Scaffolding your ELL Students with Interactive Notebooks.

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  • Scaffolding your ELLStudents with Interactive Notebooks

  • Todays GoalsThis session will inform teachers on how to:Understand background on the theory behind scaffold lessons for English learners that will help with planningUse 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

  • 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 Wesleys 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 students 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.

  • ACTIVITYWhich of these benefits is most important for students?

    Turn and Talk

  • Theory in PracticeTRUE OR FALSEFamiliarity 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 practiceServing 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.

  • Putting the Interactive Notebook Together

  • Website

  • Directions for Constructing the Interactive NotebookNumber the pages starting with odd numbers on the right sideConstruct a coverOn the first two pages write My parents signaturesOn 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 pagesYou 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 ExpressionsGrammatical StyleAppropriate Use1.geOgraphy/geogrAphicalAnalize/anaLYTical3. chef(sh)add- amend/amendmentgive-donate/donationApples and orangesThe law of the landPassive 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 its wrong

  • Relationship of Variables in Learning a New Language

  • Right Side: InputNote taking is key to achievement

  • Right Side: InputNote taking is key to achievement

  • Note taking is related to achievement!

    Left side: Output

  • Video

  • Scaffolding Lesson Ideas

  • Instructional Sequence with ScaffoldsPreparing the Learner Reading the TextReading the Text with MeaningExtending Understanding of the text ReadAccountability for Learning the Information Result: Task is incomplete Task to be completedTask to be completedScaffold addedResult: Task complete

  • Types of scaffoldsModelingBridgingContextualizationSchema BuildingCognitive and Metacognitive DevelopmentText Re-presentationLinguistic and Metalinguistic Development

  • ModelingModeling demonstrates and shows the academic language as well as the what and the how.Provides examples of what it looks likeIncludes:VisualsWork samplesAnchor chartsQuestion stemsSentences stemsLesson componentsUse of words

  • BridgingBridging supports student learning of new content and connects the new information to their experiences. This helps students relate to new information.

    Includes:Quick writesComparisons (across texts or connections)Reflections

  • ContextualizationContextualization creates a sensory environment by adding visual, auditory, and kinesthetic activities to the lesson.Includes:Relevant picturesReal objectsVideo snippetsFull length videosCaptionsDiagrams

  • Schema BuildingSchema 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 instructionOther relevant academic background experiences

  • Cognitive and Metacognitive DevelopmentCognitive 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 teachingCornell note takingTeacher modeling/student practiceUsing skills regularlyCharacter discussionsGraphic Organizer

  • Text Re-presentationText Re-presentation provides students with practice using new information in small group settings or with a partner. Includes:Student products such as posters or projectsSummariesPersuasive essaysStudent poems or playsAdded dialogue

  • Linguistic and Metalinguistic DevelopmentLinguistic 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/phrasesVocabulary studies/entries

  • ActivityWhich 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 authors thinking.

    - Fountas & Pinnell Teaching for Comprehension & Fluency

  • Closing ThoughtsKnow your studentsBe consistent in teaching strategiesStudents 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.


    Read story from page 40.*Read story from page 40.*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.**This stuff is hard vs. I dont 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.**Scaffolding increases comprehension by Practicing reading comprehension strategies using their own questionsSpecific guides for creating requested outcomes. This would include sentence stems and starters-which happens to be todays language of testing as well.Provide background knowledge to prepare for the big picture4. Charts help organize the information and make it easy for follow

    *If time draw degrees of scaffolding p. 65The 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 storyLearn and integrate new information to previous knowledgeIdentify themes, rhetorical devices, and the overall big picture meaning

    *As they become better readers and scaffolds are removed, they will able to do accomplish written tasks successfully.

    *Find specific samples for bridging scaffolds*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*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 characters 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.*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).

    *Sociolinguistic-various types of writingDiscourse-the way language is organizedIdiomatic 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.**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.


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