Learning for ALL:
Geography and English Language
Learners (ELLs)
Who Funded has the GeoLiteracy
Projects?
ARIZONA DEPARTMENT OF EDUCATION
GeoLiteracy ELL
Who Created the Lessons?
1.
2.
3.
4.
5.
Teacher Consultants from the Arizona
Geographic Alliance
National Board Certified Teachers
An Assessment Specialist from Mesa Public
Schools
Department of Geography personnel from
Arizona State University
An expert in teaching ELLs
GeoLiteracy ELL
How Do I Know the Lessons Work?
 Piloted with over
5,300 students
 Piloted by 100+
teachers
 Piloted in more than
20 school districts
GeoLiteracy ELL
How Successful Are the Lessons?
• In grades 3, 5-8 the mean
pretest and posttest scores,
and the pre/posttest
difference were higher for
the intervention teachers.
• In 4th grade, comparison
groups scored higher.
• However both groups
showed improvement in
reading from pre to
posttest.
GeoLiteracy ELL
So What Is in the Original
GeoLiteracy Program?




Complete lesson plans
Ideas for extending the
lesson
Contemporary literature
Assessments based on
state-mandated tests
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
GeoLiteracy ELL
Student samples
Customized maps
Rubrics for
grading
Visualizations
Links to websites
Links to other
subjects (math)
And Wow!!
Student
samples
for
some of
the
lessons!
GeoLiteracy ELL
What Else? Specialized Maps Created by
the Cartography Department at Arizona
State University
•
•
•
•
•
Regions of Africa
Jerusalem
European Union
Silk Road
Major World Mountain
Ranges
• U.S. Major Rivers
• Oregon Trail
GeoLiteracy ELL
What Do the Students
Read?
Some of the Readings Are
Teacher Created.
MANY of the
GeoLiteracy
materials are in your
library.
 River Ran Wild
 Ramona Quimby books
 Gingerbread Man
 Red Riding Hood
 The Lorax
 The Cherokee
 Nina Bonita
 Year of the Ranch
 Noodlehead Stories
 Edward and the Pirates
 Talking Walls
 Alejandro’s Gift
 Me on the Map
 The Desert is Theirs
 Rosie’s Walk
 Roxaboxen
 This is the Tree
GeoLiteracy ELL
So What is GeoLiteracy?
A total of over 80
lessons
Meant for teacher use
Each is classroom
ready
Available on CD ROM
GeoLiteracy ELL
Lessons Per Grade Level
Number of
Lessons
35
30
25
20
15
10
5
0
K-3
Gr 4-5
Gr 6-8
Why Are Schools Using
GeoLiteracy?
• Innovative approach to integrating
geography and language arts
• Based on geography, reading and
writing standards
• Mirrors state-mandated tests
• Research show it teaches reading as
well as geography
GeoLiteracy ELL
Why Geography for Diverse
Learners?
Percent of People Who Are Foreign Born
GeoLiteracy ELL
Why Geography for Diverse
Learners?
GeoLiteracy ELL
What Does This Mean?
GeoLiteracy ELL
What Does This Mean?
Speaking non-English Language at Home
(5 years and older)
•Arizona 25.9 %
•California 39.5%
•Florida 23.1%
•Oklahoma 7.4%
•Nevada 23.1%
•New Jersey 25.5%
•New Mexico 36.5%
•New York 28%
•Rhode Island 20%
•Texas 31.2%
GeoLiteracy ELL
U.S.
17.9%
Or
25.6
Million
Why GeoLiteracy for ELLs?
•Schools and teachers being held accountable
for teaching ELLs
•Therefore, more teachers will be required to
have SEI training
•Eventually more materials will scaffold both the
content and the language
•Good teaching strategies are critical for ELLs
GeoLiteracy ELL
ELLs and Geoliteracy
• Best Practices:
 English is best taught through content.
 Content should build on what students already
know.
 Content should be meaningful.
 A key to language acquisition is hands-on and
interactive instruction.
 Instruction should integrate reading, writing,
listening and speaking skills.
GeoLiteracy ELL
How Do These Lessons Adapted for
ELLs Differ from the Original Lessons?
1. Include SIOP Elements
•
•
•
•
•
•
Preparation
Scaffolding
Grouping Options
Integrating Processes
Application
Assessment
SIOP = Sheltered
Instruction
Observation Protocol
GeoLiteracy ELL
2. Include TESOL
Standards
3. Include AZ Reading
and Writing
Standards for
Beginning and
Intermediate ELLs
How Do These Lessons Adapted for
ELLs Differ from the Original Lessons?
Include vocabulary cards
GeoLiteracy ELL
Alliance Maps
Great
Visuals
for All
Learners
GeoLiteracy ELL
How Do These Lessons Adapted for ELLs
Differ from the Original Lessons?
Include Strategies
Designed for ELLs
•10 Important Sentences
•Highlighting Main Ideas
•Using Murals to Convey Meaning
•Cloze Activities on Assessments and Worksheets
•Power points of the Vocabulary Words
•Assessment Modifications
•Sentence Starters
•Pairs, Small Groups, and Whole Class Participation
GeoLiteracy ELL
What Does the CD Look Like?
GeoLiteracy ELL
What Does the CD Look Like?
GeoLiteracy ELL
What Does the CD Look Like?
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
National Geography Standards
ELEMENT FOUR: HUMAN SYSTEMS
13. How the forces of cooperation and
conflict among people influence the division
and control of Earth's surface
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Grade 6
Strand 4 Geography
Concept 2 Places and Regions
PO 3 Describe the interactions of people in different places and regions.
Grade 7
Strand 4 Geography
Concept 2 Places and Regions
PO 3 Compare the historical and contemporary interactions among people in different
places and regions.
Concept 4 Human Systems
PO 8 Explain how cooperation and conflict contribute to political, economic and social
activities.
Grade 8
Strand 4 Geography
Concept 4 Human Systems
PO 5 Explain how cooperation and conflict contribute to political, economic, and social
divisions (e.g., United Nations, European Union, NAFTA).
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Arizona READING STANDARD
Grades 6, 7, and 8
Strand 2: Comprehending Literary Text
Concept 2: Historical and Cultural Aspects of Literature
PO 1. Describe the historical and cultural aspects found in
cross-cultural works of literature.
Grades 6, 7, and 8
Strand 3: Comprehending Informational Text
Concept 1: Expository Text
PO 3. Distinguish fact from opinion in expository text, providing
supporting evidence from text.
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Arizona WRITING STANDARD
Grades 6, 7, and 8
Strand 3: Writing Applications
Concept 5: Literary Response
PO 1. Write a response to literature that:
a. presents several clear ideas
b. supports inferences and conclusions with
examples from the text, personal experience,
references to other works, or reference to nonprint media
c. relates own ideas to supporting details in a
clear and logical manner
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Overview
Students will read and react to an article about Vlade
Divac, an NBA star with the Sacramento King's. Mr.
Divac's homeland is Yugoslavia, which has a long history
of ethnic hatred and war. This article profiles his efforts to
aid children who have been victimized by war.
Purpose
Students will determine the events that led to the
formation of Group 7, Vlade Divac's organization to aid
child victim's of war. Students will recognize how one
person is able to identify a problem and make a positive
impact on the world.
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Objectives
The student will be able to:
• determine events which led to the creation of Group 7.
• write a reaction response to a quote from the article.
• write how ethnic hatred can be stopped.
Materials
•Article: "Mission Possible" by Roland Lazenby
•CIA Map of Bosnia and Herzegovina
•History of the Former Yugoslavia Timeline
•Just Don’t Escape a Problem Worksheet
•Just Don’t Escape a Problem Writing Prompt
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Day One
1. Distribute and discuss the timeline of events in
the Balkans
2. Locate Bosnia and Herzegovina on the map.
3. Read the article (7 pages).
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Day Two
• Complete the reading comprehension
worksheet.
• Pick a quote from the reading and respond to
it in writing.
GeoLiteracy ELL
Don’t Just Escape a Problem, Shape a Solution
Assessment
Check the student worksheet. Mastery is 6 correct out of the 8
questions.
Check student reactions to quote for accuracy and
appropriateness. The student writing can be graded for
organization using the 6 Traits of Writing Rubric. Mastery will
be considered 4 or higher out of 6.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
The Overview,
Purpose, and
Objectives remain
the same--only the
instructional
strategies and the
assessment
provide more
scaffolding for
diverse learners.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
Frustration - feeling of insecurity
and dissatisfaction
Ethnic - group of people who
share common customs and
language
Hatred - a feeling of dislike or
prejudice that demands action
Inhumanity - being cruel or
unkind
Violence - physical force causing
some injury to someone or thing
Yugoslavia – A former country of
Eastern Europe
GeoLiteracy ELL
Vocabulary Cards
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
Day One
•Read the article and find
the 12 Important
Sentences.
•Divide the students into
small groups and have
them draw pictures
illustrating at least 4 of the
sentences.
•Share pictures so all
students have illustrations
for each sentence.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
Day One
•Have students complete the
True or False Statements.
•With partners complete
questions from original lesson.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
Day Two
•Brainstorm and model how
to complete the Concept
Map.
•From the Concept Map list
solutions to the problem of
ethnic hatred.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
Day Two
•Model how to complete the
paragraph frame.
•Allow students to use the
graphic organizers to
complete their own thoughts
in the paragraph frame.
GeoLiteracy ELL
ELL Adaptation for Don’t Just Escape a
Problem, Shape a Solution
How is the assessment modified for
ELL students?
Students will utilize:
•
ELL Adaptation
•
•
GeoLiteracy ELL
Paragraph frame and graphic
organizers to write their
paragraphs.
True or False Statements.
Twelve Important Sentences.
Questions????
Concerning GeoLiteracy
or GeoLiteracy for ELLs
ELL Adaptation
Contact
Gale Olp Ekiss
gale.ekiss@asu.edu
or
Dr. Margarita Jimenez-Silva
margarita.jimenez-silva@asu.edu
GeoLiteracy ELL