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EAL Instructional Playbook Power

Dr. Virginia P. Rojas EAL Consultant & ASCD Faculty

August 2018

… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of EAL ’translanguaging’ strategies to apply in the CLIL classroom …

Workshop Goal #4

2

Bilingualism & SL A

1 2 3 4 5 6

3

TONGUE-TIED

INHIBITED

WHIZFOSSIL

Receptive skills betterOften says things silently Wants to be correct Dislike oral outputConcentrates on detailsVery visual learner (vs. oral)Skillful learner Alert & analytical Meta-cognitive Focused & cumulative

Outgoing & enthusiastic Interacts immediately Takes risksUses trial & error methodsSpeculates meaning Intuitive & imaginative Practices form & patternsMakes associations Auditory learner Imposes self as communicator

Anxious in social settings Strong self-identity Cautious Some resistance Relies on literal Doesn’t like guessingExcessive input Drills & repetition Small stepsClear expectations

Extroverted Enjoys conversations Impulsive guesser Uses ‘hunches’ Experiments with language Non-sequential learner Auditory learner Favors social & physical methods Easily bored Acquires by osmosis (vs. effort)

4

Table Share

What kind of language learner do you think you might be?

Can you think of students you have taught who represent the four types of language learners?

Can you think of students you taughtwho were ambi-bilinguals?

What can we do to share responsibility & advocate for emerging bilinguals?

5

Teachers of English learners: Formative Task #4

access information

on the use of

translanguagingstrategies (parallel

co-teaching)

engage with peers to review a

CLIL lesson and to engage with text in a

jigsaw to select atranslanguaging

Playbook strategy

express one

translanguagingstrategy

to share with our colleagues

6

TRANSLANGUAGING GUIDE TOC pp. IV-VI

7

Jigsaw Translanguaging StrategiesPART I: Multilingual Ecology & Instructional Foundations

(7)

PART II: Content & Literacy Development

(8)

PART I: Collaborative

Work & Resources (8)

PART III: Language Development (6)

8

Note Taking GO & Page #’s

9

… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of ‘differentiation’ strategies to apply in the CLIL classroom …

Workshop Goal #5

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Define & Distinguish

Modification Accommodation

Differentiation Personalization

11

Teachers of English learners: Formative Task #5

access a range of research-basd

differentiation strategies (station

co-teaching)

engage with peers to gather & discuss research-based &

responsive differentiation / personalization

strategies

express at least one EAL

differentiation/ personalization

strategy to share with

colleagues

12

Name of Strategy & How to Use Be ready to share

Accessing Information

Engaging with

information

Expressing Information

13

Differentiation Choices Circle Seat Center

Direct Instruction TIC TAC TOE Personalized Playlists & APPS

14

Differentiating MaterialMaterial(content)

Task(student product)

Strategy(learning experiences)

Configuration(student groupings)

Jigsaw

Same

Different

Same

Different

High Standards/ Expectations for ALL

Same

Different

15

Jigsaw Strategy

16

Differentiating Student TasksMaterial(content)

Task(student product)

Strategy(learning experiences)

Configuration(student groupings)

Same

Different

Choice Board

Learning Menu

RAFT

TIC TAC TOE

Tiered Activities

Same

Different

High Standards/ Expectations for ALL

Same

Different

17

Choice BoardCreate an English-Chinese phrase books of terms needed for a healthy lifestyle

Prepare an oral presentation for the class on a healthy lifestyle

Read & watch ‘food’ advertisements to show the class how they are easily influenced

Prepare an informational newscast on the unhealthy diet habits of your country

Create a bilingual picture dictionary of must know vs. nice to know vocabulary

Plan a debate using classmates to argue the advantages vs. disadvantages of heathy lifestyles

Create a collage of healthy vs. unhealthy menu items

Write a ‘persuasive’ dialog on healthy lifestyles

Create an infographic on healthy vs. unhealthy lifestyles using ‘’wellness’ vocabulary

Present your findings from a survey you conducted of ESOL students & teachers on their diets

Design an informational poster on healthy eating for the cafeteria hallway

Write a fictional story on “Alexander’s Terrible, Horrible Eating

Produce a set of vocabulary flashcards with definitions & examples

Build a Power Point to present to the class on healthy eating

Watch ‘how to’ exercise videos & make a movie of you doing them to share with the class

Write an illustrated brochure

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Learning Menu

19

Learning Menu

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RAFT Example #1

ROLE AUDIENCE FORMAT TOPIC

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RAFT Example #2

22

RAFT Example #3

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RAFT Example #4 Science

ROLE AUDIENCE FORMAT TOPIC

6th grade Scientists 2nd grade studentsPicture book with

beginning, middle and end

A Floating Potato

Alka Seltzer

H2O(Water) Role – Play How you make me

POP!

Match Flame Oral Explanation How you heat me up?

Apple Banana C/C Paragraph How we are alike & different

Baking Soda

Vinegar Cartoon Why we are best friends

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RAFT Example #5 ELAROLE AUDIENCE FORMAT TOPIC

Alexander grandmother, father & mother

comparative essay my journey compared to a Greek hero

Isabel Allende us add chapter to book the return to their former lives

fiction writer young adults short story A Hero’s Journey

book reviewer potential readers book review first young adult novel of Isabel Allende

teen writer 1st graders illustrated children’s book City of the Beasts theme

playwright Isabel Allende drama or movie script the transformation chapters

the anthropologist, the writer, and the photographer

the world the magazine article Political Conflicts in the Amazon

Nadia herself (micro) memoir my journey

25

RAFT Example #6

26

Example #1 TIC TAC TOE

27

Example #2 TIC TAC TOE

Example #3 TIC TAC TOE

Tiered Activity

Differentiating Ways of Learning

Material(content)

Task(student product)

Strategy(learning experiences)

Configuration(student groupings)

Same

Different

Same

Different

Same

Different

High Standards/ Expectations for ALL

Circle

Seat

Center(s) *

Differentiating GroupingsMaterial(content)

Task(student product)

Strategy(learning experiences)

Configuration(student groupings)

Same

Different

Same

Different

Flexible Groupings

(cooperative learning

structures)

High Standards/ Expectations for ALL

Same

Different

Cooperative Learning * Groups of 2 Groups of 3 or 4 Mixed Groups

Draw What I Say

Pairs Check

Passport Paraphrase

Sages Share

Think Pair Share

Numbered Heads Together

Pairs Compare

Team Pair Solo

Team Mind Maps

Three-Step Interview

Trio Sort

Corners

Inside Outside Circle

Line Ups

Mix Freeze Group

Stir The Class

Differentiation Share

… to further all teachers’ knowledge and capacities for sharing responsibility & advocacy for English learners through the use of ‘scaffolding’ strategies to apply in the CLIL classroom …

Workshop Goal #6

Define & Distinguish

Simplification Remediation

Intervention Scaffolding ‘Up’

Teachers of English learners: Formative Task #6

access scaffolding strategies

for English learners(peer co-teaching)

engage with peersto gather & discuss research-based &

responsive scaffolding strategies

for English learners

express at least one

ELL scaffolding strategy

CAL GO TO Scaffolding StrategiesSee Table of Contents on pp. 25-26

Community Building Strategies Interactive (oral language) Strategies Teaching Strategies Student Learning Strategies Vocabulary Strategies Reading Strategies Writing Strategies

CAL GO TO Scaffolding Strategies Strategy: Purpose: Levels: 1 2 3 4 5

Teacher Actions Student Actions

Stir The Class Review

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