Scaffolding your ELL Students with Interactive Notebooks Read story from page 40.

Today’s Goals This session will inform teachers on how to: Understand background on the theory behind scaffold lessons for English learners that will help with planning Use student created and teacher directed notebooks as the center of language development Identify scaffold lesson ideas which support academic English through writing Set up interactive notebooks for classroom use

Introduction Read story from page 40.

What is an Interactive Notebook? 1. A collection of notes taken from reading, listening, discussion, and viewing, including corresponding responses, either in graphic or written form. First introduced in Addison Wesley’s History Alive! Daily journal-type recording of student-written class notes from reading, lecture, and discussions, and the reflective and metacognitive responses students make to their own note taking.

Uses of Interactive Notebook The IN is a text that is used for instruction and as a source of information to use in discussions as a continued work. The IN gives English learners the support they need to perform as informed and participatory learners. The IN encourages English language learners to monitor their own learning.

Uses of Interactive Notebook The IN provides a venue for all students to develop the same background knowledge about a topic. The IN supports active learning from teachers, peers, and student’s own thinking. *Even if you already use a form of a note-taking journal there are suggested strategies that can be adapted for other purposes.

ACTIVITY Which of these benefits is most important for students? Turn and Talk

Theory in Practice TRUE OR FALSE Familiarity with academic language is a key component to academic success for all students. The IN can be used to scaffold content to move ELLs (English Language Learners) to the stage where they are ALLS (Academic Language Learners)!

Theory in practice Serving all the students in our classrooms result from understanding how the fundamentals of learning academic English proceed for any typical learner. Focusing on how to serve the ELL population in particular will also result in effectively serving any learner.

What do we want for our students? Our goal is to prepare students who, using a language that is not natively their own, are also learning how to learn. We want them to move forward along with their peers. The IN facilitates original learning and interaction with the text in written, oral, and illustrative form. Literally, English learners interact with their won learning a variety of ways that results in stronger retention of knowledge. This is a recursive, continual process. There is no doubt that the combination of “linguistic and nonlinguistic methods of learning help students recall and think about information; This tool enhances student learning through active engagement. Students take notes on the right side of the notebook and respond to those notes on the left side. Responses might take the form of summaries of class notes or reflection on the points the teacher made when instructing or discussion points or they many reactions to ideas in the information presented. These responses may take many different forms. The IN is a means of communication between the teacher and the students and the teacher and the parents/guardians.

Putting the Interactive Notebook Together

Website http://www.the2sisters.com/simply_fun_2007/simply_fun_notebooks.html

Directions for Constructing the Interactive Notebook Number the pages starting with odd numbers on the right side Construct a cover On the first two pages write “My parents signatures” On pages 5-10 create a blank table of contents with a space for the page number, date, title of the assignments, and a space for the grade on each line. Glue direction page on inside of front cover. On the last six pages of the notebook, write this title; “My word wall pages” You will begin work o page 123. We will begin using the notebook today with an assignment. Grading: Teacher inserts the rubric for the interactive notebook. Rules: Teacher inserts notebook procedures.

Linguistic Aspects of Academic Language Pronunciation Meanings of Words and Expressions Grammatical Style Appropriate Use 1.geOgraphy/geogrAphical Analize/anaLYTical 3. chef(sh) add- amend/amendment give-donate/donation Apples and oranges The law of the land Passive construction “…the sky was darkened by the mixing dust…” (The Grapes of Wrath, 2) Requests Polite-Would you please be so kind as to bring me the books? Written language-it can be argued versus kids believe it’s wrong… “This stuff is hard” vs. “I don’t understand how you want us to compare and contrast the characters” or “I need clarification with the relationship between cause and effect.” or I need help figuring out what the author is trying to convey.

Relationship of Variables in Learning a New Language INPUT (listening and reading) With Peers and Teachers (listening, speaking, reading, OUTPUT (speaking and writing)

Right Side: Input Note taking is key to achievement

Right Side: Input Note taking is key to achievement

Left side: Output Note taking is related to achievement!

Video http://www.youtube.com/watch?v=NVdRfuWe4YM

Scaffolding Lesson Ideas Scaffolding increases comprehension by Practicing reading comprehension strategies using their own questions Specific guides for creating requested outcomes. This would include sentence stems and starters-which happens to be today’s language of testing as well. Provide background knowledge to prepare for the big picture 4. Charts help organize the information and make it easy for follow

Instructional Sequence with Scaffolds Preparing the Learner Reading the Text Reading the Text with Meaning Extending Understanding of the text Read Accountability for Learning the Information Result: Task is incomplete Task to be completed If time draw degrees of scaffolding p. 65 The planning calls to work backward, beginning with the desired task that you want your ELL to accomplish. Example of this calls to incorporate a chart to facilitate the format. An opportunity and a place to prove their thinking. Understand story Learn and integrate new information to previous knowledge Identify themes, rhetorical devices, and the overall big picture meaning Task to be completed Scaffold added Result: Task complete

Types of scaffolds Modeling Bridging Contextualization Schema Building Cognitive and Metacognitive Development Text Re-presentation Linguistic and Metalinguistic Development As they become better readers and scaffolds are removed, they will able to do accomplish written tasks successfully.

Modeling Modeling demonstrates and shows the academic language as well as the what and the how. Provides examples of “what it looks like” Includes: Visuals Work samples Anchor charts Question stems Sentences stems Lesson components Use of words

Bridging Bridging supports student learning of new content and connects the new information to their experiences. This helps students relate to new information. Includes: Quick writes Comparisons (across texts or connections) Reflections Find specific samples for bridging scaffolds

Contextualization Contextualization creates a sensory environment by adding visual, auditory, and kinesthetic activities to the lesson. Includes: Relevant pictures Real objects Video snippets Full length videos Captions Diagrams Use pictures and music to enhance comprehension of the setting. Time periods. Pictures on the right-captions or description under the picture Left side reflect on photo with character. Decision, feelings, or his family. Diagrams of types of government own experiences with forms of government PPts for notes and left side making connections to lives or texts enhances higher level of understanding

Schema Building Schema Building builds a network of concepts related to the topic or unit of instruction. This involves background knowledge gained in current and previous classes in school as well as personal background. Includes: Previous units of instruction Other relevant academic background experiences

Cognitive and Metacognitive Development Cognitive and Metacognitive Development introduces learning strategies in reading and writing and thinking through the material(cognitive aspect). The goal is to internalize the learning strategies and to use them for comprehension, critical thinking and writing in various genres(metacognitive aspect). Includes: Reciprocal teaching Cornell note taking Teacher modeling/student practice Using skills regularly Character discussions Graphic Organizer Students may speak well but may not read or write at that level. Watch for not misjudging students as being competent in English when, in reality, they need more assistance with reading, writing , and critical thinking. Reciprocal Teaching-summarizing, clarifying, asking questions during the reading, and predicting. Discuss inner workings of characters, including motives, beliefs, desires, fellings, and thoughts- helps readers understand the changes the character undergoes throughout the novel. Discerning character’s complexity and decisions provides a richer understanding of the story and theme. IF time permits draw Graphic organizer with room for bubbles with motives, beliefs, desires, feelings, and thoughts. With quotes to support thoughts. Left side reflect on type of person the character portrays and changes he undergoes from b-m-e.

Text Re-presentation Text Re-presentation provides students with practice using new information in small group settings or with a partner. Includes: Student products such as posters or projects Summaries Persuasive essays Student poems or plays Added dialogue Through application of new knowledge, English learners cement it into long-term memory.xample has teacher chooseing key moments in the text, and students are asked to expand the assigned section of the novel by adding dialogue or narrative detail. Right side write in the first sentnecde as a reference point on the left side students add details and ialogue. Show how and what characters might say their new lines. Read narration chorally. This provides English learners with an opportunity to work with intonation, word stress, grammar, and ways of expressing ideas (that is, modeling).

Linguistic and Metalinguistic Development Linguistic and Metalinguistic Development develops awareness in order to self-correct their oral and written language. Helps students with vocabulary and work learning strategies and promotes consciousness of words and their meanings. This includes sociolinguistic and discourse. Includes: Word record keeping Word studies-figurative language/phrases Vocabulary studies/entries Sociolinguistic-various types of writing Discourse-the way language is organized Idiomatic phrases, grammar, and appropriate use of language. Example of legal phrase in story. Using prepositions in the way native speakers use them is an important category for ELL. This example calls attention to the difference between using in on and of words often misused by English learners. See chart in back of notebook.

Activity Which of these scaffolds is best for students? Stand by the corresponding poster and with your group write why you chose this one. Afterwards share with the whole group.

Practice

Activity Practice run using the interactive notebook

What Do Good Readers Do? Processing a text involves a wide range of actions – physical, emotional, cognitive, and linguistic. All are involved in the in-the-head activity we call thinking. When you think, all you have to do is respond from within, but when you read, you have to connect your thinking to an author’s thinking. - Fountas & Pinnell Teaching for Comprehension & Fluency What is needed for success -Spotlight on Comprehension – Building a Literacy of Thoughtfulness Linda Hoyt There is a huge difference between test practice and test preparation. Test practice happens when teachers pass out reams of practice passages and questions that students dutifully complete. Good learning occurs when passages and their corresponding questions are carefully analyzed by a team of students while they talk about HOW they might navigate the passage and HOW they might address the questions.

Closing Thoughts Know your students Be consistent in teaching strategies Students should discuss questions and justify right and wrong answer choices

Closing Thoughts The Interactive Notebook is a tool to be used at the center of your lessons and will provide reinforcement in both language acquisition and content knowledge. HAVE A GREAT SCHOOL YEAR!