Strategies to Scaffold Rigor in Content for Secondary ELLS
1. Strategies
to
Scaffold
Rigor
in
Content
Lessons
for
Secondary
ELLs
The
GO
TO
Strategies
Linda
New
Levine,
Ph.D
Laura
Lukens
Be;y
Ansin
Smallwood,
Ph.
D.
EFL/ESL
Consultant
ELL
Program
Coordinator
Founder
and
President
Vero
Beach,
FL
North
Kansas
City
Schools
Succeeding
with
ELLS
(SWELL)
Kansas
City,
MO
Bethesda,
MD
TESOL
2015
Toronto,
Ontario,
Canada
March
27,
2015
2. Agenda
Review
1. Ge&ng
Started:
Overview
and
Community
Building
2. Making
the
Connec?on:
ELP
Levels,
Assessments,
Descriptors,
and
Strategies
3. Associa?ng
Research-‐based
Principles
with
Prac?ce
and
Strategies
4. Becoming
Familiar
with
the
GO
TO
Strategies:
Inventory
and
Strategy
Categories
5. Integra?ng
Strategies
into
Instruc?on
6. DraRing
an
Ac?on
Plan
7. Summary
and
Conclusion
The
GO
TO
Strategies
3. The
GO
TO
Strategies
Project
• Outgrowth
of
Project
EXCELL-‐NKCS/UMKC
• Based
on
CAL’s
Five
Principles
of
Sheltered
Instruc?on
• Scaffolds
rigorous
instruc?on
for
ELLs
as
states
transi?on
to
the
CCSS
h;p://www.cal.org/what-‐we-‐do/projects/project-‐excell/the-‐go-‐to-‐strategies
Project EXCELL
4. What
are
the
GO
TO
Strategies?
• A
“suite”
of
resources
for
use
in
content
or
ELL
classrooms:
• Introduc*on
to
the
Strategies
Project
• Strategic
Teaching
and
Learning
Guided
by
the
Five
Principles
of
Instruc*on
for
ELLs
• Strategies
“Matrix”
• Strategies
Inventory
• Strategies
Glossary
The GO TO Strategies
5. InstrucJonal
Strategies
The
term
instrucQonal
strategy
refers
to
a
generalized
learning
or
teaching
technique
that
is
applicable
across
content
areas.
Effec?ve
teachers
have
knowledge
of
a
wide
array
of
instruc?onal
strategies,
and
they
choose
the
most
effec?ve
ones
for
specific
teaching
and
learning
environments
(Marzano,
2003;
Marzano,
Pickering,
&
Pollock,
2001).
Most
strategies
are
content-‐neutral
and
can
be
used
flexibly
in
a
variety
of
teaching
environments.
6. IntroducJon
and
Community
Building
Things
in
Common
• In
your
table
groups,
find
one
thing
you
all
have
in
common.
• Don’t
go
for
the
obvious!
• Choose
someone
to
report
your
group’s
finding
7. Things
in
Common
Useful
for:
• Crea?ng
community
among
a
group
of
diverse
students
• Enabling
students
to
learn
about
each
other
• Establishing
connec?ons
among
members
of
a
group
• Showing
students
that
all
are
valued
for
their
unique
differences
and
their
commonali?es
Community
Building
Strategy,
Inventory,
P.
30
8. Structured
Note
Taking
Useful
for:
• Enabling
students
to
organize
informa?on
• Providing
a
focus
for
listening
• Organizing
informa?on
and
concepts
for
future
study
• Teaching
a
learning
strategy
Student
Learning
Strategy,
Inventory,
P.
47
9. Language
Proficiency
Levels
TESOL
InternaJonal
• StarJng
–
concrete
and
basic
needs,
high
frequency
words,
memorized
chunks,
• Emerging
–
rou?ne
experiences,
high
frequency
&
some
general
academic
expressions
• Developing
–
familiar
content,
general
&
some
specialized
academic
language,
expanded
sentences
• Expanding
–
concrete
&
abstract,
specialized
&
technical
academic
language,
variety
of
sentence
length
&
complexity
• Bridging
–
wide
range
of
texts,
technical
&
academic
vocabulary,
extended
discourse
of
varying
complexity
11. WIDA’s
CAN
DO
Descriptors
http://www.wida.us/standards/CAN_DOs/
12.
13. Key
Sentence
Frames
For
Processing
ObservaJons
Frames for Academic Language Functions:
1. Make a claim (express opinion):
In my opinion, my student needs targeted instruction in the area
of_________________ because_________________________.
standard or domain observational evidence
2. Language to summarize:
In summary, I believe my student’s language proficiency shows
____________________________.
3. Language to compare and contrast:
My student has strong skills in ________________, but needs targeted
support in__________________.
Based on the work of Kate Kinsella, Ed. D.
14. Key
Sentence
Frames
Useful
for:
• Teaching
academic
grammar
structures
and
language
func?ons
• Encouraging
students
to
speak
in
academic
language
• Suppor?ng
students
with
limited
language
skills
• Providing
a
structure
for
academic
wri?ng
Teaching
Strategy
and
Vocabulary
Teaching
Strategy,
Inventory,
Pp.
41
and
49.
15. How
to
Use
Language
Proficiency
Levels
• Locate
the
skill
that
your
students
will
develop
(listening,
speaking,
reading,
wri?ng)
• Locate
the
level
that
describes
your
student’s
language
proficiency
in
that
skill
• Begin
instruc?on
aiming
at
the
next
level
up
• Match
the
GO
TO
Strategies
needed
to
reach
the
next
level
in
language
proficiency
using
the
GO
TO
Strategies
Matrix
on
page
19
16. The
GO
TO
Strategies
Matrix
p.19
• The WIDA CAN DO Descriptors
describe what a student “can
do”, with support, at a given
level of English proficiency in
each domain
• The GO TO Strategies Matrix
provides a sampling of
strategies that are appropriate
for students at different levels
of language proficiency in each
domain.
17. Strategic
Teaching
and
Learning
Using
the
Principles
• Principle
1.
Focus
on
academic
language,
literacy,
and
vocabulary.
• Principle
2.
Link
background
knowledge
and
culture
to
learning.
• Principle
3.
Increase
comprehensible
input
and
language
output.
• Principle
4.
Promote
classroom
interacJon.
• Principle
5.
SJmulate
higher
order
thinking
and
the
use
of
learning
strategies.
18. Principles
of
InstrucJon
for
English
Language
Learners:
Think-‐Write-‐
Pair-‐Share
• Which
of
these
principles
is
most
important
for
you
to
focus
on
with
your
students?
Why
did
you
choose
this
principle?
• THINK
of
the
most
important
principle
for
your
students
and
why
you
chose
this
principle.
• WRITE
your
responses
on
a
sheet
of
paper.
• PAIR
with
another
par?cipant
to
share
your
ideas.
• DISCUSS
your
ideas
with
the
group.
19. Think-‐Write-‐Pair-‐Share
Useful
for:
• Students
who
need
?me
to
reflect
before
responding
• Students
who
need
?me
to
structure
a
gramma?cal
unerance
• Students
who
never
raise
their
hands
in
class
• Students
who
can
benefit
from
a
Key
Sentence
Frame
Interactive Strategies, Inventory, P. 38
20. Strategic
Teaching
and
Learning
Using
the
Five
Principles
• This
document
aligns
examples
of
strategies
with
each
of
the
five
principles.
• Please
locate
the
principle
that
you
chose
as
most
important
for
your
students.
• Glance
through
some
of
the
strategies
aligned
with
this
principle.
• Highlight
three
strategies
you
feel
would
be
useful
for
your
students.
21. Inventory
of
GO
TO
Strategies
for
English
Language
Learners,
K-‐12
• Look
at
the
Table
of
Contents
in
the
Inventory.
• Put
a
check
√
next
to
any
strategy
that
you
know
or
think
that
you
know.
(Self-‐Assessment
Scale)
• Share
your
list
with
your
learning
partner.
22. Self-‐Assessment
Scales
Useful
for
• Vocabulary
teaching
and
learning
• Oral
language
comprehension
assessment
• Oral
language
speaking
assessment
• Reading
comprehension
assessment
Vocabulary Teaching Strategies, P. 50
23. AnJcipaJon
Guide:
Strategy
Categories
and
DefiniJons
Agree Disagree
_____ ______ 1. Interactive strategies promote academic oral
language development in the classroom.
______ ______ 2. Reading strategies help promote comprehension
of a reading or content text.
______ _______ 3. Student Learning strategies are practiced by
students to promote comprehension of content
text, comprehension of oral language input, and
language learning study skills.
______ ______ 4. Writing strategies help develop connections
between and among students within the classroom
and within small groups of students.
24. Strategy
Categories:
What
is
the
Purpose
of
Each
Category?
• Community
Building
Strategies
• InteracJve
Strategies
• Teaching
Strategies
• Student
Learning
Strategies
• Vocabulary
Teaching
Strategies
•
Reading
Strategies
• WriJng
Strategies
25. Strategy
Categories
and
DefiniJons
Community
Building
Strategies
These
strategies
are
introduced
by
the
teacher
to
help
develop
connec?ons
between
and
among
students
within
the
classroom
and
within
small
groups
of
students.
InteracQve
Strategies
These
strategies
are
organized
by
the
teacher
to
promote
academic
oral
language
development
in
the
classroom
Teaching
Strategies
These
strategies
are
used
by
a
teacher
to
scaffold
the
learning
process
and
promote
comprehension
of
oral
or
wrinen
language
by
students.
26. Strategy
Categories
and
DefiniJons
Student
Learning
Strategies
These
strategies
are
prac?ced
by
students
to
promote
comprehension
of
content
text,
comprehension
of
oral
language
input,
and
language
learning
study
skills.
Vocabulary
Teaching
Strategies
These
strategies
are
introduced
by
the
teacher
into
a
learning
unit
to
help
ELLs
learn
the
academic
vocabulary
required
for
high
achievement
in
schools.
Reading
Strategies
These
strategies
are
taught
to
students
to
promote
comprehension
of
a
reading
or
content
text.
WriQng
Strategies
These
strategies
are
taught
by
the
teacher
to
enable
ELLs
to
develop
academic
wri?ng
competency
within
the
content
classroom
27. ReacJon
Guide:
Strategy
Categories
and
DefiniJons
Agree Disagree
_____ ______ 1. Interactive strategies promote academic oral
language development in the classroom.
______ ______ 2. Reading strategies help promote comprehension
of a reading or content text.
______ _______ 3. Student Learning strategies are practiced by
students to promote comprehension of content
text, comprehension of oral language input, and
language learning study skills.
______ ______ 4. Writing strategies help develop connections
between and among students within the classroom
and within small groups of students.
28. AnJcipaJon/ReacJon
Guides
Useful
for:
• Ac?va?ng
students’
background
or
prior
knowledge
• Introducing
necessary
vocabulary
and
grammar
forms
• Providing
informa?on
about
future
instruc?on
• Aler?ng
students
to
what
they
know
and
what
they
don’t
know
Reading Strategy, Inventory, P. 52
29. Strategy
Categories:
What
is
the
purpose
of
each?
• Demonstra?on-‐Mix
and
Match
• Selected
par?cipants
will
first
mix,
and
then,
aRer
signal,
find
a
match
for
their
cards
–a
defini?on
of
a
category
to
the
name
of
the
category.
30. Mix
and
Match
Useful
for:
• Matching
vocabulary
with
defini?ons
• Matching
math
equivalents
(9
x
3;
27)
• Matching
examples
of
categories
(e.g.,
rep?le/
snake,
mammal/dolphin,
states/capitols,
biomes/
flora
and
fauna)
Vocabulary Teaching Strategies, Inventory, P. 49
31. A
Planning
Framework
for
Scaffolding
Content
Lessons
TheoreJcal
FoundaJons:
• ConstrucJvist
learning
guides
the
lesson
framework.
(Bruner,
1960)
• Learning
is
an
acJve
process
in
which
learners
construct
new
ideas
and
concepts
based
upon
the
level
of
their
current
or
past
knowledge.
32. A
Planning
Framework
for
Scaffolding
Content
Lessons
TheoreJcal
FoundaJons:
• Students
engage
in
concrete
experiences
in
which
they
discover
principles
by
themselves.
• The
teacher’s
role
is
to
engage
students
in
ac?ve
dialogs
and
translate
new
informa?on
into
a
format
appropriate
to
the
learner’s
current
state
of
understanding.
33. A
Planning
Framework
for
Scaffolding
Content
Lessons
TheoreJcal
FoundaJons:
• Learning
is
scaffolded
so
that
it
can
be
readily
grasped
by
the
learner
(Wood,
Bruner,
&
Ross,
1976).
• Sequence
of
learning
proceeds
from
concrete
to
abstract.
• The
gradual-‐release-‐of-‐responsibility
model
is
par?cularly
useful
for
ELLs
(Brown
&
Abell,
2007;
Campione
&
Day,
1981;
Fitzgerald
&
Graves,
2004;
Levine
&
McCloskey,
2013)
34. The
GO
TO
Strategies:
A
Planning
Framework
for
Scaffolding
Content
Lessons
By
IncorporaJng
Strategies
for
ELLs,
K-‐12
KEY
to
Strategies:
• IS
=
Interac?ve
Strategy
• TS
=
Teaching
Strategy
• CBS
=
Community
Building
Strategy
• SLS
=
Student
Learning
Strategy
• VTS
=
Vocabulary
Teaching
Strategy
• RS
=
Reading
Strategy
• WS
=
Wri?ng
Strategy
35. Lesson
Sequence
StarJng
InstrucJon
–
ExploraJon
Phase
• AcJvate
prior
knowledge,
learning,
or
understanding
• S?r
the
Class
(IS)
• Roving
Charts
(IS)
• K-‐W-‐L
(TS)
• Engage
in
concrete
exploraJon
or
observaJon
• Graphic
Organizer
(TS)
• Four
Corners
(IS)
• Pre-‐reading
acJviJes
• An?cipa?on
Guides
(RS)
• Language
Experience
Approach
(RS)
• Teach
the
Text
Backwards
(RS)
36. Teach
the
Text
Backwards
What
do
we
usually
do
with
a
text
reading?
1. Read
the
text
2. Answer
the
ques?ons
3. Discuss
the
material
4. Do
the
applica?ons
and
expansions
37. Teach
the
Text
Backwards
1. Do
the
applica?ons
and
expansions
2. Discuss
the
material
3. Read
&
answer
the
ques?ons
4. Read
the
text
38. ImmigraJon
At the turn of the 20th century, a wave of immigration swept
America and changed the face of its population, industry, and culture.
Most newcomers were from southern and eastern Europe, although a
number of Chinese immigrants came to build the transcontinental railroad.
Many immigrants were skilled tradesmen, which caused
resentment and protest among native-born tradesmen. Others were
unskilled workers who supported America's flourishing manufacturing
industry, helped build its transportation system, and settled its Great
Plains.
Immigrants—some 25 million between 1860 and 1920—mostly
arrived by boat through New York Harbor. After 1886, they were greeted
by the Statue of Liberty and, after 1892, examined at the Ellis Island
immigration center.
Most who stayed settled in New York or other cities in ethnic
groups. As these groups were integrated into the larger culture, modern
American society was forever transformed.
Adapted from :http://teacher.scholastic.com/researchtools/researchstarters/immigration/
39. A
Land
of
Immigrants
• Ac?vate
student
immigra?on
histories
through
family
research
• Use
sentence
frames
to
support
academic
language
describing
personal
histories
• Line
Up
students
by
date
of
immigra?on
• Oral
repor?ng
40. Talk
About
ImmigraJon:
AcJvate
Student
ImmigraJon
Histories
Tell
your
Buddy
your
immigra?on
history.
• My
family
immigrated
to
the
United
States
in
____
• They
immigrated
from
____
• They
immigrated
to
_____
• They
came
by
____
• They
seQled
in
________
41. A
Land
of
Immigrants
• Ac?vate
student
immigra?on
histories
through
family
research
• Use
sentence
frames
to
support
academic
language
describing
personal
histories
• Line
Up
students
by
date
of
immigra?on
• Oral
repor?ng
• Chart
insights
from
class
reports
42. ImmigraJon
At the turn of the 20th century, a wave of immigration swept
America and changed the face of its population, industry, and culture.
Most newcomers were from southern and eastern Europe, although a
number of Chinese immigrants came to build the transcontinental railroad.
Many immigrants were skilled tradesmen, which caused
resentment and protest among native-born tradesmen. Others were
unskilled workers who supported America's flourishing manufacturing
industry, helped build its transportation system, and settled its Great
Plains.
Immigrants—some 25 million between 1860 and 1920—mostly
arrived by boat through New York Harbor. After 1886, they were greeted
by the Statue of Liberty and, after 1892, examined at the Ellis Island
immigration center.
Most who stayed settled in New York or other cities in ethnic
groups. As these groups were integrated into the larger culture, modern
American society was forever transformed.
Adapted from :http://teacher.scholastic.com/researchtools/researchstarters/immigration/
43. Teach
the
Text
Backwards
Useful
for:
• Moving
students
from
their
prior
knowledge
to
new
knowledge
• Moving
instruc?on
from
the
concrete
to
the
abstract
• Moving
from
oral
language
to
wrinen
language
• Moving
from
more
contextual
support
to
less
contextual
support
Reading
Strategy,
Inventory,
p.
59
44. Lesson
Sequence
Building
InstrucJon
–
Concept
Development
• Teach
academic
and
technical
vocabulary
• Word/Picture
Banks
(VTS)
• Open/Closed
Sort
Tasks
(VTS)
• Word
Squares
(VTS)
• Signal
Responses
(TS)
• Students
interact
orally
with
others
to
develop
concepts
• 10
–
2
(IS)
• Numbered
Heads
Together
(IS)
• Round
the
Clock
Learning
Partners
(IS)
• Engage
in
close
reading
• Guided
Reading
(RS)
• Directed
Reading
Thinking
Ac?vity
(DRTA)
(RS)
• Reciprocal
Teaching
(RS)
• Assemble
or
organize
data
• Concept/Idea
Maps
(SLS)
• Structured
Note-‐taking
(SLS)
• T
Charts
(SLS)
45. Sort
Tasks:
Open
and
Closed
• grasshopper
• ant
• spider
• ladybug
• cockroach
• ?ck
• bunerfly
• scorpion
• caterpillar
48. Open
Sort
Tasks
Measurement
Apparatus
Non-‐Measurement
Apparatus
tape
measure
magnifying
glass
graduated
cylinder
forceps
meter
s?ck
slide
beaker
safety
glasses
triple-‐beam
balance
microscope
• Sort the vocabulary into two groups
• Write a title for each group
49. Open
and
Closed
Sort
Tasks
Useful
for:
• Increasing
comprehension
of
academic
vocabulary
• Developing
higher
level
thinking
skills
(Open
Sorts)
• Focusing
on
cri?cally
needed
vocabulary
• Scaffolding
learning
through
partner
work
• Engaging
four
skill
levels
(listening,
speaking,
reading,
wri?ng)
in
vocabulary
learning
Vocabulary
Teaching
Strategy,
Inventory,
p.
48
(Closed)
and
p.
50
(Open)
50. Word
Squares:
OpJons
Require
Word
Square
categories
that
match
the
• grade
level
• language
proficiency
level
• skill
level
of
your
students.
51. Word
Squares
DirecJons:
• Choose
a
word
for
the
center
of
the
square
• Place
your
word
in
the
center
of
the
Word
Square
• Fill
in
the
remaining
squares
using
informa?on
from
your
content
reading
• Be
ready
to
explain
your
choices
52. Word
Squares:
OpJons
Low
Proficiency
Levels
• pictures
• na?ve
language
defini?ons
• student
determined
defini?ons
• sentence
example
• example/non-‐example
High
Proficiency
Levels
• gramma?cal
category
• defini?on
• synonym/antonym
• example
from
text
• related
word
classifica?ons
(ceremony,
ceremonial,
ceremonies,
etc.)
53. Word
Squares
Useful
for:
• Learning
content
vocabulary
• Scaffolding
the
comprehension
of
vocabulary
terms
• Learning
many
aspects
of
a
vocabulary
word
• Development
of
learning
strategies
Vocabulary
Teaching
Strategy,
Inventory,
p.
51
54. 10-‐2,
Signal
Responses
DirecJons:
Number
the
people
in
your
group
from
1
to
4.
Draw
a
picture
of
your
vocabulary
item
on
a
s?cky
note.
Write
the
word
under
the
picture.
• #1
beaker
• #2
graduated
cylinder
• #3
triple-‐beam
balance
• #4
microscope
55. 10-‐2,
Signal
Responses
Useful
for:
• Involving
all
students
in
the
learning
process
• Using
physical
movement
to
aid
learning
• Scaffold
comprehension
of
vocabulary
terms
• Introduce
novelty
into
the
classroom
• Allows
student
to
process
oral
input
• Reduces
teacher
talk
Signal
Responses:
Teaching
Strategies,
Inventory,
p.
43
10-‐2:
Interac*ve
Strategies,
Inventory,
p.
31
56. Lesson
Sequence
Building
InstrucJon
–
Concept
Development
• Teach
academic
and
technical
vocabulary
• Closed
Sort
Tasks
(VTS)
• Cognates
(VTS)
• Key
Sentence
Frames
(VTS)
• Students
interact
orally
with
others
to
develop
concepts
• 10
–
2
(IS)
• Numbered
Heads
Together
(IS)
• Round
the
Clock
Learning
Partners
(IS)
• Engage
in
close
reading
• Guided
Reading
(RS)
• Directed
Reading
Thinking
Ac?vity
(DRTA)
(RS)
• Reciprocal
Teaching
(RS)
• Assemble
or
organize
data
• Concept/Idea
Maps
(SLS)
• Structured
Note-‐taking
(SLS)
• T
Charts
or
H
Charts
(SLS)
57. Concept/Idea
Maps
perimeter
antonyms
synonyms
area
middle
inside
edge
outside
border
root
prefix
meter
peri-‐
58. Concept/Idea
Maps
Useful
for:
• Increasing
comprehension
of
a
central
idea
or
vocabulary
target
• Provides
opportuni?es
for
ac?ve
learning
of
vocabulary
• Provides
opportunity
for
learning
autonomy
and/or
partner
work
Student
Learning
Strategy,
Inventory,
p.
46
59. H Chart
Alexander
Graham
Bell
Thomas
Alva
Edison
• Born March 3,
1847
• Edinburgh,
Scotland
• University of
Edinburgh
• Inventor,
scientist, teacher
of the deaf,
professor
• Invented the
telephone
• 1882 became
American citizen
• Died August 2,
1922
• Born
February 11,
1847
• Milan, Ohio
• Self-educated
• Telegrapher,
Inventor,
businessman
• Invented the
light bulb, the
phonograph,
the motion
picture
camera,
• Died August
18, 1931
• Born in 1847
• Were inventors
• Held multiple patents
• Died from complications
of diabetes
Reading strategy, Inventory, p. 55.
60. Lesson
Sequence
Building
InstrucJon
–
ApplicaJon
• Students
conJnue
to
work
concretely
using
new
vocabulary
• Dialogue
Journals
(WS)
• Content
Learning
Logs
(WS)
• Reader’s
Theatre
(TS)
• Students
use
concepts
in
a
new
or
more
complex
way
• Text
to
Graphics
and
Back
Again
(WS)
• Report
and
write
• Collabora?ve
Dialogues
(TS)
• Report
Frames
(WS)
61. Text
to
Graphics
and
Back
Again
• Teaches
text
organiza?on,
linguis?c
devices,
and
signal
words
in
academic
text.
• The
teacher
selects
a
graphic
organizer
that
reflects
the
organiza?on
of
the
text.
• The
teacher
models
the
process
of
reading
the
text
and
accessing
cri?cal
concepts
to
write
on
the
graphic
organizer.
• Students
orally
prac?ce
crea?ng
summary
sentences
of
the
text
using
key
sentence
frames
and
graphics.
62. Shared
Reading:
Inside
the
Human
Body
The
DigesJve
System
Your
body
needs
food.
You
put
food
into
your
mouth.
What
happens
to
it?
Muscles
move
your
jaw.
The
pieces
of
food
get
smaller
and
smaller.
You
swallow
the
small
pieces
of
food.
What
happens
next?
The
small
pieces
of
food
go
from
your
mouth
to
your
esophagus.
The
esophagus
is
a
tube.
It
takes
the
food
to
your
stomach.
The
food
breaks
down
in
your
stomach.
Then
the
food
moves
down
into
the
small
intes?ne.
The
food
changes
again
in
the
small
intes?ne.
63. The
DigesJve
System:
What do you know?
• A:
mouth
• B:
esophagus
• C:
stomach
• D:
intes?nes
65. The
DigesJve
System
• Arrange
the
vocabulary
in
the
correct
order:
esophagus
intestines
mouth
stomach
66. The
DigesJve
System
The
diges?ve
system
has
four
parts:
the
_____,
the
_____,
the
_____,
and
the
_____.
First
the
food
goes
into
the
________.
Second,
the
food
goes
into
the
_____.
Next,
the
food
goes
into
the
_____.
Finally,
the
food
goes
into
the
_____.
67. Text
to
Graphics
and
Back
Again:
The
Four
Freedoms
Speech
In
the
future
days
which
we
look
to
make
secure,
we
look
forward
to
a
world
founded
upon
four
essen?al
human
freedoms.
The
first
is
freedom
of
speech
and
expression
–
everywhere
in
the
world.
The
second
is
freedom
of
every
person
to
worship
God
in
his
own
way
–
everywhere
in
the
world.
The
third
is
freedom
from
want
–
which,
translated
into
world
terms,
means
economic
understandings
which
will
secure
to
every
na?on
a
healthy
peace?me
life
for
its
inhabitants
–
everywhere
in
the
world.
The
fourth
is
freedom
from
fear
–
which,
translated
into
world
terms,
means
a
world
wide
reduc?on
of
armaments
to
such
a
point
and
in
such
a
thorough
fashion
that
no
na?on
will
be
in
a
posi?on
to
commit
an
act
of
physical
aggression
against
any
neighbor
–
anywhere
in
the
world.
68. The
Four
Freedoms
• freedom
of
speech
and
expression
The
first
freedom
• freedom
for
every
person
to
worship
God
in
his
own
way
The
second
freedom
• freedom
from
want
• to
secure
a
healthy
life
for
every
na?on’s
inhabitants
The
third
freedom
The
fourth
freedom
• freedom
from
fear
• a
reduc?on
of
armaments
• no
physical
aggression
against
any
neighbor
Everywhere in the world.
69. Text
to
Graphics
and
Back
Again
Useful
for:
• Teaching
the
organiza?onal
structure
of
texts
• Improving
academic
wri?ng
• Teaching
aspects
of
excellent
wri?ng
• Scaffolding
difficult
texts
to
enable
bener
comprehension
Wri*ng
Strategy,
Inventory,
p.
64.
71. Now
It’s
Your
Turn!!
Report
Frames
for
AcJon
Plans
• Locate
your
Report
Frame
for
wri?ng
an
AcJon
Plan
for
future
instruc?on.
• Choose
one
area
of
the
Lesson
Plan
Sequence
we
have
just
reviewed.
Choose
an
area
that
you
would
like
to
focus
on
in
your
instruc?on.
• Write
the
intended
area
of
focus
on
your
Report
Frame
for
your
Ac?on
Plan.
• Choose
several
GO
TO
Strategies
that
would
work
well
in
that
area
of
your
lesson
sequence.
Include
these
in
your
Ac?on
Plan.
• Be
ready
to
share
your
ideas
with
another
par?cipant.
72. Report
Frame
for
Your
AcJon
Plan
The
area
of
the
lesson
sequence
that
I
will
work
on
is______________.
My
objec?ve
in
this
sec?on
of
the
lesson
is
to
_______________________.
I
will
focus
on
these
following
major
concepts:
_______________________
_____________________________________________________________
In
order
to
scaffold
this
learning
for
my
students,
I
will
use
the
following
GO
TO
Strategies:
• ____________________________________________________________
• ____________________________________________________________
• ____________________________________________________________
I
will
know
that
I
am
successful
when
I
see
(observable
outcomes)________
______________________________________________________________
73. Think-‐Pair-‐Share-‐Squared
• ARer
comple?ng
your
ac?on
plan,
share
the
plan
with
another
par?cipant.
• Tell
your
“ac?on
plan
buddy”
your
plan
for
using
the
GO
TO
strategies
with
your
student.
Describe
each
step
of
your
plan.
Indicate
a
date
by
which
you
will
accomplish
your
plan.
• Next,
meet
with
another
pair
at
your
table
and
take
turns
describing
your
plans
to
the
new
pair.
74. Report
Frames
/
Outlines
Useful
for:
• Teaching
text
organiza?on
for
wri?ng
• Scaffolding
students
who
have
not
learned
text
organiza?onal
structures
for
academic
wri?ng
• Teaching
grammar
forms
and
academic
vocabulary
in
context
Writing Strategies, Inventory, P. 63
75. Think-‐Pair-‐Share-‐Squared
Useful
for:
• Students
who
need
?me
to
reflect
before
responding
• Students
who
never
raise
their
hands
in
class
• Students
who
need
opportuni?es
to
interact
with
others
using
academic
language
Interactive Strategies, Inventory, P. 38
76. Summary:
SJr
the
Class
• Take
your
Inventory
of
Strategies
with
you
when
the
facilitator
asks
you
to
stand
and
walk
around
the
room.
• Stop
moving
when
you
hear
the
word
“Freeze!”
• Listen
to
the
ques?on
and
group
yourselves
by
the
number
of
the
answer.
• Listen
for
a
summarizing
ques?on
and
respond
in
your
small
group.
• Be
ready
to
walk
again.
77. SJr
the
Class
Useful
for:
• Students
who
need
movement
• Students
who
can
learn
summarizing
concepts
by
listening
to
others
• Students
who
need
opportuni?es
for
academic
language
interac?on
• Students
who
can
respond
orally
when
scaffolded
with
notes
• Students
who
never
raise
their
hand
in
class
Interac*ve
Strategies,
Inventory,
P.
37
78. The
GO
TO
Strategies
2015
TESOL
InternaJonal
ConvenJon
March
27,
2015
Thank
you!
Laura Lukens
ELL Program Coordinator
North Kansas City Schools, MO
laura.lukens@nkcschools.org
(816)413-5115
Linda New Levine, Ph.D.
EFL/ESL Consultant
LNEWLEVINE@aol.com
(772)231-6661
Betty Ansin Smallwood, Ph.D.
Founder and President
Succeeding with ELLs (SWELL)
SucceedingWithELLs@gmail.com
(240)498-0378
