Learning for ALL: Geography and English Language Learners (ELLs)

Learning for ALL:Geography and English Language

Learners (ELLs)

GeoLiteracy ELL

Who Funded has the GeoLiteracy Projects?

ARIZONA DEPARTMENT OF EDUCATION

GeoLiteracy ELL

Who Created the Lessons?

1. Teacher Consultants from the Arizona Geographic Alliance

2. National Board Certified Teachers3. An Assessment Specialist from Mesa Public

Schools4. Department of Geography personnel from

Arizona State University 5. An expert in teaching ELLs

GeoLiteracy ELL

How Do I Know the Lessons Work?

Piloted with over 5,300 students

Piloted by 100+ teachers

Piloted in more than 20 school districts

GeoLiteracy ELL

How Successful Are the Lessons?

• In grades 3, 5-8 the mean pretest and posttest scores, and the pre/posttest difference were higher for the intervention teachers.

• In 4th grade, comparison groups scored higher.

• However both groups showed improvement in reading from pre to posttest.

GeoLiteracy ELL

So What Is in the Original GeoLiteracy Program?

Complete lesson plans Ideas for extending the

lesson Contemporary

literature Assessments based on

state-mandated tests

Student samples Customized maps Rubrics for

grading Visualizations Links to websites Links to other

subjects (math)

GeoLiteracy ELL

And Wow!!

Student samples for some of the lessons!

GeoLiteracy ELL

What Else? Specialized Maps Created by the Cartography Department at Arizona

State University

• Regions of Africa

• Jerusalem

• European Union

• Silk Road

• Major World Mountain Ranges

• U.S. Major Rivers

• Oregon Trail

GeoLiteracy ELL

What Do the Students Read?

MANYMANY of the GeoLiteracy materials are in your librarylibrary.

River Ran Wild Ramona Quimby books Gingerbread Man Red Riding Hood The Lorax

The Cherokee

Nina Bonita Year of the Ranch Noodlehead Stories Edward and the Pirates Talking Walls Alejandro’s Gift Me on the Map The Desert is Theirs Rosie’s Walk Roxaboxen This is the Tree

Some of the Readings Are Teacher Created.

GeoLiteracy ELL

So What is GeoLiteracy?

A total of over 80 lessons

Meant for teacher use Each is classroom

ready Available on CD ROM

05

101520253035

Number of Lessons

K-3 Gr 4-5 Gr 6-8

Lessons Per Grade Level

GeoLiteracy ELL

Why Are Schools Using GeoLiteracy?

• Innovative approach to integrating geography and language arts

• Based on geography, reading and writing standards

• Mirrors state-mandated tests

• Research show it teaches reading as

well as geography

GeoLiteracy ELL

Why Geography for Diverse Learners?

Percent of People Who Are Foreign Born

GeoLiteracy ELL

Why Geography for Diverse Learners?

GeoLiteracy ELL

What Does This Mean?

GeoLiteracy ELL

What Does This Mean?Speaking non-English Language at Home

(5 years and older)

•Arizona 25.9 %

•California 39.5%

•Florida 23.1%

•Oklahoma 7.4%

•Nevada 23.1%

•New Jersey 25.5%

•New Mexico 36.5%

•New York 28%

•Rhode Island 20%

•Texas 31.2%

U.S.

17.9%

Or

25.6 Million

GeoLiteracy ELL

Why GeoLiteracy for ELLs?

•Schools and teachers being held accountable for teaching ELLs

•Therefore, more teachers will be required to have SEI training

•Eventually more materials will scaffold both the content and the language

•Good teaching strategies are critical for ELLs

GeoLiteracy ELL

ELLs and Geoliteracy

• Best Practices: English is best taught through content. Content should build on what students already

know. Content should be meaningful. A key to language acquisition is hands-on and

interactive instruction. Instruction should integrate reading, writing,

listening and speaking skills.

GeoLiteracy ELL

How Do These Lessons Adapted for ELLs Differ from the Original Lessons?

1. Include SIOP Elements• Preparation• Scaffolding• Grouping Options• Integrating Processes• Application• Assessment

2. Include TESOL Standards

3. Include AZ Reading and Writing Standards for Beginning and Intermediate ELLsSIOP = Sheltered

Instruction Observation Protocol

GeoLiteracy ELL

How Do These Lessons Adapted for ELLs Differ from the Original Lessons?

Include vocabulary cards

GeoLiteracy ELL

Alliance Maps

Great Visuals for All Learners

GeoLiteracy ELL

How Do These Lessons Adapted for ELLs Differ from the Original Lessons?Include Strategies Designed for ELLs•10 Important Sentences

•Highlighting Main Ideas

•Using Murals to Convey Meaning

•Cloze Activities on Assessments and Worksheets

•Power points of the Vocabulary Words

•Assessment Modifications

•Sentence Starters

•Pairs, Small Groups, and Whole Class Participation

GeoLiteracy ELL

What Does the CD Look Like?

GeoLiteracy ELL


GeoLiteracy ELL


GeoLiteracy ELL

Don’t Just Escape a Problem, Shape a Solution

GeoLiteracy ELL


National Geography Standards

ELEMENT FOUR: HUMAN SYSTEMS13. How the forces of cooperation and conflict among people influence the division and control of Earth's surface

GeoLiteracy ELL

Don’t Just Escape a Problem, Shape a SolutionGrade 6Strand 4 GeographyConcept 2 Places and RegionsPO 3 Describe the interactions of people in different places and regions.

Grade 7Strand 4 GeographyConcept 2 Places and RegionsPO 3 Compare the historical and contemporary interactions among people in different places and regions. Concept 4 Human SystemsPO 8 Explain how cooperation and conflict contribute to political, economic and social activities.

Grade 8 Strand 4 GeographyConcept 4 Human SystemsPO 5 Explain how cooperation and conflict contribute to political, economic, and social divisions (e.g., United Nations, European Union, NAFTA).

GeoLiteracy ELL


Arizona READING STANDARDGrades 6, 7, and 8Strand 2: Comprehending Literary TextConcept 2: Historical and Cultural Aspects of LiteraturePO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.Grades 6, 7, and 8Strand 3: Comprehending Informational TextConcept 1: Expository TextPO 3. Distinguish fact from opinion in expository text, providing supporting evidence from text.

GeoLiteracy ELL


Arizona WRITING STANDARDGrades 6, 7, and 8Strand 3: Writing ApplicationsConcept 5: Literary ResponsePO 1. Write a response to literature that:

a. presents several clear ideasb. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print mediac. relates own ideas to supporting details in a clear and logical manner

GeoLiteracy ELL


OverviewStudents will read and react to an article about Vlade Divac, an NBA star with the Sacramento King's. Mr. Divac's homeland is Yugoslavia, which has a long history of ethnic hatred and war. This article profiles his efforts to aid children who have been victimized by war.

PurposeStudents will determine the events that led to the formation of Group 7, Vlade Divac's organization to aid child victim's of war. Students will recognize how one person is able to identify a problem and make a positive impact on the world.

GeoLiteracy ELL


Objectives

The student will be able to: • determine events which led to the creation of Group 7.• write a reaction response to a quote from the article. • write how ethnic hatred can be stopped.

Materials

•Article: "Mission Possible" by Roland Lazenby •CIA Map of Bosnia and Herzegovina •History of the Former Yugoslavia Timeline •Just Don’t Escape a Problem Worksheet •Just Don’t Escape a Problem Writing Prompt

GeoLiteracy ELL

Don’t Just Escape a Problem, Shape a SolutionDay One1. Distribute and discuss the timeline of events

in the Balkans2. Locate Bosnia and Herzegovina on the map.3. Read the article (7 pages).

GeoLiteracy ELL


Day Two• Complete the reading comprehension

worksheet. • Pick a quote from the reading and respond to

it in writing.

GeoLiteracy ELL


Assessment

Check the student worksheet. Mastery is 6 correct out of the 8 questions.

Check student reactions to quote for accuracy and appropriateness. The student writing can be graded for organization using the 6 Traits of Writing Rubric. Mastery will be considered 4 or higher out of 6.

GeoLiteracy ELL

ELL Adaptation for Don’t Just Escape a Problem, Shape a Solution

The Overview,

Purpose, and

Objectives remain the

same--only the

instructional strategies

and the assessment

provide more

scaffolding for diverse

learners.

GeoLiteracy ELL


GeoLiteracy ELL


GeoLiteracy ELL


GeoLiteracy ELL


Frustration - feeling of insecurity and dissatisfaction

Ethnic - group of people who share common customs and language

Hatred - a feeling of dislike or prejudice that demands action Inhumanity - being cruel or unkind

Violence - physical force causing some injury to someone or thing

Yugoslavia – A former country of Eastern Europe

Vocabulary Cards

GeoLiteracy ELL


Day One

•Read the article and find the 12 Important Sentences.

•Divide the students into small groups and have them draw pictures illustrating at least 4 of the sentences.

•Share pictures so all students have illustrations for each sentence.

GeoLiteracy ELL


Day One

•Have students complete the True or False Statements.

•With partners complete questions from original lesson.

GeoLiteracy ELL


Day Two

•Brainstorm and model how to complete the Concept Map.

•From the Concept Map list solutions to the problem of ethnic hatred.

GeoLiteracy ELL


Day Two

•Model how to complete the paragraph frame.

•Allow students to use the graphic organizers to complete their own thoughts in the paragraph frame.

GeoLiteracy ELL


How is the assessment modified for ELL students?

Students will utilize:

• Paragraph frame and graphic organizers to write their paragraphs.

• True or False Statements. • Twelve Important Sentences.

ELL Adaptation

GeoLiteracy ELL

Questions????

Concerning GeoLiteracyor GeoLiteracy for ELLs

ContactGale Olp Ekiss

[email protected]

Dr. Margarita Jimenez-Silvamargarita.jimenez-

[email protected]

ELL Adaptation

Documents

Learning for ALL: Geography and English Language Learners (ELLs)