<Slide 1 Title> Adaptation for Social Studies. This presentation will introduce you to ways to make adaptations for ELLs in your class.

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1 Transcript for the presentation, Adaptation: Social Studies <Slide 1 Title> Adaptation for Social Studies. This presentation will introduce you to ways to make adaptations for ELLs in your class. <Slide 2> Why do we adapt instruction for ELLs? A few goals of Adaptation include the following: To REDUCE ANXIETY, many ELLs can feel anxious when they don t know what is happening or what is expected. To REDUCE LANGUAGE and CULTURAL BARRIERS; A language barrier makes communication challenging, and also denies ELLs Access to important academic content. Lowering this barrier supports ELLs in learning academic content, while they are acquiring the language. To provide MEANINGFUL instruction; without adaptation, it is difficult for ELLs to understand what they are learning. To maximize INTERACTION and language practice; As you may have heard before when learning a new language, if you don t use it, you lose it. ELLs need time to practice new words in context. To maintain RIGOR with HIGH SUPPORT, because ELLs are often cognitively on grade level, even though their language proficiency is low, we need to ensure that they are learning grade level skills and concepts, even as beginning language learners. We need Rigor with High Supports. If we have these, we can help ELLs To increase LANGUAGE and CONTENT acquisition. When we assess them, we need effective ways to enable ELLs to SHOW what they know, when they sometimes don t have the words to tell us. Ultimately, we want to provide OPPORTUNITIES for SUCCESS for ELLs, build their confidence and stamina to persevere while they do double the work learning both language and content simultaneously. <Slide 3> Adaptations specifically target specific areas of consideration, including: Cultural Learning Styles/Preferences Language proficiency levels in Reading,Writing, Listening and Speaking Explicit and strategic instruction in vocabulary Language Form and Function Maximized interaction and oral language development and the process of Making content comprehensible (understandable /meaningful) <Slide 4> Adaptations help English Learners to access classroom content by helping to reduce issues caused by a language barrier. Adaptations can be made to the Text, the Task, The Delivery of Instruction and the configuration of the classroom

2 <Slide 5> For example, Adaptations to the Text and other instructional materials might include Substituting a difficult text with a more readable version. This can be done with High interest low level books and Native language materials, if the student is literate in their native language. If you don t have another option for a text, or if you want to provide same text opportunities for students at different levels, you can change the task to be done with the text. For example, instead of assigning a whole chapter s worth of reading, you can divide up the amount of reading among groups, have pairs read and summarize together, or have ELLs read titles and headings for big ideas <Slide 6> Other Adaptations to the Text and classroom materials include trying to reduce the Language Demand, that is reduce the amount or complexity of language the student must read or listen to at one time. Break lectures or long readings into manageable chunks. After 15 minutes of lectures, allow students to retell their learning with a partner, or take time to do a short activity. Difficult texts can also be made more meaningful with the support of visual aids. such as Charts, Graphs, Graphic Organizers, Manipulatives, Real Items Pictures and Videos. <Slide 7> Adapting Task,s Activities and Assessments is important to ELLs opportunities for success. Social Studies teachers must provide opportunities for ELLs to show what they know, not what they don t know (English). Consider this example. Carlos has studied very hard for his test. He knows what foreign aid is and can give many examples. Carlos encounters this question* on the test, which is linguistically complex and contains new vocabulary he has not studied yet. The question reads: Which of the following is an example of the United States government providing foreign aid? A placing an embargo on foreign sugar B signing a nuclear arms control treaty C sending medical supplies abroad D increasing immigration restrictions Carlos does not know the meaning of placing an embargo or of the word abroad. He chose (A) because the word foreign appeared there. What was confusing about this question? Did this question assess his knowledge of foreign aid? How might the teacher have enabled him to show what he knew about foreign aid? A more understandable question, and one that offers multiple ways for Carlos to show what he knows might be something like this: Name a way the US government gives foreign aid to other countries.

3 <Slide 8> There are many ways Carlos could have shown that he knew what foreign aid was. He might have been able to: Draw and label examples of foreign aid efforts List examples of foreign aid provided by the US List the characteristics of a foreign aid Choose the characteristics/examples of foreign aid from a word bank Identify foreign aid from pictures Look up embargo and abroad in a bilingual dictionary Draw a map/graphic organizer of foreign interactions/aid to other countries Design his own foreign aid project and describe the characteristics/needs, justification, benefits, etc. Compare and Contrast foreign aid among countries Adapting the Task, Activities and Assessments Giving choices is one way to support ELLs in expressing their understanding of key concepts. <Slide 9> Key Considerations when creating or adapting tasks, activities, and assessments for ELLs include asking how much and what level of language can students handle at their proficiency levels, and what are students being asked to receive (listening/reading) or produce (speaking/writing) in these activities. Tasks, activities and assessments should always be adjusted according to the student s proficiency levels. For example, You may be able to write an essay in English about the civil war, but as a beginner in a new language, can you write that same essay in Chinese? in Spanish? In Ukrainian? How could you show me that you know the concept, if you don t know those languages? Could you draw it? Do a project that models it? Map it out? Clearly a student at the intermediate levels of English proficiency can produce more language than students at the entering levels. The WIDA Can- Do Descriptors provide examples of what students at each proficiency level can do in reading, writing, listening and speaking. For access to the Can do descriptors, follow the link. <Slide 10> Giving ELLs choices in tasks is one way to automatically accommodate their proficiency level. Students with higher levels can naturally produce more writing and detail where students at lower levels may wish to graph or draw their answers. Some may prefer speaking over writing, so a poster presentation is a nice way to accommodate their stronger speaking skills without requiring them to write so much. (that s if they are comfortable talking in front of a group). <Slide 11> Another helpful adaptation to tasks, activities and assessments is to provide ELLs supports in producing language. Often ELLs recognize words when they see them, or hear them but have a hard time produce them from memory. Word banks, writing prompts, structured or

4 guided note takers, and graphic organizers can help support ELLs in getting their ideas on paper. Also, avoiding confusing structures, like True/ False or Multiple Choice with too many choices or false answers can help eliminate some confusions for ELLs. Often True/False questions rely on one word, which the EL may not know the meaning of. <Slide12> The delivery of instruction should be adjusted to consider the language proficiency of the English Learner. Some practices that support ELLs and all students include Pre-teaching vocabulary; activating student background knowledge and building background upon existing knowledge. Teachers should limit lecture to 15 minute chunks; model concepts and directions, provide visual supports and emphasize big ideas. Engaging students in Pre, during and post reading activities supports their comprehension. Students may be processing language and ideas in both the native and target language. For this reason increasing wait time for students to answer questions is very helpful. <Slide 13> The Classroom Configurations can be strategically used to support English Learners. Grouping Configurations, such as pairs, heterogeneous & homogeneous groups allows for support and practice. Use native language partners (for comprehension support) or purposefully mix language groups (for English practice). <Slide 14> Flexible grouping is a classroom configuration that allows for Collaboration, which may be culturally more may be more comfortable for many ELLs. Students are supported by peers and practice the academic language of the lesson. By seating ELLs in center of the class, they can see what others are doing. <Slide 15> Classroom configurations that work for ELLs consider classroom space. Language Rich Classrooms utilize walls and room space with various supports such as: Word walls, Posters and Visuals and Strategies lists Writing homework & announcements on the same corner of the board every day allows ELLs to know where to look for important information. <Slide 16> Consider your learning from the earlier modules. How might cultural orientations impact ELLs responses to questions tasks and assessments? In Grouping: Do students prefer collaboration over competition? Are there religious considerations related to gender? What Choices can be provided?

5 Are students comfortable giving opinions? Interacting with the teacher? Do they resolve problems directly/ indirectly? Effective teachers of ELLs create routines and practices in consideration of these orientations. <Slide 17> Explicit instruction in vocabulary is another practice that supports English Learners. Without vocabulary, students have limited means for understanding or expressing their ideas about classroom content. What are the words that carry the MOST MEANING? What Social and Academic words do students need to know to accomplish the task? Strategies for vocabulary instruction include: Semantic feature analysis 4 square graphic organizers Word webs and concept maps And Word Sorts <Slide 18> Language proficiency levels in Reading, Writing, Listening and Speaking Understanding what students CAN do at their level of English Proficiency is essential to providing the RIGHT adaptations. Example: Ivan has beginner level proficiency in English. He knows a few words and phrases, and some social language like, How are you? and Where is the bathroom? His Social Studies teacher wanted to help him on the midterm by giving him more time and less problems, so he took the existing 150 question multiple choice test and reduced it to 75 questions. Unfortunately, Ivan could not read or understand any of the questions. While this might have been a useful adaptation for a student with higher level of English proficiency, who could read the questions but needed more processing time, for Ivan, the task was still inappropriate. How could the teacher have assessed Ivan more appropriately? <Slide 19> Language proficiency levels in Reading, Writing, Listening and Speaking Understanding what students CAN do at their level of English Proficiency is essential to providing the RIGHT adaptations. Ivan could have demonstrated his understanding of KEY CONCEPTS in the course by: Project based assessment Portfolio assessment Poster or PPT presentation Matching words or concepts with pictures Labeling concepts using a word bank and pictures and/or timelines Drawing pictures or graphic organizers to show various processes <Slide 20> Language Form and Function What are the typical forms and functions of language used in Social Studies?

6 Students may use the language of cause and effect, sequence, narratives; passive voice is often used when talking about government and history. Past tense verb structures are common. Providing prompts and modeling these language patterns helps ELLs to produce discipline specific writing and speech. Some typical linguistic structures in Social Studies Include: irregular past tense verbs go/went; use of passive voice; The law was passed. Keywords for time order: Following, During, After, Once, Next, Therefore <Slide 21> Maximized interaction and oral language development supports ELLs in Acquiring English more quickly. ELLs need to practice new vocabulary and language patterns. They need repeated encounters with a word in meaningful ways in order to own it. Students must engage in academic talk. This is supported by group work that engages students in discussions around the text and classroom tasks. Monitor TEACHER TALK TIME (the teacher does not need practice speaking English, the students do!) Calling on one student at a time means the others aren t practicing. Think pair share, small groups, etc. allow all students to practice using academic vocabulary. <Slide 22> Making content comprehensible (understandable /meaningful) For a moment pretend you are the language learner. In your Social Studies class in Korea, your teacher writes this on the board. What do you want to know about this? What will help you understand it? Maybe the pronunciation? Meaning? A picture might help you to know at least what the topic is 인구증가 <Slide 23> You want to ask for help, can you ask your teacher a question about these words in Korean? Hmm before you can figure out how to ask, she adds more vocabulary: 자원, 경쟁, 토지, 물, 사람이너무많다 You look confused. She tries to explain in Korean, but that only frustrates you more What should she do to help you? <Slide 24> In order to make language understandable, teachers must use visual supports and scaffold the process. Imagine how the Korean lesson might be different if the teacher did this To illustrate the concept of Population increase, the teacher begins by showing you a picture of people. She says In-Gu She then shows this chart

7 She says Jung-Ga and gestures to the arrow, showing increase. Then she introduces some new vocabulary: <Slide 25> The teacher uses pictures to show vocabulary that builds on the big concept of OverPopulation. She uses the native language as a support. And may give hands on examples of these concepts in class, acting out competition or too many people (perhaps by trying to seat too many students in one chair). Here s one example of how she makes this content comprehensible: She proceeds by giving two cups of water to two students one cup each. She says(mool-eun Jah-Wun-Ee-Dah) Water is a resource She gestures to ask if there is enough water for both people. She then invites ten more students to share the two cups of water. She writes the word competition on the board. She says Kyung-Jang She then calls the whole class to come up and share the two cups of water. She gestures and uses pictures to explain that overpopulation is when there are too many people for the amount of resources available. Students then practice matching the new words to pictures of overpopulation, competition, water, etc.; pronouncing each word as they match it to the picture. Formative Assessment: Students may answer yes/no questions : Is there competition for resources in the following pictures? Is there overpopulation in this picture? Is there population growth in this picture? <Slide 27> Lastly, it is important to support ELLs by helping to reduce their anxiety. Reducing anxiety ELLs may feel anxiety when they don t know what is happening or being said, when they are afraid of being called on and not knowing the answer, when they do not know the other students in their classes, when cultural conflict or miscommunication occurs. Anxious students may concentrate more on self-preservation than learning. They may avoid uncomfortable situations. Reducing anxiety frees students from unnecessary stress and allows their mind to concentrate on learning. <Slide 28> Reducing anxiety Practices that reduce anxiety Providing a buddy or work partner/group Using lots of pictures, visuals Safe classroom environment (ok to make mistakes, ask questions) Giving ELLs choices in assignments Allow processing time Native Language Supports Picture dictionaries

8 MODEL MODEL MODEL tasks and behaviors Routines help ELLs know what to expect Using these adaptations and strategies discussed in this presentation will ensure that your EL is well supported in Social students and that they will have opportunities for success.

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