Accelerated Language Learning (ALL) with The Lit Six: Comprehensive ELD units to ensure student language acquisition, grades 4-5

By Nancy Akhavan

“It’s a new day! We’ve learned language acquisition in school isn’t linear and rote but rather dynamic, meaningful, and collaborative. Multilingual learners thrive through the production of oral and written language.”
—Dr. Nancy Akhavan

Are you ready to teach multilingual learners with instruction that reflects current English Language Development (ELD) standards? Language acquisition expert Dr. Nancy Akhavan provides a flexible resource that delivers what students need most, experiences that teach language skills through intellectually engaging texts, tasks, and lively communication with peers.

This dynamic curriculum offers five units based on a writing performance task that aligns to commonly taught genres and key reading skills. The research-backed instructional framework maximizes students’ participation through a series of listening, speaking, and writing activities.

• Language: English
• Publisher: Gatekeeper Press
• Release date: Jul 14, 2023
• ISBN: 9781662925801

Book preview

The views and opinions expressed in this book are solely those of the author and do not necessarily reflect the views or opinions of Gatekeeper Press. Gatekeeper Press is not to be held responsible for and expressly disclaims responsibility of the content herein.

Accelerated Language Learning (ALL) with The Lit Six:

Comprehensive ELD units to ensure student language acquisition, grades 4-6

ALL with the Lit Six, Book 3

Published by Gatekeeper Press

2167 Stringtown Rd, Suite 109

Columbus, OH 43123-2989

www.GatekeeperPress.com

Copyright © 2022 by Nancy Akhavan

All rights reserved. Neither this book, nor any parts within it may be sold or reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the author. The only exception is by a reviewer, who may quote short excerpts in a review.

Library of Congress Control Number: 2022941259

ISBN (paperback): 9781662925795

eISBN: 9781662925801

CONTENTS

Introduction

Overview

Unit One

Shaping Narratives: Real and Imagined

Unit Two

Practicing to Persuade: Opinion and Argument

Unit Three

Informing and Inspiring: Sharing Information

Unit Four

Explaining and Exploring: Content Area Information, Thoughts and Ideas – Focus on Living in an Interconnected World

Unit Five

Explaining and Exploring: Content Area Information, Thoughts, and Ideas – Focus on Diversity and Tolerance

References

INTRODUCTION

Dear Teacher,

I am so happy that you have found your way to this book. The fact that you are seeking out resources such as this demonstrates your commitment to learn, grow, and serve your students at a deeper level. I am passionate about supporting literacy development among students, and for years I have poured my heart into developing resources and instructional materials to support teachers like you. It is my sincerest hope that as you dig into the units and lessons within this book that you will consider how implementing them within your classroom can create new opportunities for students to accelerate their acquisition of the English language.

The English Language Development (ELD) units in this book focus on all parts of a comprehensive literacy program anchored in my research-based framework called The Lit Six®. You will notice that the units integrate in opportunities for oral language development as the core, read aloud, shared reading, small group and independent reading, phonemic awareness, phonics and word work, language, and writing. The ultimate goal of each unit is to create equitable learning environments where all students have the opportunity to demonstrate their literacy skills.

Implementing the ELD units within this book will equip you as a teacher with the knowledge and skills to do the following:

1. Use English purposefully to integrate reading, writing, speaking, listening, and language awareness across subject areas to aid in the attainment of content learning goals.

2. Create an environment in which students interact in meaningful ways in classrooms through thinking together with others to develop understanding.

3. Understand how English works through focusing on language situated in texts that students read, engage with, and produce, which deepens their understanding of language and content.

4. Engage in ongoing formative assessment monitoring of both language and content so learning can be assisted in both domains.

At the core of who I am, I truly believe that literacy instruction is a matter of equity. Time and time again my research has demonstrated that through the implementation of a high-quality comprehensive literacy program with built-in scaffolds for student learning access, teachers are able to redesign the learning experience of students to have their academic needs fully met in the classroom.

I can’t wait to hear of all of the great things that are to come from your classroom as you begin implementing these ELD units in your classroom and across your campus.

Nancy Akhavan

OVERVIEW

The units are based on research and best practices in English Language Development (ELD) instruction for English learners, grades K-8.

These units are built around a writing focus. Through writing, English learners (Els) are involved in meaningful classroom tasks and authentic communication. Writing involves all language skills—vocabulary, grammar, spelling, word choice, oral language development, and thinking skills. Writing is an opportunity for ELs to practice the language they are acquiring (Fu, 2009). These units are not intended to replace writing instruction during the ELA block.

You will find the standard alignments in multiple places in this book. At the beginning of the book, you will find the alignments between this text and the following:

• Common Core State Standards

• California ELD Standards

• WIDA Standards

At the beginning of each unit, you will find the following:

• Specific science or history social studies standards that are addressed in the unit

• Each lesson is aligned to the Common Core State Standards, the California English Language Development Standards, and the WIDA ELD Standards (California., Ong & California, 2002; National Governors Association Center for Best Practices, Council of Chief State School Officers. 2010; WIDA, 2019)

The purpose of this book is to be an easy-to-use tool to help you be a successful teacher for multi-language learners.

Getting Started

Use this book as a starting point. A description of each unit and the components of the unit are laid out in this document. Keep in mind the following points:

• The lessons do not use a lot of worksheets as they are focused on developing language and not having students fill in blanks on a page.

• The production of language encourages thinking skills at higher levels of Webb’s Depth of Knowledge model for thinking and task orientation (Francis, 2017).

• Students do not copy answers that the teacher comes up with in these lessons; the students are encouraged to think.

• Students do not sit quietly and do quiet work in these lessons; the focus is on production of language, both orally and written.

POINTS FOR TEACHERS TO KNOW

PLANNING FOR INSTRUCTION

The units are designed around tasks and activities that focus on language within intellectually rich and engaging contexts. They are designed so you can assess learning while teaching.

CHALLENGES FOR STUDENTS

Students need to do the following:

1. Extract meaning from complex texts

2. Explain and demonstrate their knowledge in using complex texts in varying contexts

3. Engage in productive work with peers and teachers

CHALLENGES FOR TEACHERS

Teach for understanding and productive application, which is more complicated than teaching the discrete ELD skills of the past ELD programs and standards.

Four Language Domains

Listening, Speaking, Reading, and Writing

Each of these actions is one domain in learning language. While all domains are embedded in the lessons, different lessons emphasize different domains. Each lesson outlines the domains addressed in the lesson at the top under the lesson number.

There are four domain areas of language: listening, speaking, reading, and writing.

English learners have a special challenge in developing grade level literacy in that they are learning to understand and speak English (acquire English) while developing literacy skills.

Appendix A of the CA ELD standards describes the challenge:

ELs face an additional challenge in developing literacy in English since they must develop oral proficiency in English—including depth and breadth of vocabulary—at the same time that they are learning to read and write.

(California., Ong & California, 2002).

Instruction in ELD must be explicit and consistent and focus on language acquisition.

California., Ong, & California, 2002).

Language Acquisition

Language acquisition is a subconscious process where the learner acquires language without realizing it. Students think, wonder, explore, and play about ideas and information in English and then acquire English without focusing on the language (Akhavan, 2006). According to Krashen (2003), language is acquired in a natural order, and you cannot change or augment that order by presenting skill and drill lessons.

There are factors connected to second language acquisition. These include the following:

• EL students have their first language and can communicate and think in that language.

• ELs need multiple and frequent opportunities to practice speaking and writing in English.

Peers and teachers are models for language.

• ELs transfer thought processes from their first language to their second language.

• ELs code switch, using key phrases in their first language or their second language.

Unit Design

Each unit includes four instructional stages. Each stage is designed to support diverse learners who are learning English. These four stages support English language acquisition by balancing the four domains of listening, speaking, reading, and writing.

Part 1: FOUNDATION

The introduction to the unit where you explain and demonstrate the unit focus which revolves around a performance task in writing. Emphasis is on listening and speaking.

Part 2: PAVE THE WAY

The beginning of the unit where you front-load ideas, information, and vocabulary. Emphasis is on listening, speaking, and reading.

Part 3: LEAD THE WAY

The middle of the unit where you develop skills, strategies, understanding about the topic, and develop academic language. Emphasis is on listening, speaking, reading, and writing.

Part 4: ASSESS

The end of the unit where students complete a performance task focused on writing. Emphasis is on writing and the writing process.

Writing Process

• The writing process used in this unit includes these steps: development of ideas, drafting, revising, editing, and publishing.

When you examine the chart Daily Instruction at a Glance, you will probably notice the four instructional stages and the four language domains. Each unit also includes support for English learners specific to language acquisition processes.

Scope of the Units

There are five units in the ELD program. Each unit focuses on a performance task in writing aligned to the CA CCSS writing standards at each grade level.

• ELD Deployment instruction occurs for thirty minutes and each lesson is planned in thirty-minute increments.

• Each ELD unit can be used for students at the Emerging, Expanding, or Bridging language acquisition stage, or with EO students. The teacher who is using the unit with the EO students will not need to provide as much linguistic support or provide as many opportunities for oral language development. The teacher working with EO students can modify as needed.

• Three of the units are designed as five-week units. These units include at least fifteen base lesson plans and five lesson plans for publication. Some lessons occur over two days, and some lessons repeat to build content knowledge. Units may take longer for students who need substantial linguistic support as the lessons can take longer and be spread out over a few days.

• Two of the units are designed as four-week units. These units include at least ten base lesson plans and five lesson plans for publication. Some lessons occur over two days. Units may take longer for students who need substantial linguistic support as the lessons can take longer and be spread out over a few days.

THE UNIT FOCUSES ENCOMPASS THE FOLLOWING

Shaping Narratives: Real and Imagined

Practicing to Persuade: Opinion and Argument

Informing and Inspiring: Sharing Information

Explaining and Exploring: Content Area Information, Thoughts, and Ideas—Focus on Family, Friends, and Me

Explaining and Exploring: Content Area Information, Thoughts, and Ideas—Focus on Diversity and Tolerance

Support for English Learners

• Each unit is composed of lesson sets.

• Each lesson set was created with the needs of English learners at the forefront.

• Learning supports are embedded throughout the lessons.

These learning supports should not be excluded because you think they are too much trouble to prepare or because you find them frivolous.

These supports are research based and designed specifically to support English language acquisition. These supports include the following:

Visuals

Teaching charts

Realia

Speaking and listening opportunities

Use of books for learning and exploration

Guided Practice

Blackline masters for visual supports

Writing supports

Special papers to support EL writing

Markers in multiple colors to highlight text and examples

Pictures

Unit Design to Help You Teach

What to Look for in the Units

Why This Lesson Set?

This section describes the rationale for the lesson set in the unit and provides background information to help you understand the unit focus.

Standards Alignment

The California Common Core State Standards addressed in the unit are listed here. The California ELD standards addressed in the unit are listed here also. There will also be connections to the Next Generation Science Standards and the California History/SS Standards.

Essential Skill Lenses

This section describes how the lesson set will develop essential skills in English and foster English language acquisition growth through content.

Unit Organizer

The unit organizer includes an overview of the unit and a thought-provoking inquiry question to guide the unit. Students’ responses to the core question will grow and deepen as they experience the lessons. Their ability to talk about the core question will develop over the unit.

Getting Started

This brief overview shows the progression of each lesson plan, from set organized as a way to connect learning for your students, to closure in a wrap up designed to reinforce the teaching objective.

Timing Guidelines for a Lesson

Note: In most lessons the majority of the time is spent by students doing the work. In order to grow and learn, lessons must give the students the time to work, get feedback,