1. Collaborative Strategic Reading Teaching US & World History to English Language Learners

2. What struggles do ELLs face in History class? General: Language in readings (especially primary sources!) Reluctant to engage in discussions US History: Possible lack of prior knowledge Used to address current issues in other classes World History: If non-native, could be different from prior knowledge Differing perspectives could mean different conclusions Should information be left out if it is too difficult for ELLs’ reading levels? Could know much more on subject than native English speakers

3. Some Helpful Strategies Teach concepts and themes, not simply names and dates Draw connections to civics Visual aids (images, graphic organizers, word walls, timelines) Realia Modified Text Guided Reading / Guided Discussion Stratified Questioning Kinesthetic Learning Cooperative Learning / Peer Teaching

4. Collaborative Strategic Reading: Sounds complex, what is it? Cooperative learning strategy which emphasizes student-centered interaction through small groups focused around a single text or primary source Use of explicitly-defined roles in order to target student weaknesses/strengths and engage students in purposeful reading Clink and clunk experts “get the gist” experts reporter Highly organized structure (before, during, after) → easy for students to keep up and stay on task Repeated exposure/practice with comprehension mini-strategies that help students overcome obstacles when reading + lessen their frustrations with reading Method of differentiating a lesson for ELL students through these roles Instead of differentiating the text, ELL students can learn the meaning + significance of the text through classmate support “clunk” role provides ELL students (as well as other lower-level readers) the ability to expand vocab knowledge +comfortably participate in a text-based activity Easy way to promote sustained focus and deep knowledge of a text

5. How is it done? Magic! Just kidding, here’s how…. Materials: CSR worksheets, “clunk” cue cards, text 3 phases: Before, During, After reading Before: divide class into small groups, provide students with materials, assign roles In groups with low-level readers, you can compensate for the easier reading by having students switch roles throughout the reading within their group ELL students with lower-level reading ability would likely benefit most from clink and clunk expert role Preview the text: have students make predictions about what they’re going to learn based off of clues + what they already might know about the topic Sharing with the entire class is always an option, the strategy is very flexible

6. Non-Magical Strategy Cont. During: Have students take turns reading. Groups with ELL student(s)/struggling readers can read aloud together use fix-up strategies on cue cards when a student comes across something that doesn’t make sense → Clink and Clunk experts after each paragraph/stopping point in text, identify main points/ideas and articulate them in their own words → Get the Gist experts After: Have students identify main points of entire text + generate questions about the text Bring class back together afterwards, have reporters share what their group learned, good questions they generated, and main points of the text ELL students SHOULD BE SUPPORTED by their groups during all phases Each group should have at least 1 strong reader who can lead group

7. Time to try it out! 1.Preview the text, fill out the corresponding section on the worksheet. Briefly discuss your predictions and prior knowledge (you’re back in high school, so you better act like it!) 1.Read the first two paragraphs of the text. Stop after each paragraph to go over any clunks and to come up with any main points (come up with at least 1 clunk per paragraph just to get an idea of what students would be doing) 1.When finished reading, take a minute to write down what you learned and one question about the text (It can be literal, inferential, etc.) 1.Briefly share your questions with your group and discuss them 1.When it’s obvious that both groups are finished with all 3 phases, we will bring the class back together to discuss the text

8. How can this be used in other classes? Government Geography Economics Psychology Sociology

9. Additional Resources: Detailed explanation of CSR: http://www.utexas.edu/cola/tlc/_files/conferences/newmedianewmaterials/usi ng_collaborative.pdf http://www.utexas.edu/cola/tlc/_files/conferences/newmedianewmaterials/usi ng_collaborative.pdf Fix-up strategies for cue cards: http://www.thinkport.org/9157d784-ff3a-477b- 9aa8-8457e21b13d7.assethttp://www.thinkport.org/9157d784-ff3a-477b- 9aa8-8457e21b13d7.asset CSR Log used during activity: https://iris.peabody.vanderbilt.edu/wp- content/uploads/modules/csr/pdfs/csr_04_LINK_learningLog.pdfhttps://iris.peabody.vanderbilt.edu/wp- content/uploads/modules/csr/pdfs/csr_04_LINK_learningLog.pdf

10. Additional Resources (cont’d) History Resources: http://teachinghistory.org/teaching-materials/english-language-learners http://www.colorincolorado.org/article/preparing-engaging-social-studies-lesson-english-language- learners http://www.topics-mag.com/index.html http://www.hyperhistory.com/online_n2/History_n2/a.html https://www.englishclub.com/teach-english/teacher-thisweek.htm Graphic Organizers: http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML