts to form a flow throughout their writing.

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Framework Writing Scaffolding- Regan Tew

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Framework Writing Scaffolding- Regan Tew

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I chose writing because it is the hardest for students to learn, so they may need a lot of scaffolding in this category. It is important to give the students a framework. Many students are overwhelmed by the thought of starting an essay. If they are given a framework where they can just fill it in with their information, that takes away a lot of the stress!

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Scaffolding Ideas: Show and Tell - Megan Hackett

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Scaffolding Ideas: Show and Tell - Megan Hackett

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Using show and tell as a scaffolding idea allows students to use a visual, as well as using their hearing. They are able to examine and experience how things are supposed to be done, and the expectations going into an activity.

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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An example of  a helpful scaffold a teacher can use in a classroom is  Skim and scan the text before the reading. This will engage the students before the book is read because we know children love pictures. It also gives them a bit of a preview so the book doesn't seem so overwhelming being thrown at them all at once. This is a powerpoint on how to skim and scan a book.

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This infographic doesn't specify whether it can be used for ELLs, but I think it can be used for ELLs too.

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Student Self Reflection: Two Stars and a Wish - Devon Altman

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Student Self Reflection: Two Stars and a Wish - Devon Altman

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A tool that can be used for formative assessments with both EL students and native English students is self reflection. Self reflection can be formatted in many different ways from journaling to talking to a partner. The activity called Two Stars and a Wish has the students reflect on their work from the day and write down 2 things they did well and 1 thing they wish to improve on going forward. Then, the students would be able to share this with a partner and vocalize their reflections. This would be very beneficial for both EL students as well as native English speakers because we can all benefit from self reflection and the teacher can get a better grasp of what their students are thinking.

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Student Self Reflection: Two Stars and a Wish - Devon Altman

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Student Self Reflection: Two Stars and a Wish - Devon Altman

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A tool that can be utilized for formative assessments is self reflection for both EL students and native English speakers. Although self reflection can be done in many different formats, I thought the Two Stars and a Wish was a beneficial format because it allows the students to write down 2 things they did well in class today and 1 wish for improvement in the future. The students could then share their reflections with a partner. This is beneficial for both ELs and native English speakers because it allows them to write out and verbalize their thinking while also giving the teacher a chance to learn more about what their students are thinking about their progress in school.

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"Formative Assessments for English Language Learners" by Sarah Ottow:
https://ellstudents.com/blogs/the-confianza-way/100836678-formative-assessment-for-ells

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts? Or, more likely, which students are ready to move on and which need a different path?

When it comes to figuring out what our students really know, we have to look at more than one kind of information. A single data point-no matter how well designed the quiz, presentation, or problem behind it-isn't enough information to help us plan the next step in our instruction.

Add to that the fact that different learning tasks are best measured in different ways, and we can see why we need a variety of formative assessment tools we can deploy quickly, seamlessly, and in a low-stakes way-all while not creating an unmanageable workload. That's why it's important to keep it simple: Formative assessments generally just need to be checked, not graded, as the point is to get a basic read on the progress of individuals, or the class as a whole.

7 Approaches to Formative Assessment

1. Entry and exit slips: Those marginal minutes at the beginning and end of class can provide some great opportunities to find out what kids remember. Start the class off with a quick question about the previous day's work while students are getting settled-you can ask differentiated questions written out on chart paper or projected on the board, for example.

Exit slips can take lots of forms beyond the old-school pencil and scrap paper. Whether you're assessing at the bottom of Bloom's taxonomy or the top, you can use tools like Padlet or Poll Everywhere, or measure progress toward attainment or retention of essential content or standards with tools like Google Classroom's Question tool, Google Forms with Flubaroo, and Edulastic, all of which make seeing what students know a snap.

A quick way to see the big picture if you use paper exit tickets is to sort the papers into three piles: Students got the point; they sort of got it; and they didn't get it. The size of the stacks is your clue about what to do next.

No matter the tool, the key to keeping students engaged in the process of just-walked-in or almost-out-the-door formative assessment is the questions. Ask students to write for one minute on the most meaningful thing they learned. You can try prompts like:

What are three things you learned, two things you're still curious about, and one thing you don't understand?

How would you have done things differently today, if you had the choice?

What I found interesting about this work was...

Right now I'm feeling...

Today was hard because...

Or skip the words completely and have students draw or circle emojis to represent their assessment of their understanding.

2. Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity can help you get a better sense of how much they really understand. (Grading quizzes but assigning low point values is a great way to make sure students really try: The quizzes matter, but an individual low score can't kill a student's grade.) Kids in many classes are always logged in to these tools, so formative assessments can be done very quickly. Teachers can see each kid's response, and determine both individually and in aggregate how students are doing.

Because you can design the questions yourself, you determine the level of complexity. Ask questions at the bottom of Bloom's taxonomy and you'll get insight into what facts, vocabulary terms, or processes kids remember. Ask more complicated questions ("What advice do you think Katniss Everdeen would offer Scout Finch if the two of them were talking at the end of chapter 3?"), and you'll get more sophisticated insights.

3. Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they're sometimes referred to as dipsticks. These can be things like asking students to:

write a letter explaining a key idea to a friend,

draw a sketch to visually represent new knowledge, or

do a think, pair, share exercise with a partner.

Your own observations of students at work in class can provide valuable data as well, but they can be tricky to keep track of. Taking quick notes on a tablet or smartphone, or using a copy of your roster, is one approach. A focused observation form is more formal and can help you narrow your note-taking focus as you watch students work.

4. Interview assessments: If you want to dig a little deeper into students' understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. Five minutes per student would take quite a bit of time, but you don't have to talk to every student about every project or lesson.

You can also shift some of this work to students using a peer-feedback process called TAG feedback (Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion). When you have students share the feedback they have for a peer, you gain insight into both students' learning.

For more introverted students-or for more private assessments-use Flipgrid, Explain Everything, or Seesaw to have students record their answers to prompts and demonstrate what they can do.

5. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content. They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's "Hills Like White Elephants" to explore the subtext.

6. Misconceptions and errors: Sometimes it's helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the " muddiest point" in the lesson-the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check: Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers.

7. Self-assessment: Don't forget to consult the experts-the kids. Often you can give your rubric to your students and have them spot their strengths and weaknesses.

You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Ask them to pick their own trouble spot from three or four areas where you think the class as a whole needs work, and write those areas in separate columns on a whiteboard. Have you students answer on a sticky note and then put the note in the correct column-you can see the results at a glance.

Several self-assessments let the teacher see what every kid thinks very quickly. For example, you can use colored stacking cups that allow kids to flag that they're all set (green cup), working through some confusion (yellow), or really confused and in need of help (red).

Similar strategies involve using participation cards for discussions (each student has three cards-"I agree," "I disagree," and "I don't know how to respond") and thumbs-up responses (instead of raising a hand, students hold a fist at their belly and put their thumb up when they're ready to contribute). Students can instead use six hand gestures to silently signal that they agree, disagree, have something to add, and more. All of these strategies give teachers an unobtrusive way to see what students are thinking.

No matter which tools you select, make time to do your own reflection to ensure that you're only assessing the content and not getting lost in the assessment fog. If a tool is too complicated, is not reliable or accessible, or takes up a disproportionate amount of time, it's OK to put it aside and try something different.

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7 Smart, Fast Ways to Do Formative Assessment

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Formative assessment-discovering what students know while they're still in the process of learning it-can be tricky. Designing just the right assessment can feel high stakes-for teachers, not students-because we're using it to figure out what comes next. Are we ready to move on? Do our students need a different path into the concepts?

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This video goes into the importance of formative assessment and how it is importance and can be used with ELLs for optimal learning growth.

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Formative Assessment

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This Course

Video Transcript

In this course, you will learn how to design assessments around the needs of your ELL students and their language level. You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments. You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives. The course will also briefly cover strategies for supporting ELL students during standardized testing. Upon completing this course, you will be able to: * Conceptualize theories of authentic assessment as they apply to second language learners * Design formative assessment types incorporating language and content objectives * Design summative assessment types incorporating language and content objectives * Incorporate project and task-based assignments as assessment tools for ELLs * Design rubrics that align to language and content objectives for your ELL(s) * Apply the use of rubrics, both language and content, to the work of your ELL(s). * Support your ELL(s) as they participate in standardized testing

View Syllabus

Reviews

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AC

Mar 19, 2019

I strongly recommend this course since it unveils important facts about the evaluation process for educators and students as well.

Helpful?

DN

May 5, 2018

Great course. A great way to learn more about assessment techniques and how teachers can help students who are learning English.

Helpful?

From the lesson

Formative and Summative Assessment with the ELL in Mind

Welcome to week 2 of the course! The lessons this week focus a bit more specifically on the different types of assessment and how they uniquely impact our ELLs. We hope that you find some helpful strategies in the lessons provided. By the end of this module, you will be able to: identify purposes of formative and summative assessment types, employ a variety of formative assessments in the content classroom while keeping in mind ELL language acquisition, design plenary activities within the lesson plan as a means of formative assessment design summative assessments in the content classroom while keeping in mind ELL language acquisition, use "can-do" statements as a means of describing assessment criteria for language and content objectives. Let's get started!

Taught By

Claire McLaughlin

Senior International Educator

Ellen Manos

Senior International Educator

Transcript

[MUSIC] Hi and welcome back to Assessing Achievement with the ELL in Mind. In this video, we are going to provide you with a brief overview of formative assessment as it relates to assessing all students in all classes, but with a special focus on our ELLs. First of all, what is formative assessment? Formative assessment is assessment for learning. In other words, it's the assessment teachers use to better their instruction for either all students or on an individual basis. Formative assessment is ongoing and continuous. It happens on a daily basis through classroom observation, in class discussions, and as a result of quiz type assessment. It's often informal and happens organically. Formative assessment measures achievement as student's progress through a lesson. Formative assessment is often teacher created and is administered in a normal classroom environment. We can refer back to our checklist or the informal observation sheet which identifies when and how students master skills as a perfect example of assessment done within a normal classroom interactions. Why is formative assessment important for ELLs in a content classroom? First, formative assessment helps identify how much and how well learners are accessing the content and the language. It gives us an opportunity to observe the language in action, which is often more telling than a multiple choice test or a random essay. Formative assessment is also important for ELLs because it allows for immediate and specific feedback. The student doesn't have to wait four or five days while the teacher grades a stack of essays. Instead, they get to know right away whether they are correct or not, and what they need to modify for that specific language situation and interaction. Formative assessment provides opportunities for the teacher to change or adapt their feedback, the materials, or the tasks in real time. In other words, the teacher can switch gears in the middle of a class to better adapt to the needs of their students and the language needs of their ELLs. Formative assessment is also important because the teacher can alter planning in mid-lesson or mid-unit to maximize understanding. And finally, formative assessment immediately impacts the learner on an individual basis and really makes intervention possible much earlier in the learning and language development process. There are many types of formative assessment, many of which we will cover in depth in this course. A first example of formative assessment is simply questioning techniques, with classroom discussion. Can a student answer questions based on the content or the material taught during that lesson? A second example of formative assessment is observation and recording of learning. Simply observing a student's mastery of content or language structures while they are working within a group or during a presentation of material functions as formative assessment. The next example of formative assessment is collaborative group work. While observing students working in a group, you can get a sense of their mastery of content and development of language. Finally, performance assessment is considered a type of formative assessment. Can they complete tasks within the content? Peer and self-assessments as well as portfolios also qualify as performance assessment, as it is usually asking the student to reflect on their own work and not up against a standard. Formative assessment should be used on a regular basis to increase student learning and to allow the teacher maximum amount of time for observation of student performance, especially with the ELL in mind.

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Formative Assessment - Formative and Summative Assessment with the ELL in Mind | Coursera

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Video created by Arizona State University for the course "Assessing Achievement with the ELL in Mind". Welcome to week 2 of the course! The lessons this week focus a bit more specifically on the different types of assessment and how they uniquely ...

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It is important to ask students how they feel about what they are learning. This simple chart asks students to share how they are feeling about the learning.  It has pictures that could be used or the student could tell you how they are feeling. It might be best to talk in small groups bout how the students are feeling, to avoid embarrassment to the students. This might help the teacher know how to pair students up during group work or partner work. Have a student who understands works with someone who hasn't quite mastered it yet. I found this picture on Pinterest. It does not give credit to the owner of this picture. It was uploaded by Deirdre Dansby.

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Formative Assessment Strategies- Rebecca Speed

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Formative Assessment Strategies- Rebecca Speed

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This article provides 5 formative assessment ideas for teachers to use in the classroom. All of them could definitely be used in both ESOL and F1 English classes.

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Seeing growth and improvement can be a huge motivator for ELL students.

But you can't see growth if you don't measure it.

That's why no great class is complete without some way of assessing students.

Not only is it a fantastic way for both you and your students to see what they've learned, but you can also use the results to help you plan future lessons.

However, don't rely solely on tests to assess your students!

They're not always an accurate way to measure their skill levels. Instead, I have five alternative ways you can assess your ELL students, and examples of what each might look like. But first, let's take a closer look at the issue with tests.

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Tests Aren't an Accurate Way to Measure Performance

One of the most common reasons why teachers shouldn't only use tests is because students may have test anxiety. What tends to happen is that students are so nervous when presented with a test that they don't do as well. You then aren't able to see what the student is really capable of. For ELL students, they can be extra nervous because not only do they have to recall information they've learned, but they may have to decipher what the test question is asking in the first place.

Also, tests really only measure what students can memorize or recall, not necessarily what work they can produce. For example, if you give a multiple choice test about vocabulary they learned, it really only tests if they understand one meaning of the word, and not necessarily whether they understand how to apply the same word in different contexts.

Another example would be oral skills. If students understand certain phrases you've taught them, they may not understand if another person outside the classroom says it, especially if that person has an accent.

If an ELL student is a little slower to read or decipher material (especially if they've had lots of support in their class), a time constraint on a test won't give them sufficient time to complete the test. Just because a student didn't finish a test, doesn't mean they don't understand the material. You then are left guessing as to whether or not your student actually understood what you were testing them on.

So how can you start assessing English language learners without tests?

5 Alternative Ways to Assess English Language Learners

1. Rubrics and Performance Criteria

Using rubrics and performance criteria is a great way to assess a variety of student work. It's usually based on language proficiency and academic progression through work such as presentations, written assignments and reading activities. You can not only use these to grade your students, but to chart their growth over a set period of time.

Both tools feature a list of criteria or standards that students know you're assessing. Rubrics show what is considered below level, at level and above level. A performance criteria can simply be a checklist of what to assess for each student. With either of these assessment tools, it's important to develop your own, as assessments are based on the teacher's judgment.

A tool like RubiStar is helpful, as it can show you sample rubrics other teachers have developed, and anyone can modify them for their own use.

When creating rubrics or performance criteria, make sure that what you're assessing is clear and fair from the beginning. As well, don't assess too much at once, as it'll not only overwhelm you but your students as well. If it helps, ask other teachers how they created their rubrics, or simply have someone look over yours to see if it looks okay.

You can even take it a step further by bringing FluentU into the classroom.

Using authentic content in the target language is a great way to let your students see the language used in context-and FluentU has a wide array of videos to choose from. From music videos and movie trailers to interesting talks, you can use these videos in your English lessons to help immerse your students in the language. You can even assign homework for your students to complete outside of the classroom and monitor their progress.

2. Oral Presentations or Performances

Many students who have test anxiety might get nervous because their reading or writing skills aren't very good. That doesn't mean, however, that they aren't proficient in oral skills.

Assessing oral presentations or performances typically include role-plays, interviews, oral reports and summarizing/paraphrasing pieces of text. When used on an ongoing basis, it's a great way to monitor a student's comprehension through a longer period of time.

Here are some ideas to incorporate oral presentations or performances as part of your assessments:

Role-plays: Role-plays can be used to assess students individually or as a group. Some ideas include having students write a play and performing it or even having the students teach the teacher as part of a review class.

Interviews: This type of assessment is very helpful if you have students that are early English learners. To help test students on content knowledge, try to use a lot of visual cues. For example, have students pick from a pile of pictures, and ask questions to elicit responses from them. You can assess the student based on vocabulary used or comparing concepts.

Describing/explaining/retelling/paraphrasing/summarizing texts: Instead of a written book report or summary of a piece of text, you can have your students retell the plot in front of the class or just to you. Other ideas can include asking the students to pick a character in the book and tell a story from their point of view, or even to describe their favorite part of the text.

When assessing oral work, it's helpful to use a checklist of things to look for, such as pronunciation, volume, pace and content. Use the same checklist for the same types of oral presentations to see the progression over time.

3. Non-verbal Assessments

For students who are shy or aren't as proficient in English, using non-verbal assessments is a great way to see a student's academic progress. What you're looking for in this type of assessment is their understanding of vocabulary.

Examples include:

Charades: Give a student vocabulary words you've taught, and have them act it out to see if they understand what the word or concept is. You could even have them summarize a text by miming it.

Pictures: You can ask students to draw or collect pictures to show their knowledge on a topic. For example, if you're assessing a student on their knowledge of nouns, ask students to pick out pictures of nouns in a magazine. Pictures can also be used to assess reading comprehension. Students can read a paragraph and then draw a picture to show their understanding of the text. If the picture is mostly accurate except for a few details, it could be a vocabulary issue.

4. Written Assessments

Written assessments are a nice way to see how students can apply their knowledge of English over a wide variety of concepts. For example, you can use assignments to see just how well they understand a text, or even different forms of writing.

Some different ways to incorporate written assessments in your class include:

Creative and structured writing assignments: Ask students to write a creative story, or even give them a writing prompt-where students read the beginning of a story and are asked to write the ending.

Editing writing: Give students a piece of text with grammatical mistakes and ask them to correct it, to test their knowledge of grammar.

Reading response logs: Give students a list of questions, such as how do they know a character is evil, or how would they change the ending of a story. When students are finished reading a book or article, have them write down the answers to these questions. Make sure to only assess for content, and not spelling or grammar, unless you specify to your students that you're doing so.

Content logs: Have students write down facts they learned about a text. You can also have them write what parts they didn't understand. This is helpful for you to see if there are concepts you may need to reteach or review, particularly if a lot of students are confused about similar parts of the same text.

With writing, don't assess too much at once. For a writing piece, you could assess just spelling, complete sentences or unity in paragraphs. Build it up to assess more than a few criteria once you see that your students have mastered what you have taught them.

5. Portfolios

Portfolios are powerful assessments and are used to gather various samples of student work to track their development over a period of time. In order to maximize the potential of using a portfolio as an assessment tool, you should regularly curate student work to include in them, and have scheduled conferences with students about their work.

You should also have a checklist of qualities that are important to showcase student achievement. Not only do you critique and assess the work, but so should the students. That way, they're responsible for their learning and take more ownership of making sure they improve.

Material you can include in a portfolio can include the following:

performance criteria or rubrics

recording of oral presentations

tests

writing samples, drafts and final copies

book reports

interview checklists

In order to best assess a student, you should include more than one kind of student work in the portfolio. The work does not have to be the best work they've done, rather a wide variety is best. Based on your judgment, you can even ask students for their opinion as to what types of work they should include.

In a portfolio, you are looking for any type of improvement in their work. For example, if you keep a couple of a student's writing pieces, look to see if their sentence or paragraph structure gets better. When looking at tests, see if their spelling tests, for example, have gotten higher scores over time. If you notice that they continually lack in certain skills, this would be the time to address it. You can either give the student extra support in class or find ways for them to practice with extra work at home.

Tests aren't bad, but they're not the only way to assess student achievement.

If you use a wide variety of assessments, you'll be able to portray an accurate picture of your student's English abilities.

In turn, you, your students and their parents will be able to see their progress, which can greatly motivate students!

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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Measuring Growth: 5 Ways to Start Assessing English Language Learners Without Tests | FluentU English Educator Blog

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Assessing English language learners with a range of assessments will help demonstrate your students' abilities. From written assessments and portfolios to speaking assessments and activities, there are so many options available! Click here to see 5 simple alternatives to tests for assessing English language learners!

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Formative Assessment: Journals- Regan Tew

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Formative Assessment: Journals- Regan Tew

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Although this assessment isn't specifically for EL's, I think it would be very beneficial for them. It allows the students and teacher to see their progression over time and the teach can assign different prompts at the beginning or end of every class, depending on what the teacher wants to assess.

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Plymouth Community School Corporation Journalk, ideas for formative assessment.

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Formative assessment for ELL students- Nancy Verduzco

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Formative assessment for ELL students- Nancy Verduzco

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Sarah Ottow recommends portfolios on students to keep track of progress. Ottow also recommends keeping writing samples in the portfolio of the students to track more specific progress. She also stated that making goals with students using "sophisticated academic language" can be very beneficial to ELL students.

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The Latin root word for "assessment" is assidere which means to sit beside. In my work as an English Language Learner (ELL) specialist, I advocate for educators to intentionally sit beside their students to more deeply understand and support their learning trajectory at the classroom level. That is to say, I strongly advocate for an intentional formative assessment approach for ELLs.

Schools can go beyond traditional summative and interim measures to ensure a more balanced assessment approach that brings to light the nuanced and complex process of academic language development. By implementing formative assessments for ELLs, educators can develop a "language lens" that uncovers and showcases the growth of this culturally and linguistically diverse population.

Where do we start?

First, we can examine what comprises our current assessment systems in place. We have large-scale, "big data" summative assessments that give us "big data" once a year on student proficiency. We also have interim assessments that measure growth against benchmarks periodically throughout the year, often with the audience largely being district and school-level stakeholders.

These summative and interim assessments provide "snapshots" of ELL performance and are not always reliable or valid on the ELL population. Therefore, we need to ask ourselves if we have systemic, systematic formative measures in place that provide feedback on teaching and learning specifically for our ELLs? Do we have a "photo album" approach of ELL development? If not, we can add specific formative practices into our assessment system that celebrate student growth and provide next steps for instruction at the classroom level.

What are some effective formative assessment practices for ELLs?

What's important to remember is that formative assessment is flexible and intended to focus on feedback for both the teacher and the student. As an initial step, I highly recommend that teachers keep portfolios of student writing samples to show individual student growth over time. Through portfolios like journals and learning logs, student work can be the centerpiece in conferences and school data meetings.

Next, I suggest that teachers work with students to co-create appropriate goals for using more sophisticated academic language. It's critical to promote student ownership of the assessment process through goal setting, self-assessment as well as peer assessment opportunities.

How can collaboration strengthen formative assessment?

A critical step in strengthening ELL formative assessments is to create and sustain collaborative time to analyze student work. Evidence-based conversations between educators about what students are producing can directly lead to ideas for effective student feedback and instruction. Professional learning communities are also opportunities for collaboration with ELL specialists to deepen content teachers' understanding of language and literacy. One final tip is to consider building data walls of multiple measures of ELL data quarterly to facilitate data-driven coaching cycles and team planning. In these ways, we can offer a "photo album" approach to show progress over time, celebrating students' journey of academic language development.

We know that ELLs are a diverse group of students with unique assets and varying factors affecting academic performance. Many educators need support in reaching ELLs and teaching academic language yet they often don't know where to start. By implementing more formative assessments for ELLs with the appropriate language supports, teachers can better understand their students and become stronger teachers of academic language. After all, all teachers are indeed language teachers!

Formative Assessment Ideas

Journals or learning logs to show growth over time in a portfolio

Academic conversations to explain new learning

Cornell notes or graphic organizers to structure note-taking

Student-teacher conference or small group discussions to recount learning

Exit slips to show "I think..", "I wonder...", "I still want to know..."

Fill-in-the-blank or "cloze" activity using sentence frames

Reciprocal teaching

Recording student language through technology

Drawing or role playing

Gallery walk of student work where students give each other feedback on stickies

Word or concept sorts based on unit themes or student-created categories

One word or one phrase response using whiteboards

Self-checklist or peer-checklist

Label or sequence visuals like pictures, photos or realia (real life objects)

Student-generated questions for peers

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Formative Assessment for Language Learners - Confianza

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Featured on Getting Smart By Sarah Ottow The Latin root word for "assessment" is assidere which means to sit beside. In my work as an English Language Learner (ELL) specialist, I advocate for educators to intentionally sit beside&n

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I think this formative assessment would be beneficial for not only EL's, but every student in the class. It would be a fun way to show how they feel about the previous lesson. The green card would mean they felt good about the lesson, the yellow card mean't they felt okay, and the red card would mean they completely don't understand. If an EL learner feels uncomfortable holding up a yellow or green card, they can always give them to the teacher in private and ask questions one on one.