Making content comprehensible for secondary English Language learners

 It has been a while since my last fray into English Language (EL) learners and I am having an increasing number in my classes, I thought it was time to do a little more research. Making Content Comprehensible for Secondary English Learners: The SIOP Model by Jana Echevarria, MaryEllen Vogt and Deborah J. Short seemed like a good fit. Years ago I took an asynchronous class on SIOP and this book was a great companion to that information. The text is broken into parts: an introduction, elaboration on each major component of the model and a discussion on major concerns and conclusion. 

The piece that seems to truly set it apart from other teaching systems is the language objective. The model requires both a content and a language target for each lesson. They admit that a lesson might take more than one day, but the objectives guide everything else. By writing them out, both the students and the teacher are focused on both. The language objective could include use a limited number of vocabulary terms in discussion, practice using a particular academic language structure such as if-then or x because y, use verbs to describe character actions, or language tasks such as summarize a passage. See a scope of language tasks from WIDA here.  Be aware that language learners need to address prerequisite skills, not just those at the current grade level. Ideally, student in rich language environments should progress through skills below grade level in English at a faster rate, so long as they have the skill in their first language.

As a special education teacher, I find many of my students have limited language skills. Creating a focus on language is essential for them as well. Toward that end, the SIOP model has research supporting its use with all students, not just ELs. Consequently it makes for a great Tier one intervention to increase language skills among students. Since language is the medium through which we learn, think and demonstrate what we know, it is essential that all students continue to develop their skills. 

Another key component of the system is vocabulary development. At the secondary level, we expect students to learn extensive collections of words. Each subject could probably provide a list of 5-20 content specific vocabulary each week. That is independent of the academic (Tier 2) words like compare, summarize and explain, that we expect students to be fluent with. High School is undoubtedly one place where language learning is emphasized. Without teachers recognizing and truly working on vocabulary development, our students will continue to struggle whether they are ELs or not. One suggestion that the authors propose is word walls. These tools display key vocabulary students need to use. One tool that is similar to Frayer Charts that I have used is the 4-corners Vocabulary chart (see image below). Students could use this tool to create personal vocabulary journals or teachers could use them as part of a word wall.  

Anyone who works with ELs should make time to understand the basic principles of teaching students with language differences. This book does a great job of outlining specific steps to take to increase the performance of both ELs and students in general. 

High Impact Instruction

 Jim Knight is a prolific writer and educational coach. His articles in ASCD's EL magazine are always a good read. His style is highly readable and follows his own advice- love it when people walk the talk. His book High Impact Instruction: A Framework For Great Teaching, met my expectations for good advice with a practical spin. Jim is very aware that making changes to teaching is a process and he advises picking an area of focus and working on that. He also, unsurprisingly is a big fan of using an instructional coach. These team members are becoming more common in our schools and offer a great opportunity to teachers to help improve their practice. 

One of Jim's baseline ideas is using recordings of teaching to really look at your practice. This is not about posting to social media, spotting and reporting on student behavior or sharing with the class, it is about being reflective. If your district allows it, always check before you record something, it is a great tool to critically look at your practice and identify opportunities for improvement.

His book includes video of teachers doing what he suggests and reflecting on the practice. In this day and age, a useful component to any text.

His first advice is around planning. He recommends that when planning a teacher develop guiding questions, formative assessments and learning maps. You can pick your starting point with these items. His book is complete with a planning map for each chapter. There are many types of mapping that have been developed. His planning maps pull from these, outlining what are the knowledge, skills and big ideas that you wish to teach in the unit. He suggests when teaching the material that students have access to these maps and help develop them themselves. Making students write, helps put things into their brains. Identifying how you will assess each part of the learning and what you will do with students who don't get it is essential. He tells about one teacher who realized about 1/6 of the class did not understand the learning. The next day she review the writing expectation by having student identify strong points of high quality answers. By showing this model of high quality work and reviewing the material, a small amount of time was spent helping students improve their skills.

In order to obtain teacher engagement, Jim presents a number of ideas, one of which is cooperative learning. Like many, I have seen many cooperative learning flops. He suggests starting with simple cooperative learning activities like think-pair-share and turn and talk. I never really considered them as cooperative learning, but since they involve peer work, they qualify. He highly recommends Sue Vernon's book: The Score Skills: Social Skills for Cooperative Groups. These skills include share ideas, compliment others, offer help/encouragement, recommend changes nicely, and exercise self-control. By identifying critical social skills of group work and explicitly teaching them at every grade level, we increase the likelihood that the groups will function productively.

One idea that I really liked was what he called Lasorda's Law, named after famed baseball coach, Tommy Lasorda. This involves giving enough freedom to empower students while providing enough control to ensure that the work gets done and learning the objectives is met, a difficult balancing act for some. 

It is a great read with some solid advice to improve teaching. Definitely worth tracking down.

Executive Function Toolkit- Backpack organization

 

Understood.org identifies executive function as the “set of mental skills that include working memory, flexible thinking and self-control.” Students with Executive Function issues often are most easily identified by struggles with their inability to organize their universe. This is particularly true of backpacks and lockers. If your child struggles with missing assignments, not being able to find materials they need or spending excessive time rummaging for things in their backpack, they have this challenge. If they deny they need to organize their materials, these three questions can highlight the contrary view. I have worked with students organizing their backpacks/folders/desks/etc. I use this strategy and my high schoolers typically are receptive to the work.

One of my favorite resources on executive function is Seth Perler. He is a coach that publishes a weekly vlog about a huge variety of executive function concerns. His work targets students, parents and teachers at various times.

His routine on cleaning the backpack is as follows:

1.       Explain what is going to happen.

2.       Give permission to remove anything personal that they do not want to share.

3.       Remove everything from backpack.

4.       Go through every single thing. Things go into the garbage, an archive location or a binder/folder to return to school. Talk about it. If things need to be submitted to a teacher, make a plan for doing so. (For a child with real trouble, an email to the teacher as a reminder to specifically ask the child for the work or even scan and submit the assignment for the child.)

The important thing is that this is a manageable chunk of work, when it is done with someone. Also, it needs to be done every week. Set aside a time that works for your family: afterschool on Friday, Monday after dinner, Saturday morning before fun things are done, whatever works for your family. How long it needs to be managed by an adult depends on the individual. Age, organizational skills, motivation, etc. can all play a role here.

Seth’s video about this activity is found here. I strongly recommend using him as a resource.

Executive function toolkit: Self-regulation

 

Researchers at Harvard say, ” Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.” These skills are essential for learning and working. Although different researchers identify different numbers of these skills, they all circle around being able to get things done without irritating to death the people around you. This month’s focus:

Impulse Control

Impulse control helps people think before acting. Many strategies and activities for learning these skills can be found online and in books. 

People with impulse control weaknesses often make purchases they cannot afford, blurt out inappropriate things, and engage in risky behavior.

Some examples of ways to help develop executive function skills around impulse control include:

·         Provide students with a “Wait 5” strategy–counting to five before verbally responding to an input, and a “Wait 3” in personal conversations to think before speaking in pairs or groups. Expand as a way to help with waiting. People can count things in the environment while waiting (sneakers you can see, ceiling tiles, people carrying a bag, etc.)

·         The “Stop, Think, Do” mantra.
This technique is also useful in anger management techniques.
This strategy can also help us with impulse behavior:

• Stop before you act
• Think about the consequences
• Do if it is ok to go ahead.

·         “If… Then” Scripts
Kids may get in trouble when they act impulsively when faced with difficult choices.
Self-instructions in the form of “if…then” or “when…then” can help them navigate risky situations.
For example, if you feel your child may be easily influenced to make a bad choice, you may rehearse an “If…Then…” script:
“If a friend offers me a cigarette, then I can say “No, thanks, I’m not into that”

“If I finish my homework, then I can play a video game.”

·         Activities that can help develop impulse control include sports, music and meditation.

·         Teach about budgeting and purchasing with cash- no more cash means no more buying. Instead of buying everything tweens need, give them a total they can spend and let them make choices- then make them live with their choices. If they need to do laundry every third day, so be it.

·         Confirm with children that humans CANNOT multitask. Studying requires an environment without distractions like music, social media or siblings. Parents need to help reinforce this. Parents also need to model this. Require that phones be away during meal times- no one checks them during meals. Use parental controls on phones to block school class time, study/homework time, and sleeping time. Having guardrails around specific activities can help develop good habits at other times.

Uncomfortable Conversations with a Black Man

In a landscape changed by the recent Supreme Court decision cutting down affirmative action, looking at how race impacts our country is essential. The oft quoted Sandra Day O'Connor quote, “We expect that 25 years from now, the use of racial preferences will no longer be necessary to further the interest [in student body diversity] approved today.” highlights that affirmative action will no longer be necessary to increase student diversity. Unfortunately, collegiate diversity has shown itself to be stubborn to move. Further, when affirmative action has been removed, diversity declines. How are we to increase opportunities for groups who have been steadily and systematically subjugated? One proposal to work an end around the policy prohibition is to use zip code preferences. The next few years will be interesting as progressive institutions attempt to include higher percentages of marginalized groups.

Reading Emmanuel Acho's Uncomfortable Conversations with a Black Man, made me more aware than ever about how the canvas of America is built upon pushing some groups down. This book does a great job of presenting challenging topics, explaining the history around the issue, and then asking the reader to walk the walk. This includes calls to complete further research which are highlighted in the text. The book covers topics that are uncomfortable in a real way. While he addresses real concerns and issues and is matter of fact, his tone is not one of you did this, but rather, you need to learn from and about this.

Years ago I was in a classroom where students were discussing the N-word in response to some racial situations that had occurred at school. One group of young white boys were adamant that it was not a problem for them to use the word. I wish I had the chapter where Acho discusses the word at that time. He clearly describes why it is not ever ok for white people to use the term. I think his approach might have at least made those boys think about their language differently. By the way, it is never ok for white people to use the N-word.

I really enjoyed the historical approach that Acho takes throughout the book. While I was aware of many of the the things he highlights, there were some ones I was unaware of and I am grateful that he researched the material so thoroughly to highlight his points. 

I am disappointed that the Justices did not look at the compositin of our universities and say we are not there yet, and we need to continue to work towards the goal. The decision sets us back in terms of trying to find equity for our community. I firmly believe, however, that with continued efforts, we can achieve a more equitable society where the content of our character is how we all are judged.

Executive Function Toolkit: Memory

 

According to Harvard, “Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.”

 

Memory- People with executive function weaknesses often struggle with memory. They can’t remember directions, what their homework is, what they need for a test, or where they put their keys.

To develop memory skills try these ideas.

1.    Use memory games. These could be the old fashioned “I went on a trip and I brought: an apple, bed, caterpillar, doughnut, …” (after repeating the list, the player adds one more starting with the next letter of the alphabet), or the card game memory (show how to visualize or verbalize the items as you turn up each card in an orderly fashion to try and match them). Or they could be fancy app related games such as Fit Brains Trainer or Lumosity.

2.    Ask children to try and remember something from the morning to dinner time. It could be what’s for dinner or who are we going to visit on the weekend. In the early stages of this practice, you might not be able to go that long. You might look at a recipe and say I need eggs and milk from the refrigerator. Can you help me remember? Then go to the refrigerator, open the door and ask, what do I need?

3.    Practice learning things by rote. For young children this could be nursery rhymes. For older children, try movie or poetry quotes. Compete with your child to see if you can learn the quote first.

4.    Write things out by hand. Our brains connect memory with handwriting far better than with typing. Write things you want to remember on a paper calendar, sticky note or in a list. Model the writing and the referring to the note/list.

What If?

 Our regional PTA offered a book study on the text What If? Short Stories to Spark Inclusion & Diversity Dialogue by Steve L. Robbins. I participated in all the sessions which were attended by a diverse mix of people and experienced many new insights. As a result of participating, I bought the book and read the entire thing- during the book club we focused on eight of the 36 chapters. 

First a note on the organization of the book. Paul Smith, Lead with a Story author, would be proud. Each chapter starts with a story that is not about diversity and inclusion but highlights a feature of how to look at the subject. After the vignette Robbins goes into a short tie to the issue being focused on from a diversity and inclusion lens. Finally, each chapter ends with five action steps: first glance, looking inward, what if, activity and this week's assignment. Each chapter is quite short, about five easy to read pages. 

I love this approach because it starts with a neutral experience that is likely common to many. For people hesitant to discuss or acknowledge issues around diversity and inclusion, this is low stakes and builds a common starting point. Then it progresses to how that story showcases some aspect of diversity and inclusion. It provides an easy point of entry for discussion. For example the chapter Equal is Not Always Fair talks about restrooms. If there are three urinals and two stalls in the men's bathroom and five stalls in the women's bathroom it is equal and fair- right? Why then is there a line at the women's room? Because women take, on average, one and a half to two times as long to use the facility. A surface level equality is not always fair. Telling this story can lead to discussions about other situations where equal is not fair and what can be done about it. The book recognizes that change takes time and practice when it goes into its action plan. The action plan for this chapter includes, "Practice fair treatment by considering the many ways people may be different or may be dealing with different circumstances" (p. 29).

This is a great read to start discussions that make people reexamine their lives and organizations to think about how are people treated differently, especially people who are not part of the majority. From a book study perspective, picking a chapter or two at a time and not worrying about covering the entire book makes sense. Hopefully people who participate in such dialogues will be inspired to pick up