Page 59 - EL Grade 5 Teacher Guide

Grade 5: Module 1: Unit 1: Overview
Esperanza’s immigrant experience, culture, history, and language in Esperanza Rising and as students read about human rights in the UDHR. Consult with a guidance counselor, school social worker, or ESL teacher to further investigate diversity and inclusion.
■ Goal 1 Conversation Cues: Encourage productive and equitable conversation with Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/ pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Module 1 Appendix for the com- plete set of cues. Goal 1 Conversation Cues are introduced in Lesson 3. Heightened language processing and development is a primary potential bene t for ELLs.
■ Strategic grouping: Students work in pairs to make connections between Esperanza Rising and the UDHR and prepare for text-based discussions. Seriously consider grouping ELLs with partners who have greater language pro ciency. The conversations that happen as a result of such strategic grouping will greatly serve the language development of both part- ners. Be aware that partnering with, looking at, talking with, or touching the opposite gen- der may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students at all during class. Let them know that in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions.
■ Summarizing: ELLs are encouraged to verbally summarize the events of Esperanza Rising in each lesson as the unit progresses. All students receive explicit instruction in how to write a summary of a UDHR article in Lesson 6, during which ELLs are also invited to compare these two types of summaries. Some students may need additional support with determin- ing a main idea and e ective supporting details (as part of writing a summary), as they are still learning to comprehend the language itself in the UDHR. Help students understand and discuss the details in each article, guiding students to notice any main idea patterns that emerge. Note that these summary criteria may be di erent from other summary criteria that students are familiar with in their home languages. Compare and contrast the criteria whenever possible.
■ Text-based discussions: Students participate in two text-based discussions, during which they will have the opportunity to discuss how human rights are threatened in Esperanza Rising. Students complete a series of note-catchers to help them prepare for these discus- sions. This format is ideal for language development, as it invites students to orally negotiate with classmates about the meaning of what they are trying to say, pushing them to change their language to be more comprehensible. Additionally, students can celebrate their suc- cessful attempts at communication and their ability to extend and enhance the discussions.
■ Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.
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