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

2. 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

3. Introduction
Read story from page 40.

4. 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.

5. 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.

6. 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.

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

8. 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)!

9. 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.

10. 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.

11. Putting the Interactive Notebook Together

12. Website

13. 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 We will begin using the notebook today with an assignment.
Grading: Teacher inserts the rubric for the interactive notebook.
Rules: Teacher inserts notebook procedures.

14. 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.

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

16. Right Side: Input
Note taking is key to achievement

17. Right Side: Input
Note taking is key to achievement

18. Left side: Output
Note taking is related to achievement!

19. Video

20. 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

21. 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

22. 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.

23. 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

24. 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

25. 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

26. 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

27. 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.

28. 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).

29. 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.

30. 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.

31. Practice

32. Activity
Practice run using the interactive notebook

33. 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.

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

35. 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!