Secondary Literacy Guide

Canyons School District

Instructional Supports Department

MULTILINGUAL CLASSROOM LEARNER SUPPORTS

Example/ Resources

Teacher Move

Student Move

Maximize Opportunities to Respond (OTRs)

● Incorporate a variety of OTRs ● Use small groups, Think-Pair-Share, or Turn & Talk so students have a chance to practice the language ● Use prompts, cues, or questions that require a response in unison from class ● Provide sentence frames for response ● Avoid encouraging hands raised for response Think-Pair-Write-Share, Structured Classroom Discussions (SCD), etc. ● Use precision partnering and strategic grouping to support students’ skill development ● Pair students with English speakers so they can practice using the language ● Add visuals, translations, headings, and a focus on cognates to the text ● Support comprehension by reading the engineered text after building background knowledge, vocabulary, and comprehension of the concepts ● Guide students in content-specifc writing practice ● Provide models, sentence frames, key phrases, and/or writing structure supports as well as success criteria ● Provide an exemplar ● Encourage students to share their understanding of classroom content in their home language(s) ● Provide home language partners when possible ● Provide resources that are relevant to all students ● Highlight interests, cultural background and language of all students ● Use a variety of activities to engage students with the content ● Vary interactions using Think-Pair-Share,

● Use response cards or whiteboards to share responses ● Point to objects in the room or on a document. ● Act out scenarios ● Answer using sentence frame(s) provided by teacher ● Respond to a cue or question using actions ● Participate in reading, writing, speaking, and listening opportunities ● Use sentence-stems to engage in conversations with peers

3rd Grade TPR Example HS TPR Example OTR video Total Physical Response (TPR)

Group Interactions

CSD Structured Classroom Routine

Engineer the Text

● Interpret texts with teacher support ● Apply background knowledge and conceptual understanding to new texts ● Develop a written response using instructional supports (e.g., sentence frames, key phrases, rubrics, graphic organizers)

Engineer the text Text Compactor Google Translate The Noun Project Sentence Frames Resource Sentence Frames in Action Home Language Article Translate a pdf with Word Google Translate

Written Responses

Leverage the Home Language

● Use translator applications to translate prompts and responses into native language ● If home language has similar

words in English, make connections to meaning (cognates)

Cultural Relevance

● Make connections to the content, language, and/or culture ● Engage in a variety of activities ● Demonstrate respect for fellow students by acknowledging and sharing different practices and perspectives

15 Strategies