When MLs interact w/ each other to learn, they shift from just learning the rules of a language to USING the language to communicate.

While Beth Skelton (she/her) created this example, we can create the “yellow box” for our own content!

A fabulous example of engineering a science-based text!

Doing this makes learning content more accessible, which then makes schools more equitable.

So cool! Proceeds go to supporting MLs in SC!

#CorwinTalks Corwin Press
Goal: teach transition words

a. Write sentence 1 w/ a transition
b. Write sent 2 w/ a different trans but connected to Sent 1
c. Provide Ss w/ an opportunity to practice

Instead of teaching trans @ the paragraph level, 1st teach sent-sent transition

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: To understand a sentence w/ a percentage

1. Take the original sentence
2. Have Ss write out 10 dashes
3. Round the %
4. Have Ss color this %

This gives them practice in reading sentences w/ complex structures

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: To understand complex sentence

1. Take the original sentence
2. Invite Ss to rearrange the sentence WITHOUT changing the words

This gives them practice in reading sentences w/ complex structures

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: teach transferable vocab

1. Identify 7-8 of the MOST essential vocab for the unit
2. Show the word in Ss’ languages
3. Write a Ss-friendly definition
4. Write a prompt to play w/ the word
5. Add an image connected to the pr

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: engineer a word problem (assignment)

1. Segment into separate steps
2. Write complex sentences into simple sentences
3. Add labeled images

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: Structuring a summary

1. Teach content
2. Have Ss apply the ABBS strategy to write a structured summary (must have been taught previously)

Each sentence is designed to communicate specific ideas.

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: Applying “While” to content

1.We already played with “While” without applying it to content
2.After Ss read the text for content, we apply While to content
3.Created 3 sentences (1st two are scaffolded, 3rd one Ss pick the noun

#LiteracyStrategy #CorwinTalks Corwin Press

Goal: teaching complex sentence structure (Although)

1. Share a model sentence
2. Ss compare Although to their heritage languages
3. Ss create their own sentences NOT related to content

After reading The Writing Revolution, I added the ' because, but, so' to make a structure that scaffolds summary writing. It's called ABBS Summary:

When you go to art class to support MLs and you didn't have time to plan, you can:
- read the instructions
- add guiding questions that are accessible

I did this in a G8 class, and everyone was able to use the prompts to guide their writing.

What I do when I offer in-class support (co-teaching w/o co-planning):

- focus on comprehensible input & output
- In this ex, I wrote down the steps for Ss to follow as my colleague explained the steps.

T-collaboration IS serving the needs that arise in the moment.

All year, we've been learning to process text using complex sentences.

- Ss had to read this chapter for homework.
- They were given complex sentence starters (Before, Since, Because)
- They completed the sentence independently

Seems to be working.

WOW!!!! So excited to hear Efraín Tovar, M.A.Ed  speak at this year's The SIOP® Model conference!!!! We're in for a treat!

Sharing Dr. Katie Toppel (she/her) structured output tables w/ elementary school teachers next week.

This group wants to teach MLs has to use opinion language. Here's what I'm suggesting.

I'm designing these comprehension activities so MLs can:
1. process the chapter
2. practice academic sentence structures

This chapter is perfect for practicing appositives. Notice the scaffolding provided. Beth Skelton (she/her)

I'm using the TWR approach for MLs to process each chapter.

I usually do a guided-reading approach, but yesterday, they worked in their groups w/o me guiding them.

Below are their responses. The protocol worked! Beth Skelton (she/her)