STUDENTS WITH INTERRUPTED INSTITUTE - NYU...
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!"!#"!$ ! Nancy Cloud, Ed.D. M.Ed. In TESL Program Rhode Island College Providence, RI [email protected] STUDENTS WITH INTERRUPTED FORMAL SCHOOLING INSTITUTE The New York City Regional Bilingual & Education Resource Network Rose Hill Campus, Fordham University 8:30 AM- 3:00 PM I. Distinguishing Among Two Types of SIFEs II. Program Features SIFEs Need to Succeed III. Scheduling of SIFE Programs IV. Features of Comprehensive Language and Literacy Instruction for SIFE-ELLs V. Exploring a Range of Literacy Strategies for SIFE ELLs a. Word Work/Decoding and Encoding Activities b. Academic Vocabulary Building c. Reading Comprehension Strategies that Make a Difference d. Early Writing Strategies for Limited Literacy SIFE Students e. Later Writing Strategies that Advance the Writing Skills of Below-Grade-Level SIFEs AGENDA
Transcript of STUDENTS WITH INTERRUPTED INSTITUTE - NYU...
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Nancy Cloud, Ed.D. M.Ed. In TESL Program Rhode Island College Providence, RI [email protected]
STUDENTS WITH INTERRUPTED
FORMAL SCHOOLING INSTITUTE
The New York City Regional Bilingual & Education Resource Network
Rose Hill Campus, Fordham University
8:30 AM- 3:00 PM
I. Distinguishing Among Two Types of SIFEs II. Program Features SIFEs Need to Succeed III. Scheduling of SIFE Programs IV. Features of Comprehensive Language and Literacy
Instruction for SIFE-ELLs V. Exploring a Range of Literacy Strategies for SIFE ELLs
a. Word Work/Decoding and Encoding Activities b. Academic Vocabulary Building c. Reading Comprehension Strategies that Make a
Difference d. Early Writing Strategies for Limited Literacy SIFE Students e. Later Writing Strategies that Advance the Writing Skills of
Below-Grade-Level SIFEs
AGENDA
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What’s True For All ELLs? What’s Specific to SIFE/ELLs?
SIFE ELL
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HTTP://SCHOOLS.NYC.GOV/ACADEMICS/ELL/EDUCATORRESOURCES/SIFE.HTM
HTTP://VIMEO.COM/71986562
HTTP://PREZI.COM/VMRGGVZJTAJX/INTERRUPTED-FORMAL-EDUCATION/
19 minutes
As you watch, notice similarities in: • the SIFE students you serve (student
characteristics, needs) • the instruction that is needed • The program components that must
be in place • Organizational structures that
support SIFEs
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According to the NYSED CR Part 154 Definition, LEP/ELL SIFE are those Students who:
Come from a home where a language other than English is spoken and enter a school in the U.S. after grade two; Upon enrollment, have had at least two years less schooling than their peers; Function at least two years below expected grade level in reading and in mathematics; and, May be pre-literate in their native language.
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DISTINGUISHING BETWEEN TWO TYPES
OF SIFES
TWO TYPES OF SIFE STUDENTS
NYS SIFE Definition Catches Two Groups of Kids:
A. Out of School for 2 Years; Below Grade Level Literacy; Need to Catch Up
B. Very Limited Schooling, Emergent/New Readers (Pre- or Early Literacy in L1 & L2); Need Systematic Initial Literacy and Numeracy Instruction
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Who are the SIFE?
The top twelve high incidence languages among new SIFE somewhat reflect the predominate languages of the current ELL population, with the addition of Fulani (1.0%), Uzbek (0.6%), and Wolof (0.5%) .
More than half of new SIFE speak Spanish (62.5%) at home, with more than half of those from the Dominican Republic.
Other predominate languages among SIFE include Arabic (7.5%), Bengali (5.8%), Haitian Creole (5.3%), Chinese (5.2%), French (3.9%), Russian (1.8%), Urdu (1.2%), and Punjabi (0.5%).
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In New York City
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SIFE, like other ELLs, need:
Mastery of English
Application of literacy skills and background knowledge to the study of academic subjects taught in English
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But SIFE also need: Literacy skills in the L1 (or L2) for the study of all academic subjects
Background knowledge to take them to grade level
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! STUDENTS WITH LIMITED FORMAL SCHOOLING IN
THEIR HOME COUNTRY?
! REFUGEES OR CHILDREN AND YOUTH WHO HAVE EXPERIENCED POLITICAL UPHEAVAL THAT CURTAILED
SCHOOLING OPPORTUNITIES?
! SEPARATED FROM THEIR NATURAL FAMILY? "
! STUDENTS WITH INTERRUPTIONS AND DISCONTINUITIES IN TEACHING APPROACHES AND EVEN IN THE LANGUAGE
USED FOR THEIR EDUCATION?
! FROM ISOLATED RURAL AND OFTEN IMPOVERISHED REGIONS OF THE WORLD?
" ! FROM ECONOMICALLY IMPOVERISHED FAMILIES WHERE
ALL MEMBERS MUST WORK, INCLUDING THE CHILDREN?
Are Your LFS Students:
Factors That May Impact SIFE Students: ! Trauma
! Before coming to US ! During journey ! After arrival
! Lack of Formal Education/Academic Gaps
! Literacy Needs
! Experience with Classroom Culture
! Culture Shock/Cultural Conflicts
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Collecting Information That
Matters To Plan Instruction
Best Practices for Adolescent ELLs pp. 32-37
What predicts individual learner needs? 1. Immigration status 2. Quality of education
background 3. Native language 4. Cultural distance from U.S
culture 5. Expectation of remaining in
the US 6. Economic resources
Lucas, 1997
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BASIC INFORMATION TO COLLECT
! Prior Literacy Skills and Training in L1
! Level of Proficiency in English Upon Entry to Your School
! Prior Schooling ! Last Grade Level Completed ! Family Background ! Similarity of the Home Language
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PROGRAM FEATURES SIFES NEED TO
SUCCEED
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• Personal Needs of LFS Students
• Addressing LFS Students’ Academic or Vocational Needs
• Functional/Survival Needs
• Affective and Motivational Needs of Learners
One Two
Three Four
FOUR-PRONGED APPROACH FOR LFS STUDENTS ( L INS E , Y EDL IN & STARK , 1993)
SUCCESSFUL PROGRAMS INCLUDE:
1. Literacy Instruction a. Reading b. Writing c. Spelling d. Handwriting
2. Counseling; Personal Support 3. Orientation to School 4. Study Habits 5. Academic Content Knowledge
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BASIC PROGRAMMING NEEDS:
! Accelerate Learning and Plan for the Future
! Build Positive Relationships to Support Learning (Pedagogical Caring)
! Assess Where They Are " Languages Spoken " Literacy Levels " Amount and Nature of Prior Schooling " Health Issues/Mental Health Issues
Teaching Principles: " Affirm SIFE students’ identities " Engage them with Interesting content " Extend language and literacy " Create predictable classroom routines
Supporting English Language Learners with Limited Prior SchoolingA practical guide for Ontario educators Grades 3 to 12
WOULD YOU USE THESE VIDEOS? IF SO, HOW WOULD THEY BE USEFUL TO YOU?
! http://www.youtube.com/watch?v=HmDai59TPx4&list=PLoU659hwTdDYBhqcImrr_bRyuRJOejef7
! http://www.youtube.com/watch?v=kOVleqLIEcY&list=PLoU659hwTdDYBhqcImrr_bRyuRJOejef7
Paula Markus, Toronto Ontario (1:35; 1:26)
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IN SUCCESSFUL PROGRAMS:
1. Students are placed on small teams who stay together for a period of years.
2. Counselors work closely with teachers.
3. There is a plan for primary language use and second language development.
4. Classes are taught by experienced teachers who know how to teach initial literacy skills.
5. Materials meet the literacy needs of students but are age appropriate.
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IN SUCCESSFUL PROGRAMS (CONTINUED):
6. There are sufficient bilingual personnel to interact with students and their families.
7. Schools interact with resettlement agencies so that all of the needs of students and their families are met.
8. Links are provided between health care and social services in the community. Often community liaisons are an integral part of the school.
Source: Deborah Short, Center for Applied Linguistics, ERIC Digest, 1998
PERSONALIZED LEARNING
! Small Learning Communities
! Positive Effects of Pedagogical
Caring
! Relationships
! Working towards Personal Goals
! Collaboration Among Teachers
(ESL/Bilingual , Reading, Content
Area) and Counseling Personnel
Keep Class Size Low—10 or fewer per teacher
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DECISIONS TO MAKE:
! Student Makeup ! Identification and Assessment Procedures
" Oral English Language Proficiency and Comprehension " English Reading and Writing Proficiency " Native Language Proficiency (L,S,R,W), and " Mathematics Ability
" Placement Procedures " Transition to Other Programs " Curriculum for Literacy Development/Content Area Classes
Friedlander, 1991
SUPPORT SERVICES:
! Counseling " Health Services " Parent Outreach " Liaison With Community Services " Special Programs and Extracurricular Activities " Career Education
Friedlander, 1991
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What support services will you provide? • Counseling • Health Services • Career Planning
What community agencies will you work with?
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• Craft a Personalized Graduation Plan
• Grant a Certificate of Continuous Progress that would: • Delineate the student’s personal goals for education and
employment. • Include a transcript of credits earned for high school courses • List the courses that are needed to complete graduation
requirements. ! • Develop the alternative pathways to the adult world of work
• Establish partnerships with postsecondary institutions, such as adult education programs, community colleges, technical or trade schools, programs operated by regional collaboratives, or well-regarded businesses.
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SELECT FACULTY FOR THE PROGRAM
Provide Orientation and Professional Development
WHAT DOES YOUR FACULTY KNOW ABOUT WHY REFUGEES COME?
HOW TO DELIVER INSTRUCTION TO REFUGEES? HOW TO RESPOND IN CROSS-CULTURALLY
SENSITIVE AND SUPPORTIVE WAYS?
https://www.youtube.com/watch?v=v_sa0-6uEiU (4 mins)
Honduras, Guatemala and El Salvador
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http://teachingrefugees.com/ http://www.brycs.org/clearinghouse/Newcomer-Programs-and-Students-with-Interrupted-Formal-Education.cfm
NEWCOMER RESOURCES
SCHEDULING OF SIFE PROGRAMS
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Half-Day
1. SIFE ELA Modules (NY Engage Units Being Developed)
2. Foundational Language and Literacy Instruction (Readers/Writers Workshop Format—Center-Based)
3. Content Instruction (Ramp-Up Mathematics: Science or Social Studies)
Full-Day 1. SIFE ELA Modules (NY
Engage Units Being Developed)
2. Foundational Language and Literacy Instruction (Readers/Writers Workshop Format—Center-Based)
3. SIFE Science (ramp-up) 4. SIFE Social Studies
(ramp-up) 5. SIFE Mathematics (ramp-
up) 6. Study Skills/Advisory/
Orientation to US Schools
SCHEDULING OF SIFE PROGRAMS
What Schedule Do You Have? What Schedule Would You Like to Have?
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INITIAL LITERACY INSTRUCTION FOR
SIFE ELLs: WHAT WE KNOW
USING RESEARCH TO DESIGN LITERACY PROGRAMS FOR ELLS
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GIST: MEANING-CENTERED INSTRUCTION • Tap or build background knowledge (“funds of knowledge”)
• Teach using broad themes (connected learning)
• Teach small skills in a story or book frame
• Show how English works ( model/demonstrate)
PRINCIPLES OF L2 LITERACY INSTRUCTION
1. Literacy activities should be meaningful, interesting and interactive to engage and motivate students.
2. Literacy instruction should build on and expand ELLs’ oral language skills in English and link to their background knowledge
3. Reading and writing skills should be taught directly and modeled for students--in a meaningful way.
4. The component skills of literacy should be taught systematically, but in an integrated and meaningful fashion. High frequency words can be taught as sight words.
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5. Reading instruction should be connected with writing instruction so that each can build on the other.
6. Give students lots of opportunities to read and write.
7. Literacy instruction must address all aspects of literacy--both reading and writing-- for social and academic purposes.
8. Literacy at school must connect to and build on literacy experiences in the home and community.
Principles of L2 Literacy Instruction
Cloud, Genesee & Hamayan, 2009
FEATURES OF COMPREHENSIVE
LANGUAGE AND LITERACY PROGRAMS
FOR SIFE ELLS
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PRINCIPLES OF INSTRUCTION:
1. Keep Language Whole; Work from Whole Text to Smaller Parts of Text
2. Choose Interesting and Important Topics
3. Integrate the Teaching of Skills and Strategies Into Meaning-Centered Instruction
4. Integrate All Content Areas into the Theme (connected academic instruction)
5. Connect with Standards (CCSS, ELD) & Differentiate Expectations
http://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
Entering Emerging Transitioning Expanding Commanding
Cross-Walk
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NEW LANGUAGE ARTS PROGRESSIONS (ESL/New Language)
DRAFT FOR REVIEW NLAP Reading for Information (RI) September 11, 2013 RI.4: RI.6.4 1
Common Core Anchor Standard (RI.4): Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
MAIN ACADEMIC DEMAND Analyze the Meaning and Impact of Word Choices
Common Core Grade 6 Standard (RI.6.4): Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
GRADE LEVEL ACADEMIC DEMAND Determine Figurative and Connotative
Meanings of Words and Phrases; Analyze Meaning and Tone of a Specific Word Choice
5 Levels of Language
Development Entering Emerging Transitioning Expanding Commanding
When acquiring a new language, using grade level texts and appropriate supports, students are able to:
RE
CE
PTIV
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Oracy and
Literacy Links
L. Organize pre-taught words on a T-chart to determine the meaning of figurative and connotative words, as teacher reads aloud in partnership and/or teacher-led small groups
L. Organize pre-identified words and phrases on a T-chart to determine the meaning of figurative and connotative words and phrases, as teacher reads aloud in partnership and/or small groups
L. Organize a bank of words and phrases on a T-chart to determine the meaning of figurative and connotative words and phrases, as teacher reads aloud in partnership, small group and/or whole class settings
L. Organize words and phrases on a partially completed T-chart to determine the meaning of figurative and connotative words and phrases, as teacher reads aloud in partnership, small group and/or whole class settings
L. Organize words and phrases independently on a self-created T-chart to determine the meaning of figurative and connotative words and phrases, as teacher reads aloud in partnership, small group and/or whole class settings
R. Organize pre-taught words on a three-column-chart (Column 1: specific sentence from the text; Column 2: Same sentence using different words; Column 3: How do your changes alter the meaning and tone of text?) to determine the impact of a specific word choice on meaning and tone
R. Organize pre-identified words on a three-column-chart (Column 1: specific sentence from the text; Column 2: Same sentence using different words; Column 3: How do your changes alter the meaning and tone of text?) to determine the impact of a specific word choice on meaning and tone
R. Organize a bank of words on a three-column-chart (Column 1: specific sentence from the text; Column 2: Same sentence using different words; Column 3: How do your changes alter the meaning and tone of text?) to determine the impact of a specific word choice on meaning and tone
R. Organize words on a partially completed three-column-chart (Column 1: specific sentence from the text; Column 2: Same sentence using different words; Column 3: How do your changes alter the meaning and tone of text?) to determine the impact of a specific word choice on meaning and tone
R. Organize words independently on a self-created three-column-chart to determine the impact of a specific word choice on meaning and tone
in the new and/or the home language.
in the new and/or the home language.
in the new and, occasionally, in the home language.
in the new language. in the new language.
DRAFT FOR REVIEW NLAP Reading for Information (RI) September 11, 2013 RI.4: RI.6.4 2
5 Levels of Language
Development Entering Emerging Transitioning Expanding Commanding
PRO
DU
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IVE
Oracy and
Literacy Links
S. Use pre-taught words to complete sentence starters that analyze the meaning of figurative and connotative words in a text, in partnership and/or teacher-led small groups
S. Use pre-identified words and phrases to complete sentence starters that analyze the meaning of figurative and connotative words and phrases in a text, in partnership and/or small groups
S. Use a bank of words and phrases and the previously completed T-chart to analyze the meaning of figurative and connotative words and phrases in a text, in partnership, small group, and/or whole class settings
S. Use the previously completed T-chart, after teacher modeling, to analyze the meaning of figurative and connotative words and phrases in a text, in partnership, small group and/or whole class settings
S. Use the previously completed T-chart to independently analyze the meaning of figurative and connotative words and phrases in a text, in partnership, small group and/or whole class settings
W. Use pre-taught words to complete cloze paragraphs in which specific words are selected to have an impact on meaning and tone
W. Use pre-identified words and phrases to complete cloze paragraphs in which specific words are selected to have an impact on meaning and tone
W. Use a bank of words and phrases to write a short essay in which specific words are selected to have an impact on meaning and tone
W. Use knowledge of words and phrases and a teacher-provided sample to write an essay in which specific words are selected to have an impact on meaning and tone
W. Use knowledge of words and phrases to independently write an essay in which specific words are selected to have an impact on meaning and tone
in the new and/or the home language.
in the new and/or the home language.
in the new and, occasionally, in the home language.
in the new language. in the new language.
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INTEGRATED SKILLS DEVELOPMENT
! Find Highly visual texts ! Use Thematic instruction/Text Sets for Practice ! Provide Language/Literacy Practice Opportunities ! Use a Meaning-Centered Approach with: " Embedded vocabulary development " Embedded phonics " Embedded sight word recognition " Embedded spelling " Connected early writing
NANCY HADAWAY: A NARROW BRIDGE TO ACADEMIC READING
# Focus on one topic (increase background knowledge, recycle vocabulary)
# Use stair-step books (content, length, vocabulary, layout, amount of text)
# Branch out (build semantic webs as you go)
# Wide-angle to close-up (general to specific focusing in more and more)
# Concentrate on one author # Channel reading into
one subgenre (group books by genre or subgenre—e.g. biography)
Pages 38-41
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Building Language and Literacy Skills While
Teaching Content: A Sample Unit
Theme: US History http://www.elcivics.com/ http://www.elcivics.com/constitution_civics_1.html http://constitutioncenter.org/constitution-day/constitution-day-resources
Let’s READ THE TEXT
Explicit Lessons: 3 Critical Components: Explanations: Explicit teaching of skills and strategies
Modeling: Teacher demonstrations
Scaffolding: Me---You & Me---You Easier texts to more difficult; charts/cues to support the learner
Parker Fawson, Utah State University, Logan UT
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Let’s Read The Selction
Patterned text; Predictable text
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USE GRAPHIC ORGANIZERS THAT MIRROR THE TEXT STRUCTURE AS A
MEDIATOR TO HELP WITH READING
COMPREHENSION AND WRITING
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Constitution
Plan/Document
Government
Laws
Separation of Powers
Rights
Detail
TopicConcept Theme
Spider Map
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Teach: Book Handling Skills Book features (index, table of contents, captions) Page turning, directionality Reading Skills Decoding individual letter sounds, letter clusters sight words and Reading Strategies
• Predicting • Rereading
Focus on Skills and Strategies
Start with Initial Literacy Books: English Explorers Also works on Academic
Language
Practice Identifying: Background Knowledge Phonics Sight Words Reading Writing Strategies/Skills
BACKGROUND KNOWLEDGE/FRONTLOADING
! Document ! Enforce
Other Content-specific terms • Government • United States • Constitution • Plan • Law(s) • Leaders • Rights • Power (Separation of Powers)
Teach Vocabulary While Teaching
Concepts
Academic Word List Words
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NOUNS ! People ! Constitution ! Power ! Government ! Rights ! Document ! Plan ! Law(s) ! Meeting separation
of powers ! Parts ! Leaders ! Money ! President ! Property
! Outline ! Freedom ! Ideas ! Strength VERBS ! Have/has ! Is/are/be/was ! Can ! Enforce ! Make ! Meet(s) ! Decide*s) ! Do/Does ! Spend ! Vote
! Choose ! Own ARTICLES/PREPOSITIONS ! a/an ! The ! About ! With
ADJ/ADVERBS ! Three ! Important ! Not ! first
EXPAND VOCABULARY—FOCUS IN ON PARTICULAR LANGUAGE FORMS
DECODING/ENCODING SKILLS FOR OUR BOOK
! Schwa /a/ ! Short a
# a # about
# has # plan
! -an
-an as in can, plan Other –an words Can, fan, man, pan, ran, tan, van, bran, plan, than
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The has a is About of
an three can make with
SIGHT WORDS/DOLCH LIST
Academic Words from the AWL that could be taught with this book: Document Enforce
Prepare LFS Students for Academic Contexts As You Teach Initial Literacy Skills
Lexile 150; GRL=F
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TEACH WORD LEARNING SKILLS WORD WORK
! Plurals (-s) " Leaders " Rights " Laws
! Content-Specific Words: Government, United States, Constitution, Plan, Law(s). Leaders, Rights, Power (Separation of Powers)
! Word parts (suffixes, prefixes) " -ment (document, amendment, government) " -tion (constitution, separation)
" Lexical Bundles " Is about " Separation of powers
https://www.learnthat.org/word_lists/view/1347 https://www.learnthat.org/word_lists/view/1373
Suffix “ment” --the action or process of doing
something --the product or result of an action --the state or condition caused by
an action
https://www.learnthat.org/
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TEACHING HANDWRITING
Practice letter sequences that are similar with respect to their formation, as suggested in methods like Handwriting Without Tears (i.e. the letters p r n m h b; a d g). Practice writing the letters alone and then in words that appear in the text you are reading. See http://www.hwtears.com/whyitworks/teachingorder
p r n m h b
! parts ! plan ! power ! rights ! make
! a, about ! document ! government
What are the writing skills you must teach?
Think • Paper Handling
• Pencil Grip • Spacing
• Slant
a d g
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The United States has . The is a/an .
The about . The can .
phrase
SENTENCE FRAMES
EARLY WRITING STRATEGIES: WRITING FRAMES
! The constitution is a document/plan
! The constitution is about rights/government/power (separation of powers)
! The government can make laws/enforce laws/meet with leaders
TEACH TEXT STRUCTURE DEFINITIONAL LANGUAGE (ENUMERATION)
Use Lots of Models And Explicit Teaching of Text
Structures
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# Rereading # Choral reading # Paired reading # Recorded books/recording of
reading # Reader’s theater
RECYCLE & PRACTICE
ENHANCE FLUENCY
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“STAIR-STEP” TEXTS
Lexile 150; GRL = F
Lexile 940 GRL = O
Lexile 630 GRL = Q
Lexile 250 GRL = I
NEAR GRADE LEVEL TEXTS
Grade Level 5.2 Grade Level 7.4
Lexile 250 GRL = I
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How Do I Find
“Stair- Step”
Books?
Use Permabound.com http://www.perma-bound.com/ Look at Capstone Books Millmark Education Benchmark Books (Benchmark Education) Look at Scholastic.com Look at National Geographic books
FIND INTERNET SITES FOR THE BOOKS:
www.facthound.com
Give Students Access to Technology Early
Choose Your Grade Level Type in the Book ID ID 0736895949 Click on the Fetch It Button Fact Hound Will Fetch the Best Sites for You
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SELECTING READING MATERIAL IN ADDITION TO USING A READABILITY FORMULA
OR LEVELING SYSTEM, CONSIDER:
# Book length # Book size # Illustrations/graphics # Type size/spacing # Print layout
A MODEL UNIT: THE CONSTITUTION
AND BILL OF RIGHTS
Integrates ELA (Informational Text, Biography), History, Geography Builds Literacy Skills and Strategies Educates Students About Their New Country
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USE TEXT SETS
# Provide students with opportunities to learn the same high-frequency vocabulary across a number of books, words that they can use in their own early writing.
# Permit students to develop schema associated with a particular theme and build networks of related concepts to talk and write about.
# Help students build confidence and fluency in reading; they have encountered these words and phrases before!
# Develop comprehension skills so they can tackle new books
WHY TEXT SETS?
" CCSS explicitly call for reading sets of related texts
" Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period (NGA + CCSSO, 2010)
" Standard 9 asks children to identify similarities in and differences between two texts on the same topic
" This includes informational text on children’s websites; recorded books and so forth
(Nell Duke, Educational Leadership November, 2013)
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ELLs and Social Studies
If you think of yourself as a social studies teacher, keep in mind that when
you have one or more ELL students in a class, you also become an English
language teacher.
Meeting the needs of today’s heterogeneous student bodies is challenging,
particularly when it comes to social studies, which requires proficiency in English and knowledge of American culture to facilitate new learning. Since Social Studies is a national-focused subject, students everywhere learn about people, places, and events from a nation-centered viewpoint. This means that ELLs in particular are at a disadvantage because of several factors:
Limited Background Knowledge of the U.S. ELLs are at a disadvantage because the traditional way students learn social studies may be blocked by cultural obstacles and prior educational models. Concepts that a U.S. born student knows through enculturation may be completely foreign to the ELL.
Cultural differences preclude ELLs from asking questions of the teacher or even making eye contact in some societies. Also, in certain Asian cultures the primary method of learning is through rote memorization. Therefore, when these students are put into cooperative groups this is usually considered non-academic and a waste of time. In addition, in some immigrant cultures sharing work and helping classmates is thought of as an important part of learning; yet when students from these cultures share their work during a test this is viewed as cheating.
Difficulty learning from textbooks. In social studies texts, facts and details are often condensed and authors often omit the type of concrete or anecdotal detail that can help ELLs relate to unfamiliar concepts from their own experiences. Textbooks often contain a high concentration of new vocabulary or sophisticated sentence structure.
Difficulty learning from lectures. Some ELLs find it difficult to understand different teachers’ accents and pronunciations. Others may have lived in the U.S. too short a time to have developed sufficient listening skills. Words, like people, play various roles depending on the context. Moving a word from the vernacular to the academic style is tricky.
Source: Jodi Reiss. Teaching Content to English Language Learners: Strategies for Secondary School
Success, Longman, 2005.
2
Examples of Language Difficulties
Vocabulary terms that wear “two hats” (polysemous)
Vocabulary Meaning in Everyday Life Meaning in Social
Studies
party a social gathering group of persons with
common political
interests
lobby an entrance hall political unit/pressure
group
house a building where people live bicameral legislative
body
front foremost part of any surface foremost line or part of
an army or line of battle
sphere global mass (Math); planet or
star (Astronomy)
geographical area
or field of influence.
period full pause or stop usually at
the end of a sentence
(English)
a large section or
division of time.
In the English language some words function as different parts of speech
and can be confusing to ELLs.
Examples:
The Democratic party held a party for the winners.
The western front saw more action than the eastern front during the
onset of the war.
It was a period of change, of revolution, of political and social unrest.
Reading, Structure, and Concepts
For the ELL student there are the additional problems of reading and
understanding the language of primary sources such as historical documents,
letters, diaries, political cartoons, maps, and photographs. Social Studies texts
contain complex sentences, use of the passive voice, and extensive use of
pronouns. Many ELLs lack familiarity with historical terms, government
processes, and vocabulary. Concepts not common to all cultures are difficult;
this includes privacy, democratic procedures, rights of citizens, free will, and
movement within the structure of a society. In U.S. schools we use a timeline
teaching approach vs. learning history by “dynasty” or period. There are also
issues of a nationalistic and cultural focus concerning the study of maps.
Furthermore, some ELL students may not be used to expressing their personal
3
opinions in class or contributing an alternate view that reflects conditions in their or other countries. Finally, the amount of information covered in social studies classes challenges the ELLs’ inability, at least initially, to discern what is important in the text and what is not.
Sophisticated Sentence Structure/Vocabulary
The two chamber design (Congress) is based on the central
principle of American government that government must be
divided into units that share power to provide a system of
checks and balances against potential abuses of power.
The difference between perfect competition and
monopolistic competition arises because monopolistically
competitive firms sell goods that are similar enough to be
substitute for one another but are not identical.
Unfamiliar Concept
Colonists in favor of independence began using propoganda to
gather support for their cause.
Text Analysis
The written language of content instruction in Social Studies is clearly very difficult for ELLs. The following website offers valuable and easy strategies on teacher preparation for:
Building Background Knowledge Pre- teaching Vocabulary and concepts Pre-reading strategies to increase comprehension, introducing the text,
reading the text Speaking: Production of Oral Academic English Writing: Production of Written Academic English.
http://www.doe.in.gov/lmmp/pdf/content_area_texts.pdf
4
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“STAIR-STEP” TEXTS
Lexile 150; GRL = F
Lexile 940 GRL = O
Lexile 630 GRL = Q
Lexile 250 GRL = I
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NEAR GRADE LEVEL TEXTS
Grade Level 5.2 Grade Level 7.4
Lexile 250 GRL = I
WHAT VOCABULARY GETS REPEATED ACROSS TEXTS?
Lexile 150
Lexile 250
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TAP SKILLS LOW READERS BRING TO TEXT
• Use of visuals to support understanding
• Reading bold text, titles, captions • Reading charts/graphs/maps
TEACH STUDENTS HOW TO READ GRAPHICS (“NOT JUST PRETTY PICTURES” NORMAN & ROBERTS,
EDUCATIONAL LEADERSHIP , NOVEMBER 2013)
! Photographs (labeled or not labeled)
! Captioned Graphics ! Cross-sectional
diagrams ! Flowcharts ! Insets ! Maps
! Surface diagrams ! Tables ! Timelines ! Speech bubbles
Types of Graphics:
• Alternate Route to Information (supplemental) or • Visuals that Extend the Text 60% of graphics in Gr.2-3 info texts convey information not given in the text (Fingeret, 2012)
CCSS emphasize
understanding and using
graphical elements
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Illustrations Captioned Graphics
Illustrations/Photographs with captions
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Timelines; inset illustrations
INTEGRATED SKILLS DEVELOPMENT
! Find Highly visual texts ! Use Thematic instruction/Text Sets for Practice ! Provide Language/Literacy Practice Opportunities ! Use a Meaning-Centered Approach with: " Embedded vocabulary development " Embedded phonics " Embedded sight word recognition " Embedded spelling " Connected early writing
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!Let’s Get In Partners For!Text Analysis!!!
WORD WORK
DECODING/ENCODING
ACADEMIC VOCABULARY BUILDING
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New Decoding Skill: Reading dates & numbers in English: (1787=seventeen eighty-seven; 12, 39, 85)
READING NUMBERS/UNDERSTANDING QUANTITATIVE CONCEPTS
! 1787, 1788 ! 12, 17, 29 ! 1809 ! Two, nine ! More (than) ! Most ! (How) many
! Smaller ! Larger
! Equal
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c-v-c-e Rule
! wrote, vote
! state, make, gave
/ee/ /ea/ phoneme variants
! lead, least, leader
! freedom, agree, speech, between
WHAT DECODING/ENCODING SKILLS MAKE SENSE
ACADEMIC WORD LIST WORDS IN THE TEXT
! Create ! Enforce ! Convince ! Amend(ments)
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OTHER IMPORTANT CONTENT AREA TERMS: CHOOSE 8-10
1. Country; State 2. Government 3. Experiment 4. Last(ed) 5. Decide(ed) 6. Legislature 7. Law(s) 8. Equal 9. Split 10. Population 11. Delegate 12. Approve/Gain Approval 13. Right(s) 14. Protect 15. Freedom
Lexical Bundles: was based on became known as Is known as Between x and y Academic Word &
Phrase Building
NOUNS ! Country ( ies) ! King/queen ! Experiment ! Government ! Leader ! Law ! Colonist ! Revolutionary
War ! Independence ! Articles of
Confederation ! Rules ! Nation ! States ! Command ! War ! Trade ! Taxes
! Control ! Delegates ! States ! Legislature ! Branch ! Representatives ! Number ! Senate, etc. VERBS ! Rule(d) ! Wrote ! Was/were ! Created ! Vote(d) ! Could ! Passed ! Broke Out ! Had ! Had Declared
! Formed ! Won ! Struggled ! Met ! Decided ! To Form ! To lead ! Would ! Wanted ! Compromised ! Split ! Signed ! Approved ! Thought ! etc.
PREPOSITIONS ! About ! Under ! Of
! With ! From ! To ADJ/ADVERBS ! Oldest ! Shortest ! Historic ! American ! Unfair ! Many ! Smaller ! Equal ! Two ! Each ! Now ! At least ! Not ! Some
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www.dolchword.net
All 220 Dolch words in alphabetical order
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FIRST 300 WORDS
300 Most Frequent Words in Written Text First 100 Words in Red
a came found (ed) large off sometime (s) very
able can (s) four last (ed, ing) often soon want (ed, ing, s
about certain from later old special war (s)
across change(s, ed, in get (s, ing) learn (ed, ing, on state (d, s) was
after children ('s) give (n, s, ing) left once still water (s)
again city (ies) go (es, ing) less one (s, 's) such way (s)
against come (s, ing) good (s) let (s, ing) only sun ('s) we
air could got life or sure well
all country (ies, 's) government (s) light (ed, ing, s) order system (s) went
almost course (s) great like (d, s) other (s) take (n, ing, s) were
along day (s, 's) group (ed, s) little our tell (ing, s) what
also did had live (d, s, ing) out than when
always didn't hand (ed, s) long over that ('s) where
american (s) different hard look (s, ed, ing) own (ed) the which
among do (ing) has made part (s) their (s) while
an does have (ing) make (s, ing) people (s, 's) them white (s)
and don't he man ('s) person (s, 's) then who
animal (s) done head (ed, ing, many place (d, s, ing) there ('s) why
another door (s) heard may plant (ed, ing, these will (ing)
any down help (ed, ing, s me power (s) they with
are during her mean (s, t) put (s, ting) thing (s) without
around each here men ('s) read (s, ing) think (ing, s) word (s)
as early high might really this work (ed, ing,
at earth ('s) him money red those world ('s)
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back (ed, s) energy his morning room (s) thought (s) year (s, 's)
be enough home (s) most said three yet
became even (ing) house (s, ing) mother (s, 's) same through you
because ever how move (d, s, i saw time (s) young
become (s, in every however much say (s, ing) to your (s)
been example (s) I must school (s) today ('s)
before eye (s) if my second (s) together
began face (d, s, ing) important name (d, s) see (ing, n, s) told
being (s) family (ies) in near set (s, ting) too
best far into need (s, ed) several took
better father (s, 's) is never she ('s) toward (s)
between feel (s) it new (s) should two
big feet it's next show (ed, ing, under
black (s) felt its night (s) side (s) united
body (ies) few just no since until
book (s) find (s) keep (ing, s) not small up
both first kind(s) nothing so upon
boy (s, 's) food (s) knew now some us
but for know (ing, n, s) number (s, ed) something use (d, s, ing)
by form (ed, ing, s land (ed, ing, s of usually
http://textproject.org/library/resources/wordzones-for-4000-simple-word-families/ (http://www.scribd.com/doc/112505712/4000-Words)
Are there any of the first 100 in our book?
READING COMREHENSION
STRATEGIES THAT MAKE A DIFFERENCE
Including Close Reading Tactics
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Let’s Read Our Excerpt to Detect the Main
Ideas
FRONT LOADING WITH VIDEO RAPS SONGS
3:41 mins. Preamble –7 Articles explained https://www.youtube.com/watch?v=UCJ2of4kx5E
We the People Song 6 minutes—Nice speed and vocabulary—only 4 mins
rest is credits Helps Memorize the Preamble
HTTPS://WWW.YOUTUBE.COM/WATCH?V=PIF7UFAKKJC
--- - - - - -
Schoolhouse Rock: Preamble of the Constitution 3 minutes—Recites the preamble twice
! https://www.youtube.com/watch?v=2XMzIExVT5M
https://www.youtube.com/watch?v=EH_CuwvEL4w Protecting kids rights 1:37
constitution day !
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MAIN IDEA; FACTS, DETAILS What do you think is the main idea of our section? What facts and details would you list?
Graphic Organizers = Mediator Between Reading
Comprehension and Writing
http://www.eduplace.com/graphicorganizer/
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Home » Hot Topics in Adolescent Literacy
Reading Comprehension Strategies for English Language Learners
By: Colorín Colorado (2007)
Explicit teaching of reading comprehension skills will help English Language Learners apply these strategiesto all subject matter.
In this article:
Why reading comprehension skills are particularly important for ELLs
Classroom strategies: Steps for explicitly teaching comprehension skills
Other ideas
Examples of comprehension skills that can be taught and applied to all reading situations include:
Summarizing
Sequencing
Inferencing
Comparing and contrasting
Drawing conclusions
Self-questioning
Problem-solving
Relating background knowledge
Distinguishing between fact and opinion
Finding the main idea, important facts, and supporting details
These skills are particularly important for comprehending what is generally known as information reading orexpository reading.
Why reading comprehension skills are particularly important for ELLs
English language learners (ELLs) often have problems mastering science, math, or social studies conceptsbecause they cannot comprehend the textbooks for these subjects. ELLs at all levels of English proficiency,and literacy, will benefit from explicit instruction of comprehension skills along with other skills. Here is a wayof thinking about the support your ELLs will need:
ELL students will still need a lot of vocabulary development and teaching of comprehension strategies even ifthey:
have been mainstreamed after some bilingual instruction;
are being pulled out for English as a Second Language or Sheltered English instruction; and/or
have been assessed as English proficient but you know that they still need additional help withlanguage, reading, and writing.
Classroom strategies: Steps for explicitly teaching comprehension skills
The following steps are useful for all students. However, these need to be complemented with the additionalsteps below to ensure comprehension for ELLs.
Introduce the comprehension strategy or skill (see above list) through examples. Discuss how, when,where, and why the strategy or skills are used. For example: contrast main idea with details, fact withopinion, good summaries with poor summaries.
Have students volunteer additional examples to contrast and discuss.
Label, define, model, and explain the strategy or skill. For example, after listing four facts about ahealthy diet and four opinions about what is good to eat, label one list as facts and the other list asopinions.
Give students opportunities to practice using the strategy with a peer as they apply it to a short, simpleparagraph from a science text or any expository text.
Debrief with the whole class to ask students to share how they applied the strategy or skill.
Additional steps for ELLs
Identify vocabulary words that you think might be difficult for students to understand when they readthe text. Write ELL-friendly definitions for each - that is, simple, brief definitions ELLs can easilyunderstand.
Model think-alouds. For example: verbalize a confusing point or show how you use a strategy tocomprehend something. "This sounds very confusing to me. I better read this sentence again."
ASKING QUESTIONS/ SELF QUESTIONING
What Questions Would You Ask Yourself?
How Did you Derive the Questions?
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Notice the graphical features of this text
Notice the graphical features of this text
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Notice the graphical features of this text
Demonstrate fix-up strategies. For example: I need to think about this. Let me rethink what washappening. Maybe I'll reread this. I'll read ahead for a moment.
Partner ELLs with more dominant English speakers and ask each student to take a turn reading andthinking aloud with short passages.
After working with partners successfully, ask ELLs to practice independently by using a checklist suchas the following. Be sure to explain all the terms and model each.While I was reading, how did I do?
Skill I used Not very much A little bit Much of the time All of the time
Blending
Chunking
Finding meaning of new word
Making mind movies as I read
Rereading
Reading ahead
Celebrate each ELLs' progress with recognition notes, praise, and/or class applause.
For advanced ELLs
When students' English proficiency and basic reading skills have increased, you can teach the following stepsnot just to ELLs, but to all students – because everyone will benefit.
In pairs, have students survey the text and use an idea map to record the main idea and details.
Ask partners to read the text.
Have partners restate the main idea and supporting details. At this point, they can add to their ideamap or make necessary corrections.
Then ask students to reread the text and either develop their own questions (pretending to prepare atest for their partner) or write a short summary of what they just read.
After that, have partners check each other's work.
Finally, partners can share their questions or summaries with other teams.
Other ideas
For building ELL comprehension
Teach students how to use these tools for informational or expository reading:
Titles
Headings
Bold print
Captions
Side bars
Maps
Graphs
Pictures
Bullets
Ask students to use the following strategies to summarize (orally or in writing):
Retell what you read, but keep it short.
Include only important information.
Leave out less important details.
Use key words from the text.
Questioning ELLs after reading
After the ELLs and/or whole class have completed the reading comprehension activities above, you cananchor or test their comprehension with carefully crafted questions, taking care to use simple sentences andkey vocabulary from the text they just read.
These questions can be at the:
Literal level (Why do the leaves turn red and yellow in the fall?)
Interpretive level (Why do you think it needs water?)
Applied level (How much water are you going to give it? Why?)
>> Printed from: http://www.adlit.org/article/14342/?theme=print
Support AdLit.orgHelp us support the teachers of struggling readers. Make a tax-deductible donation today.
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© 2013. All rights reserved. AdLit.org is an educational initiative of WETA, the flagship public television stationin the nation's capital. AdLit.org is funded by the Ann B. and Thomas L. Friedman Family Foundation andCarnegie Corporation of New York. The statements and views expressed are solely the responsibility of theauthors.
Page 4
Which of the features listed on page 4 could you model with this book? What do you think of the Table of Contents? Clear? Good Titles?
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What do you like? Not Like? About these Informational Text Tools?
Which of These Resources Would You Find Most Useful? Why?
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Simple Procedure for SIFE ELLs— With or Without Reading Aloud
• Use the Text To Answer Questions.
• Gather Evidence From the Text.
Listening and Speaking Common Core Standard:
# Comprehension and Collaboration
# CCSS.ELA-Listening and Speaking.LS.7.1. Engage in a range of
collaborative discussions (one-on-one, in groups and teacher
lead) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
# c. Pose questions that elicit elaboration and respond to others’
questions and comments with relevant observations and ideas
that bring the discussion back on topic as needed.
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QUESTIONS TO ANSWER
1. Which articles set out in detail how the U.S. Government is structured?
2. Which article tells how the US Constitution can be amended?
3. Which articles pertain to states and their relationship to the federal government?
4. How many amendments made up the bill of rights? 5. Which two amendments have to do with the same
issue? 6. What do you think is the most important
amendment and why?
Documenting US History: The United States Constitution Gr. Level 7.4; Lexile 890; GRL=S
CLOSE READING WITH NEAR GRADE LEVEL TEXT
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http://www.weareteachers.com/hot-topics/topics-in-education/understanding-close-reading-download-our-poster-now
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EARLY WRITING STRATEGIES FOR LIMITED LITERACY
SIFES
LATER WRITING STRATEGIES TO ADVANCE THE WRITING SKILLS OF BELOW-GRADE-
LEVEL SIFES
Writing Common Core Standard:
# Text Types and Purposes
# CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to
examine a topic and convey ideas, concepts and information
through the selection, organization and analysis of relevant content.
# b—Develop the topic with relevant facts definitions, concrete details,
quotations or other information and examples
# c—Use appropriate transitions to create cohesion and clarify their
relationships among ideas and concepts
# f—provide a concluding statement…..
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SIFE WRITING SAMPLES
Type I Student: Early Writing Stage
Type II Student: Later Writing Stage
Copied?
What to Work On:
! Use of paper/layout on a page
! Simple sentence patterns ! S-V agreement, singular-
plural agreement ! Spacing ! Use of titles ! Forming paragraphs ! Mechanics (sentence
level) ! Learning new words
What Strategies to Use:
! Lined paper with guides ! Frontloading of vocabulary ! Brainstorming in L1 ! Models and
demonstrations ! Scaffolds: sentence
frames; word boxes ! LEA; Class Writing ! Guided writing ! Peer support
EARLY WRITERS
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What kind of sentences can you model?
What sentence frame could you create?
What do you notice about the verb structures? How could you use this to help your students?
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What to Work On: ! Organization
(paragraphing; lead sentence, closure)
! Expanding and refining student vocabulary (correct form of a word)
! Spelling of common words ! Grammatical difficulties ! Expanding complexity of
sentence patterns ! Transitions and inter-
sentential connections ! Use of pronouns
What Strategies to Use:
! 6 + 1 traits ! Thesaurus ! Spell check and other
word document tools ! Author’s chair ! Writer’s workshop;
conferencing ! Editing own work using
checklists
LATER WRITERS
Modeling Varied Sentence Structures
What kind of sentences do you see Compound? Complex? What transitions and leads are used? What dependent clause structures do you notice?
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Write people poems. Poetry writing may seem dull to some students but notwhen it is combined with a biography! Have your class visit InfoPlease:People and search its 30,000 online biographies. Ask them to select oneindividual and write a poem about the person. The poem should featurequalities that make the person unique, facts relating to the person's life, andother details. You may choose to have each student include the name of theindividual or to have the student share his or her writing and have othersguess the identity.
Create a birth date biography. How many days have you been alive? Whatwas the moon like on the day you were born? What was in the news, andwhat songs were people listening to? Those are questions participants in TheDay I Was Born Online Project are answering. This ongoing project is theperfect endeavor for your class too! Students use online resources to answerspecific questions about their dates of birth, and teachers collaborate withother classes by sharing their findings. If you prefer, have your students usethe handout and links to perform the research -- then create "newspapers"that reveal facts about the days that they were born. They may then sharethe publications with others.
Imagine a celebrity guest. Invite your students to imagine that each is goingto have a celebrity visitor to the school. Each student selects a person whowould make an excellent speaker by examining the biographies of TheBiographical Dictionary. When he or she has made a choice, the studentshould write an introduction for this figure and tell about his or heraccomplishments and what he or she will be discussing during the visit.
Identify people of the century. In Time magazine's The Most InfluentialPeople of the 20th Century, the names of 100 influential people areorganized into groups and ranked in order of their importance. Who do yourstudents view as the top ten leaders and revolutionaries, artists andentertainers, builders and titans, and heroes and icons? After they havecompiled a list of their picks and voted on them, have the students read theTime lists and compare the results. Do they agree with the findings of thereaders of Time?
Choose the greatest American. What one person best represents thequalities of citizenship -- qualities that might qualify that person to beselected as "the greatest American"? Your students may decide! Have themread about historical figures at Who's Who in American History. Instruct eachstudent to choose a person he or she feels deserves this title and create anaward for him or her. The student should define the characteristics that setthis person apart from other Americans. Hold a class discussion todetermine whether any students have chosen the same individual and why.
Work on Biography.kids. One thing the Web still lacks is a good biographicaldictionary with the stories of kids. How many amazing kids do your studentsknow? Have your students use our Biography.kids teaching master tointerview or gather information about a special student who is newsworthy.Compile the reports into a biographical dictionary in print or online so thatall students may share the stories they have created.
Biography study guides. Anyone who has watched a segment of abiographical program from the A & E channel knows how interesting andenlightening those stories can be. Students can benefit from them as wellwhen they are used in the classroom, and now it is even easier to make thema part of your curriculum. With AandE.com Classroom Study Guides, you maychoose from an index of programs and find summaries, vocabulary words,thought-provoking discussion questions, extension activities, and the next airtime of specific shows. For an interesting twist, have your students watch aBiography program and create a study guide for it. Be sure to tell them to
Early Writing Projects
With Support
WRITING BIOGRAPHIES
Original URL: https://www.teachervision.com/biography/presidents/148.html
President George Washington Biography
Return to U.S. Presidency - Index Page.Return to U.S. Presidents' Biographies Page.
Born: 2/22/1732Birthplace: Westmoreland County, Va.
George Washington was born on Feb. 22, 1732 (Feb. 11, 1731/2, old style) in Westmoreland County, Va. While inhis teens, he trained as a surveyor, and at the age of 20 he was appointed adjutant in the Va. militia. For the nextthree years, he fought in the wars against the French and Indians, serving as Gen. Edward Braddock's aide in thedisastrous campaign against Ft. Duquesne. In 1759, he resigned from the militia, married Martha Dandridge Custis,a widow with children, and settled down as a gentleman farmer at Mount Vernon, Va.
As a militiaman, Washington had been exposed to the arrogance of the British officers, and his experience as aplanter with British commercial restrictions increased his anti-British sentiment. He opposed the Stamp Act of 1765and after 1770 became increasingly prominent in organizing resistance. A delegate to the Continental Congress,Washington was selected as commander in chief of the Continental Army and took command at Cambridge, Mass.,on July 3, 1775.
Inadequately supported and sometimes covertly sabotaged by the Congress, in charge of troops who wereinexperienced, badly equipped, and impatient of discipline, Washington conducted the war on the policy of avoidingmajor engagements with the British and wearing them down by harassing tactics. His able generalship, along withthe French alliance and the growing weariness within Britain, brought the war to a conclusion with the surrender ofCornwallis at Yorktown, Va., on Oct. 19, 1781.
The chaotic years under the Articles of Confederation led Washington to return to public life in the hope of promotingthe formation of a strong central government. He presided over the Constitutional Convention and yielded to theuniversal demand that he serve as first president. He was inaugurated on April 30, 1789, in New York, the firstnational capital. In office, he sought to unite the nation and establish the authority of the new government at homeand abroad. Greatly distressed by the emergence of the Hamilton-Jefferson rivalry, Washington worked to maintainneutrality but actually sympathized more with Hamilton. Following his unanimous re-election in 1792, his secondterm was dominated by the Federalists. His Farewell Address on Sept. 17, 1796 (published but never delivered)rebuked party spirit and warned against “permanent alliances” with foreign powers.
He died at Mount Vernon on Dec. 14, 1799.
Died: 12/14/1799
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Original URL: https://www.teachervision.com/biography/presidents/151.html
President James Madison Biography
Return to U.S. Presidency - Index Page.Return to U.S. Presidents' Biographies Page.
Born: 3/16/1751Birthplace: Port Conway, Va.
James Madison was born in Port Conway, Va., on March 16, 1751 (March 5, 1750/1, old style). A Princetongraduate, he joined the struggle for independence on his return to Virginia in 1771. In the 1770s and 1780s he wasactive in state politics, where he championed the Jefferson reform program, and in the Continental Congress.Madison was influential in the Constitutional Convention as leader of the group favoring a strong central governmentand as recorder of the debates; and he subsequently wrote, in collaboration with Alexander Hamilton and John Jay,the Federalist papers to aid the campaign for the adoption of the Constitution.
Serving in the new Congress, Madison soon emerged as the leader in the House of the men who opposedHamilton's financial program and his pro-British leanings in foreign policy. Retiring from Congress in 1797, hecontinued to be active in Virginia and drafted the Virginia Resolution protesting the Alien and Sedition Acts. Hisintimacy with Jefferson made him the natural choice for Secretary of State in 1801.
In 1809, Madison succeeded Jefferson as president, defeating Charles C. Pinckney. His wife, Dolley Payne Todd,whom he married in 1794, brought a new social sparkle to the executive mansion. In the meantime, increasingtension with Britain culminated in the War of 1812—a war for which the United States was unprepared and for whichMadison lacked the executive talent to clear out incompetence and mobilize the nation's energies. Madison wasre-elected in 1812, running against the Federalist De Witt Clinton. In 1814, the British actually captured Washingtonand forced Madison to flee to Virginia.
Madison's domestic program capitulated to the Hamiltonian policies that he had resisted 20 years before and he nowsigned bills to establish a United States Bank and a higher tariff.
After his presidency, he remained in retirement in Virginia until his death on June 28, 1836.
Died: 6/28/1836
Provided by Infoplease—an authoritative, comprehensive reference website that offers an encyclopedia, adictionary, an atlas, and several almanacs. Visit Infoplease.com to find more resources endorsed by teachers andlibrarians.
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GIVE WRITING FRAMES
https://www.leeandlow.com/
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Supporting English Language Learners with Limited Prior SchoolingA practical guide for Ontario educators Grades 3 to 12
Helping Newcomer Students Succeed in Secondary Schools and BeyondDeborah J. Short
Beverly A. Boyson
59
FEATURE ARTICLE
Journal of Adolescent & Adult Literacy 58(1) September 2014 doi: 10.1002/jaal.318 © 2014 International Reading Association (pp. 59–69)
Exploring Early Reading Instructional Strategies to Advance the Print Literacy Development of Adolescent SLIFE
M. Kristiina Montero , Sharon Newmaster , & Stephanie Ledger
Guided reading can help adolescent refugee students with limited or interrupted formal schooling learn how to read. With developmentally appropriate instruction they can experience academic success in their resettlement countries.
Children and youth who have been forced into exile by armed conflict, communal violence (e.g., war, genocide), large- scale
natural disasters, persecution (e.g., political, religious, ethnic), and social unrest in their homelands often face many years of displacement without access to the foundations of formal education—literacy and
numeracy. Their academic success in resettlement countries is impaired because of gaps in formal schooling, poor quality education (e.g., in refugee camps), or no schooling at all. Consequently, they have not developed age- appropriate print literacy skills in their dominant language. In fact, many refu-gee children and youth do not have any print literacy skills (Matthews, 2008 ; Woods, 2009 ). Take, for ex-ample, Jaabriil (pseudonym), a student we met through our study. He was born in a refugee camp in Yemen, yet he identifies with the language, culture, and ethnicity of his family ’ s Somali roots. Jaabriil came to Canada when he was 12 years old. Although he spent two years in elementary school—grades 7 and 8—when we met him in the English literacy de-velopment (ELD) program in his first year of high school he had limited knowledge of Roman alphabet letter names or sounds, and his oral language skills in English were underdeveloped. Despite his many rich life skills and experiences, without knowing how to read and write in English, Jaabriil and other students
M. Kristiina Montero is an associate professor at Wilfrid Laurier University, Waterloo, Ontario, Canada; e- mail [email protected]
Sharon Newmaster is an ESL/ELD consultant for the Waterloo Region District School Board, Kitchener, Ontario, Canada; e- mail [email protected]
Stephanie Ledger is an ESL/ELD resource teacher for the Waterloo Region District School Board, Kitchener, Ontario, Canada; e- mail [email protected]
Authors (left to right)
Journal of Adolescent & Adult Literacy International Reading Association
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BOOK COMPANIES OF LOWER LITERACY MATERIALS THAT ARE AGE APPROPRIATE
! Capstone/Capstone Digital (MyON) " http://www.capstonepub.com/
! Benchmark Books " http://www.benchmarkeducation.com/
! Millmark Books " http://www.millmarkeducation.com/
! National Geographic School Publishing " http://ngl.cengage.com/ (under content literacy)
! Great Source ACCESS English ! http://greatsource.info/store/ProductCatalogController?
cmd=Browse&subcmd=LoadDetail&ID=1005400000011656&frontOrBack=&nextLevel=4&division=G01&sortProductsBy=SEQ_TITLE
! Look up Books on Permabound.com " Gives reading levels
! How to Write Low Literacy Materials " http://www.joe.org/joe/2001february/tt2.php
What about Reading A-Z?
http://www.readinga-z.com/
VIDEOS AND WEBINARS
Webinars (George Washington University, NCELA) " Teaching and Learning for SIFE and Refugee Background Students, May
15, 2013 http://www.youtube.com/watch?v=xAkAAPN3o80 " Meeting the Needs of Students with Interrupted Formal Education and
Refugee Backgrounds, March 20, 2013 http://www.youtube.com/watch?v=1x16UcA4NV0
George Washington University, NCELA Other Videos Worth It Parts I and II (SIFE Students) http://www.youtube.com/watch?v=ojy62Nkj3eA http://www.youtube.com/watch?v=EtgO_a0CVr8 Andrea DeCapua: Meeting the Needs of SLIFE Students http://www.youtube.com/watch?v=zgE25MXh5H Andrea DeCapua, Helaine Marshall and Jeffra Flaitz discuss SLIFE http://www.youtube.com/watch?v=dNr-D50x844
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MORE VIDEOS
! Refugee Students (Teaching Refugees with Limited Formal Schooling) http://www.youtube.com/watch?v=dpycUi2tTMQ&list=PLoU659hwTdDa4d-IIXLHkx2KZkvlUiznB&index=1 ! Ithaca SIFE http://www.youtube.com/watch?v=tAE_hqvdwh8 ! Paula Markus (Ontario Ministry of Education) http://www.youtube.com/watch?v=b6Sf8rgvx_8 http://www.youtube.com/watch?v=HmDai59TPx4&list=PLoU659hwTdDYBhqcImrr_bRyuRJOejef7&index=2 (Starting where they are, goals for SIFEs, newcomer guides, etc.) Middle and High School ELLs (one section on SIFE) http://www.colorincolorado.org/webcasts/middleintro/ Powerpoint: From SIFE to Success (NYC) http://www.slideserve.com/Ava/from-sife-to-success
Nancy Cloud M.Ed. in TESL Program
Rhode Island College [email protected]
