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Development of the UnitPre-reading activity: vocabularyStudents are provided key vocabulary wordsfrom the text before reading. 3While workingwith partners, they use context clues to makeeducated guesses about vocabulary worddefinitions.Suggestions for Classroom Practices Expanding oral language development byworking in cross-linguistic partnerships Discussing meanings of words in Spanishand English, including prefixes in bothlanguagesSuggested Classroom Practices for Teachersof ELLs Teachers of ELLs can provide vocabulary andsentences in the home language of thestudent. Teachers can share sentence starters tofacilitate conversations in a new language.Teachers of ELLs pre-select vocabulary from the textsplanned for the unit. Teachers of ELLs can frontload vocabularyand language structures prior to introducingthe texts. Teachers of ELLs can use student-friendlydefinitions with visuals and examples of howthe words are used. Teachers of ELLs present the possiblecognates of the vocabulary chosen. Teachers of ELLs can use strategies such asTotal Physical Response when introducing anew vocabulary.The idea for this activity comes from Kylene Beers’ “tea party” pre-reading activity. It is adapted here to include a focus on vocabulary in context (2003, p.94).53New York StateEDUCATION DEPARTMENTKnowled9e Skill Opportun,ty-

Development of the UnitSuggestions for Classroom PracticesDuring-reading activity: prefixes Identifying the supports necessary forreadingStudents read and listen to a Screencastrecording of story. Developing metalinguistic awareness byidentifying in English and Spanish wordsthat use the same prefixes Developing metalinguistic awareness bytranslating the new conflict words into theirhome languageStudents are introduced to key prefixes,search for words using those prefixes, anduse context clues to guess at meanings.Students use Voice Memo to recordresponses and share them with the teacheron Google Classroom.After-reading activity: semantic gradients andscalesStudents analyze the conflict between themother and daughter in “Two Kinds.” Withpartners, they identify the level of the conflictusing a scale that introduces new vocabulary.Then, they are asked to use a word in theirhome language to “translate” the level ofconflict. Developing oral language skills byparticipating in discussions about theconflict in the storyNext, students engage in partner and smallgroup discussions using “scales” asconversation starters.6New York StateEDUCATION DEPARTMENTKnowled9e Skill Opportun,ty-Suggested Classroom Practices for Teachersof ELLs Teachers of ELLs can decide which languageto use while recording the Screencast.Students can decide which language to usewhen recording. Teachers of ELLs can engage in creatingsemantic gradients in the home language. Teachers can provide translations of thewords being discussed. Access to bilingualdictionaries and/or web-based translationtools can aid students in translating termsand instructions.

Development of the UnitInterviewStudents interview each other to learn moreabout each other’s cultural identity. Studentswrite interview protocols and then recordinterviews with classmates.WritingStudents draw on what they have read andtheir interviews to create an argument abouthow culture influences the way we see theworld. They use examples from the storiesintroduced in the unit and what they learnedin their interview as evidence to support theirargument. Students conference individuallywith the teacher to discuss the writingprocess.Suggestions for Classroom Practices Practicing decision-making by decidingwhom to interview Expanding oral language developmentwhile building relationships betweenstudents in the classroomEffectively using provided scaffolds that arealigned with their level of languageproficiency, including an outline, a wordbank, sentence starters, and a mentor text EDUCATION DEPARTMENTKnowled9e Skill Opportun,ty- Participating in conferences to support orallanguage development as well asdifferentiation Making decisions about whether to writein their home language or in English7New York StateSuggested Classroom Practices for Teachersof ELLs Teachers of ELLs can engage students in aninterview in their home and/or new language.Teachers of ELLs can encourage students torecord their interviews and then transcribethe information.Teachers of ELLs can encourage drafting inthe home and/or new language as well asdiscussions while working in a final draft.Teachers of ELLs provide word banks topromote metalinguistic awareness byintroducing academic vocabulary.

Overall Description of the Classroom SettingDr. Faughey has 19 students in this classroom,including three students who are on the English proficiency levelof Expanding, one who is Transitioning, and one who is Entering.The students who are at the Transitioning and Entering levelsalso receive a stand-alone ENL class during the day; however,the Expandinglevel students do not receive stand-alone services. TheEntering-levelstudentisfromElSalvador. TheITEACHERS OF ELLS CAN ALSO SHARE THEIRCULTURAL BACKGROUNDS WITH STUDENTS.Transitioning-level student and two of the Expanding-level students were born in Honduras. The otherExpanding-level student was born in the United States but grew up in Taiwan and moved back to theUnited States three years prior. Another student who is a recent arrival from Japan who is consideredproficient in English. The remaining students in the class were born in the United States, with one living ina Spanish-speaking household.Launching the Unit: Introduction toCultural IdentityDr. Faughey believes that knowingher students well enabled her to designinstruction that is relevant to their lives. Inaddition, she believes that in order toYOUR CULTURALIDENTITYdevelop a trusting relationship with herMake a list of objects thatstudents, she needs to be willing to sharecan help to show yourfrom her own life as well. Therefore, as Dr.cultural identity.Faughey prepared introductory lessons designed to help students identify and analyze their culturalidentities, she also shared her own cultural identity as an example for the class. The unit described herewas the second unit of the school year. Dr. Faughey took inspiration from a SpringBoard unit focused oncultural identity, which engaged the students in a study of several shorter texts, including “Two Kinds” byAmy Tan (2006).To begin, Dr. Faughey introduced theLIFELONG PRACTICES OF READERS:IMAKE CONNECTIONS (TO SELF, OTHER TEXTS, IDEAS,CULTURES, ERAS, ETC.).students to the concept of culture. She offered aIdefinition of the term (“Culture is the behaviorsand beliefs characteristic of a particular social,8New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

ethnic, or age group” 4) and asked the students to copy it into their notebook. Next, she displayed slidesto provide visual support for the concepts she wanted the students to learn. She provided her EnteringWords/terms students will need to learn:level student with a printed version of the slides“ get good retirement”“ money down”ProdigyShirley TempleMission eInstantlyRegretPeter PanBallerinaExpectationsthat provided a Spanish translation. By providingthese examples and sharing images that showedobjects, Dr. Faughey connected to her owncultural identity. Dr. Faughey modelled the samethinking that students needed to engage in whenconsidering their own cultural identity. stheywiththeneededtounderstand the conflict between characters in“Two Kinds.”Pre-reading Activity: Introducing VocabularyBefore reading “Two Kinds,” by AmyTan, Dr. Faughey introduced the students to key vocabulary terms they would see in the text. Dr. Faugheybegan by surveying the text for vocabulary that would be challenging to the ELL students in the classroom.Since the activity involved students with a wide range of language proficiencies, Dr. Faughey anticipatedterms that could be challenging for students. She used the following standards: 9-10 Language 4: Determine or clarify the meaning of unknown and multiple-meaning words andphrases, choosing flexibly from a range of strategies.9-10 Language 4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’sposition or function in a sentence) as a clue to the meaning of a word or phrase.Next, Dr. Faughey thought carefully about the students in her classroom. She organized studentpartnerships according to English language proficiency, as well as personality and ability to work welltogether. Students were asked to push their desks together so they could work with theirpartners.Then, Dr. Faughey distributed the vocabulary words/phrases she had printed onto slips of paper.Working together, students were asked to speculate about the meaning of each word/phrase and recordtheir thinking on a graphic organizer. Student volunteers shared their thinking with the class.4College Board. (2014). SpringBoard English Language Arts Grade 10, Unit 1, p.5.9New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

Pre-Reading: Learning new vocabulary terms and phrasesVocabularyMaking a guess aboutmeaningUsing context clues todetermine meaningIn your own words, explain how your understanding of a word meaning changed once youhad context clues. Provide one example from above to support your answer.Dr. Faughey distributed a document that showed the words and terms in the context of the story.Students were asked to use context clues to guess the meaning of their words and explain theirthinking. The teacher then asked if students wanted to revise their definitions. Finally, the teacher askedthem to use the vocabulary words and the sentences theyappear in to make predictions about what they wereabout to read. This whole activity prepared students forreading and helped them to think about languageand story conventions.10New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-TEACHERS OF ELLS CAN SUPPORT THEIRSTUDENTS BY PROVIDING SCREENCASTRECORDINGS IN THE STUDENTS’ HOMELANGUAGE.

During-Reading Activity: Understanding PrefixesPRACTICES OFWatchLIFELONGthe· v1ideoclip.uREADERS:THINK, WRITE, SPEAK, AND LISTENTO UNDERSTAND."Two Kinds," by Amy Tan·-Name One of the challenges teachers may facein a stand-alone ELA/ENL classroom is thereaders in the room having a wide range ofEnglish language proficiency and requiring avariety of scaffolds. Dr. Faughey found that thestudents in her classroom were most successfulwhen they were provided various scaffolds andpermitted to make independent decisions about which ones suited their needs. For example, Dr. Faugheyused Google Chrome extension called Screencastify, which she was able to download to her computer.This extension allowed her to create a video displaying her computer screen while recording her ownvoice. Dr. Faughey used Screencastify to display the text that the students would need to read (such asVocabulary words in context:“You could work for the government and get good retirement”“You could buy a house with almost no money down”“‘Of course, you can be a prodigy, too,’ my mother told me when I was nine”“At first my mother thought I could be a Chinese Shirley Temple”“I would be beyond reproach”“Every night after dinner my mother and I would sit at the Formica topped kitchen table”“And since she cleaned many houses each week, we had a great assortment”“All I knew was the capital of California, because Sacramento was the name of the street we lived on inChinatown”11New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

“Two Kinds,”) and record her own voice clearly reading it aloud. Dr. Faughey shared these videos onGoogle Classroom using Google Forms, which the students were able to access on school devices or ontheir phones. When she presented them as options to students in her room, she found that the multilinguallearners used them as audio guides while reading. A few of the students for whom English is their homelanguage and who struggle with reading also found this technology helpful for comprehension.Dr. Faughey also used Google Classroom to share YouTube video clips and Google Docs withbackground information relevant to the text. Forexample, in the chapter “Two Kinds,” from The Joy LuckClub by Amy Tan, Shirley Temple is a historical figure whois referred to often. Since most of the students in herNOIH for "Two Kinds," by Amy TanTEACHERS OF ELLS CAN MAKE DECISIONSABOUT WHICH LANGUAGE TO USE TO RECORDTHE SCREENCAST. STUDENTS CAN DECIDEWHICH LANGUAGE TO USE WHEN RECORDING.classroom did not know who ShirleyTemple was, Dr. Faughey showed aShirley Temple was an American actress.video clip of Temple singing anddancing in one of her movies andShe was very famous all over the worldwhen she was a lltUe girtShe used to sing and dance in Americanmovies.shared it with the students. Shecreated a collaborative documentthat all her students could access.She used Google Docs to collectIn "Two Kinds." by Amy Tan, the narratordescribes how her mother wanted her tobe like Shirley Temple.other information the studentswould need to know in order tounderstand The author also uses the word prodigy. This Is a word for childrenwho have Incredible talents.thereading.Thisdocument shared brief backgroundinformation on Shirley Temple andEd Sullivan (also referred to in the The story is set in San Francisco, in a neighborhood called theMission Districttext). The document also provideddefinitions of key words in the text.Finally, Dr. Faughey shared a videoclip of this key scene from the film version of the novel. Throughout this activity, the teacher strategicallypaired her students according to their cross-linguistic language proficiency. 55Cross-linguistic language levels in ELLs refer to the different degrees of language proficiency or control that ELLs candemonstrate in the new and home language. A student with more control over English can be paired with one whose homelanguage is stronger than her/his English proficiency.12New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

Working with PrefixesTo focus on metalinguistic awareness, Dr. Faughey created a lesson focused on prefixes. Afterreading the first few pages to the students, she wrote three common prefixes on the board (pre-, pro-,and re-) and asked students to think of words mint how 10 UH prtfii mun1nt to uadtnt1ad unr11111iliar ,·oubularyPre.0.1Pro-Pro-R.they know, in English or in Spanish, that beginPrefix mcanmaIn Ca,-or of: commacomin,g first.pt0J«t1ng outwardComma b forcAgain. « b clcwvdswith these prefixes. Then, she groupedprop Mr(topr,fiJO (prcfi,).npaso (review). n-n«"(10 be: n,born r,n 11or ( tostrongly deny)Sparum"'Ords"""'' the pn, f"'propoS ). pro,.b,, pr,durlttacl/J,J(p,onoun), prom,r,r (prcd SIU lllon).(to promise)pr,hu1 ria(prchu1o,y)linguistic level partnerships and distributed ahandout that shared the meanings of thesefind words from prod!Kyihc 1vc1 us1ngthc:IC' prefixes.Makcagutuabout wU1 )'OUthink this wordstudents so that they were working in cross-prefixes.Soanlllag goodShe asked the students to findexamples of words from the text that usedmnns.these prefixes. The students found wordsUK lhc 1pxc below to wntc down lM compktc Kt\lc:ncc m which the word wuh the prdi.xappears. Then. wrilc your cxpllnlOon ofwhat you thtnk th ." word mcins m conlc:tlsuch att n 'efl :pronounce,.Of,011ru, JON cwn b pro'1,o·, too,,. J ll'IOtJrrr toll wlft1' I ""9.t ents used what they knew about prefixmeanings to make an educated guess aboutExpl&on wh t you think thu " 'Ord n cans tn the con1a1 oflh scnt fl C:the word meanings.TEACHERS OF ELLS CAN ENGAGE INCREATING SEMANTIC GRADIENTS IN THEHOME LANGUAGE. STUDENTS CAN ALSOSemantic Gradients for Developing VocabularyNext, the students closely examined one word fromPROVIDE TRANSLATIONS OF THE WORDSBEING DISCUSSED. ACCESS TOBILINGUAL DICTIONARIES AND/OR WEB-the story: prodigy. To convey the meaning of this word to theBASED TRANSLATION TOOLS CAN AIDstudents, Dr. Faughey introduced a scale to show both whatSTUDENTS IN TRANSLATING TERMS ANDINSTRUCTIONS.the word prodigy means and how it fits within a group of otherwords she selected that could be used to describe student performance. Note: This is not a fixed gradient.Teachers might find other words to be more yNext, Dr. Faughey created a semantic network to further develop student understanding of theword “prodigy.” The aim was to create groups of words that would help students see how the termrelates to known concepts. As Hiebert (2018) argues, semantic networks can illustrate “how an unknown13New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

word is presented in relation to known concepts.” These networks can help a student learn an additionallabel for a known concept. They also help students understand how writers select words from seMarvelHopePost-reading Activity: Analyzing Conflict Between CharactersExcerpt from “Two Kinds”My mother believed you could be anything you wanted to be in America. You could open a restaurant. YouTEACHERSOF ELLS CANcould work for the government and get good retirement. You could buy a house withalmost nomoney down.PROVIDE THE TEXT IN THE HOMEYou could become rich. You could become instantly famous.LANGUAGE."Of course, you can be a prodigy, too," my mother told me when I was nine. "You can be best anything. Whatdoes Auntie Lindo know? Her daughter, she is only best tricky."America was where all my mother's hopes lay. She had come to San Francisco in 1949 after losing everythingin China: her mother and father, her home, her first husband, and two daughters, twin baby girls. But shenever looked back with regret. Things could get better in so many ways.In “Two Kinds,” the readers meet twocharacters who are in conflict with one another: theS1UH;mother, who was born in China, and the daughter, whowas born in the United States. Dr. Faughey provided aversion of the text in Spanish for her Entering-level--·student and a version with a glossary ansitioning-level students. As they read, the studentsdeveloped an understanding of characterization and howauthors can use conflict between characters to developa theme. In “Two Kinds,” part of the conflict that buildsbetween the mother and daughter is due to differences14New York StateEDUCATION DEPARTMENTKnowledge Skill Oppoll uMy-

in their cultural identities, i.e., differences that arise because of their ages and their perspectives on lifethat derive from their experiences in China verses the United States.After reading and li

The Joy Luck Club. Also shared below is a mid-unit assessment in which students were required to reflect on their own cultural identity and consider how it compares to their classmates’ cultural identities. Dr. Faughey is a tenth-grade English teacher. She is d