Scaffolding your ELLStudents with Interactive
Notebooks
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
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!
2.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 PracticeTRUE 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.
Putting the Interactive Notebook Together
Website
http://www.the2sisters.com/simply_fun_2007/simply_fun_notebooks.html
Directions for Constructing the Interactive Notebook1. Number the pages starting with odd numbers on the right side2. Construct a cover3. On the first two pages write “My parents signatures”4. 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.
5. Glue direction page on inside of front cover.6. On the last six pages of the notebook, write this title; “My
word wall pages”7. 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/geogrAphical2.Analize/anaLYTical3.3. chef(sh)
1. add- amend/amendment
2. give-donate/donation
3. Apples and oranges
4. The law of the land
Passive construction “…the sky was darkened by the mixing dust…”(The Grapes of Wrath, 2)
1. Requests Polite-Would you please be so kind as to bring me the books?
2. Written language-it can be argued versus kids believe it’s wrong…
Relationship of Variables in Learning a New Language
Right Side: Input
Note taking is key to achievement
Right Side: Input
Note taking is key to achievement
Note taking is related to achievement!
Left side: Output
Scaffolding Lesson Ideas
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
Task to be completed Scaffold added Result: Task complete
Types of scaffolds
ModelingBridgingContextualizationSchema BuildingCognitive and Metacognitive
DevelopmentText Re-presentationLinguistic and Metalinguistic
Development
Modeling
Modeling demonstrates and shows the academic language as well as the what and the how.Provides examples of “what it looks like”Includes:VisualsWork samplesAnchor chartsQuestion stemsSentences stemsLesson componentsUse 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 writesComparisons (across texts or connections)Reflections
Contextualization
Contextualization creates a sensory environment by adding visual, auditory, and kinesthetic activities to the lesson.Includes:Relevant picturesReal objectsVideo snippetsFull length videosCaptionsDiagrams
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 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-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
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
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
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!
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