exc-ell 1 supporting long-term english learners margarita calderón, ph.d. professor emerita, johns...

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SUPPORTING LONG-TERM ENGLISH LEARNERS

Margarita Calderón, Ph.D.Professor Emerita, Johns Hopkins

University

Margarita Calderón & Associates, Inc.

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LEARNING OUTCOMES

• Overview of on-going research on language, literacy and content.

• Experience examples of instructional strategies that ensure academic language, close reading, and writing specific to the Common Core State Standards.


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Results From the Five-year Studies:

IES comparison study of K-4th dual language (DL), transitional bilingual (TB), and sheltered English instruction/structured English immersion (SEI).

Carnegie Corporation of New York study in 6th-12th general education teachers, ESL, SEI, SIFE, and bilingual teachers.

New study in NYC on RTI and LT-ELs.


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4Margarita Calderón & Associates, Inc.

LT-ELs -- Long-Term ELLs (60-85%)

Struggling Readers/Reluctant Readers

R-ELs -- Reclassified ELLs

M-ELs -- Migrant ELLs

SIFE -- Students with Interrupted Formal Education

SE-ELs -- Special Education ELLs

HSN -- Highly Schooled Newcomers

Diversity of ELs


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Features of Success for ELs: Whole School Commitment

1. Integrated language, literacy and content2. Cooperative learning/interaction

3. Differentiated Tutoring (RTI)

4. Whole-school structures & effective leadership

5. Professional development for everyone

6. Teacher support: Coaching & TLCs

7. Parent/family support teams

8. Benchmark assessments and monitoring of implementation


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CHANGES IN ELA/LITERACY

The CCSS call for changes in the way all K-12 teachers have been teaching:•Academic vocabulary (e.g., tier 1, 2, 3 words).•Language (e.g., rich discourse, discussions, questions, answers).•Reading (e.g., text complexity, more informational than literary).•Writing from sources (e.g., texts they are reading).•Building knowledge in the disciplines by teaching reading, vocabulary and writing in science, social studies, and language arts.

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6 CHANGES IN ELA/LITERACY

1. PK-5 – balancing informational & literary texts (students access the world through science, social studies, the arts and literature)

2. 6-12 – building knowledge in the disciplines (content area teachers instruct on how to learn from what they read and teach academic vocabulary and discourse)

3. Staircase of complexity (close and careful reading to learn; teachers create more time for this reading, and scaffold in new ways)

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6 CHANGES IN ELA/LITERACY

4. Text-based answers (rich and rigorous

conversations on a common text)

5. Writing from sources (use evidence to inform

or make an argument, respond to events, ideas,

facts, rather than personal narratives)

6. Academic vocabulary (constantly build the

vocabulary from complex texts across the

content areas.

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Why is Vocabulary Critical to Reading Comprehension?

• Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy, 2005).

• Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982).

• Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELs (Carlo, August,

& Snow, 2005; Calderón et al., 2005).


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Why is Vocabulary Important?

• Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000).

• The average 6-year-old has a vocabulary of approximately 8000 words, and learns 3000-5000 more per year (Senechal & Cornell, 1993).

• Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham, 2005; Cunningham & Stanovich, 1997)

or reading difficulties (Chall & Dale, 1995; Denton et al. 2011).


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THINK ABOUT IT

1. How many words are your LT-ELs learning per year?

2. How about the struggling learners?

3. How about the highly-schooled newcomers?


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VOCABULARY PREVALENT IN COMPLEX TEXTS

• Some students will have smaller tier 1, 2. 3 vocabularies when they enter the classroom. Instruction must address this vocabulary gap early and aggressively.

• Provide more instruction for students with weaker vocabularies rather than offering them fewer words.

• Focus on tier 2 instruction to help students access grade level texts.

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BASED ON CURRENT RESEARCH, ELLs NEED A BALANCE OF

ESL

SHELTERED INSTRUCTION

Depth of Vocabulary

Reading & Writing in Content Domains


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TIER 1 – WHEN GENERAL EDUCATION TEACHERS DO NOT PROVIDE QUALITY

INSTRUCTION FOR ELs AND ALL STUDENTS THEY FALL THROUGH THE

GAPS.

GAPS IN INSTRUCTION

GAPS IN INSTRUCTION

Tier 2 – EL STRATEGIC

INTERVENTIONS

TIER 3SPED

NOW: STUDENTS FALLING THROUGH THE GAPS WITHOUT QUALITY INSTRUCTION

80 – 90%

10 - 15%

5 - 10% DROP

OUTS


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Why is Content Area Literacy Important for ELLs?

Without reading instruction on content area literacy:• SURFACE COMPREHENSION:

Literal comprehension; students read on their own and answer questions; questions are low-level.

With reading instruction integrated into content areas:• DEEP COMPREHENSION:

Critical comprehension; students learn new vocabulary continuously; associate new readings with prior knowledge; add new knowledge, discuss ideas, interpret facts and information, and apply critical thinking skills to text.


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1. SUMMARIZE: THE MESSAGES FROM WHAT HAS BEEN PRESENTED SO FAR.

2. DISCUSS: WHAT ARE THE IMPLICATIONS SO FAR FOR YOUR CLASSROOM AND YOUR SCHOOL?


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With your colleague(s),

read slides #18 to #21

and summarize.


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ORACY/RICH LANGUAGE DEVELOPMENT

• Oracy = the ability to express oneself fluently and grammatically in speech.

• Oral skills are developed as they occur regularly throughout the day – during pre-teaching of vocabulary, during reading, after reading in cooperative learning activities, small group and whole group discussions, and before, during and after writing.

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ORACY/RICH LANGUAGE DEVELOPMENT

Oracy development occurs when teachersProvide ELs with multiple opportunities to interact with peers about a text or what they are writing (Eads & Wells, 1989; Slavin & Calderón, 2010; Fisher et al. 2012)

Carefully plan, model, provide a psychological safety net, and scaffold in a way that makes ELs feel comfortable expressing their “English in progress” (Calderón 2011)

Create a context of the classroom that encourages voicing of understandings and misunderstandings, thereby, enriching students’ cognitive and linguistic repertoires (Fisher et al. 2012)

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• As Biber (1988) and other linguists have pointed out, authors of narrative and informational texts have different goals and, as a result, use words in very different ways.

• Marzano (2004) found two features associated with science and social studies vocabulary: complex phrases and polysemous words.

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• The word work has 53 common meanings according to Dictionary.com.

• In the science program, one meaning only—and in this case a very precise one—is developed, which is work as “using force in order to move an object a certain distance” (Cooney et al., 2006, p. EM9; Hiebert & Cervetti, 2011).

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Semantic Awareness

Semantic Awareness is a cognitive, metacognitive, affective, and linguistic stance toward words.

It is a mindset that word consciousness involves motivating and showing students how important it is to be learning words.

Students who are word conscious are aware of the power of words they read, hear, write and speak.

Semantic awareness helps students become more skillful and precise in word usage at many levels of complexity and sophistication.


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Academic Language:

For formal discourse between teacher-student and student-student interaction around standards/goals.

For text comprehension.

For words you want to see in their formal writing.

For success in tests.

For academic and economic status.


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For Meeting the Common Core Standards

Examples of Language Functions

Prediction Enumeration

Identification Classification

Interpretation Comparison/Contrast

Explanation Definition

Organization Inference/hypothesis

Retelling Summarization


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Key: Teach Vocabulary Before, During & After Students Read

• Vocabulary knowledge correlates with reading comprehension.

• Reading comprehension correlates with procedural and content knowledge.

• Content knowledge correlates with academic success.

• Comprehension depends on knowing between 90% and 95% of the words in text.

• Knowing words means explicit instruction not just exposure. Students need 12 production opportunities to own a word.


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SELECTING WORDS TO TEACH ELS AND

STRUGGLING READERS


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Multiple Applications of Words

Text structure Writing strategy Signal words

Problem – solutions

• problems are identified and solutions are provided• supporting details describe the problem and solution

accordingly, answer, as a result, because, challenge, decide, fortunately, if ___then, issue, one reason is, outcome is, problem, so, solution, the problem is solved by, therefore, thus, unfortunately, trouble


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ELL Oracy Takes Place During Content Instructional Sequences:

1. Pre-teaching of vocabulary

2. Teacher read alouds

3. Student peer reading

4. Peer summaries

5. Depth of word studies/grammar

6. Class discussions




4. Peer summaries



7. Cooperative learning activities

8. Formulating questions and Numbered Heads

9. Round Table Reviews

10.Pre-writing & drafting

11.Revising/editing

12.Sharing





11.Revising/editing

12.Sharing

What is the amount of time for student talk vs. teacher talk?

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A framework for selecting words: Tier 1, 2, and 3 word categories

• Words that support major ideas in a text, and are the most useful, critical, to the major concepts.

• Content area texts have key terms that are Tier 3, but not Tier 2 or Tier 1 that are new to ELs.

• Which words do you want to hear in their discussions and see in their academic writing?

• Which words are most useful for ELs to learn?• What are the syntax and grammatical features you

want ELs to learn from this text?

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The core vocabulary consists of Tier 3 words such as mysteries, property, and interior. These words are highly versatile--many of them are polysemous and can also function as different parts of speech.

Approximately 4,000 root words in this core group form approximately 5,600 unique words (Zeno, Ivens, Millard, & Duvvuri, 1995). When simple endings are added to these words (inflected endings, possessives, plurals, ly, y, er, est), their numbers approach 9,000 words (Hiebert & Cervetti, 2011).

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TIER 3 – CONTENT SPECIFIC

Square root Photosynthesis Government

Rectangle Germ Bylaws

Radical numbers

Atom Bailout

Circumference Matter Congressional

Pi square Osmosis Capital

Power Power Power


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Polysemous words (homonyms or homographs) across academic content areas:

• solution• table• divide• prime• round• trunk• state

• power• cell• right• radical• leg• left• light

• fall• check• court• hand• long• pin• rest• roll• sense

Tier 2—Subcategories

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TIER 2 – PHRASAL CLUSTERS AND IDIOMS

• Run off

• Run away

• Break a leg

• Once in a while

• Complete sentence

• Long noun phrases

• Relatively easier

• Stored Energy

• Stimulus package


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Spanish to English: ¡Fácil!

Fácil

•Facile

•Facilitate

•Facilitator

•Facilitation

Edificio

•Edifice

•Edify

•Edification

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TIER 2 – SOPHISTICATED AND WORDS FOR SPECIFICITY

TIER 1 – TALK, SAYTIER 2 -- WHISPER CONVERSATION [conversación]

ARGUE CONVERSE [conversar]SPECIFY [especificar] COMMENT [comentar]ANNOUNCE [anunciar] MENTION [mencionar]REQUEST COMMUNICATE [comunicar]REVEAL [revelar] DIALOGUE [diálogo]REMARK VERBALIZE [verbalizar]DECLARE [declarar] PRONUNCE [pronunciar]DESCRIBE [describir] DEBATE [debate]DISCUSS [discutir] VOCALIZE [vocalizar]PROCLAIM [proclamar] ARTICULATE [articular]SHOUT QUESTION [cuestionar]SCREAM PONTIFICATE [pontificar]

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IDIOMS: talk

• Small talk• Sweet talk• Talk shop• Talk big • Talk sense• Talk down• Talk back• Talk over• Speak up• Pep talk

• Talk your ear off• Talk in circles• Talk in riddles• Talk a mile a minute• Dance around a topic• Talking to a brick wall• Talk of the town• Spit it out• Talking point• Talk your way out of it

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COMPOUND WORDS: check

• Bad check• Bed check• Check-in• Check-out• Check off• Check up on• Cross-check• Double check• Spellcheck

• Checkbook • Paycheck• Checkstub • Blank check• Rubber check• Rain check• Spot check • Checklist• Checkmate

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TIER 2 - SENTENCE STARTERS

Summarizing. Students create a new oral text that stands for an existing text. The summary contains the important information or big ideas.

+ This story tells about a . . .

+ This section is about the . . .

+ One important fact here is that . . .

Determining important information. Students tell the most important idea in a section of text, distinguishing it from details that tell more about it.

+ The main idea is . . .

+ The key details that support that are . . .

+ The purpose of this text is to . . .


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TIER 2 - QUESTION STARTERS

• Can you help me _____?

• I don't understand _____.

• Where is/are _____?

• How do I _____?

• May I ask a question?

• How much time do we have for _____?

• Where do I _____?

• Would you please repeat that?


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Some Examples of Transition Words & Connectors for:

• Cause & Effect -- because, due to, as a result, since,

for this reason, therefore, in order to, so that, thus…

• Contrast -- or, but, although, however, in contrast,

nevertheless, on the other hand, while …

• Addition or comparison -- and, also, as well as, in

addition, likewise, moreover, by the way …

• Giving examples -- for example, for instance, in

particular, such as …

TIER 2 – WORDS THAT NEST CONTENT WORDS AND CONCEPTS


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Differences of Vocabularies

In Informational Text•Knowing these words is more crucial•More complex words•More interrelated thematically•More phrasal clusters•They have to be pre-taught, demonstrated, illustrated, discussed, and written

In Narrative Text•Can get the gist of the action or dilemma without knowing all words•Content selections in ELA textbooks do not emphasize core content vocabulary

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When explaining / presenting a lesson, pay attention to homophones such as:

–sum some–cell sell–weather whether–blew blue–whole hole

TIER 2 -- HOMOPHONES


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Simple words for English speakers, but might create difficulty for ELLs due to:

• Spelling• Pronunciation• Background knowledge• Unfamiliar word, not previously

taught• False cognate

TIER 1 FOR ELS


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The 25 most frequent words (e.g., the, of, to, a) alone account for 33% of all the words in typical texts. These most frequently used words are functions words, the glue that holds our thoughts together (prepositions, pronouns, question words).

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REVIEW AND GET READY FOR A TEST:

What are the differences between Tier 1, Tier 2, and Tier 3?


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vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, coincide, widespread, implicit…

These Await Your Students in 6th & 7th Grade Tests!


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Summary of Vocabulary Tiers 1, 2, 3 For ELLs

TIER 1 -- Basic words ELLs need to communicate, read, and write. Those that should be taught.

TIER 2 -- Information processing words that nest Tier 3 words in long sentences, polysemous words, transition words, connectors; more sophisticated words for rich discussions and specificity in descriptions.

TIER 3 -- Subject-specific words that label content discipline concepts, subjects, and topics. Infrequently used academic words.


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• Academic language is vital for academic success.• Informational text contains more new words in

specialized content areas.• Teachers across the subject areas can

explicitly teach the most useful words.• Develop word-learning strategies and application

in daily use.• Daily learning and use of words is the most

important gift for our students.

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Your Turn!Your Turn!

Select 3 words for each tier -

(Tier 1, 2, 3) from the text slide.

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Criteria for Selecting Words to Teach

It is critically important to the discipline.

It is critically important to this unit.

It is important to the understanding of the concept.

It is not critical but useful for ELLs.

It is not useful at this time.

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Identify & Classify Words

Type of Words Tier 3 Tier 2 Tier 1

Polysemous

Phrases (bundled up words, idioms)

Cognates

Connectors & transition

Homophones

Other:

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A Change in Climate

From one day to the next, weather can have a big effect on your life. When it rains, you have to stay indoors or carry an umbrella. When it's cold, you have to bundle up.

Over the course of hundreds, thousands, and millions of years, weather trends affect life on Earth in more dramatic ways. Ice ages or long droughts, for example, can wipe out certain types of plants and animals. Although many species manage to survive such extreme, long-term climate shifts, their living conditions also change.

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PRE-TEACHING 5 TO 6 MOST USEFUL WORDS FOR EACH

LESSON/EACH SUBJECT EACH DAY.


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Pre-Teaching Vocabulary

• Not passive role – look up in dictionary; define in context of a sentence; copy from the board; listen to the word and meaning only.

• Active role – use the word with peers, apply to real-life experiences, connect with meaning used in the text.

• Use of the word – in reading comprehension and discussion plus talking and writing of summaries.

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Well planned, robust instruction of vocabulary

• Clear explanations, see the word, understand the meaning, pronunciation practice, oral application of words with peers, and use in reading and writing.

• Other vocabulary activities can follow reading: suffixes, root words, complicated word knowledge.

• Leave time for reading, verbally summarizing, and writing within a 30 - 45 minute block!

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Pre-teaching Vocabulary

• Try to keep teacher talk to 1 minute for the 7 steps; students’ practice to 1 minute (2 - 3 minutes per word).

• 100% student participation!!!• DO NOT ask them to write, draw, guess what it

means, or spend too much time giving examples that might draw students away from the real meaning. Writing and further depth of word meaning and practice can come after reading. Some consultants want you to take up to 20 min. per word!

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PRE-TEACHING VOCABULARYAn Example for 2nd to 12th

1. Teacher says the word. Asks students to repeat the word 3 times.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).4. Explains meaning with student-friendly

definitions.5. Highlight grammar, spelling, polysemy, etc. Engages students in activities to develop

word/concept knowledge.7. Remind students how/when to use the word.

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1. Teacher asks students to repeat the word.

2. Teacher states the word in context from the text.

3. Teacher provides the dictionary definition(s).

4. Explains meaning with student-friendly definitions.

5. Engages students in activities to develop word/concept knowledge.

6. Highlights features of the word: polysemous, cognate, tense, prefixes, etc.

7. Reminds when to use it.

1. Say effect 3 times.

2. Weather can have a big effect on your life.

3. The result or consequence of something.

4. Two cups of coffee in the morning have a big effect on me -- I can’t sleep at night!

5. What has had a big effect on your life recently? TTYP

6. It is a cognate – efecto. How do we spell effect? What other word is similar?

7. Use effect in your EXIT PASS today.

Teaching Concepts/Vocabulary

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1. Teacher selects the word and sentence from the text.

2. Provides the dictionary definition. Explains meaning with student-friendly definitions.

3. Asks students to repeat the word 3 times.

4. Highlights features of the word: polysemous, cognates, etc.

5. Engages students in activities to develop word knowledge.

6. Reminds how they will use it.

1. Over the course of hundreds of years, weather trends affect life on Earth in more dramatic ways.

2. [verb] To influence or change someone or something. Example: Jason’s accident affected him badly. [adjective] False and unnatural. Jena’s affected voice makes her sound like she’s acting.

3. Say affect 3 times. Now say effect 3 times.

4. What is the cognate for affect?

5. Use the word as a verb and as an adjective.

6. Use both effect and affect in your summaries.

Teaching Vocabulary

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1. Teacher says the word/phrase.

2. Teacher selects the word and sentence from the text.

3. Provides the dictionary definition.

4. Explains meaning with examples or student-friendly definitions.

5. Asks students to repeat the word 3 times.

6. Engages students in activities to develop word knowledge.

7. Highlights features of the word: polysemous, cognates, etc.

1. Laid it out.

2. He … laid it out on the north and south banks of the wide river.

3. [v] To establish something on the ground; to put down carefully.

4. I had a lot of papers to grade. I laid them out on the table.

5. Laid it out, laid it out, …

6. Complete this sentence with your buddy: I had __ and laid it out on ____

7. Laid is past tense of lay.

Teaching Vocabulary

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More Examples for Step #6

Question, Reasons, Examples• If you are studying for a test, you

need to do it persistently. What else do you need to do persistently?

• Say faithful if it applies:– A cat who always comes

home before dark.– A brother who takes care of

his sister.– A girl who has 3 boyfriends.– You provide an example for

us.

Making Choices & Review• Would you have iron will if you:

– Were afraid of cats?– Were tired but kept running

until you reached the finish line?

– Worked very hard to get an “A ” on your report card?

• Applaud if you’d like to be described by the word: faithful, stubborn, awesome, awkward, impish, stern, illuminated.

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Example from 5th Grade Text

1. Say “manage” three times.

2. Although many species manage to survive such extreme . . .

3. (1) succeed in doing something difficult; (2) to be in charge of, to run: manage a company.

4. I managed to lose ten pounds by exercising. My father manages that store.

5. Manage is a polysemous word. Manejar is the cognate. It also has multiple meanings (to drive, to manage).

6. Think-pair-share: What have you managed well recently?

7. Remember to use manage in your summaries.


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An Example for Pre-K to 1st

1. Introduce the new word or phrase and ask the children to say it three times or more.

2. Explain the word using everyday language. Provide a child-friendly definition.

3. Give examples of the word in a variety of contexts. Use complete sentences. Use concrete objects.

4. Think-Pair-Share --Ask the children to use it in a sentence with their buddy. Then, ask them what their buddy said.

5. Acknowledge the student’s attempts at using the new word.

6. Remind them when they need to use the new word.


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An Example in Kinder

1. In the pretend or play area, the teacher has the students pack small bags, write their name or draw a picture on a tag, and tie the tag to their luggage.

2. Students are asked to say luggage 3 times.

3. Students are asked to say to a buddy, “I have . . . in my luggage. I am taking my luggage to . . .”

4. The teacher gives the student a sticker or teacher-made luggage tag to put on his or her suitcase every time the student uses the word luggage.


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An Example in Kinder

5. The teacher tells the students to ask their parents to show them what luggage they take on their trips, how many pieces of luggage they take on trips, and what happens if they lose their luggage. The next day, students are asked to share the answers to these questions.

6. The teacher reads a story about a trip during which the characters take luggage, and children retell the story and add their own make-believe adventures.


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Un sólo contexto para todas las palabras

Enséñame como sería un inmenso plato de espagueti?

Si te lo comes todo y te sientes incomodo, ¿cómo te verías?

Enséñame como te verías comiéndolo lentamente.

Enséñame como te verías comiéndolo prudentemente.

Mismo formato Si un perro estuviera

portándose amenazador, ¿lo acariciaría usted o se alejaría de él? ¿por qué?

Si usted quisiera ver algo exquisito, ¿iría a un museo o a una tienda de alimentos? ¿por qué?

¿Cuál animal puede hacer un gruñido, un pez o un león? ¿por qué?

Ejemplos del paso #6

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Your Turn to Teach Us!Your Turn to Teach Us! Prepare to teach a Tier 1 word using a support from the previous page.

Prepare to teach a Tier 2 or 3 word using the 7 steps.

Teach it to us – role play as if we were your students (3 minutes max).

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Argumentation Discourse

• Purpose: share perspectives, provide evidence and claims, offer counterclaims, and disagree without being disagreeable.

• Students stay on topic and think deeply about what the partner says. Partners help ELs express their ideas.

• Discourse: I read… I found that on page… I disagree because… I agree with … because…

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Collaborative Argumentation

• An argument is a way of assembling information logical so that the reader or listener can draw conclusions.

• Collaborative argumentation is a field of study that focuses on how learners co-construct meaning in the company of peers (Fisher et al, 2012)

• Participants make claims, provide evidence, and consider the counterclaims of others (Nussbaum, 2008).

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Discourse for Text Discussions

• This is about…• I understand this is

about…• I think this is about…• I liked the …• I learned a new

word…• The same happened

to me when…

• This text is about…• I liked the part where..• I think this means…• I don’t understand this

part …• That character

reminds me of …• That part reminds me

of…

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• Cooperative Learning strategies -- RoundTable, Tea Party, Write-Around, 3-Step Interview, 8-Rectangles, Corners, etc.

• Word journals, Frayer graphs, semantic webs, etc.

• Games -- Jeopardy, Charades, let students invent!

• Charts, graphs, cognitive organizers, semantic maps, word webs!

• Poems, chants, songs, rhymes!

• Summaries, syntheses, story-related writing, reports, related research, personification plays, cartoons, comic books -- all should include as many of the key words as possible.

Teaching Words After Reading or for Anchoring Knowledge


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Vocabulary in Centers

Reader’s Theater Center. Reader’s Theater Books that contain lines for different readability levels can be used at these centers. Students can practice fluency and pronunciation, learn new words, build listening skills, learn to take turns, and perform in front of an audience.

Listening/Reading Center. Many programs for ELs have been developed such as online books or books on CDs. Ask students to summarize their book.

Computer Center. ELs and other students can practice phonemic awareness, pronunciation, vocabulary, math, science, sequencing, following directions, and technology skills on the computer.


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Sentences

The palm trees swayed

in the wind.

Explanation (Definition)

An evergreen tree that

grows in hot

places

Examples

palm trees on

Palm Blvd.

Drawing

Polysemous S.E.E.D. activity as a “DO NOW” the following day

The fortune teller will read your palm and tell

your fortune.

sweaty palms

palm reader

The flat inside part

of your hand.

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Main categories of grammar that are difficult for ELLs

A. Compound and complex sentences

B. Nominalization and long noun phrases

C. Passive voice structures

D. Long or multiple prepositional phrases and idioms.

GRAMMAR

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BALANCE OF INFORMATIONAL AND LITERARY TEXT

• 50% informational and 50% literary• Scientific and historical text + literature• Should build a coherent body of knowledge

within and across grade levels (example: The Human Body p. 33 of the CCSS)

• Topics include contemporary events and ideas, nature, and the arts

• Topics should span many genres, cultures, and eras, and model the kinds of thinking and writing students should use in their own work

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VOCABULARY PREVALENT IN COMPLEX TEXTS

• Develop a sense of excitement about words through games, puns, jokes, word play focusing on multiple word meanings, morphology, phonology and orthography.

• Use new vocabulary in rich discussions, oral and written summaries.

• Students have rich rigorous conversations which are dependent on a common text.

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• Hook the Reader• Build Background• Connect with Prior

Knowledge• Pre-teach

Vocabulary Explicitly

• Preview Text with Students

• Set Purpose for Reading

Before Reading Science, Math, Social Studies, and Language Arts

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TEXT COMPLEXITY

• Pre-reading activities are eliminated (summaries, translating, stimulant questions, connecting the reader to the text ahead of time, or telling the students what they are going to learn in advance of reading the text.

• Why? It distracts the reader from the central act of reading – of engaging with the text trying to make meaning for himself or herself.

• Instead, students read, summarize orally, re-read challenging portions of the text.

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BUILDING KNOWLDEGE IN THE DISCIPLINES

• Reading well means gaining the maximum insight or knowledge possible from each source.

• Use shorter, challenging texts that elicit close reading and re-reading at each grade level.

• Select and explicitly teach specific passages within the text to provide opportunities for close reading.

• Students should read, re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.

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Why Do Teacher Read and Think AloudsTeacher Read and Think Alouds??

•Fluency

•Comprehension Strategies

•Self-correction

•Fix-it strategies

Extend comprehension

Teach more words

Engagement with Text – Step 2Modeling Comprehension

MODEL

MODEL

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There's lots of evidence of drastic changes in climate occurring in the distant past. Earth today may again be in the midst of such a climate change. In the last 100 years, studies show, global temperatures have risen an average of 0.6 degrees C.

That might not sound so bad. After all, what difference does half a degree make?

A growing number of studies suggest, however, that such an increase could have a big impact on life.

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• The teacher reads and models strategies.

• Partner A reads the first sentence. Partner B helps.

• Partner B reads the next sentence. Partner A helps.

• After each paragraph, partners “put their heads together” and summarize what they read.

• Partners continue until they finish reading the section assigned.

Partner Reading

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Biologists and ecologists are discovering, often by accident, that climate change is forcing some plants and animals into new habitats. Others are becoming extinct. Sometimes, scientists show up at a site they've studied for years, only to discover that the organisms they've been tracking are no longer there. What's more, it now looks like this redistribution of life on Earth is sometimes happening at an alarmingly fast pace.

"These little pieces of information are all warning signs that stuff is going on," says Erik Beever. He's a research ecologist with the United States Geological Survey in Corvallis, Ore. "Our world is changing more rapidly than we have observed in the recent past," he says.

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Global Warming

What's causing today's increased temperatures?

Many scientists say that human activities, such as burning coal, oil, and other fossil fuels, are largely to blame. These activities release heat-trapping gases, such as carbon dioxide, into the atmosphere. The more these gases accumulate in the atmosphere, the hotter things get on Earth.

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QUESTIONS AND TASKS

• High-quality sequences of text-dependent questions should be modeled.

• Questions should begin with relatively simple questions requiring attention to specific words, details, and arguments, and then more to explore the impact of those specifics on the text as a whole.

• Series of questions that demonstrate students ability to follow the details of what is explicitly stated in the text.

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QUESTIONS AND TASKS

• Good questions will often linger over specific phrases and sentences to ensure careful comprehension.

• Questions should also focus on nontrivial inferences based on evidence from the text.

• Questions should focus on building knowledge.

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Students work in teams of four:

1. Construct 2 questions based on the specific Bloom level assigned to you.

2. Write each question on a separate card.

3. Give your cards to the teacher.

Step 5: Connect Reading & Writing

Formulating Questions

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Applying Bloom’s Taxonomy of Cognitive Process – 1

THINKING PROCESSVERBS FOR OBJECTIVES

MODEL QUESTIONS

INSTRUCTIONAL STRATEGIES

(Knowledge-1)Shallow processing: drawing out factual

answers, testing recall and recognition

R

E

M

E

M

B

E

R

choose

describe

define

identify

label

list

locate

match

memorize

name

omit

recite

recognize

select

state

Who?

Where?

Which one?

What?

How?

What is the best?

Why?

How Much?

When?

What does it mean?

• Highlighting• Rehearsal• Memorizing• Mnemonics

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THINKING

PROCESSVERBS FOR OBJECTIVES MODEL QUESTIONS


(Comprehension-2)

Translating, interpreting and

extrapolating

U

N

D

E

R

S

T

A

N

D

classify, defenddemonstratedistinguishexplain, expressextendgive exampleillustrateindicateinterrelateinterpretinfer, judgematchparaphraserepresentrestaterewriteselect, showsummarizetell, translate

State in your own words.Which are facts?What does this mean?Is this the same as…?Give an example. Select the best definition.Condense this paragraph.What would happen if…?State in one word…Explain what is happening.What part doesn’t fit?Explain what is meant. What expectations are there?Read the graph (table).What are they saying?

• Key examples• Emphasize connections• Elaborate concepts• Summarize• Paraphrase• STUDENTS explain• STUDENTS state the rule• Why does this example…?• Create visual representations

(concept maps, outlines, flow charts, organizers, analogies, pro/con grids) PRO/CON

• NOTE: The faculty member can show them, but they have to do it.

• Metaphors, rubrics, heuristics

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THINKING

PROCESSVERBS FOR OBJECTIVES MODEL QUESTIONS


(Application-3)Knowing when to apply; why to apply and recognizing patterns of transfer to situations that are new, unfamiliar or have a new slant for students

A

P

P

L

Y

applychoosedramatizeexplaingeneralizejudgeorganizepaintprepareproduceselectshowsketchsolveuse

Predict what would happen ifChoose the best statements that applyJudge the effectsWhat would resultTell what would happenTell how, when, where, whyTell how much change there would beIdentify the results of

• Modeling• Cognitive apprenticeships

• “Mindful” practice – NOT just a “routine” practice

• Part and whole sequencing

• Authentic situations• “Coached” practice• Case studies• Simulations• Algorithms

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Numbered Heads Together

• Number off in your team from 1 to 4.

• Listen to the question.

• Put your heads together and find the answer.

• Make sure everyone in your team knows the answer.

• Be prepared to answer when your number is called.

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• Clear your desks.

• Only one paper and pencil.

• Each student writes one answer and passes the paper to the right.

• Everyone must write an answer.

• Continue this process until the teacher calls time out.

• Count the number of correct responses by your team. Delete repeated words and report your

numbers.Margarita Calderón & Associates, Inc.

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• Write a key word from

the text and pass the paper.

• Keep writing one word at a time until time is up.

• The words must be Tier 2 or 3.


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Round 2

• Put your heads together and come up with a strategy to improve your team total.

• Apply your strategy in Round 2 of Round Table.

• Follow the same rules as for Round 1.


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The ultimate proof -- at the end of the block, day, week:

Write one or two paragraphs summarizing what you learned about _______________ using as many tier 2 and tier 3 words as you have learned.

Extra points if you use appropriate connectors, transition or signal words. Use compound sentences or different types of clauses.

Assessment & Writing


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WRITING

• Writing is to show that students can analyze and synthesize sources in texts they read, presenting careful analysis, well-defended claims, ideas, and clear information.

• They draw evidence from a text or text to support analysis, reflection, or research.

• Short focused research projects should also be used.

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WRITING

Elementary: 30% to argue, 35% to explain/inform, 35% narrative.

Middle school: 35% to write arguments, 35% to explain/inform, 30% narrative.

High school: 40% to write arguments, 40% to explain/inform, 20% narrative.

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Vocabulary/Language Progressions

How do your students progress through the different proficiency levels?

Does their vocabulary progress in the 4 language domains – listening, speaking, reading, writing?

Does their vocabulary progress in the 4 core subjects – math, science, social studies, language arts?

Is their academic language differentiated and targeted for each proficiency level and range of schooling background?


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ELL Oracy Takes Place During:




4. Peer summaries






4. Peer summaries







11.Revising/editing

12.Sharing





11.Revising/editing

12.Sharing

What is the amount of time for student talk vs. teacher talk?

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Solution Tree Press: Item # 14BSF–BKF402


Solution-tree.com

Phone 800.733.6786

FAX 812.336.7790

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WWW. CORWINPRESS.COM

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Preventing Long-Term ELs:

Transforming Schools to Meet Core

Standards

Paperback: $31.95, D10840-978-1-4129-

7416-5

WWW.CORWIN PRESS.COM800-233-9936

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Wishing you great success

in your endeavors!

[email protected]

www.margaritacalderon.org

202-368-4621

THANK YOU!!!


exc-ell 1 supporting long-term english learners margarita calderón, ph.d. professor emerita, johns...

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