Week 4 of English Learners 4-Week Workshop

Week 4: Design Primary Source Activity for Accessibility (time will vary)

This is the week we pull it all together -- a topic that is meaningful to English Learners, primary sources, access, and INQUIRY! Inquiry is the strand that runs through it all -- engaging students in not only answering questions but asking questions of their own. In some classes, students need support in learning to ask questions -- in others, student questions are there from the beginning and support involves helping students reflect and deepen inquiry. By providing a primary source set and an activity, you are preparing students for growth in their inquiry skills. If you have not read it before, Barbara Stripling's Teaching Inquiry with Primary Sources is an organizing framework to the support you provide.

Videos:
- Instructor Overview (1:22 min:sec); Transcript.
- OPTIONAL: History's Mysteries: Historical Inquiry for Elementary Classrooms Click and Play narrated Introductions to Inquiry, What Do Historians Do activities. While created for elementary grades, they have been used in K-12 and college classes.
  - K-1 "What is this and what was it used for?"
  - 2-3 "What are these students learning about?"
  - 4-5 "Why did they have to grow corn?"
Readings/Resources:
- “What We've Learned About English Language Development,” page 4 of McTygue, N., et al. Teaching English Learners. (The Source; Winter 2013/14). California History and Social Science Project. Review as you complete the UDL chart.
- Project EXCELL - Go-To Strategies: Scaffolding Options for Teachers of English Language Learners, K-12. A trove of 78 activities and tools, with guides to support choosing the best strategy for a given circumstance. Review as you complete the UDL chart.
- REVIEW: Teaching Inquiry with Primary Sources. Barbara Stripling, Teaching with Primary Sources Quarterly, Vol. 2, No. 3, Summer 2009.
- OPTIONAL (click for the great infographics whether or not you read): How To Ease Students Into Independent Inquiry Projects. Trevor MacKenzie and Rebecca Bathurst-Hunt, MindShift, Mar 1, 2018.

Activities:

Complete the Accessible Activity Template (use the copy with your name - see Preparation)
1. Access Features (UDL chart, choose key vocabulary)
2. Beginners Guide to Accessible Activity
3. Complete primary source set; add secondary sources and/or literature. List in template under Citations for Sources or give the link to your TPS Album.
Post summary to TPS Teachers Network.
1. Start with a reminder of your name.
2. BRIEFLY describe your activity. In the description, use this sentence stem:: “In order for students to learn ______, they will ___________ with the primary sources.” Describe your thoughts about making the activity accessible.
3. Provide a link to your TPS Album, if you made one (Albums are optional), or to a primary source in your activity.