English Language Learners & Library Partnerships Ruth Hall, ACL, Earl Haig SS Library, TDSB Sandy Katz, Instructional Leader, ESL/ELD, TDSB Session 1808 Ontario Library Association Superconference, Feb 27, 2010 Workshop Focus Relationships with ESL students ESL curriculum and research tasks Connections to a Research Model Building a skills continuum with research assignments Modifications and accommodations for ESL learners Other Issues & Differentiated End Products What does it mean….. QuickTime™ and a decompressor are needed to see this picture. ELL, ELD, ESL Building Relationships The Library is a safe place T-L connects with many classes, subjects, grades Support students: Help with assignments, resources, avoiding plagiarism Support teachers: Help with assignments, resources, avoiding plagiarism Library as ESL advocate Curriculum Rationale QuickTime™ and a decompressor are needed to see this picture. •“Inquiry is at the heart of learning in all subject areas.” p.52 “In ESL and ELD courses, students will develop their ability to pose questions and to explore a variety of answers to those questions” p.52 ESL and ELD Ontario Curriculum grades 9 -12 (2007) Locating Information QuickTime™ and a decompressor are needed to see this picture. ESLAO, ESLBO, ESLCO: Locate key information relating to the school and community in a variety of simple texts Locate information for a variety of purposes in simplified or adapted informational and graphic texts selected in collaboration with the teacherlibrarian Locate information on classroom topics from appropriate research materials selected in consultation with the teacher-librarian, and acknowledge their sources Extract & Organize Information QuickTime™ and a decompressor are needed to see this picture. ESLAO, ESLBO, ESLCO: Extract and organize key facts from information texts designed or adapted for beginning learners of English Extract information from informational and graphic texts designed or adapted for English language learners, and organize it using a graphic organizer Extract information from a variety of sources and organize it using appropriate outlines and graphic organizers Critical Thinking QuickTime™ and a decompressor are needed to see this picture. ESLAO, ESLBO, ESLCO: Identify the sources of information used Compare information from a number of sources on a topic for a classroom research assignment Identify sources of information used and evaluate them for reliability and point of view Inquiry & ESL Friendly Assignments Teacher-librarian offers help with: Creating or modifying the assignment Finding resources at the right level Co-teaching Assessment Library Resources Elementary resources which can be modified to “hide” the junior audience Sources with headings and graphics Online encyclopedias and reference books Online news articles (different levels) Reluctant reader materials Knowledge Ontario databases Elementary KO resources Recommended websites (pathfinders) Public Library Considerations with English Language Learners (ELL) Support literacy skills in first language Expect use of first language Silent period Opportunities to demonstrate what they know Different end products, not always language based Teach reading strategies (features of text) Projects should support broad language acquisition Move beyond mere copying to critical thinking Providing resources as a way to focus students What is school like in other places? Learning environment Role of teacher Type of learning - K/U Challenges with critical thinking Plagiarism issues Research Model: have kids had this kind of teaching? A MODEL FOR INQUIRY QuickTime™ and a decompressor are needed to see this picture. Together for Learning: school libraries and the emergence of the Learning Commons a vision for the 21st century. OSLA. (2010) Why a research model works for ELLs Provides a structure or map for students • consistency and common language • transferable to all subjects and grade • framework for: designing projects developing skills assessing & evaluating Exploring (Preparing for Research) Stage 1: Starts in the classroom Introduce content Introduce skills Engage interest ESL A Stage 1: Preparing The Animals Project: Start with classroom activities about riddles & answer question about wolves Students learn how to answer questions on a nonfiction topic using a graphic organizer Engage interest using visuals which allow students to engage prior knowledge and to choose topics Quick write (from the picture & prior knowledge) Next step - research in the library ESL B Stage 1: Preparing The Unexplained Mysteries Project In classroom read “Marie Celeste” Practice writing and answering 5 W research questions Brainstorm - what other unexplained mysteries do you know? View slideshow of mystery topics Guess what it is What it’s called What makes this a mystery Choose 1 mystery to research in the library Write research questions ESLC: Stage 1 - Preparing Inventors and their Inventions Project In classroom teacher introduces the inventor, Alexander Graham Bell Use the question matrix to create questions about Bell under the headings: The inventor The process The invention Read a simple info text on Bell to find answers Formative activity View CBC Website - choose an invention The Greatest Canadian Invention Using the Research Process – Putting it into Context Ensures students understand the research project Activates student’s prior knowledge and higher level thinking skills Acknowledges the need for accessible resources Diminishes “cut and paste” research assignments Teaches students a transferable skill Using the Research Process – Putting it into Context con’t High Yield strategies: Questions, Cues, and Advance Organizers - 22% (Marzano) Note-taking & Summarizing - 34% (Marzano) Other than attendance, the greatest impact on student achievement comes from non-fiction writing (Reeves) After Stage 1: A through C Take some time to notice how the projects fits into the steps of the research process Use the graphic organizer to identify the scaffolding of skills from level A to C Modifications & Accommodations Working with ELL students who are not in ESL classes: adaptation = accommodations &/or modifications OR Differentiated Instruction (DI)… What is Differentiated Instruction (DI) Differentiated Instruction Content Process (Based on Carol Tomlinson’s model of differentiated instruction) Product ELL Considerations: -Research in first language (background) -Building literacy skills in both languages -KO - translation MP3 A note about Wikipedia QuickTime™ and a decompressor are needed to see this picture. Knowledge Ontario Gale Cengage - Virtual Reference Collection Science of Everyday Things QuickTime™ and a decompressor are needed to see this picture. QuickTime™ and a decompressor are needed to see this picture. Writing Questions: Putting it into Context Taps into students prior knowledge Clarifies/reinforces knowledge and understanding Provides a low-risk environment where ELLs can share ideas and participate in consensus-building tasks Writing-to-learn strategy: Graffiti Put students in groups of 3 Choose from 6 WH charts to stand beside Write research questions for the topic The Bermuda Triangle under your ‘wh’ heading Every 3 minutes move to the next chart. Read the questions on the chart and add your own. Go back to where you started. Label the questions ‘thick’ and thin’. Choose the three best questions and present them to the group. Other Issues: Plagiarism How to minimize copy & paste responses Answering questions, not general topics Being engaged in the topic Use of visuals to activating prior knowledge Formative activities in the classroom Student generated questions, not teacher Monitor the process in stages (e.g. notes by source, storyboard planner) Other Issues: Presentations Using Storyboard organizers to plan effective presentations Why breaking down tasks is essential How storyboarding works Understanding the difference between slide content and spoken content Plan first - use computer after Different End Products The process remains the same but the outcome can be different Provide a situation - zoo guide, invention convetion create a podcast to listen to at each station Use comic life to publish your mystery on the web Forest of Reading - class book club in wiki White Pine Wiki tabs make navigation simple The goals of the White Pine Award program: promote reading for enjoyment make students aware of Canadian issues addressed in young adult books provide opportunities for students to discuss the nominated titles in an authentic, academic manner Student responses “When you don’t feel the school and class environment, I think you feel more comfortable so you can share ideas easier.” “ We need to use formal English… we can’t use MSN language or swearing words. And it can correct our bad habits.” Benefits of ESL-Library Relationship Build student trust Ongoing support, all subjects Safe haven Skill building, all grades Access to technology Support new & experienced teachers QuickTime™ and a decompressor are needed to see this picture. http://balancingacts.wordpress.com/ The Exit Slip Strategy: Final Reflections Reflection Framework #1 #2 3 important ideas that I want to remember 2 things I would like to OR know more about 1 idea/strategy that I will implement with my students Here’s what I learned. So what does this mean for my work? Now what am I going to do about it? ESL & Library partners in student success Thank you very much!