Skip to content
Contact Support
  • There are no suggestions because the search field is empty.

Wit & Wisdom in Sync - Support Multilingual Learners

In This Article:


Embedded Supports and Resources for Multilingual Learners

The structure of Wit & Wisdom in Sync™ as well as certain embedded key resources help classroom teachers ensure that multilingual learners succeed with Wit & Wisdom®. 

  • The coteaching structure of Wit & Wisdom in Sync enables classroom teachers to focus on meeting the unique needs of multilingual learners. Because Great Minds teachers deliver the lessons' primary content through the Daily Videos, classroom teachers can follow up on the content of the Daily Videos by providing additional support or scaffolding to multilingual learners as needed through small group or one-on-one instruction.

  • The Daily Videos' closed-captioning also supports multilingual learners, who sometimes develop listening and reading proficiency at different rates. Students can preview, pause, or review videos as needed, allowing them to monitor their learning and process content at their own pace. The Daily Videos are also dubbed and closed-captioned in Spanish so that Spanish-speaking students can access content in their native language, enhancing their comprehension and facility with tasks.

  • Teachers can also assign Vocabulary Videos, supplementary videos that preview essential vocabulary words from each Focusing Question Arc. In these videos, the Great Minds® teacher pronounces, defines, and shares a related image for each word. The videos also show the words used in context and provide opportunities for students to explicitly practice the words. Research suggests that multilingual learners benefit from this type of explicit, systematic instruction for words central to understanding a text or topic. To support Spanish speakers, the videos include audio as well as text definitions of the words in Spanish. Teachers can use these videos in whole groups or small groups, in person or in virtual classes, or have students watch them independently. English language support teachers can also use the videos for targeted English language development lessons. 

  • Family involvement is essential for students, particularly those learning in hybrid or distance-learning contexts. Wit & Wisdom in Sync provides Family Tip Sheets in Spanish to give families an overview of module content and suggest how they can support student learning. Spanish-speaking families can also watch the Spanish-dubbed and -captioned versions of the Daily Videos so they understand what students are learning and can provide any needed support. Studying content in their home language helps students build knowledge that helps them learn content in another language, such as English. Language development in students' home language supports English language development as well. Now, with students spending more time at home, educators can work more closely with families so that students can better explore module concepts and skills in their native language. Educators might also consider offering office hours for students and families, attended by interpreters as needed. Educators should also work with their grade-level team and English language support teachers to develop other supports for families to use at home. 

 

Fostering Interaction for Multilingual Learners during Distance Learning

Although distance learning precludes in-person interaction and live conversations, teachers can and must still create effective opportunities for students to learn to talk and talk to learn. All students need to develop the ability to verbally express themselves. Not only is this skill a key element of college and career readiness, but articulating ideas verbally helps students process what they learn and prepare to write about their ideas. Oral language development is even more crucial for multilingual learners who need opportunities to discuss their ideas verbally, not just to process content and prepare to write, but also to develop language skill. 

As the following examples illustrate, Wit & Wisdom instructional routines (as described in the Wit & Wisdom Implementation Guide, pages 96–109) are easily adapted to virtual instruction and support speaking and listening development for multilingual learners: 

  • Think–Pair–Share gives multilingual learners low-risk opportunities to rehearse and revise ideas with a partner before sharing with a larger group.

  • When engaged in a Jigsaw, multilingual learners can practice presenting new information to peers and listening to others' presentations.

  • In Socratic Seminars, multilingual learners engage in authentic academic discourse as they collaboratively work to distill the central ideas of a text or topic. 

Consider the following ideas for adapting these routines to distance learning, whether synchronous or asynchronous: 

Virtual Think–Pair–Share

Format

Steps

Synchronous

  1. Display a question and sentence frame for discussion.

  2. Display translations or visuals as needed.

  3. Provide wait time for students to think, write, or draw about the question.

  4. Review norms for breakout room discussions.

  5. If possible, send students in assigned pairs to breakout rooms to discuss the question. If breakout rooms are not possible or permitted, arrange for students to collaborate with their partners via a chat function or shared document.

  6. Provide targeted support for multilingual learners.

    • Join the breakout room of students who need additional support. 

    • If you have other teachers supporting you, have them join other breakout rooms as needed.

  7. Provide time for pairs to talk.

  8. Bring students back from the breakout rooms.

  9. Invite pairs to share with the whole group or in larger breakout groups. 

Asynchronous

  1. Pose a question and a sentence frame for discussion in a shared document. 

  2. Include translations, visuals, or other supports as needed.

  3. Create one version of the document for each pair of students in your class.

  4. Have pairs respond to the question in writing and build on each other's ideas. 

  5. Use speech-to-text tools so that multilingual students can practice oral language skills.

 

Virtual Jigsaw

Format

Steps

Synchronous

(works better for short learning activities)

  1. In a whole class meeting, introduce the jigsaw task. Display translations or visuals as needed.

  2. Display a list of “expert groups.” Explain that these groups will work together to read and analyze a section of the text. Group students who share the same native language in expert groups and encourage them to use all of their linguistic resources to analyze the text. Strategically match texts to expert group needs. Provide a graphic organizer to support note-taking and presentation.

  3. If possible, send expert groups into breakout rooms to read and discuss key ideas or other aspects of their assigned text. If breakout rooms are not possible, have students read independently and collaborate via chat or shared document.

  4. Return to the whole class meeting and explain that students will now work with a “home group” composed of members who read different assignments. Explain that members will take turns sharing what they learned from their assigned reading. 

  5. Display list of “home groups.” 

  6. If possible, send home groups into breakout rooms so that each member can explain the assigned text. If breakout rooms are not permitted, have students collaborate via shared document or video responses.

Asynchronous

  1. Post a video explaining the routine and task (synchronous steps 1 and 2 above) and directing students where to find their expert group assignments.

  2. Post a graphic organizer in a shared document for expert groups to complete while reading.

  3. Post a video explaining the expectations for home group sharing.

  4. Direct each student to post a video to their home group, sharing what they learned. 

  5. Post a graphic organizer for students to use for note-taking as they view their group's videos.

  6. Consider scheduling individual meetings with multilingual learners to discuss the project or offer to review their video before they share it with the group.

 

 

Virtual Socratic Seminar

Format

Steps

Synchronous

  1. Consider whether to hold the seminar with the entire class or in two smaller groups. Small groups will give students, especially multilingual learners, more opportunities to participate. For multilingual learners, translate the seminar question into students' native language(s), and give students the question ahead of time so they can prepare discussion ideas.

  2. Provide students who have beginning English proficiency an opportunity to practice discussing the seminar question in small groups. If possible, the small groups should consist of students who speak the same native language so they can help each other formulate their answers in English.

  3. When the seminar begins, direct students to put their videoconferencing platform on gallery view so that they can see everyone.

  4. Provide discussion sentence frames like those listed below and consider introducing visual signals for I agree, I disagree, and I would like to speak next.

  5. Pose the Socratic Seminar question, and facilitate it as you would an in-person seminar.

    •  

Asynchronous

  1. Post a video introducing the seminar topic. Provide translations of the question and sentence frames to help students develop their responses. 

  2. Have students post video responses. If students are nervous about their English proficiency, offer to review their responses before they post the responses to the entire class.

  3. Post a video or written instructions directing students to view others' videos and respond to classmates.

  4. Have students post their response videos.

  5. Post a video or written instructions directing students to view others' response videos.

 

Sentence Frames for Grades K–4 or Beginning English Learners

To share an idea

  1. I believe that ______ because ______.

  2. I think that ______ because _______.

To ask for more information or clarity

  1. Can you explain what you mean by __________?

  2. I am confused about ___________.

To agree

  1. I agree with __________ because _________.

  2. I agree. Also, _____________.

To disagree

  1. I disagree with _______ because _______.

  2. I partly agree, but I also think that __________.

 

 

While you may have to reconfigure them for distance learning, instructional routines are essential to giving multilingual learners authentic opportunities to articulate their learning and develop their abilities to speak and listen in English.

 

Scaffolding Speaking and Listening Tasks for Multilingual Learners

With appropriate scaffolding, multilingual learners can fully participate in grade-level Wit & Wisdom in Sync conversations and presentations.  Consider using some of the following scaffolds to support multilingual learners in successfully engaging in speaking and listening tasks:

  • Translate discussion question(s) or speaking and listening assignment(s) or directions into a student’s home language.

  • Provide visual representations of key concepts or vocabulary to help students build their knowledge base and effectively participate in conversations.

  • Offer a word bank to assist students in using academic vocabulary.

  • Group multilingual learners according to learning needs. At times, working with same-language peers allows multilingual students to deepen their understanding of content in their native language before participating in English discussions. However, multilingual learners also need ample interaction with native speakers to develop their English oral language skills. 

  • Provide sentence frames to help students phrase their contributions and participate more fully in conversations.

  • Offer graphic organizers to support preparation for academic discussions and note-taking during such conversations.

Educators should use scaffolds for multilingual learners only when they have evidence that students need additional support. Providing scaffolds as a matter of course without sufficient evidence  may unintentionally deprive students of opportunities for productive struggle.

For the same reason, scaffolds should be removed as soon as students demonstrate that they have no further need of them, for example, as students increase their participation in interactive activities. Consider these questions when assessing students’ speaking and listening skills, providing feedback, and selecting appropriate scaffolds: 

  • Are students able to speak in complete sentences, referring to relevant textual evidence or background knowledge?

  • Are students able to ask their peers follow-up questions to clarify or extend thinking?

  • Are students able to summarize important ideas from peer conversation?

  • Do students use content vocabulary in their responses?

  • Do students use target language forms in their responses? (For example, for an opinion question, do they use language such as ”In my opinion, _____ because _____.” or “You make a valid point, but I disagree because _____.”?)

 

Scaffolding for Multilingual Learners in Action

In Grade 7 Module 1 Day 15 of Wit & Wisdom in Sync, the Great Minds teacher defines theme and then guides students to reflect on the theme of The Pardoner’s Tale. The classroom teacher then facilitates a discussion about the theme. 

Based on evidence from previous conversations, the classroom teacher anticipates that some of her multilingual learners will need additional support with the discussion. Before the whole-group lesson, she offers a list of possible themes and has the students first work in pairs to discuss which one is best encapsulates the book’s central message, based on text evidence and analysis. She provides questions for the students to use such as “Can you elaborate on your decision?” and “What evidence do you have for that theme?”

Such support offers students the opportunity to practice and refine their ideas. They can then work in small groups or the large group to discuss the theme of the story, prepared with their ideas and the language needed to express them.

While observing the discussion, the classroom teacher watches to note whether the students are successful with these scaffolds. If she sees that the students easily identify the theme, she can take away the support of choices in the next theme discussion. If she sees that students are still struggling to elaborate on their ideas, she can provide additional opportunities for students to practice giving and supporting opinions. 

By considering lesson goals and closely observing students, teachers can identify and provide the appropriate level of scaffolding that multilingual learners need to be successful in academic conversations.

 

Scaffolding Reading Tasks for Multilingual Learners

With appropriate scaffolding, multilingual learners can fully engage with the grade-level complex texts used in Wit & Wisdom in Sync.  Consider using some of the following scaffolds to support multilingual learners in reading:

  • Preview the topic and main ideas of the text.

  • Provide visual aids to support comprehension, such as background-building photographs or videos.

  • Provide student-friendly explanations of key vocabulary words.

  • Set a purpose for reading to help students focus on key details in the text and use the lesson’s Content Framing Question as the basis for that purpose.

  • Chunk the text into smaller passages or shorten the assignment to the essential sections.

  • Read the text aloud to students.

  • Pose Text-Dependent Questions (TDQs) to monitor comprehension.

  • Provide a native language translation for multilingual students before engaging with the English text.

Educators should use scaffolds for multilingual learners only when they have evidence that students need additional support. Providing scaffolds as a matter of course without sufficient evidence  may unintentionally deprive students of opportunities for productive struggle.

For the same reason, scaffolds should be removed as soon as students demonstrate that they have no further need of them, for example, as students demonstrate strong comprehension of the text. Consider these questions when assessing students’ reading comprehension, providing feedback, and selecting appropriate scaffolds: 

  • Do students identify main ideas in the text related to the purpose?

  • Are students able to answer text-dependent questions?

  • Do students make reasonable predictions and inferences?

  • Are students able to find relevant textual evidence?

 

Scaffolding for Multilingual Learners in Action

In Grade 4 Module 2 Day 14 of Wit & Wisdom in Sync, the Great Minds teacher reads aloud chapter 2 of Hatchet and then instructs the students to read chapter 3 independently and record questions they have about the text. The Learning Goal is “Students will respond to TDQs and complete a story map for chapters 1–3 of  Hatchet.” 

Based on evidence from previous lessons and assessments, the classroom teacher anticipates that some of her multilingual learners will need additional support with the reading. She previews the text by showing images of the story’s setting and the different challenges the main character faces in chapters 2 and 3. She reviews the parts of the story map and gives each student a story map to have while reading so they can take notes on the story elements they find. She also decides to read most of chapter 3 aloud but then ask them to reread the last two paragraphs independently to look for important events.

While assessing the students’ story maps and response to TDQs, the classroom teacher checks to see whether the students are successful with the scaffolds. If the students meet the Learning Goal, the classroom teacher can reduce the level of scaffolding and encourage more independent reading. If she sees that students are still struggling to make sense of the text, she can increase the amount of support. 

By considering the goals of the lesson and closely observing students, teachers can identify and provide the appropriate level of scaffolding that multilingual learners need to be successful engaging with complex texts.

 

Scaffolding Writing Tasks for Multilingual Learners

With appropriate scaffolding, multilingual learners can write effectively to articulate the knowledge they are building through Wit & Wisdom in Sync.  Consider using the following scaffolds to support multilingual learners in writing:

  • Analyze a model response before having students write.

  • Co-create a response before students engage in independent writing.

  • Provide students time to rehearse their ideas orally before they write.

  • Provide a word bank of content vocabulary and/or academic language related to the writing type. For example, if students are writing or retelling a narrative, they might benefit from a list of sequencing words.

  • For shorter responses, provide sentence frames to assist students in using academic language to respond to the prompt.

  • For extended responses, provide a graphic organizer to assist students in writing a well-developed response.

  • For extended texts, provide a list of page numbers or quotations to assist in finding evidence.

Educators should use scaffolds for multilingual learners only when they have evidence that students need additional support. Providing scaffolds as a matter of course without sufficient evidence  may unintentionally deprive students of opportunities for productive struggle.

For the same reason, scaffolds should be removed as soon as students demonstrate that they have no further need of them, for example, as students improve their writing fluency and their ability to write effectively in English. Consider these questions when assessing students’ writing, providing feedback, and selecting appropriate scaffolds: 

  • Do students provide a reasonable answer to the writing prompt?

  • Do students express themselves clearly in a well-organized manner?

  • Do students use content and academic vocabulary relevant to the topic?

  • Do students correctly use language forms related to the type of writing? (for example, description, compare and contrast, cause and effect, and argument writing)

  • Do students use increasingly sophisticated vocabulary and language?

  • Are students able to integrate text evidence to support their ideas?

 

Scaffolding for Multilingual Learners in Action

In Grade 2 Module 2 Day 4 of Wit & Wisdom in Sync, the Great Minds teacher prepares students to complete a Focusing Question Task. In Day 5, they will begin this task, which calls for them to write an informative paragraph, including a topic statement, at least three sentences with evidence, and a conclusion. They are also supposed to use the transition words first, then, and finally, as well as topic-specific words. In the Daily Video, the Great Minds teacher reviews the parts of a paragraph, provides an evidence organizer with sentence frames, and models how to complete the organizer with text evidence.

Based on evidence from previous lessons and assessments, the classroom teacher anticipates that some of his multilingual learners will need additional support with the task. Between lessons 4 and 5, the classroom teacher meets with his multilingual students to review their evidence organizers and provides them with an opportunity to orally rehearse their paragraphs. He provides a list of topic-specific words with visuals and encourages students to add some of these words to their writing.

While assessing the students’ Focusing Question Tasks, the classroom teacher checks to see whether the students are successful with the scaffolds. If the students meet success criteria, the classroom teacher can reduce the level of scaffolding and encourage more independent writing. If he sees that students are still struggling to write cohesive paragraphs, he can increase the amount of support. 

By considering the goals of the lesson and closely observing students, teachers can identify and provide the appropriate level of scaffolding that multilingual learners need to be successful engaging with complex texts.