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Inclusive Pedagogies for

Multilingual Students�

A synthesis of research, stats and

teacher-created modifications��Eliot Middle School�January 13, 2023

�

Marisa Ferraro, Ed.S., Ph.D.

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Sheltered Instruction Training

Module 1: Laying the Foundation (12/13)
Module 2: Making Content Comprehensible (heute)
Module 3: Creating Opportunities for Interaction (3/16)
Module 4: Putting it All Together (4/6)

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Exit Card

1. One thing you have learned thus far.

_____________________________

2. One wonderment you have after today.

_____________________________

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Yes, but…

How can I apply this to my mainstream class?
How can I slow my pace while keeping my mainstream Ss engaged?
We were all GLs (beginners). How do I differentiate for beginner ELs, intermediate ELs, and mainstream Ss?
How can I be expected to cover the same material with my beginner ELs as I do with my more advanced ELs?

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Timing

How to fit in all these strategies given realities of pace of curriculum?�

Yes, time is shifted two ways:

Front loaded in planning
Go deeper with lesson topics (CCSS) and experiential/project-based

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Timing Continued

This will require administrative cooperation in allocating time. �
Need to train admins on sheltered instruction and have seasoned/expert teachers ‘teach’ our administrators

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Timing Continued �Begins with Baby Steps

Centralize file of revised materials. Create a tool kit school, grade and team specific.�
Funding for “Curriculum Institutes”�
Working with Lauren

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How to apply this to reading?

Phonics: squiggles make sounds
Sound combination makes words
Words must include meaning
Before you sound out “suds,” students need to know what suds are so that it is meaningful

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Phonics Continued

1. Need to know word meanings orally before attempting to understand phonics

2. Often phonics exercises are decontextualized (man, pan, fan, can). For MLs, better to start with contextualized text (e.g. LEA). If doing a phonics exercise from the text, be sure to use pictures.

3. When teaching phonics, start with sounds that are shared in English and their language. Start with strengths and then work backwards.

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Reading Comprehension

Build background knowledge, practice prediction frequently
Stop more frequently to ensure comprehension
May need to stop inter-sentential, after complicated clauses

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Moving onto…Module 2

Making YOUR Content

Comprehensible

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Module 2 Learner Outcomes

1. Make entire lessons comprehensible through contextualization: adding visuals, creating/activating background knowledge, and creating opportunities for students to negotiate meaning.

2. Introduce, contextualize and teach academic language.

3. Make text comprehensible by: modifying, highlighting or summarizing in margins, rewriting text, creating Gos.

4. Make classroom talk comprehensible by using listening guides (including graphic organizers), pacing speech, framing main ideas, and checking for understanding.

Apply these ideas to one of their own lessons.

Page 2, Module 2

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The Rouche Test

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If you have too much rouche, it won’t function properly.��If you don’t have enough rouche, it won’t work at all.��You need just the right amount of rouche for it to work properly

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This is a story about a kite.

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BICS vs CALP

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B

C

So, now that you have identified your Quadrant D activities, how do we make them accessible to ELs in the classroom? We don’t move them UP to the B cell, making them less cognitively demanding. Rather, we move them LEFT, to the C cell, retaining their cognitive demand, but adding an abundance of the three clue categories.

For example: Consider School activity #14: a lecture on water displacement theory. Rather than start with a lecture let’s first DO and TALK ABOUT. Recall how much that helped you with your German Reading test! So, first, using realia (real items) we let students compare items that float to items that don’t float, making different shapes of clay and aluminum foil; making group predictions about which items will float and which will not. Testing out their hypotheses, and then talking to each imaging WHY some floated and some did not. Only THEN do we venture into a teacher oral explanation, or reading a passage.

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BICS vs CALP

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C

So, now that you have identified your Quadrant D activities, how do we make them accessible to ELs in the classroom? We don’t move them UP to the B cell, making them less cognitively demanding. Rather, we move them LEFT, to the C cell, retaining their cognitive demand, but adding an abundance of the three clue categories.

For example: Consider School activity #14: a lecture on water displacement theory. Rather than start with a lecture let’s first DO and TALK ABOUT. Recall how much that helped you with your German Reading test! So, first, using realia (real items) we let students compare items that float to items that don’t float, making different shapes of clay and aluminum foil; making group predictions about which items will float and which will not. Testing out their hypotheses, and then talking to each imaging WHY some floated and some did not. Only THEN do we venture into a teacher oral explanation, or reading a passage.

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Building Background Knowledge�KWL Charts

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Modified KWL�Level 3

Melissa Mazzaro, Water Cycle

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Modified KWL�Levels 1/2

Melissa Mazzaro, Water Cycle

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Building Background Knowledge

Semantic Maps

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Warm up

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Building Background Knowledge�Semantic Maps/Concept maps

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Often teachers are trained to activate lessons by having students talk about something. But Level 3-1 ELs cannot understand oral message streams of a class conversation.

NEED for plenty of visuals, realia, manipulatives, videos – ways to start a lesson, so students have a shared starting place before the new lesson content begins.�
If a class uses visuals; and if they DO and TALK ABOUT while DOING, much more helpful.

Use Visuals & Gestures

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8^th Grade Science, Mitosis

Leah Dalton, Stamford

Prophase

Metaphase

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8^th Grade Science, Mitosis

Anaphase

Telophase

Leah Dalton, Stamford

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8^th Grade Science, Mitosis

Cytokinesis, 2 identical daughter cells

Leah Dalton, Stamford

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Creating Opps to Negotiate Meaning

Talk together; Negotiate Meaning

The more opportunities throughout the lesson, that students can talk to each other and talk with the teacher, the more they can make sense of the course content. Here are some tips that might help you think about your own lessons:

1. A Boston Biology teacher has his 4 Russian immigrant students sit at one table for lab experiments so that they can discuss in their L1. (Other times he strategically places the two intermediate students with mainstream students so they can practice discussing in English.)

I already mentioned above how holding a class discussion at the beginning of class, while an excellent way to establish background for English speakers, poses serious challenges for ELs Level 3-1. IF you feel compelled to start with a discussion, please use some visual to assist understanding of that discussion, such as the semantic maps found on Module 2, p. 9.

Look at this activity that has been created by a 9^th grade BIO teacher. Instead of starting the class discussing or reading about Chargraff’s Rules of DNA Structure, this teacher starts by asking small groups to make sense of a graph. In this case they are looking at four pieces of the DNA molecule, and how those four pieces pattern similarly in their distribution in various species. Notice that the students do not yet know what DNA is. Nor do they know what A,T,G, C stand for. But that’s OKAY. Right now they are just looking at numbers in a chart, and together discussing/figuring out what patterns exist. After DOING and TALKING TOGETHER, then they can begin a teacher fronted lesson, or they can begin the task of reading the text.

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Lesson: Global warming -> action Write persuasive letter to govt official to increase recycling efforts locally. What visuals would build background?

Videos of polar bears and shrinking ice caps (Inconvenient Truth)

Hands-on experiment in class about water evaporation

Photos of air pollution

Working in pairs or small groups, students interpret/discuss scientific tables/graphs of warming temps over time and articulate thesis statement

What about the task of writing a letter (culturally specific practice0

Samples of business letters, deconstruct to construct (what is the job of each paragraph – genre-based pedagogy)

Graphic illustration of parts of the body of a letter – GO/outline

Case in Context

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Global warming – glaciers melting�

PBS video Preview

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Musical Chairs

Content-specific groups (to begin)
No more than 6 educators to a table
Choose one lesson
Think of 3 ways to contextualize this lesson

Build background/activate schema
Opps to talk together
Visuals, gestures, realia

Next activity, jigsaw, expert/home groupings

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In your grade/content groups

Compare/contrast voluntary & involuntary migration patterns
Explain popular injuries to bones & joints related to sports
Analyze how Auschwitz impacts characters in Elie Wiesel’s Night and what their behavior reveals about human nature
Evaluate the loss of nutrients when vegetables are boiled
Describe how to solve equations with variables on both sides
Create scales with your recorder (time sigs)

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Exercise grouping ~

1. Learning to Read group (K-3)

2. Reading to learn group (Grades 4 +)

Making Text & Talk Comprehensible

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Develop Vocabulary, pps. 11-25
Use of Graphic Organizers, pps. 25-38
Modification of Text, pps. 38-47
Amplify Number of Activities Per Text, pps. 48-52

15 minutes to process & prepare your piece (flip chart)

3 minutes to share your expertise with group

Jigsaw Groups 1-4

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Phonemic Awareness

Phonemes not shared btwn English & NL
Words and sounds must have meaning
Sounds are grouped by L1 phonemes (may not be the same in L2)
Songs and poems with rhythm and repetition and rhyme

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Phonics

Are Ss familiar with “functions of print” (L1 and L2)
Different writing systems

Mandarin squiggles represent ideas while English

squiggles represent sounds

Start with similar sounds, then move to conflicting sounds

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Word Square

Word Glacier	Picture
In your own words (clue) A mountain of ice	What do you think of? Alaska
Definition a large mass of ice which moves slowly down a mountain valley (Longman web site)	What it is not? Volcano

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Strategies for Using the Dictionary

Locate the unknown words in the glossary or dictionary.
Tell yourself what the text is about.
Read each definition and select the best one.
Try the possible meaning in the sentence.
Ask yourself, “Does this make sense?”

Argüelles

M. Ferraro

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Selecting Words: wordsift

aerial affect alaskan amount cause cold creep crystal day depending downhill fact factor faster feet flow freezing glacier greater group hundred ice inch land level long meltwater move movement notice per photo quickly rapidly scientist six slowly speed steep temperature third time together upon warm warmer weight whether year “warm”

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Words of Interest Across Content

aerial affect alaskan amount cause cold creep crystal day depending downhill fact factor faster feet flow freezing glacier greater group hundred ice inch land level long meltwater move movement notice per photo quickly rapidly scientist six slowly speed steep temperature third time together upon warm warmer weight whether year “warm”

SCIENCE

MATH

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Word Pairs

	Same	Opposite	Go Together	No Relation
glacier/ice
ice/meltwater
fast/slow
move/creep
steep/creep

M. Ferraro

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Metalinguistic Skills ~ Cognates

Bilingual Kindergarten, Martinez School, New Haven

Bilingual 1^st grade

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Book Wall

Leslie Lopez, 2^nd grade bilingual, Columbus Family Academy

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How well do you know these words?

	glacier	crystals	meltwater
Never seen the word before			X
Read or heard of the word but don’t know it
Have some idea		X
Have clear understanding, can explain it	X
Deep knowledge of word and can apply to all situations

Beck, McKeown, & Kucan, 2002

M. Ferraro

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Word awareness: Word generation

49

http://www.janaechevarria.com/?p=969

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Word awareness: Concept maps I

50

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Word awareness: Concept maps II

51

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Word awareness: Concept maps III

52

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Vocabulary out of Context ☹

M. Ferraro

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Vocabulary in Context ☺

Beck, McKeown, & Kucan, 2002

M. Ferraro

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Attention to

Transitions

55

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Reading Fluency

Traditionally done thru guided oral reading and independent silent reading.
ELs need to see and hear hundreds of books read to them each year
Speak about topic before reading
Accent is not a measure of fluency

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Comprehension

Develop literacy in their L1
Pay attention to figurative language

e.g. crocodile tears, Amelia Bedelia

Expose to authentic texts and challenge our ELs to think critically

Use GOs
Model think alouds
Stop often to question and summarize

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10 minute break

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Graphic Organizers:

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Modifications “In Action”

Refer to Health Lesson, The Skeleton, to see modifications to text and effective use of graphic organizers.

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Checking for Understanding

Do you understand? X

:)

Retell
Frequent Q & A
Tickets out of the room, “exit” cards
Thumbs up, thumbs down

Page 54, workbook, mod 2

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Checking for Understanding

Having learned what you just learned in the last hour, how would you as educators check for understanding?

Brainstorm ideas

Page 54, workbook, mod 2

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Review of Module 2

Where we’ve been and where we’re headed:

Sheltered Strategies Checklist�

In your groups, use the plan for application to:

Modify the parts of the lesson that include reading/listening (INPUT)

Share modifications @ your table