The Scaffolding Framework MODULE C The Scaffolding Framework

Scaffolding Framework for ELLs www. state. nj Scaffolding Framework for ELLs www.state.nj.us/education/modelcurriculum/ela/ELLOverview.pdf Designed to be used by: Bilingual ESL Dual language General Education teachers in all program designs May be used to collaborate on unit and lesson planning to decide who will address certain components of the Student Learning Objectives (SLO) and language objectives. ESL teachers may use the appropriate leveled language objective to build units and lessons for ELLs which reflect what is covered in the general education program. ESL teachers at the middle and secondary levels may use this framework in their replacement classes (i.e., instead of English I, the student will receive ESL English as his/her replacement). As English learners are progressing through the six developmental linguistic stages, this framework will assist all teachers who work with English learners to appropriately identify the language needed to meet the requirements of the content standard. Even though listening and reading (receptive) skills differ from and speaking and writing (expressive) skills across proficiency levels the cognitive function should not be diminished. For example, an Entering Level One student only has the linguistic ability to respond in single words in English with significant support from their home language. However, they could complete a Venn diagram with single words which demonstrates that they understand how the elements compare and contrast with each other or they could respond with the support of their home language (L1) with assistance from a teacher, para-professional, peer or a technology program.

Scaffolds “In order to develop the ability to read complex texts and engage in academic conversations, ELs (an alternate term for ELLs) need access to such texts and conversations, along with support in engaging with them” (Bunch, Kibler, & Pimentel, 2012, p. 3) As ELLs transition through the proficiency levels of English, the scaffolds to which they have access should gradually diminish; they also should become more independent as they apply scaffolds to their work (Gottlieb, 2013). Refer to graphic above. F.A.B.R.I.C. stands for Foundational skills; Academic Discussions; Background Knowledge; Resources; Individualized Assessments and Culture. www.state.nj.us/education/bilingual/pd/fabric/fabric.pdf

Three Categories of Scaffolds Sensory Support Graphic Support Interactive Support There are three categories of scaffolds:  Sensory support: e.g. real objects, manipulatives, pictures, drawings, physical activities, and videos;  Graphic support: e.g. charts, graphic organizers, tables, graphs, timelines, and number lines; and  Interactive support: e.g. pairs, small groups, cooperative work, technology, and native language. (Gottlieb, 2013). Students’ native language can be an interactive support especially at the first two stages of English language development. Native language may serve to facilitate and enrich the students’ process of acquiring an additional language. (WIDA, accessed May 25, 2016 - https://www.wida.us/standards/RG_Performance%20Definitions.pdf).

Student Learning Objective (SLO) Language Objective Language Needed SLO: 17 NJSLS: W.3.2.a WIDA ELDS: 2 Writing Include illustrations, diagrams, captions when useful to support comprehension. Include illustrations, diagrams and/captions with writing to support comprehension. VU: Illustrations, diagrams, captions LFC: Verb forms; indicative verb; declarative sentences LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Learning Supports This chart represents the English Language Learner Scaffolds which is found on the NJDOE website. The left column represents the standards. For this particular example, we are looking at a third grade Writing standards and ELDS:2 which are the English Language Development Standards: The language of Language Arts. The Student Learning Content Objective (SLO) for this example asks that students include illustrations, diagrams and/or captions with writing when useful to support comprehension. For ELLs, the Language Objective, is also similar: “include illustrations, diagrams, captions with writing to support comprehension”. As explained in Module B, based on the descriptors from the WIDA rubric, VU (Vocabulary Usage) would allow the ELL to use illustrations; LFC (Language Forms and Conventions) would have the ELL focus on verb forms, indicative verbs and declarative sentences; and LC (Linguistic Complexity) would allow the ELL to produce based on his/her English Language Proficiency (ELP) level. ELP 1-5 refer to English Language Proficiency Levels based on the WIDA rubrics shared in Module B. Learning Supports - are identified which provide access to the SLO for the various proficiency levels. A description of each support and an example of how it could be used is provided by clicking on the support on the NJDOE website. The support indicates the level of scaffolding needed for the ELL to access the SLO. Often, the lower the proficiency level the more supports needed. As ELLs develop their linguistic skills, the scaffolding is reduced.

Student Learning Objective (SLO) Language Objective Language Needed SLO: 16 NJSLS: W.3.2.a WIDA ELDS: 2 Writing Listening Speaking Introduce a topic and group related information together when writing. Introduce an informative writing topic using a template in a small group. VU: Informative writing LFC: Sentences with introductory phrases LC: Varies by ELP level ELP 1 ELP 2 ELP 3 ELP 4 ELP 5 Language Objectives Introduce an informative writing topic in L1 and/or single words. Introduce an informative writing topic in L1 and/or phrase and short sentences. Introduce an informative writing topic by producing simple sentences. Introduce an informative writing topic by producing expanded and some complex sentences. Introduce an informative writing topic by producing clear and coherent ideas using multiple, complex sentences. Learning Supports Small group Template L1 text and/or support Cloze sentences Pictures Reference materials (print and digital, bilingual and English) Sentence frames Word wall Reference materials (print and digital) This example which references the NJSLS W.3.2.a asks students to write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will introduce a topic and group related information together; introduce illustrations, diagrams and/or captions when useful to supporting comprehension. As stated earlier, the English Language Development Standards (ELDS):2 standard is the language of Language Arts. The Student Learning Objective (SLO) will have students introduce a topic and group related information together when writing. This is the content objective, i.e., grade appropriate content expectation. The language objective states, “Introduce an informative writing topic using a template in a small group”. “Introduce” is the language function; “an informative writing topic” is the content stem; and “using a template in a small group” is the support. The Language Objective row is based on student’s English language proficiency level. This is a resource to assist districts. The Learning Supports row provides guidance to educators on supports that would assist ELLs in meeting content standards by proficiency levels. When accessing this scaffold from the NJDOE website, all supports that appear in blue are hyperlinked to a description of that support. www.state.nj.us/education/modelcurriculum/ela/ellscaffolding/3u2.pdf

End of Module C

Contact Information Please email lep@doe.state.nj.us with any questions or comments you may have regarding this module.