Digital Teacher Workshops Present:

English Language Instruction: Doing What Works hosted by Edwin Montijo

Resource Materials

Observing Gaps in Academic English

ESL and classroom teachers can work together to pinpoint the words, grammatical structures, and uses of connected text in content area instruction that are formal and academic in nature, so that they can better help English learners become proficient in this kind of language. Developing academic English is especially challenging for English learners, and instruction should go well beyond the specialty words that subject area teachers highlight for all students.

This simple observation record is designed for teachers to use in gathering information about how English learners understand and use academic English. The observation is not designed to look at teacher behaviors, but rather to attempt to better understand student responses to instruction. It is suggested that ESL teachers serve as observers and then debrief with their content colleague to determine how they can best collaborate to support students’ development of academic English.

Using the observation form, the observer makes notes about the aspects of academic English that are challenging for students and then analyzes that information with the classroom teacher using questions such as those below.

1. How often did the observed student fail to respond to a teacher prompt at all or not engage in an instructional activity? If you saw a general lack of engagement, how would you explain it and what strategies come to mind to remedy the situation?

2. As the observed student was engaged in instruction, which areas of academic English seemed to give the most trouble? Consider the following options:

a. Not being familiar with particular academic content words or phrases; b. Insufficient skills with particular grammatical structures at the word or sentence level

(e.g., verb tense or voice, comparatives, etc); c. Insufficient skills at the paragraph or discourse level (e.g., how to write a well-

structured paragraph or understand main points in material presented orally by the teacher); or

d. Confusion about words commonly used to provide directions for response (e.g., demonstrate, verify, sequence)?

What improvement strategies might be helpful?

3. Academic English is pertinent to all four language modalities—speaking, listening, reading, and writing. In the lesson you observed, did the English learner use all four modalities? Which seemed to be most difficult?

4. If the student you observed had difficulty responding or completing tasks, was the source of the problem lack of academic English, lack of underlying content knowledge, or both? How could you improve your methods of teaching language and content together?

Academic English Observation: Student Response to Instruction and Practice

In all cases, the observer must be physically proximate to the student being observed to see and hear student responses. The observer should focus on one student during the full instructional sequence for a subject (e.g., a complete science lesson). Part I should be used when the teacher is providing instruction to a group. Part II should be used when the student is working on an assignment independently or with a partner.

Student Name _______________ Grade Level ______ Subject__________________ Teacher _________________________ Beginning Time: ____ Ending Time: ______

Part I. During teacher’s whole or small group instruction:

A. When teacher prompts group for response, student responds accurately.(Tally for each opportunity.)

No (tally) Yes (tally)

If NO, describe teacher’s prompt where student fails to respond or responds inaccurately.Example: Teacher asked: Which type of cell is this? No response from student.

B. When teacher provides direction for independent response, student is able to proceed (e.g., complete matching task or write topic sentence). (Tally for each opportunity.)

No (tally) Yes (tally)

If NO, describe direction given by teacher.Example: Fill in the missing word with an adjective. Student wrote synonyms for nouns within sentence.

C. Whenteacheristeachingspecificvocabulary/terminology, student uses word correctly (e.g., through response to teacher, writing in sentence, etc).(Tally for each opportunity.)

No (tally) Yes (tally)

If NO, identify word or structure teacher is focusing on along with student misperception or mis-use.Example: In lesson about use of comparative forms, student says that the giraffe is the “most higher” of animals.

Part II. Practice: When the student is working independently or with another student:

A. The student follows directions for working independently or as a partner. (Tally for each opportunity.)

No (tally) Yes (tally)

If NO, identify the task that the student doesn’t grasp.Example: Student doesn’t seem to understand how to transfer raw data to bar graph format.

B. The student asks for assistance when confused about the task. (Tally NO when student seems unable to proceed with assigned task after approx. 3 minutes.)

No (tally) Yes (tally)

If NO, identify the task that the student doesn’t grasp.Example: Student doesn’t know how to find synonyms for list of words.

C. The student asks for the meaning of particular words, phrases, or structures. (Tally YES for each instance—student can seek help from partner, teacher, other adult, and so forth.)

Yes (tally)

If YES, identify specific words, phrases, or structures.Example: During geography activity where student is required to match picture to phrase, student asks for clarification about these terms: range of mountains, sand dunes, arid plain.

Reviewing Test Items

A common framework of academic English words and structures is an important tool for teachers, in the experience of the schools profiled on Doing What Works. Schools and districts build those frameworks by reviewing text materials and assessments to identify lists of critical content terms and structures that students must grasp in order to understand subject matter. Then classroom teachers use the list as a reminder of those words that should be previewed and practiced with all students; ESL teachers and other specialists may provide additional reinforcement of the words to ensure that English learners understand and can use the terms.

Here’s a step-by-step process that a school staff could use to develop an academic English framework of mathematics terms for use by an elementary school staff.

Academic English: Building a Framework of Mathematics Words and Structures

Step 1 Engage a cross-role team of staff to develop the framework. Include teachers from adjacent grades, the school or district assessment specialist, mathematics coach, and ESL and Title I teachers. Because patterns of errors on items will be more visible when looking at larger data sets, it is advantageous to conduct this work on a districtwide rather than a single school basis.

Step 2 Gather assessment items used in elementary mathematics for a cluster of grade levels (e.g. grades 3-5). Consider released items from state assessments, end-of-unit tests, standardized achievement tests, and so forth. Assessments for which student results are available on an item-by-item basis are ideal.

Step 3 To the extent possible, prepare item analyses that show response patterns per item for all students and the subgroup of English learners. Identify those items that were answered incorrectly by a higher-than-expected proportion of your students overall as well as those where a higher proportion of English learners provided incorrect answers. Enter those items onto the attached analysis worksheet.

Step 4 Review the items to identify specialty content words and structures that might have tripped up students. Use the categories of words shown on the attached analysis worksheet to guide your review. If the item analysis provides the alternative responses that students selected instead of the correct answer, it may even be possible to speculate about students’ likely misinterpretations or confusions between words.

Step 5 Highlight the potentially challenging words and structures and then tally the frequency of appearance. The most frequent “challenge” words and structures become your list of academic English mathematics terms. A list of about 100 words will provide a solid foundation for teaching and/or reinforcing several words each week.

Step 6 To confirm that particular words and structures are problematic for English learners, work through items with a few English learners. Ask them to explain the item in their own words and how they would go about solving the problem as well as what questions they may have for you about the item. Their explanations may help you to confirm which vocabulary is challenging and why.

Note that similar approaches can be used for reviewing any subject area as well as text and workbook materials that students are expected to read independently.

Elementary Mathematics: Item Analysis Worksheet

Assessment Item Academic English Challenge Words

Special Content Terminology

Common Words with Particular Meaning in Mathematics

Words Used to Convey Directions/ Transitions

Word StructuresCommon to Mathematics

Examples:

SymbolFractionVariablePlace Value

Examples:

AreaPlotEqual

Examples:

DisplayEstimateConfirmBesides

Examples:

Comparison, --er--est

Preparing to Develop Academic English

What is the academic English that should be taught at different grade levels and in different classes?

For instruction to be targeted and effective, everyone in the school needs to know the answer to this question. Schools can draw upon state standards to develop this content framework. They can build from their textbook series and assessments. They can analyze their own school data. The framework is likely to be better understood and internalized if teachers work together to develop, adapt, and refine a framework customized for their school.

How did schools profiled on DWW establish a framework?

Cahuenga uses standards to guide instruction. They have placed additional instructional emphasis on certain language elements like prefixes/suffixes and opinion vs. cause and effect because of their coverage in the standards. Cahuenga staff also intensified their standards-based approach by looking at the release items from the California State Standards Test to analyze how standards would be assessed and the kinds of language that might be difficult. When one group of students had difficulty with a comprehension assessment, the teachers in that grade organized a demonstration lesson that one teacher volunteered to teach while the others observed. They realized that it might be “another academic word within the question that threw the kids.” So, in grade-level teams throughout the school they created index cards that list the standard and the types of questions that may appear; these are used periodically during instruction.

Heritage worked from the Oregon state English Language Proficiency standards and the approach of Susanna Dutro upon which Oregon based the standards. These ELP standards explicitly reference academic language (including: language of literacy books, texts and formal writing; narrative and expository text structure; language structure; conjunctions; parts of speech; grammar; sentence complexity; and two types of academic vocabulary, content-specific words, and general utility academic words). Several years ago the district brought in a trainer to work with teachers from across the district on standards-based curriculum design. Specialist teachers across the district now have lesson plans that include both content and language objectives, which can be tailored by a teacher for a particular class.

ReflectionQuestion: What ideas from these sites would apply in our school?

Note: Use the attached activity to prepare to develop academic English in your school.

ACTIVITY: Preparing to Develop Academic English

Step 1: Convene a representative group of administrators, teachers, and other stakeholders at your school—such as an existing School Improvement Team.

Guide Question: Who should we involve in planning to develop academic English well?

Step 2: View the DWW site material on developing academic English together. At the conclusion, each person should jot down his or her thoughts on the main components that contribute to a strong program in developing academic English. Then have a group discussion to compare ideas on main components of a strong program in developing academic English. Reach consensus of what you think they are.

Guide Question: What do we think are the main components of a strong program in developing academic English?

Step 3: For each component you decide on, rate where your school is now, using the following rating system:

• Already in place• Area to develop• Not feasible now

Guide Question: What is our school’s current practice in developing academic English?

Step 4: For each area you want to develop, go to your overall School Improvement Plan and decide where the improvement in developing academic English fits. Here are some guidelines you may want to consider in planning:

• Write a statement describing the need related to instruction in academic English that you are addressing.

• Write a statement describing the strategy you are going to use to improve how you are developing academic English.

• Be explicit about what you will need to implement the strategy: source material on state or district standards and assessments; resources to support professional development, coaching, time for teacher collaboration; instructional materials; technical assistance from your district office or others.

• Determine who will be responsible for improvement strategy implementation and the timeline for related activities.

• Decide how you will measure ongoing implementation of the improvement strategy you select.• Decide how you will measure success of the strategy in terms of teacher practice and student

results.

Guide Question: What do we need to do next?

Step 5: Remember that it takes time to change instructional practice. Adopt a continuous improvement mindset, gathering data and thinking critically about implementation and results and making ongoing refinements until you are confident that your English learners are learning the academic language they need to succeed in school.

Guide Question: What is our process for making ongoing improvements?

Mapping Your Practice in a Three-Tiered System

Here is a graphic organizer that is sometimes referred to as an “instructional triangle” or a “three-tiered system.” Use the organizer to analyze your current interventions and identify gaps.

Use the questions below to discuss your current practices in each tier.

1. Tier 1: Do teachers differentiate instruction in the core reading block? What data tell whether the strategy is effective for all students?

2. Tier 2: What data are used to identify the students who need additional instruction through interventions? What interventions are available for these students and who provides them?

3. Tier 3: How do you identify students who need more intensive reading assistance? How are intensive interventions provided?

4. Now summarize by listing any gaps in the current system of reading interventions. Brainstorm next steps to address the gaps.

Once you have mapped your interventions, use the tool for “Conducting a Self-Assessment” to look more closely at the quality of each intervention.

Tier 3:

Intensive

reading

intervention

Tier 2:

Short term, skill-focused reading interventions

Tier 1:

Classroom instruction in the core reading program

Conducting a Self-Assessment of Providing Reading Interventions

If you are not sure if your school’s reading interventions at Tiers 2 and 3 have all the characteristics of an effective intervention, this checklist can help. Because it is common for schools to have more than one way of providing extra reading support, one checklist can be completed for each reading intervention you use.

School:

Reading Intervention:Tier:

Characteristic of Effective Reading Interventions Yes Partly No

1). The reading intervention is offered in a small group of 3-6 students.

2). Students in the groups share the same reading difficulties.

3). The intervention is provided daily.

4). The daily intervention is at least 30 minutes.

5). Interventions address all the components of reading: phonemic awareness; phonics; fluency; vocabulary; and comprehension.

6). Instruction in the reading intervention is explicit and direct.

7). Instruction is fast paced and highly engaging.

8). All students have multiple opportunities to respond to questions.

9). Students receive clear feedback when they make an error.

10). Students are moved in and out of interventions based on ongoing assessment data—the intensity and duration of the reading intervention is based on degree of reading risk.

What is your conclusion about this intervention?

When you have rated all the reading interventions that your school uses, write a summary of the extent to which your reading interventions demonstrate these essential characteristics.

Don’tforgetthattheWhatWorksClearinghousehasidentifiedreadinginterventionsthatareeffective with English Learners. Check out this resource if you are considering additions to the reading interventions you currently use.

Learning Together about Peer Assisted learnng

Convene your grade-level team to review the Learn What Works resources for Scheduling Peer Learning.

Watch the multi-media overview and listen to the short video interview with Margarita Calderon.

Here are some ways to reflect on your current practice:

1. Clarify team members’ understandings of the characteristics of peer learning that promote improved achievement outcomes. In what ways are those characteristics the same or different from current peer learning practices used at your grade level?

2. Individual teachers can use the “Self-Assessment Inventory” to review the specific practices that they typically use and make notes about other opportunities for peer assisted learning. Then, members of the grade level team can share results of their individual inventories to identify: a) colleagues who have experience with particular techniques; b) new practices that teachers might want to work on together; and c) areas where they might need assistance.

3. Try this brainstorming activity with teaching colleagues. In the longer interview, Margarita Calderon talks about the importance of keeping peer practice activities focused and quick, ensuring that practice is aimed at specific skill practice. Use the experience of colleagues to suggest ways to structure and streamline typical peer activities to enhance their value for skill practice. Ask one teacher in your group to volunteer an example of a typical peer practice activity he or she uses. Then, have other teachers brainstorm ways to ensure that maximum student time is spent on skill practice with feedback by identifying:

ways that protocols or directions that could be clarified “busy work” steps which could be eliminated ways to more sharply define “products” that focus the work of partners ways to scaffold feedback from partners

Peer Learning Self-Assessment InventoryThis checklist is designed for elementary grade teachers to use in reflecting on how they are currently using peer-assisted instruction and identifying opportunities for increasing instructional value. If several teachers complete the inventory, it can also be used as a basis for a discussion and sharing about current practices.

Schedule 1. I include peer-assisted learning opportunities

in these subjects:Reading WritingOral languageOther language developmentMathematicsScienceOther

2. I use peer-assisted learning for these types of instruction:

As part of whole group teachingFor independent practiceDuring small group lessonsOther

3. My students work with peers in structured learning activities for about 90 minutes per week.

About 90 minutes per weekLess than 90 minutes per weekMore than 90 minutes per week

Schedule Opportunities: Where else, e.g., subject, group, type of instruction, might you incorporate peer-assisted learning?

Grouping 4. I typically pair up students for peer work

using these criteria:RandomFriendsProximitySimilar skillsSimilar English proficiency levelSame home language and cultureDifferent skill levelsDifferent levels of English proficiencyDifferent home languages and cultures

Grouping Opportunities: How might you vary partner assignments for different types of learning activities?

Learning Structure 5. I designate roles for each partner during

peer activities.YesSometimesRarely

6. I design peer activities to be quick and well-paced—typically 10 minutes or less.

YesSometimesRarely

7. I design peer activities to have expected products or ways to document learning progress.

YesSometimesRarely

Learning Structure: Are there ways to increase productive learning by providing additional structure for activities?

Student Preparation 8. I model how students are expected to carry

out peer learning in these ways:Demonstrate lesson tasksProvide written directions for partner rolesModel academic language responsesRehearse partners via demonstrationMonitor student responses

9. I teach students language phrases that are helpful for prompting.

Phrases for eliciting a responsePhrases for paraphrasingWays to ask for clarification

10. I teach students language phrases that are helpful for providing feedback.

Phrases for acknowledging ideasPhrases for offering suggestionsWays to correct mistakes

Student Preparation: What do I need to do to better prepare students for working with peers?

Learning Together About Teaching Vocabulary

Convene your grade level team and review the Learn What Works resources on Teaching Vocabulary.

Watch the multi-media overview and the short interview of expert Diane August

Here are some ways for you to reflect on your current practices in teaching vocabulary:

1. Clarify the team’s understanding of different kinds of vocabulary that English Learners need to acquire. What are the characteristics of the English Learners who need to learn common, everyday vocabulary? The characteristics of those that need to learn academic vocabulary? What are your students’ greatest vocabulary needs?

2. The multi-media overview talks about the importance of a vocabulary framework—a way of identifying what words should be taught, how many per week and when in the school year. What is your school’s or district’s approach to such a vocabulary framework? If you don’t have a vocabulary framework or want to improve your framework, you can get some ideas from the See What Works slideshow and artifacts. Which ones might be helpful to you?

3. Make a T chart on a sheet of paper. In the first column, brainstorm the instructional strategies and resources you use to teach common words and phrases. In the other column, brainstorm strategies and resources you use to teach academic content vocabulary. Use the two Vocabulary Strategy Worksheets to find additional ideas for teaching both types of vocabulary.

Vocabulary Strategy Worksheet: Conversational Vocabulary

English Learners need to acquire the common, everyday words and phrases that native speakers of English already know. A few strategies to develop common English words and phrases and lots of opportunities to practice these words in meaningful contexts where they speak, listen, read and write will help English Learners catch up with their native English speaking peers. Rate your current practice in teaching common words using the tool below. Then think about next steps to enhance instruction.

Strategy Yes Sometimes Not at all

I analyze my instructional materials in reading and the content areas for frequently used common words or phrases that English Learners may not know.

I collaborate with the ESL staff in teaching common words. For example, the ESL teacher may pre-teach words and/or provide additional practice in common words that appear in my instruction. Or, the ESL teacher or a paraprofessional may work intensively with non-English speaking children when they are newly arrived to jump start their development of everyday English words.

My classroom environment reinforces common words that we use in activities everyday. For example, classroom objects are labeled and schedules related to classroom routines are posted. I practice these words with English Learners as we go through our daily routines.

I have resources supporting development of common words and phrases that students can use for reference or practice: for example, picture cards organized by topic (e.g., family, sports, foods, etc) words on large binder rings, or word walls.

I pair children to practice common vocabulary as a quick activity whenever the opportunity presents itself.

When reading with students, I quickly clarify the meanings of words by pointing to pictures or acting out word meaning.

I provide quick translations of common words that are essential to understanding meaning in context.

My classroom contains books and games that practice common words

I have access to computer assisted instruction that develops basic English skills

Next Steps

What conclusions do you draw about your instruction of common English words?

What are 2-3 ways your instruction in common English words and phrases could be improved?

What support do you need to make those improvements?

Vocabulary Strategy Worksheet: Academic Content Vocabulary

Beyond the common words of every day conversation, there are words, phrases, and structures that are more typically used in academic contexts. English Learners, and other students as well, will benefit from direct, explicit instruction in these words, along with lots of opportunities for practice and review. Rate your current practice in teaching academic words using the tool below. Then think about next steps to enhance instruction.

Strategy Yes Sometimes Not at all

My lesson plans focus on a few academic vocabulary words each week—these may be words most critical to understanding meaning from the core reading program and/or words from the content lessons I am teaching in math, science or social studies.

I teach the concept represented by the focus word and the Engl;ish word at the same time.

I teach vocabulary in whole group and small group instruction.

I use pictures, graphic organizers, and physical response to clarify word meaning

I use the internet as a source for pictures, video clips or other resources that will clarify meaning of focus words.

I encourage students to write “student friendly definitions” of focus words that apply their life experience and background knowledge to new words they are learning.

My lessons include opportunities for students to work in pairs or groups to practice academic words and to use them in carrying out in meaningful academic tasks.

I informally assess student understanding of targeted words during instruction and re-teach if needed.

My classroom environment contains displays of the cumulative target words we have learned—and we frequently review and incorporate these words into on-going activities.

As appropriate to my grade level, I include word study topics such as word roots, prefixes, and suffixes.

I teach students strategies for identifying words that are critical to meaning and strategies for finding their meaning.

My students and I celebrate their success in learning targeted words and enjoy vocabulary work.

Next Steps

What conclusions do you draw about your instruction of academic vocabulary?

What are 2-3 ways your instruction in academic vocabulary could be improved?

What support do you need to make those improvements?