In Monster on the Hill by Rob Harrell, monsters terrorize villages and the villagers capitalize on them. In the opening scene, a visiting family encounters the town monster and can then purchase memorabilia celebrating the monster. In one village, the monster is depressed and not performing. Something must be done.
This is the third in my book study series on Making Content Comprehensible for English Learners. I have tagged each of these posts "Comprehensible Content" so if you miss a post or two, you can easily find them.
The third component of the SIOP model is called Comprehensible Input. Effective teachers match their rate of speech and vocabulary to their students' level of English. They clearly explain academic tasks with modelling, visuals, and completed sample tasks. They communicate in many different ways through gestures, anchor charts, and graphic organizers--to name a few. They use repetition because students need multiple exposures to new vocabulary words. In the online version of this class, one of the instructors taught a lesson in Mandarin. She used the techniques in this chapter to emphasize how important rate of speech and gestures are to learning something in a different language.
A sestina is a poetry form with six stanzas of six lines each and a short three lined stanza at the end called an envoi. Each line ends with one of six words. I wrote "A Student's Sestina" about a student who would rather ride a skateboard than study. When I shared this with students, some said, "I didn't know that poetry could tell a story." We analyzed the poem for the elements of story: characters, setting, problem, and resolution.
The Star Wars franchise has about 260 official books that tell more about the characters and story world of the movies. Most of them are more suitable for adult readers. Star Wars: Jedi Academy is a series by Jeffrey Brown is perfect for the elementary age Star Wars fans.
Roan dreams of attending the Pilot Academy, but when he applies he is rejected. The Jedi Academy contacts him and tells him that he is strong in the force, but his early attempts are unsuccessful. Comics, journal entries and letters tell Roan's story with humor and empathy.
This summer I am reading Making Content Comprehensible for English Learners and sharing my thoughts here on Artistry of Education. The second component of the SIOP model is Building Background. Building Background happens in two parts: making connections with the student's life outside of school and making connections with previous learning. When a student has been in school for a year or two, it's easier to find out about their previous experiences inside and outside of school. I can have conversations about family and hobbies. I can ask about traditions and celebrations. I can walk down the hall and find out from a previous teacher what the child learned the previous year. When a student has just moved to the U.S., it may be more difficult. I started using online images with one student just to help him choose his lunch everyday. This grew into communicating with pictures about other events. This year, I used Google Translate with a student about key words -- both academic and non-academic. She had attended school for several years in El Salvador and had many skills that would transfer. In Making Content Comprehensible, the authors include word lists to prioritize vocabulary to be included in lessons. They distinguish between academic and social language.
What experiences have you had building background with English Learners?
The Hidden Oracle is the first book in a new series by Rick Riordan. Zeus makes Apollo a mortal to punish him, and Apollo arrives at Camp Half-Blood with a mysterious demi-god name Meg. I don't want to spoil any big reveals, but I will say that the book's premise is original and will support the conflict for the series.
I recommend this book for middle school and above. I would allow my upper elementary students to read it, but it isn't a book I would read aloud.
This is a series of book study posts about Making Content Comprehensible for English Learners. I'm glad I'm spending some time this summer to reread this book and share what I'm learning here. I took the SIOP Model class this spring, but there is a lot to remember and implement.
I plan to focus on the chapter for each of the eight components of this model. This week I read Chapter 2 Lesson Preparation. Lesson Preparation is broken down into six features:
content objectives
language objectives
age-appropriate concepts
supplementary materials
adaptation of content
meaningful activities for language practice
Most of these are features of any well-designed lesson. I was reminded that students who are learning English need to have materials that are age-appropriate and not watered down. They also need intentional practice with listening, speaking, reading, and writing in every lesson.
Many classrooms have their learning targets displayed prominently. When I prepare an ELL lesson, I need to consider what vocabulary they will need and how they will practice this. I feel like my strength is using supplementary materials to illustrate the concepts I am teaching. I have never been a fan of highly scripted lessons.
What works well for you? What questions do you have?
Today's freebie for Friday is a style of Venn Diagram with lines already drawn so students can neatly write in facts. There is space on the type to copy the title of two articles the student is comparing. I would use this organizer as a part of a gradual release lesson. First we would read two articles and compare and contrast as a class. Next I would use this with partner work. I could use it with small groups who needed re-teaching. It could be a part of independent practice after we have used it several other times in class. Scholastic News often has two or more articles with a single topic. I especially like the opinion page where opposing opinions are expressed with supporting information.
This graphic organizer is a part of a larger, recently updated product called Graphic Organizers for Reading Informational Text. You can find it in my Teachers Pay Teachers store and my Teachers Notebook store. Happy Friday!
Rump doesn't remember his true name--the name his mother whispered into his ear when he was born. She died shortly after, and all he knows is that his name begins with Rump. (This is an unfortunate nickname.) Rump discovers his magical power of turning straw into gold, but this creates more problems than solutions. He also learns the importance of names. Click here to download a free graphic organizer to collect evidence of a theme.
This spring I took an online class about the SIOP model. This is a protocol for helping ELL students master academic language. I enjoyed the class and learned a lot. I want to review this text and prepare some new lessons and adapt others over the summer. For the next eight weeks, I plan to read a chapter and write about it here on Artistry of Education. I hope you join me.
Summer, her brother, and her grandparents work on a team of wheat harvesters. When Summer's parents have to leave to care for ailing relatives. Obaachan and Jiichann (Grandma and Grandpa) feel pressure to take their place during harvest. Summer feels her family has had a string of bad luck. She learns what she is capable of to save her family.
