Working with English Language Learners in the Mainstream English Language Arts Classroom Through Collaboration and Two-Way Content-Based Instruction

Abstract

This chapter discusses issues related to preparing English Language Arts (ELA) teachers to better support the development of English language learners’ (ELLs) academic language skills through the use of Two-way Content-Based Instruction. Using this collaborative practice and the subsequent classroom activities, ELLs are able to achieve language-driven content objectives in the English as a second language (ESL) classroom as well as content-driven language objectives in the ELA classroom.

Appendices

Appendix 1: Before and After Objectives

Objectives Developed in Isolation

ELA objectives	ESL objectives
Students will understand structural elements of the novel	Students will learn vocabulary related to character traits and connect traits to characters in the book
Students will be able to identify similarities and differences within and between works of different literary genres (short stories, poetry, non-fiction) and the ways in which works in these different genres can address similar themes and topics	Students will understand the difference between fiction and non-fiction
Students will understand the literary device of foreshadowing as it is used in Esperanza Rising	Students will make predictions about the text
Students will understand the concept of a character’s transformational journey and be able to identify the turning points in Esperanza’s journey	Identify the structural elements of a novel
Students will write multiple drafts of a nonfiction essay exploring one or more topics addressed in Esperanza Rising	Students will write journal entries about their own relocation and immigration experience
Students will write original poetry or fiction exploring a central theme addressed in Esperanza Rising

Complementary, collaboratively developed objectives (SWBAT = Students will be able to)

ELA classroom Language-driven content objectives	ESL classroom Content driven language objectives
SWBAT identify different meanings and characteristics attributed to the words associated with genre (fiction, non-fiction, poetry, narrative structure) and identify different genre types and literary devices based on assigned readings with a 90 % accuracy rate	SWBAT to complete a graphic organizer that differentiates the features of different genre and literary devices, based on assigned readings, and in writing develop a summary statement of genre using appropriate language structures and vocabulary, with a 90 % accuracy rate
SWBAT to engage in small and whole group discussion of assigned texts and discuss differences in rhetorical structure and genre with a 90 % accuracy rate	SWBAT define genre and rhetorical structure and to orally explain the relationship between rhetorical structure and genre with a 90 % accuracy rate
In the context of developing the academic vocabulary related to genre (Fiction, non-fiction, poetry) and associated rhetorical structures. SWBAT explain the differences between genre using the appropriate academic vocabulary with an 85 % accuracy rate	After whole group and small group collaborative analysis of different genre types, SWBAT discuss characteristics and rhetorical structures of different genre types and rhetorical structures and complete a Semantic feature Analysis chart with understanding measured by successful completion of the chart, small group discussion, whole group discussion, with an 85 % accuracy rate
SWBAT understand the literary device of foreshadowing as it is used in Esperanza Rising and develop an original writing piece to show foreshadowing in their own writing	SWBAT make predictions while reading Esperanza Rising based on their understanding of foreshadowing and complete an anticipation guide at the end of each chapter to record then revisit their predictions based on events foreshadowed in the previously read text

Appendix 2: Elements of Collaboration

ESC 761 ELA/ TESOL Requirements

Dr. Gulla and Dr. DelliCarpini

Create a literature based thematic unit, using Esperanza as your primary text in the ESL classroom and incorporating elements of the YA selection made by the English teachers, with the following elements:

• 1. Contextual factors:School, Classroom, and Individual Students

  • Describe the school (size, organization plan, ability grouping, scheduling patterns, disciplinary policies, etc.)

  • Describe the physical layout of the classroom(s) in which you are teaching, whether you are required to share this classroom with other teachers, the technology and other resources available

  • Describe the classroom climate and any issues relating to student behavior.

  • Identify the specific class you will be using for the work sample and discuss the composition of that class. Be sure to take into account students with specific modifications, students with limited English proficiency, and any other relevant student characteristics.

  Your presentation should focus on explaining how the characteristics of the community, the school, and the individual students will affect your instructional design.

  The elements of collaboration between ESL & ELA teachers here should be to discuss the students and the classroom context of each discipline.

• 2. Learning Goals

  In this section, you should:

  • Identify the piece of literature that will be the basis for your unit. Describe the fundamental concepts and big ideas around which you are planning this unit and briefly explain how the individual lessons equip the students with the knowledge, concepts and skills necessary to come to grips with these essential questions.

  • Based on your pre-assessment of the students (see below) identify 4–6 learning goals for the unit. These will form the basis for your assessment of student learning.

  • Use a chart or form of graphic organizer to show how your learning goals are aligned with the NY State and NCTE/TEOL learning standards. Explain briefly why you think that these ideas are appropriate for your students.

  The elements of collaboration between ESL & ELA teachers here should be for the ELA teachers to provide information about what activities the students will be engaging in, the materials used, the expectations, and the content objectives of the ELA unit. The ESL teachers will work with the ELA teachers in terms of how some of these goals might be modified to accommodate the ELLS in the mainstream classroom: For example, what types of support and scaffolding will ESL students need in order to complete a “Where I’m from” poem or a Critical Lens essay.

• 3. Assessment Plan

  Well-designed assessments can improve instruction in several ways. They will guide instruction by keeping teaching focused on the goals and standards to be achieved. Assessments are also important because they enable the teacher to see what students have and have not learned, to understand why, and, on the basis of this knowledge, to modify instruction accordingly.

  Conduct a pre-assessment to determine what students do and do not know about the learning goals of the unit. A pre-assessment might be as simple as asking the students to write down what they know about the topic, or it might involve a set of carefully structured questions. The important thing is that the pre-assessment provide a baseline of prior student knowledge as it relates to your learning goals.

  Your assessment plan for the unit should be based on the learning goals identified above. Assessments may be informal, such as student answers to teacher questions, games, and observation of students as they work on a class activity. The unit should also include traditional assessments such as quizzes, tests, reports, as well as other authentic assessments. You should employ multiple forms of assessment, and these assessments should be embedded in instruction to insure the value of this information to both you and your students.

  • Provide a brief description of your assessment plan which explains how your assessments will, in fact, measure what you teach. You may wish to use a chart for this.

  • Your assessment plan should also indicate how assessments can be adapted to meet the needs of individual students.

  • Create a rubric for at least one of the major assessments (from one of the included lesson plans) in order to establish clear criteria for various performance levels.

  The elements of collaboration between ESL & ELA teachers here should be for the English teachers to share the mainstream assessments with the ESL teachers so that the ESL teachers can develop skills during the learning activities and parallel assessments to facilitate the acquisition of the content and success in the academic classroom. The ESL teacher can inform the ELA teachers about assessment modifications, considerations, and criteria that is sensitive to the needs of the ELLS in the mainstream ELA classroom.

• 4. Design for Instruction

  Using your knowledge of the teaching-learning context and the results of your pre-assessment, design and teach a 2 week unit which includes 6–10 lesson plans (depending on the size of your group—two submitted from each member with the necessary modifications from the initial LP submitted) which will help all of your students achieve the standards-based learning goals outline above. These lessons should form a coherent, connected instructional sequence from the first day until the last day of the unit (6–10 days, depending on group size).

  Your planning for this unit should include a variety of learning activities linked to the unit learning goals. The design of the unit should indicate an in-depth understanding of content and language objectives and the ability to make these ideas relevant and accessible to your students. You should carefully select instructional activities that will help your particular students achieve the identified learning goals. The unit should include at least one lesson using web-based technology to enhance instruction and one lesson using cooperative learning. In your TESOL only groups you will engage in a peer review of the total lesson plans developed by all members to select the **best** 2 from each.

  The elements of collaboration between ESL & ELA teachers here should be for the ELA teachers to discuss the types of activities they would be doing in the mainstream English classroom and for the ESL teachers to develop learning experiences that support the content goals. The ESL teachers will discuss ways to differentiate instruction, modify content, group, and scaffold instruction in the mainstream English classroom so that the ELLs have access to the curriculum in the mainstream classroom.

• 5. Reflection and Self-Evaluation

  The purpose of this final section is to show that you are capable of using the insights gained through the Analysis of Student Learning to enhance your own teaching and grow professionally. Each group member will submit an individual reflection (these will be done individually) Reflect on the following topics and fully address each point:

  • Did your collaboration with the English teachers give you insight into what ESL students have to do in mainstream classes?

  • Did the dialogue across disciplines help your develop SIOP lesson?

  • Did your understanding of the curricular needs of the discipline (English) increase as a result of the collaboration?

  • Did you feel like an equal professional during the collaborative sessions?

  • Did you gain an understanding of the “culture of secondary level ELA”?

  • Do you feel that the collaboration helped you develop a shared vision for students and curriculum?

  • Did the collaboration help you to identify weaknesses, either in the collaborative process or in the ELA/ESOL curriculum and seek out resources to address the weakness?

  • Did the collaboration help you understand the issues from your colleagues’ point of view?

  • Do you believe that collaboration between ELS and mainstream teachers can benefit ELLs academically?

Appendix 3: Two-Way CBI Lesson Template

Content Area:

Topic:

Grade Level:

ELLs’ proficiency level:

Common Core Standards:

State Discipline specific standards (where applicable)

NCTE Standards:

TESOL Standards:

Opportunities for collaborative practice and types of collaborative practice:

Materials/resources/supplementary materials/visuals

Key Vocabulary

Content:

Everyday language:

Prior knowledge needed:

Content topic/problem features

Feature	Content classroom	ESL/EFL classroom
Key content concept
Key vocabulary
Polysemeous vocabulary
Language functions/skills

Two-way CBI complementary objective
Content classroom	ESL/EFL classroom
Language-driven content objectives:	Content-driven language objectives:

Lesson Body: Pedagogical practices that help students reach the aforementioned objectives:

Assessment:

Closing:

Extension/career readiness/real world connections: