Scaffolding your ELL
Students with Interactive
Notebooks
Today’s Goals
This session will inform teachers
on how to:
• Understand background on the
theory behind scaffold lessons
for English learners that will help
with planning
• Use student created and teacher
directed notebooks as the center
of language development
•
Identify scaffold lesson ideas
which support academic English
through writing
• Set up interactive notebooks for
classroom use
•
Introduction
What is an Interactive Notebook?
1. A collection of notes taken from
reading, listening, discussion,
and viewing, including corresponding
responses, either in graphic or written form.
First introduced in Addison Wesley’s History Alive!
2.Daily journal-type recording of
student-written class notes from reading, lecture,
and discussions, and the reflective and
metacognitive responses students make to their own
note taking.
Uses of Interactive Notebook
• The IN is a text that is used for instruction
and as a source of information to use in
discussions as a continued work.
• The IN gives English learners the support
they need to perform as informed and
participatory learners.
• The IN encourages English language
learners to monitor their own learning.
Uses of Interactive Notebook
• The IN provides a venue for all students to
develop the same background
knowledge about a topic.
• The IN supports active learning from
teachers, peers, and student’s own thinking.
*Even if you already use a form of a
note-taking journal there are suggested
strategies that can be adapted for other
purposes.
ACTIVITY
Which of these benefits is most important for
students?
Turn and Talk
Theory in Practice
TRUE OR FALSE
• Familiarity with academic language is a key
component to academic success for all
students.
• The IN can be used to scaffold content to
move ELLs (English Language Learners) to
the stage where they are ALLS (Academic
Language Learners)!
Theory in practice
Serving all the students in our classrooms result
from understanding how the fundamentals of
learning academic English proceed for any
typical learner. Focusing on how to serve the
ELL population in particular will also result in
effectively serving any learner.
What do we want for our
students?
• Our goal is to prepare students who, using a
language that is not natively their own, are also
learning how to learn.
• We want them to move forward along with their
peers.
Putting the Interactive
Notebook Together
Website
http://www.the2sisters.com/simply_fun_2007/si
mply_fun_notebooks.html
Directions for Constructing
the Interactive Notebook
1.
2.
3.
4.
Number the pages starting with odd numbers on the right side
Construct a cover
On the first two pages write “My parents signatures”
On pages 5-10 create a blank table of contents with a space for
the page number, date, title of the assignments, and a space
for the grade on each line.
5. Glue direction page on inside of front cover.
6. On the last six pages of the notebook, write this title; “My word
wall pages”
7. You will begin work o page 123. We will begin using the
notebook today with an assignment.
Grading: Teacher inserts the rubric for the interactive notebook.
Rules: Teacher inserts notebook procedures.
Linguistic Aspects of Academic Language
Pronunciation
Meanings of
Words and
Expressions
1.geOgraphy/geo 1. addgrAphical
amend/amendm
2. Analize/anaL
ent
YTical
2. give3. 3. chef(sh)
donate/donation
3. Apples and
oranges
4. The law of the
land
Grammatical Appropriate Use
Style
Passive
1. Requests
construction
Polite-Would
“…the sky
you please be
was darkened
so kind as to
by the mixing
bring me the
dust…”
books?
(The Grapes
2. Written
of Wrath, 2)
language-it
can be
argued
versus kids
believe it’s
wrong…
Relationship of Variables in
Learning a New Language
INPUT
OUTPUT
(listening
and reading)
(speaking
and writing)
With Peers and
Teachers
(listening,
speaking,
reading,
Right Side: Input
Note taking is key to achievement
Right Side: Input
Note taking is key to achievement
Left side: Output
Note taking is related to achievement!
Video
http://www.youtube.com/watch?v=NVdRfuWe4YM
Scaffolding Lesson Ideas
•
•
•
•
Instructional Sequence with
Scaffolds
Preparing the Learner Reading the Text
Reading the Text with Meaning
Extending Understanding of the text Read
Accountability for Learning the Information
Task to be completed
Task to be completed
Result: Task is incomplete
Scaffold added
Result: Task complete
Types of scaffolds
Modeling
Bridging
Contextualization
Schema Building
Cognitive and Metacognitive Development
Text Re-presentation
Linguistic and Metalinguistic Development
Modeling
Modeling demonstrates and shows the academic
language as well as the what and the how.
Provides examples of “what it looks like”
Includes:
Visuals
Work samples
Anchor charts
Question stems
Sentences stems
Lesson components
Use of words
Bridging
Bridging supports student learning of new
content and connects the new information to
their experiences. This helps students relate to
new information.
Includes:
Quick writes
Comparisons (across texts or connections)
Reflections
Contextualization
Contextualization creates a sensory environment
by adding visual, auditory, and kinesthetic
activities to the lesson.
Includes:
Relevant pictures
Real objects
Video snippets
Full length videos
Captions
Diagrams
Schema Building
Schema Building builds a network of concepts
related to the topic or unit of instruction. This
involves background knowledge gained in
current and previous classes in school as well as
personal background.
Includes:
Previous units of instruction
Other relevant academic background
experiences
Cognitive and Metacognitive
Development
Cognitive and Metacognitive Development introduces
learning strategies in reading and writing and thinking
through the material(cognitive aspect). The goal is to
internalize the learning strategies and to use them for
comprehension, critical thinking and writing in various
genres(metacognitive aspect).
Includes:
Reciprocal teaching
Cornell note taking
Teacher modeling/student practice
Using skills regularly
Character discussions
Graphic Organizer
Text Re-presentation
Text Re-presentation provides students with
practice using new information in small group
settings or with a partner.
Includes:
Student products such as posters or projects
Summaries
Persuasive essays
Student poems or plays
Added dialogue
Linguistic and Metalinguistic
Development
Linguistic and Metalinguistic Development
develops awareness in order to self-correct their
oral and written language. Helps students with
vocabulary and work learning strategies and
promotes consciousness of words and their
meanings. This includes sociolinguistic and
discourse.
Includes:
Word record keeping
Word studies-figurative language/phrases
Vocabulary studies/entries
Activity
• Which of these scaffolds is best for students?
Stand by the corresponding poster and with your
group write why you chose this one.
Afterwards share with the whole group.
Practice
Activity
Practice run using the interactive notebook
What Do Good Readers Do?
Processing a text involves a wide range of
actions – physical, emotional, cognitive, and
linguistic. All are involved in the in-the-head
activity we call thinking. When you think, all
you have to do is respond from within, but
when you read, you have to connect your
thinking to an author’s thinking.
- Fountas & Pinnell
Teaching for Comprehension & Fluency
Closing Thoughts
• Know your students
• Be consistent in teaching strategies
• Students should discuss questions and
justify right and wrong answer choices
Closing Thoughts
The Interactive Notebook is a tool to be
used at the center of your lessons and
will provide reinforcement in both
language acquisition and content
knowledge.
HAVE A GREAT SCHOOL YEAR!