Comic Books in History Classes? Yes!

A fun way to grab the attention of all students is to bring in comic books to supplement a lesson.  Yes, comic books such as Superman, Wonder Woman, Captain America, Ironman etc. motivate even the most reluctant student to wake up and pay attention:) 

Some of the comics are tied to building patriotism in World War II.  America felt the need to rid the world of terrorism and restore peace world wide.  Superman helped nurture that belief that America was the world's defender.  He stood for "truth, justice, and the American way."  Granted some propaganda was involved here, but he helped America enter the war to stop evil dictators and correct the evils of the world.  Wonder Woman was more of the same.  She defended the downtrodden and improved the life of humanity.  Captain America still was another example.  He fought the Nazis and once again made Americans proud.  Students could research the authors of these comics and what their inspiration was in creating them.  They would then write a paper, do a presentation, create a group project, develop a "screen play," etc. 

Ironman also fights for justice, but what I find even more intriguing is his external super armor.  I think of him as a cyborg at times.  Students in robotics classes would probably find many tie-ins here.  In fact, some of this "super wear" is already being used in the military.  Students here could create on paper new features and then not only describe what they look like, but also go into detail on its purpose and use in the military.  Then, what about writing about WHY their adjustments would be needed. 

Using comic books in class has other benefits for ELLs also.  There are the visual layouts which provide context.  Though language is limited, there are still some very high level academic vocabulary words included (along with visual context).  Why not have students create comics as a class project in the content area you working in?  Your students will really appreciate it. 

Denise

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Liven Up Math Classes With These Videos--Great Additional Support for Struggling Learners

Math language can cause problems for many English language learners.  Math word problems are especially difficult because the language around the word problem can often times be a challenge.  As a very basic example, look at the many synonyms for "DECREASE":  subtract, take away from, lowered by, reduce, minus, etc.  Then there are the NON-MATH words in the problems.  Look at this basic math problem for elementary school:

Five boys and three girls went on a field trip.  How many children went on the field trip all together?

First problem--the problem starts off with BOYS and GIRLS and then combines the two to make CHILDREN.  An ELL will wonder where that word came from (unless the teacher has addressed it).  Then there is the word "FIELD TRIP."  FIELD TRIP to many ELLs would mean a school yard or big open area with trees and lots of room to run and play.  Again, unless the teacher explains that there is not connection between a field and a field trip, the student will be confused.  Last, the words "all together."  To an English speaking student, that means ADD.  That will be a new word for the ELL.   So math teachers will also need to be English language teachers no matter what level of math they teach:)

Since math becomes increasingly more difficult as ELLs move on to middle school and high school, the same problem still faces them---the language of math.  Teachers need to develop the math language before the ELL can undertake solving the problem.

The video sites below offer more support for struggling students both ELLs and EOs.  Since it is visually presented in simple formats, it should be comprehensible for the majority of students.  Students hear the problem, see it drawn out, and watch it being solved as the teacher carefully covers each step of the process slowly and accurately (with a dose of humor throughout).  Further, these are sites that they can access at home, school library, on smart phones, iPads, tablets, etc.  For such students to know that they can revisit a math activity as often as they like until they finally understand it eases some of the stress of trying to learn English and content at the same time. 

Both sites are free of course though they do want students and teachers to register.  If students don't feel comfortable doing this, the teacher can just load these sites on class computers for students to use as needed.

Please note that though I am not a math teacher, I am an instructional coach who looks for practical ways to support all teachers with ELLs in their classes.  So what I share with you here, I pass on to colleagues:)


MATH VIDEOS FOR ALL GRADE LEVELS

HIGH SCHOOL MATH AND BEYOND!

Denise

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Performance Based Assessments Will Play a Major Role In Common Core Lessons

Do standardized tests truly reflect the academic abilities of students in general?  How are the skills of ELLs accurately projected with these tools?  The answers to both questions are that such tests do not truly portray a full picture of student potential.

Common core standards in ALL content areas will offer teachers many opportunities to design lessons with multiple types of assessments.  These assessments can take on many different forms with something that will appeal to each of the learning styles (kinesthetic, visual, and auditory).  Technology and team-building will become instrumental tools for students to use in accomplishing their goals here.  In such a setting, the ELL will be actively engaged in a subject of interest to him/her so anxiety will be low.  Further, this type of activity builds academic language, provides access to content in a non-threatening learning environment, and addresses English language development.  Skills acquired here are those that are requirements in the global workforce of today.

What types of projects might teachers consider trying?  Here are a few.  A class students might present a power point on farming techniques of the future that will feed more while using less land.  This will involve use of reputable resources on the internet plus their own creative ideas to arrive at a plan with potential to meet the rising need for food on this planet.  Another project idea might be to plan out the ideal city for 2050.  They could take the city they currently live in and address the changes which would be needed to accommodate a 20% increase in population.  They could also design a new city set off the land--the sea.  Again, lots of research must be done on what effects a jump in population would have on schools, housing, sanitation, water, etc.  They must identify specific potential problems and well thought out solutions.

With every project, common core content standards would be addressed so the teacher would have more than enough material to grade (still a must in any school system), but more importantly, all students would be actively engaged in addressing a problem of importance to them.  Teachers may find talents in their students (especially the quiet ones) that they never knew existed:)

PERFORMANCE BASED ASSESSMENT WILL BE PART OF COMMON CORE LESSONS 

Denise

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Learning English vs. Learning in English--Skillful Balancing Act

Since more ELLs are being mainstreamed in greater numbers nowadays, teachers will not only need to make their content comprehensible to these students, but also develop their English skills.  Though this may appear to be an overwhelming challenge, it doesn't have to be. 

Contacting the English Language Coordinator is a must.  This person will able to provide some information on the English proficiency levels of the ELLs in class as well as offer some suggestions on possible teaching strategies which can be used with them. 

With background information in hand, the next step is to decide on what approaches can be used to insert language skills into the content delivery.  For example, if teaching science, teachers must teach ELLs to learn how to write lab reports.  Though this writing skill might be new to English only as well, the structure of written English is not.  For the ELL, recording details to use in a lab report will necessitate language support on several levels:   sentence structure/sentence frames, format of a lab report, use of academic/content vocabulary, access to highly visible models/examples of what lab reports should look like, etc.  Though lab partners may help in some areas, they are not substitutes for the teacher's input and facilitation.  Collaborative learning is to be encouraged, but teachers will also need evidence of individual mastery. 

Content instruction is probably the feature of instruction teachers feel most comfortable with.  They know their disciplines inside and out and can probably teach it blindfolded.  However, now there are ELLs in class so how is a teacher to make content accessible to this group of students?  Here are some suggestions based on my own experiences.  Find out what their learning styles are:  visual, kinesthetic, or auditory.  Remember that ELLs are people first with each one having a preferred learning style.  With this information, teachers can design multiple activities that will make content comprehensible through their learning style preference.  Another approach is the use of word walls and concept maps.  With vivid images tied to academic vocabulary plastered around the room, ELLs have vivid reminders of the meanings of key vocabulary.  Next, cornell notes for them to take notes on key information that they will be held responsible for in the lesson.  This is a skill that will also help them in college.  Teachers should also limit "must-know" vocabulary to 7-10 words a week and  use daily in a variety of formats.  Only in this way will ELLs be able to retain them over the long term.   One more strategy is to provide multiple opportunities for ELLs to verbally express their grasp of the content using complete sentences with key academic vocabulary. 

LEARNING IN ENGLISH  This article provides more insight in some of the problems ELLs face in trying to learn a new language along with learning in a new language.  There is great insight here on what the ELLs struggle with.

 STRATEGIES TO SUPPORT ELLS IN MAINSTREAM CLASSES  Here you will find more practical advice on meeting the academic needs of ELLs.   Notice the use of cognates for ELLs from romance language backgrounds.

LEARNING STYLES AND INSTRUCTIONAL STRATEGIES   Here is an excellent refresher tool on student learning styles.  Include activities from all three styles and you will have a fully engaged classroom of ALL students:)

Denise

ELL TEACHER PROS


 

BUILDING SCIENCE LITERACY FOR ELLS:)

Though some may say that science is a "second" language for many, this is not entirely true.  For ELLs, it can many times be a major struggle trying to process difficult concepts in a language that they are still learning. The process becomes even more complicated in high school where they may be trying to fill in gaps in their schooling along with taking subjects where there is very little background knowledge.  With such obstacles, is there no chance to graduate and pursue a degree?  No.  School districts and education departments of major universities across the country are collaborating on ways to make content accessible to ELLs while simultaneously building academic language skills. 

New York University addresses the teaching of science vocabulary to ELLs in the following link:  MAKING SCIENCE VOCABULARY ACCESSIBLE TO ELLS 
Notice the extensive use of graphic organizers to scaffold difficult content specific vocabulary.  Note the use of the FRAYER MODEL.  Here ELLs  build connections to new words.  These connections allow them to retain the vocabulary or concepts.  Then there are the MIND MAPS.  All of these tools and more add knowledge to the student's knowledge storage base.  They are vivid and personal.  They should keep copies of their organizers in their binders and teachers should post class copies all around the walls of the classroom for easy reference as needed by any and all students.

See what works for you and your students:)

Denise

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